Az Illustrated - Metro - October 16, 2013

>>> GOOD EVENING. THANKS FOR JOINING US. THANKS FOR JOINING US. I'M MARIA PARHAM. I'M MARIA PARHAM. EDITORIAL PAGE EDITOR FOR THE EDITORIAL PAGE EDITOR FOR THE ARIZONA DAILY STAR. ARIZONA DAILY STAR. TONIGHT'S "AZ ILLUSTRATED METRO" TONIGHT'S "AZ ILLUSTRATED METRO" WE'LL EXPLORE A NEW APPROACH AT WE'LL EXPLORE A NEW APPROACH AT JUVENILE COURT. JUVENILE COURT. WE'LL FIND OUT ABOUT A PROGRAM WE'LL FIND OUT ABOUT A PROGRAM TO TEACH CULTURAL AND HISTORIC TO TEACH CULTURAL AND HISTORIC PRESERVATION TO KABUL UNIVERSITY PRESERVATION TO KABUL UNIVERSITY PROFESSORS IN AFGHANISTAN. PROFESSORS IN AFGHANISTAN. WE'LL ALSO VISIT A WOMEN'S WE'LL ALSO VISIT A WOMEN'S SHELTER, TRYING TO PROVIDE MORE SHELTER, TRYING TO PROVIDE MORE THAN JUST HOUSING. THAN JUST HOUSING. AND CHECK IN ON A LOCAL CHARTER AND CHECK IN ON A LOCAL CHARTER SCHOOL'S ANTI-BULLYING PROGRAM. SCHOOL'S ANTI-BULLYING PROGRAM. BUT FIRST, A LOOK AT TODAY'S TOP BUT FIRST, A LOOK AT TODAY'S TOP STORIES. STORIES. >> ARIZONA GOVERNOR JAN BREWER >> ARIZONA GOVERNOR JAN BREWER ANNOUNCED TODAY THE STATE WILL ANNOUNCED TODAY THE STATE WILL FUND AN ADDITIONAL NINE DAYS OF FUND AN ADDITIONAL NINE DAYS OF OPERATIONS AT THE GRAND CANYON OPERATIONS AT THE GRAND CANYON NATIONAL PARK IF CONGRESS FAMES NATIONAL PARK IF CONGRESS FAMES TO PASS THE BUDGET AGREEMENT TO PASS THE BUDGET AGREEMENT REACHED TODAY. REACHED TODAY. LAST WEEK THE STATE AGREED TO LAST WEEK THE STATE AGREED TO OPEN THE PARK FOR SEVEN DAYS, OPEN THE PARK FOR SEVEN DAYS, BUT THAT AGREEMENT EXPIRES BUT THAT AGREEMENT EXPIRES SATURDAY. SATURDAY. ARIZONA IS PAYING $93,000 A DAY ARIZONA IS PAYING $93,000 A DAY TO KEEP GRAND CANYON NATIONAL TO KEEP GRAND CANYON NATIONAL PARK OPEN DURING THE GOVERNMENT PARK OPEN DURING THE GOVERNMENT SHUTDOWN. SHUTDOWN. BREWER SAYS SHE'S HOPING TO WORK BREWER SAYS SHE'S HOPING TO WORK WITH THE STATE'S CONGRESSIONAL WITH THE STATE'S CONGRESSIONAL DELEGATION TO GET REIMBURSEMENT DELEGATION TO GET REIMBURSEMENT FOR THE STATE'S EXPENSES. FOR THE STATE'S EXPENSES. ARIZONA'S UNEMPLOYMENT NUMBERS ARIZONA'S UNEMPLOYMENT NUMBERS FOR SEPTEMBER WERE SCHEDULED TO FOR SEPTEMBER WERE SCHEDULED TO BE RELEASED TOMORROW, BUT THE BE RELEASED TOMORROW, BUT THE STATE DEPARTMENT OF STATE DEPARTMENT OF ADMINISTRATION SAYS WITHOUT ADMINISTRATION SAYS WITHOUT FEDERAL DATA FROM THE BUREAU OF FEDERAL DATA FROM THE BUREAU OF LABOR STATISTICS, IT WON'T BE LABOR STATISTICS, IT WON'T BE ABLE TO RELEASE LOCAL ABLE TO RELEASE LOCAL UNEMPLOYMENT NUMBERS. UNEMPLOYMENT NUMBERS. THE FEDERAL DATA IS UNAVAILABLE THE FEDERAL DATA IS UNAVAILABLE BECAUSE OF THE GOVERNMENT BECAUSE OF THE GOVERNMENT SHUTDOWN. SHUTDOWN. STATE OFFICIALS SAY AS SOON AS STATE OFFICIALS SAY AS SOON AS THE BUREAU OF LABOR STATISTICS THE BUREAU OF LABOR STATISTICS REOPENS, THE STATE'S SEPTEMBER REOPENS, THE STATE'S SEPTEMBER UNEMPLOYMENT DATA WILL BE UNEMPLOYMENT DATA WILL BE RELEASED. RELEASED. >>> IN 2012, PIMA COUNTY CREATED >>> IN 2012, PIMA COUNTY CREATED A SPECIAL LEASE IN THE HEALTH A SPECIAL LEASE IN THE HEALTH DEPARTMENT BUILDING FOR A DEPARTMENT BUILDING FOR A COMPANY CALLED ACCELERATE COMPANY CALLED ACCELERATE DIAGNOSTICS. DIAGNOSTICS. PART OF THE DEAL FOR THE UPSTART PART OF THE DEAL FOR THE UPSTART BIOTECH FIRM WAS BY 2016 THE BIOTECH FIRM WAS BY 2016 THE COMPANY HAD TO EMPLOY 65 PEOPLE, COMPANY HAD TO EMPLOY 65 PEOPLE, EACH MAKING AT LEAST $65,000 A EACH MAKING AT LEAST $65,000 A YEAR. YEAR. THE COMPANY IS NEARING THAT THE COMPANY IS NEARING THAT TARGET AND PIMA COUNTY OFFICIALS TARGET AND PIMA COUNTY OFFICIALS ARE HOLDING THE DEAL UP AS A ARE HOLDING THE DEAL UP AS A MODEL FOR FUTURE BUSINESS MODEL FOR FUTURE BUSINESS DEALINGS. DEALINGS. THAT'S A LOOK AT TODAY'S THAT'S A LOOK AT TODAY'S HEADLINES. >>> THE PIMA COUNTY JUVENILE COURT SYSTEM HAS CHANGED IN THE COURT SYSTEM HAS CHANGED IN THE LAST DECADE. LAST DECADE. EXPERTS HAVE STUDIED THE EXPERTS HAVE STUDIED THE NEGATIVE EFFECTS OF DETENTION NEGATIVE EFFECTS OF DETENTION FACILITIES. FACILITIES. THAT'S ONE OF THE REASONS PIMA THAT'S ONE OF THE REASONS PIMA COUNTY JUDGES, PROBATION COUNTY JUDGES, PROBATION OFFICERS AND COURT STAFF ARE OFFICERS AND COURT STAFF ARE TRYING TO GIVE YOUTH TRYING TO GIVE YOUTH ALTERNATIVES TO DETENTION. ALTERNATIVES TO DETENTION. FERNANDA BRINGS US THE STORY. FERNANDA BRINGS US THE STORY. >> Reporter: IF YOU WALKED INTO >> Reporter: IF YOU WALKED INTO THE PIMA JUVENILE COUNTY THE PIMA JUVENILE COUNTY DETENTION CENTER BEFORE 2004 YOU DETENTION CENTER BEFORE 2004 YOU WOULD LIKELY FIND IT AT WOULD LIKELY FIND IT AT CAPACITY. CAPACITY. TODAY THE AVERAGE NUMBER OF KIDS TODAY THE AVERAGE NUMBER OF KIDS DETAINED IS A TENTH OF THAT, DETAINED IS A TENTH OF THAT, WITH ABOUT 30 YOUTH IN DETENTION WITH ABOUT 30 YOUTH IN DETENTION ON AVERAGE. ON AVERAGE. >> THERE'S A LOT MORE NEGATIVE >> THERE'S A LOT MORE NEGATIVE EFFECTS THAT WE ALL KNOW THAN EFFECTS THAT WE ALL KNOW THAN POSITIVE EFFECTS. POSITIVE EFFECTS. ESPECIALLY IN DETENTION ESPECIALLY IN DETENTION FACILITIES. FACILITIES. YOU KNOW, WE KNOW THAT KIDS GET YOU KNOW, WE KNOW THAT KIDS GET RETRAUMATIZED WHEN THEY'RE IN RETRAUMATIZED WHEN THEY'RE IN DETENTION. DETENTION. SO IT'S VERY IMPORTANT THAT WE SO IT'S VERY IMPORTANT THAT WE HAVE THE RIGHTS OF KIDS IN HAVE THE RIGHTS OF KIDS IN DETENTION. DETENTION. WE'VE MADE SOME CHANGES IN WHAT WE'VE MADE SOME CHANGES IN WHAT WE CALL OUR RISK ASSESSMENT WE CALL OUR RISK ASSESSMENT INSTRUMENTS. INSTRUMENTS. WHAT THAT DOES, REALLY IT WHAT THAT DOES, REALLY IT ASSESSES KIDS IN AN OBJECTIVE ASSESSES KIDS IN AN OBJECTIVE WAY TO MAKE SURE THAT THEY NEED WAY TO MAKE SURE THAT THEY NEED THAT CRITERIA. THAT CRITERIA. OUR DETENTION CRITERIA IS ONLY OUR DETENTION CRITERIA IS ONLY KIDS WHO STAY THERE WHEN THEY'RE KIDS WHO STAY THERE WHEN THEY'RE FLIGHT RISKS OR DANGER TO THE FLIGHT RISKS OR DANGER TO THE COMMUNITY. COMMUNITY. OTHERWISE, YOU KNOW, WE HAVE TO OTHERWISE, YOU KNOW, WE HAVE TO FIND ALTERNATIVES FOR THEM. FIND ALTERNATIVES FOR THEM. >> Reporter: ABOUT TEN YEARS AGO >> Reporter: ABOUT TEN YEARS AGO ACROSS THE U.S., THERE WAS A ACROSS THE U.S., THERE WAS A PHILOSOPHY CHANGE FOR JUVENILE PHILOSOPHY CHANGE FOR JUVENILE COURTS. COURTS. AND IN PIMA COUNTY, COURT AND IN PIMA COUNTY, COURT ALTERNATIVE PROGRAMS STARTED AND ALTERNATIVE PROGRAMS STARTED AND HAVE BEEN GROWING. HAVE BEEN GROWING. SOME JUDGES HAVE TURNED THEIR SOME JUDGES HAVE TURNED THEIR COURTROOMS INTO LESS COURTROOMS INTO LESS INTIMIDATING PLACES AND ADDED INTIMIDATING PLACES AND ADDED CHILDREN BOOKS AND TOYS. CHILDREN BOOKS AND TOYS. COURTS NEEDED TO START LOOKING COURTS NEEDED TO START LOOKING AT KIDS AS KIDS. AT KIDS AS KIDS. NOT MINI ADULTS. NOT MINI ADULTS. >> THE BRAIN SCIENCE BEHIND >> THE BRAIN SCIENCE BEHIND CHILDREN AND ADOLESCENTS AND CHILDREN AND ADOLESCENTS AND WHERE THEY ARE IN THEIR LIFE IS WHERE THEY ARE IN THEIR LIFE IS VERY IMPORTANT THAT WE CONSIDER VERY IMPORTANT THAT WE CONSIDER AS KIDS GO THROUGH OUR SYSTEM. AS KIDS GO THROUGH OUR SYSTEM. HISTORICALLY, SOMETIMES WE HAVE HISTORICALLY, SOMETIMES WE HAVE NOT INCLUDED THE DIFFERENT NOT INCLUDED THE DIFFERENT DEVELOPMENTAL PHASES THAT DEVELOPMENTAL PHASES THAT CHILDREN GO THROUGH. CHILDREN GO THROUGH. AND THAT'S VERY IMPORTANT. AND THAT'S VERY IMPORTANT. YOU KNOW, RESEARCH, THERE'S AN YOU KNOW, RESEARCH, THERE'S AN EXTENSIVE AMOUNT OF RESEARCH EXTENSIVE AMOUNT OF RESEARCH THAT NOW CAN GUIDE US THROUGH THAT NOW CAN GUIDE US THROUGH HOW KIDS CAN BE MORE EFFECTIVE HOW KIDS CAN BE MORE EFFECTIVE IN OUR SYSTEM. IN OUR SYSTEM. A 13-YEAR-OLD IS VERY DIFFERENT A 13-YEAR-OLD IS VERY DIFFERENT THAN A 17-YEAR-OLD. THAN A 17-YEAR-OLD. >> Reporter: THE PIMA COUNTY >> Reporter: THE PIMA COUNTY JUVENILE COURT HAS MANY JUVENILE COURT HAS MANY ALTERNATIVE PROGRAMS. ALTERNATIVE PROGRAMS. THE MOST SUCCESSFUL, SHE SAYS, THE MOST SUCCESSFUL, SHE SAYS, IS THE DIVERSION PROGRAM. IS THE DIVERSION PROGRAM. IT TRIES TO GET KIDS TO NEVER IT TRIES TO GET KIDS TO NEVER ENTER THE COURT SYSTEM, AND ENTER THE COURT SYSTEM, AND INSTEAD WORK WITH PROBATION INSTEAD WORK WITH PROBATION OFFICERS, AFTER SCHOOL PROGRAMS OFFICERS, AFTER SCHOOL PROGRAMS AND DOMESTIC VIOLENCE EXPERTS. AND DOMESTIC VIOLENCE EXPERTS. IN SEPTEMBER OF 2000, THERE WERE IN SEPTEMBER OF 2000, THERE WERE 317 KIDS IN THE DETENTION 317 KIDS IN THE DETENTION CENTER. CENTER. FOR THE SAME MONTH IN 2012, FOR THE SAME MONTH IN 2012, THERE WERE 78 KIDS DETAINED. THERE WERE 78 KIDS DETAINED. THAT'S A 75% DECREASE. THAT'S A 75% DECREASE. AND THE NUMBER KEEPS DROPPING. AND THE NUMBER KEEPS DROPPING. WITH 52 KIDS IN THE DETENTION WITH 52 KIDS IN THE DETENTION CENTER FOR SEPTEMBER OF THIS CENTER FOR SEPTEMBER OF THIS YEAR. YEAR. >> WE WANT TO GIVE THEM SUPPORT. >> WE WANT TO GIVE THEM SUPPORT. WE WANT TO BE ABLE TO GIVE THEM WE WANT TO BE ABLE TO GIVE THEM TOOLS TO BE ABLE TO DEAL WITH TOOLS TO BE ABLE TO DEAL WITH WH WH WHAT THEIR FAMILY SITUATIONS ARE WHAT THEIR FAMILY SITUATIONS ARE GOING THROUGH. GOING THROUGH. IT'S NOT JUST SUPPORTING THEM. IT'S NOT JUST SUPPORTING THEM. IT'S SUPPORTING THE WHOLE IT'S SUPPORTING THE WHOLE FAMILY. FAMILY. A HUGE ALTERNATIVE TO DETENTION A HUGE ALTERNATIVE TO DETENTION IS REALLY FAMILY ENGAGEMENT. IS REALLY FAMILY ENGAGEMENT. WE'RE LEARNING HOW TO BE ABLE TO WE'RE LEARNING HOW TO BE ABLE TO COMMUNICATE BETTER WITH OUR COMMUNICATE BETTER WITH OUR COMMUNITY, WITH THE FAMILIES. COMMUNITY, WITH THE FAMILIES. HOW DO WE MAKE THE PROCESS HOW DO WE MAKE THE PROCESS EASIER? EASIER? HOW DO WE MAKE THE PROCESS HOW DO WE MAKE THE PROCESS EASIER FOR THEM TO UNDERSTAND? EASIER FOR THEM TO UNDERSTAND? >> Reporter: THE MAJORITY OF >> Reporter: THE MAJORITY OF KIDS WHO GET ARRESTED AND TAKEN KIDS WHO GET ARRESTED AND TAKEN TO JUVENILE COURT ARE THERE FOR TO JUVENILE COURT ARE THERE FOR MISDEMEANOR OFFENSES. MISDEMEANOR OFFENSES. AND ABOUT 95% OF THEM END UP AND ABOUT 95% OF THEM END UP WITH ADJUDICATIONS FOR THOSE WITH ADJUDICATIONS FOR THOSE MISDEMEANORS. MISDEMEANORS. JACK FORRESTER IS A PROBATION JACK FORRESTER IS A PROBATION OFFICER FOR PIMA COUNTY'S OFFICER FOR PIMA COUNTY'S JUVENILE COURT. JUVENILE COURT. HE'S IN CHARGE OF THE EMPLOYMENT HE'S IN CHARGE OF THE EMPLOYMENT READINESS AND INTERNSHIP READINESS AND INTERNSHIP PROGRAMS. PROGRAMS. TWO WAYS TO TEACH TEENS TWO WAYS TO TEACH TEENS RESPONSIBILITY WHILE PREPARING RESPONSIBILITY WHILE PREPARING THEM FOR THE REAL WORLD. THEM FOR THE REAL WORLD. AS PART OF THOSE PROGRAMS, AS PART OF THOSE PROGRAMS, FORRESTER HAS KIDS TAKE THE FORRESTER HAS KIDS TAKE THE ARIZONA CAREER INFORMATION ARIZONA CAREER INFORMATION SYSTEM TEST. SYSTEM TEST. >> WITH AN APTITUDE TEST WHICH >> WITH AN APTITUDE TEST WHICH GIVES THEM AN IDEA WHAT GIVES THEM AN IDEA WHAT VOCATIONS WOULD FIT THEIR VOCATIONS WOULD FIT THEIR PERSONALITY. PERSONALITY. THROUGH THAT THEY'RE ABLE TO THROUGH THAT THEY'RE ABLE TO LEARN ABOUT WHAT IS NECESSARY TO LEARN ABOUT WHAT IS NECESSARY TO GO INTO THAT CAREER. GO INTO THAT CAREER. IF THEY NEED A COLLEGE DEGREE. IF THEY NEED A COLLEGE DEGREE. WHAT THE WAGES ARE. WHAT THE WAGES ARE. WHAT THE EMPLOYMENT CLIMATE IS WHAT THE EMPLOYMENT CLIMATE IS AT THIS TIME OR IF THEY'RE ABLE AT THIS TIME OR IF THEY'RE ABLE TO GET A JOB AFTER THEY FINISH TO GET A JOB AFTER THEY FINISH THEIR TRAINING. THEIR TRAINING. THEN I HAVE THEM GO THROUGH THE THEN I HAVE THEM GO THROUGH THE ACTUAL JOB APPLICATION. ACTUAL JOB APPLICATION. WHERE THEY LEARN HOW TO FILL OUT WHERE THEY LEARN HOW TO FILL OUT A JOB APPLICATION. A JOB APPLICATION. I STRESS TO THEM WHAT TO PUT I STRESS TO THEM WHAT TO PUT DOWN. DOWN. WHAT TYPE OF ENGLISH YOU USE. WHAT TYPE OF ENGLISH YOU USE. I'VE HAD KIDS WHO WERE TURNING I'VE HAD KIDS WHO WERE TURNING IN JOB APPLICATIONS, WRITING IN JOB APPLICATIONS, WRITING THEM OUT IN PENCIL AND NOT THEM OUT IN PENCIL AND NOT ANSWERING QUESTIONS. ANSWERING QUESTIONS. I SAW THERE WAS A REAL NEED THAT I SAW THERE WAS A REAL NEED THAT THEY LEARN HOW TO FILL THAT OUT. THEY LEARN HOW TO FILL THAT OUT. THEN I TALKED TO THEM ABOUT THE THEN I TALKED TO THEM ABOUT THE JOB SEARCH. JOB SEARCH. WHERE BASICALLY I TEACH THEM WHERE BASICALLY I TEACH THEM ABOUT NETWORKING. ABOUT NETWORKING. AND I HAVE THEM IDENTIFY PEOPLE AND I HAVE THEM IDENTIFY PEOPLE IN THEIR LIVES THAT ARE IN THEIR LIVES THAT ARE CURRENTLY EMPLOYED THAT THEY CURRENTLY EMPLOYED THAT THEY COULD POSSIBLY TALK TO ABOUT JOB COULD POSSIBLY TALK TO ABOUT JOB INTERVIEWS AND IF THEIR COMPANY INTERVIEWS AND IF THEIR COMPANY IS HIRING AT THAT TIME. IS HIRING AT THAT TIME. >> Reporter: HE DOES >> Reporter: HE DOES ROLE-PLAYING WITH THE TEENS TO ROLE-PLAYING WITH THE TEENS TO PREPARE THEM FOR THE INTERVIEW. PREPARE THEM FOR THE INTERVIEW. HE SAYS SOME OF THE TEENS ARE HE SAYS SOME OF THE TEENS ARE GOING THROUGH CHILD PROTECTIVE GOING THROUGH CHILD PROTECTIVE SERVICES AND MANY OF THEM HAVE SERVICES AND MANY OF THEM HAVE NEVER SEEN ANYBODY FILL OUT A NEVER SEEN ANYBODY FILL OUT A JOB APPLICATION. JOB APPLICATION. FORRESTER ALSO HIRES TEENS TO FORRESTER ALSO HIRES TEENS TO WORK FOR THE COURT'S INTERNSHIP WORK FOR THE COURT'S INTERNSHIP PROGRAM WHERE TEENS WORK FOR 20 PROGRAM WHERE TEENS WORK FOR 20 HOURS A WEEK FOR 90 WORKDAYS AND HOURS A WEEK FOR 90 WORKDAYS AND GET PAID MINIMUM WAGE. GET PAID MINIMUM WAGE. >> FOR SOME OF THEM IT'S THE >> FOR SOME OF THEM IT'S THE FIRST TIME THEY'VE EVER HAD A FIRST TIME THEY'VE EVER HAD A JOB. JOB. IT'S THE FIRST TIME THEY'VE EVER IT'S THE FIRST TIME THEY'VE EVER GOTTEN A PAYCHECK. GOTTEN A PAYCHECK. SO WE HAVE THEM COME HERE AND SO WE HAVE THEM COME HERE AND THEY'RE INVOLVED IN THREE AREAS. THEY'RE INVOLVED IN THREE AREAS. THEY'RE INVOLVED IN LANDSCAPING. THEY'RE INVOLVED IN LANDSCAPING. THEY'RE INVOLVED IN CUSTODIAL THEY'RE INVOLVED IN CUSTODIAL DUTIES. DUTIES. YOU KNOW, CLEANING THE YOU KNOW, CLEANING THE BUILDINGS, THAT TYPE OF THING. BUILDINGS, THAT TYPE OF THING. AND THEN THEY'RE ALSO INVOLVED AND THEN THEY'RE ALSO INVOLVED IN WAREHOUSE WORK WHERE THEY IN WAREHOUSE WORK WHERE THEY LEARN HOW TO TAKE INVENTORIES LEARN HOW TO TAKE INVENTORIES AND DO BASIC WAREHOUSE WORK. AND DO BASIC WAREHOUSE WORK. THEY KNOW WHAT IT IS TO HAVE THEY KNOW WHAT IT IS TO HAVE RESPONSIBILITY. RESPONSIBILITY. FIRST TIME AN ADULT HAS EVER FIRST TIME AN ADULT HAS EVER TRUSTED THEM AND GIVEN THEM A TRUSTED THEM AND GIVEN THEM A JOB. JOB. SO THEY LEARN THE SKILLS THAT SO THEY LEARN THE SKILLS THAT ARE REQUIRED TO HAVE A JOB. ARE REQUIRED TO HAVE A JOB. THEY LEARN THE FEELING OF HAVING THEY LEARN THE FEELING OF HAVING MONEY FOR THE FIRST TIME WHERE MONEY FOR THE FIRST TIME WHERE THEY'RE ABLE TO SET A BUDGET AND THEY'RE ABLE TO SET A BUDGET AND HELP THEIR FAMILIES OUT. HELP THEIR FAMILIES OUT. SOME OF THE KIDS OWE SOME OF THE KIDS OWE RESTITUTION. RESTITUTION. THEY'RE ABLE TO PAY BACK TOWARDS THEY'RE ABLE TO PAY BACK TOWARDS THEIR RESTITUTION THAT THEY HAVE THEIR RESTITUTION THAT THEY HAVE HERE AT THE COURT. HERE AT THE COURT. >> Reporter: HE SAYS THE COURT'S >> Reporter: HE SAYS THE COURT'S ALTERNATIVES TO DETENTION ARE ALTERNATIVES TO DETENTION ARE WORKING. WORKING. BUT THERE ARE STILL SOME TEENS BUT THERE ARE STILL SOME TEENS WHO CONTINUE DOWN THE WRONG WHO CONTINUE DOWN THE WRONG PATH. PATH. >> 12 YEARS AGO THIS MONTH, THE >> 12 YEARS AGO THIS MONTH, THE UNITED STATES STARTED THE WAR ON UNITED STATES STARTED THE WAR ON TERROR BY SENDING TROOPS TO TERROR BY SENDING TROOPS TO AFGHANISTAN. AFGHANISTAN. NOW AS THE MILITARY WITHDRAWS, NOW AS THE MILITARY WITHDRAWS, ATTENTION IS TURNING TO OTHER ATTENTION IS TURNING TO OTHER KINDS OF RELATIONSHIPS BETWEEN KINDS OF RELATIONSHIPS BETWEEN THE TWO COUNTRIES. THE TWO COUNTRIES. AS ANDREA KELLY REPORTS, AN AS ANDREA KELLY REPORTS, AN ACADEMIC PARTNERSHIP IS UNDER ACADEMIC PARTNERSHIP IS UNDER WAY IN TUCSON. WAY IN TUCSON. >> Reporter: HAMRAZ IS ONE OF >> Reporter: HAMRAZ IS ONE OF THREE PROFESSORS VISITING THE THREE PROFESSORS VISITING THE UNIVERSITY OF ARIZONA FROM KABUL UNIVERSITY OF ARIZONA FROM KABUL UNIVERSITY. UNIVERSITY. THEY ARE HERE TO LEARN SKILLS THEY ARE HERE TO LEARN SKILLS THEY PLAN TO USE FOR ACADEMIC THEY PLAN TO USE FOR ACADEMIC AND ECONOMIC DEVELOPMENT. AND ECONOMIC DEVELOPMENT. >> WE ARE NOW HERE TO >> WE ARE NOW HERE TO PARTICIPATE IN ONE OF THE MOST PARTICIPATE IN ONE OF THE MOST IMPORTANT PROGRAMS. IMPORTANT PROGRAMS. ARCHAEOLOGY. ARCHAEOLOGY. CONSERVATION PROGRAMS IN CONSERVATION PROGRAMS IN ARIZONA. ARIZONA. >> Reporter: THEY'RE DOING THAT >> Reporter: THEY'RE DOING THAT BY INTERACTING WITH U OF A BY INTERACTING WITH U OF A FACULTY MEMBERS IN A NUMBER OF FACULTY MEMBERS IN A NUMBER OF DISCIPLINES STARTING WITH DISCIPLINES STARTING WITH CULTURAL HERITAGE CONSERVATION, CULTURAL HERITAGE CONSERVATION, ANTHROPOLOGY, ARCHAEOLOGY AND ANTHROPOLOGY, ARCHAEOLOGY AND ESNOGRAPHY. ESNOGRAPHY. THEY VISITED TOUMACACORI NATIONL THEY VISITED TOUMACACORI NATIONL PARK. PARK. JUST LIKE SITES IN AFGHANISTAN, JUST LIKE SITES IN AFGHANISTAN, A LOT OF CULTURES ARE REFLECTED A LOT OF CULTURES ARE REFLECTED IN THAT BUILDING SOUTH OF IN THAT BUILDING SOUTH OF TUCSON. TUCSON. >> SPANISH COLONY. >> SPANISH COLONY. AFTER THAT IT BECAME PART OF THE AFTER THAT IT BECAME PART OF THE UNITED STATES. UNITED STATES. STILL WE SEE THE INFLUENCE OF STILL WE SEE THE INFLUENCE OF BOTH SPANISH AND MEXICAN ARTS IN BOTH SPANISH AND MEXICAN ARTS IN TUCSON. TUCSON. >> Reporter: IN KABUL, HAMRAZ >> Reporter: IN KABUL, HAMRAZ STUDIES ARCHAEOLOGY AND TEACHES STUDIES ARCHAEOLOGY AND TEACHES THREE COURSES IN THAT SUBJECT THREE COURSES IN THAT SUBJECT AND ONE IN ESNOGRAPHY. AND ONE IN ESNOGRAPHY. SHE SAYS THEY'RE SO CLOSELY SHE SAYS THEY'RE SO CLOSELY RELATED THEY MUST BE STUDIED RELATED THEY MUST BE STUDIED TOGETHER. TOGETHER. SHE SAYS SHE WANTS TO TAKE THE SHE SAYS SHE WANTS TO TAKE THE INFORMATION AND PRESERVATION INFORMATION AND PRESERVATION METHODS SHE LEARNS HERE BACK TO METHODS SHE LEARNS HERE BACK TO AFGHANISTAN. AFGHANISTAN. >> I HOPE THAT I CAN -- TO KABUL >> I HOPE THAT I CAN -- TO KABUL UNIVERSITY. UNIVERSITY. AND -- AND OUR MAIN GOAL IS AND -- AND OUR MAIN GOAL IS CONSERVATION. CONSERVATION. HOW WE CAN IMPLEMENT. HOW WE CAN IMPLEMENT. AND HOW WE CAN MAKE AN ACADEMY AND HOW WE CAN MAKE AN ACADEMY CURRICULUM IN KABUL UNIVERSITY. CURRICULUM IN KABUL UNIVERSITY. >> Reporter: THE PROFESSORS ARE >> Reporter: THE PROFESSORS ARE ALSO LEARNING NEW TEACHING ALSO LEARNING NEW TEACHING METHODS TO SUPPLEMENT THE METHODS TO SUPPLEMENT THE LARGELY LECTURE STYLE EDUCATION LARGELY LECTURE STYLE EDUCATION IN KABUL. IN KABUL. THEY'RE PRODUCING POWERPOINT THEY'RE PRODUCING POWERPOINT PRESENTATIONS AND POSTERS AND PRESENTATIONS AND POSTERS AND USING THE INTERNET TO CREATE AND USING THE INTERNET TO CREATE AND LEARN MORE TEACHING TOOLS. LEARN MORE TEACHING TOOLS. ALL OF THIS IS FOR OBVIOUS ALL OF THIS IS FOR OBVIOUS PRESERVATION PURPOSES. PRESERVATION PURPOSES. BUT THERE'S ALSO AN ECONOMIC BUT THERE'S ALSO AN ECONOMIC REASON. REASON. >> THIS STARTED WITH THE PREMISE >> THIS STARTED WITH THE PREMISE THAT AFGHANISTAN NEEDS TO GO THAT AFGHANISTAN NEEDS TO GO THROUGH A PERIOD OF THROUGH A PERIOD OF RECONSTRUCTION. RECONSTRUCTION. AND THAT INVOLVES AND THAT INVOLVES INFRASTRUCTUREAL INVESTMENT IN A INFRASTRUCTUREAL INVESTMENT IN A VARIETY OF DIFFERENT INDUSTRIES VARIETY OF DIFFERENT INDUSTRIES AND SECTORS. AND SECTORS. WE ARE HOPING THAT CULTURAL AND WE ARE HOPING THAT CULTURAL AND HERITAGE TOURISM IS ONE OF THOSE HERITAGE TOURISM IS ONE OF THOSE SECTORS. SECTORS. BUT IN ORDER TO DO THAT WE BUT IN ORDER TO DO THAT WE NEEDED TO CREATE THE NEXT NEEDED TO CREATE THE NEXT GENERATION OF PROFESSIONALS IN GENERATION OF PROFESSIONALS IN ORDER TO BOTH PRESERVE THE ORDER TO BOTH PRESERVE THE HERITAGE CONSERVATION, THE HERITAGE CONSERVATION, THE HISTORIC ARTIFACTS OF A HISTORIC ARTIFACTS OF A ARCHITECTURE AND ARCHAEOLOGY, ARCHITECTURE AND ARCHAEOLOGY, BUT ALSO BEGIN TO DEVELOP AN BUT ALSO BEGIN TO DEVELOP AN INDUSTRY AROUND THAT, THAT WOULD INDUSTRY AROUND THAT, THAT WOULD THEN CREATE AN ECONOMIC DRIVER THEN CREATE AN ECONOMIC DRIVER FOR THE NEXT GENERATION OF FOR THE NEXT GENERATION OF SUPPORT FOR AFGHANISTAN. SUPPORT FOR AFGHANISTAN. >> Reporter: THE PROGRAM HAS >> Reporter: THE PROGRAM HAS BEEN FIVE YEARS IN THE MAKING. BEEN FIVE YEARS IN THE MAKING. AND IS FUNDED WITH A $200,000 AND IS FUNDED WITH A $200,000 GRANT FROM THE U.S. DEPARTMENT GRANT FROM THE U.S. DEPARTMENT OF STATE, WHICH IS ADMINISTERED OF STATE, WHICH IS ADMINISTERED BY THE NATIONAL PARK SERVICE. BY THE NATIONAL PARK SERVICE. THE PROFESSORS ARRIVED IN EARLY THE PROFESSORS ARRIVED IN EARLY SEPTEMBER AND WILL STAY UNTIL SEPTEMBER AND WILL STAY UNTIL EARLY DECEMBER. EARLY DECEMBER. ONE OF THE THINGS THEY'RE ONE OF THE THINGS THEY'RE LEARNING IS ARTIFACT LEARNING IS ARTIFACT PRESERVATION TECHNIQUES AT THE PRESERVATION TECHNIQUES AT THE ARIZONA STATE MUSEUM. ARIZONA STATE MUSEUM. >> WE WORK TOGETHER TO HOW WE >> WE WORK TOGETHER TO HOW WE CAN PRESERVE ARTIFACTS, HOW WE CAN PRESERVE ARTIFACTS, HOW WE CAN RESTORE IT. CAN RESTORE IT. AND TO GET IT TO LAST. AND TO GET IT TO LAST. ARCHIVES. ARCHIVES. >> Reporter: THAT'S A STRUGGLE >> Reporter: THAT'S A STRUGGLE FOR AFGHANISTAN. FOR AFGHANISTAN. THOUGH THE COUNTRY HAS ABOUT THOUGH THE COUNTRY HAS ABOUT 5,000 ARCHAEOLOGICAL AND 5,000 ARCHAEOLOGICAL AND CULTURAL SITES THAT NEED CULTURAL SITES THAT NEED PRESERVATION, THEY HAVE BEEN PRESERVATION, THEY HAVE BEEN THREATENED DURING DECADES OF THREATENED DURING DECADES OF WAR. WAR. SOME ONE OF A KIND SITES HAVE SOME ONE OF A KIND SITES HAVE BEEN INTENTIONALLY DESTROYED BEEN INTENTIONALLY DESTROYED SUCH AS 12 STORY BUDDHISTS SUCH AS 12 STORY BUDDHISTS CARVED INTO CLIFF WALLS. CARVED INTO CLIFF WALLS. >> WE REALLY NEED FOR THIS KIND >> WE REALLY NEED FOR THIS KIND OF PROGRAM. OF PROGRAM. OUR HISTORICAL SITES, LOTS OF OUR HISTORICAL SITES, LOTS OF DIFFICULTIES. DIFFICULTIES. FACED WITH LOTS OF PROBLEMS. FACED WITH LOTS OF PROBLEMS. WE SHOULD PRESERVE IT. WE SHOULD PRESERVE IT. AND WE SHOULD LEARN ABOUT HOW WE AND WE SHOULD LEARN ABOUT HOW WE CAN MANAGE THE SITE AND HOW WE CAN MANAGE THE SITE AND HOW WE CAN USE -- HOW WE CAN PRESERVE CAN USE -- HOW WE CAN PRESERVE AND HISTORICAL ARCHAEOLOGY AND HISTORICAL ARCHAEOLOGY ARTIFACTS. ARTIFACTS. >> Reporter: THE PROGRAM ALSO >> Reporter: THE PROGRAM ALSO SERVES THOSE IN THIS COUNTRY. SERVES THOSE IN THIS COUNTRY. >> ONE OF THE MOST IMPORTANT >> ONE OF THE MOST IMPORTANT THINGS IS THE FACT THAT THE THINGS IS THE FACT THAT THE AMERICANS THAT ARE INTERACTING AMERICANS THAT ARE INTERACTING WITH THE AFGHANS ARE GOING TO WITH THE AFGHANS ARE GOING TO LEARN AS MUCH AS THE AFGHANS LEARN AS MUCH AS THE AFGHANS WILL LEARN AND TAKE BACK WITH WILL LEARN AND TAKE BACK WITH THEM. THEM. THE REASON FOR THAT IS THAT I THE REASON FOR THAT IS THAT I THINK MANY AMERICANS HAVE A THINK MANY AMERICANS HAVE A GENERALIZED VIEW OF BOTH GENERALIZED VIEW OF BOTH AFGHANISTAN AND THE AFGHAN AFGHANISTAN AND THE AFGHAN PEOPLE. PEOPLE. AND TO HAVE THEM REALIZE THAT AND TO HAVE THEM REALIZE THAT THEY ARE PROFESSIONALS WORKING THEY ARE PROFESSIONALS WORKING ON PAR WITH CRITICAL ISSUES THAT ON PAR WITH CRITICAL ISSUES THAT AFFECT CULTURAL HERITAGE AFFECT CULTURAL HERITAGE WORLDWIDE MAKES THEM APPRECIATE WORLDWIDE MAKES THEM APPRECIATE THE STRUGGLES THAT THEY HAVE TO THE STRUGGLES THAT THEY HAVE TO DEAL WITH AND IN MANY CASES DEAL WITH AND IN MANY CASES UNDER THE CONTEXT OF WAR AND UNDER THE CONTEXT OF WAR AND POST-WAR THAT REALLY PROVIDES A POST-WAR THAT REALLY PROVIDES A COMRADERY AMONG PROFESSIONALS. COMRADERY AMONG PROFESSIONALS. IT'S JUST BEEN AN AMAZING IT'S JUST BEEN AN AMAZING EXPERIENCE. EXPERIENCE. AND A MUCH MORE PROFOUND AND A MUCH MORE PROFOUND EXPERIENCE, I THINK, THAN I EXPERIENCE, I THINK, THAN I EXPECTED. EXPECTED. >> Reporter: THEY EACH HOPE THIS >> Reporter: THEY EACH HOPE THIS EXPERIENCE BRINGS BIGGER THINGS EXPERIENCE BRINGS BIGGER THINGS FOR THEIR COUNTRY. FOR THEIR COUNTRY. >> I HOPE THAT THIS IS THE >> I HOPE THAT THIS IS THE BEGINNING OF A MUCH LONGER BEGINNING OF A MUCH LONGER RELATIONSHIP BETWEEN UNIVERSITY RELATIONSHIP BETWEEN UNIVERSITY OF ARIZONA AND OTHER OF ARIZONA AND OTHER INSTITUTIONS IN THE MIDDLE EAST INSTITUTIONS IN THE MIDDLE EAST AND CENTRAL ASIA. AND CENTRAL ASIA. I THINK IT'S IMPORTANT THAT THE I THINK IT'S IMPORTANT THAT THE UNIVERSITY RECOGNIZE THE GREAT UNIVERSITY RECOGNIZE THE GREAT POTENTIAL THAT WE HAVE TO POTENTIAL THAT WE HAVE TO PROVIDE THIS KIND OF COOPERATIVE PROVIDE THIS KIND OF COOPERATIVE PARTNERSHIP WITH INSTITUTIONS PARTNERSHIP WITH INSTITUTIONS THAT REALLY SHARE THE KINDS OF THAT REALLY SHARE THE KINDS OF CULTURAL RESOURCES THAT ARE CULTURAL RESOURCES THAT ARE COMMON TO BOTH REGIONS. COMMON TO BOTH REGIONS. I THINK WE HAVE A LOT TO LEARN I THINK WE HAVE A LOT TO LEARN FROM EACH OTHER. FROM EACH OTHER. >> ONE DAY WE WILL BE ABLE TO >> ONE DAY WE WILL BE ABLE TO PRESERVE OUR MONUMENTS AND OUR PRESERVE OUR MONUMENTS AND OUR SITES. SITES. OUR NATIONAL PARKS. OUR NATIONAL PARKS. >>> THE SENATE AGREED ON A DEAL >>> THE SENATE AGREED ON A DEAL AVERTING DEFAULT AND ENDING THE AVERTING DEFAULT AND ENDING THE SHUTDOWN. SHUTDOWN. SPEAKER JOHN BOEHNER SAID THE SPEAKER JOHN BOEHNER SAID THE HOUSE WILL VOTE ON THE BILL WITH HOUSE WILL VOTE ON THE BILL WITH JUST HOURS TO GO BEFORE THE DEBT JUST HOURS TO GO BEFORE THE DEBT LIMIT DEADLINE. LIMIT DEADLINE. WE GET THE LATEST FROM CAPITOL WE GET THE LATEST FROM CAPITOL HILL. HILL. PLUS, ANALYSIS OF THE POLITICAL PLUS, ANALYSIS OF THE POLITICAL STANDOFF THAT BROUGHT THE NATION STANDOFF THAT BROUGHT THE NATION TO THE FISCAL BRINK FROM STUART TO THE FISCAL BRINK FROM STUART ROTHENBERG AND SUSAN PAGE. ROTHENBERG AND SUSAN PAGE. >>> AN INTERNATIONAL TAKE ON THE >>> AN INTERNATIONAL TAKE ON THE BUDGET BATTLE IN WASHINGTON. BUDGET BATTLE IN WASHINGTON. WE SIT DOWN WITH THE ITALIAN WE SIT DOWN WITH THE ITALIAN PRIME MINISTER IN AN EXCLUSIVE PRIME MINISTER IN AN EXCLUSIVE TELEVISION INTERVIEW. TELEVISION INTERVIEW. >>> THEN WE HEAD TO NEW MEXICO >>> THEN WE HEAD TO NEW MEXICO WHERE THOUSANDS OF WILD HORSES WHERE THOUSANDS OF WILD HORSES ARE STRAINING NATURAL RESOURCES ARE STRAINING NATURAL RESOURCES AND PROMISING A DEBATE OVER AND PROMISING A DEBATE OVER WHETHER SOME SHOULD BE ROUNDED WHETHER SOME SHOULD BE ROUNDED UP FOR SLAUGHTER. UP FOR SLAUGHTER. >> THESE HORSES ARE SACRED TO >> THESE HORSES ARE SACRED TO US. US. WE LOVE OUR HORSES. WE LOVE OUR HORSES. BUT WE LOVE OUR LAND, TOO. BUT WE LOVE OUR LAND, TOO. >> THOSE ARE SOME OF THE STORIES >> THOSE ARE SOME OF THE STORIES WE'RE COVERING ON TONIGHT'S "PBS WE'RE COVERING ON TONIGHT'S "PBS NEWS HOUR." NEWS HOUR." >> SOL MAN NORTHROP WAS A FREE >> SOL MAN NORTHROP WAS A FREE BLACK MAN BEFORE HE WAS CAPTURED BLACK MAN BEFORE HE WAS CAPTURED AND MADE A SLAVE IN THE OLD AND MADE A SLAVE IN THE OLD SOUTH. SOUTH. >> HE STARTS OUT IN A STRUGGLE >> HE STARTS OUT IN A STRUGGLE FOR HIS FREEDOM. FOR HIS FREEDOM. AT A CERTAIN POINT THAT CHANGES. AT A CERTAIN POINT THAT CHANGES. HE REALIZES HE'S IN A STRUGGLE HE REALIZES HE'S IN A STRUGGLE FOR HIS SANITY. FOR HIS SANITY. >> THE MOVIE BASED ON THE 19th >> THE MOVIE BASED ON THE 19th CENTURY MEMOIR "12 YEARS OF CENTURY MEMOIR "12 YEARS OF SLAVE." SLAVE." ON THE NEXT MORNING EDITION FROM ON THE NEXT MORNING EDITION FROM NPR NEWS. NPR NEWS. >>> SINGLE ADULTS MAKE UP 80% OF >>> SINGLE ADULTS MAKE UP 80% OF THE HOMELESS POPULATION IN THE HOMELESS POPULATION IN ARIZONA. ARIZONA. ACCORDING TO A 2012 REPORT FROM ACCORDING TO A 2012 REPORT FROM THE ARIZONA DEPARTMENT OF THE ARIZONA DEPARTMENT OF ECONOMIC SECURITY. ECONOMIC SECURITY. MANY OF THOSE ADULTS ARE WOMEN MANY OF THOSE ADULTS ARE WOMEN WHO NEED SHELTER. WHO NEED SHELTER. MITCHELL RILEY BRINGS US THE MITCHELL RILEY BRINGS US THE STORY OF A LOCAL ORGANIZATION STORY OF A LOCAL ORGANIZATION TRYING TO HELP THOSE WOMEN. TRYING TO HELP THOSE WOMEN. >> Reporter: THIS GATE IS OPEN >> Reporter: THIS GATE IS OPEN TO WOMEN WITHOUT HOMES. TO WOMEN WITHOUT HOMES. WOMEN SEEKING SHELTER. WOMEN SEEKING SHELTER. SKYE IS ONE OF THE WOMEN WHO SKYE IS ONE OF THE WOMEN WHO FIND REFUGE IN THIS PLACE. FIND REFUGE IN THIS PLACE. >> WHEN JEAN GOT THIS HOUSE, SHE >> WHEN JEAN GOT THIS HOUSE, SHE WANTED TO GIVE US SOMETHING MOST WANTED TO GIVE US SOMETHING MOST OF US DON'T HAVE WHICH IS A OF US DON'T HAVE WHICH IS A REALLY BEAUTIFUL PLACE. REALLY BEAUTIFUL PLACE. YOU KNOW, LIKE IT'S A HOME. YOU KNOW, LIKE IT'S A HOME. AND THEY'VE CREATED EVERY KIND AND THEY'VE CREATED EVERY KIND OF SERVICE THEY COULD THINK OF OF SERVICE THEY COULD THINK OF THAT WOMEN NEED. THAT WOMEN NEED. THERE'S CLOTHING IN THE CLOSET. THERE'S CLOTHING IN THE CLOSET. THERE'S PLACES TO TAKE NAPS IN THERE'S PLACES TO TAKE NAPS IN THE WINTER. THE WINTER. THEY CREATE MEALS. THEY CREATE MEALS. PEOPLE DROP OFF SACK LUNCHES. PEOPLE DROP OFF SACK LUNCHES. YOU KNOW, TO HAVE A PLACE THAT YOU KNOW, TO HAVE A PLACE THAT YOU COULD COME TO AND IT'S ALL YOU COULD COME TO AND IT'S ALL WOMEN AND YOU CAN JUST WALK IN WOMEN AND YOU CAN JUST WALK IN THE DOOR DURING THEIR OPEN THE DOOR DURING THEIR OPEN HOURS. HOURS. >> Reporter: JEAN FEDIGAN IS THE >> Reporter: JEAN FEDIGAN IS THE SHELTER'S EXECUTIVE DIRECTOR. SHELTER'S EXECUTIVE DIRECTOR. SHE SAW WOMEN IN NEED WHILE SHE SAW WOMEN IN NEED WHILE VOLUNTEERS WITH A SOUP PATROL ON VOLUNTEERS WITH A SOUP PATROL ON A WINTER NIGHT FOUR YEARS AGO A WINTER NIGHT FOUR YEARS AGO AND KNEW SHE HAD TO OFFER MORE AND KNEW SHE HAD TO OFFER MORE HELP. HELP. >> THEY KNOW THEIR LIFE >> THEY KNOW THEIR LIFE CIRCUMSTANCES. CIRCUMSTANCES. AND BY AND LARGE, THEY KNOW WHAT AND BY AND LARGE, THEY KNOW WHAT THEY NEED HELP WITH. THEY NEED HELP WITH. AND SOMETIMES IT REQUIRES ALL OF AND SOMETIMES IT REQUIRES ALL OF US TO JUST LISTEN. US TO JUST LISTEN. >> Reporter: FEDIGAN, WHO ALSO >> Reporter: FEDIGAN, WHO ALSO SERVES AS THE CHIEF NURSING SERVES AS THE CHIEF NURSING OFFICER AT UNIVERSITY MEDICAL OFFICER AT UNIVERSITY MEDICAL CENTER NAMED THE SHELTER AFTER CENTER NAMED THE SHELTER AFTER SISTER JOSE HOBDAY. SISTER JOSE HOBDAY. HOBDAY WAS A FRANCISCAN NUN AND HOBDAY WAS A FRANCISCAN NUN AND SELF-DESCRIBED MISSIONARY AT SELF-DESCRIBED MISSIONARY AT LARGE WHO SPENT MUCH OF HER LIFE LARGE WHO SPENT MUCH OF HER LIFE SERVING THE POOR. SERVING THE POOR. >> SHE TAUGHT A LOT OF US ABOUT >> SHE TAUGHT A LOT OF US ABOUT CARING FOR THE POOR AND ABOUT CARING FOR THE POOR AND ABOUT GIVING THEM DIGNITY AND RESPECT. GIVING THEM DIGNITY AND RESPECT. AND WE ALL JUST SORT OF FEEL HER AND WE ALL JUST SORT OF FEEL HER SPIRIT. SPIRIT. PROTECTION. PROTECTION. AND BELIEVE THAT SHE CHEERS US AND BELIEVE THAT SHE CHEERS US ON. ON. >> Reporter: HERE THE VOLUNTEERS >> Reporter: HERE THE VOLUNTEERS BUSTLE THROUGH THE SPACE, BUSTLE THROUGH THE SPACE, PREPARING FOOD AND DRINK, PREPARING FOOD AND DRINK, CLEANING THE HOUSE AND SERVING CLEANING THE HOUSE AND SERVING THE WOMEN WHO ARRIVE EACH DAY. THE WOMEN WHO ARRIVE EACH DAY. THERE ARE BATHROOMS WHERE THE THERE ARE BATHROOMS WHERE THE WOMEN CAN TAKE 20-MINUTE WOMEN CAN TAKE 20-MINUTE SHOWERS. SHOWERS. IN AUGUST, THEY COUNTED 62 WOMEN IN AUGUST, THEY COUNTED 62 WOMEN AND 277 SHOWERS. AND 277 SHOWERS. THERE ARE TWO WASHING MACHINES THERE ARE TWO WASHING MACHINES WHERE THEY DO THEIR LAUNDRY, AND WHERE THEY DO THEIR LAUNDRY, AND A CLOTHESLINE IN THE BACKYARD. A CLOTHESLINE IN THE BACKYARD. AN ORGANIC VEGETABLE GARDEN AND AN ORGANIC VEGETABLE GARDEN AND PLACES TO SIT AND READ AND WATCH PLACES TO SIT AND READ AND WATCH TV. TV. FEDIGAN SAYS MOST OF THE WOMEN FEDIGAN SAYS MOST OF THE WOMEN COME FROM A PLACE WHERE THEY'VE COME FROM A PLACE WHERE THEY'VE HAD NO ONE TO TRUST. HAD NO ONE TO TRUST. >> SOMETHING THAT'S EARNED AND >> SOMETHING THAT'S EARNED AND LEARNED. LEARNED. AND YOU HAVE TO HAVE COMMUNITY AND YOU HAVE TO HAVE COMMUNITY AND A RELATIONSHIP WITH SOMEONE AND A RELATIONSHIP WITH SOMEONE IN ORDER TO BUILD TRUST. IN ORDER TO BUILD TRUST. AND THAT'S WHAT WE'RE REALLY AND THAT'S WHAT WE'RE REALLY ATTEMPTING TO DO HERE. ATTEMPTING TO DO HERE. >> ONE OF THE GRANTS WE'RE >> ONE OF THE GRANTS WE'RE APPLYING FOR, WE WANT TO BUY APPLYING FOR, WE WANT TO BUY SOME WALKING SHOES FOR OUR SOME WALKING SHOES FOR OUR LADIES FOR THE WINTER. LADIES FOR THE WINTER. I'M LOOKING FOR SOME COMFORTABLE I'M LOOKING FOR SOME COMFORTABLE WALKING SHOES THAT WE CAN ASK WALKING SHOES THAT WE CAN ASK FOR. FOR. >> Reporter: DENISE MILNE IS >> Reporter: DENISE MILNE IS RESPONSIBLE FOR THE SHELTER'S RESPONSIBLE FOR THE SHELTER'S DAILY OPERATIONS. DAILY OPERATIONS. SHE LIVES IN THE HOUSE AND HER SHE LIVES IN THE HOUSE AND HER BEDROOM DOUBLES AS AN OFFICE. BEDROOM DOUBLES AS AN OFFICE. HOMELESS WOMEN ARE OFTEN HOMELESS WOMEN ARE OFTEN OVERLOOKED AND UNDERSERVED, SHE OVERLOOKED AND UNDERSERVED, SHE SAYS. SAYS. >> WELL, IN TUCSON THERE ARE >> WELL, IN TUCSON THERE ARE MORE SHELTERS FOR HOMELESS MEN MORE SHELTERS FOR HOMELESS MEN THAN THERE ARE FOR HOMELESS THAN THERE ARE FOR HOMELESS WOMEN. WOMEN. AND THERE ARE MEN WHO ARE ABLE AND THERE ARE MEN WHO ARE ABLE TO GO FROM SHELTER TO SHELTER TO GO FROM SHELTER TO SHELTER MONTH BY MONTH, YEAR BY YEAR, MONTH BY MONTH, YEAR BY YEAR, AND NEVER END UP CAMPING ON THE AND NEVER END UP CAMPING ON THE STREET BECAUSE THEY HAVE THAT STREET BECAUSE THEY HAVE THAT MANY RESOURCES AVAILABLE TO MANY RESOURCES AVAILABLE TO THEM. THEM. THESE WOMEN, THE MOST THEY'LL THESE WOMEN, THE MOST THEY'LL GET USUALLY IF THEY CAN GET INTO GET USUALLY IF THEY CAN GET INTO ONE OF THE THREE OTHER PROGRAMS ONE OF THE THREE OTHER PROGRAMS OTHER THAN OURS, THEY'LL GET OTHER THAN OURS, THEY'LL GET ABOUT SEVEN NIGHTS A MONTH AT ABOUT SEVEN NIGHTS A MONTH AT THE SALVATION ARMY. THE SALVATION ARMY. AND IF THEY CAN'T GET INTO AND IF THEY CAN'T GET INTO ANOTHER PROGRAM, THEY'RE ON THE ANOTHER PROGRAM, THEY'RE ON THE STREET UNTIL THEY CAN GET BACK STREET UNTIL THEY CAN GET BACK INTO THE SALLY A MONTH LATER. INTO THE SALLY A MONTH LATER. THERE'S REALLY NOT ENOUGH BED THERE'S REALLY NOT ENOUGH BED FOR WOMEN. FOR WOMEN. HOMELESS SINGLE WOMEN WITHOUT HOMELESS SINGLE WOMEN WITHOUT CHILDREN. CHILDREN. >> Reporter: MILNE SAYS SISTER >> Reporter: MILNE SAYS SISTER JOSE IS TRYING TO FILL A GAP. JOSE IS TRYING TO FILL A GAP. THE SHELTERS THAT DO SERVE THE SHELTERS THAT DO SERVE HOMELESS WOMEN ARE OFTEN ONLY HOMELESS WOMEN ARE OFTEN ONLY OPEN TO THEM AT NIGHT BUT LEAVE OPEN TO THEM AT NIGHT BUT LEAVE THEM WITH NOWHERE TO GO WHEN THEM WITH NOWHERE TO GO WHEN MORNING COMES. MORNING COMES. >> IT MAY BE SOME HISTORICAL >> IT MAY BE SOME HISTORICAL REASON OF, YOU KNOW, PUT JOBLESS REASON OF, YOU KNOW, PUT JOBLESS PEOPLE ON THE STREET DURING THE PEOPLE ON THE STREET DURING THE DAY, THEY'LL GO GET A JOB. DAY, THEY'LL GO GET A JOB. AND THAT'S NOT HOW IT WORKS. AND THAT'S NOT HOW IT WORKS. THEY NEED MORE SUPPORT WHEN THEY NEED MORE SUPPORT WHEN THEY'RE OUT THERE DURING THE THEY'RE OUT THERE DURING THE DAY. DAY. >> Reporter: PATRICIA CARILLO. >> Reporter: PATRICIA CARILLO. >> I HAVE TO HAVE THE WINDOWS >> I HAVE TO HAVE THE WINDOWS UP. UP. THE BUGS THAT BITE YOU. THE BUGS THAT BITE YOU. SOMEONE COME AND BOTHER YOU. SOMEONE COME AND BOTHER YOU. SOMETIMES I DO SLEEP. SOMETIMES I DO SLEEP. BUT, YEAH. BUT, YEAH. IT'S NOT EASY. IT'S NOT EASY. I WISH I HAD A ROOF OVER MY I WISH I HAD A ROOF OVER MY HEAD. HEAD. A BED TO SLEEP ON. A BED TO SLEEP ON. >> Reporter: MANY OF THE WOMEN >> Reporter: MANY OF THE WOMEN ARE FEARFUL DURING THESE DAYTIME ARE FEARFUL DURING THESE DAYTIME HOURS. HOURS. AND EXHAUSTED BY DAY'S END. AND EXHAUSTED BY DAY'S END. >> WELL, I MEAN, I CAN'T SPEAK >> WELL, I MEAN, I CAN'T SPEAK FOR THE OTHERS THAT SLEEP IN THE FOR THE OTHERS THAT SLEEP IN THE PARKS AND THE DITCHES. PARKS AND THE DITCHES. BUT, YOU KNOW, IT'S SCARY. BUT, YOU KNOW, IT'S SCARY. YOU KNOW, LIKE THIS WOMAN GOT YOU KNOW, LIKE THIS WOMAN GOT ASSAULTED NOT TOO LONG AGO BY ASSAULTED NOT TOO LONG AGO BY TWO MEN. TWO MEN. A A YOU KNOW, GET RUN OFF BY THE YOU KNOW, GET RUN OFF BY THE POLICE. POLICE. GET TICKETS. GET TICKETS. THERE'S NOWHERE TO GO. THERE'S NOWHERE TO GO. >> Reporter: THE SISTER JOSE >> Reporter: THE SISTER JOSE WOMEN'S SHELTER IS CURRENTLY WOMEN'S SHELTER IS CURRENTLY OPERATING A DAYTIME PROGRAM. OPERATING A DAYTIME PROGRAM. TUESDAYS THROUGH SATURDAYS. TUESDAYS THROUGH SATURDAYS. ON FRIDAY, NOVEMBER 29th, THE ON FRIDAY, NOVEMBER 29th, THE SHELTER WILL BEGIN ITS WINTER SHELTER WILL BEGIN ITS WINTER SCHEDULE WITH 12 BEDS AVAILABLE SCHEDULE WITH 12 BEDS AVAILABLE FOR OVERNIGHT STAYS. FOR OVERNIGHT STAYS. THE HOME IS 1,200 SQUARE FEET, THE HOME IS 1,200 SQUARE FEET, SO THEIR CAPACITY IS LIMITED. SO THEIR CAPACITY IS LIMITED. >> WE'RE LOOKING FOR A LARGER >> WE'RE LOOKING FOR A LARGER PROPERTY. PROPERTY. WE'VE MOVED IN. WE'VE MOVED IN. WE'RE VERY COMFORTABLE. WE'RE VERY COMFORTABLE. BUT WE KNOW THAT WE NEED MORE BUT WE KNOW THAT WE NEED MORE SPACE. SPACE. AND EVENTUALLY WE'RE GOING TO BE AND EVENTUALLY WE'RE GOING TO BE LOOKING FOR EMPLOYERS THAT WILL LOOKING FOR EMPLOYERS THAT WILL SPECIFICALLY WANT TO HIRE OUR SPECIFICALLY WANT TO HIRE OUR LADIES. LADIES. >> Reporter: THERE WAS A TIME >> Reporter: THERE WAS A TIME WHEN SKYE HAD A HOME TO CALL HER WHEN SKYE HAD A HOME TO CALL HER OWN. OWN. NOW SHE IMAGINES HOW SHE'D LIKE NOW SHE IMAGINES HOW SHE'D LIKE HER HOME TO BE. HER HOME TO BE. >> IT MEANS A SAFE PLACE WHERE I >> IT MEANS A SAFE PLACE WHERE I CAN LET MY GUARD DOWN. CAN LET MY GUARD DOWN. WHERE THERE'S AN INTERIOR SPACE WHERE THERE'S AN INTERIOR SPACE AND OUTSIDE SPACE THAT I CAN BE AND OUTSIDE SPACE THAT I CAN BE MYSELF AND NOT FEEL THREATENED MYSELF AND NOT FEEL THREATENED OR ANYTHING INVASIVE GOING ON. OR ANYTHING INVASIVE GOING ON. BUT I DON'T KNOW IF I'LL EVER BUT I DON'T KNOW IF I'LL EVER HAVE THAT AGAIN. HAVE THAT AGAIN. I'M NOT SURE. I'M NOT SURE. >> Reporter: JEAN FEDIGAN SAYS >> Reporter: JEAN FEDIGAN SAYS SHE WANTS THE SHELTER TO BE A SHE WANTS THE SHELTER TO BE A PLACE WHERE WOMEN CAN COME AND PLACE WHERE WOMEN CAN COME AND GET HELP. GET HELP. >> AND IT'S JUST SOMETHING THAT >> AND IT'S JUST SOMETHING THAT IF YOU'RE HOMELESS AND ALONE, IF YOU'RE HOMELESS AND ALONE, YOU DON'T GET TO SEE OR FEEL OR YOU DON'T GET TO SEE OR FEEL OR BE PART OF. BE PART OF. AND IT'S FAMILY. AND IT'S FAMILY. AND IT'S PEOPLE YOU CAN LEARN TO AND IT'S PEOPLE YOU CAN LEARN TO TRUST. TRUST. THAT'S WHAT IT'S ABOUT. >>> OCTOBER IS NATIONAL BULLYING PREVENTION MONTH. PREVENTION MONTH. WITH A LOT OF THE FOCUS ON WITH A LOT OF THE FOCUS ON BEHAVIOR AT SCHOOLS. BEHAVIOR AT SCHOOLS. HERE TO TELL US ABOUT ONE HERE TO TELL US ABOUT ONE PROGRAM GAINING ACCEPTANCE PROGRAM GAINING ACCEPTANCE NATIONALLY IS STEVE LEININGER, NATIONALLY IS STEVE LEININGER, PRINCIPAL OF LA PALOMA ACADEMY, PRINCIPAL OF LA PALOMA ACADEMY, A TUCSON CHARTER SCHOOL. A TUCSON CHARTER SCHOOL. STEVE, TELL US ABOUT YOUR SCHOOL STEVE, TELL US ABOUT YOUR SCHOOL JUST BRIEFLY AND THEN TELL US JUST BRIEFLY AND THEN TELL US WHY YOU STARTED THIS PROGRAM. WHY YOU STARTED THIS PROGRAM. >> THANK YOU. >> THANK YOU. THANKS FOR HAVING ME TODAY. THANKS FOR HAVING ME TODAY. LA PALOMA ACADEMY HAS THREE LA PALOMA ACADEMY HAS THREE CAMPUSES HERE IN TUCSON. CAMPUSES HERE IN TUCSON. K THROUGH EIGHT SCHOOLS. K THROUGH EIGHT SCHOOLS. OUR SCHOOL WHICH I'M AN OUR SCHOOL WHICH I'M AN ADMINISTRATOR FOR HAS ABOUT 900 ADMINISTRATOR FOR HAS ABOUT 900 STUDENTS. STUDENTS. THIS PROGRAM WAS ADOPTED BECAUSE THIS PROGRAM WAS ADOPTED BECAUSE WE SENSED A NEED. WE SENSED A NEED. OUR SCHOOL POPULATION WAS OUR SCHOOL POPULATION WAS GROWING AT A TREMENDOUS RATE. GROWING AT A TREMENDOUS RATE. AND WE FELT THAT WE NEED TO AND WE FELT THAT WE NEED TO RESPOND TO YOUR CHANGING CULTURE RESPOND TO YOUR CHANGING CULTURE AND CHANGING CLIMATE. AND CHANGING CLIMATE. AND AFTER DOING EXTENSIVE AND AFTER DOING EXTENSIVE SURVEYS WITH OUR PARENTS, OUR SURVEYS WITH OUR PARENTS, OUR STUDENTS, OUR FACULTY AND STAFF STUDENTS, OUR FACULTY AND STAFF WE REALIZED THAT WE NEEDED TO WE REALIZED THAT WE NEEDED TO REACH OUT AND ADOPT A PROGRAM. REACH OUT AND ADOPT A PROGRAM. SO WE DID RESEARCH AND WE FOUND SO WE DID RESEARCH AND WE FOUND THE PROGRAM HAD OVER 30 YEARS OF THE PROGRAM HAD OVER 30 YEARS OF RESEARCH. RESEARCH. IT WAS DEFINITELY THE PROGRAM IT WAS DEFINITELY THE PROGRAM FOR US. FOR US. >> TELL US SOME OF HOW IT WORKS. >> TELL US SOME OF HOW IT WORKS. WHAT THE STRUCTURE IS OF IT. WHAT THE STRUCTURE IS OF IT. >> ONE OF THE MAIN THINGS IT >> ONE OF THE MAIN THINGS IT DOES FOR OUR CAMPUS IS IT GIVES DOES FOR OUR CAMPUS IS IT GIVES US A BASE DEFINITION FOR ALL OF US A BASE DEFINITION FOR ALL OF OUR STAKEHOLDERS. OUR STAKEHOLDERS. OUR PARENTS, OUR COMMUNITY, OUR OUR PARENTS, OUR COMMUNITY, OUR STUDENTS AND ALL OF OUR TEAM STUDENTS AND ALL OF OUR TEAM MEMBERS AT OUR SCHOOL. MEMBERS AT OUR SCHOOL. BY HAVING THAT DEFINITION IT BY HAVING THAT DEFINITION IT GIVES US A CHANCE TO ALL SPEAK A GIVES US A CHANCE TO ALL SPEAK A DEFINITION OF WHAT BULLYING IS. DEFINITION OF WHAT BULLYING IS. DOES IT HAPPEN OVER TIME? DOES IT HAPPEN OVER TIME? IS IT ON PURPOSE? IS IT ON PURPOSE? THAT INTENTIONAL PIECE. THAT INTENTIONAL PIECE. AND THERE IS AN IMBALANCE OF AND THERE IS AN IMBALANCE OF POWER. POWER. THAT'S A BIG ONE. THAT'S A BIG ONE. WHEN THERE'S AN IMBALANCE OF WHEN THERE'S AN IMBALANCE OF POWER, THAT'S WHEN WE START POWER, THAT'S WHEN WE START WANTING TO REALLY OPEN OUR EYES WANTING TO REALLY OPEN OUR EYES TO FIND OUT IS THIS BULLYING, TO FIND OUT IS THIS BULLYING, BECAUSE IT SOUNDS LIKE IT IS. BECAUSE IT SOUNDS LIKE IT IS. >> SO THERE ARE MANY LEVELS OR >> SO THERE ARE MANY LEVELS OR MANY ASPECTS OF BULLYING. MANY ASPECTS OF BULLYING. CAN YOU TALK TO US ABOUT A FEW CAN YOU TALK TO US ABOUT A FEW OF THEM AND HOW YOU DIVIDE THEM OF THEM AND HOW YOU DIVIDE THEM OUT? OUT? YOU HAVE KINDERGARTNERS. YOU HAVE KINDERGARTNERS. YOU HAVE EIGHTH GRADERS. YOU HAVE EIGHTH GRADERS. THERE MUST BE A BIG DIFFERENCE THERE MUST BE A BIG DIFFERENCE IN HOW YOU PRESENT THE IN HOW YOU PRESENT THE INFORMATION AND WHAT INFORMATION INFORMATION AND WHAT INFORMATION YOU PRESENT. YOU PRESENT. >> THERE ARE DIFFERENCES. >> THERE ARE DIFFERENCES. ONE OF THE NEAT THING ABOUT THE ONE OF THE NEAT THING ABOUT THE PROGRAM IS WE HAVE CLASS PROGRAM IS WE HAVE CLASS MEETINGS FROM KINDER THROUGH MEETINGS FROM KINDER THROUGH EIGHT GRADE. EIGHT GRADE. THAT GIVES US A CHANCE TO THAT GIVES US A CHANCE TO IDENTIFY THE DIFFERENCES. IDENTIFY THE DIFFERENCES. FOR EXAMPLE, WE MAY SEE CYBER FOR EXAMPLE, WE MAY SEE CYBER BULLYING INCREASES A LITTLE THIS BULLYING INCREASES A LITTLE THIS YEAR AT THE JUNIOR HIGH LEVEL. YEAR AT THE JUNIOR HIGH LEVEL. AT THE KINDER AND FIRST GRADE AT THE KINDER AND FIRST GRADE LEVEL IT'S MORE DIRECT. LEVEL IT'S MORE DIRECT. MORE THE PHYSICAL. MORE THE PHYSICAL. THEY'RE LEARNING HOW TO TOUCH. THEY'RE LEARNING HOW TO TOUCH. SOME OF THOSE STUDENTS THAT ARE SOME OF THOSE STUDENTS THAT ARE MORE PHYSICAL AND AGGRESSIVE, MORE PHYSICAL AND AGGRESSIVE, THEY'RE DOING IT OVER TIME AND THEY'RE DOING IT OVER TIME AND THEY'RE DOING IT BECAUSE MAYBE THEY'RE DOING IT BECAUSE MAYBE THEY'RE A LITTLE BIT BIGGER THEY'RE A LITTLE BIT BIGGER PHYSICALLY THAN ANOTHER STUDENT. PHYSICALLY THAN ANOTHER STUDENT. THEY'RE USING THAT IN A WRONG THEY'RE USING THAT IN A WRONG WAY. WAY. WE WANT TO TEACH THOSE CHILDREN WE WANT TO TEACH THOSE CHILDREN AT THAT AGE AS WELL AS THE AT THAT AGE AS WELL AS THE JUNIOR HIGH AGE WHAT IT LOOKS JUNIOR HIGH AGE WHAT IT LOOKS LIKE, IDENTIFY IT, TALK ABOUT LIKE, IDENTIFY IT, TALK ABOUT IT, RETEACH WHAT ANTI-BULLYING IT, RETEACH WHAT ANTI-BULLYING RULES ARE AT OUR SCHOOL AND GET RULES ARE AT OUR SCHOOL AND GET THEM ON BOARD SO WE CAN MOVE ON THEM ON BOARD SO WE CAN MOVE ON IN THE SCHOOL YEAR TO IMPROVE. IN THE SCHOOL YEAR TO IMPROVE. >> YOU TOLD ME EARLIER THE >> YOU TOLD ME EARLIER THE PERCENTAGE OF STUDENTS WHO FELT PERCENTAGE OF STUDENTS WHO FELT THAT THEY HAD EITHER BEEN THAT THEY HAD EITHER BEEN BULLIED OR WITNESSED IT. BULLIED OR WITNESSED IT. WHAT PERCENTAGE IS THAT? WHAT PERCENTAGE IS THAT? >> IT WAS -- IT WAS ABOUT TWO >> IT WAS -- IT WAS ABOUT TWO YEARS AGO NOW. YEARS AGO NOW. BUT I KNOW IT WAS A LITTLE OVER BUT I KNOW IT WAS A LITTLE OVER 50%. 50%. SO IT WAS 52%, 53%. SO IT WAS 52%, 53%. BUT IT WAS OVER 50%. BUT IT WAS OVER 50%. GRABBED OUR AWE TENSITTENTION. GRABBED OUR AWE TENSITTENTION. HOW DID WE GET THAT DATA? HOW DID WE GET THAT DATA? BASED ON SURVEYS FROM THE BASED ON SURVEYS FROM THE PARENTS, STUDENTS, ALL OF THE PARENTS, STUDENTS, ALL OF THE TEAM MEMBERS. TEAM MEMBERS. WHETHER YOU'RE FRONT OFFICE, WHETHER YOU'RE FRONT OFFICE, CAFETERIA, TEACHERS. CAFETERIA, TEACHERS. WE ALL COMPLETED SURVEYS. WE ALL COMPLETED SURVEYS. WE TOOK THAT DATA AND REALIZED WE TOOK THAT DATA AND REALIZED WE NEED TO RESPOND. WE NEED TO RESPOND. WE NEED TO DO MORE SO THAT WE NEED TO DO MORE SO THAT ACADEMICALLY AS WELL AS ACADEMICALLY AS WELL AS EMOTIONALLY, BEHAVIORALLY, WE EMOTIONALLY, BEHAVIORALLY, WE CAN GIVE OUR STUDENTS A SAFER CAN GIVE OUR STUDENTS A SAFER AND MORE EFFECTIVE PLACE TO AND MORE EFFECTIVE PLACE TO COME. COME. >> SO HOW ARE THE STUDENTS >> SO HOW ARE THE STUDENTS REACTING TO THIS? REACTING TO THIS? >> VERY POSITIVE. >> VERY POSITIVE. I JUST WANTED TO TEST IT THIS I JUST WANTED TO TEST IT THIS MORNING BEFORE I CAME HERE MORNING BEFORE I CAME HERE TODAY. TODAY. I WENT INTO A SECOND GRADE I WENT INTO A SECOND GRADE CLASSROOM. CLASSROOM. I JUST WANTED TO ASK THEM SOME I JUST WANTED TO ASK THEM SOME QUESTIONS JUST TO MAKE SURE I QUESTIONS JUST TO MAKE SURE I STILL HAD INTEGRITY IN MY VIEWS. STILL HAD INTEGRITY IN MY VIEWS. SO I ASKED THEM TO DEFINE IT FOR SO I ASKED THEM TO DEFINE IT FOR ME. ME. THEY DID AN OUTSTANDING JOB. THEY DID AN OUTSTANDING JOB. IT WAS JUST REALLY NEAT TO SEE IT WAS JUST REALLY NEAT TO SEE THAT THIS PROGRAM IS STILL THAT THIS PROGRAM IS STILL WORKING. WORKING. IT'S AN ONGOING PROCESS. IT'S AN ONGOING PROCESS. OUR COUNSELOR THROUGHOUT THE OUR COUNSELOR THROUGHOUT THE YEAR, SHE'S GOING INTO THE YEAR, SHE'S GOING INTO THE CLASSROOMS. CLASSROOMS. SHE'S TALKING -- WE ARE ALL SHE'S TALKING -- WE ARE ALL TALKING TO OUR PARENTS, MAKING TALKING TO OUR PARENTS, MAKING SURE WE'RE DEFINING IT SURE WE'RE DEFINING IT CORRECTLY. CORRECTLY. ON THE SAME PAGE SO THAT WHEN WE ON THE SAME PAGE SO THAT WHEN WE MOVE INTO THE FUTURE, INTO MOVE INTO THE FUTURE, INTO CONFERENCES, WE'RE ALL SPEAKING CONFERENCES, WE'RE ALL SPEAKING THE SAME LANGUAGE ABOUT WHAT THE SAME LANGUAGE ABOUT WHAT BULLYING IS AND HOW WE WANT TO BULLYING IS AND HOW WE WANT TO RESPOND TO IT. RESPOND TO IT. >> AND WHAT'S THE ADVANTAGE FOR >> AND WHAT'S THE ADVANTAGE FOR TEACHERS? TEACHERS? HOW ARE THEY REACTING? HOW ARE THEY REACTING? >> FOR THEM TO SPEAK -- FOR THEM >> FOR THEM TO SPEAK -- FOR THEM TO HAVE A SIMILAR CURRICULUM, TO TO HAVE A SIMILAR CURRICULUM, TO BASE THEIR CONVERSATIONS WITH BASE THEIR CONVERSATIONS WITH THE STUDENTS, WITH THE PARENTS, THE STUDENTS, WITH THE PARENTS, WITH FELLOW COLLEAGUES, IT WITH FELLOW COLLEAGUES, IT REALLY DOES HELP SO WE'RE ALL REALLY DOES HELP SO WE'RE ALL SPEAKING AND MOVING FORWARD WITH SPEAKING AND MOVING FORWARD WITH THE SAME VOCABULARY, THE SAME THE SAME VOCABULARY, THE SAME LANGUAGE, SAME DEFINITIONS. LANGUAGE, SAME DEFINITIONS. >> SO YOU FEEL LIKE YOU'VE >> SO YOU FEEL LIKE YOU'VE GOTTEN REALLY GOOD RESPONSE OVER GOTTEN REALLY GOOD RESPONSE OVER THIS? THIS? YOU SAY IT'S TWO YEARS NOW YOU SAY IT'S TWO YEARS NOW YOU'VE HAD THE PROGRAM? YOU'VE HAD THE PROGRAM? >> TWO YEARS. >> TWO YEARS. LOWER REFERRALS. LOWER REFERRALS. THE BOX OF COMMENTS AND POSSIBLE THE BOX OF COMMENTS AND POSSIBLE COMPLAINTS HAS DECREASED. COMPLAINTS HAS DECREASED. AND IT REALLY HAS BEEN A MORE AND IT REALLY HAS BEEN A MORE PLEASANT CULTURE AND CLIMATE. PLEASANT CULTURE AND CLIMATE. >> THANKS SO MUCH, STEVE, FOR >> THANKS SO MUCH, STEVE, FOR BEING HERE WITH US TODAY. BEING HERE WITH US TODAY. >> THANK YOU. >> THANK YOU.