Auto news on Youtube Jan 26 2019

Qualis Health and Wisdom Warriors

Partners in Diabetes Self-Management Education for Indigenous People

Indigenous people have the highest prevalence of diabetes in the United States.

More than twice that of non-Hispanic whites.

Under contract with the Centers for Medicare & Medicaid Services, Qualis Health promotes Diabetes Self-Management Programs in Idaho and Washington.

Diabetes Self-Management Program workshops empower people with diabetes to improve their health and quality of life through skills such as: action planning, healthy eating, problem solving, decision making, stress management, effective communication

Becky Bendixen Wisdom Warrior Program Co-Developer Tribal Specialist, Northwest Regional Council

We find that the program can be adapted to any particular tribe, honoring their traditions, their language and their culture.

Wisdom Warriors is a Diabetes Self-Management Program created by and for Indigenous people that weaves in culturally specific aspects. Fishing, dancing, carving, smoke house, medicine bags, canoe journey, berry gathering, elk hunting, powwow,

2015 - Qualis Health began working with Wisdom Warriors, assisting them with conducting workshops, accessing training for new workshop leaders and promoting the Wisdom Warriors program.

June 2018 – Qualis Health sponsored the inaugural Wisdom Warriors conference.

Members of 34 tribes gathered on the Port Madison Indian Reservation in Washington State to learn and share best practices for diabetes self-management and education.

William Shawaway, Enrolled Yakama Elder Living on the Confederated Tribes of the Umatilla Indian Reservation

I have the Wisdom Warriors to credit for the better lifestyle I live today. Because I feel really, really good after doing this program.

I've lost seventeen pounds, and my A1C is the best it's ever been.

Today, Wisdom Warriors has many more qualified diabetes educators committed to spreading the program to more tribes.

By adopting an approach of cultural humility, Qualis Health has been able to partner with Wisdom Warriors to expand the program and enhance its sustainability.

Learn more at medicare.qualishealth.org/wisdomwarriors

This material was prepared by Qualis Health, the Medicare Quality Innovation Network - Quality Improvement Organization (QIN-QIO) for Idaho and Washington, under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. The contents presented do not necessarily reflect CMS policy. WA-EDC-QH-3597-01-19.

For more infomation >> Wisdom Warriors & Qualis Health: Partners in Diabetes Self-Management Education for Native Americans - Duration: 2:36.

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Episode 1230 | The Line: Education Reforms - Duration: 11:32.

>> WE HAVE GOT MORE OF THAT INTERVIEW ON THE YAZZIE

MARTINEZ LAWSUIT ON THE WEBSITE.

HEAD TO NEWMEXICOINFOCUS.ORG.

WATCH AND LET US KNOW WHAT YOU THINK LAWMAKERS SHOULD

CONSIDER TO FIX OUR EDUCATION SYSTEM.

NOW THAT WE HAVE ALL THAT BACKGROUND I'LL DIVE INTO SOME

OF THE PROPOSALS NOW CIRCULATING THROUGH THE

ROUNDHOUSE.

WE TURN BACK TO THE LINE PANELISTS.

START WITH THE IDEA OF A LONGER SCHOOL YEAR.

ONE PROPOSAL ASKS THREE MORE DAYS OF THE SCHOOL CALENDAR.

THREE DAYS WOULD ALLOW FOR MORE TIME FOR PROFESSIONAL

DEVELOPMENT AND ALSO MORE CLASSROOM INSTRUCTION AS WELL.

BUT, TOM AND IT HAS BEEN SQUISHY ON THE STUDIES OUT

THERE ABOUT THE BENEFITS OF A LONGER SCHOOL YEAR OR NOT.

INTERESTING PROPOSAL.

WE HAVE TO START TRYING SOMETHING, WE ALL KNOW THAT.

CAN'T DO STATUS QUO. IS THIS THE WAY TO GO?

>> I LIKE THE IDEA OF MORE DAYS.

18.7 MILLION TO FUND THOSE THREE EXTRA DAYS, NOT ENTIRELY

A LARGE AMOUNT COMPARED TO THE OVERALL BUDGET.

WHAT IS CONCERNING TO ME IS THAT IT IS A TACTIC WITHOUT A

STRATEGY.

HEY, I KNOW WHAT WE NEED, THREE MORE DAYS, WHAT IS THE

STRATEGY?

WHAT ARE YOU GOING TO DO WITH THAT?

I DON'T KNOW.

WE DON'T HAVE AN EDUCATION SECRETARY YET OR AN EDUCATION

PLAN.

WE JUST GOT RID OF PARCC.

THERE IS A LOT OF STUFF THAT NEEDS TO BE ANSWERED BEFORE WE

CAN GO THROUGH AND HAVE A FURTHER DISCUSSION TO SAY, YOU

KNOW WHAT, ARE THE THREE DAYS REALLY THAT IMPORTANT OR DO WE

NEED TO DO SOMETHING WITH THE OTHER 180 FIRST AS FAR AS

RESTRUCTURING ACCOUNTABILITY FOR PARENTS, ACCOUNTABILITY

FOR STUDENTS AND FOR ADMINISTRATORS AS WELL.

I THINK IT IS THERAPEUTIC.

MAYBE IT IS JUST A LITTLE BIT TOO SOON IN THE CONVERSATION

TO SAY IF IT IS WORTHWHILE BECAUSE YOU DON'T HAVE A

STRATEGY BEHIND IT.

>> INTERESTING POINT.

WHAT DO YOU THINK ABOUT THIS?

>> I THINK THAT THE SCHOOLS ARE UNDERFUNDED.

THE COURT CLEARLY SAID THAT.

THEY EVEN CLAIMED THAT THEY WEREN'T RESPONSIBLE FOR THE

UNDERFUNDING, THAT WAS THE DISTRICTS.

THE JUDGE SAID, NO, YOU ARE RESPONSIBLE AND NOT HAVING THE

MONEY TO DO SOMETHING IS NOT AN EXCUSE.

YOU HAVE GOT TO FIND THE MONEY.

TO TOM'S POINT, ARE WE GOING TO JUST UNDERFUND SCHOOLS FOR

THREE MORE DAYS?

OR ARE WE GOING TO FIGURE OUT WHERE THE MONEY NEEDS TO GO,

PRE-K, ANCILLARY SERVICES, ESL AND SO FORTH, BEFORE WE ADD

MORE DAYS TO UNDERFUND.

I THOUGHT IT WAS INTERESTING THAT THE JUDGE PUT OUT A WHOLE

LIST OF WHERE ARE WE GOING TO GET THE MONEY.

AND, ONE OF THE FIRST -- THE FIRST THING ON THE LIST WAS A

SEVERANCE TAX PERMANENT FUND, TAKE IT OUT OF THERE.

WELL, INTERESTINGLY ENOUGH THE GOVERNOR IN HER STATE OF THE

STATE DIDN'T REALLY MENTION HOW THE EDUCATION CHANGES THAT

WERE MANDATED ARE GOING TO BE FUNDED BUT SHE DID SAY TAKE

SOME MONEY OUT OF THE SEVERANCE TAX PERMANENT FUND

TO FUND SMALL BUSINESS.

WHERE ARE WE GOING TO USE THAT MONEY?

NOW HER PROPOSAL WOULD REQUIRE CONSTITUTIONAL AMENDMENT

ACTUALLY BECAUSE THERE IS A STATUTORY OR CONSTITUTIONAL

LIMIT ON HOW MUCH CAN BE USED OUT OF THAT FUND FOR SMALL

BUSINESS.

BUT, I JUST THOUGHT IT WAS INTERESTING TO JUXTAPOSE THE

FIRST THING ON THE JUDGE'S LIST WITH WHAT THE GOVERNOR

SAID SHE WOULD DO WITH THAT MONEY.

NOW THE JUDGE SENT 11 MORE TAXES THAT COULD BE EITHER

INVOKED OR REVITALIZED OR JUST RAISED.

ONE WAS TO DO AWAY WITH SOME OF THE RECENT CORPORATE TAX

REDUCTIONS, WHICH I THOUGHT WAS INTERESTING BECAUSE WE

HAVEN'T SEEN ANY GREAT INFLUX OF BUSINESSES COMING IN.

WE HAVE HAD A FEW.

BUT THEY DON'T SEEM TO BE TIED REALLY TO THE TAX STRUCTURE SO

MUCH AS WHAT DO WE HAVE FOR WORKFORCE?

DO WE HAVE AN APPROPRIATE WORKFORCE?

IN THE NETFLIX CASE, WE HAVE INFRASTRUCTURE THEY ARE TAKING

OVER, DIDN'T HAVE VERY MUCH TO DO WITH CORPORATE TAX.

>> A PREEMPTIVE TAKING ALL EXCUSES OFF THE TABLE BEFORE

THE EXCUSES GET TO THE SURFACE.

TEACHERS WILL TALK ABOUT -- MY EX-WIFE IS A TEACHER.

I'VE BEEN AROUND A LOT OF TEACHERS.

PROFESSIONAL DEVELOPMENT IS A BIG DEAL FOR TEACHERS.

AND THEY FEEL LIKE THIS IS PART OF BEING A PROFESSIONAL.

YOU'RE ALWAYS CLIMBING THE LADDER OF KNOWLEDGE IN A

KNOWLEDGE-BASED BUSINESS.

DOES THAT HAVE SWING WITH YOU?

>> I THINK IT PLAYS RIGHT INTO WHAT HAS ALREADY BEEN SAID,

THIS ESSENTIALLY A SYMBOLIC GESTURE AND IT IS AN OLIVE

BRANCH TO THE TEACHERS UNIONS BUT THIS POINT THAT WE HAVE TO

TALK ABOUT REVENUES, IT IS AWKWARD FOR THAT CONVERSATION

TO BE COMING FROM A STATE JUDGE FROM THE JUDICIARY, BUT

THE LEGISLATURE NEEDS TO BE TALKING ABOUT HALF A BILLION

IN SPENDING GOING FORWARD, RECURRING DOLLARS, WHERE THIS

IS GOING TO COME FROM?

IT IS GOING TO COME FROM SOMEWHERE.

MONEY IS FUNGIBLE AND THE MONEY COMES FROM SOMEWHERE.

WE HAVE TO SEE THE GOVERNOR TAKE A POSITION AND SO FAR I

DON'T THINK SHE HAS TAKEN A PUBLIC POSITION, BUT YOU CAN'T

DO ALL THIS ON THE SPENDING SIDE AND NOT TALK ABOUT WHAT

YOU'RE GOING TO DO ON THE REVENUE SIDE.

THERE IS A BIG PUSH AMONG SOME DEMOCRATS TO INCREASE TAXES,

GAS TAX, INCREASE INCOME TAX, TALK ABOUT THE CORPORATE

INCOME TAX.

YOU KNOW.

THEY ARE HAVING THAT CONVERSATION AND THE JOURNAL

HAD GOOD EDITORIAL IN THE LAST COUPLE OF DAYS POINTING OUT,

LET'S JUST LOOK BACK AT THE HISTORY, YOU KNOW.

WE CANNOT CLOSE OUR EYES, BLIND FOLD OURSELVES TO THIS

BOOM AND BUST HISTORY AND IT CAN HAPPEN REALLY FAST.

SO, EVERYBODY SAYS WE ARE AWASH IN MONEY THIS MOMENT AND

WE HAVE TO TALK ABOUT THE REVENUE PICTURE.

>> AS WE SIT HERE TAPING, THE GOVERNOR HAS ANNOUNCED KAREN

TRUJILLO HEAD OF NMSU IS THE NEW SECRETARY OF EDUCATION.

I DON'T KNOW HER OR HER BACKGROUND.

WE'LL GET THAT FIGURED OUT BY THE TIME THE SHOW IS AIRED

ONLY FRIDAY.

WHEN YOU THINK ABOUT THE IDEAS THAT GIVE INDIVIDUAL DISTRICTS

BACK -- THE IDEA OF THE SCHOOL DAYS THING -- THEIR OWN WAY OF

DOING THINGS, SOME LOCALS, SO TO SPEAK.

DOES THAT OPEN A POSSIBILITY THAT WE DON'T HAVE A COHERENT

STRATEGY STATE-WIDE IF WE HAVE DISTRICTS DOING THEIR OWN

THING WITH THIS PROPOSAL OR IS THAT APPROPRIATE?

>> WE HAVE A -- MOST FOLKS KNOW WE HAVE A VERY UNIQUE

PUBLIC EDUCATION SYSTEM IN THE STATE.

FIRST OF ALL THE WAY WE FUND IT IS UNIQUE.

IT IS NOT BASED ON WHAT YOU'RE LOCAL REVENUE BASE AND

PROPERTY TAX IS.

SO EVERY KID, REGARDLESS OF WHERE YOU ARE, GETS THE SAME

AMOUNT OF RESOURCES, EVERY DISTRICT GETS THE SAME AMOUNT

OF RESOURCES.

WE HAVE POOR DISTRICTS WHO IN THEORY WOULD BE GETTING MORE

RESOURCES BECAUSE THEY ARE GETTING THE SAME AMOUNT AS AN

ALBUQUERQUE KID, BUT IT DOESN'T ALWAYS WORK OUT THAT

WAY BECAUSE OF ADMINISTRATIVE COSTS AND SO ON.

SO, I AM A FAN OF LOCAL CONTROL AND I THINK SOME OF

THESE ISSUES ARE SO FUNDAMENTAL AS TO HOW WE

EDUCATE KIDS.

WHETHER IT IS THREE DAYS, FOR MORE PROFESSIONAL DAYS.

I AM A PRODUCT OF ALBUQUERQUE PUBLIC SCHOOLS FOR BETTER OR

WORSE AND MY KIDS ARE IN ALBUQUERQUE PUBLIC SCHOOLS, MY

WIFE WAS AN EDUCATOR.

SO, I HAVE A LOT OF FAMILIARITY WITH KIND OF

REALLY HANDS ON HOW DOES THIS WORK FOR PARENTS AND TEACHERS

AND KIDS.

SO, ANYTHING WE CAN DO TO GIVE TEACHERS AND STUDENTS MORE

ATTENTION, MORE RESOURCES, MORE DEVELOPMENT, I THINK IS A

GOOD THING.

IT MIGHT STINK TO SAY WE HAVE TO SHORTEN PEOPLES' SUMMERS,

BUT IF WE ARE SERIOUS ABOUT FUNDING AND TO MARTHA'S POINT,

YOU HAVE TO FUND IT.

IF YOU'RE SERIOUS ABOUT IT, NOT JUST A TOKEN AMOUNT, LET'S

TAKE SOME OF THIS HALF A BILLION WE ARE TALKING ABOUT

AND REALLY DO IT.

BY THE WAY, ONE OF THE GOVERNOR'S PROPOSAL, K-5 PLUS

TARGETED TO KIDS OUTSIDE OF THE NORMAL SCHOOL YEAR, RIGHT,

TO HELP THIS VERY SMALL NUMBER OF KIDS, THIS ESSENTIALLY

WOULD TAKE A COUPLE OF DAYS AND TRY TO HELP ALL KIDS.

THERE IS ALWAYS A CHANCE YOU DO IT UNIVERSALLY OR FOR NEW

MEXICO'S NEEDIEST KIDS, WHICH IS AT THE CENTER POINT OF THE

YAZZI CASE; RIGHT.

>> I THINK IT IS ABSOLUTELY RIGHT BUT WHEN ERIC SAYS

ANYTHING WE CAN DO, WE CAN'T DO ANYTHING AND EVERYTHING.

SO, SOME OF THESE REALLY CRITICAL NEEDS THAT WERE

RAISED IN THE LAWSUIT, TEXTBOOKS THAT ARE CURRENT

WITHIN 10 YEARS.

SO WE HAVE TO PRIORITIZE AND CAN'T THROW MONEY AT

EVERYTHING.

IT IS ALREADY SPENT.

>> STAY WITH YOU JUSTINE, THE IDEA OF CAPITAL CHARTER

SCHOOLS.

IS YOUR CHILD IN A CHARTER SCHOOL.

[MULTIPLE VOICES] >> HE IS PRECOCIOUS.

>> I AM SURE HE IS VERY BRIGHT BUT --

>> IT IS BLACK AND WHITE.

YOU'RE EITHER ALL IN OR YOU ARE NOT.

YOU BELIEVE THAT CHARTER SCHOOLS WORK AND THEY HELP

CREATE, YOU KNOW, THEY HELP WITH CREATIVITY AND GIVE

FAMILIES CHOICE AND IMPROVE THE SCHOOL SYSTEM OR YOU

DON'T. AND I THINK A LOT OF PEOPLE

ARE THREATENED BY THE CHARTER SCHOOLS, YOU KNOW, OTHER

SCHOOLS ARE GOING TO FAIL.

I TOTALLY OPPOSE THE CAPS.

I THINK IF WE HAVE THEM, WE HAVE THEM.

>> THE THING ABOUT 27,000 ABOUT 1000 MORE THAN WE HAVE

ENROLLED IN CHARTER SCHOOLS NOW.

INTERESTING TO PUT A NUMBER ON A CAP ALREADY, BUT YOUR SENSE

OF IT RIGHT OFF THE TOP.

>> I THINK WHAT HAPPENED IN CALIFORNIA THIS PAST WEEK IS

INFORMATIVE.

THEY SETTLED THE STRIKE, THE CALIFORNIA -- THE SCHOOL BOARD

IN LA UNIFIED IS ACTUALLY PRO CHARTER, BUT PART OF THE

SETTLEMENT WITH THE TEACHERS UNION, THEY NOW HAVE TO VOTE

ON WHETHER TO PUT A CAP OR KEEP A CAP IN CALIFORNIA.

BUT INTERESTINGLY, THEY SAID, THIS SETTLEMENT IS A MOVE BACK

TO COMMUNITY SCHOOLS AND AWAY FROM CHARTERS BECAUSE THE LINE

HAS ALWAYS BEEN THAT CHARTERS ARE BETTER ALL THE WAY AROUND

AND KIDS ARE GETTING SHORTCHANGED IN THE PUBLIC

SCHOOLS.

LET'S LOOK AT THE NUMBERS HERE ONCE AGAIN.

IN NEW MEXICO THE PUBLIC SCHOOL -- CHARTERS ARE 8% OF

NEW MEXICO PUBLIC SCHOOL STUDENTS AND THEY GET 55% OF

THE FUNDING.

>> CHARTER SCHOOLS IS A GOOD CONCEPT.

I AM OKAY WITH CAPPING THEM BECAUSE YOU JUST NEED TO

READDRESS THE WHOLE SYSTEM.

THERE IS COLOSSAL SUCCESSES AND FAILURES WITH CHARTER

SCHOOLS.

LET'S PUT THE BRAKES ON, LET THOSE WHO ARE GOOD SURVIVE AND

EXCEED, AND THOSE WHO DON'T LET THE NATURAL PROGRESS TAKE

CARE OF THEM.

>> 30 SECONDS.

THE YAZZI MARTINEZ CASE AND CHARTER SCHOOLS, SORT OF ANY

IMPACT THERE?

>> ABSOLUTELY.

THE FOLKS -- I HAVE BEEN WHERE THEY WORK, I DON'T THINK IT IS

BLACK AND WHITE.

THERE ARE GREAT CHARTER SCHOOLS THAT ADDRESS THE VERY

KIDS THAT YAZZI IS TALKING ABOUT.

THE NATIVE AMERICAN CHARTER ACADEMY IS A NATIONAL MODEL.

SOUTH VALLEY ACADEMY, IMMIGRANT KIDS, SAME KIDS IN

THE LAWSUIT, HAVE DONE A GOOD JOB.

OTHER CHARTER SCHOOLS DISASTROUS, MISMANAGED.

CORRUPT.

YOU CAN TALK ABOUT THEM TOGETHER BUT THE CENTRAL ISSUE

IS DO THEY REALLY COMPETE FOR FUNDING WITH PUBLIC SCHOOLS?

THE CORPORATE SORT OF CHAIN CHARTER SCHOOLS, THE

MCDONALD'S OF CHARTER SCHOOLS, WE HAVE TO REGULATE THOSE BUT

TO SAY WE ARE GOING TO GO AFTER SCHOOLS LIKE NACA, AND

SOUTH VALLEY ACADEMY THAT ARE DOING REALLY GREAT WORK WITH

THE VERY KIDS YAZZI IS TALKING ABOUT, I THINK, IS MISTAKE.

>> WE WANT TO KNOW WHAT YOU THINK ABOUT THE PROPOSED

EDUCATION REFORM.

DROP US A LINE AT NEWMEXICOINFOCUS.ORG OR JOIN

OUR FACEBOOK GROUP, FOCUS ON NEW MEXICO.

WE WOULD LOVE TO HEAR FROM YOU.

For more infomation >> Episode 1230 | The Line: Education Reforms - Duration: 11:32.

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2019 Children's Education Concert - Duration: 1:00.

For more infomation >> 2019 Children's Education Concert - Duration: 1:00.

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Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep136 - Duration: 2:26.

For more infomation >> Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep136 - Duration: 2:26.

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Your Legislators: Pre K-12 Education Funding (January 24, 2019) - Duration: 11:57.

SO THAT'S IT. >> Barry: LET'S START WITH -- WE

>> Barry: LET'S START WITH -- WE HAVE A VIEWER -- LET ME BACK UP

HAVE A VIEWER -- LET ME BACK UP HERE A LITTLE BIT.

HERE A LITTLE BIT. WE HAVE COVERED BIG PICTURE

WE HAVE COVERED BIG PICTURE KINDS OF TOPICS. AND WE ARE

KINDS OF TOPICS. AND WE ARE GOING TO PROBABLY HAVE AN

GOING TO PROBABLY HAVE AN OPPORTUNITY TO DO THAT AGAIN

OPPORTUNITY TO DO THAT AGAIN TONIGHT.

TONIGHT. BUT WE HAVE QUESTIONS FROM OUR

BUT WE HAVE QUESTIONS FROM OUR VIEWERS WHO WANT TO MOVE IN MORE

VIEWERS WHO WANT TO MOVE IN MORE DETAIL.

DETAIL. WE HAVE A VIEWER VERY CONCERNED

WE HAVE A VIEWER VERY CONCERNED ABOUT K-12 EDUCATION. AND

ABOUT K-12 EDUCATION. AND FINANCING K-12 EDUCATION. AND

FINANCING K-12 EDUCATION. AND WHAT'S LIKELY TO COME OUT OF THE

WHAT'S LIKELY TO COME OUT OF THE SESSION.

SESSION. OF COURSE IT'S A BUDGET YEAR.

OF COURSE IT'S A BUDGET YEAR. AND THESE ARE TOPICS PRIMED FOR

AND THESE ARE TOPICS PRIMED FOR DISCUSSION.

DISCUSSION. REPRESENTATIVE NORNES. YOU

REPRESENTATIVE NORNES. YOU TIPPED US OFF A LITTLE BIT THAT

TIPPED US OFF A LITTLE BIT THAT YOU MIGHT HAVE HAD A LITTLE

YOU MIGHT HAVE HAD A LITTLE BACKGROUND IN THAT.

BACKGROUND IN THAT. TALK ABOUT K-12. AND I PROBABLY

TALK ABOUT K-12. AND I PROBABLY SHOULD SAY IT'S MORE THAN K-12.

SHOULD SAY IT'S MORE THAN K-12. IT'S PREK.

IT'S PREK. >> IT'S A VERY IMPORTANT PART OF

>> IT'S A VERY IMPORTANT PART OF WHAT WE DO HERE.

WHAT WE DO HERE. IT'S THE ONE AREA WHERE WE ARE

IT'S THE ONE AREA WHERE WE ARE REQUIRED TO FUND EDUCATION.

REQUIRED TO FUND EDUCATION. SO THAT IS ALSO A BIG PART OF

SO THAT IS ALSO A BIG PART OF THE BUDGET. AND I CAN HONESTLY

THE BUDGET. AND I CAN HONESTLY SAY AT THIS STAGE IN THIS

SAY AT THIS STAGE IN THIS SESSION WE ARE STILL GOING

SESSION WE ARE STILL GOING THROUGH BACKGROUNDS.

THROUGH BACKGROUNDS. THERE ARE A LOT OF NEW MEMBERS

THERE ARE A LOT OF NEW MEMBERS ON THE COMMITTEE. AND IT'S KIND

ON THE COMMITTEE. AND IT'S KIND OF SETTING THE STAGE FOR WHAT'S

OF SETTING THE STAGE FOR WHAT'S THERE. WHAT WE DO. HOW IT'S

THERE. WHAT WE DO. HOW IT'S DONE.

DONE. SO WE HAVEN'T GOTTEN IN MANY

SO WE HAVEN'T GOTTEN IN MANY BILLS. EXCEPT FOR AND ONLY HINT

BILLS. EXCEPT FOR AND ONLY HINT WHEN IT COMES TO FUNDING IT'S

WHEN IT COMES TO FUNDING IT'S GOING TO BE THE SAME OLD STORY.

GOING TO BE THE SAME OLD STORY. YOU ARE GOING TO BE COMPETING

YOU ARE GOING TO BE COMPETING WITH MANY OTHERS. HEALTH AND

WITH MANY OTHERS. HEALTH AND HUMAN SERVICES. ONE OF THOSE.

HUMAN SERVICES. ONE OF THOSE. AND WE ARE NOT SURE WHAT THAT

AND WE ARE NOT SURE WHAT THAT LOOKS LIKE. BECAUSE WHEN YOU

LOOKS LIKE. BECAUSE WHEN YOU LOOK AT THE ENTIRE BUDGET

LOOK AT THE ENTIRE BUDGET SITUATION IT'S NOT GOING TO GO

SITUATION IT'S NOT GOING TO GO VERY FAR AS IT SITS.

VERY FAR AS IT SITS. THE EXPERTS TELL ME. YOU KNOW.

THE EXPERTS TELL ME. YOU KNOW. YOU DON'T WANT TO GO CRAZY AND

YOU DON'T WANT TO GO CRAZY AND START SPENDING.

START SPENDING. SO WITH K-12. ONE OF THE THINGS

SO WITH K-12. ONE OF THE THINGS IS SAFETY. AND IT'S WHAT I'M

IS SAFETY. AND IT'S WHAT I'M HEARING AGAIN.

HEARING AGAIN. THE SCHOOLS ARE DESPERATELY

THE SCHOOLS ARE DESPERATELY NEEDING MORE HELP IN THAT AREA.

NEEDING MORE HELP IN THAT AREA. WE HAD $25 MILLION IN THE LAST

WE HAD $25 MILLION IN THE LAST SESSION FOR THAT PURPOSE. AND I

SESSION FOR THAT PURPOSE. AND I WAS TOLD TODAY THAT WHEN THAT

WAS TOLD TODAY THAT WHEN THAT PASSED THAT I THINK THE

PASSED THAT I THINK THE APPLICATIONS WERE WELL IN EXCESS

APPLICATIONS WERE WELL IN EXCESS OF 100 MILLION.

OF 100 MILLION. I'M HAPPY WITH JUST A MATTER OF

I'M HAPPY WITH JUST A MATTER OF DAYS.

DAYS. SO THAT THE NEED OUT THERE IS

SO THAT THE NEED OUT THERE IS VERY LARGE. AND SO WE NEED TO

VERY LARGE. AND SO WE NEED TO REVISIT THAT.

REVISIT THAT. >> Barry: REPRESENTATIVE MORAN.

>> Barry: REPRESENTATIVE MORAN. YOUR THOUGHTS ON EDUCATION.

YOUR THOUGHTS ON EDUCATION. PREK-12.

PREK-12. >> ABSOLUTELY.

>> ABSOLUTELY. SO THIS IS IMPORTANT TO ME.

SO THIS IS IMPORTANT TO ME. MY DEGREE IS A FIELD I HAVE

MY DEGREE IS A FIELD I HAVE WORKED IN FOR 15 YEARS WITH THE

WORKED IN FOR 15 YEARS WITH THE PRIVATE PUBLIC HEAD START. AND I

PRIVATE PUBLIC HEAD START. AND I PRETTY MUCH HAVE DONE IT WHILE

PRETTY MUCH HAVE DONE IT WHILE RAISING SEVEN KIDS.

RAISING SEVEN KIDS. I ALWAYS SAT ON THE EDUCATION

I ALWAYS SAT ON THE EDUCATION COMMITTEE.

COMMITTEE. THIS IS THE ONLY YEAR THAT I'M

THIS IS THE ONLY YEAR THAT I'M NOT SITTING ON EDUCATION FINANCE

NOT SITTING ON EDUCATION FINANCE OR PUBLIC POLICY BECAUSE I HAD

OR PUBLIC POLICY BECAUSE I HAD TO MAKE CHOICES WHAT I WANT TO

TO MAKE CHOICES WHAT I WANT TO BE A PART OF.

BE A PART OF. EDUCATION IS IMPORTANT. AND

EDUCATION IS IMPORTANT. AND THERE'S MANY. MANY THINGS I

THERE'S MANY. MANY THINGS I THINK WE NEED TO DO MY HOPE IS

THINK WE NEED TO DO MY HOPE IS WE SEE EDUCATION EARLY.

WE SEE EDUCATION EARLY. WE KNOW 0 TO 5 KIDS. THEIR

WE KNOW 0 TO 5 KIDS. THEIR BRAINS ARE DEVELOPING AT A RAPID

BRAINS ARE DEVELOPING AT A RAPID RATE. AND THE GOAL IS TO MAKE

RATE. AND THE GOAL IS TO MAKE SURE THAT WE ARE HELPING KIDS TO

SURE THAT WE ARE HELPING KIDS TO ENTER KINDERGARTEN BY THE THIRD

ENTER KINDERGARTEN BY THE THIRD GRADE BECAUSE ALL THE FACTS AND

GRADE BECAUSE ALL THE FACTS AND DATA AND EVIDENCE TELL US THAT

DATA AND EVIDENCE TELL US THAT THAT IS HAPPENING. THAT THEY

THAT IS HAPPENING. THAT THEY HAVE A BETTER CHANCE OF HAVING

HAVE A BETTER CHANCE OF HAVING GREAT EDUCATION OF GOING TO

GREAT EDUCATION OF GOING TO COLLEGE AND DOES FEEL BETTER IN

COLLEGE AND DOES FEEL BETTER IN LIFE. AND THAT IS IMPORTANT.

LIFE. AND THAT IS IMPORTANT. WE ALSO KNOW WE NEED TO FULLY

WE ALSO KNOW WE NEED TO FULLY FUND EDUCATION. AND WE NEED TO

FUND EDUCATION. AND WE NEED TO REALLY MAKE SURE WE ARE PUTTING

REALLY MAKE SURE WE ARE PUTTING THE FUNDS INTO THE EDUCATION OF

THE FUNDS INTO THE EDUCATION OF SYSTEMS SO WE CAN CREATE THE

SYSTEMS SO WE CAN CREATE THE OUTCOME.

OUTCOME. ONE OF THE BIGGEST ISSUES

ONE OF THE BIGGEST ISSUES URBANLY THAT REMAINS IS

URBANLY THAT REMAINS IS SURPRISINGLY ENOUGH. IT'S NOT

SURPRISINGLY ENOUGH. IT'S NOT ALWAYS AROUND THE SAFETY PART OF

ALWAYS AROUND THE SAFETY PART OF IT. BUT WE KNOW KIDS ARE COMING

IT. BUT WE KNOW KIDS ARE COMING INTO OUR SCHOOL SYSTEM. AND THEY

INTO OUR SCHOOL SYSTEM. AND THEY ARE DEALING WITH HOMELESSNESS.

ARE DEALING WITH HOMELESSNESS. AND THEY ARE DEALING WITH

AND THEY ARE DEALING WITH TRAUMA. AND THEY ARE DEALING

TRAUMA. AND THEY ARE DEALING WITH MANY ISSUES. AND SO OUR

WITH MANY ISSUES. AND SO OUR HOPE IS THAT WE CAN LOOK AT

HOPE IS THAT WE CAN LOOK AT FINDING WAYS TO INCLUDE MORE

FINDING WAYS TO INCLUDE MORE SOCIAL WORKERS IN THE CLASSROOM.

SOCIAL WORKERS IN THE CLASSROOM. AND TEACHERS ARE DEALING WITH

AND TEACHERS ARE DEALING WITH WAY TOO MUCH. AND TEACHES US TO

WAY TOO MUCH. AND TEACHES US TO BE THE SOCIAL WORKER. THE

BE THE SOCIAL WORKER. THE CASEWORKER. THE NURSE. AND TO BE

CASEWORKER. THE NURSE. AND TO BE THE TEACHER. AND SO WE NEED SOME

THE TEACHER. AND SO WE NEED SOME SUPPORT IN THOSE CLASSROOMS. AND

SUPPORT IN THOSE CLASSROOMS. AND NEED MORE PARAPROFESSIONALS IN

NEED MORE PARAPROFESSIONALS IN THE CLASSROOM. AND WE NEED MORE

THE CLASSROOM. AND WE NEED MORE NURSES IN THE CLASSROOM.

NURSES IN THE CLASSROOM. THERE'S A LOT WE NEED TO DO. AND

THERE'S A LOT WE NEED TO DO. AND WHEN WE TALK ABOUT EDUCATION.

WHEN WE TALK ABOUT EDUCATION. EDUCATION DOES NOT LIVE IN SILO.

EDUCATION DOES NOT LIVE IN SILO. IT'S CONNECTED TO LOOKING AT

IT'S CONNECTED TO LOOKING AT HOUSING. AND MAKING SURE OUR

HOUSING. AND MAKING SURE OUR FAMILIES ARE STABLE. AND THERE'S

FAMILIES ARE STABLE. AND THERE'S AN INITIATIVE CALLED HOMEWORK

AN INITIATIVE CALLED HOMEWORK STARTS AT HOME. WHICH IS LIKE A

STARTS AT HOME. WHICH IS LIKE A STATEWIDE INITIATIVE. AND WHAT

STATEWIDE INITIATIVE. AND WHAT WE DO KNOW IS THAT WE HAVE A

WE DO KNOW IS THAT WE HAVE A LARGE HOMELESS POPULATION. AND

LARGE HOMELESS POPULATION. AND IT WOULD BE NICE TO HAVE A HOME

IT WOULD BE NICE TO HAVE A HOME WHERE YOU ARE STABLE. BUT OFTEN

WHERE YOU ARE STABLE. BUT OFTEN THEY KNOW THE KIDS AND FAMILIES

THEY KNOW THE KIDS AND FAMILIES ARE LIVING IN CARS. AND YOU

ARE LIVING IN CARS. AND YOU KNOW. THEY ARE NOT ALWAYS ABLE

KNOW. THEY ARE NOT ALWAYS ABLE TO DO THEIR HOMEWORK.

TO DO THEIR HOMEWORK. MAYBE THEY ARE RIDING ON THE

MAYBE THEY ARE RIDING ON THE LIGHT RAIL ALL NIGHT LONG TO GET

LIGHT RAIL ALL NIGHT LONG TO GET UP AND GO INTO A GAS STATION. TO

UP AND GO INTO A GAS STATION. TO WASH UP AND DROP THE KIDS OFF AT

WASH UP AND DROP THE KIDS OFF AT SCHOOL SO THEY CAN GO TO WORK.

SCHOOL SO THEY CAN GO TO WORK. I WOULD LIKE TO SEE THE SESSION

I WOULD LIKE TO SEE THE SESSION THAT WE ARE LOOKING AT SOLUTION

THAT WE ARE LOOKING AT SOLUTION THROUGH A MORE COMPREHENSIVE

THROUGH A MORE COMPREHENSIVE LENS. RECOGNIZING THAT EDUCATION

LENS. RECOGNIZING THAT EDUCATION IS NOT A SOCIETAL ISSUE. THAT IT

IS NOT A SOCIETAL ISSUE. THAT IT IMPACTS WORKFORCE. HOUSING. AND

IMPACTS WORKFORCE. HOUSING. AND YOU KNOW IT ALSO IMPACTS

YOU KNOW IT ALSO IMPACTS LEARNING. AND WE HAD TO DO THAT.

LEARNING. AND WE HAD TO DO THAT. >> Barry: SENATOR?

>> Barry: SENATOR? >> FIRST OF ALL. I AGREE WITH A

>> FIRST OF ALL. I AGREE WITH A LOT OF THINGS. BUT I THINK WHEN

LOT OF THINGS. BUT I THINK WHEN WE LOOK AT THE BUDGET WHEN

WE LOOK AT THE BUDGET WHEN PEOPLE SAY WE HAVE GOT A

PEOPLE SAY WE HAVE GOT A SURPLUS. THAT'S A LITTLE BIT

SURPLUS. THAT'S A LITTLE BIT DECEIVING BECAUSE THE BUDGET IS

DECEIVING BECAUSE THE BUDGET IS BY LAW CALCULATES HOW MUCH

BY LAW CALCULATES HOW MUCH REVENUE WE ARE GETTING AND WHAT

REVENUE WE ARE GETTING AND WHAT THEY ARE REALLY EXPECTING TO GET

THEY ARE REALLY EXPECTING TO GET IN.

IN. THE EXPEPPED YOU ARE SIDE WE

THE EXPEPPED YOU ARE SIDE WE DON'T FACTOR IN INFLATION. AND

DON'T FACTOR IN INFLATION. AND SOME OF THESE THINGS ARE GOING

SOME OF THESE THINGS ARE GOING TO AUTOMATICALLY GROW. AND OTHER

TO AUTOMATICALLY GROW. AND OTHER THINGS WE DON'T IMPACT

THINGS WE DON'T IMPACT INFLATION. ADDRESS SOME OF THOSE

INFLATION. ADDRESS SOME OF THOSE ISSUES. SO I THINK IN THE END.

ISSUES. SO I THINK IN THE END. BY THE TIME. IF YOU INFLATION

BY THE TIME. IF YOU INFLATION ADJUSTED THINGS. YOU WOULD HAVE

ADJUSTED THINGS. YOU WOULD HAVE VERY MUCH OF A NO SURPLUS

VERY MUCH OF A NO SURPLUS WHATSOEVER. AND I THINK ONE OF

WHATSOEVER. AND I THINK ONE OF THE THINGS IN THE SCHOOLS THAT

THE THINGS IN THE SCHOOLS THAT I'M HEARING FROM ACROSS THE

I'M HEARING FROM ACROSS THE STATE IS SPECIAL EDUCATION WHERE

STATE IS SPECIAL EDUCATION WHERE BOTH THE FEDERAL GOVERNMENT.

BOTH THE FEDERAL GOVERNMENT. WHICH MANDATES IT. AND THE STATE

WHICH MANDATES IT. AND THE STATE THAT MANDATES SPECIAL EDUCATION.

THAT MANDATES SPECIAL EDUCATION. WE SAY WE ARE GOING TO COVER A

WE SAY WE ARE GOING TO COVER A CERTAIN PERCENTAGE OF IT.

CERTAIN PERCENTAGE OF IT. FEDS NEVER DONE THEIR SHARE. AND

FEDS NEVER DONE THEIR SHARE. AND WE HAVEN'T DONE OUR SHARE.

WE HAVEN'T DONE OUR SHARE. EITHER.

EITHER. LOCAL SCHOOL DISTRICTS ARE

LOCAL SCHOOL DISTRICTS ARE SAYING THEY HAVE TO SUBSIDIZE

SAYING THEY HAVE TO SUBSIDIZE THEIR SPECIAL EDUCATION COSTS.

THEIR SPECIAL EDUCATION COSTS. AND I THINK THAT WOULD BE A BIG

AND I THINK THAT WOULD BE A BIG WAY TO MOVE FORWARD AND HELP

WAY TO MOVE FORWARD AND HELP FUND THAT WHEN WE HAVE COMMITTED

FUND THAT WHEN WE HAVE COMMITTED TO FUNDING. AND THE OTHER THING

TO FUNDING. AND THE OTHER THING IS. WHEN RENA MENTIONED LOOKING

IS. WHEN RENA MENTIONED LOOKING AT THE WHOLE CHILD.

AT THE WHOLE CHILD. I HAD TEACHERS THAT WERE VERY

I HAD TEACHERS THAT WERE VERY CONCERNED ABOUT MENTAL HEALTH OF

CONCERNED ABOUT MENTAL HEALTH OF THEIR KIDS. AND SOME OF THAT IS

THEIR KIDS. AND SOME OF THAT IS MAKING SURE SCHOOLS ARE PREPARED

MAKING SURE SCHOOLS ARE PREPARED TO DEAL WITH THEM. BUT I WOULD

TO DEAL WITH THEM. BUT I WOULD ARGUE IT ALSO RELATES TO WHAT WE

ARGUE IT ALSO RELATES TO WHAT WE ARE DOING IN THE HEALTHCARE

ARE DOING IN THE HEALTHCARE FIELD AND HOW WE MAKE SURE IS

FIELD AND HOW WE MAKE SURE IS HUMAN SERVICES AND THEIR ABILITY

HUMAN SERVICES AND THEIR ABILITY TO COVER MENTAL HEALTH IS NOT

TO COVER MENTAL HEALTH IS NOT SOMETHING WE HAVE DONE A STELLAR

SOMETHING WE HAVE DONE A STELLAR JOB AT.

JOB AT. SCHOOLS HAVE A LOT OF PRESSURES

SCHOOLS HAVE A LOT OF PRESSURES ON -- I DON'T KNOW WHAT'S GOING

ON -- I DON'T KNOW WHAT'S GOING TO HAPPEN THIS YEAR. AND I THINK

TO HAPPEN THIS YEAR. AND I THINK THE GOVERNOR MADE A STRONG

THE GOVERNOR MADE A STRONG COMMITMENT TO SUPPORT EDUCATION.

COMMITMENT TO SUPPORT EDUCATION. AND WE WILL SEE WHAT HAPPENS.

AND WE WILL SEE WHAT HAPPENS. >> Barry: YOU KNOW. AND WE WILL

>> Barry: YOU KNOW. AND WE WILL GET TO OUR LAST GUEST ON THIS

GET TO OUR LAST GUEST ON THIS POINT BUT I WANT TO FOLLOW UP ON

POINT BUT I WANT TO FOLLOW UP ON THE SPECIAL ED QUESTION. AND I

THE SPECIAL ED QUESTION. AND I NOTICE THERE'S BEEN PRESS

NOTICE THERE'S BEEN PRESS COVERAGE ABOUT WHAT APPEARS TO

COVERAGE ABOUT WHAT APPEARS TO BE A BIPARTISAN COMMITTEE

BE A BIPARTISAN COMMITTEE LOOKING AT SPECIAL ED PAPERWORK

LOOKING AT SPECIAL ED PAPERWORK KINDS OF REQUIREMENTS. AND MAYBE

KINDS OF REQUIREMENTS. AND MAYBE THERE'S RELIEF.

THERE'S RELIEF. >> THAT WOULD HELP A LOT.

>> THAT WOULD HELP A LOT. I THINK ONE OF THE THINGS THAT

I THINK ONE OF THE THINGS THAT CAUSES BURNOUT. WHETHER IT'S A

CAUSES BURNOUT. WHETHER IT'S A LOT OF PROFESSIONALS. TEACHERS.

LOT OF PROFESSIONALS. TEACHERS. DOCTORS. WHATEVER IS THE

DOCTORS. WHATEVER IS THE PAPERWORK THEY HAVE TO DO.

PAPERWORK THEY HAVE TO DO. WE WANT TO HAVE ACCOUNTABILITY

WE WANT TO HAVE ACCOUNTABILITY AND MAKE SURE THAT THESE KIDS

AND MAKE SURE THAT THESE KIDS THAT THEY HAVE A GOOD LEARNING

THAT THEY HAVE A GOOD LEARNING PROGRAM AHEAD OF THEM AND SO ON.

PROGRAM AHEAD OF THEM AND SO ON. BUT WHEN THE SPECIAL ED TEACHER

BUT WHEN THE SPECIAL ED TEACHER IS SPENDING AS MUCH TIME FILLING

IS SPENDING AS MUCH TIME FILLING OUT PAPERWORK. YOU HAVE GOT TO

OUT PAPERWORK. YOU HAVE GOT TO SAY IT'S OVER DONE. AND I SENSE

SAY IT'S OVER DONE. AND I SENSE STRONG BIPARTISAN SUPPORT TO

STRONG BIPARTISAN SUPPORT TO LOOK AT HOW WE CAN TONE THAT

LOOK AT HOW WE CAN TONE THAT BACK. ESPECIALLY IN SPECIAL ED.

BACK. ESPECIALLY IN SPECIAL ED. >> I AGREE SPECIAL ED IS AN

>> I AGREE SPECIAL ED IS AN ISSUE. BUT I ALSO WANT THE

ISSUE. BUT I ALSO WANT THE SCHOOL SYSTEM TO LOOK AT JUST

SCHOOL SYSTEM TO LOOK AT JUST HOW MANY KIDS WE ARE SENDING OUR

HOW MANY KIDS WE ARE SENDING OUR KIDS INTO SPECIAL ED.

KIDS INTO SPECIAL ED. THEY HAVE BEEN DIAGNOSED.

THEY HAVE BEEN DIAGNOSED. THAT'S A LABEL THAT FOLTS THEM M

THAT'S A LABEL THAT FOLTS THEM M THROUGHOUT THEIR LIFE.

THROUGHOUT THEIR LIFE. DEFINITELY THROUGHOUT THE SCHOOL

DEFINITELY THROUGHOUT THE SCHOOL YEAR.

YEAR. WE ARE DEFINITELY MOVING IN THE

WE ARE DEFINITELY MOVING IN THE DIRECTION OF FUNNELING TOO MANY

DIRECTION OF FUNNELING TOO MANY KIDS INTO SPECIAL ED.

KIDS INTO SPECIAL ED. >> Barry: SENATOR OSMEK.

>> Barry: SENATOR OSMEK. >> I HAVE HEARD THE SAME FROM

>> I HAVE HEARD THE SAME FROM SPECIAL ED TEACHERS IN OUR AREA.

SPECIAL ED TEACHERS IN OUR AREA. AND THEY ARE EXCITED AND I AM.

AND THEY ARE EXCITED AND I AM. TOO. THAT WE CAN REDUCE

TOO. THAT WE CAN REDUCE PAPERWORK.

PAPERWORK. PEOPLE IN MANY CASES IS

PEOPLE IN MANY CASES IS SOMETHING THAT'S CREATED BY US

SOMETHING THAT'S CREATED BY US AND THE LEGISLATURE THAT

AND THE LEGISLATURE THAT REQUIRES THESE THINGS OR THROUGH

REQUIRES THESE THINGS OR THROUGH THE DEPARTMENT OF EDUCATION.

THE DEPARTMENT OF EDUCATION. SOME IS NECESSARY.

SOME IS NECESSARY. I WILL AGREE WITH THAT.

I WILL AGREE WITH THAT. BUT IN THE SAME RESPECT. THERE

BUT IN THE SAME RESPECT. THERE CERTAINLY COULD BE LESS. AND THE

CERTAINLY COULD BE LESS. AND THE MORE YOU DON'T SPEND ON

MORE YOU DON'T SPEND ON EDUCATION. THE MORE YOU COULD

EDUCATION. THE MORE YOU COULD PUT IN THE CLASSROOM.

PUT IN THE CLASSROOM. THEN IN MY AREA. WE HAVE A LOT

THEN IN MY AREA. WE HAVE A LOT MORE COLLARED DISTRICTS OR

MORE COLLARED DISTRICTS OR SCHOOL DISTRICTS THAT HAVE TO

SCHOOL DISTRICTS THAT HAVE TO COMPETE WITH ROCKFORD. ROCKFORD

COMPETE WITH ROCKFORD. ROCKFORD SCHOOL DISTRICT COMPETES

SCHOOL DISTRICT COMPETES DIRECTLY WITH WYSETTA.

DIRECTLY WITH WYSETTA. THESE OUTSIDE AREAS. BEFORE YOU

THESE OUTSIDE AREAS. BEFORE YOU GET TO MORE RURAL AREAS. THAT I

GET TO MORE RURAL AREAS. THAT I THINK NEEDS TO BE ADDRESSED.

THINK NEEDS TO BE ADDRESSED. I DON'T SERVE ON AN EDUCATION

I DON'T SERVE ON AN EDUCATION COMMITTEE AND I DEFINITELY DON'T

COMMITTEE AND I DEFINITELY DON'T PRETEND TO BE A GURU HOW IT

PRETEND TO BE A GURU HOW IT WORKS.

WORKS. BUT I THINK WE HAVE GIVEN MANY

BUT I THINK WE HAVE GIVEN MANY INCREASES IN EDUCATION SPENDING.

INCREASES IN EDUCATION SPENDING. AND I'M SURE WE WILL DO IT

AND I'M SURE WE WILL DO IT AGAIN. BUT WE HAVE TO BALANCE

AGAIN. BUT WE HAVE TO BALANCE THIS WITH THE NEEDS OF THE

THIS WITH THE NEEDS OF THE ENTIRE STATE FOR MANY OTHER

ENTIRE STATE FOR MANY OTHER PRIORITIES THAT WE HAVE.

PRIORITIES THAT WE HAVE. >> IF I COULD ADD ONE THING. MY

>> IF I COULD ADD ONE THING. MY WIFE SPENT 32 YEARS AS A PARA.

WIFE SPENT 32 YEARS AS A PARA. AND IN THAT TIME SHE OFTEN

AND IN THAT TIME SHE OFTEN MENTIONED TEACHER PERSON IN

MENTIONED TEACHER PERSON IN CHARGE WAS OFTEN ONLY DOING

CHARGE WAS OFTEN ONLY DOING PAPERWORK.

PAPERWORK. TEACHING WAS BEING DONE BY THE

TEACHING WAS BEING DONE BY THE PARAS.

PARAS. THE OTHER THING I WOULD TELL YOU

THE OTHER THING I WOULD TELL YOU THAT MY WIFE. YOU GET A

THAT MY WIFE. YOU GET A RELATIONSHIP WITH THESE

RELATIONSHIP WITH THESE STUDENTS.

STUDENTS. IT'S ALMOST A ONE ON ONE

IT'S ALMOST A ONE ON ONE RELATIONSHIP THAT YOU DON'T GET

RELATIONSHIP THAT YOU DON'T GET IN A REGULAR CLASSROOM.

IN A REGULAR CLASSROOM. IN SOME WAYS WE HAVE GOOD THINGS

IN SOME WAYS WE HAVE GOOD THINGS GOING.

GOING. AS ADULTS SOME OF THESE STUDENTS

AS ADULTS SOME OF THESE STUDENTS AND THERE'S ONE OF THOSE IN

AND THERE'S ONE OF THOSE IN FLORIDA. CALLS HER EVERY YEAR ON

FLORIDA. CALLS HER EVERY YEAR ON HER BIRTHDAY.

HER BIRTHDAY. IT MAKES YOUR HEART WARM WHEN

IT MAKES YOUR HEART WARM WHEN YOU SEE HOW THESE HAVE GROWN UP.

YOU SEE HOW THESE HAVE GROWN UP. MANY HAVE JOBS AND HAVE GOTTEN

MANY HAVE JOBS AND HAVE GOTTEN MARRIED.

MARRIED. AGAIN WE DON'T WANT TO BURDEN

AGAIN WE DON'T WANT TO BURDEN THE PEOPLE TO TEACH.

THE PEOPLE TO TEACH. >> WE PROBABLY WON'T RESOLVE THE

>> WE PROBABLY WON'T RESOLVE THE QUESTION THIS EVENING.

QUESTION THIS EVENING. BUT I WILL SAY THAT EVERYBODY

BUT I WILL SAY THAT EVERYBODY AROUND THIS TABLE HAS A STORY TO

AROUND THIS TABLE HAS A STORY TO TELL

For more infomation >> Your Legislators: Pre K-12 Education Funding (January 24, 2019) - Duration: 11:57.

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Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep132 - Duration: 3:00.

For more infomation >> Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep132 - Duration: 3:00.

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Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep139 - Duration: 3:01.

For more infomation >> Learn Colors with My Talking Tom Colours for Kids Animation Education Cartoon Compilation Ep139 - Duration: 3:01.

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US Department of Education Reduces UM Clery Fine - Duration: 0:53.

For more infomation >> US Department of Education Reduces UM Clery Fine - Duration: 0:53.

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Sharon Gallagher Fishbaugh - Keeping the Promise of Public Education - Duration: 5:58.

Sharon Gallagher-Fishbaugh is the NEA Foundation Board of Directors Chair.

For her, keeping

the promise of public education is more than a statement. It's a mantra, a voice in her head,

she says that's echoed for 40 years.

There's gravitas behind that statement - keeping the promise of public education.

Sharon spent 32 years in the classroom teaching special ed and second grade.

She was Utah's 2009 Teacher of the Year,

served as president of Utah's Education Association, and then tried but failed at retirement.

She can't stop working to keep that promise.

Only now it's through nonprofits and mentoring.

Because we have a sacred trust as educators to

provide an opportunity for learning, to provide an opportunity for growing for every blessed child.

It doesn't matter if they are poor, rich, black, white, orange.

I don't care. They have a right to public education and a good one.

But you went to Catholic school?

I did go to Catholic school, which makes me even more

Qualified to say that the promise of public education is critical and I'll tell you why. When I was in fifth grade

we were studying government and taxes. I couldn't really tell you what the specific lesson was

but I remember it was something about taxes for public education.

I remember coming home from school, running up the stairs to my dad, and saying, Dad

we go to a Catholic school,

why are we paying taxes to the public school system and

paying tuition to the Catholic school system? And he sat me down and he said, Because, sweetie, we have a choice

to send you to a Catholic school, but we have a responsibility to public education.

Enough said.

You've said your inspiration for becoming a public educator comes down to just one person named Keisha, who had Down syndrome.

Tell me about her.

We moved to Salt Lake City, Utah from a very small community in Utah and

the very first day we were moving in this cute little girl shows up at the back door, knocks on the door,

she was probably I'd say 8 or 9 years younger than I am and we became fast friends and

I was struck by the fact that this child, who could have been

labeled and stopped for all of the things she couldn't do, had so much promise,

so many gifts to share. And we developed a fast friendship over many, many, many years. As

she grew up

I grew obviously as well and went away to college.

When I came back from college, after Christmas break

my parents told me that she had died.

They didn't call me on purpose at college because they knew that this would affect me dramatically and

I just remember her, always thinking to myself

that

this is the type of work I want to do, to help - not that I'm a savior,

I'm not, I'm not, I have made mistakes in teaching -

but to be able to see the promise of public education, the promise of every child in

every child. In the Keisha's who have Down syndrome, in the students who are on the autism spectrum,

in students who are gifted. And what a privilege to be able to help somebody

grow to their absolute potential.

You were saying that you were working with kids who were refugees and that's really impacted you as an educator.

So, just one story about one of my refugee boys from Somalia.

We'll call him Steve. And I taught second grade at this moment in time, and he had come in kindergarten and

by the time he came to second grade he had quite the reputation

of oh, you know, you're going to get Steve and he's going to be trouble for you and,

Watch out for Steve!

So I made it a mission to find out as much information about Steve as I possibly could and as I watched him

It appeared as though he was having trouble hearing.

So I have a friend who is a physician and it turns out that Steve had two

ruptured eardrums and was literally not hearing anything

likely from the moment he set foot in kindergarten.

My friend worked out with his colleagues to donate services to repair those

eardrums and I have to tell you, it was just like this light switch went on with this young boy.

He was

clamoring to learn

every single thing he possibly could, he was just like a sponge, and he said to me as he walked out the door,

Mrs. G. - that's what they called me -

Thank you so much for making me feel smart.

But that's the promise of public education.

The promise that you're going to look at every child as a unique individual.

The promise that whether you come here because you're fleeing war or you're fleeing oppression or whether you were born here

every child that's in this country has a right to that and I stand by that firmly.

For more infomation >> Sharon Gallagher Fishbaugh - Keeping the Promise of Public Education - Duration: 5:58.

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Episode 1230 | Education Lawsuit Refresher - Duration: 10:45.

>> EDUCATION REFORM IS A TOP PRIORITY FOR LAWMAKERS THIS

YEAR AS THEY FACE A JUDGE'S APRIL DEADLINE TO PRESENT A

PLAN TO MAKE MASSIVE CHANGES TO THE ENTIRE SCHOOL SYSTEM.

JUDGE SINGLETON ISSUED THAT DEADLINE LAST YEAR AFTER

RULING THE STATE HAD FAILED ITS CONSTITUTIONAL OBLIGATION

TO OFFER A QUALITY EDUCATION TO ALL STUDENTS, INCLUDING

THOSE MOST AT RISK.

NOW, AS WE CONTINUE TO FOLLOW THE PROPOSALS, WE WANTED TO

LOOK BACK ON EXACTLY WHAT JUDGE SINGLETON FOUND AND WHY

WE ARE IN THE POSITION WE ARE IN RIGHT NOW.

NEW MEXICO IN FOCUS SPECIAL CORRESPONDENT SARAH GUSTAVUS

DOWN WITH ONE OF THE PLAINTIFFS IN THAT COURT CASE,

WILHEMENA YAZZI AS WELL AS THE LAWYER FROM CENTER ON LAW AND

POVERTY.

THIS IS A SAMPLE OF WHAT MS.

YAZZI'S EXPERIENCE WAS AND WHY SHE DECIDED TIME FOR DRASTIC

CHANGE IS NOW.

>> WILHEMENA, I WANT TO START WITH YOU.

YOUR SON WAS IN MIDDLE SCHOOL IN GALLUP WHEN THE LAWSUIT

STARTED.

WHAT CONCERNS DID YOU HAVE ABOUT THE QUALITY OF EDUCATION

HE WAS RECEIVING?

>> ACTUALLY, HE WAS ELEMENTARY.

>> WHEN IT STARTED.

>> AS A CONCERNED PARENT, MY CHILD AT THE TIME I FELT LIKE

HE WASN'T RECEIVING THE ADEQUATE AND SUFFICIENT

RESOURCES THAT HE NEEDED IN ORDER FOR HIM TO BE SUCCESSFUL

AND ESPECIALLY THROUGH MIDDLE SCHOOL AND HIGH SCHOOL.

I WANTED HIM TO BE COLLEGE READY, BE PREPARED FOR LIFE

OUTSIDE WHEN HE GETS OLDER.

AS A NATIVE AMERICAN, NAVAJO, WE CONSIDER OUR CHILDREN

SACRED AND THAT IS ONE OF OUR PRIMARY RESPONSIBILITIES TO

OUR CHILDREN IS THAT WE MAKE SURE THAT WE TEACH THEM THE

CORRECT, YOU KNOW, PRINCIPLES OF LIFE AND ALSO TO PROTECT

THEM.

THAT IS OUR PRIMARY RESPONSIBILITIES FOR OUR

CHILDREN.

THAT IS WHY I HAD SOME CONCERNS WITHIN THE SCHOOLS

THAT HE WAS ATTENDING, TO MAKE SURE THAT HE RECEIVED THE

QUALITY EDUCATION THAT HE WAS ENTITLED TO.

>> WERE YOU CONCERNED EVEN IN ELEMENTARY SCHOOL THAT HE WAS

FALLING BEHIND?

>> HE WAS ACTUALLY DOING WELL, GETTING GOOD GRADES AND DOING

VERY WELL, BUT THEN WHEN IT CAME TO TESTING, HE FELL BELOW

THE PASSING GRADE LEVEL.

AND THAT WAS A LITTLE, YOU KNOW, CONCERNING FOR ME,

BECAUSE HE WAS DOING REALLY GOOD BUT WHEN IT CAME TO

TESTING -- HE WAS DOING SO GOOD AND HE WASN'T WHERE HE

WAS SUPPOSED TO BE AT.

THAT WAS A BIG FLAG AND THINKING WHAT IS IT THAT HE

NEEDS IN ORDER FOR HIM TO GET PAST THE TESTING.

SO, MORE RESOURCES HE'LL NEED AND ALSO WITH OUR CULTURAL,

WITH THE CULTURAL, YOU KNOW, RELEVANT LEARNING ENVIRONMENT

THAT HE NEEDS WITH THE LANGUAGE THAT WE SPEAK AT

HOME, OF COURSE, YOU KNOW, AND THOSE KINDS OF BARRIERS THAT

HE NEEDS TO BE ASSISTED WITH, I GUESS.

>> DID YOU FEEL ENCOURAGED WHEN YOU WENT TO TALK ABOUT

YOUR SON'S EDUCATION.

>> SEVERAL TIMES -- I HAVE ALWAYS GONE TO THE PARENT

TEACHER CONFERENCES.

THAT IS ONE THING I WANTED TO GO TO TO MAKE SURE MY SON WAS

DOING WHAT HE WAS SUPPOSED TO BE DOING, BEHAVIOR WISE AND

EDUCATION AND ACADEMIC WISE, THAT HE WAS PASSING, DOING

WHAT HE WAS SUPPOSED TO BE DOING AND SO FORTH.

AT ONE POINT MY SON WAS DOING VERY GOOD, GETTING GOOD

GRADES, HONOR ROLE AND I WAS KIND OF CONCERNED THAT HE

WASN'T PLACED IN LIKE MORE ADVANCED CLASSES.

SO, I BROUGHT THAT UP TO ONE OF THE COUNSELORS, YOU KNOW,

HOW DOES A CHILD OR HOW DO YOU DETERMINE HOW THEY GET TO

ADVANCED CLASS?

I DIDN'T REALLY GET ANY CHANCES.

THERE WAS BASICALLY, WELL, WE LOOK AT THE CHILD'S GRADES AND

WE LOOK AT THE TESTING AND IT WAS A BIT CONFUSING FOR ME BUT

I LEFT IT AT THAT AND THOUGHT, YOU KNOW, XAVIER, ALWAYS DO

YOUR BEST, ANYWAY, JUST KEEP DOING YOUR BEST.

AND OTHER CONCERNS THAT I HAD WAS HE WASN'T ABLE TO BRING

ANY TEXTBOOKS HOME FROM SCHOOL TO DO HOMEWORK, AND, OF

COURSE, THEY ALWAYS HAD HOMEWORK.

HE SHARED TEXTBOOKS.

SOMETIMES SOME OF THE INSTRUCTORS OR TEACHERS WERE

NICE ENOUGH TO MAKE COPIES, MAYBE ON THEIR OWN, OF CERTAIN

SECTIONS THAT THEY ARE COVERING.

THAT WAS HELPFUL.

OTHER THINGS, I SAW WAS MAYBE IN TECHNOLOGY, LIMITED

TECHNOLOGY AND IT'S NOT JUST FOR MY SON, IT IS ACTUALLY FOR

LIKE OTHER CHILDREN IN OUR COMMUNITY, IN THE STATE, IN

THE NATION, ESPECIALLY THOSE THAT ARE GOING TO SCHOOL IN

THE RURAL AREAS.

THEY HAVE VERY LIMITED ACCESS TO A LOT OF THE RESOURCES THAT

MY SON HAD IN THE BIGGER TOWNS.

THAT WAS SOMETHING -- I HAVE FAMILY AND FRIENDS THAT HAVE

CHILDREN THAT GO TO RURAL AREA SCHOOLS AND THE SAME THING,

LIMITED TEXTBOOKS, MATERIALS, AND THEN WITH THE TECHNOLOGY,

YOU KNOW, IMPROVING AND ALL THAT THEY HAD LIMITED ACCESS

TO WIFI, THINGS LIKE THAT.

SO THAT WAS, YOU KNOW, SOME CONCERNS THAT I HAD WITH

XAVIER AND MOST IMPORTANTLY WAS JUST BASICALLY MAKING SURE

THAT HE IS PREPARED WHEN HE GETS OUT OF HIGH SCHOOL, THAT

HE HOPEFULLY GRADUATES, BECAUSE YOU KNOW WITH THIS

TESTING WITH HIM GOING BELOW THE GRADE LEVEL, IT IS A BIT

CONCERNING.

AND I WANT HIM TO PASS AND TO GRADUATE AND I WANT HIM TO GET

TO COLLEGE.

AND MY SON HAS DREAMS, YOU KNOW.

HE HAS BIG DREAMS.

HE WANTS TO GO TO A BIG COLLEGE, WANTS A CAREER, WANTS

TO DO THIS AND THAT, YOU KNOW, AND I THINK, YOU KNOW, WITHIN

OUR CULTURE, EDUCATION IS A VERY IMPORTANT THING SO THAT

IS PRETTY MUCH IT.

>> WHEN DID YOU DECIDE TO BE PART OF THIS LAWSUIT?

>> THOSE ARE THE CONCERNS I HAVE.

EVERY OTHER CHILD IN OUR STATE AND COMMUNITY ESPECIALLY US IN

THE NATIVE AMERICAN, ANOTHER THING THAT PUSHED ME WAS MY

MOM WAS AN EDUCATOR FOR 30 PLUS YEARS.

SHE WAS TEACHER AND EDUCATION WAS ONE OF THE MOST IMPORTANT

THINGS IN THE FAMILY.

SHE PUSHED ME AND THE SIBLING TO GO TO SCHOOL, GET YOUR

EDUCATION.

AND DURING MY SCHOOL YEARS, WE WERE VERY LIMITED, YOU KNOW, I

EXPERIENCED THAT AND I KNOW HOW THAT IS.

SO, EDUCATION IS ONE OF THE MOST IMPORTANT.

ANOTHER THING IS, YOU KNOW, WITH OUR CULTURE AND HISTORY,

ONE OF THE GREAT WARRIORS HAD TOLD US, I DON'T KNOW IF IT IS

PRECISELY RIGHT BUT, MY GRANDCHILDREN GO OUT AND CLIMB

THE LADDER OF EDUCATION.

SUCCEED SO YOU CAN COME BACK AND HELP OUR PEOPLE, HELP OUR

NATION.

THAT WAS ONE THING THAT WAS SET IN OUR FAMILY, WAS THAT

EDUCATION WAS VERY IMPORTANT.

SO, THAT IS WHY I BECAME A PLAINTIFF IN THIS SUIT.

MY SON DESERVES THE QUALITY EDUCATION THAT HE NEEDS IN

ORDER TO SUCCEED.

>> ABSOLUTELY.

>> THIS LAWSUIT IS ACTUALLY TWO COMBINED LAWSUITS THAT THE

JUDGE RULED ON, INCLUDING NATIVE AMERICAN STUDENTS AND

ALSO ECONOMIC DISADVANTAGED STUDENTS, ENGLISH LANGUAGE

LEARNERS, STUDENTS WITH DISABILITIES.

THAT SEEMS VERY BROAD.

WHAT DOES THAT MEAN FROM A -- IN A LAWSUIT LIKE THAT, WAS

THAT AN ADDITIONAL CHALLENGE TO INCLUDE SO MANY STUDENTS?

>> WELL, YOU KNOW, SO THE TAKE THAT WE HAD, OUR POSITION IN

THIS CASE IS THAT ALL STUDENTS HAVE THE POTENTIAL TO LEARN,

ALL STUDENTS HAVE THE POTENTIAL TO LEARN AND IT IS

JUST AS GREAT IN TERMS OF POTENTIAL AS OTHER STATES, AS

OTHER NATIONS.

AND SO, THE THING THAT IS HAPPENING HERE IN NEW MEXICO,

THOUGH, IS THAT THEY ARE STARVED FOR RESOURCES, STARVED

WITH EDUCATIONAL OPPORTUNITIES TO SUCCEED ACADEMICALLY AS

WILHEMENA HAS DESCRIBED, AND SO PUTTING TOGETHER THIS CASE

MEANT THAT WE HAD TO SORT OF THINK ABOUT THE NEEDS OF ALL

STUDENTS.

AND, THE STUDENTS -- STUDENTS HAVE DIFFERENT NEEDS.

ENGLISH LANGUAGE LEARNERS HAVE NEEDS WHEN IT COMES TO ENGLISH

LANGUAGE ACQUISITION PROGRAMS, ECONOMICALLY DISADVANTAGED

STUDENTS HAVE NEEDS AROUND SOCIO-EMOTIONAL CAREER

COUNSELING KIND OF NEEDS AND THEN AMERICAN INDIAN STUDENTS

AS WELL SHARE A HISTORY OF DISCRIMINATION BY EDUCATION

SYSTEMS THAT HAS TO BE ADDRESSED THROUGH THE

EDUCATION SYSTEM TODAY.

SO WE SOUGHT TO CAPTURE ALL OF THOSE NEEDS AS WELL AS JUST

GENERAL NEEDS OF PUBLIC SCHOOL DISTRICTS IN NEW MEXICO.

>> WILHEMENA MENTIONED A LACK OF TEXTBOOKS.

THE ACTUAL MATERIALS THAT THE STATE NEEDS TO PROVIDE MORE

FUNDING FOR TEXTBOOKS, TECHNOLOGY, COMPUTERS THINGS

LIKE THAT.

>> RIGHT.

>> WHAT ABOUT CULTURE IN THE CLASSROOM.

I THINK THAT IS IMPORTANT.

WE TALKED ABOUT THAT HERE IN NEW MEXICO IN FOCUS, MAKING

THINGS MORE APPROPRIATE IN THE CLASSROOMS FOR STUDENTS.

HOW DOES THE LAWSUIT SPEAK TO THAT?

>> GOOD QUESTION.

SO THE COURT IN ITS OPINION HAS STATED SPECIFICALLY FOR

NATIVE AMERICAN COMPLIANCE WITH THE NEW MEXICO INDIAN

EDUCATION ACT IS A CONSTITUTIONAL REQUIREMENT.

A VIOLATION OF THE NEW MEXICO INDIAN EDUCATION ACT IS A

VIOLATION OF THE CONSTITUTIONAL CLAUSE.

THAT IS HUGE FOR NEW MEXICO STUDENTS, HUGE FOR NATIVE

AMERICAN STUDENTS.

BECAUSE IF YOU LOOK AT THE LAW ITSELF, IT REQUIRES A

CULTURALLY RELEVANT AND CULTURALLY RESPONSIVE

EDUCATION, SPECIFICALLY FOR THE DISTRICT THAT SERVE

HIGHEST POPULATIONS OF AMERICAN INDIAN STUDENTS.

SO, THAT IS ONE ELEMENT OF THIS CASE IS COMPLIANCE WITH

THAT LAW, BUT THE COURT IS ALSO ADDRESSING ITS OPINION ON

THE HISPANIC EDUCATION ACT, THE BILINGUAL MULTICULTURAL

EDUCATION ACT.

THESE ARE ALL LAWS THAT PROVIDE GOALS FOR STUDENTS IN

TERMS OF WHAT THEY SHOULD BE ACHIEVING ACADEMICALLY, AS

WELL AS CULTURALLY, AND THESE ARE ALL NOW A PART OF THIS

EQUATION AND SO WE SEEK TO ENSURE THESE LAWS ARE BEING

COMPLIED WITH.