►
From YouTube: Education on March 16, 2023
Description
Education Hearing - Docket # 0247- Order for a hearing to discuss the Academic Performance and Social-Emotional Well-Being of LGBTQ+ Students in Boston Public Schools.
A
A
A
B
in
accordance
with
chapter
107,
of
the
acts
of
2022,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements,
including
the
requirement
that
public
bodies
conduct
its
meetings
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
The
city
council
will
be
conducting
this
hearing
remotely.
This
enables
the
city
council
to
carry
out
its
responsibility,
while
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
B
This
docket
that
we
are
here
today
is
also
going
to
be
accepting
written
comments
which
may
be
sent
to
the
committee
email
at
ccc.education
at
boston.gov
and
will
be
made
part
of
the
record
and
available
to
all
counselors
public.
Testimony
will
be
taken
at
the
end
of
this
hearing.
If
you
are
looking
to
virtually
testify
today,
please
email,
Megan,
Carnival.
B
Megan.Kavanagh
boston.gov
for
the
link
and
your
name
will
be
added
to
the
list:
docket
a
zero
two.
Four:
seven
order
for
a
hearing
to
discuss
the
academic
performance
and
social
emotional
well-being
of
lgbtq
plus
students
in
the
Boston
Public
Schools.
This
matter
was
sponsored
by
councilada
and
myself
and
was
referring
to
the
committee
on
January
25th
2023..
B
We
have
with
us
Joe
Carter
who's,
the
senior
executive
director
of
Boston
Public
Schools
office
of
Health
and
Wellness
Becky
Schuster,
who
is
the
assistant
superintendent
of
equity
at
the
Boston
Public
Schools
Carmen
Fonseca,
who
is
the
lgbtq
Plus
student
student
support
manager
for
the
office
of
equity
and
Danielle
Murray
who's,
the
assistant
head
of
school
at
Boston,
Latin
Academy,
and
we're
also
joined
by
my
good
friend
in
good
trouble.
Quincy
Roberts
who's,
the
executive
director
of
the
lgbtq
plus
advancement
for
the
city
of
Boston
and
for
our
Advocate
panel.
B
We
have
with
us
Stephanie
Brooks,
who
is
the
executive
director
of
mass
Commission
on
lgbtq
plus
youth,
kamani
James,
who
will
be
joining
us
at
3
15..
He
is
a
former
PPS
student
and
they
form
a
youth
representative
from
the
Boston
school
committee
and
really
excited
that
he
is
able
to
join
us
as
well
as
Dr
Jackman,
who
will
be
available
later
on
today.
B
D
Thank
you,
madam
chair,
and
thank
you
to
all
of
my
city,
council,
colleagues,
the
administrations
and
member
of
the
community
for
being
here
for
this
really
important
conversation
last
June
as
a
part
of
our
commitment
to
a
more
direct
and
participatory
democracy.
Our
office
designed
the
letters
from
the
future
campaign
where
we
asked
members
of
the
lgbtq
community
all
across
the
city,
to
send
us
Visionary
letters
that
outline
solutions
for
some
of
our
most
present
issues.
D
Far
too
often,
we
we
talk
about
policy,
we
really
limit
ourselves
and
what
we
think
is
possible
by
the
external
conditions
that
we
find
ourselves
in,
and
it's
really
important
for
us
to
be
strategic.
But
I
think
it's
only
one
part
of
the
equation.
Our
creative
ability
to
see
a
different
world
for
ourselves
and
for
our
communities
is
as
equally
as
important
in
these
letters
from
the
future.
D
Queer
folks
from
all
across
the
city
were
clear
about
what
we
could
do
to
to
move:
Beyond
Pride
toward
policy,
housing
safety,
space
for
Community,
Building,
protection
of
lgbtq
Youth
and
ensuring
safe
affirming
spaces
for
BPS
students,
or
all
issues
of
importance
that
came
through
in
those
letters,
and
so
today's
hearing
is
a
part
of
moving
the
Beyond
Pride
policy
platform
from
our
office
forward.
I'm
really
grateful
for
councilor
Mejia
to
be
a
co-sponsor
on
this
issue.
D
D
B
It
is
my
hope
that,
as
we
continue
to
create
space
for
hearings
that
we
are
also
super
mindful
of
the
timing
and
things
of
that
nature,
and
so
we
are,
we
hear
that
loud
and
clear.
I'm
gonna
go
next
to
my
colleague
counselor.
In
the
order
of
arrival
I'm
going
to
go
to
counselor
I
believe
it
is
counselor
Murphy,
you
know,
I
have
the
floor.
E
Thank
you
thank
you,
chair
and
thank
you
to
the
sponsors
for
this
important
hearing
as
the
co-chair
of
education
and
the
former
Boston
Public
School
teacher
for
many
years
decades.
No,
you
know
the
well-being
of
all
our
students
is
a
priority
of
mine
and
also
being
the
chair
of
public
health
and
mental
health.
Know
that
you
know
advocating
and
doing
the
work
in
our
office
around
the
needs.
The
mental
health
and
social
emotional
needs
of
all
of
our
children
across
the
city
is
so
important,
but
I'm.
E
You
know
grateful
to
be
here
today
with
Quincy,
and
you
know
other
people
speaking
on
behalf
of
this
specific
community.
That
needs
to
be
looked
at
differently,
I
believe
because
they,
if
they
do
not
and
I,
appreciate
what
you
said-
Council
Lara,
that
you
invited
students
to
speak.
You
know
their
voice
so
that
we
could
hear
directly,
because
we
can
make
assumptions-
and
we
can.
E
You
know
assume
that
things
are
happening,
but
it
is
important
to
hear
directly
from
the
students
so
that
we
can
advocate
in
a
way
that
is
known,
the
most
effective
and
in
a
way
that
is
sensitive
to
their
needs,
because
a
lot
of
times
we
make
assumptions
about
different
communities.
That
I,
don't
think
is
fair,
that
we
should
really
be
speaking
directly
to
not
not
just
and
I
know
not
to
take
away
from
the
great
work
that
Quincy
and
his
office
and
other
people
on
this
call
you
know
do,
and
you
do.
E
You
know,
work
in
in
the
spaces
with
these
youth,
but
we
know
from
the
data
and
just
if
any
of
us
have,
you
know,
worked
with
or
you
know
live
with,
or
you
know
just
know
that
this
population
many
times
has
a
different
set
of
needs,
and
we
have
to
address
that.
And
what
are
we
doing
on
the
council
to
advocate
for
that
type
of
legislation
and
BPS
and
make
sure
that
we're
being
a
strong
voice
so
that
they
don't
feel
like
they
need?
B
F
No
thank
you.
Thank
you,
madam
chair
and
I,
want
to
say
thank
you
to
councilors,
Lara
and
councilman
here
for
sponsoring
this
important
hearing.
It's
critical,
our
lgbtq
plus
students
are
supported
in
BPS,
especially
during
this
time
of
increased
transphobia
hate
crimes
in
our
city
in
our
nation.
So
there's
a
lot
of
discrimination
in
bullying.
F
Programs
in
in
various
schools-
maybe
not
here
in
Massachusetts
but
across
the
country.
We
also
have
seen
that
Boston
Children's
Hospital
that
they're
doing
tremendous
work
in
support
of
lgp
lgbtq
students,
but
they're
being
harassed
almost
frequently
with
blonde
threats
and
in
other
types
of
demonstrations,
but
so
we
have
even
in
the
most
Progressive
city
in
the
country
here
in
Boston.
It's
you
know,
discrimination
against
the
lgbtq
community
is
is,
is
prevalent
and
just
thinking
of
the
the
young
people
as
as
councilman
here
and
Council.
Lara
is
focused
this
this.
On
this
hearing.
F
On
my
just
on
a
side
note,
my
my
wife
and
I
went
on
Sunday
to
the
to
the
gay
men's
Boston
gay
men's
chorus
concert
and
they
had
a
peacock
Among
Us
among
pigeons
and
that's
what
mayor
will
discussed
and
it's
it's
a
book
that
many
people
probably
know.
But
it's
a
book
of
trying
to
celebrate
our
differences.
F
Celebrate
our
diversity
but
trying
to
treat
everybody
with
respect
and
I
learned
a
lot
from
that
performance
from
the
concert
from
the
the
comets
by
Maya
Wu,
but
I'm,
also
interested
in
in
hearing
from
our
young
people
about
this
issue.
I'm
proud
to
have
two
specific
groups
in
my
district
that
that
help
gay
and
lesbian
youth,
including
Bridge
Over,
Troubled
Waters
on
West
Street
great
time
on
Portland
Street.
So
they
do
tremendous
work.
F
B
G
G
It's
a
the
field,
one
of
the
field
that
I've
worked
in
for
years
in
my
professional
experience,
so
I
really
appreciate
this
topic
being
brought
to
this
platform
really
looking
forward
to
talking
about
the
different
layers
of
this
conversation.
I
think
it's
such
a
multifaceted
topic
that
one
which
of
course
needs
deserves
attention,
but
patience
and
best
practices
and
understanding,
and
hopefully
that
we
are
coming
to
a
resolution
that
would
actually
address
to
me.
G
The
social
emotional
well-being
of
our
students,
of
course,
is
a
priority
for
all
students,
but
when
it
comes
to
more
disenfranchised
or
vulnerable
populations,
such
as
the
alphabetes
students,
students
that,
where
with
to
whom
English
is
not
a
first
language
and
other
students
with
disabilities
as
well,
have
suffer
a
different
level
of
navigating
or
lack
of
resources
to
navigate
emotional
intelligence
or
resources
to
navigate
their
emotional
intelligence.
So
I
am
excited
with
this
conversation.
G
B
G
Do
have
a
previous
engagement
with
the
northeastern
anti-displacement
master
plan
or
District
Seven
taking
place
in
one
of
the
conference
rooms
today,
but
I
did
want
to
be
here
and
I
will
be
popping
in
and
out.
So,
if
you
call
out
to
me
and
I
happen
to
be
not
be
around
just
know
that
I
thought
this
was
super
important
and
wanted
to
be
here,
but
may
be
sometimes
in
the
room
and
have
to
pop
back
and
forth
in
this
hearing
and
the
conference.
Thank
you.
B
Thank
you,
counselor,
Anderson
and
I
definitely
understand
you
know.
We
are
all
juggling
101
things
and
the
fact
that
you
are
here
for
opening
comments
and
showing
up
just
raising
your
hand
and
saying
that
you're
present
for
the
conversation
I
know,
means
a
lot
to
our
constituents
who
are
tuning
in
I,
really
do
appreciate
the
effort
I'm
going
next
to
councilor
Arroyo
District
Five.
You
now
have
the
floor.
H
H
But
my
goal
here
is
when
we
have
what
is
very
clearly
a
population
in
the
lgbtq
community
that
is
under
assault
nationally
when
it
comes
to
our
students,
especially
in
the
ways
in
which
we
are
in
this
country,
trying
to
legislate
how
they
are
educated,
how
they
are
addressed,
how
we
are
moving
about
with
Acceptance
in
these
communities.
I
want
to
make
sure
that
we
are
leading
on
every
facet,
and
so
this
conversation
for
me,
you
know,
if
we're
doing
great
work.
H
And
so
that's
the
that's
the
goal
I'm
trying
to
make
sure
we
get
to
especially
understanding
that
a
large
majority
of
our
BPS
children
are
children
of
color
and
there
is
a
intersection
there,
where
communities
of
color
and
lgbtq
Community
are
not
always
treated
the
way
they
should
be
by
people
of
color.
There's
a
lot
of
sort
of
ingrown.
This
is
not
just
a
white
Community
issue
or
a
black
community
issue
or
Latino
Community
issue.
H
There's
a
lot
of
misinformation
and
a
lot
of
hatred
and
ways
in
which
people
advocate
for
or
against
children
in
this
community.
So
it's
you're
dealing
with
The
Perils
of
that,
because
I
want
to
make
sure
we're
doing
everything
we
can
to
make
a
safe
space
for
our
children,
knowing
that
there's
a
whole
lot
of
intersectional
aspects
to
this,
that
they
are
dealing
with
on
a
on
a
daily
basis,
Beyond
just
being
able
to
focus
on
what
their
what
their
curriculum
is.
H
B
B
So
for
me
this
is
an
incredibly
important
topic,
especially
in
a
moment
where
we're
seeing
like
my
colleague,
counselor
president
Flynn
mentioned
in
his
opening
remarks.
Several
states
are
presenting
and
implementing
legislation
that
is
meant
to
hurt
people
that
are
identifying
AS,
lgbtq
Plus
right.
So
today's
topic
is
focused
on
our
youth
that
identifies
lgbtq
plus
and
it's
our
responsibility
to
ensure
this
vulnerable
population
is
protected.
B
In
light
of
such
violence
based
on
Research,
we
know
that
lesbian,
gay,
bisexual
and
trans
and
queer
lgbtq
students
are
harassed,
bullied
and
victimized
at
disproportionate
rapes
compared
to
their
heterosexual
and
cisgender
counterparts.
The
vast
majority
experience
harassment
or
assault
during
in-person
school
and
many
her
School
Employees
use
homophobic
language.
B
According
to
a
national
survey
of
lgbtq
students
conducted
in
2021
and
released
this
month
by
glsen,
a
group
that
promotes
safe
and
inclusive
schools,
most
lgbtq
students
are
going
to
schools
that
are
unsafe,
unwelcoming
and
not
affirming
said
Caitlyn
Clark,
a
senior
research
associate
at
umglassen
who
co-authored
that
report.
45
of
lgbtq
Youth
seriously
considered
suicide.
In
the
past
year,
36
of
lgbtq
Youth
reported
that
they
have
been
physically
threatened
or
harmed
due
to
either
their
sexual
orientation
or
gender
identity.
B
73
of
lgbtq
Youth
reported
experiencing
symptoms
of
anxiety
and
58
of
lgbtq
Youth
reported
experiencing
symptoms
of
depression.
60
of
lgbtq
Youth,
who
wanted
mental
health
care
in
the
past
years,
were
not
able
to
get
it
and
fewer
than
one
in
three
transgender
and
non-binary
youth.
Fine
I
found
their
home
to
be
gender.
Affirming
all
of
this
has
the
mental
health
implications
that
need
to
be
taken
very
seriously.
Many
lgbtq
youth
feel
isolated
and
rejected
by
their
school
peers
or
classmates,
and
some
even
reported
not
being
accepted
by
their
teachers
or
School
administrators.
B
The
isolation
doesn't
stop
there,
though
many
of
these
young
people
are
disowned
by
their
family
members,
including
parents,
grandparents
and
siblings,
reported
rates
of
depression,
hopelessness
and
suicidal
thoughts
were
far
higher
among
lgbtq
students
than
their
peers
last
full
year
and
highest
among
transgender
and
non-binary
youth.
According
to
a
survey
of
students
in
20
states
by
the
non-profit,
youth
truth,
more
than
80
percent
of
high
school
students
who
identify
as
transgender
or
non-binary
and
nearly
70
percent
of
girls
cited
depression,
stress
or
anxiety
as
obstacles
to
learning
last
school
year.
B
We
have
seen
an
uptick
of
mental
health
and
wellness
issues
that
have
leveled
up
to
the
top,
and
my
hope
is
that,
in
this
conversation
will
not
only
be
able
to
lean
in
to
the
work
but
walk
out
of
here
with
some
very
specific
things
that
we
can
all
do
differently
moving
forward.
So
with
that
I'm
going
to
start
with,
I
will
move
to
the
first
panel,
which
is
Joe
Carter,
the
senior
executive
director
of
eps
office
of
Health
and
Wellness.
You
now
have
the
floor.
I
Thank
you
very
much
good
afternoon
City
councilor,
Mejia,
Lara
and
other
members
present.
Thank
you
very
much
for
calling
this
hearing
to
discuss
the
academic
performance
and
social,
emotional
well-being
of
our
lgbtq
plus
students
in
the
Boston
Public
Schools.
My
name
is
Jill
Carter
I'm,
the
senior
executive
director
for
the
office
of
Health
and
Wellness,
Health
and
Wellness,
is
in
teaching
and
learning
it's
a
department
in
the
academic
division.
The
health
and
wellness
office
is
made
up
of
four
teams:
social,
emotional
learning,
health,
education,
physical
education
and
physical
activity
and
wellness
policy
promotions
and
evaluation.
I
Our
office
leads
and
coordinates
the
district's
work
to
implement
a
whole
school
whole
Community,
whole
child
approach
to
health
and
wellness.
Through
our
district
wellness
policy,
we
monitor
District
school
and
student
data
and
use
this
information
to
drive
services
and
Investments
for
health
and
wellness
policy
programs
and
practices.
We
lead
the
district's
administration
of
the
youth
risk,
behavior
survey
or
the
yrbs
data.
This
is
data
that
was
mentioned
in
today's
hearing
order
specific
to
today's
hearing
the
office
of
Health
and
Wellness
Works
collaboratively.
I
I
just
want
to
start
by
saying,
as
the
hearing
order,
States
Boston,
Public
Schools
five-year
strategic
plan
focuses
on
academic
recovery
for
BPS
students,
with
a
particular
focus
on
the
social,
emotional
well-being
and
development
of
students.
Most
in
need.
The
BPS
Mission
states
that
every
child
in
every
classroom
in
every
school
gets
what
they
need.
Additionally,
our
wellness
policy
commits
us
to
actively
promote
the
social,
emotional
and
physical
health
and
wellness
of
all
students
to
advance
both
their
healthy
development
and
Readiness.
To
learn.
I
We
are
committed
to
fostering
a
safe,
healthy
and
sustaining
learning
environment
using
the
whole
school
whole
Community,
a
whole
child
approach,
as
outlined
in
the
wellness
policy,
and
calling
out
support
for
lgbtq
plus
students.
To
this
end,
we
are
happy
to
be
here
today
to
discuss
how
lgbtq
plus
students
are
centered
in
the
conversation
recognizing
that,
when
students
feel
that
adults
and
peers
care
about
their
learning
care
about
them
as
individuals
and
feel
a
deep
sense
of
belonging
at
school,
they
are
more
likely
to
succeed,
academically
and
thrive.
I
I
1.7
percent
of
students
identify
as
transgender
two
percent
are
unsure
of
their
gender
identity.
The
small
sample
size
does
not
allow
us
to
conduct
subgroup
comparison
for
transgender
students.
Therefore,
the
T
commonly
used
in
the
acronym
lgbdq
plus,
is
not
included
in
the
subgroup
data.
However,
research
shows
that
transgender
students
face
similar
Health
disparities
that
lgbtq
plus
students
face.
There's
overlap
in
health
outcomes
and
statistical
analysis
also
shows
us
that
students
are
not
more
likely
to
identify
as
transgender
based
on
their
race,
ethnicity
or
sex.
I
Bps's.
Academic
data
does
not
allow
us
to
measure
academic
achievement
for
lgbtq,
plus
students,
academic
performance
measures
for
the
district
use
demographic
data
collected
by
Desi
or
the
Department
of
Education.
We
do
not
collect
sexual
identity,
entity
orientation
or
it's
transgender
identity
information
that
can
be
tied
to
specific
students,
academic
records.
I
However,
the
yrbs
data
or
the
yrbs
survey
asks
students
during
the
past
12
months.
How
would
they
describe
your
grades
in
school,
mostly
A's,
B's,
C's,
D's
or
F's,
when
analyzed
by
sexual
identity
data
students
who
identify
as
LGB
are
more
likely
to
describe
their
grades
in
schools
as
mostly
C's,
D's
and
F's?
I
This
is
what
our
students
have
told
us.
This
is
their
the
voice
is
speaking
through
the
survey
data
we've
also
shared
data
with
City
councilors.
That
indicates
disparities
for
lgbtq
plus
students
in
risk,
behaviors
related
to
Sexual,
Health
substance,
use,
unhealthy
weight
management
and
physical
activity.
I
I
It
has
long-term
impacts
on
student,
health
and
well-being.
School
connectedness
is
when
students
feel
that
adults
and
peers
care
about
their
learning
and
about
them
as
individuals
and
feel
a
deep
sense
of
belonging
at
school.
We
know
that
youth
of
color
and
or
youth
who
identify
as
lgbtq
plus
often
feel
less
connected
at
school
Boston
youth
risk.
Behavior
survey
data
supports
this.
I
Our
office
receives
CDC
funding
to
work
with
the
office
of
equity,
health
services
and
other
BPS
departments
to
deliver
lgbqt.
Excuse
me,
lgbtq,
plus
affirming
sexual
health,
education,
including
education
on
protective
methods
and
STD
AIDS
prevention
and
lessons
on
gender
identity,
gender
expression
and
sexual
orientation.
I
We
also
offer
professional
development
and
instructional
coaching
related
to
rights,
respect
and
responsibility,
that
is
the
K-12
Sexual
Health
curriculum
for
the
district.
We
lead
on
Distributing
condoms
and
promotional
materials
to
all
high
schools
and
sponsor,
and
at
BPS
Teen
Health
Instagram
account
to
increase
student
awareness
of
available
Sexual,
Health,
Services
and
lgbtq
plus
friendly
providers.
I
B
Really
do
appreciate
it.
She
is
actually
the
next
person
on
the
list,
so
good
tracking
there
go
ahead.
Assistant,
superintendent
of
equity,
Becky
Schuster.
You
now
have
the
floor
and
I
want
to
just
be
mindful
of
the
time
like
just
so
just
I
did
not
start
the
tracker,
but
I
am
going
to
Becky
so
go
on
ahead.
You
have
the
floor.
J
Understood,
thank
you
so
much
counselor,
Mahia
and
counselor
Lara
for
giving
us
the
opportunity
to
speak
about
a
topic
that
I'm
very
passionate
about
and
I
know.
Everyone
in
the
zoom
room
shares
the
passion
about.
What
do
we
need
to
be
doing
to
ensure
that
every
student
in
the
Boston
Public
Schools,
who
identifies
as
lgbtq
plus
is
safe,
is
cherished
can
flourish
in
our
schools?
J
So
thank
you
for
the
opportunity
to
talk
about
the
efforts
that
we
are
currently
making
that
I'm
very
proud
of,
and
thank
you
for
joining
us
in
the
wish
for
more
resources.
More
effective
interventions
on
behalf
of
our
students
and
I'm
also
pleased
to
be
here
with
Quincy
Roberts,
who,
with
whom
we
have
a
growing
partnership
around
advancing
the
work
for
our
youth,
so
I
look
forward
to
hearing
from
him
as
well.
J
J
Carmen
Fonseca
is
here
with
us
today
and
I
know.
I
will
try
to
speak
briefly,
so
that
we'll
have
plenty
of
time
for
discussion
with
Carmen
about
the
extraordinary
work
that
she's
doing
and
continuing
to
expand,
and
we
also
have
Danielle
Murray
here
from
the
Boston
Latin
School
she's
been
with
the
district
for
23
years,
doing
well
known
to
our
students,
families
and
staff,
who
identify
as
lgbtq
plus
and
currently
leading
the
GSA
at
Boston,
Latin
School.
J
In
addition
to
that,
we
also
have
a
full-time,
no
a
part-time,
Social,
Work
intern
who
works
on
our
team
on
of
this
population,
as
well
as
a
part-time
employee
who
is
solely
focused
on
supporting
our
GSA.
It's
that
Shaq
Jones,
who,
unfortunately
couldn't
be
with
us
today,
he's
out
of
the
country.
At
the
moment
we
already
shared
a
great
deal
of
information
with
the
counselors
beforehand,
about
our
multi-faceted
strategies
to
support
our
lgbtq
plus
students
and
Jill
Carter,
just
outlined
some
of
them
for
you,
but
I
want
to
highlight
a
few
others.
J
We've
been
excited
in
the
last.
This
will
be
our
second
year
of
ensuring
that
all
students
have
the
opportunity
to
have
affirming
names
on
their
diplomas.
We've
done
some
good
work
in
making
progress
around
gender,
inclusive
and
expansive
Athletics,
and
we
also
thank
our
city
councilors
for
working
in
partnership
with
us
around
the
city,
ordinance
regarding
staff,
record
updates
and
we're
making
good
progress
on
that.
J
I
know
we're
not
here
specifically
to
talk
about
staff,
but
of
course,
if
we're
going
to
support
our
students,
we
need
our
lgbtq
plus
staff,
also
to
be
respected.
Firmed
celebrated
appreciated
for
their
unique
and
essential
contributions
in
the
last
two
school
years
in
2122,
our
office
responded
to
185
specific
requests
for
support
for
our
students,
and
the
word
is
spreading
about
Carmen's
excellent
work,
because
this
year,
as
of
this
week,
we've
already
responded
to
172
requests
for
support.
J
So
we
are
on
track
for
a
significant
increase
in
supplying
those
services
and
that
can
include
requests
for
record
updates
safety
checks
of
students,
assisting
families
who
have
concerns
about
whether
they
feel
fully
affirmed
in
their
schools.
Giving
coaching
to
staff
staff
will
call
us
and
say
I
really
want
to
make
sure
I'm
being
welcoming
to
the
student.
What
else
can
I
do
to
go?
J
Shaq's
work
in
partnership
with
Carmen
and
others
to
support
our
gsas.
Currently,
while
our
data
tells
us
that
about
75
of
our
schools
have
gsa's
meeting
this
school
year
and
last
school
year
about
20
of
them
have
specifically
reached
out
and
asked
for
extra
supports
from
our
office
and
from
Shack.
We
also
were
really
pleased
to
participate
over
the
last
few
years
in
a
research
study
in
partnership
with
Boston
College
school
of
education
and
human
development
on
best
practices
for
gsas.
J
We
want
to
make
sure
not
only
we
have
gsas
gender
and
sexualities
alliances,
but
that
we
are
applying
the
most
effective
ways
to
connect
with
our
young
people.
The
most
effective
activities
to
have
the
types
of
programming
and
supports
that
our
students
need
so
it
was
very
exciting
to
participate
in
that
research
and
apply
learnings
from
that
research.
J
B
J
B
K
Thank
you,
counselor
chair
first
I
just
want
to
thank
the
two
co-chairs
who
brought
this
up.
Council
Laura,
Council,
Mejia
and
I
want
to
say
on
the
record.
This
is
365
for
everyone.
That's
on
this
call.
All
the
counselors
I
just
want
to
give
a
big
shout
out
to
the
counselors
that
are
on
this
call,
because
it's
more
than
just
this
hearing,
it's
365
of
this
work
behind
the
scenes,
and
we
may
not
agree
on
everything,
but
we
are
working
for
the
same
call.
K
So
I
appreciate
you
all
so
hi
everyone,
I
am
Quincy
J,
Robert
senior
I'm,
the
inaugural
executive
director
for
the
mayor's
office
for
lgbtq
plus
advancement.
This,
as
everyone
has
already
said,
this
is
near
and
dear
to
my
heart
as
a
former
educator
shout
out
to
Jeremiah
E
brook
Burke
I'm,
sorry
fellow
teacher
there-
and
this
is
where
I
got
my
passion
for
Young
Folks,
specifically
gay
straight
alliances
or
what
our
young
folks
are
calling
now:
gender
and
sexuality
Alliance.
K
With
this
we
have
to
start
at
our
most
vulnerable,
which
is
black
and
brown
trans
individuals,
and
then
it
gets
even
worse
when
we
get
down
to
our
young
folks.
So
a
first
thing
on
my
job
I
met
with
the
mayor's
youth
Council
and
in
that
youth
Council.
We
had
a
couple
of
young
folks
talk
about
the
lack
of
presence
when
it
came
to
queer
support
and
what
they
really
meant
by
queer
support,
because
I
questioned
them.
K
I
wanted
to
talk
to
them
to
really
get
to
know
how
we
can
help
when
we
talk
about
vulnerabilities,
what
we
could
do
better
and
what
two
of
those
individuals
which
you
will
meet
because
they
are
now.
My
youth
fellows
and
you'll
meet
at
some
point
in
the
near
future.
What
they
told
me
was
we
have
all
these
great
support
things
on
paper
and
shout
out
to
Boston
Public,
Health,
commission
and
Boston
Public
Schools.
K
We
have
these
things
in
place,
but
they're
not
being
utilized
properly
for
whatever
reason
so
I'm
a
Problem
Solver
and
what
we
decided
to
do
here
at
mola
was
to
create
Amplified
GSA
and
before
I,
get
into
what
Amplified
GSA
is
just
to
elaborate
on
why
this
is
so
important.
There
are
more
than
a
hundred
100
bills
in
this
country.
That's
targeting
lgbtq
rights,
specifically
transgender
health.
K
As
simple
as
drag
shows,
people
are
start
trying
to
stop
that.
So,
as
counselor
Arroyo
said,
we
want
to
be
celebrated,
not
tolerated,
and
I
really
truly
believe
that
and
I
do
think.
Amplified
GSA
will
bring
this
so
on
March
3rd.
We
were
proud,
we're
very,
very
proud
to
have
28
young
folks
with
13
providers,
adult
providers
who
some
of
them
are
on
this
call.
K
K
Rebranded
it
as
the
Amplified
GSA
Summit,
because
we
need
to
install
leadership
skills
to
our
young
folks,
so
they
could
one
know
about
all
the
wonderful
work
that
BPS
talked
about
all
the
wonderful
work
the
Carmen
and
Shaq
are
doing.
We
just
want
to
really
amplify
that.
So,
with
this
Summit
will
be
Boston
youth
LED.
We
have
our
two
fellows
Eliana
Garcia,
who
you
will
meet
at
a
later
date
and
Jovan.
Williams
Eliana
is
a
student
at
Fenway
I'm
high,
and
we
have
Jovan
at
Boston,
Latin
Academy.
K
Those
are
two
Dynamic
young
people.
Fortunately,
I
couldn't
make
it
today
because
one
has
another
part-time
job
and
the
other
did
not
get
permission
from
his
mother.
However,
they
are
willing
to
speak
to
the
council,
so
I
do
want
to
set
something
up
at
a
later
date
where
you
can
meet
those
two
and
not
only
those
two
but
our
other
28
young
folks
that
are
doing
amazing
on
work.
I
do
want
to
put
out
to
the
crowd
when
we
are
talking
to
Young
Folks.
K
We
have
to
make
sure
one
that
they're
out,
because
a
lot
of
our
young
folks
and
when
we
talk
about
safety
and
Public
Safety
and
keeping
creating
safe
spaces
or
Brave
spaces,
as
our
young
folks
say,
we
have
to
make
sure
that
they're
out
to
everyone,
because
I'm
comfortable
talking
about
my
sexuality
and
my
past
and
what
I've
been
through,
but
I'm,
41
years
old.
So
we
have
to
make
practice
what
we
preach
when
we
say
creating
safe
spaces.
So
a
lot
of
our
young
folks
that
do
this
work,
believe
it
or
not.
K
They
are
not
out
to
their
immediate
family,
for
example,
they
may
be
out
to
their
mother
father,
but
not
to
their
brothers
and
sisters
or
the
larger
family,
and
we
know
how
dangerous
that
can
be.
So
we
want
to
always
keep
that
in
mind.
If
we
really
truly
believe
in
keeping
these
young
people
safe,
we
have
to
practice
as
well
so
solution
for
that,
because
I
do
agree
that
young
folks
should
be
in
this
space.
It
should
talk,
but
I
also
straddle
that
line
of
keeping
everyone
safe.
K
So
I
I
propose
that
we
have
a
meeting
with
those
28
starting
with
those
28
and
invite
as
many
young
people
who
are
willing
to
have
a
conversation
with
city
council
about
their
experiences.
I
also
propose
that
we
do
this
closed
doors,
not
with
the
cameras
or
anything
like
that,
because
what
we
did
with
Boston
Celtics.
Yes,
we
had
a
camera
because
it
was
documented
we're
making
a
documentary,
but
the
thing
about
that
platform
people
knew
it
wasn't
live.
People
knew
that
they
can
be
vulnerable.
K
They
could
say
certain
things
in
front
of
that
group
that
they
couldn't
say
to
their
teachers,
so
I
just
want
to
make
make
that
suggestion.
I'm
willing
to
run
that
conversation
facilitate
that
conversation.
We're
well
versed
in
that
which
leads
me
to
the
next
solution-based
thing
that
mola
wants
to
try
to
bring
to
the
table,
and
that
is
our
lgbtq
plus
competency
training.
K
We
have
NBC
Universal,
Boston,
Celtics,
queer,
employee,
Resource,
Group,
Mass,
Massachusetts,
trans
political
Coalition,
Boston
Pride
for
the
people,
Mass
equality,
Mass
Commission
on
LGBT
youth,
which
is
with
us
today,
should
play
Shout
out
to
Edie
play
Brooks
a
good
good
friend
and
a
good
Angelic
Troublemaker.
In
all
this
work,
we
have
Human
Services,
Chief,
maso
and
director
Pedro
Cruz,
who
just
started.
Who
will
be
helping
with
this
as
well?
So
we're
super
excited
about
creating
these
spaces.
K
So
that's
something
that
I
struggle
with,
because
I'm
so
youth
driven
so
youth
focused.
What
does
it
look
like
to
have
a
support
system
for
parents
of
lgbtq
plus
students?
So
I
really
want
to
challenge
everyone
on
this
phone
call
today
in
this
hearing
to
try
to
invest
in
that,
because
I
think
this
is
just
an
opinion.
I
do
think
that
young
folks
now
get
queerness
and
differences,
but
they
struggle
because
of
their
parents.
K
Lack
of
knowledge
so
I'll
end
there
I
truly
believe
we
should
weak
spot
or
a
blind
spot
for
all
of
us
is
parent
support.
So
thank
you
so
much
for
hosting
this
hearing,
I
look
forward
to
all
the
questions
and
answers
and
I
do
look
forward
to
May
21st
at
Boston
Arts
Academy,
Amplified
GSA,
it's
going
to
be
dynamic!
Thank
you.
B
Thank
you.
Thank
you.
So
very
much
Quincy
I
really
do
appreciate
all
of
your
hard
work
and
dedication-
and
you
know
my
daughter
is
I-
was
a
member
of
the
her
GSA
at
school
and
I
think
it
was
one
of
those
things
that
really
helped
her
through
a
lot
of
her
own
questioning,
if
you
will
right,
even
at
11
and
12
years
old
and
I.
B
Think,
though,
just
to
have
a
space
dedicated
for
that,
even
if
it
was
just
in
school,
really
created
an
opportunity
for
her
to
have
a
sense
of
community
but,
more
importantly,
to
build
with
other
young
people
and
now,
as
a
result
of
that,
experience
has
learned
so
much
about
how
she
could
be
a
strong
Ally
right
and
I.
Think
that
those
opportunities
starting
young
is
is
really
part
of
the
puzzle
too.
Right
and
I
really
do
appreciate
your
call
for
safety.
B
I
think
that
we
make
a
lot
of
assumptions
about
people's
Comfort
level
in
speaking,
just
to
even
have
young
people
speak
here
publicly.
This
is
a
very
intimidating
Forum
right,
which
is
you
know,
especially
for
someone
who's
recently
just
coming
out,
or
this
is
not
something
that
they
are
accustomed
to.
B
So
so
thank
you
for
all
of
that.
I
I
am
in
the
interest
of
time,
and
I
want
to
be
super
mindful
because
this
young
person
has
made
accommodations
to
be
with
us
here
today,
remotely
I'm
from
Hungary
I.
Think,
that's
how
you
say
it
some
other
part
of
the
world.
Some
other
part
of
the
you
know,
hungry
I,
think
it's
hungry,
so
kamani
James
is
no
stranger
to
public
hearings.
B
So
before
we
move
on
to
our
community,
panelists
and
or
questions
for
the
administration,
I
just
want
to
pause,
because
we
just
need
to
do
a
a
quick
accommodation
for
someone
who
we're
making
space
for
and
I
want
to
be
super.
Mindful
of
that,
so
I
just
wanted
to
ask
my
colleagues
for
a
little
bit
of
Grace
as
we
just
go
off
script
so
that
we
can
make
accommodations
to
have
a
kamani
James
join
us
for
this
hearing.
L
Thank
you
so
much
counselor
Mejia,
hello,
counselors
and
those
on
the
call.
My
name
is
kamani
James
I
graduated
from
bostonline
Academy
in
2021
and
I'm.
Currently,
a
sophomore
at
Columbia,
University
I
want
to
practice
by
saying
that
I
have
the
privilege
of
hindsight
in
many
ways
in
regards
to
this
hearing's
main
focus.
Many
children
are
taught
to
expect
bullying
in
schools,
especially
during
high
school
and
they're,
told
that
they'll
be
bullied
for
what
they
wear,
how
they
look,
how
they
talk,
walk,
Etc,
I'm
sure
you
can
all
imagine.
L
The
rest
problem
is
that
this
is
normalized
in
our
culture.
Unfortunately,
it's
normal
to
go
to
school
and
just
expect
to
be
bullied
for
things
that
are
largely
out
of
your
control
for
people
to
make
assumptions
about
you
from
afar
and
act
on
those
assumptions
in
very
harmful
ways,
but
I
didn't
realize
just
how
backwards
this
was
until
I
left
a
BPS.
L
How
much
I
had
been
conditioned
into
thinking
that
this
was
normal
after
graduating
and
leaving
Massachusetts
I
began
traveling
a
lot
and
seeing
a
lot
of
the
world
as
councilor
Mejia
mentioned
I'm,
currently
in
Budapest,
Hungary
and
traveling.
The
world
and
going
to
school
at
Columbia
in
New,
York,
City
and
being
able
to
go
to
Brooklyn
every
single
day
and
meet
with
so
many
different
people
and
interact
with
so
many
different
and
interesting
cultures
and
traditions.
L
I
have
been
I've
been
bullied
for
as
early
as
I.
Remember
in
my
academic
career
for
being
an
lgbtq
person
and
I
vividly
remember
within
my
first
week
at
my
brand
new
school
Boston
line,
Academy
as
a
ninth
grader,
that
people
were
already
making
fun
of
me
and
spreading
rumors
about
me,
because
I
was
queer
and
feminine
and
it
hurt
a
lot.
The
rest
of
my
high
school
years.
L
Even
today,
when
people
ask
me
like
how
was
high
school,
you
know,
people
at
college
would
be
like
what
was
your
high
school
like
how
was
high
school
I
tell
them
I
hated
it
and
I'm
so
glad
that
I
graduated
and
then
I
left
I
wish
I
could
have
liked
it,
but
I
really
didn't
enjoy
it
at
all.
And
you
know
in
terms
of
the
bullying
that
I'd
face
when
I
would
share
or
report
my
experiences
to
administrators.
L
Some
would
take
it
seriously
by
calling
the
Guardians
of
the
people
who
were
bullying
me
and
in
some
cases
disciplining
them,
and
there
were
other
times
where
they
wouldn't
take
it
seriously,
and
they
would
just
tell
me
you
know,
you're
strong.
All
you
have
to
do
is
ignore
them
and
they'll
stop
speaking
to
sort
of
the
normalized
culture
of
the
oppression
of
Gap.
L
It
starts
with
training,
teachers,
Educators
and
anyone
else,
who's,
interacting
with
students
on
a
daily
basis
on
how
to
interact
with
students
and
how
to
make
them
feel
seen
in
the
classroom,
make
it
clear
to
those
who
interact
with
children
that
their
personal
beliefs
specifically
in
regards
to
the
way
people
harmlessly
live.
Their
lives
should
never
answer
the
school
building.
Instead,
they
should
be
uplifting
children,
especially
those
who
don't
fit
the
norm.
L
Not
once
did
I
get
the
chance
the
opportunity
to
sit
down
with
my
bully
and
to
offer
some
words
that
would
Enlighten
them
about
the
lgbtq
plus
community
and
why
it's
important
that
everyone
respects
and
appreciates
their
differences
and
I
believe
have
a
way
with
words.
So
I
feel
like
I
could
have
done
a
little
good
back.
Then
it
starts
with
hiring
more
lgbtq
plus
teachers,
Educators
and
staff
persons,
so
that
students
have
more
people
to
easily
connect
with
and
communicate
with.
L
K
B
B
B
So
a
loser.
If
you
can
call
kamani
and
let
kamani
know
that
we're
going
to
be
working
on
that.
That
would
be
great
in
the
interest,
though,
of
keeping
the
conversation
going.
I
think
it's
only
fair
for
us
to
move
into
questions
from
the
administration
from
the
administration
panel.
We
do
have
a
community
panel,
that's
also
up
next
and
I
want
to
make
sure
that
we
can
bring
money
back
on
board
for
for
that
line
of
questioning.
B
D
Thank
you,
councilor
Mejia,
and
thank
you
so
much
for
to
the
administration
to
the
folks
who
are
here
for
sharing
what
BPS
is
doing.
I
just
want
to
Echo
what
councilman
Arroyo
lifted
up
in
terms
of
trying
to
figure
out
where
the
pain
points
are.
It's
not
lost
on
me
that
you're
doing
an
incredible
amount
of
work
and
that
you're,
you
know
really
trying
to
combat
what
you're
seeing
out
in
the
world
and
make
sure
that
BPS
doesn't
become
one
of
those
school
systems.
D
D
And
so
obviously
there
is
no
harm
in
having
a
meeting
with
a
group
of
28
queer
young
people
to
hear
their
experiences.
I
do
think
that,
particularly
when
we're
talking
you
know-
and
this
might
get
this
might
be
a
little
a
little
heady
and
a
little
theoretic
in
the
sense.
But
when
we're
talking
about
queering,
you
know,
queerness
is
inherently
living
outside
of
systems
and
so
I.
D
Would
you
know
I
think
that
it's
important
for
me
to
to
kind
of
invite
that
perspective
outside
that
is
in
filtered
through
the
lens
of
of
either
BPS
or
the
administration.
So
my
yearning
to
have
young
people
here
was
Guided
by
that.
Not
that
I
would
love
to
talk
to
young
people,
so
I
have
questions
about
what
it
currently
exists.
D
So
there
is
a
young
person
in
Middle
School,
assuming
Elementary
School
I
would
love
to
hear
how
young
you
are
seeing
in
BPS
that
you're,
seeing
that
young
people
are
coming
out,
I
think
that
would
be
an
important
piece
of
information.
But,
let's
just
say
later,
in
elementary
school,
maybe
Middle
School,
maybe
High
School
wherever
you're
seeing
it.
You
have
a
student
that
maybe
comes
out
to
a
teacher,
maybe
doesn't
come
out
at
home.
What
happens?
What
is
available?
What
does
that
look
like
in
the
trajectory
of
a
student
inside
of
UPS.
B
M
There's
a
lot
of
times
as
as
folks
were
saying
that
students
come
out
and
staff,
or
maybe
it's
the
first
student
that
has
come
out
to
them,
or
maybe
it's
the
on
their
first
time,
interacting
with
an
lgbtq
Plus
student
and
they're
less
familiar
with
some
of
the
resources
that
are
available
or
the
best
way
to
support
them.
So
I
got
a
lot
of
questions
around
just
like
you
know
exactly
what
you
were
saying
like
this
first
grader
just
came
out
not
totally
sure
what
to
do.
M
M
Every
student
is
going
to
be
different
in
terms
of
what
feels
supportive
to
them,
so
we
really
start
from
there
and
just
for
example,
if
they
share
that
they
don't
necessarily
feel
supported
at
home,
but
it
doesn't
feel
like
a
safety
issue,
it's
more
of
just
like
a
nobody.
Teaches
you
how
to
come
out
to
your
parents,
especially
as
as
a
as
a
young
person.
M
So
it
could
be.
You
know,
having
a
conversation
with
whoever
their
trusted
adult
within
the
school
is
about
what
might
feel
helpful
to
them.
What
resources
we
can
connect
them
to
if
they
feel
comfortable
with
us,
connecting
parents
to
resources
as
Quincy
was
mentioning
making
sure
that
families
and
caregivers
are
really
involved
as
much
as
possible
and
making
sure
that
they
have
supports.
As.
D
Well,
thank
you,
Carmen
and
Danielle.
I
would
love
for
you
to
share
some
but
I'm
over
time
already
and
so
I'm
going
to
ask
for
more
concise
answers
from
you.
If
I
can,
because
I
am
on
a
timer,
so
what
level
of
training
do
teachers
receive
to
be
responsive
to
that,
so
it
seems
like
right
now.
What
happens
is
that
if
you
know
a
student
comes
out
to
a
teacher,
a
teacher
is
kind
of
going
to
either
Carmen
or
somebody
else,
that
kind
of
say,
hey,
I'm,
not
really
sure.
D
D
N
N
We've
engaged
in
those
trainings
over
years,
I've
been
a
GSA
advisor
for
all
22
years
of
my
time
at
in
Boston
public
schools
at
a
couple,
different
schools-
and
so
you
know
in
years
past
we've
worked
with
organizations
that
have
done
some
training
and
support
for
GSA
advisors.
So
there's
definitely
some
very
specific.
You
know
skill
building
things
for
GSA
advisors
to
learn.
You
know
really
locally
in
BPS
about
our
policies
and
how
we
support
kids
and
kind
of
best
practices
like
Carmen,
said
obviously
centering
the
student.
N
N
Both
it's
both,
so
some
of
them
are
voluntary
if
you're
really
looking
to
dive
in,
but
a
lot
of
schools
have
had
some
mandatory
PD
in
the
past
several
years
and
I
can
say
in
a
previous
role.
That
was
things
that
I
myself
did
coming
out
to
school.
That
I
know
Carmen's
done
some
of
that
work,
but
there
have
been
many
school-based
mandatory
trainings
to
at
least
make
sure
that
everybody
in
the
building
had
very
had
kind
of
the
basics
you.
N
Year,
right
knows
how
to
respond
exactly
and
then
exactly,
and
that
was
made
her
part
of
their
professional
development
that
everybody
in
the
school
engaged
in,
so
that
work
has
been
done
there
too.
If
it's,
okay,
just
to
give
a
follow-up,
you
know
you
would
ask
kind
of
that,
leaning
in
vulnerability,
I
think
when
we're
thinking
about
adults
in
these
spaces,
teachers
are
really.
You
know,
overtapped
right
now
with
a
lot
of
things
so
for
teachers
to
have
time
and
resources
to
further
engage
in
that
work.
N
I
think
would
be
great
and
truly
especially
GSA
advisors,
because
there
are
doing
a
unique
role
in
their
school.
So
when
you
know,
if
you're
asking
for
kind
of
what
we
need,
I
I
can
tell
you
from
doing
a
lot
of
work
in
the
past
22
years
with
other
GSA
advisors.
They
need
time
and
support
and
there's
lots
of
turnover
and
people
have
a
lot
on
their
plates
and
so
new
folks
step
into
those
roles.
N
We
need
to
keep
that
support
network
going
for
GSA
advisors
and
that's
a
place
I'm
glad
to
hear
that
the
Amplified
GSA
events
coming
up.
I'm
really
excited
for
that.
I
ran
a
GSA
Summit
for
years
in
the
district
too,
so
Mr
Roberts
I'm
happy
to
extend
any
support.
I
can,
but
we
tried
to
do
a
track
there
for
GSA
advisors,
as
well
as
for
the
students.
So
when
folks
got
together,
there
was
a
mutual
level
of
support
and
that
work
began.
Even
before
I
came
into
that
role.
There
were
teachers
doing
that
work
too.
N
D
D
The
spirit
of
kamani's
statement
around
changing
people's
minds.
What
is
available
for
students?
What
does
the
curriculum
look
like?
Are
you
showing?
Are
you
teaching
queer
history?
Is
there
age-appropriate
sex,
ed
at
BPS,
schools
that
focuses
on
gender
and
sexuality?
What
is
being
made
available
to
our
students
to
support
them
and
not
only
understanding
how
to
support
their
peers,
but,
under
you
know,
just
general
understanding
of
being
good
empathetic
humans
in
the
world.
B
Before
you
guys
answer,
I
just
want
to
note
that
kamani
has
rejoined
us
and
before
I
continue
with
the
line
of
questions
with
my
colleagues
I'm
going
to
go
back
to
kamani,
because
kamani's
on
a
timer
and
so
I
wanted
to
just
be
mindful
just
giving
my
colleagues
a
heads
up
that
after
counselor
Lara
we're
going
to
go
back
to
kamani.
For
so
they
can
finish
up.
I
J
N
That's
something
that
we've
been
working
on,
I
think
for
the
past
several
years,
but
I
know
the
state
had
done
some
really
strong
work
on
developing
curriculum
modules
in
English
and
history
and
even
in
math
and
sciences.
I
know
as
an
educator.
We've
been
really
excited
and
hopeful
about
those
modules.
They've,
never
I
think
finished
that
process
of
being
developed
and
released
on
the
state
level.
So
I
would
say
if
that
work
is
still
happening,
I
think
it
was
happening
actually
originally
through.
N
The
legislative
commission,
lgbtq
youth
I
know
like
Arthur
Lipkin,
had
come
out
and
met
with
me
on
many
occasions
about
that,
and
there
was
kind
of
in
that
process.
I'll
tell
you
as
a
teacher
I'm
ready
for
it
and
excited,
and
we
did
a
lot
of
preliminary
work
for
teachers
were
really
excited
about
it,
but
I'll
push
into
that
as
another
area
of
support.
I'd
love
for
that
to
be
something
that
the
state
continued,
developing
and
rolling
out
and
I
know.
There's
people
here
ready
to
do
it
too.
We
certainly
do
it.
N
You
know
I'll
say
at
our
own
School
a
great
support
from
teachers
in
the
science
all
the
way
through
the
humanities
but
I'd
love
to
have
something
that
comes
from
the
state
level
that
really
helps
guide
that
work.
So
kids
are
getting
common
experiences
around
some
of
you
know
the
great
leaders
and
the
moments
I
know
as
a
career
person
myself,
centering
myself
in
history
and
books
was
the
first
time
I
felt
seen
as
a
teenager
when
I
felt
invisible
and
to
be
able
to
say.
N
B
Thank
you.
Thank
you.
Councilada
I
will
go
back
for
a
second
round
of
questions
so
but
I
just
want
to
in
the
interest
of
time,
just
make
sure
that
we
bring
back
money
into
the
space.
I
believe
that
we
have
fixed
the
Internet
in
Hungary
and
everything
is
back
in
working
order.
So
kamani,
you
said
you
had
a
few
more
points
that
you
wanted
to
share
and
want
to
make
sure
that
you
have
the
space
to
do
so.
L
L
You
know,
sort
of
Justified
in
going
to
school
and
being
homophobic
towards
other
students.
Other
children
and
I
wanted
to
say
that
a
personal
belief
begins
to
oppress
a
person
on
the
basis
of
who
they
are
and
what
is
intrinsic
to
their
identity,
and
when
it
gets
to
that
point,
it
has
no
space
in
any
classroom
any
school
or
any
school
district.
L
It
must
be
eradicated.
Children
in
school
do
not
remain
children
in
school
forever.
They
grow
up
to
be
people
who
shape
the
social
fabric
of
our
society.
So
it
is
imperative
that
we
only
teach
them
values
and
ideas
that
will
inevitably
promote
the
good
later
down
the
line
in
order
for
people
to
feel
comfortable
and
seen
and
safe,
it's
going
to
take
a
ton
of
work,
transformative,
revolutionary
work,
work
that
will
inevitably
get
some
people
mad,
but
the
most
transformative
work
over
the
centuries
have
always
gotten
people
mad,
but
it
has
ultimately
done
good.
B
B
I
do
appreciate
you.
I
had
to
move
on.
I
have
lots
of
questions,
but
I
am
going
to
in
the
spirit
of
making
sure
that
my
colleagues
have
have
an
opportunity
to
ask
questions
as
well.
I'm
gonna
hold
mine
off
for
a
while,
so
I'm
gonna
go
to
counselor
council
president
Flynn,
followed
by
counselor
Murphy,
then
councilor
Anderson,
if
she's
around
I,
understand
that
counselor
Antonio
does
not
have
any
questions
and
then
counselor
Lucian.
That's
the
order
so
counselor
Flynn.
You
now
have
the
floor.
F
F
What
type
of
support
is
BPS,
providing
lgbtq
high
school
students
after
school
programs,
whether
it's
sports
or
it's,
it's
various
groups
or
meetings
or
discussions
or
or
academic
work
or
any
any
type
of
any
type
of
assistance?
Is
it?
Is
it
structured
in
a
way
that
it's
BPS
wide
or
is
it
up
to
the
the
leader
of
the
particular
High
School.
J
I'm
going
to
ask
Danielle
Marie
to
respond
to
that
question.
I
want
to
note
that
that
there
seems
to
be
a
technical
problem
where
Carmen
Fonseca
is
currently
not
in
the
zoom
as
a
panelist,
so
we're
trying
to
fix
that.
But
in
the
meantime
I
know
that
Danielle
has
a
lot
of
experience
with
the
answer
to
that
question.
N
Thank
you
for
that
question.
I.
Think
that's
an
important!
You
know
piece
of
the
work
that
we
do
when
we're
supporting
lgbtq
youth
is
in
their
after-school
involvement.
We
know
a
lot
of
kids
feel
really
connected
to
the
community
through
their
after-school
engagement,
so
I
think
it
really
varies
not
just
from
school
to
school,
but
really
student
to
student
right.
A
lot
of
our
kids
are
really
involved
in
athletics
in
the
plays
and
music
programs
and
just
clubs
in
general.
N
So
there's
a
a
wide
variety
of
experiences
in
terms
of
like
after
school
involvement
in
terms
of
our
gsas
they're,
really
fun
school
by
school.
It
can
look
really
differently.
Some
are
done
during
the
day
during
lunch
times
or
like
some
people
have
like
flexible
blocks
in
their
school
schedule.
So
I
know
at
article
we
have
like
a
w
block,
so
we
may
hold
some.
You
know
specific
programming
during
an
in-school
time
that
students
are
able
to
choose
what
they
do.
Most
gsas
have
programming
after
school,
but
again
it
can
vary
from
school
to
school.
N
At
our
particular
school
we
have
a
weekly
GSA
meeting,
sorry
a
bi-weekly
GSA
meeting
and
then
on
the
alternate
works.
We
have
a
GSA
study
space,
so
there's
some
academic
MX
support.
We
have
like
older
tutors
and
the
lgbtq
community,
who
tutor
some
of
our
middle
school
and
younger
students,
and
so
it's
some
kids
are
there
just
kind
of
working
on
homework
in
a
space
where
they
feel
really
comfortable
and
can
connect
with
peers
and
see
some
of
the
older
kids
and
like
what
they're
going
through
kind
of
a
it's
get
better.
N
It
gets
better
model.
You
know
in
school,
that's
been
really
successful.
Let
me
piloted
it
this
year,
I
will
say
we
have
some
great
Partners
in
Boston
that
we
also
work
with
after
school,
like
a
lot
of
our
students,
attend
programming
at
Boston,
glass
or
Bagley.
Those
are
two
lgbtq
Community
programs
in
the
city
and
so
over
the
years
we've
partnered
with
them
too,
for
different
after
school
events,
and
even
you
know
Community
GSA
events
too,
but
there
is
there's
not
really
one
set
way.
A
GSA
should
run
after
school.
N
I
think
it
depends
on
the
age
of
the
kids,
the
needs
of
the
kids
and
what
they're
balancing
so
we've
moved
to
in-school
models
in
some
of
my
previous
schools
like
during
the
day.
That's
what
kids
need
sometimes
they're,
like
lunch
bunches
once
a
week
as
well
as
an
after
school
meeting,
so
it's
pretty
flexible,
but
the
outside
Partners,
like
Boston,
glass
and
Bagley,
are
a
big
part
of
places
where
kids
connect
and
there's
some
great.
You
know
events
as
well
as
supports
in
those
places
too.
K
I
just
wanted
to
add
to
what
Danielle
said:
Amplified
GSA
in
one
of
those
tracks
is
a
leadership
track.
It's
called
leaders
of
the
new
school
and
in
that
track
the
Young
Folks
will
learn
how
to
put
a
GSA
together,
so
whether
it's
an
after-school,
what
that
looks
like
during
school,
what
that
looks
like
and
summer
I,
never
even
really
thought
about
a
summer
GSA
and
what
that
looks
like.
So
thanks
for
putting
that
in
the
atmosphere
just
wanted
to
add.
F
F
K
Got
it
so?
Yes
to
answer
your
question:
we
are
tracking
lgbtq,
plus
hate
crimes,
that's
being
ran
by
Deputy
superintendent,
Richard
dahill
out
of
Boston
police.
He
has
a
monthly
public
safety
meeting
everyone's
open
that
meeting's
open
to
everyone.
Constituents
politician
doesn't
matter
and
in
that
meeting
we
talk
about.
What's
going
on,
the
FBI
is
present
as
well.
Sbi
is
present,
along
with
mass
equality,
so
now
Mass
equality,
I'm,
not
sure.
K
If
they're
on
the
call
Mass
equality
and
what
director
Brooks
should
play
Brooks
does
they
can
give
you
a
little
bit
more
information
about
when
it's
you
specific,
because
we
get
a
holistic
report
on
that
monthly,
but
I
do
know
Mass
equality
and
Massachusetts
LGBT
youth
commission.
They
have
better
data
on
Young
Folks,
so
I
will
yield
my
time
and
hopefully
that
gets
answered
when
Ed
Brooks
speaks.
F
B
B
Three
two
one
I
am
going
to
move
on.
Council
Murphy,
if
you
are
with
us
and
you
come
back
I-
will
make
sure
that
we
go
to
you
for
questions
I'm,
going
to
move
on
to
counselor
Anderson
I
know
you
were
going
to
be
stepping
in
and
out
so,
not
sure
if
you're
with
us.
If
you
are
more
than
happy
to
bring
you
in
for
questions.
B
O
Good
afternoon,
everyone
thank
you
chair
and
just
want
to
thank
the
administration
for
being
here.
I
want
to
thank
kamani
for
their
words
as
well.
I.
There
are
some
just
like
want
to
just
give
flowers
to
all
the
folks
who
are
doing
incredible.
Work
to
push
this
issue
forward.
I
mean
really
be
responsive
to
the
needs
of
our
lgbtqia
students
in
our
schools.
O
J
Yeah,
we
don't
ask
our
employees
to
self-identify
their
sexual
identity,
because
we
want
to
create
an
environment
where
they're
free
to
be
open
in
whatever
ways
they
choose,
rather
than
compelling
them
to
do
that
as
employees.
However,
both
the
central
office
offers
an
affinity
group
for
our
employees
who
choose
to
attend,
who
identify
as
lgbtq
and
there's
also
a
similar
group.
That's
met
over
the
years
through
the
Boston
Teachers
Union
and
we've
had
some
collaboration
between
those
two.
O
I
think,
thank
you,
Becky
I
think
I
think
it's
incredibly
important,
I
wonder
if
you
know
oftentimes
there.
We
have
these
surveys
and
and
folks
who
choose
not
to
answer
but
I
wonder
if
there's
value
in
US
trying
to
collect
that
information
on
the
front
end,
because
if,
as
I
believe
it
was
Jill,
we
were
talking
about
how
important
school
connectedness
is
to
our
to
our
young
folks
about
you
know.
You
know
UI
students
having
not
fairing
as
well
academically
because
of
that
lack
of
school
connectedness.
O
Potentially,
the
same
is
true
with
lgbtqia
students
right,
let's
get
more
students
and
more
staff
in
the
door
and
sort
of
knowing
sort
of
what
the
numbers
are
now
will
help
us
figure
out
where
we
need
to
get
to
suggest.
You
know,
I
I
think
it's
incredibly
important
to
collect
data
around
what
is
and
what
isn't
so.
O
Think
it
was
you
as
well
Jill
I,
know,
Quincy
and
his
team
at
mola
have
been
doing
some
incredible
work
on
the
jet
with
gender
and
sexualities
alliances,
and
really
trying
to
improve
what
those
look
like
in
our
schools
and
give
the
support
necessary
so
that
about
75
schools
have
gsas
and
20
have
reached
out
for
more
assistance.
What
does
the
assistance
look
like?
Currently?
What
is
the
framework
for
assistance
right
now
for
our
genders
and
sexualities
alliances?
J
We
do
have
someone
who's
part
of
our
team,
Chef
Jones,
who,
unfortunately,
is
out
of
the
country
today
and
unable
to
join
us,
but
his
role
is
entirely
focused
on
supporting
our
gsas.
We
also
have
part
external
Partners,
some
of
whom
have
already
been
mentioned
today,
who
are
supporting
gsas
as
well
and
I.
Think
some
of
them
have
been
around
a
long
time
and
have
sort
of
traditions
and
their
own
culture
as
an
organization
and
and
don't
feel
a
particular
need
for
extra
support.
J
N
And
do
I
sell
time
to
add
I'll,
just
Echo
what
Becky
said
about
Shaq's
work,
and
you
know
that
we've
always
had
somebody
in
the
health
and
wellness
office,
even
in
my
earlier
times
he
would
come
out
and
support
gsas.
We
worked
really
closely
together
in
the
past.
You
know
going
out
and
seeing
what
the
needs
are
like
I
said:
they're
really
so
diverse
dependent
on
the
school
community.
N
So
having
somebody
that
really
gets
to
know
the
kids
and
knows
the
school
Community
can
be
really
helpful
in
helping
design
the
best
GSA.
You
know
I'm
excited
for
Quincy's
work
with
Amplified
gsas
too,
and
excited
to
have
some
connections
as
a
GSA
advisor
I'm
excited
to
connect
with
the
mayor's
office
as
well
and
I
know.
Glisson
Massachusetts
has
a
lot
of
work
around
GSA
formation,
glissa
National
too
I
know
we
use
their
resources
a
lot.
I
Can
can
I
just
chime
in
because
we're
you
were
talking
about
sort
of
resources
and
financial.
The
funding
that
we
use
to
support
Shaq
as
our
GSI
GSA
coordinator
and
additional
some
of
the
programming
supports,
comes
from
a
Federal
grant
that
we
have
from
the
office,
so
I
think
as
you're
thinking
about
sort
of
supporting
the
district
and
Becky's
team
to
continue
the
work.
You
know
we
anticipate,
hopefully
being
able
to
keep
that
Grant.
I
We
have
it
for
one
more
year
and
then
we'll
reapply
but
I
think
being
able
to
sustain
and
expand
any
internal.
It's
really
important
to
have
GSA
support
in
the
con.
You
know
in
all
places
like
Danielle
said,
like
in
the
community
in
everywhere,
but
I
think
wanting
to
make
sure
that
we
can
keep
Shaq's
role
strong
and
firmly
funded.
I
would
just
put
that
one
up
as
a
place
that
could
could
use
some
additional
support
at
some
point.
B
O
So
the
kind
so
through
the
chair,
I'd,
actually
love
to
know,
and
maybe
Quincy
I
don't
know-
can
get
it.
This
I'd
love
to
have
a
night
to
know
what
are
the
75
schools
that
have
gsas
I'd
love
to
know
the
20
schools
that
have
reached
out
for
more
assistants
who
they
are
because
I
wonder
if
there's
I
wonder
if
there
are
similarities
between
those
schools
right
like
do
they
have
better
access?
O
O
With
those
who
can't
put
out
their
hands,
let's
do
more
hand-holding
with
those
who
aren't
reaching
out
and
then
there's
I
think
kamani
spoke
to
this,
and
so
many
people
spoke
to
the
need
for
us
to
really
be
helping.
Families,
who
are
the
students
who
are
coming
out
their
children
who
are
coming
out.
Families
that
have
children
who
are
engaged
in
bullying.
O
And
maybe
that
comes
in
the
forms
of
like
maybe
the
end
result
is
probably
where
we
need
to
be
already
is
that
we
should
be
having
more
family
Liaisons
in
our
schools
in
one
particular
you
that's
working
along
the
lines
of
creating
more
inclusivity
and
Affinity
in
our
school
system,
so
just
putting
that
out,
throwing
that
out
there
as
an
idea,
because
I
think
that
that
is
the
role
of
our
family
liaison,
but
they
may
already
be
too
stretched
and
overworked
in
this
burnout.
So
just
putting
those
out
as
ideas.
Thank
you.
K
So
after
this
hearing,
I
would
love
to
talk
to
all
the
counselors
about
the
data
that
we
currently
have
on
those
seven
schools
and
why
they
felt
the
need
to
apply
for
more
resources.
So
I
just
wanted
to
add
that,
because
there
are
schools
with
a
plethora
of
resources
like
Boston,
Arts
Academy,
but
they
still
apply
for
resources
because
they
feel
like
they
need
more.
So
let's
look
into
that
and
what
that
looks
like.
Thank
you.
Thank
you.
B
Thank
you
and
then
in
just
in
the
process
of
just
because
we
have
a
few
of
our
colleagues
that
are
no
longer
here.
Just
wanted
to
make
sure
that
if
anyone
from
the
administration
wants
to
answer
the
questions
in
regards
to
the
schools,
the
70
schools,
I
believe
question
that
Council
Louisiana
asked.
If
you
want
to
go
on
the
record
and
answer
that
I'd
love
to
you
know
get
that
on
the
record.
Now.
K
J
But
of
course,
if
there's
any
school,
that
would
has
a
need
for
a
GSA
and
a
desire
and
hasn't
yet
had
one.
That's
what
Shaq's
work
is
all
about
and
and
Carmen's
work
as
well.
So
we
stand
ready
if
we
identify
a
single
school
that
where
a
JSA
would
meet
our
students
needs,
we
want
to
be
part
of
making
that
happen.
Do
you
want
to
add
anything
Daniel.
N
I
think,
just
at
your
point
as
well
taken
about
some
of
the
younger
schools,
they
might
have
Ally
clubs,
or
you
know
things
that
are
around
like
being
a
good
friend
and
empathy
building.
They
might
not
fall
exactly
under
the
GSA
umbrella,
but
that
it's
you
know,
family
diversity,
clubs,
that's
getting
to
some
of
the
same
messages,
but
might
not
follow.
You
know
exactly
under
what
a
gender
sexuality
Alliance
is.
B
Thank
you
thank
you
for
that
and
thank
you,
councilor
Louisiana,
for
asking
those
really
great
questions
and
getting
us
to
really
think
outside
the
box
in
terms
of
how
we
can
meet
this
moment,
I'll
just
unless
councilor
Murphy
or
counselor
Lynn
surface
up
here,
I'm
gonna
go
now
to
my
questions.
All
right,
so
I've
been
patiently
waiting,
I
would
love
to
just
know
Becky
in
terms
of
your
stopping
and
your
diversity.
B
J
Yeah,
so
in
terms
of
our
staff,
we
have
there,
we
have
two:
we
have
Carmen
Fonseca,
who
identifies
as
a
person
of
color.
We
have
Amina
awwad
who's.
Our
social
work
intern
also
identifies
as
a
person
of
color
and
Shaq
who
we've
been
lauding.
In
this
conversation,
who's
part
of
the
office
of
Health
and
Wellness
is
a
man
of
color.
B
Great,
thank
you.
I
I,
appreciate
that.
The
reason
why
I
ask
around
representation-
and
it's
not
just
that
race-
it's
also
gender
and
I-
would
love
to
just
Advocate
that,
as
you
continue
to
think
about
your
Staffing
model,
and
you
continue
to
think
about
lgbtq,
plus
that
we're
also
thinking
about
trans
and
making
sure
that
we
are
if
the
whole
goal
is
for
young
people
to
see
themselves
to
see
all
of
themselves.
That
I
I
would
love
to
see
that
as
part
of
one
of
the
goals
that
we
work
towards.
B
That's
great
I'm
happy
to
hear
that
and,
and
the
next
time
I
would
invite
them
to
be
a
part
of
our
conversations
in
this
particular
form.
It
would
be
great
to
kind
of
hear
that
perspective
and
insight
in
navigating
both
our
staff
and
also
just
maybe
kind
of
the
type
of
relationships
that
they
have
been
able
to
build
with
young
people.
B
I
just
think
that
that
is
key
and
I
think
that
we
learn
and
and
are
able
to
move
differently
when
we
hear
differently
so
I
just
wanted
to
uplift
that
I'm
gonna
move
on
to
a
next
question:
it's
not
still
within
the
line
of
equity
and
race
and
representation.
Let's
just
talk
a
little
bit
about
cultural
competency
as
we
think
about
lgbtq
youth.
B
We
know
in
communities
of
color
in
particular,
there's
a
lot
of
stigma
around
just
being
out
and
I'm
just
curious
in
terms
of
what
the
what
the
district
is
doing.
I
think
you
know
kamani
said
something
that
was
really
powerful
in
terms
of
a
lot
of
the
stuff:
it's
not
just
policy
or
or
money.
It
really
is
a
it's
a
mind
shift
and
it's
a
it's.
A
lot
of
it
is
cultural,
even
within
our
own
staff.
B
Right
like
we
make
assumptions
we
talk
about,
you
know
what
about
your
mom
and
dad
making
assumptions
that
the
household
is
you
have
a
mom
and
a
dad.
You
could
have
two
moms.
You
can
have
two
dads
like
so
I.
Just
really
want
to
be
mindful
that,
as
we
continue
to
have
these
conversations,
then
some
of
it
is
not
going
to
be
regulated
through
policy
or
or
protocol
or
procedures
about
training
people
to
be
more
affirming
and
then
holding
ourselves
accountable
to
that
right.
B
If
there's
a
way
for
us
to
figure
out
how
we
can
support
staff
half
in
being
more
affirming
and
then
not
only
supporting
them,
but
holding
them
accountable
to
what
it
looks
like
when
they
aren't
affirming
that
that
has
to
also
be
a
part
of
the
conversation,
because
otherwise
people
are
just
going
to
continue
to
show
up
as
they
are
and
that's
not
acceptable
for
our
kids.
So
I
just
wanted
to
hear
your
reactions
around
that.
J
Yeah
I
mean
the
thought
that
comes
right
to
mind.
Counselor
is
the
fact
that
in
the
office
of
equity,
as
you
know,
part
of
our
responsibility
is
to
address
biospace
incidents
involving
staff,
and
we
have
had
some
staff
who
have
not
been
fully
respectful
of
our
students,
either
misgendering
students
or
making
it
clear
that
they
are
not
making
a
deliberate
effort
to
remember
the
student's
affirming
name
and
when
that
occurs,
we
hold
them
accountable.
J
Just
in
the
exact
same
way,
we
would
for
any
other
form
of
Oppression
that
a
staff
member
might
engage
in,
and
we
know
when
we
do
that.
Not
only
are
we
holding
that
individual
educator
accountable
to
respect
that
student's
identity,
but
we
are
also
sending
a
message
more
broadly
because
while
we
do
try
to
keep
our
work
confidential
in
the
office
of
equity,
we
know
that
human
beings
tend
to
talk
about
what
happened.
They
hear
hey
what
that
teacher
got
in
trouble
because
they
refused
to
use
the
accurate
pronouns
for
that
student
yeah.
J
B
K
Just
a
quick
plug
the
goal
of
mola
is
to
make
sure
that
the
lgbtq
plus
competency
training
is
treated
just
like
the
racial
Equity
training.
We
want
that
to
be
mandatory.
Of
course,
it's
a
pilot
now
starting
April
1st,
with
three
departments
but
the
end
goal,
and
that's
where
the
council,
the
mayor,
come
in.
We
want
this
to
be
mandatory
because
I
think
Council
of
Laura
said
earlier
like
what's
happening
before
someone
even
takes
a
job,
and
that's
where
my
mind
goes.
K
It's
like
before
they
even
on
board
to
be
a
BPS
teacher
or
staff
or
whatever
the
case
may
be.
They
should
be
having
this
training
to
know
that
don't
touch
this
stove,
because
it's
hot
so
let's
be
more
proactive
than
reactive
and
stop
waiting
to
a
teacher,
misgender
someone
and
get
them
right
in
the
beginning
of
the
year
or
summer
or,
however,
those
trainings
are
disseminated.
So
I
will
add
that
mola
is
more
than
willing.
K
B
I
Okay,
so
you
want
it's
okay
for
me,
yeah
yeah,
absolutely
I
was
just
gonna
chime
in
that
you
know.
The
office
of
Health
and
Wellness,
one
of
our
teams
is
around
is
focused
on
social,
emotional
learning
and
and
I
I
heard
kamani.
You
know
talking
earlier
about
this
idea
of
the
Norms
in
schools
and
this
accepting
nature
of
you
know
just
around
bullying
and
I.
I
I
really
believe
that
our
approach
to
transformative
social,
emotional
learning
is
is
really
about
creating
a
climate
where
teachers
and
students
have
to
co-create
a
relationships
that
are
strong
and
respectful,
and
so
through
transformative
cell.
We
are
focused
a
lot
on
training
adults,
adult
cell.
I
B
But
I
wanted
to
just
I
wanted
to
quickly
follow
up
on
on
some
of
the
the
conversations
that
we're
having
in
regards
to
just
the
adults
in
in
the
space
and
the
accountability
I'm
going
to
go
back
to
the
accountability,
I'm
always
going
to
be
about
like
accountability
right
because
we
can
put
all
of
these
things
in
place.
But
if
we
don't
put
in
the
infrastructure
for
how
do
we
know
that
we
are
successful,
then
it's
just
a
whole
bunch
of
beautiful
words
on
paper.
So
I'm
going
to
ask.
B
Where
is
the
Baseline?
Are
we
starting
from
a
place
of
understanding
the
attitudes
that
the
the
adults
that
are
in
front
of
our
kiddos
bring
to
the
table?
Is
there
an
attitude's
quiz
if
you
will
or
some
sort
of
understanding
of
how
people
perceive
lgbtq
plus
youth,
to
begin
with
right,
as
as
as
part
of
the
onboarding
process,
because
I'd
like
to
know
where
people
are
at
even
before
they
come
in
and
then
after
they
go
through
a
training
right?
Are
they
equipped
to
continue
to?
B
J
A
little
bit
and
then
I'll
see
if
Danielle
wants
to
add,
but
the
office
of
equity
has
been
very
much
involved
with
what
we
do
to
train
our
hiring
committees
in
the
district,
both
for
school-based
positions,
as
well
as
for
central
office
positions
and
in
partnership
with
the
office
of
human
capital
and
the
recruitment
team.
In
particular,
we
have
a
word.
J
A
directory
has
a
better
word,
but
anyway,
directory
of
cultural
competence.
Questions
for
to
use
during
the
interviewing
process,
I
would
say
that
our
number
one
focus
is
on
culturally
sustaining
practices,
whether
our
Educators,
whether
our
family,
Liaisons
our
school
administrators,
our
central
office
team
leaders
have
a
deep
understanding
of
our
communities
of
color.
That
is
definitely
our
highest
priority,
but
we
also
are
encouraging
schools
and
central
office
departments
to
be
thinking
about
other
areas
of
confidence.
Are
we
prepared
to
well
support
our
lgbtq
plus
students?
J
Are
we
aware
of
what
it
means
to
be
an
excellent
Ally
to
a
Muslim
student
or
a
Jewish
student?
Are
we
ready
for
students
with
a
wide
range
of
disabilities?
Even
if
we're
not
a
special
education
department,
member
or
special
education
teacher?
So
I
absolutely
agree
with
you
counselor
that
we
need
to
be
thinking
about
this
on
the
way
in
and
over
time,
I
think
questions
of
about
how
to
support
our
lgbtq
plus
students
are
going
to
become
even
more
important
as
we
continue
to
see
the
proportion
of
our
students
who
have
identify
that
way.
J
B
Yeah
well
I
appreciate
that
and
I
I
want
to
be
mindful
that
we
do
have
a
second
panel
and
I
see
that
counselor
Lara
I
believe
is
the
only
person
that
has
asked
for
a
second
round
of
questions.
So
I
will
go
to
you
and
then
we'll
transition
over
to
the
community
pattern
I'm
going
to
ask
BPS
to
if
you
can
to
to
not
go
anywhere.
Thank
you.
Councilman.
D
Thank
you
so
much
councilor
Mahia
and
thank
you
all
for
your
answers
to
your
questions.
I'm,
incredibly,
insightful
and
I'm.
Just
really
grateful
for
the
incredible
amount
of
work
that
you're
doing
I
know
it's
really
difficult
and
it's
also
been
helpful
to
see
like
I,
said
kind
of
where
the
gaps
are
and
how
we
can
be
supportive.
So
that's
so
thank
you
for
saying
yes
to
councilman.
He
has
invitation
to
be
vulnerable.
D
My
question
is
I.
I
just
have
one
last
question:
when
Jill
you
were
talking
about
the
ysrb
survey,
you
talked
about
how
students
that
self-identified,
as
being
a
part
of
the
lgbtq
community,
also
were
more
likely
to
respond
to
the
question
about
their
grades,
being
C's,
D's
or
F's,
and
so
I
think
that
there's
some
indication
there
that
queer
students
and
BPS
are
also
struggling
academically.
I
know
that,
obviously
your
your
academic
supports
are
not
targeted
but
I'm
curious
about
what
academic
supports.
B
And
I'd
like
to
encourage
komani
James
to
also
be
a
part
of
the
answering
panel
for
this
one,
just
because
kabani
has
recently
graduated
from
BPS
and
can
talk
a
little
bit
about
that
Journey,
so
commodity
since
you're
still
in
the
space,
please
feel
free
to
also
answer
that
question.
If
you
feel
the
need
to
look
like
you
can
start
first.
J
I
was
going
to
defer
to
kamani,
but
I'll
speak
for
a
moment
and
it's
great
to
see
you
by
the
way
kamani,
so
I
I
love
the
model
that
Danielle
shared
earlier
around
creating
a
space.
That's
specifically
focused
on
our
lgbtq
plus
kids
to
get
those
academic
supports
and
I
I
know
it's
a
pilot
at
the
moment,
but
it's
one
that
I
fully
expect
is
going
to
be
very
successful
and
look
forward
to
scaling
to
the
district
and
sharing
that
model
with
other
schools.
J
I
think
you
know
our
our
kids
overall
are
struggling
right
now
we
see
signs
of
this
in
all
kinds
of
ways,
including
that
they're
struggling
academically,
and
this
is
particularly
true
for
lgbtq
plus
students
and
it's
particularly
true
for
a
black
and
latinx
students.
It's
particularly
true
for
our
low-income
students.
J
These.
These
broader
interventions
will
have
a
disproportionate
benefit
to
our
kids,
who
need
the
most
that's
the
idea.
The
idea
is
to
focus
those
supports
on
our
highest
needs
students,
and
that
includes
our
lgbtq
plus
students.
Daniel.
Do
you
want
to
add
anything
and
then
we'll
see
what
commanding
I'd
like
to
add.
N
Just
quickly
add,
you
know
again,
I
agree
with
that.
I
think
some
of
those
curriculum
modules
and
helping
folks,
you
know
see
themselves
in
the
curriculum
are
always
ways
that
are
going
to
help
not
only
bring
kids
in,
but
you
know
that
Windows
mirrors
doors,
you
know
letting
kids
see
themselves
not
only
for
lgbtq
kids,
but
letting
everybody
see
the
richness
that
this
culture
and
Community
has
contributed
to
history
too.
N
That
would
be
really
helpful
too.
So
I
did
if
it's
okay,
just
for
two
seconds,
I
wanted
to
just
make
a
point
about
counselor
mejia's
question
around
hiring
I
think
you
know
we
have
some
language
in
our
hiring
documents
too
about
seeing
lgbtq
folks
as
an
asset,
and
so
it's
not
necessarily
A
numbers
issue,
but
also
saying
that
this
is
something
we
do
look
at
and
that's
been
really
helpful
in
our
own
hiring,
especially
when
we're
hiring
people
who
are
like
going
to
be
teaching
our
Sexual
Health
curriculum.
N
Those
are
very
specific
questions.
We
ask:
are
you
comfortable
talking
about
gender
identity?
Are
you
comfortable
talking
about
sexual
orientation
and
we
see
that
really
translate
to
the
quality
work?
That's
done
so
I
just
wanted
to
make
that
quick
as
somebody
from
the
school-based
level
on
hiring
committees.
We
do
try
to
ascertain
that
too
to
make
that
connection,
because
I
agree,
adult
allies
are
important
in
that
work,
but
that's
all
I'll
say.
L
Hi,
thank
you.
Councilor
Mejia
I
view
this
I
I
sort
of
view
this
as
a
as
a
two-sided
thing,
sort
of
like
a
a
proactive
and
a
reactive
approach,
I
think
in
terms
of
having
systems
set
up
for
lgbtq
plus
students,
so
that
you
know
they
can
connect
with
people
and
then
talk
with
people
through
any
experiences
or
hardships
that
they're.
Having
is
absolutely
important.
L
You
know
having
that
tailored
specifically
for
them.
I.
Also
think,
though,
that
you
know
me
I'm
an
individual
whenever
I'm
discussing
whenever
I'm
engaged
in
solution-oriented
conversation
in
regards
to
policy
and
for
those
who
know
me,
I
love,
politics,
hate
it
and
love
it
I'm
studying
it
currently.
Oh
can
you
all
hear
me
die.
Freeze.
L
Can
hear
you
oh
you're,
good
I'm
bad?
Can
you
all
hear
me?
Yes,
we
can
oh
I'm.
So
sorry,
the
internet
here
is
so
spotty.
Yeah
I.
Think
that
you
know
me
personally,
I
you
know,
I
was
able
to
sort
of
tune
out,
for
a
very
I
was
very
quickly
able
to
tune
out
all
of
the
bullying
that
I
was
receiving
and
focus
on
my
grades
and
honestly
school
for
me
had
always
been
sort
of
like
where
I
engaging
in
school
work
I
disappeared
in
it.
L
L
B
B
Okay,
thank
you
and
before
we
wrap
up
the
administration
panel,
just
if
those
folks
who
need
to
leave
just
wanted
to
thank
you
for
leading
into
this
conversation
for
being
vulnerable,
because
that
is
the
only
way
that
we're
going
to
be
able
to
move
the
work
forward
is
if
we
are
honest
about
the
work
that
needs
to
be
done.
So
I
really
do
appreciate
you
all
highlighting
some
of
those
challenges
that
that
you
face
and
I
I'm
going
to
now.
Transition
over
to
the
community
panel
Commander
you're.
B
Thank
you.
Thank
you,
okay,
so
for
those
who
are
still
here,
I'm
going
to
transition
over
to
the
community
panel,
then
I'm
going
to
be
starting
with
Dr
Jackman,
who
has
been
so
incredibly
gracious
with
her
time
and
call
and
got
and
and
got
a
call
yesterday,
and
it
was
like
yes,
I
am
there
for
you
girl.
So
so
much
appreciate
you,
my
love.
You
now
have
the
floor.
Thank
you.
A
At
school
we
had
a
high
percentage
of
Stu
students
who
were
open
about
their
identity
and
so
I
feel
to
be
privileged
to
be
able
to
share
and
kind
of
represent
some
of
what
I
learned
over
the
course
of
my
time
being
at
baa,
but
one
in
direct
to
the
question
in
response
to
the
question
about
grades.
I
think
the
other
piece
we
need
to
consider
is
that
there
are
many
young
people
who
have
families
who
are
not
supportive
of
their
identity
and
they
end
up
being
homeless
and
so
get
into
school.
A
You
know
I,
think
about
maybe
they're
not
even
at
school,
on
a
consistent
basis,
because
they're
trying
to
figure
out
their
housing
or
resources
about
food
or
clothing,
and
so
I
want
to
just
bring
that
piece
in
that
around
kind
of
Our
Community
Resources.
How
are
we
ensuring
that
all
aspects
of
a
young
person's
life
has
been
taken
care
of
right?
If
they're,
if
they're
worried
about
safety
and
where
a
place
to
live,
then
it's
going
to
be
really
hard
to
be
thinking
about
your
grades,
that
that
does
not
often
it's
not
their
priority.
B
B
You
know
as
a
clinician
and
working
in
the
Boston
public
schools
and
looking
at
the
intersection
of
mental
health
and
wellness
and
our
particularly
with
in
our
lgbtq
plus
youth
community,
so
any
perspective
and
insight
that
you
can
lean
in
and
offer
in
terms
of
just
kind
of
like
the
bright
spots
and
some
of
the
spaces
and
places
that
we
might
be
able
to
improve
upon.
So
if
you
click
from
that
perspective,
you
now
have
the
floor
for
that.
Thank
you.
Thank.
A
You
so
yeah
I
again,
I
am
a
licensed
psychologists,
clinical
psychologists
and
have
worked
with
in
and
with
BPS
for
17
years,
initially
through
a
partnership
with
children's
hospital
and
then
10
years
as
a
BPS,
employee
and
I
would
say
over
the
course
of
that
time.
I've
again
had
the
privilege
to
work
and
support
young
people
who
are
various
stages
of
transition
around
their
both
their
gender
identity
and
their
sexual
orientation.
A
A
No
I
forgot
I
forgot
what
the
student
Alliance
for
Equity
I
think
it
was
was
the
name
of
it
that
that
should
spell
that
out
correctly,
and
so
also,
you
know
again
being
clear,
with
student
voice
I'm
having
teachers
who
are
also
open
in
the
school
setting,
where
students
knew
that
there
were
a
safe
place
to
go,
having
just
tools
whether
it's
stickers
or
places
where
you
could
put
on
your
door
acknowledging
and
announcing
that
you're
a
safe
resource
for
young
people.
I
think
those
were
some
really
bright
spots
for
me.
A
I
think
working
with
families
around
these
topics
and
providing
educational
conversations
for
families
around
this
topic
of
supporting
our
lgbtq
plus
individual
students,
I
think
were
some
really
great
ways
in
which
we
were
able
to
Advocate.
Ensuring
that
we
had
gender-neutral
bathrooms,
which
seems
like
may
seem
like
a
very
small
thing,
but
was
huge
for
people
and
for
students
to
be
able
to
Advocate
when
we
weren't
using
processes
that
were
were
affirming
to
say
this
is
not
working
for
us
and
for
us
to
be
engaging
conversations
with
them
around
that.
A
We
also
did
one
of
our
part,
one.
Our
interns
administered
a
climate
survey
around
lgbtq
plus
youth,
which
gave
us
really
great
data
on
how
we
were
doing
and
what
areas
we
needed
to
identify
so
I
think
as
as
a
school
as
an
administrator
being
open
to
that
feedback
and
to
listen
and
recognizing.
We
didn't
have
all
the
answers
and
engage
in
our
students
to
share
what
was
what
they
needed
in
our
in
our
school
setting
to
feel
safe
and
supported.
A
I
think
when
we
think
about
the
mental
health
piece,
I
think
someone
referenced
the
CDC
report,
the
youth
behavioral
survey.
You
know
it's
very
alarming
and
even
prior
to
covid,
the
rates
for
lgbtq
plus
youth
were
always
very
high
and
much
higher
than
our
heterosexual,
Youth
and
I
just
want
to
call
that
out.
A
A
Another
stat
that
I
want
to
highlight
is
youth
who's,
considered
suicide
seriously
considered
suicide.
The
numbers
for
for
queer
youth
were
45
compared
to
15
for
heterosexual
youth
and
Youthful
lgbtq
plus
youth,
who
attempted
suicide.
Those
rates
were
22
compared
to
six
percent
for
heterosexual
youth,
I.
Think
one
one
of
my
critiques
of
the
data.
A
B
Little
bit
so,
okay,
good
so
I'm
gonna
go
next
to.
If
my
colleagues
don't
mind,
then
going
next
to
our
next,
the
community
panelists,
the
I
believe,
is
Miss
Brooks.
You
now
have
the
floor
for
your
testimony
and
then
what
we'll
do
is
a
round
of
questions
for
both
of
you.
If
that's
okay,
that
way,
we
can
I
mean
we'll
start
with
Dr
Jackman
when
it's
time
for
questions.
So
you
now
have
the
floor
and
thank
you
for
your
patience
and
being
with
us
here
today.
P
Thank
you
absolutely
thank
you
both
for
holding
the
hearing.
My
name
is
Chipley
Brooks
and
I
am
the
Massachusetts
Commission
on
lgbtq
youth
executive
director,
the
Massachusetts
Commission
on
lgbtq
youth
is
has
a
three-pronged
approach
to
the
way
that
we
do
our
work
one.
We
now
are
providing
recommendations
as
an
independent
state
agency
to
20
state
agencies
on
the
gaps
and
service
provision
for
lgbtq
Youth,
and
we've
been
around
for
now
31
years.
P
We
have
several
gsas
that
are
a
part
of
our
Leadership
Council
and
every
year
we
have
a
a
yearly
Summit
for
our
Leadership
Council
and
we're
increasing
those
days
as
the
years
go
on
and
this
year
they'll
be
there
for
five
days
and
it's
really
a
community
building
time
for
them
and
as
well
as
they're
able
to
learn
different
skills
and
facilitating
racial
Equity,
lgbtq,
intersectionality
and
things
and
those
things
through
that
program.
We
have
many.
P
We
have
much
information
from
students,
but
also
our
students
through
that
program
started
a
non-profit
where
they
addressed
as
student
leaders
the
issues
in
the
gaps
and
service
provision,
both
in
and
across
the
board,
and
so
this
year
they
have
organized
the
national
March
and
they
have
indicated
and
I
can
just
read
just
a
couple
of
things
from
their
letter.
Their
demand
letter-
and
this
includes
students
all
around
the
state
and
all
six
areas
of
the
state
and
so
one
of
just
starting.
P
They
said
that
we
call
to
end
the
outing
and
ask
teach
it
teachers,
parents
and
peers,
to
maintain
confidentiality
in
regards
to
their
gender.
They
are
constantly
being
outed
by
teachers
about
their
sexuality,
their
gender
identity
and
the
like
another.
Another
demand
that
they
have
is
that
they're
calling
for
School
faculty
and
staff
to
undergo
mandated
lgbtq,
specific
diversity,
equity
and
inclusion
training.
P
P
P
But
we
also
are
really
calling
upon
schools
to
provide
a
gender
affirming
items
program,
as
many
students
have
reported
their
gender
affirming
items
being
kept
from
them
for
Behavioral
issues.
So
if
they
are
misbehaving
in
class,
then
they'll
ask
them
to
take
off
their
wigs
they'll
ask
them
to
take
to
give
them
and
they'll
put
them
in
a
locker
until
after
school.
P
B
D
D
What
do
you
think
we
can
do
to
begin
normalizing,
queerness
and
lgbtq
communities
as
early
on
as
possible
so
that
once
students
get
to
high
school,
you
know
I'm
listening
to
kamani
talk
about
their
experience
and
I'm.
You
know
paying
attention
to
the
data
on
the
surveys
that
shows
that
queer
students
are
struggling,
more
academically
and
so
on
and
so
forth.
And
so
what
do
we
do?
A
I'm
happy
to
start
and
I'm
sure
Dr
Brooks
Brooks.
Add
to
that
piece
as
well
and
I'll
say
my
mom
of
a
middle
schooler
and
an
elementary
school
and
so
I
think
you
know
I
think
at
schools
I
think
it
becomes
really
tricky
because
I
think
there
is
often
parents.
You
know
just
about
sex
in
general,
right
and
so
anything
connected
to
this
is
always
feels
like
the
school
goes
too
far,
but
very
early
on
you
know.
Kids
very
early
on
are
able
to
identify
difference
and
so
I
think
it's
sometimes
in
society.
A
It's
adults,
we,
we
feel
uncomfortable
around
certain
topics,
and
so
we
don't
want
to
approach
it.
I
come
from
the
the
land.
The
the
perspective
is
that
when
we
give
students
a
language
to
talk
about
things
that
they
may
or
may
not
be
experiencing,
it
just
allows
us
to
normally
normalize
their
experience.
I
think
we
see
that
around
race
right.
We
don't
want
to
talk
to
kids
around
race.
You
know
we
don't
want
to
talk
them
around
all
kinds
of
different
issues,
but
the
reality
is
that
they
have.
A
They
see
things
they
hear
things,
and
so,
if
we
can
give
them
a
language
to
process
the
questions
they
have
or
the
things
they're
not
sure
about,
it
helps
them
to
be
more
centered
and
and
more
equipped
to
handle
these
topics
as
they
get
older.
I
love
using
books,
I
use
that
with
my
children
to
showcase
people
and
different
families
and
family
configurations.
So
you
know
I
think
the
books
we
choose
are
you
know
so
the
thing
about
our
curriculum
right?
A
How
do
we
look
at
that
through
our
curriculum
through
our
library
and
what
is
what
what
books
and
other
resources
our
children
have
exposure
to
I
think
again
around
this
topic.
You
know
it's
like
when
we
think
about
suicide.
People
often
say
well.
If
we
talk
about
suicide,
it's
going
to
plant
something
in
their
head
and
that's
not
the
truth
at
all.
P
P
D
Thank
you.
That's
really
helpful
and
I
think
the
books
is
kind
of
like
the
first
direction
that
I
go
to
in
terms
of
like
programming
I'm
like
is
there
a
pride
week
happening
at
an
elementary
school
where,
like
the
students,
get
to
wear
bright,
colors
and
read
books
and
learn
about
different
kinds
of
families
right
like
thinking
about
yeah
like
how
do
we?
How
what
is
it's
I
think
similar?
We
have
this
conversation
similar
to
sex,
ed,
like
what
is
age-appropriate
but
to
me,
and
at
least
I.
D
Think
of
myself,
like
you
know,
and
myself
in
first
grade,
I
was
like
I
know
what
was
happening
in
first
grade.
I
I
was
being
like
made
fun
of
for
my
skin.
Color
I
was
also
having
my
first
crush
on
a
boy
like
I.
We
it's
not
it's.
You
know
when
I,
when
I
think
about
myself
in
elementary
school
I
know
that
it's
not
too
early
to
start
having
these
conversations,
and
so
you
know
as
someone
who's,
not
an
educator,
at
least
for
you
know:
Early
Education,
that's
kind
of
more.
B
R
R
B
P
I
think
it's
very
important
to
think
about
what's
happening
in
the
state
of
Massachusetts
right
now
there
are
43
districts
that
have
experienced
anti-lgbtq
attacks
as
well
as,
like
you
know,
in
terms
of
book
bands
and
superintendents,
telling
their
their
staff
that
they
have
to
take
down
their
pride
flags
and
their
black
lives
matter
Flags
or
they
will
be
reprimanded.
They're
signing
letters
right,
they're,
signing
different
letters
from
superintendents,
saying
that
they
got
the
they
received
the
information
and
if
they
do
not
comply
that
they
will
be
reprimanded.
P
D
Thank
you,
yeah.
That's
Statewide!
You
see
like
I'm
sitting
here,
thinking
about
BPS
like
we're.
We
can
do
this
here
and
then
just
let
that
Statewide
that
zoom
out
I
was
like
43
like
what's
going
on.
So
I
really
appreciate
that.
Thank
you.
Councilmember
Mejia
I
have
no
further
questions.
I
do
have
to
get
off
pretty
quickly
because
my
kids
school
bus
is
outside,
but
I
will
be
ready.
Okay,.
B
A
B
I
have
to
go
back
off
mute.
My
daughter,
just
came
home
from
school.
The
whole
world
is
coming
to
an
end.
Well,
I
mean
you
know
she's,
and
you
know
we
got
you
wanna.
Look.
You
want
to
come
by
no
okay,
so
I
I
I,
know
that
you
were
just
finishing
up.
Dr,
Jackman
and
I
was
gonna
have
to
come
in
and
say
something
so
I
wanted
to
just
give
you
the
heads
up
that
I
was
going
to
ask
you
to
fill
a
bus
with
me
for
a
little
bit.
B
B
That
you
know
when
consolata
was
asking
about
how
old
is
you
know
what
is
considered
age-appropriate?
You
know
when
annalize
was
probably
eight
or
nine
or
even
as
early
as
seven.
She
was
already
asking
questions
about.
You
know
he
they
she,
you
know
just
because
we,
you
know
she's
growing
up
in
a
household
that
is
really
open
and
inclusive
and
really
you
know,
leaning
into
you,
know,
questions
of
just
like
allowing
for
people
to
be
fully
expressed
and
I.
Remember.
B
B
You
know
that
it's
important
for
us
to
recognize
that
I
think
that
it's
about
standards
right
off.
You
know
right
across
the
board
in
terms
of
how
we're
going
to
show
up
for
our
our
kiddos
and
and
and
do
so
in
a
way
that
young
people
won't
feel
the
need
to
question
why
people
are
questioning
their
gender
identity
if
they,
you
know,
want
to
be
expressed
in
one
way
or
another,
and
that
led
my
daughter
to
join
a
GSA
at
her
school
and
she
was
in
the
fifth
grade.
Okay.
B
And
now
my
daughter
has
transitioned
into
being
an
ally
right
in
the
GSA
space
right,
but
I
think
it
was
through
that
journey
and
and
luckily
she
was
able
to
have
a
space
to
have
that
ability
to
question
right
and
to
do
so
with
love.
I.
Think
that
really
created
the
environment
for
her
to
feel
fully
expressed
and
embraced,
because
her
school
set
up
that
Dynamic
and
because
she
was
experiencing
that
at
home.
B
But
I,
don't
think
that
that's
the
case
for
so
many
of
our
kids
and
it
and
it
breaks
my
heart
doctors
soon
to
be
Brooks,
because
you
said
not
yet
but
I'm.
Just
going
to
claim
it
right
now
is
that
this
is
happening
in
43
districts
and
which
is
what
councilor
Latta
just
said,
that
we
were
just
thinking
about
BPS
and
to
know
that
this
is
happening
in
Massachusetts
and
to
know
that
we
are
going
to
have
to
fight
Desi
right
to
you
know,
push
on
policies
is
just
it
just
really.
B
It
makes
me
think,
and-
and
it
makes
me
pause
and
but
it
still
makes
me
feel
incredibly
hopeful
that
we
have
women
of
color
like
yourselves
here
in
this
space,
leading
these
conversations
right,
because
that
also
changes
the
work
and
and
and
and
the
Insight
that
is,
that
is
provided
and
shared
here.
So
while
I
did
stay
alive,
probably
there
was
no
question
in
that
whole
Mumble
jumbo.
A
A
We
need
to
be
flexible
with
that
and
not
be
impatient
or
frustrated
by
that.
I
also
think
that
it
is
really
important
that
we
also
think
about
even
in
our
lives
in
our
everyday
lives.
How
are
we
othering
people
when
we
ask,
for
example,
someone
who's
pregnant?
Is
it
a
boy
or
a
girl,
or
we
ask
them
why
we
meet?
Oh,
do
you
have
a
boy
or
right,
every
time
people
may
not?
A
We
don't
know
and
I've
also
made
that
mistake
and
and
have
you
know,
learned
to
apologize
and
correct
myself,
and
so
you
know
being
patient
with
yourself
in
this
process,
but
knowing
that
when
we
stay
on
the
binary
we
we
can
other
and
offend
people
whose
children
may
not
be
on
the
binary
and
so
being
really
mindful
that
we
don't
know,
we
don't
know
anyone
we
encounter
every
time.
We
answer
that
question.
A
We're
potentially
othering
someone
in
that
space
and
that
can
feel
really
invalidating
so
that
just
think
about
just
again
it's
a
practice
you
can
take
in
your
daily
life,
I.
Think
as
we
think
about
these
policies,
and
we
think
about
how
does
that
look
then,
in
a
school
as
a
teacher
right?
How
are
you
making
space
for
young
people
to
share
their
pronouns
if
they
choose
right,
not
making
that
a
requirement,
because
people
may
not
be
ready
to
share
their
pronouns
with
you?
A
So
how
are
you
creating
space
for
people
to
show
up
and
be
and
and
be
ready
to
learn
in
terms
of
we
talk
about
curriculum
or
whose
voices
are
represented?
Do
we
have
expansive
voices
in
the
the
concept,
the
books
that
you're
choosing
for
students
to
read?
Do
they
see
themselves
in
there?
How
do
you
create
space
as
a
teacher
or
a
school
leader
for
young
people
to
feel
safe
to
share
with
you
those
aspects
of
their
identity
that
they
may
feel
they
need
to
hide.
A
You
know
that
we
need
to
get
our
stuff
together,
so
they
don't
need
to
ask
that
we
just
respond,
and
we
don't
question
why
why
that
is
needed
or
what
that
might
cost
that
these.
These
things
that
they're
asking
for
connect
directly
to
their
mental
health
and
well-being,
and
if
you
think
about
we're
thinking
about
the
mental
health
of
our
young
people
in
general,
that
if
a
child
isn't
feeling
included,
then
we're
going
to
continue
to
see
high
rates
of
depression,
hopelessness
and
suicide.
P
Miss
Brooks
I
think
I
would
add
to
just
say
there
are
a
few.
There
are
a
few
current
laws
that
are
on
the
books
that
you
know
the
hya
in
terms
of
like
the
healthy
youth
Act
is
looking
to.
You
know,
adopt
some
of
the
language
from,
and
some
of
those
and
some
of
that
language
is
inherently
anti-lgbtq
and
I
would
say
it's
I
can
just
call
it
out
for
what
it
is.
P
It's
it's
transphobic
and
homophobic
language
and
they're,
just
three
little
words
right
so
I
think
one
thing
that
we
can
do
is
join
code
that
you
can
do
is
join
coalitions
like
the
healthy
youth
act
and
other
in
terms
of
educated
diversities.
Those
coalitions,
the
Massachusetts
parentage,
act,
those
coalitions
in
order
to
see
where
your
voice
can
be
utilized
and
where
you
can
leverage
where
they
can
leverage
you
to
have
conversations
on
a
broader
level.
P
I
love
that
we're
having
conversations
about
Boston
I
mean
whether
it's
the
central
location,
it's
the
lighthouse
but
I
think
what
we've
done
as
a
state
is
we're
very
siled,
and
if
we
fight
for
all
right
and
what
you're
going
to
do
now,
then
we'll
see
that
Equity
come
to
fruition
I.
Definitely
there.
There
are
several
things
like,
especially
with
the
legislator.
We
we
with
the
legislature.
We
get
bills
all
the
time
that
we're
asked
to
look
over
and
I.
Think,
like
you
said
it
best.
There
are
black
women
in
power.
P
So
I
think
having
more
of
a
more
of
a
hand
and
some
of
those
that
are
specific
to
lgbtq
Youth
and
that
are
intersectional
with
what
we're
looking
for
for
a
QC,
bipoc
youth
I
think
that's
important
and
then
I
would.
Lastly,
I
would
just
say
with
the
Department
of
Education.
Having
taken
this
conversation
a
bit
further,
we
on
Monday
Tuesday,
we
recently
met
with
the
commissioner
and
students,
were
there
in
that
meeting
and
they
really
tried
to.
P
We
try
to
uplift
their
voice,
and
there
was
a
lot
of
you
know
the
same
kind
of
well.
We
do
this
and
we
do
this
and
we
do
this
and
so
I
think
what
you've
done
here
in
this
meeting
is
to
call
BPS
specifically
on
some
of
the
areas
where
they
can
show
us
that
they
need
Improvement,
and
we
need
to
do
that
on
the
state
level
as
well.
B
Thank
you
thank
you
and
yes,
I'm
all
about
uplifting
and
acknowledging
the
shift
in
power,
because
that's
how
conversations
change
right,
if
you
have
the
same
type
of
people
in
the
same
type
of
spaces,
you're
always
going
to
have
the
same
type
of
conversations
right
and
I.
Think
that
that's
the
beauty
of
inclusivity
and
it's
not
just
about
diversity
either.
I!
B
Think
it's
really
being
intentional
about
how
we
include
people,
even
people
who
we
may
not
get
along
with
right,
just
saying
all
right
so
I'm
going
to
in
the
interest
of
just
making
sure
that
we
keep
on
task.
I
know
that
the
goal
is
that
the
hearing
isn't
so
five
wanted
to
see
if
counselor
louder,
you
had
any
closing
or
any
other
additional
questions.
B
I'm
gonna
see
if
we
have
anybody
lined
up
for
public
testimony
if
I
wanted
to
just
be
super
mindful
that
we
just
wanted
to
give
a
time
check
and
see
if
Megan,
if
you
could,
let
me
know
if
we
have
anyone
signed
up
for
public
testimony
so
that
we
can
prepare
ourselves
for
such
but
I'd
love
to
give
the
floor
back
to
councilor
Lada.
For
any
closing
remarks,.
D
Thank
you,
councilor
Mania,
there's
I
I,
don't
I
I'm,
just
I'm
grateful
for
the
work
that
you're
doing
it
for
everything
that
you've
brought
here
today,
as
you
were
speaking
as
you
saw,
my
sons
are
here,
just
walked
in
from
school
and
was
playing
on
my
lap
and
I
was
like.
Oh,
let
me
hand
you
one
of
your
cell
phone
games
and,
as
you
were
speaking
I'm
opening
the
game
and
the
question
and
I
know
you
can't
see.
My
phone
is:
is
Zaire
a
boy
or
a.
D
Does
give
you
the
option
to
skip
it,
but
it's
just
like
you
know
it's
just
like
right
in
your
face,
and
so
I
just
wanted
to
affirm
that
we
have
a
lot
of
work
to
do
and
just
gratitude
for
for
your
work.
The
purpose
that
you
I
don't
know
if
either
of
you
were
here
at
the
beginning,
but
this
is
a
part
of
my
office,
sent
out
a
survey
called
letters
from
the
future
survey
where
we
basically
got
letters
from
the
future.
D
B
I've
been
working,
the
educational
space
too,
particularly
around
trauma
and
foreign
practices
and
and
care.
If
you
will
I
want
to
make
sure
that,
whatever
little
time
I
have
on
this
Council
as
I
continue
to
be
an
agitator
right,
disruptive
as
possible,
because
what
we're
trying
to
do
is
work
that
makes
a
lot
of
people
feel
uncomfortable.
And
the
these
hearings
give
us
some
insight
and
a
glimpse
at
kind
of
the
realities
that
so
many
of
our
children
are
are
experiencing
as
they
navigate
our
Boston
public
schools.
B
And
it's
an
opportunity
for
us
as
empowered
adults
to
utilize
our
platforms
to
not
only
be
able
to
shift
the
culture
but
to
hold
back
the
climate
accountable
to
what
really
feels
like
young
people
feeling
seen
heard
and
affirmed,
and
so
I'm
here
for
that
work
and
I
am
really
I'm
grateful
to
councilor
Latta.
For
allowing
me
to
not
only
be
a
co-sponsor
with
her
alongside
this,
but
a
thought
partner,
as
we
continue
to
be
as
disruptive
as
we
need
to
be
so.
B
I
wanted
to
just
thank
her
for
her
leadership
and
her
intentionality
to
really
have
a
people
that
policy
making
platform
I.
Think
that
that's
what
this
moment
is
all
about.
So
just
wanted
to
thank
BPS
the
administration
kamani
for
joining
us
all
the
way
from
Hungary
and
Dr
Jackman,
and
soon
to
be
Dr
Brooks,
because
we're
claiming
that
girl
I'm
deciding
for
for
spending
time
with
us
this
afternoon
and
and
and
we
look
forward
to
continuing
the
work
and
figuring
out.
Where
do
we
go
from
here
so
with
that
I?