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From YouTube: Committee on Education on June 16, 2022
Description
Docket #0198 - Hearing addressing sexual assault and harassment in Boston Public Schools
A
Today's
in
accordance
to
chapter
20
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
meeting
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
The
city
council
will
be
conducting
this
hearing
virtually
and
in
person.
This
enables
the
city
council
to
carry
out
its
responsibility
while
adhering
to
public
health
recommendations
and
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
This
public
hearing
is
being
recorded
and
live
streamed
on
www.boston.gov.
A
City
dot,
slash
city
dash,
council
dash
tv
and
via
broadcast
on
xfinity
8
and
rcn
channel
82
and
files
964..
It
would
also
be
rebroadcasted
at
a
later
date.
Anyone
that
would
like
to
testify
virtually
on
this
matter.
Please
email,
huang.lopez
boston.gov,
with
your
full
name
for
the
zoom
link.
We
will
also
take
public
test.
We
also
will
take
in-person
public
testimony
and
ask
that
you
sign
in
to
testify
or
to
register
your
attendant
attendance
right
over
there.
A
Those
who
wish
to
testify
virtually
but
wish
to
remain
anonymous
may
do
so
by
informing
our
central
staff
liaison
in
their
email,
and
that
is
really
important
just
want
to
uplift
that
this
is
an
opportunity
for
people
to
share
their
experiences
and
to
do
so
in
in
a
safe
way.
So
we
are
encouraging
folks
to
testify
anonymously
if
they
feel
most
comfortable
doing
that.
For
those
in
attendance
and
in
the
chamber,
we
ask
that
you,
please
silence
your
electronic
devices.
A
So
for
those
who
have
been
following
me,
you
know,
hearings
are
hearings
and
it's
an
opportunity
for
us
to
hear
our
office
was
really
intentional
about
making
sure
that
we
created
a
trauma-informed
space
and
we
really
want
folks
who
are
going
to
be
here
today
to
recognize
that
this
is
not
an
opera.
This
is
not
about
coming
in
and
feeling
like.
You
are
on
trial.
This
is
really
an
opportunity
for
us
to
really
learn
from
each
other.
What
is
working,
what
is
not
working
and
what
can
we
be
doing
collectively
to
help
support
our
students?
A
So
with
that,
I
also
would
like
to
know
that
we
have
reserved
the
curly
room
right
across
the
hall
where
there's
snacks,
water
and
tissues
in
the
event
folks
need
to
take
a
minute
to
breathe.
Please
excuse
yourself
and
someone
from
my
staff,
asla
or
sarah
will
escort
escort
you
to
the
back
okay,
so
we
really
want
to
be
super
mindful
of
the
energy.
A
That's
in
this
room
and
hold
ourselves
accountable
to
a
space
that
is
going
to
make
people
feel
as
most
comfortable
and
as
safe
as
possible,
and
because
I
really
totally
went
off
script.
Let
me
go
back
here.
Our
goal
in
this
hearing
is
to
develop
a
better
understanding
of
current
policies
and
cultures
that
exist
at
boston,
public
schools
that
contribute
to
or
neglect
instances
of
sexual
assault
and
harassment,
as
well
as
bullying,
either
between
students
between
faculty
or
between
students
and
faculty.
A
This
is
going
to
be
a
hard
conversation
and
we
are
working
with
the
tools
that
we
have
to
create
a
trauma-informed
space.
Also
noting
that
we
have
two
clinicians
here
to
help
support
us
as
well.
Our
goal
in
this
hearing
is
to
not
force
people
to
reveal
their
trauma
or
to
go
into
an
unsafe
head
space.
If
myself
or
any
of
my
colleagues
contribute
to
that
culture,
please
let
us
know
that
it's
not
coming
from
bad
intentions,
but
please
correct
us
when
needed.
Okay,
it's
really
important
for
you
to
take
care
of
yourself.
A
The
conversation
will
proceed
as
follows.
First,
we'll
hear
opening
remarks
from
my
colleagues,
then
we'll
turn
it
over
to
our
first
panel
to
offer
their
testimony
followed
by
questions
from
my
council.
Colleagues
from
there
we'll
hear
testimony
from
our
second
panel,
followed
by
questions
from
my
colleagues.
I
will
then
ask
and
member
members
of
our
panel
to
speak
for
roughly
five
minutes.
Okay.
A
Now,
if
you
use
those
five
minutes
great
and
if
you
don't
awesome,
but
we
really
don't
want
this
to
be
a
you
know,
it's
not
really
about
powerpoint
presentations
and
I
know
becky.
You
have
one
and
that's
all
good,
but
this
is
really
a
conversation
right,
so
just
just
be
in
that
space
and
and
embrace
it
as
such.
Okay,
I
always
encourage
people
to
speak
from
their
heart,
because
when
you
do,
you
feel
for
more
fully
expressed,
then
we're
going
to
have
a
public
testimony.
A
Each
speaker
will
have
roughly
about
two
minutes,
and
I
know
that
seems
like
a
short
amount
of
time,
but
we're
hoping
that
this
will
give
members
of
the
public
enough
time
to
share
their
story
without
encouraging
people
to
relieve
reveal
their
trauma
in
a
negative
way.
So
I
just
want
to
be
super.
Mindful
of
the
time,
I
will
not
ask
my
colleagues
to
provide
opening
remarks
and
I
am
going
back
to
order
of
arrival.
B
B
B
This
is
a
safe
situation,
but
if
people
don't
feel
safe,
even
if
the
reality
is
you
are
safe,
then
we
haven't
done
our
job.
So
it
goes
deep
when
we
have
these
conversations
and
also
when
it's
about
this
topic,
the
stigma
associated
with
it
in
the
silence
many
people
choose
because
they
don't
want
to
share
or
they
feel
they'll
the
victim
will
be
re-victimized
and
unfortunately
I
should
say
horrifically.
We've
read
like
the
mission
hill
report
and
we've
heard.
B
So
when
I
look
up-
and
I
know
as
a
teacher
and
oftentimes-
I
have
to
sign
off
on
the
superintendent
circulars,
so
your
slide
show
here
will
be
very
informative.
I
know
I've
looked
at
it
before,
but
you
know
there
is
a
link
on
a
website.
You
can
click
and
you
can
read
the
office
of
equity
and
how
they're,
preventing
and
addressing
sexual
misconduct.
But
if
you're
a
kindergartener,
you
can't
do
that.
B
If
you're
a
fourth
grader
you,
you
can't
do
that
so
making
sure
that
all
of
our
staff,
not
just
our
classroom
teachers,
feel
safe
to
report
when
they
think
something
is
not
going
right
and
that
our
families
don't
feel
like
they're
not
able
to
connect
to
the
right
person
and
that
the
children
in
our
schools
feel
safe
is
important
to
me.
So
I
am
here
to
listen
to
learn
and
be
part
of
this
important
conversation.
So
thank
you.
C
Thank
you,
councillor
mejia,
and
thank
you
for
holding
this
hearing.
I
want
to
thank
all
the
students
who
are
here
to
offer
testimony
to
the
administration
for
coming
and
to
address
these
issues
really
important,
that
we
create
spaces
in
our
schools
where
our
young
people
feel
safe
and
when
they
don't
feel
safe,
we
fail
them.
We
also
need
to
make
sure
that
we
are
providing
our
young
people
with
adults
that
they
can
trust
and
that
they
feel
like
they
can
turn
to
I'm
becoming
a
broken
record
on
this.
C
C
I
want
us
to
do
more
to
provide
more
guidance,
counselors
and
social
workers
and
school
psychiatrists
in
all
of
our
schools.
I
don't
want
us
to
just
be
meeting
the
national
standard.
I
want
us
to
be
exceeding
that
as
someone
who
myself
went
to
boston
public
schools
and
not
in
school,
but
on
my
way
to
school
was
a
victim
of
sexual
assault.
C
I
know
how
difficult
it
is
for
our
young
kids
to
really
carry
that
trauma
with
them,
and
I
didn't
report
or
share
with
anyone,
and
so
I
take
the
responsibility
today
as
a
city
councilor,
very
seriously,
to
make
sure
that
we
are
creating
spaces
where
our
young
folks
feel
like
they
don't
carry
that
shame
with
them,
which
is
what
happened
to
me.
I
carried
it
as
it
was
an
act
of
shame
to
make
sure
that
we
are
providing
young
folks
the
space
to
talk
about
it,
both
with
the
resources
and
adults.
C
So
thank
you
to
my
council
colleagues
for
holding
this
hearing.
Thank
you
to
administration
for
the
work
that
you're
doing.
We
hold
these
hearings
to
hold
you
accountable,
but
also
to
hear
about
the
work
that
you're
doing
and
to
see
how
we
can
partner
together
in
this
work
to
to
to
be
there
and
support
our
young
folks.
So
thank
you.
D
D
A
A
E
I've
been
with
the
district
now
nearly
seven
years,
but
perhaps
even
more
importantly,
I'm
here
as
a
bps
mother.
My
daughter
is
a
junior
now
and
has
gone
all
the
way
through
the
boston
public
schools.
So
I
experienced
this
issue
both
as
a
mother
of
a
daughter,
as
well
as
an
employee
of
the
district
and
a
leader
on
this
issue.
E
So
I
am
here
with
a
number
of
other
folks
from
the
boston
public
schools
who
will
be
available
throughout
our
time
together.
To
answer
questions
I'll,
do
my
best
to
answer
as
many
as
I
can,
but
there's
some
really
thoughtful
experts
in
the
room
who
have
a
different
perspective
than
I
do.
Sam
dupin
is
here,
who
is
the
deputy
superintendent
of
operations?
E
In
particular,
it
is
our
role
in
the
office
of
equity
to
do
everything
in
our
power
to
prevent
sexual
misconduct,
most
importantly,
but
when
it
does
occur,
where
there
are
allegations
to
address
them
promptly
and
thoroughly,
and
some
of
you
have
heard
me
say
before
no
matter
what
that
call
is
about
that
comes
to
our
office,
that
email
that
request
for
assistance.
We
always
strive
to
leave
that
situation
better
than
we
found
it.
Sometimes
we
get
calls
about
things
that
are.
E
E
E
Our
office
focuses
on
providing
a
prompt,
effective
response
to
any
report
of
possible
sexual
misconduct,
regardless
of
where
it
occurred.
If
it
affects
our
student,
then
it
is
our
business
to
address
it
in
every
way.
We
know
how,
depending
on
the
nature
of
the
incident,
who
was
involved,
when
did
it
happen?
Where
did
it
happen?
Was
it
minor
or
was
it
egregious
depending
on
the
nature?
E
We
investigate
what
occurred.
Sometimes
the
school
leads
the
investigation,
sometimes
the
office
of
equity
leads
it
depending
on
the
nature
of
the
situation
where
appropriate.
We
apply
the
code
of
conduct
and,
as
many
of
you
are
aware,
the
boston
public
schools
has
made
extraordinary
strides
under
sam
dupina's
leadership,
dacia
campbell's
leadership,
at
ensuring
that
our
code
of
conduct
is
about
helping
students
whose
conduct
has
gone
off
track.
E
So,
yes,
there
are
some
traditional
forms
of
discipline
that
occur
in
the
boston,
public
schools,
but
there's
also
some
wonderful
work
happening
with
identifying
root
causes,
having
effective
interventions
that
are
deeply
caring
of
our
student
and
what's
happening
for
that
student
at
home
and
past
and
present
at
school,
and
also
where
it's
appropriate
and
there
are
very
narrow
circumstances
where
it's
appropriate
for
sexual
misconduct,
but
where
it's
appropriate.
We
also
use
restorative
justice.
E
We
make
referrals
so
that
every
student
who's
impacted
has
the
support
that
they
need,
whether
that's
mental
health
services
or
other
social
emotional
supports.
We
document
very
carefully
what
occurred
so
that
we
make
sure
we've
taken
every
step.
That
is
our
obligation
to
take,
and
we
determine
any
other
steps
that
we
can,
as
I
said
earlier,
to
make
sure
we
leave
things
better
than
we
found
them.
E
We
are
all
obligated
under
bps
policy
to
report
any
concern
that
it
might
possibly
be
true
that
sexual
misconduct
may
have
occurred
any
allegation
any
rumor,
any
hint
that
sexual
misconduct
has
impacted
one
of
our
students.
Our
staff
is
obligated
to
report
that
and
if
they
fail
in
that
obligation,
they
are
subject
to
discipline.
E
Also
are
a
subsection
of
our
employees.
Our
mandatory
reporters
in
terms
of
any
concerns
that
could
be
child
abuse
of
any
kind
or
sexual
violence
in
this
case
are,
of
course,
reported
through
51a
reporting
to
the
department
of
children
and
families
and
in
instances
where
there
may
be
sexual
violence,
we're
also
in
close
partnership
with
with
fran
johnson
and
his
team
and
safety
services,
as
well
as
the
district
attorney's
office.
When
that's
necessary.
E
In
terms
of
prevention,
we
have
a
big
range
of
programs
and
I'll
try
to
be
brief
to
prevent
sexual
misconduct
from
occurring,
both
of
course,
lots
of
programming
for
students.
The
prevention
programming
that
susie
spresser
is
involved
with
with
comprehensive
health
education,
including
a
program
on
healthy,
safe
bodies
for
all
of
our
fifth
graders.
E
That
gives
them
an
intensive
understanding
of
consent,
teaching
them
about
consent,
boundaries,
sexual
harassment.
So
there's
the
overarching
prevention
work
that
we
do
through
education,
but
we
also
use
education
when
we
need
to
intervene
when
there
has
been
misconduct,
we
work
with
the
students
who
engage
in
misconduct
to
help
them
understand
the
impact
of
their
behavior,
help
to
identify
the
root
causes
and
ensure
that
nothing
like
that
is
ever
repeated.
E
This
is
we
won
a
tele
award,
a
national
award
for
this
program
that
teaches
our
middle
and
high
school
students
how
to
prevent
and
address
sexual
misconduct
and
bias-based
conduct,
and
we
have
a
number
of
other
efforts
to
ensure
that
our
employees
understand
their
obligations
to
report,
including
what
we
call
our
equity
protocols.
Training.
A
A
E
A
H
H
H
She
said
it
happened,
maybe
three
weeks
before,
but
that
she
did
eventually
go
to
the
authority
figures
and
or
adults
in
the
school
and
advise
what
happened
to
her.
I
asked
her
why
she
didn't
go
immediately.
She
said.
Well,
I
just
didn't
want
to
make
any
trouble
I
didn't
want
to
make
and,
and
why
did
the
thought
that
you
would
have
been
making
a
problem
quote-unquote
or
trouble
for
anyone?
H
H
H
She
felt
alone,
but
I
assured
my
daughter
at
that
time:
she's,
never
alone,
never
ever
alone.
When
she
has
me
when
she
asked
them
about
filing
charges
against
the
young
man.
Basically
they
they
just
said.
Well,
we
don't
have
enough
evidence.
How
do
you
know
you
don't
have
enough?
Have
you
really
investigated?
Well,
we
spoke
to
his
parents
and
we
spoke
to
him.
H
H
Will
I
say
what
school
absolutely
not
will
I
say
who
my
daughter
is
absolutely
not.
However,
it
is
not
unusual
in
the
school,
I
know
others
in
our
community.
It
is
not
unusual
in
boston,
public
schools,
it
happens
more
often
than
you
think,
so
we
are
still
on
our
end
here.
My
daughter
and
I
struggling
because
I
don't
want
to
put
my
daughter
through
undue
stress
the
young
man
profusely
apologized
via
text,
but
he
walked
around
the
school
telling
everyone
my
daughter
was
lying.
H
H
That
is
a
problem
not
only
with
sexual
assault,
but
with
violence
period,
violence
period.
They
said
that
basically,
students
did
not
need
that
information
for
his
safety.
I
said
at
that
point,
as
I
told
the
people
in
his
school,
and
I
just
got
that
information
from
my
daughter
who
is
sitting
here
and
that's
what
she
was
told
well,
400
students
doesn't
need
that
information
for
his
safety,
but
my
daughter
can't
walk
down
the
hallway.
A
A
So
I
really
do
appreciate
you
your
your
testimony
and,
more
importantly,
you
know
your
courage
to
to
to
share
so
so.
Thank
you.
Thank
you
for
that
and
I'm
not
sure
if
you've
been
advised,
but
we
want
you
to
stay
a
little
bit
longer
because
we
have
an
opportunity
to
bring
your
voice
back
in
during
the
second
panel.
So
if
your
schedule
permits
after
we
ask
questions
and
move
on
to
the
second
panel,
there
might
be
another
opportunity
for
us
to
have
you.
A
I
I
I
I
I
I
You
may
be
the
one
in
four
women
or
the
one
in
six
men
who
were
molested
as
children
and
who
did
not
feel
supported
enough
by
parents
or
school
to
reveal
it.
Therefore,
sexual
assault
misconduct.
Harassment
does
not
belong
in
any
environment,
much
less
an
environment,
that's
supposed
to
keep
our
children
safe.
I
I
Almost
everyone
is
raised
in
an
atmosphere
of
secrecy
when
it
comes
to
the
emotional
and
psychological
aspects
of
sex.
However,
as
I
have
learned
from
my
clients,
the
teens
who
I
work
with,
they
have
sexual
problems
that
plague
them
sometimes
leading
to
depression,
eating
disorders,
alcoholism
and
other
mental
illness.
We
know
all
too
well.
Secrecy
and
silence
are
associated
with
feelings
of
shame
and
guilt
that
can
contribute
to
overall
poor
mental
health.
I
I
I
I
I
Together
we
can
support
our
children
to
become
self-advocates
and
self-confident,
who
will
go
out
into
this
world
to
do
amazing
things?
I
am
asking
this
committee
to
please
exercise
your
authority
and
work
to
eradicate
the
four
s's.
I
mentioned
the
silence,
the
secrecy,
the
stigma
and
the
shame,
and
I
would
encourage
you
to
be
steadfast
in
providing
these
five
s's
security
safety,
stability,
support
and
solutions
that
we
can
sustain
their
self-esteem,
their
survival
and
their
healthy
sexual
development
and
mental
wellness.
I
A
Thank
you
thank
you
for
that,
and
I
know
councilor
murphy's,
taking
notes
on
the
three
s's
and
the
five
s's,
and
I
it
and
thank
you
for
that.
Dr
krum
swaby
really
do
appreciate
you
bringing
your
your
full
self
into
the
space
I
am
going
to.
I
believe
the
way
we
have
our
panelists
set
up,
that
we
have
friend
deputy
johnson
if
you're
in
the
building
or.
A
Okay,
great
yes,
thank
you
for
that,
so
deputy
johnson,
why
don't
you
make
your
way
down
here?
You
don't
have
to
speak
or
you're
just
going
to
be
part
of
the
q,
a
because
you
probably
have
information
that
will
be
helpful
to
us.
So
so
thank
you
for
that
yeah,
dr
jackman
you're,
on
the
second
panel.
Thank
you
all
right.
A
So
we're
gonna
now
open
up
the
floor
to
my
colleagues
to
ask
their
questions,
and
you
know
I
usually
am
timing
everything,
but
I
have
relinquished
that
because,
in
the
spirit
of
the
space
that
we're
in
and
in
the
space
that
we're
trying
to
create,
I
did
not
want
to
put
anyone
in
that
space.
So
I'm
just
gonna
monitor
time
and
let
you
all
kind
of
like
be
fully
expressed.
So
I'm
going
to
start
off
with
counselor
murphy.
You
not
have
the
floor.
Thank
you.
B
And
thank
you
for
that
and
katina.
I
know
you're
there
on
the
screen.
So
thank
you
for
sharing
and
being
brave
to
you
doctor.
Your
words
made
me
realize
because,
like
I
said,
I
was
a
teacher
in
bps
and
we
were
not
trained
as
a
staff.
I
often
speak
about
the
social
emotional
wellness
my
students
needed,
but
we,
I
always
got
taught
how
to
teach
them
how
to
read
or
write
you
know,
but
never
how
to
address
their
social
emotional
needs.
B
B
Thank
you
for
that
and
thank
you
for
just
those
words
of
making
sure
that
children
know
that
when
something
happens
to
them,
but
they're
still
valuable
and
wonderful,
and
how
do
we,
you
know,
make
sure
and
when
you
were
speaking,
I
know
we're
talking
about
sexual
harassment
in
this
case,
but
you,
you
know
as
a
clinician
that
it
reminded
me
of
so
many
other
spaces.
When
we
talk
about
recovery
and
people
who
often
suffer
trying
to
you
know
get
sober
it's
because
of
that
silence
and
the
stigma.
Often,
then
it
becomes
harder.
B
So
so
many
struggles
in
our
life
become
harder
when
we
as
a
society,
don't
open
up
and
support
each
other.
So
no
direct
questions
just
want
to
thank
you
for
that,
but
to
you
and
because
you're
here
for
the
school
department.
Unfortunately
many
of
the
things
that
she
was
saying
many
students
report
that
they
don't
feel
that
way
or
if
they're
victimized.
B
A
visitor
or
the
students
are
outside
of
the
school
building
right,
so
it
could
be
someone
outside
of
the
building,
and
maybe
I
heard
it
wrong,
but
it
seemed
as
though,
when
that
happens,
that's
when
the
police
can
get
involved
or
that's
when
you
would
move
outside
of
the
principal's
discretion
right.
So
the
principle.
B
That
everyone,
like
the
principal,
also
is
a
mandated
reporter.
The
nurse
when
you
get
to
the
hospital
so
often
times,
and
I'm
learning
more
about
that-
that
there
should
never
just
be
one
and
when
we
see
or
hear
about
those
stories
about
kids
who
fall
through
the
cracks,
it's
because
people,
and
maybe
it's
a
culture
or
an
understanding.
B
Well,
my
principal
said
I
shouldn't
be
the
one.
The
nurse
should
be
the
one
who
files
it,
and
so
it's
passed
off
not
in
most
cases
because
they
don't
take
it
seriously,
but
they
believe
that
next
person
will
do
their
job
and
then
maybe
the
nurse
is
told.
Well,
you
can't
file
a
51a
unless
the
principal
gives
you
the
right
and
maybe
the
principal
has
to
check
with
their
direct
supervisor,
which
I
know
often
happened.
So
not
sure
if
that's
changed
in
the
last
year,
but
if
you
could
speak
to
that,
that
would
be
great.
E
If
it's
something
that
is
characterized
as
possible
sexual
violence,
then
we
are
mandatory
reporters
and
we
file
a
51a,
it's
less
important
to
us
who
files
it
than
that
it
gets
filed.
So
we
support
the
school
to
determine
the
appropriate
person
to
make
that
filing,
but
we
absolutely
confirm
that
the
filing
was
made
and
at
that
time
safety
services
is
also
contacted
and
police
as
appropriate.
E
So
that
is
the
line
that
we
draw.
If
a
student
comes
to
school
and
discloses
to
a
trusted
adult
about
something
that's
happening
at
home
or
something
that
happened
while
traveling
over
the
weekend,
etc,
that
did
not
involve
a
boston,
public,
school,
employee
or
fellow
student.
Then
we
also
would
alert
authorities
as
appropriate
and.
B
No
you're
saying
that
if
it
was
a
student,
so
a
student
comes
in
on
monday
we're
talking
about
how
was
your
weekend.
Something
said
that
makes
the
teacher
feel
like
maybe
something's
wrong
or
whatever
reason
why
there's
a
million
ways
you
can
assume
a
child
needs
your
support
and
help
that
that's
when
you
reach
out
to
outside
authorities
only
if
it
happens
outside
of
the
school
day
or
not
when
the
students
are
at
school,
no.
E
No,
so
anything
that
rises
the
level
of
an
allegation
of
sexual
violence,
regardless
of
where
it
occurs.
Whether
it's
bps
student
on
bps
student
is
the
allegation
or
whether
it's
a
bps
student
reporting,
for
example,
a
family
member
or
neighbor,
for
example,
has
engaged
in
sexual
misconduct
toward
them
in
both
of
those
cases,
absolutely
involve
the
appropriate
authorities
and.
B
E
B
E
C
Thank
you,
councillor
mejia,
and
thank
you
to
everyone
who's
offered
testimony
I
apologize.
I
have
some
meetings,
so
you'll
see
me
duck
out
and
then
come
back
in
so,
but
I
wanted
to
start
with
a
question
about
the
self-report,
the
reporting
that
happens
from
students
on
the
bps
website,
there's
a
link
under
24
7,
respect
that
allows
students
or
whomever
it
appears
to
report
an
instance
of
sexual
violence,
sexual
assault.
C
J
C
E
Yeah.
Thank
you
for
that
excellent
question.
It's
good
to
see
you
again
counselors!
So
yes,
early
in
my
tenure
in
the
summer
of
2016,
we
partnered
with
the
boston
student
advisory
council.
At
that
time
they
had
been
in
the
process
of
creating
a
website
called
bostonstudentrights.org
that
has
a
reporting
mechanism
and
we
had
some
of
their
students
join
our
staff
that
summer
to
write,
student-friendly
descriptions
of
the
policies
of
the
boston
public
schools
regarding
sexual
misconduct
and
bias-based
conduct,
and
to
give
students
the
opportunity
to
use
that
website.
J
E
Make
reports
the
overwhelming
majority
of
reports
that
come
to
our
office
involving
student
conduct
comes
in
the
way
that
ms
katina
described,
that
the
student
goes
to
an
adult.
They
trust
it
might
be
mom,
it
might
be
a
social
worker
at
school.
It
might
be
the
basketball
coach,
someone
that
they
feel
connected
to.
They
feel
respected
by
that's
the
overwhelming
majority
of
how
students
report
sexual
misconduct,
but
we
do
have
that
avenue.
Should
a
student
wish
to
submit
it
that
way
as
well.
E
E
So
the
next
thing
that
happens
is
we
want
to
make
an
immediate
safety
assessment.
Is
this
a
student
that
needs
an
intervention
right
away
so,
for
example,
they're
in
the
same
class
with
a
student
that
harmed
them
we're
going
to
talk
about?
What
can
we
do
to
do
our
best
to
separate
those
students
or
whatever
is
appropriate
in
order
to
maintain
their
safety?
So
first
things
first
is
always
safety
and
obviously,
if
they
are
physically
harmed
and
need
medical
attention,
so
the
safety
concerns
come
first.
E
C
C
Other
reporting
the
reporting
a
problem,
the
b
sac
one,
yes,
okay,
and
then
I
guess
relatedly.
Can
you
talk
about
how
the
24
7
respect
program
works
before
and
how
you've
seen
our
english
language
learner?
Students
who
experience
sexual
misconduct
and
sexual
assault
in
our
students
with
disabilities,
how
they
experience
either
reporting
and
and
how
they
experience
the
24
7
respect.
E
It
is
a
13-minute
video
that
has
four
scenarios
that
are
based
on,
unfortunately,
real
experiences
that
students
have
had
of
bias-based
conduct
and
sexual
misconduct,
so
they
have
a
chance
to
watch
our
super,
talented
boston,
arts,
academy
actors,
demonstrate
four
different
scenarios
and
then
discuss
those
scenarios
and
how
the
impact
of
the
conduct,
what
might
be
barriers
to
reporting
to
an
adult.
How
do
you
support
your
friend
when
they
experience
something
and
maybe
offer
to
go
with
them
to
report
it?
How
to
be
an
upstander?
E
The
video
exists
entirely
in
english
and
entirely
in
spoken
spanish.
So
we
have
two
versions
that
are
one
in
spoken
english,
one
in
spoken,
spanish,
the
spoken
english
version
is
captioned
in.
I
think
it's
over
a
dozen
languages,
so
we
went
above
and
beyond
in
in
translating
the
video,
so
it's
accessible
to
everyone
possible
in
the
boston,
public
schools
and
we're
also
proud
that
it's
in
use
in
other
districts
across
the
country
and.
C
I
guess,
lastly,
on
this
thread:
what
from
your
personal
experience,
so
that's
good
in
terms
of
like
practicality,
but
from
your
personal
experience,
how
do
you
see
different
groups
that
are,
you
know
marginalized
either
students
with
disabilities?
You
know
students
from
different
cultural
backgrounds,
students
who
are
not
or
english
in
that
native
language.
How
do
you
see
them
experiencing
reporting
and
the
life
cycle
of
the
report
of
sexual
misconduct
to
your
office
like
what?
What
are
the
gaps?
What
are
where
are
we
falling
short.
C
Yeah
and
just
to
be
clear,
like
the
information
is
an
important
part
and
that's
that's,
that's
half,
probably
more
than
half
the
battle,
but
on
the
on
the
side
of
okay.
Now
that
you've
you've
experienced
like
do
you
see
a
difference
in
the
level
of
reporting
or
like
the
groups
that
are
underreported,
and
what
can
we
be
doing
to
do
better?
Because,
obviously,
if
you
know
yeah.
E
Yeah,
so
one
of
the
things
that's
incredibly
challenging
about
doing
this
type
of
work,
which
I've
been
doing
for
a
long
time,
both
at
bps
and
prior,
is
when
we
look
at
numbers
of
reports.
How
do
we
know
if
this
is
good
news
or
bad
news
like
so,
for
example,
if
we
see
the
number
of
reports
of
concerns
go
up
one
year
to
the
next?
Is
that
something
to
be
celebrated,
because
we're
reporting
more
frequently
or
is
that
something
to
be
lamented?
Because
oh
no
we're
having
more
misconduct
going
on?
E
So
it's
it's
a
tricky
thing
to
figure
out
what
how
to
measure
progress.
That
being
said,
we
know
what
we
do
know
is
that
the
requests
to
assistance
to
the
office
of
equity
have
gone
up
geometrically
during
my
tenure,
so
this
year
in
terms
of
total
requests
for
assistance.
So
this
is
by
no
means.
The
majority
of
this
is
not
related
to
sexual
misconduct,
but
we've
had
over
2000
calls
to
the
office
of
equity
this
year
for
formal
requests
for
assistance,
so
folks
know
we
exist.
E
I
would
love
to
have
more
people
know
that
we
exist
and
I
certainly
welcome
ideas
from
counselors
from
students
from
parents
from
our
partners
who
are
clinicians
in
our
community
about
other
ways
to
get
the
word
out,
because
it
is
in
the
best
interest
of
every
member
of
our
community
for
our
students
and
families.
To
know
that
we
are
here
to
support
them.
A
A
E
That's
a
great
question
and
we
get
calls
to
our
office
every
day
about
that
type
of
situation,
and
we
take
it
very
seriously.
Obviously,
the
age
of
the
students,
the
the
intent,
the
context
that
that
slap
on
the
behind
can
mean
something
very
different,
depending
on
the
context
right,
but
anything
that
happens
without
consent
matters,
because
we
don't
want
any
student
either
the
one
who
received
that
unwanted
touch
or
witnessed
that
unwanted
touch
or
made
that
unwanted
touch.
We
don't
want
any
of
those
students
to
leave
that
moment.
E
Thinking,
that's
okay,
thinking
that
they're
allowed
to
that
they
have
permission
somehow
implicitly
to
touch
one
another
without
permission.
So
that's
a
perfect
example
of
a
situation
where,
yes,
we're
going
to
address
it
in
the
immediate
moment,
we're
going
to
have
the
conversations
with
the
class,
but
that's
one
where
we
would
tend
to
recommend
to
the
school
to
call
suzie
spresser,
because
she
would
then
coach
the
teacher.
Let's
we.
Here's
provide
some
lessons
about
consent
that
are
age-appropriate
depending
on
the
grade
level,
where
that
incident
occurred
and,
let's
not
just
say,
knock
it
off.
E
I
don't
believe
that
it's
in
our
students
best
interests
to
allow
them
to
engage
in
that
behavior,
nor
to
experience
it
they're,
all
our
kids,
every
single
one
of
them,
the
one
who
made
that
slap
and
the
one
who
received
it
and
we
want
to
ensure
that
they
get
the
information
they
need
to
understand.
The
impact
of
that
kind
of
misconduct.
A
All
right,
I'm
gonna
go
to
you
in
a
second,
so
if
you're
still
with
us-
and
you
can
hear
me-
get
ready-
you're
gonna
be
coming
next.
So
I'm
going
to
go
to
dr
chrome
swabi.
If
you
could
just
talk
to
us
a
little
bit
about
kind
of
the
social
emotional
impact
that
when
a
young
person
finally
has
the
courage
to
speak,
and
I.
H
A
A
Can
you
just
kind
of
walk
me
through
what
it
was
like
for
you
to
hear
that
information
from
your
daughter
as
opposed
from
the
administration,
because
that
again
was
my
experience.
I
heard
it
from
my
daughter.
No
one
called
me.
I
didn't
get
an
email.
No
one
said:
hey
fyi.
This
happened.
If
your
daughter
gets
home,
these
are
the
things
that
you
need
to
be
mindful
of.
She
may
have
experienced
x,
y
and
z,
and,
as
a
result
of
that
might
be
in
a
particular
mood,
there
was
no
warning
at
all
so
katina.
A
H
Let
me
go,
I
want
to
go
to
class,
I
want
to
go
to
class
and
he
started
to
grope
and
grab
and
reach
down
in
her
pants
and
she's
like
I
want
to
go
to
class
and
she
said
it
must
have
hit
him
because
she
started
to
you
know
cry
and,
and
finally
she
ran
away
from
the
young
man
after
he.
You
know
he
slammed
her
against
the
wall,
one
of
the
biggest
problems
that
I
I
found
in
the
whole
thing
and
the
most
disturbing
thing:
where
were
the
adults
in
this
building?
H
H
No,
you
know
you,
don't
you
don't
expect
that
from
teachers
teachers
are
in
the
classrooms
teaching
they
can't
be
security
as
well,
but
I
just
remember
thinking
where
are
the:
where
were
the
adults
from
there?
You
know,
of
course
I
was
very
upset
and
I
was
in
tears
and
of
course
I
called
my
family
members
and
I
was
upset.
H
H
H
H
What
does
that
mean?
Now?
They
told
me
that
in
a
meeting
at
the
beginning
at
the
end
of
last
week,
he
has
self.
You
know,
because
he's
gonna
feel
bad
for
the
rest
of
his
life
and
I
had
to
point
out
to
an
administrator
in
the
school.
You
do
know
that
sexual
assault
is
a
criminal
act
correct
and
they
kind
of
just
looked
at
me.
It's
just
it
just
the
whole.
H
Although
again
I
told
you
he
he,
we
have
an
entire
text
exchange
where
he
was
a
pilot,
apologizing,
profusely
and
things
of
that
nature,
but
is
my
daughter
doesn't
even
feel
comfortable
walking
around
the
school
because
people
talk
and
people
it's
it's
it's
a
hard
situation
for
her,
but
because
of
what
she
wants
to
do
with
her
life,
she
doesn't
want
to
leave
the
school
yeah.
Thank
you.
I
can't
believe
what
that
is
yeah,
because
it
would
kind
of
be
a
dead
giveaway.
Yes,.
A
Basically,
I
am,
I
I
think
you
without
saying
have
given
us
some
insight
to
the
situation
specifically
at
hand
here
and
katina.
I
also
just
want
to
again
thank
you
for
being
so
forthcoming
because
to
have
to
say
that
again
and
relive
it
even
in
this
space,
it
is,
I
know,
as
a
parent,
not
the
easiest
thing
to
do
so.
Just
wanted
to
say
thank
you
for
giving
us
a
little
bit
more
insight
and
perspective
to
your
journey
with
that.
A
Any
time
thank
you,
I'm
gonna
go
now
to
dr
crum
swaby.
You
know
my
question
was
really
about
kind
of.
If
you
could
just
walk
us
through
what
the
social
emotional
impact
it
is
when
you
report
something-
and
there
is
in
your
mind,
right,
the
appropriate
response
to
take
care
of
you
has
been
neglected.
E
A
Run
deep,
so
I'm
going
to
ask
you
to
talk
about
that
and
mr
johnson
I'm
going
to
ask
you
to
when
it's
your
turn.
Just
so
you
can
get
ready
to
answer
this
question.
You
might
want
to
dig
through
your
files,
but
would
love
to
just
get
some
numbers
in
terms
of
if
you
happen
to
have,
I
know
between
you
and
superintendent
schuster
would
love
to
kind
of
understand
kind
of
like
what
the
intersection
is
between
bps
and
bps
safety
and
kind
of
like
how
do
you
all
support
each
other?
A
Once
you
get
word
of
something
that
has
happened,
kind
of
the
role
that
bps
public
safety
plays
with
helping
to
facilitate
that,
so
I'm
gonna,
I'm
just
giving
you
the
heads
up,
that's
gonna,
be
a
question:
I'm
going
to
ask
you,
so
you
can
marinate
on
it.
So
when
I
come
to
you,
but
I'm
going
to
go
now
to
drum
swaby.
I
I
would
imagine
that
for
her,
it
was
just
as
traumatic
hearing
it
as
it
was
for
her
daughter
to
experience
it.
So
what
we're
talking
about
is
the
the
trauma
that
her
daughter
experienced
and
the
vicarious
trauma
that
she
experienced
from
just
hearing
that
particular
experience
that
her
daughter
has
has
has
experienced
that
event
that
her
daughter
has
experienced.
So
so
what
we're
talking
about
is
you
know
what
are
the
long-term
effects
of
that?
So,
in
the
short
term,
I
I
think
we
heard
katina
really
speak
to
what
those
short-term
responses
was.
I
I
So
what
we
have
is
you
know
the
impact
of
the
physical,
emotional,
mental
and
even
her
own
sexuality
and
her
sexual
development.
So
that's
the
way
in
which
the
trauma
impacts,
so
it
doesn't
just
happen
in
the
mind.
It
just
doesn't
happen
externally
in
the
body
it
happens
internally
and
you
know,
as
miss
katina
mentioned,
you
know
her
her
daughter
is.
She
wants
to
stay
in
that
environment.
I
However,
it's
affecting
her
academics
as
well
right.
So
that's
the
other
piece,
so
her
her
whole
persona
have
been
impacted,
and
not
only
from
the
physical,
the
mental,
the
emotional,
it's
also
impacting
her
academics.
So
what
does
that
do
over
a
long
period
of
time
if
it
goes
on
address
unaddressed
in
many
different
ways,
many
different
aspects,
not
just
unaddressed
where
she
doesn't
get
an
opportunity
to
to
speak
to
it
or
to
process
it,
but
if
the
adults
in
her
life
chooses
not
to
as
well,
you
know
find
a
way
to
address
it.
I
If
it's
not
addressed,
and
if
it's
not
taken
care
of.
So
it
needs
to
happen
simultaneously
where
the
school
is
addressing
it
to
show
her
and
to
say
we
did
hear
you.
We
do
know
that
it's
having
a
great
impact
on
you,
and
this
is
what
we're
going
to
do
to
address
it
and
then
also
she
would
need
to
be
able
to
process
that
as
as
well
with
her,
her
mother
and
and
the
family
as
well,
because
it
has
impacted
not
only
the
whole
family.
It's
also
impacting
the
school
community
as
well.
A
Thank
you
thank
you
for
that
and
I'm
going
to
go
to
mr
johnson
and
then
we're
going
to
move
on
to
our
next
panel,
because
I
just
want
to
make
sure
that
we're
mindful
of
time,
including
me,
I
I
should
be
timing
myself,
but
even
though
I
said
I
wasn't
going
to
do
that
here,
but
mr
johnson
she's,
just
kind
of
it
would
just
be
in.
I
do
katina
before
I
move
on
to
mr
johnson.
H
I
I
did
not
file
a
report.
I
am
basically
just
let
me
say
I
am
talking
with
my
daughter
about
what
she
wants
to
do.
I
I
explained
to
her
what
it
is
to
file
a
report
and
go
to
the
police
about
sexual
assault.
What
a
trial
will
look
like
what
happens
in
court
if
she
feels
it's
that
does
she
feel
that
strongly
that
she's
willing
to
stand
up
to
that
not
saying
that
she's
wrong.
H
Just
saying
you
know
explaining
the
the
the
the
the
you
know
the
court
proceedings
and
what
comes
along
with
that
yeah.
I
also
wanted
to
say
to
the
to
the
mental
health
provider
there
yeah.
She
has
a
good
support
system
and
number
one
in
me.
I
do
I
have
given
her.
We
are
going
to
be
having
her
go
to
the
rape
crisis
center.
H
So
mom
is
very
versed
on
what
this
looks
like
so
mercifully
for
my
daughter,
she
has
a
good
foundation
and
a
good
support
system,
but
I
worry
about
the
children
in
the
system
that
don't
have
a
mother
who's
been
through
something
similar
in
her
life
or
a
parent.
That
cares
enough
to
to
take
the
steps
that
needs
to
be
taken
and
there's
a
lot
of
them.
Unfortunately,
but
that's
it.
Thank
you.
A
K
K
We'll
take
you
know,
minimal
information
from
them
then
have
them
give
them
advice
to
do
a
51a
and
to
contact
the
equity
department
if
they
already
haven't
done
that
at
that
time,
we'll
call
again
and
talk
with
the
boston
police
school
unit
who
have
an
officer
who
does
reports
for
that
contact.
Her
give
her
the
information.
K
She
will
do
the
boston
police
report
and
then
all
those
reports
are
confidential.
So
then
it
will
get
it
forwarded
to
the
crimes
against
children
unit
which
I
think
lieutenant
driscoll
is
here
and
can
speak
on
that
later.
As
far
as
the
investigation,
that's
we
don't
do
any
investigation
at
all.
That's
on
the
crimes
against
children
and
the
equity.
If
they
do
it
we'll
assist
them
if
they
ask
if
needed,
but
we
don't
do
any
investigation
with
those
reports.
A
B
This
is
for
you,
no
pressure,
you
don't
want
to
answer,
but
the
role
we
know-
and
it's
been
talked
about-
a
lot-
that
the
role
of
the
school
safety
offices
have
changed
and
also
the
ability
of
our
boston
public.
Our
boston
police
department,
who
I
know
as
a
school
teacher
for
many
years,
had
a
very
positive
relationship
with
many
schools.
Many
of
them
are
coaches
and
a
strong
connection
with
the
staff
at
the
school
also
and
they're
not
allowed.
F
B
K
I
would
have
to
look
at
like
the
numbers,
but
I
know
that
you
know
I
think
it
has
an
effect
on
everyone
else.
The
kovich
situation
in
the
lost
time
at
school,
I
think,
has
affected
everyone
and
a
lot
of
students.
I
work
with
the
bpd
every
day.
I
talk
with
them
and
go
over
things
at
schools
and
we
do
the
best
we
can
as
far
as
the
collaboration
and
you
know,
making
sure
everyone's
safe
and
pointing
out
areas
of
concerns.
B
So
we
know
that
if
there's
a
victim-
but
in
this
case
like
we'll
use
katina
because
she's
been
brave
to
share
in
her
daughter's
case,
if
they
don't
follow
through
the
all
of
the
you
know,
reports
and
all,
but
I've
always
said
the
victim
should
always
be
the
first
one
to
be
able
to
choose.
Are
they
staying
at
the
school
they're
at
or
do
they
want
to
go
to
a
different
school?
B
E
About
safety
transfers
because
he
has
deeper
expertise
than
I
do,
but
in
my
experience
in
in
instances
where
the
office
of
equity
has
re,
has
communicated
a
request
for
a
safety
transfer
for
a
student.
Assuming
that
the
family
is
in
agreement
with
the
student
that
this
would
be
what
is
best
for
the
their
child,
then
they
we.
As
long
as
there's
a
demonstrated
safety
issue,
we
will
find
an
open
seat
for
them
in
the
boston,
public
schools.
B
Right
but
on
the
other
hand,
if
they
want
to
stay,
and
the
family's
really
strongly
saying
like
in
this
case,
this
daughter,
she
might
not
be
passing
her
science
class
because
she
doesn't
feel
safe
going
to
class
so
like
how
much
needs
to
be
reported
or
how.
How
much
do
we
need
to
know
to
then
have
the
perpetrator.
E
Transfer
yeah
so
in
terms
of
having
the
student
who's
accused
transferred
that's
a
complex
issue
because
of
their
rights
under
the
law
and
our
efforts
to
thwart
the
school
to
prison
pipelines.
So
our
our
obligation
is
first
to
the
student
who's
experienced
the
misconduct
and
to
give
them
the
opportunity
for
a
safety
transfer
if
they
don't
feel
safe
at
school.
In
terms
of
the
individual
who
is
accused,
there
is
not
under
the
code
of
conduct
trans
an
involuntary
transfer
is
not
unacceptable.
B
And
so
we
can
assume-
or
we
know
that
that's
setting
up
the
victim
to
then
after
being
assaulted.
They
then
have
to
leave
their
friends
and
their
teachers
in
their
community
and
if
they
were
lucky
enough
to
be
at
a
school
that
is,
you
know,
performing
well
and
near
their
house
that
they
have
to
move.
E
B
E
Many
of
our
schools
are
large
enough
that,
for
example,
it's
possible
to
have
separate
classes,
it's
even
possible.
I
am
remembering
a
safety
plan
that
we
did
this
year,
where
we
literally
had
this
two
students
assigned
to
different
entrances
to
the
building
each
morning.
So
we
will
go
to
every
length.
We
can
separate
lunch
period.
You
know
every
single
thing
we
can
do
to
maintain
safety.
A
Thank
you,
thank
you
and
thank
you
counselor
murphy,
for
for
bringing
that
to
light,
because
I
do
think
that
it
is
re-traumatizing
to
have
to
every
single
day,
and
I
think
there
is
something
to
be
said
with
understanding
the
rights
of
others
right
and
I
I
do
appreciate
that,
but
I
think,
as
a
system,
we
really
need
to
start
thinking
about
what
restorative
justice
looks
like
in
ways
that
do
not
further
harm
the
victim
right.
I
think
that
we
need
to
find
that
balance
as
we
continue
through
to
navigate
through
this.
A
So
I
I
I
know
that
council
louisiana
is
in
between
meetings
and
will
probably
pop
back
in,
but
I
would
like
to
move
on
to
the
second
panel.
I
know
friend
johnson's,
like
yeah.
I
treated
you
good
today,
right
yeah.
Thank
you.
Thank
you
and
I'm
gonna
ask
our
our
second
panel
to
make
their
way
here
we
have
our
esteemed
youth,
mental
health,
ambassador,
maya
mcneal.
A
We
decided
that
it
was
time
for
us
to
accelerate
the
having
the
hearing
this
year
early
on,
because
we
wanted
to
address
it,
and
so
I
just
would
like
to
ask
central
staff
to
play
the
first.
We
have
two
testimonies
and
I
really
want
to
center
us
again
and
why
we're
here
today,
so
I'm
gonna
begin
with
with
that.
So
we
can
roll
tape.
A
A
A
G
And
how
there's
talk
of
implementing
that
at
my
school?
So
thank
you
for
that
example,
but
I
heard
it
I
heard
a
testimony
earlier
about
why
we
shouldn't
get
rid
of
police
in
our
schools
and
of
how
police
are
consoling
children
within
our
schools,
though
their
intention
is
to
de-escalate
tensions
within
our
schools.
Their
impact
has
created
tensions
or
this
mindset
within
our
students
that
we
are
criminals
and
that
we
are
the
issue
their
impact
is
that
their
guidance
counselors,
and
that
we
need
more
guidance
counselors.
Why
not
train
more
teachers?
With
this?
G
N
O
Fiona
I'm
from
district
1,
east
boston.
I
appreciate
that
this
hearing
is
taking
place,
but
it's
again
overdue.
I
am
now
21
years
old
and
I'm
still
going
through
the
boston
education
system
on
a
college
level.
I
remember
police
being
a
part
of
my
educational
experience
from
before
I
was
10..
I
don't
remember
much
from
elementary
school,
but
what
I
do
remember
is
being
a
little
girl,
kids
under
the
age
of
10
experience
experiencing
safety
and
solidarity
with
each
other,
not
the
police.
O
Many
of
us
already
experiencing
sexual
assault,
pedophilia
domestic
abuse,
substance
abuse
most
times
in
secondary
experiences.
We
have
family
members,
violence
and
death
in
our
streets,
parental
loss
and
fear
of
the
immigration,
slash
partial
state
all
to
say
that
then,
to
go
to
a
middle
school
that
was
in
the
process
of
d
gang
affiliate.
O
O
O
O
Counselor
was
your
sister
counselor's
hobby
and
everyone
had
essentially
said
to
me
that
was
in
my
in
my
middle
school
before
that
that
I
was
gonna,
be
able
to
live
longer
and
be
more
successful
because
of
that
and
they
work
right,
like
kids
know
that
resources
matter
and
the
fact
that
me
getting
into
this
exam
school
was
gonna
determine
a
change
in
my
life
that
was
going
to
make
it
longer.
It's
so
sad
that
10
year
olds
know
this
this
fact,
and
so
it
wasn't
because
of
an
addition
of
police.
O
It
was
an
addition
of
resources
that
made
it
possible
to
for
me
to
be
at
where
I
am
today
at
a
college
level
going
to
umass
boston
and
even
then
police
are
still
used
to
threaten
black
and
brown
students
at
my
university.
So
you
know
it
speaks
to
a
bigger
principle
of
patterns
of
abuse
by
the
police,
because.
A
I
think
that
the
part
that
we
wanted
to
hear
around
specifically
she
mentioned
in
citizens
of
sexual
assault,
rape
and
talked
a
little
bit
about
kind
of
how
young
people
were
feeling
right
that
they
really
didn't
have
trusted
adults.
It
seemed
like
that
they
can
go
to
to
share
what
was
happening
for
them,
and
then
there
was
another
video
I
just
we
we're
not
going
to
go
screening
through
all
of
these
videos,
because
I
I
don't
have-
I
didn't-
have
that.
A
I
don't
have
the
time,
but
I
know
there
was
another
one
that
really
talked
specifically
about
some
of
the
sexual
assault
and
harassment
that
went
unaddressed,
and
this
was
a
hearing
that
I
I
filed.
The
counselor
then
asabi
george
was
the
chair
of
education,
then,
and
was
a
big
advocate
around
mental
health
and
wellness
and
having
more
social
workers
and
providers
to
support
students.
So
I
just
want
to
thank
her
and
acknowledge
the
work
that
she's
done
to
get
us
more
support.
A
So
I
just
kind
of
wanted
to
regroup
us
in
what
led
us
here,
which
is
some
of
the
things
that
we
learned
in
2020,
and
these
things
are
still
happening
right.
There
are
a
lot
of
things
that
are
being
under
reported,
not
reported
folks
feeling,
like
their
voices,
are
not
being
heard
or
their
stories
are
not
being
told,
and
I
think
that
that's
what
we're
really
trying
to
get
a
grasp
of
here
so
that
we
can
figure
out.
How
can
we
repair
the
harm
and
what
do
we
need
to
do
moving
forward?
A
A
P
Thank
you
counselor,
so
first,
I
just
want
to
say
that
I
appreciate
everybody
coming
to
this
hearing
today
and
being
able
to
sit
on
such
a
sensitive
topic.
I
also
appreciate
everyone
coming
here
to
share
a
part
of
themselves
and
if
you
decide
not
to
share
anything
or
say
anything,
just
know
that
your
presence
is
acknowledged.
P
I
am
more
than
grateful
to
be
here,
not
only
for
me
to
say
something
but
to
hear
what
everybody
else
says.
This
is
just
such
a
sensitive
topic
like
I
said
before,
but
it's
super
important
that
we
raise
awareness
for
things
like
this
that
happen
in
our
school
community.
So
I
have
friends
who
have
been
sexually
assaulted
and
one
of
my
friends
I
will
not
say
their
name
or
the
school
that
they
attend
for
the
confidential
confidentiality
of
them.
P
But
one
of
my
friends
was
sexually
assaulted
by
someone
that
attended
the
school,
but
it
happened
outside
the
school
and
it
takes
everybody.
You
know
their
own
pace
to
say
something
to
a
trusted
adult
and
it
took
them
some
time,
but
they
shared
with
a
staff
member
at
the
school.
What
had
happened
and
that
staff
member
did
not
say
anything
to
higher
authority
to
report
the
incident
or
say
anything
to
the
parents.
P
It
took
the
staff
member
about
three
weeks
to
finally
say
something
to
higher
authority
and
then
once
that
had
happened,
obviously
they
took
procedure
to
investigate
the
problem,
whatever
the
case
may
be,
but
the
person
who
had
sexually
assaulted
my
friend
was
still
in
the
school
for
about
a
month.
So
with
that
being
said,
I'm
just
wondering-
and
you
do
not
have
to
answer
this,
but
I'm
wondering
if
all
schools
have
a
sexual
assault
training
for
teachers
that
they're,
if
they're
put
in
that
position,
this
should
include,
if
anything
is
reported.
P
With
this
being
said,
I
am
also
a
part
of
the
mental
health
ambassador
program,
so
I'm
able
to
partake
in
conversations
around
these
sensitive
topics
with
having
an
understanding
of
what
mental
health
toll
it
takes
on
students.
So
when
things
are
not
being
reported
and
a
student
tells
a
trusted
adult
and
nothing
is
happening,
this
can
lead
to
depression
anxiety.
You
know
ptsd,
whatever
the
case
may
be,
so
it's
declining
students,
mental
health,
they're
not
coming
to
school,
like
one
problem
happens,
and
then
it's
50
after
that,
because
nothing
is
taking
place.
P
My
next
thought
process
is:
how
can
we
do
better
as
a
community
to
make
space
for
our
youth
to
feel
okay?
Talking
about
this,
because
this
is
such
a
sensitive
topic,
so
you
know
how
can
we
make
space
for
kids
to
feel
okay?
Coming
to
somebody
saying
anything,
you
know
when
the
right
procedures
aren't
taking
place
and
teachers
aren't
doing
anything.
Then
you
know,
students
are
never
gonna,
feel
safe,
saying
anything
at
all
and
also
with
that.
P
So
when
these
traumatic
events
happen
and
the
right
procedures
aren't
taking
place
and
it's
just
swept
under
the
rug,
you
know,
how
do
you
expect
students
to
come
into
school
where
they're
supposed
to
get
their
education
but
on
the
other
hand,
they're
so
worried
about
you
know
who
might
be
the
next
person
to
do
this
to
me
or
do
this
to
my
friend?
So
yes,
that's
all.
I
have
to
say
thank
you.
Counselor.
A
P
A
Maya,
I'm
beaming
here
with
pride.
Thank
you.
You
know,
like
I
think,
when
we
see
young
people
being
fully
expressed,
we
need
to
acknowledge
and
continue
to
celebrate
that
so
so
thank
you
for
for
bringing
your
voice
and
uplifting
the
voices
of
young
people
really
do
appreciate
it.
I'm
gonna
move
on
now
to
I
know,
sam.
You
are
not
here
to
do
remarks,
so
you
don't
have
to
I'm
just
gonna.
Ask
some
questions
when
it's
your
turn
and
captain
hussain.
A
So
those
are
the
sort
of
things
that
I'm
going
to
want
you
to
talk
about,
and
then
dr
jackman,
I
know
you
work
in
the
schools.
I
know
you
used
to
work
in
the
schools
and
you
have
worked
in
many
different
ways
alongside
me
in
different
spaces
and
places.
So
all
things
that
deal
with
trauma,
alongside
with
dr
crump
swaby
we've
been
in
this.
A
You
know,
as
parents,
even
before
we
came
into
this
chamber
right
so
would
love
to
also,
as
you
share
your
remarks,
to
really
kind
of
help,
our
audience
really
understand
kind
of
what
that
looks
like
in
terms
of
when
you
hear
something
how
you
help
support
the
school
in
addressing
some
of
these
issues.
So
I'm
going
next
to
thank
you.
You
find
out.
A
A
L
L
So
I
come
as
a
child
psychologist
with
over
30
years,
and
I
look
pretty
young
30
years
in
the
field,
so
I
bring
that
I
worked
17
years
as
an
educator
in
boston,
public
schools,
initially
as
a
clinician
through
a
partner
program
at
children's
hospital
and
then
in
a
leadership
role
in
a
school,
I'm
also
trained
as
a
forensic
psychologist
and
worked
in
juvenile
court
clinics,
where
I
did
evaluations
for
youth
involved
with
dcf
and
with
the
court
system.
So
I
bring
that
lens
and
having
to
see
cases
like
that.
L
L
I
don't
think
it's
anything
necessarily
earth
shattering,
but
I
think
it's
worth
saying
and
speaking
out
loud.
So
as
we
think
about
students
and
thinking
about
a
prevention
lens
is
really
important
to
hold
a
developmental
perspective,
so
as
as
as
little
babies.
How
are
we
talking
to
to
children
about
their
bodies,
about
consent,
about
body
boundaries
and
about
touch
right?
L
Even
when
we
have
kids
and
we're
tickling
kids,
are
we
asking
permission
right
or
we're
just
using
our
will
not
on
little
children's
bodies
and
when
they
say
stop,
do
we
stop
or
do
we
keep
tickling
right?
So
there
are
ways
in
which
we
communicate
in
very
subtle
in
some
way
explicit
ways
that
we're
not
respecting
children's
boundaries
and
body
boundaries
working
in
a
high
school
as
a
here.
L
So
we
in
our
school
we
had
the
comprehensive
sexual
health
program,
which
I
think
is
really
important
again,
that's
a
program
that
emphasizes
consent
and
boundaries
for
young
people.
So
again,
how
are
we
teaching
children
to
have
a
language,
particularly
as
as
adolescents?
How
are
they
understanding
their
bodies
and
respecting
the
bodies
of
other
people
who
they
may
be
attracted
to?
L
I
think
some
of
the
barriers
that
I
saw
in
my
role
was:
how
do
we
fit
in
comprehensive
sexual
curriculum
into
a
curriculum?
That's
already
packed
with
other
stuff,
so
it's
not
a
core.
It's
often
an
add-on
right
and
or
it's
a
squeeze
in
here
or
there
right.
So
how
do
you
really
think
about
this
through
a
lens
where
this
is
an
important
and
core
to
the
whole
education
of
our
children?
L
I
think
there
have
been
some
questions
about
teacher
training
and
I
will
speak
to
that
next.
I
do
think
it's
really
important
that
teachers
understand
how
to
take
disclosures
from
young
people,
and
I
know
there
are
no
beth
and
I
forgot
her
name
so
excuse
me.
But
how
do
we
think
about
our
training
and
then
the
application?
L
I
think
the
other
thing
that
came
up
in
my
role
in
the
schools
is
the
reports,
don't
often
come
out
verbally
and
one
of
the
things
that
came
out.
Some
of
the
programming
that
we
had
in
our
school
students
were
writing
memoirs,
and
so
there
are
ways
in
which
memoirs
were
often
the
first
time.
Young
people
would
report
having
experienced
sexual
assault,
whether
in
childhood
or
something
more
recent,
and
so
we
actually
work
with
our
teachers
to
include
again
because
the
other
piece
that
I'm
going
to
address
to
talk
about
trust
right.
L
As
I
you
know,
I
love
dr
gill's
testimony.
You're
amazing.
She
talked
about
her
four
s's
right
of
silence,
shame
secrecy
and
stigma
and
I
would
add
the
fifth
s
which
really
impacts
stress
is
systems,
and
so
we
have
systems
where
people
don't
trust
our
systems,
whether
it's
dcf-
and
I
will
hear
this
constantly
from
young
people.
L
L
I
really
want
to
think
about
what
are
the
trauma-informed
processes
and
practices
that
we
can
have
one
of
my
frustrations
in
a
role
where
I
was
often
one
of
the
first
people
to
receive
a
report
from
a
young
person
of
some
sexual
assault
or
harassment.
It
was
the
system.
I
don't
think
it
is
really
trauma
informed,
and
it
was
something
that
I
struggled
with
as
a
clinician
and
and
balancing
my
roles
as
an
administrator.
L
You
know
my
role
is
to
try
to
get
more
as
much
information
as
possible,
which
also
felt
really
uncomfortable
for
me
in
some
ways,
because
it
meant
retelling
them
telling
me
a
lot
of
information
that
I
know
they're
going
to
have
to
retell
in
to
other
people
and
to
me
it
doesn't
again
thinking
about
particularly
for
older,
older
children,
who
are
older,
youth.
Who
sometimes
did
not
want
this
to
report
it.
L
You
know
they're,
maybe
above
16
years
old
and
really
feeling
powerless,
then
like
they
no
longer
own
their
story
or
have
agency
and
how
they
want
their
story
to
be
rolled
out.
And
so
you
know,
I
know,
there's
a
process
and
I
forgot
what
the
initials
stand
for,
but
for
sexual
assault
for
for
children.
L
What
do
you
call?
Those
mirrors
were
a
double
sided
mirror,
and
so
there
is
one
evaluator
who's
asking
the
questions,
and
then
people
are
behind
this
mirror.
Who
can
then
feed
the
questions
of
the
other
person,
but
it
means
that
the
child
is
only
interviewed
one
time
and
so
again,
if
you
think
about
thinking
about
a
trauma-informed
process,
as
you
think
about
why
young
people
may
be
silent
about
bringing
their
stories
forward
sooner
is
because
we
do
have
a
process.
That's
not
really
trauma
informed.
L
L
It
was
really
unusual
for
me,
a
doctoral
level
psychologist
to
be
in
a
school,
and
I
think
I
did
bring
my
different
lenses
which
helped,
but
I
also
had
some
other
clinicians
who
I
can
consulted
with
so
doing.
This
work
in
isolation
can
also
be
very
risky
so
who?
Who
do
clinicians
have
to
consult
with
when
they're
faced
with
a
disclosure?
L
How
do
they
kind
of
work
that
through
because
we
often
have
our
own
traumas
and
that
can
limit
our
perspective
and
how
we
respond
to
situations
having
supervision
of
clinicians
and
our
training
of
our
safety
personnel
in
mental
health
practices?
I
have
witnessed
safety
personnel
kind
of
escalating
situations
and
increasing
violence
in
schools.
Thank
you
for
this
opportunity.
A
F
Yeah
sure
I
mean
I
would
just
open
my
thanking
you
and
council
murphy
for
hosting
this
hearing
today
and
letting
us
be
in
the
space
to
hear
the
concerns
and
to
hear
the
dialogue
and
learn
from
what
we
take
out
of
here
and
take
some
action
and
get
better
at
the
work
that
we
do
around
this.
So
just
appreciate
about
the
opportunity
happen
to
share.
We
do
and
learn
from
kind
of
what
some
of
the
experiences
of
our
constituents
are
and
have
been
to
to
make
better
decisions
going
forward.
A
Thank
you,
okay.
Captain
hussein
like
this
is
where
I
feel
make
sure
you
speak
into
the
mic.
That
way,
we
can
hear
you
loud
and
clear.
Okay.
This
is
where
I
think,
there's
an
opportunity
for
those
who
are
tuning
in
to
really
understand
kind
of
like
the
relationship
between
bpd
and
the
boston,
public,
school
safety
and
kind
of
what
it
looks
like
when
you
hear
of
a
sexual
assault
or
harassment
just
help
us
understand
what
the
protocols
procedures
are
and
what
your
role
is.
Q
So
initially,
safety
service
will
inform
one
of
the
school
police
officers
that
we
have
an
incident.
We've
got
a
female
officer
that
will
take
the
report
if
it
rises
in
the
officer's
opinion
to
something
that
is
sexual,
then
the
supervisor
is
notified
and
crimes
against
children
is
called
in
sergeant.
Detective
harris
is
here
she
can
speak
to
that
component
when
her
detectives
come
in
and
how
they
process
the
incident
from
there.
Q
If
it's
a
rape,
lieutenant
detective
driscoll
can
talk
about
how
his
detectives
will
proceed
forth
there,
but
the
relationship
is
good
with
safety
service
it
can
always
get
better,
and
in
this
transitional
phase
we've
got
a
new
superintendent.
Coming
we've
got
a
new
commissioner
coming
and
with
the
new
mayor
and
her
commitment
to
rebuilding
the
schools,
I
think
we're
going
to
be
in
a
great
place
come
september,
but
procedure-wise
rule-wise,
mass
general
law
wise,
and
I
provided
that
to
you.
The
officers
have
an
outline
of
what
needs
to
be
done.
Q
Q
Correct
everybody
should
know
this,
they
can
go
on
our
website
and
one
of
the
things
safety
service
and
the
school
police
unit
going
forward.
Working
with
a
a
non-profit
called
strategies
for
youth
is
educating
our
young
men
and
women
on
what
they
can
and
can't
do
what
the
laws
are.
There's
so
many
things
these
kids,
just
don't
they
just
don't
know,
and
I
think
it's
important
for
us
to
educate
them
on
how
to
navigate
as
they
get
older,
yeah.
A
J
B
B
So
when
in
the
last
few
years-
and
I
applaud
our
former
colleague
counselor
sabe
george-
that
she
really
knew
that
there
was
a
need
and
added
the
more
nurses
and
social
workers.
But
now
when
you
talk
about
the
systems
change,
the
school
department
now
needs
to
make
sure
that
we're
giving
them
the
proper
training,
and
if
that
is,
it,
should
include
all
of
it
right.
Sexual
assault,
training,
mental
health
training
trauma
informed
teacher
training.
That
should
also
be
for
our
staff.
B
I
said
it
with
the
first
panel
I'll
say
it
again:
we
are
never
given
that
proper
training
as
teachers
with
all
of
these
important
things
and
as
a
parent.
I
also
know
that
when
you
talked
about
like
sex
ed
or
all
of
these
other
important
things,
it's
an
add-on,
it's
the
gym
teacher
and
maybe
the
boys
get
it
the
first
week
in
april,
and
then
the
girls
will
get
the
class
the
last
week
and
the
mom
gets
the
call.
B
You
sign
the
form
and
it's
not
the
same
as
you
know
really
teaching
it
as
a
curriculum,
and
I
do
want
to
mention
how
my
colleague
here
and
I
we
have
filed
and
will
have
a
hearing
soon
on.
We
really
would
love
to
have
mental
health
as
a
curriculum
in
the
bps
system
that
not
just
something
if
needed.
We
talk
about
that.
It's
starting
in
kindergarten
and
just
touch
on
the
stories
you
were
talking
about
and
how
it's
not
always
someone
coming
forward.
B
It
could
be,
they
wrote
it
in
a
letter
you
saw
known
in
the
bathroom
or
it
was
an
assignment
I
most
of
my
years
in
bps.
I
was
a
kindergarten
teacher,
so
for
many
children
it
in
for
the
families
if
it
was
their
oldest
child.
That
was
the
first
experience
they
had
in
the
school
system,
which
we
know
was
a
government
agency.
B
So
there
were
times
when
kids
were
drawing
pictures
or
talking
about
things
or,
and
so
we
do.
I
don't
think
we
do
a
bad
job.
We
have
to
do
a
better
job,
though,
at
making
sure
families
know
that
as
a
teacher
or
school,
if
we
see
that
the
family
could
need
more
services,
that
it's
not
something
they
should
be
hiding
or
the
kids
should
feel
like.
B
Oh
maybe
I
shouldn't
be
talking
anymore,
and
it
is
that
fine
line
you
mentioned
that
if
it's
an
older
child,
you
can
put
it
in
your
syllabus,
but
you
want
to
make
sure
as
a
teacher,
that
your
students
trust
you
and
your
families
trust
you.
So
those
relationships
also
all
the
way
up
the
line,
because
it's
frustrating
when
you
hear
that
a
teacher
says
well,
the
principal
said
this
or
a
principal
says:
I'm
not
getting
support
from
above
me.
So
definitely
glad
we
added
the
s
to
that.
J
B
C
Thank
you,
everyone
for
everything
that
you
brought
to
the
panel
and
I
apologize
again
for
those
who
I
did
it
here
in
full,
just
been
a
bit
of
a
balancing
act.
I
do
have
one
question
at
the
moment
for
the
captain:
I'm
curious
as
to
the
training
that
we
give
our
police
officers
in
order
to
deal
with
these
issues
of
sexual
assault
and
sexual
misconduct
and
and
to
ensure
that
they're
able
to
show
up
and
respond
to
these
calls
with.
C
Q
And
we've
got
a
really
good
group.
We
bring
in
physicians
to
supplement
our
training,
so
at
the
academy
they
get
a
well-rounded
empathy,
social
interaction,
training
there,
the
school
police
unit,
those
offices
that
deal
with
safety
services
they
at
the
mass
training
council,
they're
certified
as
sros
school
resource
officers
and
I'm
not
familiar.
C
You
I
ask
the
question,
because
we
talk
about
making
sure
that
our
policies
are,
you
know
and
the
way
that
we
respond
is
trauma
informed,
and
I
often
I
don't.
I
don't
know
if
it's
police
officers
who
can
do
that
work
for
other
police,
I
think,
probably
in
part,
but
I
think
that
that
work
really
comes
from
the
physicians.
The
social
workers
who
you
know
the
counselors,
who
are
doing
the
training
on
around
issues
of
cultural
sensitivity,
sensitivity
and
around
issues
of
gender
identity
that
you
hear
oftentimes.
Q
C
Thank
you.
I
you
know
I
what
is
my
question
and
I
think
it
dovetails
off
because
there's
a
related
issue
here
with
you
know:
what
are
the
services
that
we're
providing
to
an
individual
student
around
issues
of
mental
health,
around
preventative
issues,
and
I'm
just
curious
on
to
what
you
think
the
ideal
support
system
for
student
at
a
school
looks
like.
C
I
know
that
might
not
be
directly
responsive
to
this
issue,
but
I
do
think
that
it
helps
in
terms
of
prevention
and
in
terms
of
understanding
how
we
support
a
whole
student
so
that
they
know
where
to
turn
when
they
have
an
issue
and
to
prevent
any
misconduct
right,
oftentimes,
it's
if
it's
folks
acting
out
or
if
it's
folks,
you
know
hurt
people
hurt
people
right,
and
so,
if
we
are
able
to
stem
the
hurt,
what
does
that?
What
does
that
structure
in
a
school
setting
look
like
to
you
doctor.
L
L
One
of
the
things
that
I
think
has
been
helpful
in
our
school
is
our
role
is
we?
We
engage
different,
tiered
approaches
in
working
with
young
people,
so
we're
not
just
a
clinician
but
we're
doing
some
of
the
the
sex
ed
or
the
mental
health
education
we're
working
alongside
teachers,
teaching
some
content,
that's
relevant
to
our
our
our
role,
so
students
are
getting
to
see
us
not
just
as
the
therapist
in
the
this
office
that
I
get
sent
to
or
go
to.
L
If
I
have
a
problem
but
they're
seeing
us
as
part
of
their
whole
school
and
part
of
the
adults,
the
support
of
adults
in
the
system-
and
so
I
think,
that's
a
model.
That's
really,
I
think,
helpful
for
students,
because
they
see
clinicians
and
clinical
support
at
different
levels
is
not
just
when
you,
if
or
when
you
have
a
problem,
but
it's
a
supportive
role
and
you
can
come
to
us
so
again.
C
Thank
you
if
you
have
any
thoughts
on
ratios,
I'd,
be
curious
about
that
as
well.
In
terms
of
like
the
number
of
students,
a
guidance
counselor
should
have
the
number
of
students
every
social
worker
should
have.
I
think
that
would
be.
You
know
good
information
for
us
to
have,
if
not
now,
something
maybe
through
the
chair.
I
recommend
that
if
later
I'm
I'm
curious
to
know
these
numbers
so
that
when
we
are
talking
to
bps-
and
we
are
talking
to
desi-
we
we
can-
you
know
talk
about
what
we've
learned
from
practitioners
as
well.
L
I
think
that's
a
great
question
and
I
know
you're
not
asking
me
to
answer
that
now
and
I
I
don't
have
the
racial
numbers,
but
I
think,
as
we're
coming
out
of
this
pandemic,
we're
seeing
elevated
levels
of
mental
health
concerns,
and
so
thinking
about
that
in
contact.
This
is
not
going
away,
and
so
how
are
we?
You
know
adding
services
or
maybe
different
levels
of
services
right.
They
don't
necessarily
have
to
be
licensed
clinicians.
But
how
are
we
ensuring
that
there
are
additional
supportive
adults
in
in
school
buildings?
L
A
Thank
you
guys,
thank
you
for
for
that
I'll.
Just
ask
a
few
questions,
because
I'd
love
to
make
sure
that
we
give
an
opportunity
for
those
who
are
waiting
for
public
testimony
to
enter
the
space.
So
you
know,
I
think,
I'm
going
to
ask
amaya
the
same
question
in
regards
to
you
know
when
you
think
about
how
a
young
person
could
feel
fully
supported
when
they've
had
the
courage
to
to
speak
up.
P
Okay,
I
have
one
answer
for
you,
which
is:
we
need
to
implement
more
therapy
services
in
our
schools
and
when
I
say
this,
I,
like
you,
said
I
like
how
you
said
that
there's
not
just
a
therapist
where
students
have
on
their
schedule.
They
go
see
this
therapist
for
this
long,
but
one
that's
free
for
all.
P
So
if
a
student
is
going
through
something
they
can
go
to
their
office
and
they're,
not
just
meeting
with
the
student
for
like
an
hour
and
they
have
to
sit
with
this
there's
one
that's
connecting
with
students
one-on-one,
because
obviously
a
one-on-one
connection
is
the
most
important
thing.
When
you
feel
a
connection
with
the
teacher
or
staff
member,
you
feel
more
comfortable
talking
to
them
and
having
more
diversity
in
our
therapy
services.
So
you
know,
there's
not
too
many.
Just
black
therapists
in
the
school
there's
not
too
many
white
therapists
in
school.
P
It's
an
equal
diverse,
so
everybody
in
the
school
feels
like
inclusive
and
there's
somebody
that
they
can
go
to
and
having
more
resources
available
in
schools
that
can
be
like
with
cards.
I'm
thinking
like
cards
with,
like
a
crisis
number
or
anything
where,
if
school,
if
students
feel
like
they
don't
have
anything,
they
can
go
right
to
the
main
office
and
grab
that
card
and
go
about.
You
know
having
resources
for
themselves
if
the
school
isn't
providing
the
right
ones,.
A
Yeah,
thank
you.
Thank
you.
Counselor
murphy
and
I
are
just
keep
smiling
over
here,
just
like.
Oh,
my
god,
yes
yeah,
so
you
know,
I
think,
there's
there's
I'm
hearing
a
number
of
different
things
and
I
think
sam
as
you,
mr
dipina,
as
you
start
really
thinking
about
operationalizing
this
alongside
bpd
and
the
school
safety
and
with
the
expertise
of
the
clinicians
and
the
students
is
really
putting
together
some
comprehensive
information.
Here's
five
things
that
you
need
to
know:
what
are
your
rights?
I
know
there
was
a.
A
You
know,
I
want
to
say
two
things
and
then
I'm
gonna
move
on
to
public
testimony
and,
and
then
I'm
gonna
before
I
do.
I'm
gonna
ask
my
colleague
here
if
you
have
any
follow-ups,
but
you
know
I've
heard
from
students
that
have
had
to
report
and
sometimes
they've
had
to
report
to
adults
that
they
don't
feel
safe
or
comfortable
with
and
in
scenarios
that
make
them
feel
uncomfortable
like
in
a
little
room
with
a
male,
and
they
just
happen
to
be
the
dean
of
students
right.
A
So
that's
the
role
of
that
person
and
you
would
think
that
that
person
would
be
well
equipped,
but
I'm
just
curious,
sam
in
terms
of
just
kind
of
like
how
are
we
creating
space
for
young
people
to
disclose?
And
how
are
you
all
thinking
about
potentially
redesigning
that
process
so
that
young
people
can
feel
safe
going
to
an
adult?
Even
if
it
might
be?
Someone
of
the
opposite
sex.
F
So
I
think
a
lot
of
the
the
work
around
that's
ongoing,
the
other.
The
other
thing
that
I
would
add
to
that
is,
I
know
with
regards
to
spaces
and
where
people
go,
there
are
different
avenues
that
people
do
they
go
to
a
private
office.
Sometimes
they
go
to
the
library
and
quiet
space.
Sometimes
they
go
for
walks
outside
and
around
the
campus.
F
Sometimes
they
meet
and
talk
during
lunch
time,
so
the
different
places
physically
in
physical
spaces,
where
they
go,
that
that
people
know
that
just
pull
away
from
the
rest
of
the
school
and
get
some
privacy
and
allow
this
conversation
to
happen,
and
sometimes
it
occurs
with
parents.
Sometimes
it
doesn't
because
sometimes
students
feel
that
that's
not
appropriate.
F
I
would
also
add,
though,
that
we
have
had
experiences
where
males
have
felt
very
uncomfortable
around
some
of
these
issues
as
well.
So
that
is
a
thing
as
well.
I
just
wanted
to
name
that
hadn't
come
up
in
this
space,
yet
I
also
want
to
name
that
it's
important
for
us
to
give
them
the
same
tools
as
a
as
a
female
would
feel
because
that
does
occur.
F
So
I
think
whatever
we
do-
and
I
do
appreciate
maya's
comments
and
her
insights
and
feedback,
because
she's
spot
on
about
kind
of
some
of
the
experiences
that
students
are
feeling
and
I
think
we
have
to
continue
to
push
and
strive
and
listen
to
see
what
students
are
recommending
to
to
to
move
forward.
Yeah.
A
A
Yeah,
so
I
want
I,
dr
jackman:
did
you
want
to
share
some
something
because
your
light
is
on
or
no
you're
good?
Oh,
no,
I
think,
okay,
but
I
I
I
want
to
push
a
little
bit
more
on.
Something
else
that
we
haven't
touched
upon
here
is
that
it's
really
scary,
when
it's
a
student
having
to
report
something
that
an
adult
has
done
to
them,
and
I
really
want
to
talk
about
some
of
the
power
dynamics
that
exist
within
that
space
and
I'm
just
curious
about
how
bps
is
addressing
some
of
that
supporting.
F
Sure
so
what
we're
trying
to
also
do
is
build
in
redundancies
and
other
avenues
for
families
to
report,
other
incidences,
so
beyond
the
school,
there's
also
a
level
of
hierarchy
that
we
may
need
to
do
more
education
on
to
families
right.
So
every
school
principal
in
school,
ahead
of
schools
has
a
supervisor
and
that's
also
an
avenue
that
that
a
school
or
parent
can
take
there's
also
an
operational
leader
for
every
school
that
tends
to
deal
with
a
lot
of
issues
and
concerns
of
students
and
families.
F
We
also
have
a
noms
blood
person,
essentially
that
helps
liaison
between
different
concerns
that
families
have
and
more
recently,
we've
established
a
hotline
or
help
line.
I
should
say
not
a
hotline,
a
helpline,
essentially
where
parents,
students,
constituents
partners,
anyone
can
call,
and
they
can
receive
information
about
different
concerns
that
folks
have
that
number
for
the
record
is
617-635-8873.
F
Eight
seven
three
so
we're
trying
to
build
in
some
systems
so
that
way
people
don't
feel
comfortable.
What's
going
on
on
the
ground
schools,
but
there's
multiple
avenues
centrally
where
they
can
report
stuff
that
we
can
follow
up
on
and
obviously,
equity
office
is
a
phenomenal
resource
as
well.
So
people
can
feel
free
to
call
directly
to
the
equity
office
and
they
have
the
support
they
need
as
well.
A
Right,
because
there's
a
lot
of
tension
right
now
and
I
will
say
that,
as
as
I
used
to
work
in
the
education
space,
so
I
have
a
lot
of
parents.
That
call
me
about
everything.
Even
before
I
became
a
city
councilor
now
in
this
role,
and
there
was
some
there
were
some
scenarios
that
happened
in
in
in
the
particular
school,
and
it
was
in
the
news.
So
we
already
know
it
was
madison
park
and
just
the
way
the
information
came
out.
Parents
did
not
know
what
was
happening.
A
Communication
came
out
after
the
fact
there
was
an
email,
it
was
delayed,
and
I
don't
know
still
to
this
day
what
what
came
of
that
and
there
there
is
this
culture,
I
believe
in
our
education
system,
of
letting
things
just
quietly
die
down
and
this
inability
to
take
responsibility
or
accountability
or
figuring
out.
How
do
we?
How
do
we
repair
the
harm?
And
so
this
is
not
about
blame.
A
But
I
want
to
just
bring
it
into
the
space
and
put
it
on
the
record
that
at
some
point,
as
we
start
thinking
about
redesigning
systems,
that
there
needs
to
be
a
part
of
trauma,
response
and
support
services
for
families
who,
whether
it
was
through
an
email
whether
it
was
through
just
being
in
that
school,
that
there
needs
to
be
some
triage
and
some
support
services
that
happen,
regardless
of
whether
or
not
they
were
the
victim.
There's
still
some
work
and
some
closure.
A
That
hasn't
happened
in
a
number
of
different
spaces
that
I
think
we
can
all
learn
from,
as
we
think
about
system
use
design,
and-
and
so
I
just
wanted
just
to
just
to
utilize,
my
mic
to
to
just
uplift
that
as
something
that
we
can
be
mindful
of
before
I
move
on,
I
wanted
to
see.
If
yeah
do
you
have
another
follow-up.
B
Quickly
and
to
follow
up
on
that
also,
I
was
going
to
tie
that
in
because
you
know,
bps
has
a
culture
of
not
freely
sharing
information.
If
it's
third
grade
reading
levels-
or
you
know,
assaults
at
schools,
especially
you
know
if
the
data
is
not
good,
if
it's
true
or
not
like
I
said
earlier,
you
can
say
the
police
will
say
you're
safe,
but
if
there's
not
a
feeling
of
safety
right,
so
it
has
to
just
be
more
open
and
free
or
only
share
if
it's
forced
right.
B
If
the
email
comes
a
few
days
later,
because
there
was
pressure
or
trying
to
make
sure
the
the
spin
is
put
on
it.
If
that's
true
or
not,
that's
what
the
families
feel
right.
So
we
have
to
do
better
at
that
to
earn
more
trust
because
the
trust
is
necessary
and
in
the
first
panelist
the
office
of
equity
was
talking
about
when
it's
a
year
when
we
have
more
incidents
reported.
B
B
But
then
what
do
we
do
with
that
and
there's
the
legal
side
that
we
touched
on
right?
Is
it
a
51a?
Are
the
police
called?
Is
the
hospital
involved,
but
what
are
we
doing
as
a
school
and
what
are
we
doing
as
a
system?
If
we
see
that
there
are
certain
schools
that
have
higher
levels
of
students
not
feeling
safe,
you
know
so
something
we
definitely
need
to
work
more
on,
and
I'm
glad
that
we
started
this
conversation
and
just
to
be.
You
know
open
and
honest
about
that.
B
A
Thank
you,
councillor,
murphy.
I
I
I
feel
like
she
and
I
are
like
2p
to
the
pod
here.
When
it
comes
to
education,
we
have
a
deep
commitment
to
helping
bps
be
set
up
for
success,
and
part
of
that
is
how
do
we
do
this
together
and
I'm
glad
that
we
have
students?
We
have
you,
know
the
boston
police
department.
A
We
have
the
school
safety
folks
here
you
know
we
have
clinicians
like
it's
going
to
take
all
of
us
really
to
lean
into
the
discomfort
oftentimes
so
that
we
can
design
something
that
is
going
to
feel
like
we've
all
played
a
role
in
what
that
looks
like,
and
so
you
know,
I
hope,
as
we
continue
to
have
these
conversations,
that
you
see
us
as
partners
right
in
in
that
dialogue.
I'm
going
to
ask
so
before
we
move
on.
A
I
wanted
to
to
quickly
thank
our
panelists
for
bringing
so
much
of
yourselves
into
this
space.
I
I
know
for
those
folks
who
who've
been
in
front
of
me
thought
this
is
going
to
be
different,
but
I'm
so
glad
that
you
came
here
with
an
open
heart
and
and
and
felt
at
ease,
and-
and
so
thank
you
for
for
joining
us
and
and
for
your
thoughtful
questions
and
comments
from
my
colleagues.
A
A
Absolutely
very
good
come
on
down
driscoll
you're,
the
next
contestant
on
come
share
with
us,
a
few
of
your
tidbits
with
us.
We
want
to
make
use
of
your
time
and
respect
your
time
and
really
do
appreciate
you
taking
the
time
to
be
here.
So
I
want
to
create
space
for
you
to
help
us
understand
the
way:
the
boston
police
department's
division
that
you
oversee,
how
they're
supporting
our
families
and
students
sure.
R
Once
again,
my
name
is
lieutenant
rich
driscoll,
the
commander
of
the
sexual
assault
unit,
crimes
against
children,
human
trafficking
and
the
internet,
crimes
against
children
unit
which
is
located
in
the
family
justice
center
over
on
commonwealth
ave,
which
also
houses
the
domestic
violence
unit
as
well.
I
don't
know
if
you
want
me
to
go
into
specific
numbers
or
anything
like
that.
R
R
You
know
it's
40
hours
of
very,
very
extensive
training,
including
instruction
by
survivors
of
rape,
clinicians
doctors
and
also
law
enforcement
and
training
experts
as
well,
and
they
kind
of
collate
that
together
in
an
extensive
training.
So
our
detectives
are
trauma
informed,
very,
very
cognizant
of
of
re-victimization
and
the
other
issues
that
exist.
R
The
first
disclosure,
by
by
a
survivor
of
a
sexual
assault
is,
is
you
know,
an
evidentiary
rule
for
for
court
if
it
goes
to
court
and
it
goes
to
trial,
and
that
is
to
simplify
it.
The
only
admissible
additional
statement.
Beyond
the
survivor
statement,
if
it
goes
to
court,
so
if
we
have
bifurcated
non-coordinated
investigations
specifically
of
let's
say
rape
allegation,
it
could
it
could
derail
a
case
and
it
could
derail
justice
and
closure
one
additional.
R
R
We
have
a
number
of
referral
services,
such
as
bach,
which
is
the
boston
area,
rape,
crisis
center,
the
cac,
the
children's
advocacy
center
sane
and
all
these
other
processes.
So
a
lot
of
times
we're
still
able
to
get
closure
for
a
survivor,
but
we're
also
able
to
mediate
a
process,
and
I
think,
in
some
cases,
lessen
trauma
to
both
sides,
and
I
know
that
you
spoke
of
some
of
the
issues
with
bps
and
school
safety
transfers,
and
things
like
that.
R
So
there's
a
lot
of
a
lot
of
positives
that
the
sau
the
sexual
assault
unit
crimes
against
children
such
as
detective
harrison
and
her
crew.
They
just
do
amazing
work
and
they
are
cognizant
of
that
school-to-prison
pipeline,
like
they're,
not
trying
to
feed
that
pipeline.
They
are
specially
trained
they're
on
the
same
page.
So,
just
to
echo
what
a
lot
of
the
people
on
the
panel
had
said
is
is
training
communication
and
we
are
all
in
this
together
and
I
think
you
know
if
people
know
more
of
how
we
approach
sexual
assault.
R
A
Thank
you.
Thank
you,
I'm
so
glad
that
we
brought
you
into
the
space,
because
one
thing
that
I
really
stood
out
that
really
stood
out
for
me
was
your
use
of
the
word
survivor.
You
didn't
call
us
victims
right
like
so
that
is
already
like
really
appreciated.
Thank
you.
Thank
you.
No
questions.
Okay!
No.
Thank
you.
Thank
you.
Thank.
A
A
M
M
Situation
at
school
is
the
same
trust
I
should
have
in
our
schools
to
tend
to
my
situation,
because
not
many
have
a
mom
like
mine,
but
what
happens
to
these
survivors
long
term?
No
woman,
let
alone
a
student
can
breeze
through
the
repercussions
of
sexual
assault
survivors
in
recognition
of
their
mental
health
battle.
Every
day.
Communication
is
needed.
These
survivors
are
in
need
of
school
implementation,
of
reassurance
that
any
current
or
future
events
of
sexual
misconduct
of
any
kind
will
be
handled
physically
and
emotionally
long
term.
M
Not
just
for
the
moment
and
not
just
after
the
incident
takes
place.
Survivors
are
not
only
repeatedly
dealing
with
the
situation
alongside
the
administration,
but
they're
also
battling
with
the
social
controversy
and
the
internal
and
self-affection
about
the
incident
itself
and
or
speaking
up
about
it.
We
spend
a
portion
of
our
lives
at
school
and
the
least
we
could
be.
The
least
we
could
be
granted
is
a
clear
emotional
support
system
from
our
schools.
M
What
stuck
with
me
was
when
dr
gail
krum
swaby
from
the
first
panel
mentioned
that
these
emotional
effects
of
sexual
misconduct,
or
any
event
that
takes
place
during
our
adolescent
years,
carries
with
us
as
we're
adults.
These
events,
or
these
incidents
affect
how
we
respond
and
react
in
situations
and
how
we
view
the
world
in
ourselves
suggesting
that
these
same
students
who
experience
sexual
assault
at
a
young
age
are
prone
to
experiencing
behavioral
and
emotional
challenges.
M
As
an
adult,
no
student
is
able
to
learn
in
an
environment
where
they're
constantly
focused
on
the
prevention
or
reprogressions
of
being
a
survivor.
In
closing,
I
also
just
want
to
add
listening
to
my
friend
maya
speak.
I've
learned
to
appreciate
that
my
private
middle
school
at
my
private
middle
school.
I
had
access
to
a
licensed
black
psychologist
female
psychologist.
I
must
say-
and
I
never
realized-
and
I
never
appreciated
how
much
I
needed
her
until
I
didn't
have
her
anymore
after
during
my
school
year.
Yeah.
Thank
you.
A
Thank
you.
Thank
you.
Thank
you
and
you
waited
so
long
to
be
heard,
and
I
just
I'm
so
glad
that
you
got
to
take
in
everything
that
you
heard
here.
Yes
as
well,
so
I
just
want
to
say
thank
you
thank
you
for
being
so
patient.
I
always
say
we
gotta
leave
with
public
testimony
and
then
go
into
everything
else,
because
you
guys
are
so
patient.
So
just
thank
you.
I
I
have
heard
that
we
have
someone
via
zoom.
S
S
So
there's
a
couple
of
things
that
I
wanted
to
say,
so
I
have
a
little
frick
written
from
a
young
age.
We
are
taught
to
advocate
and
speak
when
we
feel
things
are
wrong.
But
what
I
see
is
a
couple
of
things
wrong
to
start.
How
are
we
a
student
supposed
to
feel
comfortable
with
speaking
on
sexual
assault
when
we
are
constantly
invalidated
and
silenced,
to
keep
the
peace?
S
On
a
personal
belief,
I
found
that
certain
situations
get
different
approaches.
We
overlook
the
children
who
we
get
called,
who
get
called
dramatic
and
are
troubled
because
you
know,
as
somebody
who
used
to
get
I'm
going
to
go
off
the
trip
a
little
bit
as
somebody
who
used
to
get
called
dramatic
and
troubled
as
a
young
kid
it's
hard
to
sit
and
want
to
go,
speak
out
against
these
injustices
that
we
face.
When
you
don't
know
what
you're
gonna
be
met
with
you
don't
know
if
you're
gonna
get
invalidated,
you
don't
know.
S
If
you're
gonna
get
compassion,
you
don't
know,
what's
gonna
happen
and
going
back
on
script
as
the
school
system,
we
must
acknowledge
the
shortcomings
of
the
system.
We
fall
short
with
supportive
and
trained
individuals.
We
fall
short
on
up-to-date
sexual
education.
Students
should
not
have
to
learn
the
hard
way
about
consent.
Lastly,
we
need
individuals
who
have
been
through
situations
to
really
shed
light
on
all
of
our
shortcomings.
It
is
easy
for
one
to
say
they
know
how
to
handle
a
situation
when
not
being
in
that
situation.
S
A
T
My
name
is
melissa:
I'm
a
born
and
raised
bostonian
and
current
boston
proper
resident,
I'm
a
taxpayer,
I'm
also
a
boston
public,
school
graduate
and
part
of
a
bps
family.
Often
I
jokingly
refer
to
myself
as
a
geriatric
millennial,
and
my
generation
was
one
of
the
first
boston
public
school
students
to
have
access
to
the
world
wide
web
in
our
classrooms.
I
can't
help,
but
think
of
my
fourth
fifth
grade
teacher
and
his
thankless
efforts
to
stop
my
male
classmates
in
elementary
school
from
using
school
computers
to
view
pornographic
websites.
T
During
my
time
as
a
boston,
latin
school
student,
I
attended
school
with
many
classmates
who
were
in
one
way
or
another
affected
by
the
2002
boston,
archdiocese
abuse
scandal,
as
reported
by
the
boston
globe,
spotlight
team,
which
was
later
dramatized
in
the
2015
award
academy,
award-winning
film
spotlight
in
the
mid-2000s,
the
boston,
the
mbta
transit
police
department
and
barc
barcc
partnered
for
a
public
awareness
campaign
called
rub
against
me
and
I'll
expose
you.
After
seven,
several
of
my
last
school
classmates
were
subjected
to
sexual
harassment
or
public
transit
during
our
morning
commute
to
school.
T
Thank
you.
Counselors
mejia
and
murphy
and
everyone
here
for
having
this
hearing
today
when
I
last
offered
public
testimony
at
a
city
council
hearing
I
spoke
about
the
now
defunct,
beat
together
mandate,
as
enacted
by
michelle
in
january.
2022,
though
the
mandate
is
now
rescinded.
The
mayor
continues
to
litigate
with
city
employees
in
court,
and
everyone
who
lives
in
boston
works
in
boston
visits,
boston
attends
school
in
boston
are
still
feeling
the
negative
impact
of
the
now
defunct
feed
together
mandate.
T
At
that
hearing,
I
spoke
in
general
terms
of
the
various
groups
of
people
who
were
negatively
and
traumatically
impacted
by
miss
lady
michelle's
mandate.
The
city
of
boston,
particularly
mayor
michelle,
will
ought
to
be
deeply
and
profoundly
ashamed
for
enacting
a
mandate
policy
would
show
zero
compassion
or
consideration
for
survivors
of
sexual
assault.
In
hindsight,
I
marvel
at
what
a
month
january
2022
truly
was
january.
2022
was
when
bpd
sergeant
shayna
catone
spoke
at
an
anti-mandate
protest
at
boston
city
hall.
Catone
mentioned
that
at
the
time
boston
was
experiencing
quote
13
uptick
in
rape.
T
This
was
shortly
after
bpd
issued
a
warning
public
advisory
to
warn
the
public.
After
numerous
incidents
of
spiked
drug
drinks,
colloquially
referred
to
as
roofies
were
reported
in
boston
bars
and
businesses,
we
are
here
today
after
a
second
bpd
advisory
was
issued
on
approximately
may
22nd
2022
regarding
the
same
kinds
of
drug
drink
incidents
happening
in
boston
area
businesses.
These
incidents
are
still
happening
and
very
little
seems
to
be
done
on
the
part
of
the
city
to
prevent
these
incidents
or
offer
material.
Substantial
support
to
survivors
to
say
this
is
disgusting
is
a
profound
understatement.
T
As
councilor
mejia
said
in
her
earlier
remarks.
A
hearing
like
this
is
for
all
of
us
to
hear,
and
evidently
the
undue
attention
and
resources
devoted
to
enforcing
michelle's
michelle
who's
be
together.
Mandate
resulted
in
these
drugged,
spike,
drink
incidents,
not
only
increasing
but
going
entirely
ignored,
not
a
single
business,
as
far
as
I
know,
posted,
conspicuous
notices,
warning
patrons
and
reminding
them
of
the
best
practices
to
stay
safe
as
bpd
and
the
boston
licensing
board
explicitly
required.
These
licensed
premises.
T
Businesses
to
do
believe
me.
I
checked
what
I
did
see
in
these
businesses
were
conspicuous
notices,
posting
demanding
that
certain
customers
entering
certain
businesses
be
forced
to
affix
a
medical
device
to
their
body
to
their
face
to
their
person.
The
musician
pj
harvey
saying,
shame
is
a
shadow
of
love
and
the
ominous
ever
looming
cloud
of
shame
hangs
over
boston,
the
city.
I
love
the
city
that
used
to
love
me
back
as
bobby
bland,
saying
ain't,
no
love
in
the
heart
of
the
city;
ain't,
no
love
in
the
heart
of
town.
That
is
exceedingly
clear.
T
From
this
current
may,
euro
administration
shame
hangs
like
a
face
mask
dangling
from
my
ear,
like
a
vaccine
cardinal
on
my
purse,
to
claiming
what
serological
marker
I
may
or
may
not
do
what
serological
marker
may
or
may
not
dwell
in
my
blood.
Shame!
Shame
I
reject
that
shame.
It
is
not
my
shame,
however,
shame
one
would
the
be
together.
Mandate
is
and
will
be
michelle
wu.
T
I
can
only
hope
that
in
some
way
my
testimony
here
helps
in
a
small
way
to
encourage
introspection,
reflection
and
action
from
all
bostonians
actual
action.
Until
then,
I
will
lift
my
voice
to
protest.
These
disgusting,
unethical
and
damaging
policies
of
mayor
michelle
wu,
woo
gotta
go.
I
pray
for
healing
peace
and
comfort
to
everyone
in
boston
and
elsewhere,
who
have
who
have
been
and
continue
to
be
impacted
by
sexual
assault.
I
close
with
the
words
of
another
songstress
fiona
apple
this
mind
this
voice.
This
body
cannot
be
stifled
by
your
deviant
ways.
A
A
A
A
So
thank
you,
counselor
murphy,
for
passing
notes
during
the
hearing
she-
and
I
do
that-
okay,
so
I
think
with
that,
unless
there
are
any
other
katina,
I
don't
even
know
if
you're
still
with
us,
but
I
just
want
to
say
thank
you
for
for
staying
with
us
and
and
for
bringing
such
a
profound
experience
here
into
the
chamber.
As
a
parent
really
do
appreciate
you,
if
you
could
still
hear
me,
just
know
that
you
are
appreciated.
A
Good,
I
I
wasn't
sure
if
you
were
still
here
so
I'm
happy
to
to
know
that
you
have
stayed,
and
I
hope
that
you
heard
that
we
are
going
for
us.
It's
important
for
us
to
listen
and
learn
and,
more
importantly,
take
what
we
learn
and
do
something
about
it,
and
we
would
love
to
be
able
to
continue
to
engage
you
in
that
process.
A
H
A
A
I
I
think
that
you
know
we
spent
it's
almost
six
and
we're
gonna
end
on
time,
which
is
normally
not
the
case,
but
this
was.
I
hope
that
for
those
who
stayed
as
long
as
you
did,
it's
good
to
see
you
here
and
I'm
glad
that
you
stayed
for
the
long
run
too.
So
I
just
wanted
to
just
thank
everyone
for
attending
this
hearing.
You
know,
as
the
chair,
I
will
move
to
recommend
the
disorder
stay
in
our
committee,
but
for
now
I'm
going
to
bid
you
all
a
beautiful
evening.
A
Thank
you
to
huang
lopez
for
for
helping
to
coordinate
asla
from
my
team.
Yes,
give
it
up.
Asslap
she's
like
stop
it.
She
hates
attention,
but
our
policy
director
is
out
and
asla
has
stepped
up
to
really
help
coordinate
and
you've
done
such
an
amazing
job.
Helping
to
facilitate
this
for
us,
so
thank
you,
asla,
and,
and
thank
you
maya
for
bringing
your
voice
into
this
space.
Thank
you,
counselor
murphy.
Thank
you,
council
luigi.
Thank
you
to
our
panelists.
Thank
you
for
those
who
tuned
in.