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From YouTube: Education on February 16, 2023
Description
Education Hearing - Docket #0245- Order for a hearing examining the implementation and outcomes of restorative practices in Boston Public Schools.
A
B
D
E
E
Today,
this
public
hearing
is
being
recorded
and
is
being
live
streamed
at
boston.gov,
City
Dash
excuse
me:
slash
City,
Dash,
Council,
Dash,
TV
and
broadcast
it
on
Xfinity,
channel
8
and
RCN
channel
82
and
files
964..
We
will
be
taking
public
testimony
at
the
end
of
this
hearing.
If
you
are
interested
in
testifying,
please
email,
ccc.education
boston.gov,
for
the
link.
Today's
hearing
is
on
docket0245
order
for
a
hearing
examining
the
implementation
and
outcomes
of
restorative
justice
practice
in
Boston
Public
Schools.
E
This
matter
was
sponsored
by
me:
counselor
Julia,
Mejia,
counselor,
kenzuelada,
District,
Six
and
counselor
at
Royal
district
5.
and
was
referred
to
the
committee
on
education
on
Jan
January,
25th,
2023
I.
Don't
have
the
part
of
the
opening
remarks
in
regards
to
I'm
in
compliance
with
the
government,
the
the
governor's
hearing
order
around
Public
Safety
and
all
that
sort
of
stuff
quora,
so
I'm
going
to
assume
I.
E
Don't
need
to
read
that
into
the
record,
but
just
in
case
I
believe
we
are
until
March
the
23rd
able
to
host
hearings
via
zooms
to
ensure
that
we
are
adhering
to
open
media
law
and
also
making
sure
that
we're
able
to
conduct
our
business
while
also
keeping
the
public
safe
I
just
did
the
abbreviation
of
that.
Just
in
case
I
was
supposed
to
say
it.
E
I
did
the
abbreviated
version
of
that
I
am
joined
by
my
colleagues
in
order
of
arrival,
councilada
counselor
breeding
and
counselor
Murphy
and,
as
my
colleagues
I
joined
I
will
be
sure
to
recognize
you.
Unfortunately,
some
of
my
colleagues
are
not
able
to
be
present
today
and
I
would
like
to
read
the
following
letters
of
absence
into
the
record:
Pro
counselor,
Brian,
rorel,
District,
4,
Dear,
chair
Mehia,
Vice,
chair
Murphy
and
counselor
colleagues.
E
I
will
unfortunately
be
unable
to
attend
today's
hearing,
but
I
am
grateful
to
the
counselors
to
counselors,
Mejia,
Lara
and
Arroyo
for
opening
this
discussion.
Restorative
justice
programs
are
critical.
They
improve
behavioral
and
educational
outcomes,
teach
important
life
skills
and,
like
conflict
resolution,
collaborative
problem
solving
and
provide
students
with
much
needed
social
emotional
supports,
while
avoiding
more
extreme
discipline
measures
and
their
lasting
impacts.
The
city
of
Boston
has
officially
had
restorative
justice
programs
for
a
decade,
and
yet
students
from
the
Henderson
and
Beyond
continue
to
organize
and
raise
their
voices
to
demand.
E
E
If
these
questions
have
already
been
raised,
I
asked
the
following
and
that's
for
the
administration
so
be
sure
to
incorporate
these
into
your
answers
with
what
data
has
been
collected
by
the
district
on
restorative
justice,
programs,
efficacy
versus
traditional
disciplinary
methods,
and
while
these
programs
are
desperately
needed
and
wanted,
it
is
important
that
we
ensure
quality
of
service.
What
barriers
currently
exist
to
scaling
the
restorative
justice
program?
Thank
you.
Councilor
morale,
and
this
is
from
counselor
Ruthie
Luigi,
dear
Committee
of
Education.
E
I
regret
to
inform
you
that
I
will
be
unable
to
attend
the
committee
on
education
here
and
on
docket0245,
a
hearing
to
examine
the
implementation
and
outcomes
of
restorative
justice
practices
in
Boston,
Public
Schools,
when
you
have
a
punitive
system,
such
as
timeouts
detention
and
suspensions,
the
automatic
responses
to
deny
responsive
response
to
deny
responsibility,
because
you
know
you'll
get
punished
with
a
restorative
justice
system.
The
incentive
is
to
admit
that
you
did
what
you
what
you
did,
because
you
know
that
there's
going
to
be
a
process
to
make
things
right.
E
Therefore,
excuse
me,
furthermore,
investigating
investing
in
restorative
justice
practices
creates
a
community
of
teachers
and
students
who
spend
less
time
on
discipline
and
have
more
time
for
teaching
and
learning,
and
they
work.
I
applaud
the
restorative
justice
programs,
like
the
restorative
justice
circles,
at
the
Young
achiever
science
math
and
Mathematics
Pilot
School,
where
they
have
asked
questions
like
what
what
happened?
How
did
it
happen?
How
can
we
do?
What
can
we
do
to
make
it
right
rather
than
punishment?
There's,
accountability,
Community,
responsive
inclusiveness,
respect
and
healing
on
a
deeper
level.
E
Bps
must
ensure
that
schools
who
want
to
do
the
work
of
restorative
justice
have
the
support
and
guidance
to
do
so.
My
staff
will
be
attending
and
I
will
and
I
will
thoroughly
review
the
video
hearing,
minutes
and
public
testimony.
Should
you
or
any
member
of
the
public
have
any
questions
or
concerns?
Please
do
not
hesitate
to
reach
out
to
my
office
directly
at.
E
617-635-4376.
Louisiana
boston.gov,
sincerely
Boston
City
councilor
I
was
also
informed
that
councilor
Arroyo
will
be
running
a
little
late
but
will
be
joining
us
shortly.
Today's
Administration
panel
consists
of
superintendent
Mary
Skipper,
who
will
be
with
us
for
only
15
minutes,
but
she'll
be
with
us
from
12
15
to
30..
E
E
We
have
Rita
lotta,
who
is
a
community
leader
and
executive
director
at
the
Maverick
Landing
Community
Services
Iman
Hassan,
who
is
the
director
at
stop
the
school
to
prison
pipeline
and
also
works
with
the
Massachusetts
advocates
for
children.
We
have
Leon
Smith
who's,
the
executive
director
of
citizens
for
Juvenile,
Justice,
Paola,
Ruiz
who's,
the
former
BPS
student
student
at
Tufts
and
media
assistant
at
the
Maverick
Landing
community
service
and
Stephanie
I
at
Google
who's,
the
manager
of
Arts
culture
and
Civic
engagement,
Associated
Latina,
because
superintendent
Skipper
only
join
us
for
15
minutes.
E
E
We
really
want
to
get
a
better
understanding
and
I'm
going
to
just
read
this
into
the
record.
I
believe
she's
on
her
way.
If
someone
could
confirm
I
know
I'm
a
little
bit
early,
but
I
do
believe
that
we
did
submit
these
questions
beforehand.
So
hopefully,
she'll
have
some
time
to
reflect.
One
of
the
questions
that
we
wanted
just
for
the
record
is
for
us
to
have
a
better
understanding
of
how
BPS
defines
restorative
justice
and
what
that
looks
like
on
a
district-wide
level.
E
We'd
like
to
hear
what
are
some
of
the
obstacles
that
the
district
has
faced
in
overcoming
the
implementation
of
restorative
justice,
District
y,
you
know,
and
if,
if
we
haven't,
if
we
had
had
them,
you
know
are:
are
we
moving
towards
being
able
to
implement
this
just
restorative
justice
on
a
district-wide
level?
If
so,
if
so,
what
are
the
obstacles?
What
would
obstacles
look
like
to
make
that
happen,
and
if
not,
why
not?
E
If
someone
could
just
confirm
that
and
and
he's
been
at
the
job
for
a
while,
so
just
be
curious
to
know
if
it
would
be
it'd
be
helpful
for
us
to
have
somebody
who
is
actually
practicing
it
to
provide
some
input.
So,
if
he's
not
here,
we're
just
curious
as
to
what
void
he
and
voice,
he
is
somebody's
going
to
be
able
to
fill
that
void
and
we're
just
also
curious
about
the
Investments
that
we're
making
on
restorative
justice
coaches.
E
You
know,
we
believe
that
this
is
part
of
the
the
strategy
to
be
set
up
for
success
is
to
have
more
coaches
and
I'm
just
curious
if
it
builds
sort
of
the
Investments
that
we're
we're
thinking
of
making
and
I
know,
that's
a
lot,
and
she
only
has
15
minutes
and
I
would
like
to
ask
my
co-sponsor
in
particular
before
we
have
a
little
bit
of
time
before
the
superintendent
arrives.
Are
there
any
additional
questions
that
you'd
like
to
add
to
this.
D
E
D
E
D
For
for
me,
specifically,
I'm
I
want
to
learn
about
the
investment
for
the
office
of
restorative
justice,
and
what
does
the
implementation
across
schools
look
like
it's,
my
understanding
that
everybody
kind
of
just
does
their
own
thing
and
that's
not
how
restorative
or
transformative
Justice
works.
There
is
a
baseline
of
practice,
and
so
how
are
we
ensuring
that
that's
being
practiced
across
schools?
And
you
know
we're
spending
a
lot
of
money
on
sros
and
surveillance
cameras
over
30
million
dollars
in
the
next
five
years?
D
And
we
have
three
people
who
are
Staffing
a
restorative
justice
Office.
So
how
are
we
staying
in
alignment
with
our
code
of
conduct
where
we're
trying
to
kind
of
reduce
these
kind
of
punitive
forms
if
we
are
not
investing
in
them
at
the
same
at
a
minimum,
at
the
same
amount
of
investment
that
we
are
investing
in
the
other
kind
of
school
safety
interventions?
Great.
E
F
E
E
Okay,
great,
thank
you
councilor
Flaherty,
that's
great
to
know
all
right,
so
I'm
going
to
in
the
interest
of
just
time
and
I
also
want
to
be
super
Mindful
and
respectful
of
everyone.
I
am
going
to
ask
my
my
co-sponsor
if
you
want
to
share
any
opening
remarks
of
anyone
on
the
from
on
the
console
side.
E
H
H
You
know,
we
know
that
this
doesn't
just
happen
organically.
Are
we
giving
schools
the
Frameworks
and
training
that
are
needed
to
do
this
work
successfully?
It's
something
I
hope
that
we
get
out
of
this
conversation
and
then
making
sure
we're
not
setting
people
up
for
failure
when
we
have
the
Blackstone
of
700
students
and
one
social
worker,
just
one
example
of
a
school
that
definitely
that's
true
across
the
system
that
there's
not
enough
people
in
positions
that
are
trained
in
these
different
types
of
Frameworks
to
support
our
students,
socially
and
emotionally.
H
Every
school
has
the
training,
and
we
know
that
Administration
turns
over
a
lot
and
Staffing
changes.
So
how
will
we
making
sure
that
the
funding
is
there
when
we
get
new
staff
and
new
principles
with
different
visions
that
were
across
the
board,
making
sure
that
this
is
a
priority
as
a
district
that
we're
making
district-wide
decisions,
not
just
one-off
School,
Life
School?
So
thank
you.
Councilman
here.
E
I
Thank
you
councilman,
so,
first
of
all,
just
good
afternoon
to
our
city,
council
members,
and
to
constantly
here
I,
want
to
thank
you
for
Gathering
us
for
such
an
important
topic
discussion.
You
know.
Research
shows
that
whole
school
restorative
approach,
one
that
includes
our
teachers,
our
administrators,
our
parents,
our
students
really
encourages
students
to
take
responsibility
for
their
actions
and
repair
relationships
with
others.
We
believe
it's
important.
I
I
You
know
they
are
not
they're,
not
independent
and
I.
Think
we've
seen
that
quite
a
bit
this
year
we're
going
to
continue
to
provide
additional
mental
health
services
and
resources
such
as
conflict
resolution,
restorative
practices,
peer
mediation,
training
in
restorative
spaces,
to
our
students
who
might
be
struggling-
and
this
is
all
in
addition
to
the
other
kinds
of
student-
supports
that
we
apply
on
a
daily
basis.
I
We
understand
that
caregivers
want
the
best
for
their
children
and
so
do
we,
and
so
we
want
to
assure
our
families
that
you
know
we're
taking
every
measure
we
can
to
ensure
safety
while
they're
in
our
care-
and
this
is
particularly
important
right
now,
as
we
see
in
this
moment
as
we
continue
with
the
effects
of
the
pandemic
and
all
that
our
students
are
struggling
with
and
through
you
know,
our
goal
is
not
only
to
prevent
violence,
as
is
what
I've
spoken
about.
But
it's
it's
also.
I
You
know
it's
preventing
it
from
from
occurring,
but
it's
also
to
really
train
and
equip
our
students
with
the
tools
they
need
to
peacefully
resolve
conflicts,
issues
that
they
might
be
having
both
outside
of
school
and
their
daily
lives
on
social
media.
And
then
you
know,
certainly
in
the
halls
of
schools,
is
part
of.
I
A
large
part
of
creating
this
culture
is
saturating
our
school
communities
with
restorative
practice.
You
know
when
I
say
saturate
to
really
underscore
the
importance
of
making
the
work
kind
of
prevalent
everywhere
in
our
classroom
in
every
hallway.
You
know
in
in
the
cafeterias,
on
the
grounds
that
surround
our
school
every
day.
It
has
to
be
everywhere
in
terms
of
the
fabric
of
the
school,
and
we
realize
that
for
that
to
happen,
you
know
we
not
only
need
to
make
sure
that
our
teachers
and
staff
are
equipped.
I
You
know
that
they've
been
trained
and
given
professional
development
and
that
that
professional
development
is
accessible
and
practical
to
the
work
that
they
do.
But
it's
also
that
we
have
to
do
that
for
our
school
leaders
who
are
going
to
be
leading
this
work,
and
so
we're
doing
and
are
committed
to
do
this
in
every
school.
Since
I
came
back
to
BPS,
you
know:
we've
been
working
closely
across
departments
to
really
create
restorative
justice
practices
and
to
train
staff.
I
I'm
also
restructuring
the
team
to
be
able
to
support
schools
directly
in
a
very
customized.
You
know
way
for
what
schools
need
recognizing
we
have
a
119.
You
know
schools,
the
regional
Network
which
I
know
at
this
point
the
council
is
is
familiar
with.
You
know
that
Regional
Network
consists
of
nine
School
superintendents.
Each
of
them
leads
a
team
of
Liaisons
who
support
the
schools.
I
I
You
know
the
model
also
just
really
allows
academic,
professional
learning,
Services
data
and
transformation,
Services,
multilingual
learning,
special
education,
really
all
of
those
services
to
be
delivered
up
and
really
customized
in
that
Regional
model.
All
with
the
goal
you
know
of
improving
the
culture,
the
climate,
the
instruction
you
know,
attendance
rates,
you
know,
and
and
in
that,
with
Equity
as
the
through
line
in
each
of
those
regions.
I
I
There's
also
106
School
psychologists
and
we've
added
in
113
Liaisons.
So
this
is
just
giving
a
very
strong
structure
of
support
for
our
young
people
since
we
restructured
you
know
from
in
the
divisions
for
the
for
the
network.
We've
also
begun
to
look
at
a
centralized
approach
to
the
work,
and
so
you
know
we
it.
You
know
really
acknowledging
that
the
work
has
to
be
carried
out
in
a
very
collaborative
and
yet
targeted
and
transparent
way
across
the
networks.
I
I
just
I
also
want
to
just
call
out
a
few
aspects
that
we're
going
to
also
be
continuing
to
build
out.
One
is
around
Dropout
re-engagement
or
what
we
call
timeout
that
I
know
constantly
Mejia
has
has
offered
that
term
really
focus
on.
You
know
reducing
chronic
absenteeism,
which
leads
to
that
dropping
out
of
that
timing,
out
building
up
educational
options
and
alternative
education
options
to
meet
students
where
they
are
and
get
them
to
where
they
want
to
be
Workforce
Development,
which
is
critical.
I
I
You
know
which
you'll
see
in
our
budget
process
as
well,
so
with
that
I'm.
Just
I
appreciate
the
time,
and
you
know
the
the
invitation
from
Castle
Mejia
I'm,
going
to
turn
it
back
over
to
Jillian
Kelton
who's.
The
chief
of
student
support
for
us
and
I
know
that
she's
eager
to
talk
through
the
the
implementation
plan
for
the
restorative
justice
practices.
E
But
if
you
could
just
talk
to
us
about
what
a
vision
for
implementing
restorative
justice
across
the
entire
District,
what
would
that
look
like?
And
what
are
some
of
the
the
pain
points
around
that
implementation?
I
didn't
hear
that,
and
if
you
mentioned
it,
I
it
didn't
sound
as
explicit
as
I
would
be
helpful
to
me
to
hear
it
sure.
I
I
It
takes
deep
professional
development.
It
takes
in
this
case
with
the
restorative
practice.
It
takes
really
the
entire
School
Community
understanding
what
what
we're
doing
and
that's
from
school
leaders,
certainly
down
to
our
school
staff,
but
also
our
students
and
the
community.
You
know
in
the
form
of
our
parents.
So
this
really
you
know,
as
we
roll
it
out
will
be
a
way
to
involve
and
engage
the
entire
School
community.
At
a
time
when
you
know
there's
for
our
young
people,
they
are
really
struggling.
I
Having
a
Common,
Language
and
approach
is
critical
for
that,
so
that
it
isn't
being
dealt
with
for
the
emotion
it's
actually
being
dealt
with,
because
we've
been
trained
how
to
do
it.
We
know
how
to
go
into
a
situation
that
has
the
young
person
at
the
center
or
the
young
people
at
the
center
and
we're
able
to
apply
what
we
know
in
a
consistent
Equitable
way
across
our
schools.
So
that
happens
with
you
know
a
strong
implementation
plan
resources
to
enact
that
plan.
I
A
concentrated
effort
that
you
know
in
any
of
these
things
like
Equitable
literacy,
is
part
of
you
know
the
the
squat
the
school
quality
plan,
because
it's
seen
as
something
that's
that
important
for
it
to
happen.
So
I
I
think
we'll
be
working
closely
with
regional
soups
the
operations
leaders
to
make
sure
that,
as
the
plc's
and
the
PDS
happening
in
the
in
the
networks,
this
is
part
of
what
they're
being
supported
and
trained
on.
I.
Also
think
that
even
as
you
roll
it
out,
you
need
to
coach
it.
I
You
need
to
have
coaches
that
can
come
in
and
work
like
on
a
regular
basis
process.
When
a
situation
happens,
how
did
the
school
handle
it?
How
did
the
how
the
staff
handle?
How
do
the
students
and
the
parents
respond
to
it
so
that
we
continuously
improve
and
get
better
at
it?
So
that
is
I
think
you
know
for
us
the
commitment
we
see
this
as
extremely
important,
and
we
also
know
that
it
means
giving
our
schools
and
school
communities
the
resource
they
need
to
do
this
well.
E
D
D
And
so
when
we
talk
about
rolling
out
restorative
justice
in
all
of
our
BPS
schools,
there
needs
to
be
a
practitioner
in
every
school
they're
right
like
you're,
talking
about
coaching
it
through.
How
are
we
embedding
this
in
everybody's
learning,
when
I
was
at
the
Boston
Public
Health
commission,
we
decided
that
racial
Justice
and
Health
Equity
was
going
to
be
a
deep,
intentional
part
of
our
work,
and
so
every
single
person
that
ever
got
high.
D
After
that,
any
person
that
came
to
work
at
the
Boston
Public
Health
commission
had
to
go
through
a
two-day
training
on
racial
Justice
and
Health
Equity,
and
it
was
part
of
the
onboarding
and
so
I'm
really
interested
in,
and
mostly
this
comes
from.
Like
my
organ,
my
organizational
management
background,
how
do
we
take
it
from
Vision
to
practice
and
what
are
the
ways
that
we're
gonna?
You
know
what
are
the
ways
that
we're
gonna
get
there
and
what
investment
do
you
need,
especially
because
we're
entering
budget
season
like
I?
D
But
we
have
less
of
that
power
in
BPS,
and
so
when
you're
sending
us
the
budget
I
want
to
see
that
you
are
also
like,
if
we're
doing
everything
that
we
can
out
here,
I
want
to
see
that
you
are
also
investing
in
those
things
and
those
young
people
and
so
I.
Guess
it's
less
of
a
question
and
more
of
an
observation
is
that
the
restorative
justice,
the
way
that
we're
doing
restorative
justice
at
BPS
is
not
in
alignment
with
like
what
restorative
justice
is
supposed
to
be.
D
D
E
I
just
wanted
to
just
note
that
you
know
from
what
I
understand,
there's
only
one
to
three
coaches
for
the
entire
district
and
we'll
talk
about
Investments
I
just
want
to
kind
of
level
set
with
just
that
reality,
and
if
you
could
just
expand
on
how
we're
going
to
get
to
it.
We
need
to
be
with
with
limited.
I
Resources,
that's
right,
so
I
think
I
think
that
Chief
Kelton
is
going
to
explain
some
of
this
in
the
implementation
plan,
but
we're
working
kind
of
at
two
levels.
So
one
is
regional,
and
so
at
the
idea
of
the
regions
we
will
be
building
out
coaches
for
the
for
the
regions.
I
think
we're
also
looking
at
the
school
level
to
come
in
and
kind
of
work
at
a
liaison
level
and
really
get
somebody.
I
You
know
to
consolare's
point
somebody,
that's
school-based
right
that
in
each
of
the
schools
to
be
able
to
carry
that
work
on
the
pyramid,
mediation
is
something
that
I
I
really
feel.
If
we
had
strong
peer
mediation
right
now,
we
could.
We
could
just
really
offset
a
lot
of
the
conflicts
that
young
people
are
happening
because
they
would
have
a
vehicle
to
bring
things
to.
This
is
an
area
that
we
have
to
sort
of
very
quickly
kind
of
build
up,
and
there
are
some
pop
really
positive
models.
I
I
E
You
for
that
I
I,
just
wanted
to
you
know
note
that
the
code
of
conduct
when
it
was
first
updated
in
2013
to
include
restorative
justice
practices
alternative
to
suspension.
You
know,
however,
the
office
of
restorative
justice
is
always
staffed
by
three
people,
which
consists.
You
know
to
support
125
schools,
but
the
Department
of
Safety
Services
currently
employs
75.
E
Boston
school
safety
officers
at
school
sites
throughout
the
city,
and
so
I
I
just
feel
like
there
is,
and
then
there
were
also
intending
to
spend
millions
of
dollars
over
the
next
five
years
on
new
surveillance
cameras.
So
I
think
that
this
whole
conversation
in
terms
of
how
we
are
defining
safety,
psychological.
You
know
physical.
All
of
that
is
part
of
safety
when
I
think
about
Public
Safety.
E
Volumes
to
your
investment
in
the
conversation
and
I
am
looking
forward
to
hearing
from
your
Chiefs
to
what
what
it's
going
to
take
for
us
to
get
there
and
what
the
council
needs
to
do
to
help
push
you
all
in
that
direction
and
to
support
you
all
in
implementing
a
vision
that
we
do
believe
is
is
the
way
to
to
go
so.
Superintendent.
I
know
that
you
have
a
hard
stop,
but
just
wanted
to
acknowledge
the
time
and
energy
that
you
spent,
and
it's
well
regarded
and
appreciate.
I
E
Thank
you.
Thank
you
have
a
good
afternoon.
Thank
you.
I
am
going
to
in
the
spirit
of
always
leading
the
way
that
we
do
we're
going
to
start
off
with
Community,
and
you
know,
I
do
have
opening
statements,
but
I
think
in
the
interest
of
time,
I'm
going
to
reserve
them
and
I'm
going
to
move
straight
into
our
community
panel,
because
after
all,
we're
here
to
listen
to
the
people
who
we
serve
so
the
hearing
format
is
going
to
be.
We
have
two
panels
presenting
today.
E
The
superintendent
has
already
presented,
but
moving
forward,
we're
going
to
give
space
to
community
and
then
we're
going
to
move
on
to
the
administration
and
I
want
to
know
that
the
Administration
has
already
been
provided
questions
before
the
hearing,
so
my
hope
is
is
that
we
will
spend
less
time
and
and
trying
to
look
for
things
that
I'm
hoping
that
they
will
already
be
here.
So
I
am
going
to
start
off.
E
J
J
The
way
we
operate
the
way
we
think
the
way
our
team
comes
together.
It's
a
team,
it's
supportive!
We
actively
listen
to
each
other.
We
listen
with
both
The
Head
and
the
Heart.
It's
you
know.
It's
changed.
Our
our
way
of
of
operating
and
I
was
struck
when
and
I
think
she's
spot
on.
When
the
superintendent
said
that
you
know
and
it
needs
to
saturate
the
environment,
it's
a
whole
organization
approach
and
that's
exactly
it
that's
exactly
it.
J
We
now
have
three
trained
peace,
Circle
keepers,
we
do
circles
at
Maverick,
but
also
circles
in
the
community
with
other
peace
circles
from
the
P
Circle
Keepers
from
the
trauma
team,
and
you
know
it's
interesting
to
me,
I
think
when
we,
when
we
talk
about
it
often-
and
you
know,
the
training
is
basically
modeling
it
right.
You
have
to
be
in
it,
read
it
live
it
experience
it
and
then
you
know
it
and
then
you
do
it
again
and
then
you
know
it
a
little
more
deeply.
J
Then
you
do
it
again
and
then
you
know
it
a
little
bit
more
deeply
and
and
that's
a
level
of
saturation
that
I
think
is
required
to
really
change
an
organization
or
or
a
system
even
the
way.
We,
you
know
we
have
huddles
where
we
meet
even
the
way
we
do.
That
is
in
a
circle
format
where
you
know
where
we
always
also
sort
of
have
prompts
around
self-care.
And
you
know
it's
it's
you
know.
Restorative
practice
is
sort
of
a
a
way
of
creating
nurturing
spaces.
J
L
J
Answer
right
is
to
saturate
the
environment
with
restorative
and
nurturing
practices,
and
you
know
that's
sort
of
all
I
I
really
have
to
share
and
it
strengthens
right,
the
network
and
the
environment
because
you
know
I,
don't
I've
kept.
My
people
in
you
know,
and
the
people
who
work
for
us
have
been
with
us
for
three
years.
They
don't
you
know
they're
with
us.
J
You
will
find
huge
benefits.
It
will
keep
your
people,
you
will
deal
with
less
sort
of
of
a
revolving
door.
You'll
see
less
School
fights
it's
not
going
to
be
a
quick
solution.
It
takes
years
to
permeate,
but
boy
when
you
see
that
happening.
It's
impressive,
so
again,
I'm
coming
from
a
community
perspective,
but
I
can
Envision
a
world
where
in
schools
you
know,
maybe
in
detention
you
talk
about.
You
know
you
have
circles
about
self-care
and
sleep
hygiene,
because
you
know
I
know
that
our
young
people
need
that
I.
J
You
know,
I
can
Envision
a
world
where
peers
talk
to
peers
and
and
settle
things
before
they
escalate,
so
I
hope.
I,
hope
you
all.
You
know
I
hope
that
you
know
our
leaders
in
the
city
and
the
schools
and
I
and
I
know
Julia's
office.
Has
this
Vision
I
hope
we
can
Elevate
that
vision
and
make
it
happen
and
make
sure
it's
really?
It
really
gets
the
investment
it
needs.
E
Thank
you.
Thank
you,
Rita.
Thank
you
for
your
testimony
and
for
helping
us
understand
the
the
return
on
that
investment
that
we
make,
and
some
of
it
is
financial.
Some
of
it
is
emotional,
but
regardless
the
outcome
of
that
work
really
shows
in
terms
of
the
things
that
you
have
already
been
able
to
do
in
three
years
right
just
by
making
that
investment.
So
thank
you
for
that,
and
you
finish
just
on
time.
Good
job,
I,
I'm,
okay,
I'm,
gonna,
move
on
to
Iman.
E
I'm
gonna
transition
over
to
give
you
the
mic,
but
before
I,
do
wanted
to
just
acknowledge
that
my
third
co-sponsor,
councilor
atroyo,
has
also
joined
us
and
just
to
give
people
who
are
tuning
in
up
to
speed.
We
are
we
heard
from
the
superintendent
and
we
have
transitioned
to
the
community
panel,
so
Iman.
You
now
have
five
minutes
on
the
floor.
M
To
have
the
conversations
we
need
to
have
to
bring
the
alternative
solutions
that
Boston
Public
School
deeply
needs
I
just
want
to
start
with.
I
started
my
week
Monday
morning
on
the
phone
with
a
black
mom
who's
in
Boston,
public
school
and
for
two
hours
she
was
crying,
and
this
shows
that
this
is
more
urgent
than
ever
before
and
I
know.
Mary
Skipper
has
talked
about
the
fact
that
children
are
incredibly
disregulated
from
the
drama
they
have
experienced
during
the
pandemic.
M
Unfortunately,
our
systems
have
not
done
the
reform
we
needed
to
in
order
to
figure
out
how
to
keep
children
in
the
spaces,
while
they
are
figuring
out
how
to
be
the
people
that
they're
currently
are
with
the
trauma
and
with
the
dysregulation
that
we
as
adults
have
felt
as
much
or
even
greater
than
children
I'm.
The
director
of
stop,
as
you
have
heard
earlier,
stopped
the
school
to
prison
pipeline
at
Massachusetts
advocates
for
children.
M
The
school
to
prison
pipeline
refers
to
a
series
of
policies
and
practices
which
function
to
push
students
disproportionately,
students
of
color
and
students
with
disabilities
out
of
school
and
into
the
criminal
justice
system.
Data
collected
by
the
United
States
Department
of
Education
for
civil
rights
suggests
that
exclusionary
discipline
is
applied
inequitably.
We
know
that
it's
not
news
to
any
of
you.
Nationwide
and
in
Massachusetts,
students
of
color,
particularly
students
with
disabilities,
are
more
likely
to
be
suspended
or
expelled
and
arrested
in
schools.
M
Black
students
in
Massachusetts
schools
are
almost
four
times
more
likely
than
their
white
peers
to
be
suspended
from
school
and
latinx.
Students
are
three
times
more
likely
than
white
students
to
be
suspended
and
Massachusetts
won
in
four
black
children
with
disabilities
are
suspended
compared
to
one
in
11
white
students.
Children
who
have
been
expelled
or
suspended
from
school
are
twice
as
likely
than
they
appears
to
drop
out,
and
students
who
are
arrested
at
school
are
three
times
more
likely
to
drop
out
than
their
peers.
M
Students
who
drop
out
of
school
are
then
eight
times
more
likely
to
end
up
in
the
criminal
justice
system.
The
school
to
prison
pipeline
starts
early.
The
theory
that
cute
children
are
not
criminalized.
It
does
not
exist,
one
in
six
children
who
are
not
at
reading
proficiency
level
in
third
grade
Dropout,
or
do
not
graduate
from
high
school
at
rates
four
times
greater
than
that
for
proficient
reasons.
M
Nearly
one
in
four
children
who
are
reading
at
below
basic
level
in
third
grade
drop
out
of
field
to
graduate
on
time,
which,
in
turn
substantially
increases
their
chances
to
become
incarcerated.
In
order
to
effectively
disrupt
the
pipeline
of
children
being
funneled
into
prisons,
more
attention
must
be
paid
to
Alternatives,
such
as
restorative
justice,
before
excluding
children.
M
Chapter
177
of
the
access
to
2022,
the
amendment
effective
in
November
2022
expands,
existing
agents
related
to
school
discipline,
practices
described
already
in
section,
37
age
and
three
quarters,
and
it
now
requires
the
floor,
suspension
that
school
officials
consider
and
and
might
I
add
here
before
long
term
and
short-term
suspension,
that
school
officials
consider
alternatives
to
suspensions
and
support
disciplinary
decisions
with
written
documentations.
Why
Alternatives
such
as
restorative
justice
could
not
be
used
or
should
not
be
used.
M
So
this
is
the
law,
and
we
have
deeply
thought
about
how
and
why
children
should
be
supported
from
being
pushed
out
of
school
before
any
disciplinary
actions.
The
traditional
disciplinary
actions
are
taken.
So
this
brings
us
to
restorative
justice.
We
must
properly
invest
into
Alternatives,
such
as
restorative
justice.
M
We
I
just
want
to
remind
us
all
here
in
Boston
are
sitting
on
indigenous
land,
and
so
why
not
use
these
peacemaking
Traditions
to
rethink
the
way
we
build
community
restorative
justice
allows
communities
to
undo
harm
by
naming
it
and
focusing
on
providing
alternatives
to
punitive
discipline,
which
in
turn
promotes
positive,
School
culture,
including
safety,
and
emphasizes
learning
and
creativity
and
respect
and
responsibility.
Currently
we
don't
see
Boston
Public
Schools
make
the
right
efforts
to
support
staff
and
children
and
receiving
the
tools
to
problemate
properly
Implement
restorative
justice.
M
Instead,
we
see
proposals
to
do
the
very
opposite.
We
see
proposals
that
would
create
new
positions
such
as
the
ones
that
were
proposed
in
December
Boston
produced
hiring
18,
Community
connections,
coordinators
and
one
committee,
violence
response
advisor
18,
and
we
know
how
little
support
the
restorative
justice
team
has
has
received.
So
far.
The
Community
Connection
coordinator
is
described
as
people
who
will,
among
other
activities,
follow
students
as
they
leave
school
and
coordinate
with
Transit
Police
and
Boston
Public
police
department
at
local
stations.
M
As
students
head
home,
Community
violence
response
advisor
is
set
to
monitor
ongoing
issues
between
students
who
self-identify
as
Street
affiliate
via
social
media.
This
means
that
Boston
Public
Schools
will
be
surveilling
students,
social
media
and
then
using
some
undisclosed
criteria
to
identify
students
whom
the
district
should
monitor.
This
proposal
would
disproportionately
harm
students
of
color,
particularly
black
and
latinx
students,
immigrant
students
and
students
with
disabilities.
M
As
an
advocate,
we
are
deeply
confused
by
why
these
positions,
18
of
these
positions,
would
be
considered
when
we
have
not
even
invested
in
creating
the
mechanisms
to
support
restorative
justice
in
a
way
that
could
become
an
alternative
which
Now
by
law,
every
Administration
should
be
considering
before
pushing
a
student
out
during
short
or
long-term
suspension.
So
I
just
want
to
finish
this
up
with.
We
can't
allow
it
I.
E
And
I
was
trying
to
not
cause
you
any
trauma,
but
I
kept
I'm.
So
sorry
I'm
going
to
incorporate
some
of
your
answer.
Some
of
the
additions
and
the
absolutely
perfect
just
want
to
be
mindful
of
everyone's
time
and
so
I
appreciate
you
I
no
I
I
appreciate
your
your
grace
I'm
going
to
Leon
I,
don't
know
if
you
could
hear
the
the
timer
go
off
when
it
was
going
off,
but
that
would
be
great
idea.
I.
E
N
All
right,
all
right
I
will
do
my
best
to
be
prompt
and
efficient.
So
thank
you
all
for
having
me
today.
My
name
is
Leon
Smith
and
I'm.
The
executive
director
of
citizens
for
Juvenile
Justice.
We
were
founded
in
1994
as
the
only
independent
Statewide
non-profit
organization
working
exclusively
to
reform
and
reimagine,
Juvenile,
Justice
and
other
youth
serving
systems
in
Massachusetts.
We
Advocate
convene
conduct
research
and
educate
the
public
on
important
Juvenile
and
youth
justice
issues.
N
Our
work
extends
beyond
the
traditional
boundaries
of
the
juvenile
legal
system
to
address
Pathways
and
pipelines
that
lead
young
people
directly
or
indirectly,
into
formal
system
involvement
into
the
harm
of
formal
system
involvement.
That's
important
because
we
truly
believe
it
cfj
that
enhancing
restorative
practices,
along
with
implementing
other
student
supports,
will
not
only
greatly
improve
School
climate
and
safety
in
Boston
Public
Schools,
but
will
also
reduce
School
exclusion
and
situation
rising
to
the
level
of
law
enforcement.
Referral
which
both
are
part
of
the
school,
the
prison
Pipeline
and
do
Court
involvement
and
ultimately
incarceration.
N
So
again,
cfdj
is
a
major
proponent
of
restorative
practices
as
a
key
developmentally
appropriate
approach
for
young
people,
but
we
believe
in
Boston.
There
are
three
areas
that
are
very
crucial
for
the
district
in
getting
restorative
justice.
Right
one
is
education
on
restorative
justice,
not
just
throughout
the
district
with
staff
and
teachers,
but
reaching
parents
and
students.
There
needs
to
be
an
initiative
from
Boston
Public
Schools
to
educate
parents
and
students
on
restorative
justice
and
restorative
practices,
the
model
how
it
works
and
how
how
it
will
be
utilized
with
any
initiative.
N
Informing
concerned
communities
of
how
restorative
justice
really
focuses
on
accountability
and
healing
and
how
it
can
not
only
address
harm
that
has
happened,
but
proactively
de-escalate
potential
conflicts
before
they
rise
to
a
Troublesome
level.
We
can
ensure
that
our
parents
and
our
youth
are
part
of
this
solution
and
that
we
truly
have
buy-in
on
every
level
from
the
superintendent
down
to
the
families
that
attend
our
schools
and
I.
Think
we
have
to
ask
if
this
has
not
happened.
Is
that
part
of
why
restorative
justice
has
not
been
more
effective?
N
Second
funding
funding
is
absolutely
key.
We
must
be
sure
that
restorative
practices
in
the
districts
are
adequately
funded,
including
ensuring
that
there
is
adequate
Staffing
to
implement
in
schools
throughout
the
district,
with
the
priority,
of
course,
on
districts
that
may
be
experiencing
more
challenges,
but
we
also
need
funding
to
ensure
that
there
is
both
adequate
training
up
front
and
adequate
ongoing
professional
development
for
staffs
to
ensure
that
the
model,
the
full
model
of
restorative
practices,
are
implemented
and
not
just
implemented
effectively
but
implemented.
Pursuant
to
the
model,
we
can't
have
a
piecemeal
approach.
N
We
have
to
give
staff
and
teachers
who
already
are
doing
so
much
the
support
they
need
in
the
ongoing
professional
development
they
need
in
order
to
effectively
execute
it,
and
the
third
thing
that
I
really
think
should
be
focused
upon
is
that
we
need
to
have
metrics
at
the
district
level
to
measure
the
impact
of
restorative
practices.
We
need
to
evaluate
staff
and
people
practicing
restorative
practices
to
ensure
that
the
model
is
being
implemented
with
Fidelity
at
all
times
and
implemented
with
Fidelity,
regardless
of
who
the
child
is
engaging
in
it.
N
Just
you
know,
looking
at
our
work
in
the
youth
Justice
space,
we
see
many
model
models
that
work
well
in
a
vacuum,
but
if
bias
is
allowed
to
creep
in
in
their
application,
it
can
create
disparities,
which
is
what
we
do
not
want.
We
want
this
approach
to
help.
Address
disparities,
not
exacerbate
them.
N
We
must
also
Define
how
we're
going
to
measure
success,
including
data
that
should
go
through
this
committee,
as
well
as
be
publicly
available
showing
the
number
of
cases
or
situ
situations
receiving
restorative
approaches
and
outcomes,
including
qualitative
stories,
because
when
we
have
success
stories
through
restorative
practices,
people
need
to
hear
that
communities
need
to
hear
that
you
know
in
conclusion
and
I'll
wrap
up.
You
know
the
research
on
restorative
practices
is
clear,
Ahmad
and
others
have
done
a
great
job
of
Illuminating.
You
know
when
it's
utilized,
both
in
and
out
of
schools,
we're
implemented
effectively.
N
People
who
feel
victimized
feel
like
they're
treated
more
fairly.
People
who
have
committed
harm
feel
that
they're
held
more
accountable
and
it
can
lead
to
a
decreased
likelihood
of
recurring
incidents
and
I'll
conclude
with
the
current
Institute
at
Ohio
State,
but
states
that
restorative
justice
changing
the
focus
from
being
strictly
punishment
to
repairing
damages
caused
by
misbehavior
and
preventing
its
reoccurrence.
N
It
helps
promote
a
culture
where
every
school
citizen
stands
in
a
relation
of
responsibility
to
the
larger
School
community.
That
is
a
value
we
should
be
instilling
in
our
young
people
at
Boston
public
schools,
and
it
is
a
value
that
if
we
instill
it
through
really
going
all
in
on
restorative
practices,
we
are
going
to
see
improved
School
climate
throughout
the
district.
Thank
you.
E
Thank
You
Leon.
Thank
you
so
I'm
gonna
move
on
to
Paola
Reese
and
you
know,
as
our
community
panelists
are
staying
on
board
I.
Think
in
the
interest
of
time,
I'm
gonna
go
after
our
community
panel.
I'm
gonna
go
straight
into
our
BPS
panel
because
they
have
a
hard
stop
at
five
and
I
want
to
make
sure
that
my
colleagues
have
an
opportunity
to
ask
questions
to
everyone
and
I
want
to
ensure
that
we
have
a
good
conversation
here.
So
I'm
going
to
next
to
Paola
Ruiz,
followed
by
Stephanie
and
I,
know.
E
C
Thank
you
thanks
for
having
me
yeah,
as
Rita
mentioned,
I
work
at
Maverick,
Landing,
community
services
and
I
help
with
youth
programming
and
all
of
the
media
things
that
we
do
and
I
think.
This
summer
we
started
implementing
restorative
justice
practices
more
intentionally
into
the
work
that
we
do,
particularly
with
the
youth
and
I,
think,
an
observation
that
I
took
away
from
that
was
that
it's
really
important
to
make
the
restorative
justice
language,
accessible
and
comfortable
to
young
people.
C
So
I
think
that's
one
thing
that
we
need
to
be
very
mindful
of
as
we
Implement
as
we
more
intentionally
implement
this
in
schools
and
something
that
somebody
mentioned
earlier
was
having
more
funding
for
like
sports
and
physical
activities
and
I,
guess,
I'm,
wondering
and
thinking
about
how
Fitness
and
movement
can
work
side
by
side
with
restorative
justice
and
I.
Think
that's
a
really
good
way
of
making
we're
sort
of
Justice,
more
accessible
to
young
people
and
in
school
spaces,
and
another
thing
that
really
stood
out
to
me.
C
That
I
think
Council
Lara
said
was
we're
sort
of
Justice.
The
point
of
restorative
justice
is
helping
Community
feel
like
they
have
agency
of
solving
their
own
problems
and
I.
Think
like
while
I
was
a
student
at
nbps.
I
didn't
necessarily
feel
that
way.
So
I
think
I
would
just
like
reinforce
that
statement
that
really
stood
out
to
me.
Thank
you.
E
I
thought
we
were
going.
Okay,
so
you
guys
are
lucky
is
saved
us
a
little
bit
of
time.
So
thank
you.
Paola
and
I
just
wanted
to
note
that
baola
as
a
former
BPS
student
and
now
in
University,
it
just
really
speaks
volumes
to
making
sure
that
we
have
people
who
are
who
are
living
the
realities
and
are
still
connected
to
the
work.
E
So
I
just
want
to
say
thank
you
Paola
for
for
bringing
your
voice
in
perspective
into
the
space
I'm
going
to
go
next
to
Stephanie
and
because
I'm
Paola
has
saved
us
some
time.
I
do
have
a
special
guest
that
nobody
knew
about,
that
I'm
going
to
be
bringing
in
and
I'm
gonna
bring
her
in
y'all
it's
Edith
Brazil,
so
she's
going
to
be
joining
us
as
a
quick
panelist,
so
I'm
gonna
go
next
to
Stephanie.
O
Thank
you.
Thank
you.
Everyone
to
the
amazing
members,
who've
spoken
so
far.
Thank
you
Paola
and
Boston
City
councilors,
who
are
here
on
this
meeting,
so
my
name
is
Stephanie.
I
am
a
resident
of
Boston
and
since
2019
I
have
been
a
youth
worker
at
Latina
I'm,
currently
I'm,
leading
our
arts
and
Civic
engagement
team.
For
the
past
few.
For
the
past
several
years,
I've
worked
alongside
our
BPS
students
to
push
forward
education,
reform
campaigns
around
restorative
justice
and
ethnic
studies
opportunities
within
our
school
system.
O
At
this
time,
I
would
like
to
share
a
portion
of
our
student
video
testimony.
The
full
video
with
all
the
BPS
student
testimonies
will
be
available
for
the
record,
but
if
we
could,
please
share
that
first
minute
portion
of
the
video
I
had
sent
that
to
I
believe
Ethan,
who
would
be
able
to
share
screen.
Okay.
E
O
K
K
O
So
I'll
start
with
a
2017
study
that
we
are
referencing
on
student
surveillance
that
found
that
the
use
of
intense
coercive
surveillance
methods,
especially
when
applied
disproportionately
to
students
of
color
harm
students,
interests,
perpetuates
racial
inequalities,
weakens
trust
in
governmental
institutions
and
some
tons
of
really
harmful
message.
The
world
that
students
attending
majority
white
schools
should
enjoy
greater
Privileges
and
have
Superior
privacy
rights.
O
This
is
an
issue
of
racial
equity
in
our
school
systems,
and
an
increased
surveillance
of
students
leads
to
an
environment
of
fear
and
distrust
and
just
diminishes
students
willingness
to
confide
in
school
staff
when
they
are
experiencing
problems.
I
want
to
share
this
to
address
the
student
concerned
with
using
this
method
as
a
tool
to
surveil
and
intimidate
young
people
in
order
to
build
truly
safe
schools.
Boston
needs
to
engage
in
a
community-centered
process
and
build
up
alternative
mechanisms
of
supporting
our
majority
by
POC
students.
O
Our
school
system
needs
to
address
the
root
causes
of
issues.
Students
are
increasingly
facing,
such
as
absenteeism
struggles
with
mental
health
and
youth
violence.
Bps
needs
to
focus
on
preventative
Solutions,
some
solutions
being
provided
being
providing
adequate
and
long-term
training
of
all
adult
staff
in
BPS
on
practices
which
will
support
our
students,
including
conflict
resolution,
trauma
informed
practices,
eliminating
racial
biases,
de-escalation,
positive
Youth,
Development
and
restorative
justice
policies.
These
are
long-term
approaches
and
therefore
we
need
to
invest
adequately
in
these
long-term
solutions.
O
From
my
understanding,
the
current
code
of
conduct
and
BPS
is
highly
punitive
and
behaviorist
with
little
room
for
re-engagement
of
our
young
people
through
restorative
practices,
which
build
a
positive
School
culture.
We
urge
the
district
to
move
away
from
the
current
policies
and
instead
Implement
trauma
informed
resolution
approach
defined
by
Community
involvement,
restorative
justice
and
increased
appropriate
mental
health
support.
I
want
to
know
the
citizen
for
Juvenile
Justice,
which
put
out
a
report
recently
showing
examples
of
districts
that
are
leading
by
example
in
re-envisioning
school
safety.
O
Although
BPS
has
begun
funding
for
social
workers
in
schools,
we
need
to
think
about
the
resources
we
lack,
namely
the
climate
coaches
and
RJ
advisors,
students
in
the
LA
Public
Schools
district
report
that
the
climate
coaches
helped
de-escalate
conflicts
and
help
provide
social
and
emotional
support
for
struggling
students
and
restorative
justice.
Advisors
are
helping
to
shift
the
school's
disciplinary
practices
to
focus
on
Rehabilitation
and
Reconciliation.
To
address
conflict,
on
top
of
this,
we
need
to
continue
to
increase
the
funding
for
structured
after
school
programs,
including
expressive,
Arts,
music
and
athletic
programs.
O
We
need
to
continue
funding
peer
mentoring
and
skill
development,
focused
job
placement
programs
for
our
students.
It
is
also
critical
that
the
students
who
need
support
during
out
of
school
time
are
also
able
to
receive
the
resources
they
need.
Lastly,
you
will,
as
you
have
all
heard
here
already,
we
need
to
lead
this
process
of
reimagining
school
safety.
In
conjunction
with
our
students,
our
parents
and
our
community
input.
They
need
to
be
included
in
revising
the
district's
plan
to
minimize
Reliance
on
law
enforcement
and
how
to
handle
School
conflicts
at
schools.
O
E
E
I
am
going
to
I've
asked
for
Edith
fazelle,
there's,
there's
no
public
hearing
on
education
unless
Edith
is
on
it
and
since
you
are
coming
on
board
to
just
add
a
little
bit
of
context,
I'm
not
going
to
give
you
the
full
five
minutes,
but
I
will
give
you
the
rest
of
the
time
that
our
Paola
did
not
use.
So
how
about
that
Edith!
So
I'm
going
to
give
you
three
minutes.
Okay,
thank.
P
You
so
much
councilman
here.
I
just
want
to
say
that,
like
the
disparities
that
exist
in
education,
restorative
justice
is
not
something
new
as
a
need.
We
know
that
all
adults,
students
and
staff
have
been
traumatized
by
the
pandemic,
and
restorative
justice
is
really
looking
at.
How
do
we
repair
the
harm
that
has
been
caused
by
unjust
policies
and
have
impacted
students?
And
how
do
we
give
them
voice?
P
So
I
want
to
give
you
a
really
quick
example,
so
think
of
students
in
a
circle
given
norms
and
being
given
the
power
to
sit
with
adults
with
their
Educators
and
talk
about
how
they
feel
about
school
and
being
asked
three
questions.
The
first
question
is:
what
do
you
like
about
school,
and
so
there
are
rules
to
this
I'm
not
going
to
go
through
all
the
rules,
but
our
students
need
language
to
develop
and
express
their
agency
because
they
have
thoughts
and
they
are
impacted.
P
So
the
students
asked
answer
the
first
question
and,
and
the
students
are
told
they
can
say
anything
they
want.
The
power
is
shared
with
adults.
Adults
do
not
have
more
power
and
in
fact
you
can
say
things
that
might
feel
a
little
uncomfortable
because
you're
telling
adults
how
you
truly
feel
so,
for
example,
if
I'm
giving
you
chocolate
and
you
like
vanilla,
you
can
say
you
don't
like
that,
and
so
these
are
third
graders.
P
Fourth
graders
developmentally
appropriate,
and
then
you
ask
students
what
don't
you
like
about
school
and
and
one
student
in
this
circle
said
well,
you
know
and-
and
they
give
him
permission
to
say
this
I
think
my
principle
should
be
fired
because
he
yells
too
much
and
he's
always
accusing
me
of
doing
something
wrong
and
then
the
student
went
because
he
couldn't
believe
he
said
that
about
his
principle.
He
covered
his
face
and
that's
okay.
Students
need
to
be
able
to
give
candid
feedback
about
what
is
working
for
them.
P
How
about
we
turn
the
tables
and
allow
students
to
express
how
school
is
working
for
them,
and
we
do
it
in
a
structured
way
where
they're
not
getting
in
trouble,
where
we
can
get
feedback
where
we
can
rethink
policies
where
we
can
say
your
voice
matters
where
we
can
say
that
you
know
what.
If
this
is
not
working,
we
can
change
it.
The
third
question
is:
if
you
could
imagine
15
years
for
now
from
now-
and
you
had
a
magic
stick
to
change
one
thing
in
school
to
make
it
better
for
you
as
a
student.
P
What
would
that
be
you?
You
would
be
amazed
at
what
students
come
up
with
you
know.
Our
students
want
to
be
successful.
Our
teachers
want
them
to
be
successful.
Our
leaders
do
too,
but
we
need
to
have
a
collective
conversation
where
students
are
empowered
truly
to
say
what
is
working
and
what
is
not
working
without
the
penalty
of
punishment
and
and
and
other
things
and
building
trust.
So
this
is
a
trust
building
exercise.
P
It's
like
saying
that
adults
are
not
always
right
that
sometimes
we
miss
the
mark
and
students
need
to
be
able
to
say
their
truth
about
this
place
where
they
spend
six
hours
every
single
day
and
things
happen
between
themselves
and
between
them
and
staff,
and
so
that's
just
one
small
glimpse
of
what
it
looks
like
to
have
a
restorative
justice
Circle
and
really
engage
in
this
work.
Thank
you
for
listening
now,.
E
E
Q
Yeah
I
think
you
know
for
us.
We
want
to
you
know
counselor
me
here
we
we
spoke
about
creating
a
more
collaborative
effort
in
terms
of
these
hearings
and
really
making
it
a
dialogue
and
I
want
to
do
that.
I
want
to
I
think
that's
an
important
and
really
the
best
way
for
us
to
do
this
and
to
you
know,
partake
in
some
of
our
own
restorative
practices
with
one
another
beautiful.
So
you
know
I,
I,
wanna,
I,
don't
wanna
just
like
talk
at
people,
but
I
also
want
to.
Q
So
I
really
hope
that
these
types
of
forums
can
be
used
to
help
guide
our
work.
We
want
to
look
to
you
for
support
and
guidance
and
as
thought
Partners,
you
know,
so
we
want
to
bring
ideas
that
we
have
and
plans
that
we
have
made
to
talk
through
them
and
get
collaboration
on
them
and
get
you
know
buy-in,
because
this
is
going
to
be.
This
isn't
also
just
about
the
schools.
This
goes
beyond
the
schools.
Q
This
is
about
our
communities
and
the
schools
plays
a
pivotal
role
in
that
we
recognize
that,
but
we
have
to
all
work
together
because
what
happens
in
our
schools
has
to
be
mirrored
in
our
communities
as
well.
We
have
to
all
be
doing
it
together.
So
one
of
the
things
that
also
has
struck
me
is
that
you
know:
we've
been
going
back
and
forth
between
restorative
practices
and
restorative
justice
and
I.
Think.
Q
Q
You
know:
I've
been
in
the
district
since
2005..
Actually,
since
2001
I
started
off
as
a
pick
career
specialist
at
Madison
Park
and
then
moved
into
a
guidance,
counselor
position,
but
I
think
for
me
specifically
in
this
role,
as
chief
I
wanted
to
give
myself
some
time
to
not
just
go
in,
and
you
know
plow
through
and
say
this
is
what
needs
to
be
done.
Q
This
is
how
we're
going
to
do
it,
but
take
some
time
to
also
observe
to
also
see
what
work
was
being
done
by
our
colleagues,
because
just
because
work
is
happening
in
silos
doesn't
mean
it's
not
the
right
work
right.
So
we
want
to
highlight
and
uplift
the
right
things
that
are
happening
and
we
want
to
magnify
them
and
then
spread
them
out
across
the
district
so
that
we're
creating
equitable
educational
experiences
for
our
young
people.
Q
So
I
have
started
to
develop
or
developed
a
restorative
practices.
Implementation
plan
for
next
school
year
and
I
think
that
it
takes
into
consideration
the
fact
that
this
work
has
to
be
and
the
superintendent
said
it,
and
somebody
else
said
it
too,
when
they
were
talking,
I
can't
remember
who
it
was,
but
it
has
to
saturate
our
schools
right.
Q
So
it
has
to
be
happening
every
day
in
every
classroom
for
every
student,
and
in
order
to
do
that,
we
have
to
have
people
in
our
buildings
who
are
the
experts,
but
then
also
people
who
they
can
lean
on
that
are
leaders
in
the
work
in
our
district.
So
that
means
sort
of
a
two-pronged
approach:
to
supporting
the
work
of
in
implementing
restorative
practices
in
our
schools,
and
one
of
them
matches
up
with
our
Network
model,
which
is
creating
restorative
practices,
coordinators
at
the
at
the
network
level.
Q
So
that's
a
position
that
we're
starting
to
explore
and
how
important
that
would
be,
and
you
know
how
we
create
the
budget
for
that
and
the
funds
for
that.
Additionally,
we
want
to
use
the
model
that
we've
been
using
in
schools
for
both
our
bullying
prevention,
Specialists
and
similarly,
our
homeless
Liaisons,
which
is
having
building-based
experts
and
every
single
building,
two
of
them
who
are
continuously
trained
in
restorative
practices
and
become
the
on-site
experts
for
restorative
practices.
Q
I
think
you
know,
once
you
know,
every
school
will
identify
their
two
restorative
practices:
Liaisons,
they
will
be
stipendated
stipended
for
their
work
and
then,
additionally,
we'll
set
up
a
consultancy
model
with
the
restorative
practices
coordinators.
At
the
regional
level.
We
want
to
use
these
building-based
positions,
as
well
as
the
district
positions
to
do
professional
development
for
School
staff.
Q
We
want
to
have
PDS
that
are
run
by
the
building-based
Liaisons,
and
we
also
want
to
ensure
that
the
building-based
Liaisons
are
getting
the
proper
restorative
practices
PD
beyond
that
by
our
district
experts.
We
also
feel
that
it's
important
for
other
staff
members
to
be
I'm,
sorry
for
other
District
positions
to
be
trained
in
restorative
practices.
Q
That
means
our
operational
leaders,
our
district
social
workers
and
other
support-based
staff
like
family
Liaisons
guidance,
counselors,
have
access
and
the
same
emphasis
is
placed
upon
this
PD
I
think
you
know
the
biggest
struggle
that
I
find
in
being
in
the
position
that
I'm
in
is
that,
obviously
so
much
time
and
energy
is
put
into
teaching
and
learning
and
academics
right.
These
are
schools.
That's
that's!
Q
I've
talking
a
lot
I
can
tell
because
my
mouth
is
pretty
good
dry,
so
I'm
gonna
take
a
break
for
a
second
I'm,
also
like
getting
a
little
emotional,
because
I
just
I
mean
this
work
is
important
to
me.
I
I
do
this
work.
I
have
done
this
work
because
this
is
important
to
me,
because
the
work
of
student
support
is
important
to
me.
I
will
say
before
I
forget
it
that
one
thing
I
do
want
to
touch
upon,
and
we
can
talk
about
it
at
any
point.
Q
As
councilor
Mejia,
you
often
ask
you
know:
how
can
we
support?
What
can
we
do
and
I
think
where
we
will
lean
on
the
city
council?
Is
we
want
to
be
having
these
conversations
in
community
spaces
as
well?
We
have
to
be
having
these
conversations
outside
of
school
walls
in
community
spaces
at
Community
Gatherings,
so
that
restorative
practices
are
not
just
felt
in
school,
but
they're
also
felt
in
other
places
in
our
communities,
so
I'm
going
to
pause
for
a
second.
E
L
Thank
you
all
I
have
to
say
that
this
has
been
a
really
eye-opening
conversation
for
a
number
of
different
reasons.
One
is
I
think
we
are
all
on
the
same
page
and
thinking
about
what
our
priorities
should
be
thinking
about
the
way
that
our
students
and
staff
and
families
have
suffered,
particularly
during
the
Dual
pandemic.
L
I
think
that
that
we,
as
a
district,
have
have
highlighted
I've,
worked
very
closely
with
Dacia
Campbell
for
a
number
of
years
on
the
code
of
conduct
and
looking
at
the
school
to
prison
pipeline.
Looking
at
disproportionality
of
suspensions.
Looking
at
the
way
in
which
we
apply
discipline
is
something
that
that
we
in
the
district
take
very
seriously.
So
it's
nice
to
hear
from
all
of
you
that
you
do
understand
how
important
it
is
to
build
supports
for
students
so
that
they
can
be
their
best
selves
in
schools
and
in
their
communities.
L
L
Rj
has
been,
or
restorative
practices
have
been
part
of
the
work
that
we
do
at
succeed,
Boston
and
we've
done
for
a
very
long
time.
We
open
our
day
with
a
restorative
Circle.
We
close
our
day
with
a
restorative
Circle
and
I've,
always
been
really
clear
that
if
we
could
do
that
at
succeed,
Boston
that
we
can
do
it
anywhere
across
the
district,
so
I
think
I
I
was
really
struck
Rita
by
what
you
were
saying
as
well
about
the
impact
it's
made
on
in
your
agency
in
terms
of
the
adults
and
I.
L
Think
that
that,
when
we
look
at
the
way
that
we're
delivering
Services,
we
want
to
look
from
from
the
we
want
to
go
from
the
top
down.
So
Jillian
referenced
the
adults
in
the
building.
We
also
want
to
make
sure
that
central
office
staff
are
trained.
We
want
to
make
sure
that
the
language
of
restorative
practices
is
a
through
line
and
is
a
basis
for
which
we
are
communicating
with
one
another.
L
L
E
Don't
mind
and
I
mean,
as
as
the
assistant
superintendent,
of
the
division
of
schools
for
BPS,
and
you
know
someone
who
has
been
in
the
weeds.
It
would
be
helpful
for
us
to
have
a
better
understanding
of
what
implementation
looks
like
in
terms
of
how
you
are
you
know,
overseeing
and
helping
to
support
the
districts
in
your
work.
B
I
can
talk
a
dog
off
a
meat
wagon,
so
right
so
just
in
terms
of
we
rolled
out
the
the
2021
code,
it
was
voted
on
in
January.
Again
we
had
to
align
a
lot
of
documents
relating
to
that
we
rolled
out
training.
Our
training
really
has
been
focused
on
in
alignment
with
restorative
practices,
and
it
was
done
for
a
few
reasons.
One
is
you
know
we
really
took
seriously
to
making
sure
that
schools
had
alternatives
to
suspensions.
They
know
what
that
looks.
B
There
was
a
strong
emphasis
on
making
sure
that
schools
are
not
using
suspension
again
this
code,
we
adopted
that
there
would
be
no
suspensions
from
K
to
two
and
that
also
that
suspensions
from
grade
three
to
five
would
be
limited
to
five
areas
and
even
then,
alternatives
to
suspensions
had
to
be
tried.
Before,
with
this
new
law
that
came
out,
it
wasn't
actually
a
new
law
in
the
sense
of
there
was.
There
was
always
a
mandate
to
try
alternatives
to
suspensions.
B
This
new
law
really
focused
on
making
sure
like
it,
took
out
discretion
before
schools
could
say
that
they
were
trying
Alternatives
right
and
they
could
say
that
they
were
doing
some
sort
of
restorative
practice,
but
they
now
have
to
show
exactly
what
it
is,
and
it
has
to
be
directly
connected
to
the
student
and
to
the
incident.
That's
going
on.
B
I
will
just
make
a
correction
that
the
law
really
speaks
to
not
just
RJ.
It
speaks
to
restorative
practices.
Right
it
speaks
to
that.
Schools
should
be
trying
mediation,
conflict
resolution
collaborative
problem
solving
you
know
and
using
curriculum
such
as
PBIS
trauma,
informed
learning.
So
the
vision
really
is.
It's
a
consist
student
with
the
new
law.
How
we're
implementing
that
again?
Is
we
rolled
out?
Training
and
training
looks
like
whole.
It
looked
like
whole
District.
We
actually
this
year
focused,
we
had
a.
We
did
a
lot
of
training.
B
We
did
something
in
addition
to
what
Chief
Kelton
stated.
All
principals
do
attend
the
August
Leadership
Institute,
but
this
year
we
ins,
we
actually
created
a
management
operation
Institute
and
we
did
a
cycle
of
trainings
related
to
the
rollout
of
the
code
of
conduct.
The
code
of
conduct
was
rolled
out
in
three
different
modules.
We
continued
that
training
throughout
the
spring.
Excuse
me
throughout
the
fall,
and
additionally
we
talk
about
that.
B
It
wasn't
one
and
done
the
superintendent
and
the
chief
talked
about
Investments
that
the
district
made,
and
so
one
of
the,
in
addition
to
having
social
workers
for
every
Network,
we
scaled
up
from
having
five
operational
leaders
up
to
nine
to
one
for
every
region
and
they
receive
intensive.
Ongoing
training.
B
They
really
have
to
check
them
with
the
operational
leader
and
again,
we're
really
focused
on
looking
what
are
some
of
the
restorative
practices
you're
trying
with
this
student
or
you're,
trying
with
the
class
or
the
school,
so
really
just
focus
on
building
that
up
and
everything
that
we
do
I
do.
In
partnership
with
succeed,
Boston
we
use
succeed,
Boston
heavily
as
a
tier
two
alignment,
meaning
students
will
can
come
out
of
this
of
the
building
and
go
over
and
get
Supportive
Services
at
the
beginning
of
the
year.
R
Thanks
counselor
Jonah
parafenzik,
not
as
hard
as
it
looks,
it
just
looks,
scarier
scarier
last
name
than
it
is
to
pronounce
I'm
the
director
of
student
support
I'm,
actually
not
going
to
take
up
a
lot
of
time,
except
for
it
to
say,
I,
support
the
social
workers,
restorative
justice
and
Holman
hospital
I'm,
also
fairly
new
to
this
role,
but
have
been
a
social
worker
in
the
Boston
public
schools.
For
17
years.
We
are
committed
to
ensuring
we
have
187
social
workers
right
now,
including
our
district
social
workers.
R
We
also
know
that
they
aren't
the
only
ones
that
can
do
that
work
when
they're
being
asked
to
respond,
but
they
certainly
are
a
catalyst
of
moving
the
work
into
the
schools
and
I
would
just
also
agree
with
the
counselors
and
the
questions
about
our
investment,
and
we
know
that
we
don't
have
enough
in
order
to
be
productive
across
the
district
equitably,
and
we
want
to.
You
know,
ensure
that
that
happens
as
well,
but
happy
to
be
here
for
questions
as
well.
But
don't
want
to
take
up
more
time.
E
Q
E
E
M
Oh
yeah
I
just
wanted
to
clarify
and
I
hate
to
be
the
attorney
here.
The
amendment
to
37h
and
three
quarters
was
a
bit
more
significant
than
Dasia
you
had
described.
It
actually
changed.
The
requirement
to
all
considerations
had
to
be
made
now
with
long-term
and
short-term
suspensions
and
before
it
was
only
long-term
suspensions,
which
does
pivot
quite
a
bit
and
changes
that
so
I
hate
to
be
the
attorney.
But
it
is
a
very,
very
significant
change
that
has
been
made
to
the
disciplinary
world
and
I
would
like
to
clarify
that.
B
E
B
M
E
This
is
why
we're
all
here
today
to
figure
out:
what's
working?
What's
not,
and
what
are
we
going
to
do
to
get
us
all
to
where
we
need
to
be,
because
we
don't
know
what
we
don't
know
and
sometimes
the
way
people
interpret
things
are
different.
The
law
is
such
a
a
way
of
misinterpretations
and
so
I
think
it's
really
crucial
for
us
to
lean
in
and
even
utilize.
You
know
we
keep
going
back
between
restorative
justice
and
restorative
practice.
E
Some
of
it
is
going
to
be
legislated
and
some
of
it
is
going
to
be
regulated,
and
some
of
it
is
going
to
be,
but
again
so
at
the
end
of
the
day,
we're
here
for
all
of
it,
and
we
could
all
agree
on
that
right.
So
in
the
interest
of
just
being
super
Mindful
and
respectful
of
everyone's
time,
I'm
gonna
hold
off
my
questions
and
I'm
gonna
leave
with
my
co-sponsors,
so
it's
councilor,
Lara
Then,
followed
by
councilor,
Arroyo
and
I'll,
go
in
order
of
arrival,
okay,
so
counselor
Lara.
E
D
Q
Q
D
D
D
So
you
know
four
and
I
only
have
five
minutes
so
I'm
trying
to
to
make
this
quick,
restorative
justice
and
transformative
Justice
is
inherently
like
Community
centered,
and
it's
inherently
like
an
abolitionist
framework,
and
so
we
are
in
these
kind
of
paths
as
elected
officials
and
people
who
work
where
we're
trying
to
implement
something.
That's
supposed
to
live
outside
of
the
state
inside
of
the
system
right
within,
like
the
school
structure
or
speed,
and
so
where
is
the
community
in
the
implementation
like?
D
Where
are
the
Mama
J's?
Where
are
the
circle
Keepers
out
in
the
neighborhood
inside
of
BPS?
How
are
you
connecting
like
what
is
that,
like
I
I,
appreciate
just
like
making
sure
that
we're
making
an
impact
picking
up
all
of
the
data-
and
this
is
like
an
indigenous
practice
that
is
like
this?
This
is
meant
to
be
a
community
practice,
and
so
I
also
don't
want
to
over
professionalize.
This
thing
that
is
meant
to
really
deeply
connect
our
students
to
each
other,
really
deeply
connect
our
students
to
their
Community.
D
Like
it's,
you
know
it's,
it's
an
impactful
thing.
The
data
is
there
it
it
works
and
we've
seen
it
work
and
we
have
all
the
data
of
how
it
works
in
other
school
districts,
and
we
know
all
those
things,
and
so
my
concern
is
that
we
are
not
implementing
it
properly
right.
We
had
the
we
had
the
incident
with
the
Mission
Hill
School
happening
in
my
district
and
a
lot
of
what
was
the
you
know.
The
leadership
was
saying.
D
D
We
need
to
whip
the
kids
into
shape
or
they're
not
going
to
do
X,
Y
and
Z,
and
it's
because
the
Alternatives
that
we
know
work
the
real
transformative
thing
that
we
know
are
good
for
our
children,
we're
not
implementing
them
properly,
and
so
then
we
can't
make
the
case
for
the
good
stuff,
because
the
other
stuff
is
much
more
Sensational
and
much
more
high
impact
and
much
more
easy
to
frame
and
so
yeah.
How?
How
are
we
into
integrate
a
community
into
like
this
practice
in
terms
of
like
X?
D
Q
So
that
was
kind
of
my
ask
to
councilor
Mejia
is
you
know
where
we
want
to
lean
on
the
city
council
a
little
bit
and
brainstorm
and
think
through
ways
to
do
that
that
we,
you
know,
would
be
effective,
I
mean,
obviously
we
have
effectively
partnered
with
Community
agencies
and
but
I.
Think
in
this
you
know,
I've
been
in
a
few
conversations
now
with
counselor
Mejia
and
they
have
been
very
collaborative
in
nature
and
I
I
mean
maybe
this.
Q
How
we
create
these
wrap
around
services
that
extend
beyond
our
school
walls
and
our
schools
become
hubs
right
and
that
it
is
a
seamless
transition
from
Community
into
school
and
school
back
into
community.
So
I
think
that
that
will
take
support
and
thought
partnering
with
the
city
council
and
something
that
I
mean.
Maybe
it's
I
don't
know.
Maybe
this
sounds
ridiculous,
but
like
something
we
could
do
together
and
work
on
together.
It.
E
D
We're
we're
kind
of
we
might
we're
gonna
promise
some
resources
and
I
need
those
resources
to
not
go
to
this
thing.
That
I
am
concerned
about
and
go
elsewhere,
and
so
can
we
can
somebody
share
more
about
it
like
what
are
you
thinking
why
it
doesn't
feel
in
alignment
with
the
direction
that
we're
trying
to
go.
Q
And
it
you
know
again
being
transparent
and
trying
to
just
be
very
real.
We
brought
it
to
a
community
group
The,
it
was
premature.
Okay,
the
reception
was
not
good.
It's
still
actually
haunts
my
dreams
at
night
because
it
was
awful
and
but
that's
like
a
learning
point
for
me
right
so
again
being
new
in
this
role,
part
of
doing
the
work.
That
is
right.
It's
not
about
what's
doing,
what's
easy,
it's
about
doing!
Q
What's
right
and
what's
doing
when
you're
doing
what's
right,
it
is
oftentimes,
extremely
uncomfortable
and
that
was
extremely
uncomfortable
and
which
signified
this
probably
isn't
right,
because
it
feels
this
you
know
doing
it
like.
We
have
to
create
spaces
where
we
have
honest
and
real
conversations
and
in
the
spirit
of
that,
the
feedback
that
we
got
on
those
positions
was
that
they
were
not
the
right
fit
for.
What
is
the
need
right
now
that
we
are
seeing
in
our
communities?
E
I
appreciate
it.
Thank
you,
madam
chair.
Thank
you,
counselor
I'm,
going
to
move
on
to
my
second
co-sponsor
councilor
Arroyo,
followed
by
councilor
Breeden
and
then
just
so.
The
colleagues
who
are
listening
in
I
will
be
going
back
to
another
round
of
questions
depending
on
what
we
have
for
time,
so
I'm
sorry
to
keep
you
all
on
task,
but
I
definitely
want
to
make
sure
that
everybody
gets
their
questions
in
so
I'm
going
to
move
on
to
counselor
Arroyo.
S
You
all
right,
thank
you,
I'll,
try
to
keep
it
to
exactly
five
or
thereabouts.
This
has
been
a
very
informative
hearing.
I
mean
I'm
already,
obviously,
I'm
co-sponsoring
this
so
I'm
already
all
in
on
restorative
justice
practices,
I've
actually
seen
them
up
close
I've
seen
them
actually
change.
People
change
the
way
in
which
they've
gotten
things
and
actually
be
restorative
in
a
real
way.
So
you
know
I
think
people
think
about
restorative
justice
and
they
come
away
with
the
idea
that
somehow,
that
means
no
consequences.
S
That
means
no
accountability,
but
it's
actually,
the
very
opposite
of
that
and
I
have
seen
that
create
really
deep,
profound
change
in
the
way
in
which
future
conflict
is
handled
and
in
the
way
in
which
those
relationships
and
those
impacted
operate
with
one
another
in
a
way
that
I
think
is
transformative,
so
I
fully
support.
This
I
just
want
to
be
on
record
as
being
somebody
who
gets
really
frustrated
and
out
tie
this
in
this
is
part
I
recognize.
This
is
question
time,
but
I.
Also.
S
We
had
this
when
I
voted
with
other
colleagues
against
raising
police
budgeting
so
that
we
could
get
people
to
respond
to
overdosing
or
folks
who
are
dealing
with
drug
addiction
or
folks
who
were
homeless
with
a
compassionate
non-police
response
and
they
said
well,
we
tried
that
and
it
didn't
work
well.
No,
actually,
we
didn't
try
that
at
all
it
turns
out.
Your
version
is
actually
all
we've
been
trying
and
it
still
doesn't
work,
and
so
this
version
of
this
conversation
for
some
reason
front
and
Central
has
front
and
center
has
been.
S
I
think
Kendra
asked
some
questions
about
this,
but
this
is
a
quick
question
and
obviously
this
is
not
an
indictment
of
the
people
who
are
doing
this
work.
It
is
an
indictment
of
folks
who
are
not
investing
in
a
continuation
or
the
furtherance
of
that
work,
but
in
terms
of
the
size
of
that
staff
right
now
is
it
is
it
literally
four
or
five
people
in
the
restorative
justice
for
the
entire
city?
S
There's
three
I
gave
you
two
more
staffers
than
you
actually
got.
There's
no
world
where
that
model
can
be
extrapolated
to
the
rest
of
this
school
system
with
three
staffers,
it's
not
even
close,
and
so
before
and
I'm
putting
this
on
record
here
before
anybody.
My
colleagues,
the
mayor,
anybody
in
the
city
advocates
for
funding
a
full
officer
to
be
in
that
school
building,
I'm
going
to
be
advocating
for
those
resources
to
go
towards
this
I
want
to
see
these
numbers
growing.
I
want
to
see
these
folks
coming
in.
S
If
you
got
money
for
that,
then
you
got
money
for
this.
I
have
not
seen
that
work.
I
went
to
Public
Schools,
full
disclosure,
I
have
been
to
Public
Schools
I
have
gone
through
metal
detectors,
that
is,
security
theater,
it
never
made.
Any
student
I
know
feel
safer,
and
so
the
idea
that
we're
gonna
just
put
sort
of
police
state
type
mechanisms
into
our
schools
and
that's
going
to
stop
it.
We
have
children
who
are
dealing
with
PTSD.
S
What
that
would
do
to
my
Social
Development,
my
societal
development
I
can
imagine
that
is
incredibly
difficult
and
I
think
we're
seeing
that
borne
out
by
data
and
by
research
that
children
are
struggling
with
depression
at
rates
that
they
have
not
in
the
past
that
we
are
seeing
suicide
at
rates
that
are
troubling
and
I
do
not
believe
that
what
we
do
to
get
to
the
under
causing
and
underlying
root
of
that
is
police.
That
I
think
we
need
restorative
justice
practices.
I.
Think
the
social
workers
are
a
step
in
the
right
direction.
S
I
think
the
family
Liaisons
are
a
step
in
the
right
direction,
but
every
time
I
hear
a
conversation
about
putting
police
in
schools,
because
this
stuff
is
failing.
We
don't
fund
this
anywhere
near
the
same
amount,
even
right
now
with
safety
resources,
safety
resource
officers
that
we
have
it.
How
many?
What's
the
number
on
that
councilman
he
I
know
I
think
that's
already
been?
Is
it
70
some
Plus
yeah.
S
I,
don't
do
well
with
these
kinds
of
hearings,
because
the
fact
of
the
matter
is
I,
don't
need
any
proof
from
any
of
you
that
this
works.
I
know
this
works.
The
data
shows
that
this
works
at
a
minimum.
All
of
the
data
and
all
the
evidence
shows
that
that
other
stuff
doesn't
work.
So
why
would
I
continue
to
put
investment
into
that
so
that
I
could
do
security
theater
and
wash
my
hands
of
it?
The
reality
is
this
is
where
our
investments
need
to
go.
S
I
want
you
all
to
know
that
during
the
budget
proceedings,
these
will
be
the
arguments
that
I'm
making
when
we're
talking
about
the
amendment
process.
This
is
where
my
amendments
will
likely
be
going.
These
are
the
kinds
of
things
that
I
believe
are
really
important.
We
under
under
already
as
a
society
under
analyze
under
under
treat
under
identify
and
overly
castigate
people
who
are
dealing
with
mental
health
issues,
and
so
for
me,
this
is
a
root
cause
of
it.
It
is
not
the
one
all
end-all
fix
it.
S
There
are
three
of
you
for
the
entire
District
I
can't
foresee
how
that
works,
but
I
understand
how
it
works
in
the
places
and
where
you
are
touching
children
directly
and
so
I
am
grateful
to
you
all
for
doing
that
work.
It's
my
hope
that
we
Elevate
and
amplify
your
work,
because
I
constantly
hear
about
how
this
stuff
doesn't
work.
So
we
got
to
go
back
to
that
other
stuff
that
didn't
work
and
we've
never
given
this
a
proper
chance,
and
anybody
who
pretends
that
we
have
is
a
liar.
S
Anybody
who
says
we've
invested
in
this
at
the
same
amount
can
go.
Look
at
the
numbers,
I'm
willing
to
look
at
any
data.
You
want
to
look
at
I'm,
going
to
look
at
any
numerical
cost
or
whatever
you
want
to
look
at.
We
have
never
actually
invested
or
funded
any
of
this
to
a
degree
where
we
can
actually
say.
Well,
that's
good,
and
what
I
have
heard
is
that
we
need
to
ramp
it
up.
So
I
want
to
address
that
really
quickly
too.
S
The
idea
that
this
should
I
know
I
see
the
I
see
the
time
so
I
just
want
to
address
this,
because
I
recognize
that
we
are
often
asked
for
comments
on
this,
and
so
this
will
live
for
eternity
on
the
internet,
and
so
what
I
want
people
to
understand
is.
We
are
often
told
that
what
we
have
to
do
is
until
this
gets
funded.
We
should
just
fund
that
other
stuff.
S
That's
not
how
this
works.
We
don't
have
infinite
dollars,
and
so
you
have
to
make
a
choice.
These
are
Public
Safety
decisions.
These
are
school
safety
decisions.
These
are
better
whole
student
decisions.
If
you're
going
to
fund
that
then
you're
not
going
to
fund
this,
if
you're
going
to
fund
those
things,
then
you
have
to
figure
out
where
that
money
is
coming
from
and
I
want.
It
just
be
on
record
clearly
that
this
is
where
I
think
we
need
to
go.
This
is
the
work
I
think
we
need
to
do.
I
have
seen
it
work.
S
I
have
seen
it
been
be
successful,
both
in
school
settings
out
of
school
settings
with
adults
with
youth.
This
is
the
direction
I'd
like
to
see.
Bps
go
in.
This
has
my
full
support.
I
have
no
questions
for
you,
because
I'm
very
up
to
date
on
all
the
work
you
do
I'm
grateful
for
you
taking
the
time.
Thank
you
councilman
here.
Thank
you,
councilor
Laura.
Thank
you
to
councilor
Braden,
all
my
other
counselors
colleagues,
who
have
been
here
to
hear
about
this.
E
But
we
can
only
do
that
if
we
understand
what
you're
grappling
with
and
the
ways
that
we
can
help
support
fill
in
those
gaps,
so
the
more
vulnerable
you
are
in
the
space
and
the
more
explicit
you
are
about
what
your
needs
are,
the
better
we
can
advocate
for
you.
This
is
what
collaboration
is
about
Jillian
and
I'm,
glad
that
you
named
it,
because
I
am
really
trying
to
restore
and
repair
the
harm
right,
because
I
think
that
it
takes
us
modeling
that
behavior
for
us
to
get
there
as
well.
E
T
T
Superintendent
Skipper
mentioned
the
idea
that
you
know
to
make
this
really
work.
We
have
to
saturate
our
schools.
It
has
to
be
totally
embedded
in
the
school
culture
that
that
restorative
practices
is
a
is
is
the
way
we
do
things
and
it's
part
of
every
day,
every
aspect
of
our
day
and
it
works
as
well
in
the
staff
room
as
it
does
in
the
classroom.
So
you
know
I
think
restorative
practices.
T
Q
Q
It
is
also
very
important
for
our
school-based
staff
to
have
District
folks
to
lean
on
that
are
specifically
there
to
support
them
in
restorative
practices
work.
So
it's
a
two-prong
approach
in
this
saturation,
which
just
makes
me
laugh
because
Mary
and
I
laughed
about
the
word
saturated
before
I
was
like.
Is
it
too
much?
Is
it
not
too
much,
but
it
is
what
we
want
to
do
so
you
know
it's
sort
of
a
top-down
and
a
bottom-up.
Q
You
know
approach
to
this,
because
if
we
want
to
have
something
live
in
schools
every
day
in
every
classroom,
we
have
to
ensure
that
there's
people
at
the
building
level,
who
are
experts
in
this
work.
Additionally,
we
also
have
to
make
it
a
district
priority,
which
means
that
we
have
to
create
District
positions
that
focus
on
this
work
and
can
lead
the
way
at
a
balcony
level
on
what
needs
to
be
done.
That
also
includes
paying
attention
to
the
metrics
and
I
mentioned
this
before
having
a
data
and
implementation
specialist.
Q
Who
can
look
at
the
numbers
who
were
not
just
using
you
know
qualitative
data
to
leave
this
work?
It
has
to
be
quantitative.
You
know,
and
councilor
Arroyo
spoke
about
this.
We
can't
say
that
something
hasn't
worked
or
that
it's
not
effective
if
we
don't
actually
have
real
data
to
look
at
and
that's
something
that
we
have
to
commit
to
as
we
commit
to
this
saturation
process.
T
Yeah
I
think
the
the
other
point
and
I
think
it's
almost
like
you
can.
If
you're
watching
the
data
and
you've
got
good,
you've
got
good
understanding
of
where
things
are
and
and
then,
if
you
see,
there's
a
need
for
more
intervention
in
a
certain
school
or
with
a
certain
Grid
or
a
certain
group
that
you
can.
You
can
apply
resources
and
and
back
back
up
the
folks
on
the
ground
who
maybe
need
more
support.
You
know
the
other
question
I
had
really
was
thinking
about.
T
You
know:
we've
we've
in
some
of
our
schools
have
gone
to.
You
know,
send
making
7th
and
eighth
grade
part
of
the
high
into
into
rolling
it
into
a
high
school
and
I'm
wondering
you
know,
post
Panda
and
well.
It's
not
we're
not
really
post
pandemic,
yet
it
was
sort
of
coming
out
of
it,
but
we're
not
there.
Yet.
T
You
know
the
incredible
disruption
of
the
pandemic,
and
then
we
have
we've
made
some
shifts
with
grades
and
and
stools,
and
you
know
and
I
think
that
transition
from
sort
of
elementary
school
to
high
school
is
always
challenging,
and
you
know
just
thinking
about
it
are
there?
Do
you
see
more
problems
in
that
with
that
transition
at
the
moment,
like
is
that
is,
is,
is
that
I
I
always
been
with
those
Middle
School
years
are
incredibly
difficult
for
any
of
us.
L
Thanks
counselor
Braden,
you
know,
we
know
that
Middle
School
is
very
difficult.
Excuse
me
I'm,
sorry,
phone's
going
off
that
Middle
School's
different
difficult
for
all
students.
I
mean
I.
Remember
just
to
your
point,
I,
remember,
being
12
and
oh
my
God.
It
was
the
most
horrible
time
12
and
13
in
my
life.
L
So
we
expect
that
I
think
your
question
specifically
about
the
transition
into
high
school
for
the
for
the
middle
school
students.
It's
really
too
early
right
now
to
make
a
determination
because
Behavior
across
the
district,
we
we've
just
seen
troubling
Behavior
across
the
district
and
actually
you
know
throughout
the
country.
So
it's
hard
to
know
if,
if
it's
the
7
to
12
model,
that's
problematic
or
is
it
the
fact
that
that
students
missed
two
years
of
school
yeah?
So
so
you
know
I
think
it's
a
really
good
question
and
we'll
find
out.
L
You
know
we'll
we'll
look
at
that
over
time,
but
but
I
I
agree
that
we
need
to
really
pour
more
resources
into
into
the
middle
school
students
who
we
know
need
it.
The
most
and
I
just
wanted
to
follow
up
about
your
your
point
of
embedding
this
in
in
the
Elementary
grades
and
even
the
preschool-
and
you
know
it's
just
it's-
it's
such
a
great
point,
because
what
we
need.
What
we
know
is
that
we
have
to
provide
students
with
a
language
from
the
very
beginning
right
we
want.
L
We
want
to
help
them
understand
what,
where
what
our
expectations
are,
and
we
start
young,
we
start
small,
and
then
we
build
over
time.
So
I
really
appreciate
your
your
bringing
that
up
and
I
think
that
the
model
that
Chief
Kelton
was
talking
about
includes
all
of
the
schools.
So
you
know
it
will
be
buried
levels
depending
on
the
the
grade
and
the
support
that's
necessary
very.
T
Good
I
I
worked
in
for
some
years
in
a
in
with
special
ed
in
16
years
of
Parkinson
School
of
the
Blind
and
those
Readiness
skills,
those
very
early
Readiness
skills.
It's
sort
of
I
feel
that
that's
part
of
the
language
and
the
skill
sets
that
you're
trying
to
build
and
I
see
a
Madam
chair
is
waving.
T
E
Thank
you
and
thank
you,
Council
breeding
for
your
grace.
It's
really
hard
to
do
these
hearings
and
try
to
keep
things
moving
and
making
sure
that
everybody
feels
fully
expressed.
So
I
did
want
to
note
that
I
saw
Jenna.
Your
hand
was
up
and
I
want
to
be
super.
Mindful
of
that
and
wanted
to
know
if
you
I
know
that
concert
reading's
time
is
up
but
I'm
more
than
welcome
to
have
you
answer
or
or
reflect
on
anything
that
you
heard
from
Council
breeding.
So
please
thanks.
R
Counselor
I
really
just
wanted
to
answer
your
question
about
the
young
kids
Jody
started
and
to
let
you
know
that
we
are
invested
in
working
with
universal
Pre-K,
and
so
we
now
have
a
social
worker
that
is
dedicated
to
Universal.
Pre-K
is
really
working
on
those
skills
and
a
family
liaison
that
just
started
this
past
week,
and
so
we
are
really
committed
to
starting
them
even
before
they
have
to
to
start
school
thanks.
E
M
Thank
you
so
much
I
think
one
of
the
biggest
things
that
we
see
is
a
disconnect
between
what
we
hear
from
our
from
the
children
and
from
the
parents
and
what
Boston
Public
Schools
says
that
they
are
committed
to
and
what
they're
doing,
especially
when
it
comes
to
the
world
of
disciplinary
hearings.
So
it
might
be
really
beautiful
and
I
love
sharing
space
with
Jody
and
Dacia.
M
We
imagine
what
the
perfect
practice
is,
and
unfortunately,
when
I'm,
in
the
space,
with
your
councils
that
are
protecting
the
school
district
and
have
an
obligation
to
advocate
for
the
school
district,
the
reality
of
those
spaces
are
very
disconnected
from
how
you
envision
disciplinary
hearings
should
happen
and
also
how
you
envision.
The
information
is
shared
with
parents.
M
And
so
the
reason
why
we,
as
advocates
are
pushing
for
change
in
law,
is
because
the
commitments
you
have
made
as
a
school
district
are
very
different
from
the
ways
that
your
legal
team
shows
up
when
it
comes
to
pushing
children
out.
So
I
think
the
best
way
of
bridging
that
distrust
between
your
parents
and
your
team
is
by
making
sure
that
you
build
a
stronger
communication
between
the
reality
of
what
your
legal
team
does
when
they
are
pushing
out
children.
E
Thank
you
for
that,
for
that
I
also
would
just
say
that
you
know
I.
Think
language
is
also
very
triggering
punitive
language.
Sometimes
we
don't
even
realize
that
when
we
write
a
letter,
I
know
I've
I've
received
letters
from
Anna
Lisa's
school.
That
makes
me
feel
like.
Oh,
you
know
when
she
was
younger
when
she
had
to
sign
in
it's
mandated,
or
you
know
we
haven't
heard
back
from
you.
I
mean
just
even
things
as
simple
as
that
can
really
change
the
way.
E
Somebody
experiences
their
interaction
with
a
system,
so
I
think
that
there's
some
stuff
that
we
could
just
do
initially
just
to
kind
of
shift
the
culture
that
feels
a
little
bit
more
embracing
of
the
community
that
we
are
in
right.
So
so
thank
you
for
for
bringing
that
up.
I'm
gonna
go
to
Edith
I,
know
Edith.
You
know,
as
the
president
as
a
former
president
of
beam
and
somebody
who
has
been
in
the
district
and
has
always
fought
for
culturally
responsive
pedagogy
and
the
way
we
show
up
in
this
world.
E
P
First
of
all,
thank
you.
Councilman
here,
I'd
like
to
say
that
restorative
justice
comes
from
African
and
indigenous
cultures,
and
I
would
argue
with
the
position
that
we
are
talking
about
restorative
practices,
because
restorative
justice
is
a
framework
to
look
at
institutions,
policies
and
also
systems
that
harm
our
students,
and
we
know
that
these
systems
are
racialized
and
it
is
about
access
and
who
gets
opportunity.
P
And
so,
if
we're
talking
about
restorative
justice,
the
framework
of
it,
we
need
to
interrogate
what
has
done
harm
to
Black
and
Latino
students
so
that
they
are
not
getting
the
access.
So
they
are
in
this
pipeline
because
they
don't
choose
this
pipeline.
The
systems
push
them
into
this
pipeline
by
willful
policies
that
replicate
unfair
and
unjust
practices
over
and
over.
So
when
you
talk
about,
we
are
using
restorative
practices
and
we
don't
really
reframe
how
systems
are
constructed
and
how
policies
are
designed
that
will
provide
racial
Equity.
P
P
As
councilor
Arroyo
mentioned,
that
we
have
to
talk
about
how
black
students
are
going
through
metal
detectives,
and
why
are
we
spending
30
million
dollars
on
surveillance
and
why?
Why
are
we
talking
about
going
back
to
school
policing
when
we
know
that
that
harms
black
and
Latino
students,
particularly
males
who
have
stopped
coming
to
school
and
black
families
who
are
leaving
the
district
in
higher
and
higher
numbers?
This
trajectory
will
not
change
until
we
sit
with
those
folks
who
are
impacted
representation
matters.
P
We
need
to
sit
down
with
those
of
us
who
have
experienced
this
system
who
have
been
harmed
by
these
systems
and
continue
to
come
back
to
impact
change
in
these
systems.
Because
that's
where
the
solution
lies,
it
lies
with
students,
it
lies
with
families
and
it
lies
with
communities
whose
experiences
have
been
different
from
yours
who
have
not
gone
through
the
developmental
process.
P
Oh
I'm,
a
teenager
I'm
going
to
do
something,
that's
harmful,
but
if
you're
black
you're
going
to
end
up
in
jail,
if
you're
white
you
better
pass
and
you
end
up
in
an
exam
school
because
of
the
way
systems,
look
you.
So
we
have
to
talk
about
race.
If
we
do
not
talk
about
race
and
racism
and
these
embedded
policies
that
continue
to
harm
blackened
Latino
students,
then
we
will
be
in
the
same
place
and
we
will.
We
will
still
have
these
problems.
E
I
think
that
it
is
important
for
me
to
also
uplift
that
you
know
I'm
just
curious
about
the
difference
between
coordinators
and
coaches.
There's,
there's
I
I,
if
Jillian.
If
you
could
just
talk
to
me
about
you
know
what
is
the
difference
between
you
had
mentioned:
hiring
coordinators
and
coaches?
Can
you
just
give
me
the
a
little
bit
of
understanding
of
how
these
two
roles
differ
and
I'm
also
curious
about
Arthur
I've
heard
of
him
I've
heard
of
his
work
and
I'm
wondering
why
author
is
not
a
part
of
this
conversation?
E
If
he's
a
part
of
making
these
things
happen
and
I
think
that
that
level
of
Disconnect
is
what
I'm
hearing
Edith's
name
is
like
folks
who,
who
are
doing
the
work
and
have
a
different
understanding
not
having
a
seat
at
the
table,
for
me
is
is,
is
definitely
not
the
type
of
behavior
that
I
want
to
replicate
in
the
hearings
that
I
host.
So
can
somebody
talk
to
me
about
that?
Please.
Q
So
I
will
start
to
talk
about
the
part,
the
difference
between
a
coordinator
and
a
coach.
So
you
know
we're
still
working
through
job
titles,
but
in
my
mind
the
Coordinator
would
be
school-based
and
the
coach
would
be
the
district
position
just
for
like
a
very
simplistic
answer
to
that
counselor
does
that
work,
for
you
isn't.
Q
Q
Q
Q
So
the
thought
is
similar
to
how
we
have
District
social
workers
or
an
operational
leader
for
each
region.
We
would
have
for
the
purpose
of
this
conversation.
Let's
call
it
a
restorative
justice
coordinator
for
each
region,
then,
at
the
school
level
we
would
have
a
restorative
justice
or
restorative
practices
liaison
at
the
building
level.
E
E
Think
a
lot
of
our
Advocates
here
have
also
uplifted
the
important
role
that
Community
plays
and
I
think
that
working
with
parents
and
helping
them
understand
what
what
this
looks
like
and
very
explicitly.
What
are
your
rights
in
terms
of
navigating
through
this
process
is
part
of
the
communication
plan
and
I.
Think
that
that's
something
where
I
feel
like
some
of
it
gets
shortchanged
and
I
also
don't
think
it
should
be
just
the
district's
responsibility
when
we're
thinking
about
restorative
justice
practices.
E
I
also
think
that
there's
an
opportunity
to
include
the
Maverick
Landings
also
include
the
hair
salons
and
where
you're
getting
your
hair
cut,
because
let
me
just
tell
you
we
can
run
circles
there,
45
minutes,
while
you're
getting
your
hair
done.
We
can
fix
some
issues
right.
Looking
at,
we
even
set
up
these
bathrooms.
E
E
D
That
is
what
I
wrote
my
thesis
on
I
learned
from
Elders
like
melodoma
so
may,
and
those
folks
who
you
know
are
not
like
with
us,
but
it's
in
Africa
in
the
African
indigenous
African
tradition.
So
thank
you
for
anchoring
Us
in
that
conversation
and
for
anchoring
me
and
reminding
me
of
what
I'm
doing
here.
D
I
this
so
like,
like
I
mentioned
before
I
was
a
peer
mediator
when
I
was
in
high
school
and
it
was
something
that
was
incredibly
transformative.
I
went
to
English
high
school,
the
principal
and
the
teachers.
There
were
really
really
committed
and
open
to
just
trying
different
things
right
so
just
like.
If
something
was
happening.
Looking
for
an
alternative,
everybody
got
really
creative
and
we
had
a
really
vibrant
and
cohesive
School
Community.
D
D
I
think
I
have
the
same
questions
about,
or
do
you
have
any
students
that
are
trained
are
you
know,
I
know
that
the
btu
restorative
justice,
like
organizing
committee,
that
they,
you
know,
made
a
recommendation
around
the
course,
and
so
what
is
happening
with
the
young
people
I
know
that
we've
talked
about
top
down
and
I.
Think
that
that's
correct,
because
you
can't
get
anything
done
in
the
school
Community.
D
If
you
don't
have
the
support
of
the
principal
kind
of
like
Implement,
like
you
know,
demand
like
making
sure
that
everybody
knows
that
this
is
what
we're
doing
and
also
it
needs
to
be
bottom
up
and
bottom
up
means
families.
It
means
students,
it
means
parents,
and
so
how
are
you
doing?
What
is
the
bottom-up
strategy.
F
Q
S,
and
also
deeply
connected
to
that
is
our
Boston
student
advisory
Council,
so
they're
a
very
important
part
of
planning
this
and
also
being
a
part
of
student
voice.
But
beyond
that,
we
also
realize
that
bsac
can't
always
be
representative
of
every
student
voice.
So
this
all
goes
back
to
the
importance
of
developing
in-school
relationships
and
part
of
what
is
at
the
core
of
restorative
practices,
is
developing
relationships
with
those
in
our
community
and
developing
relationships
that
allow
for
two-way
communication
that
is
productive
and
at
times
healing.
E
E
E
E
L
Go
ahead,
Jody
I
can't
speak
specifically
about
why
he
isn't
here.
What
I
can
say
is
that
Arthur's
role
he
worked
very
closely
with
with
Suffolk,
and
he
also
worked
with
succeed,
Boston
for
a
number
of
years,
so
at
60
Boston
we
have
had
all
of
our
staff
trained
and
they're
also
trainers
in
restorative
practices.
L
As
I
said
at
the
last
hearing,
I
mean
at
the
at
the
pre-meeting
that
we
had.
Unfortunately,
the
implementation
around
the
nij
grant
was
flawed,
and
so
one
of
the
things
that
we
were
hoping
was
that
we
were
going
to
get
a
rollout
plan
from
that
nij
Grant.
Does
everyone
remember
that
when
I
mentioned
that
last
time
and
and
we
didn't
get
a
rollout
plan
so
so
that
kind
of
set
us
back
in
terms
of
where
we
were
going
and
Arthur
and
Brenda
and
Henry
were
all
waiting?
L
E
Yeah
see
I
I
think
that
that
is
part
of
the
the
the
process
right,
I
I
think
that
we
had
a
amazing
opportunity
now
with
a
new
Administration,
a
new
superintendent.
You
know
this
is
my
first
term
as
the
education
chair,
so
I
just
think.
There's
a
lot
of
opportunities
here
for
us
to
really
think
outside
the
box
in
terms
of
supporting
the
work
and
the
best
way
for
us
to
be
supportive
is
if
we
can
be
vulnerable.
E
If
we
could
be
honest,
like
we
and
also
if
we
could
be
super
intentional
about
making
sure
that
those
who
are
doing
the
work
and
living
the
realities
are
also
in
this
space,
informing
us
and
participating
in
the
decision-making
process
right,
because
the
model
that
I'm
hearing
from
those
who
have
practiced-
you
know
it
it
has
to
be,
everyone
has
to
be
invested,
and
that
includes
from
the
top
all
the
way
down
to
the
implementation.
And
so
it's
about
it's
like
utilizing.
E
It's
like
going
to
the
gym,
y'all
I,
don't
know
if
you
remember
in
the
January
everybody's,
like
going
to
the
gym
every
day
and
by
you
know
third
week
of
January
you're
lucky.
If
you
go
to
the
gym
twice
a
week
right,
it's
about
it's
about,
flexing
that
muscle
and
using
it
every
single
day.
That's
the
only
way
we're
going
to
be
able
to
really
be
effective.
E
Is
that
we're
using
it
and
doing
it
with
fidelity
so
I,
just
I
just
want
to
name
that
and
I
and
I
think
that
it's
important
that
we
are
also
accountable
and
that
we're
starting
off
with
a
benchmark.
You
know
I'd
love
to
know
here
how
many
schools
across
the
district
can,
we
say,
are
utilizing
restorative
justice
with
fidelity.
L
L
So
can
we
say
that
any
of
those
schools
are
implementing
with
Fidelity
I'm,
not
sure
I
would
say
that
there
are
some
schools
who
have
been
involved
in
restorative
Justice
and
using
restorative
practices
for
a
very
long
time.
Trinity
has
worked
across
the
district,
for
instance,
and
they
were
they've
been
involved
for
a
long
time
at
the
McCormick
bcla.
L
So
I
would
say
that
that
is
a
place
to
look,
although
I
can't
speak
specifically
that
they
are
implementing
with
Fidelity
and
and
I.
Do
think
that,
as
Chief
Kelton
said,
part
of
our
Implement
implementation
plan
is
to
look
at
what
our
schools
doing
right,
to
identify
which
schools
are
doing,
what
and
then
to
develop
some
a
way
in
which
we
can
assess
whether
or
not
whether
or
not
they
are
implementing
with
fidelity.
E
Yeah
I'm
just
gonna
name,
another
elephant
in
the
room
in
terms
of
just
the
level
of
you
know,
the
the
sort
of
Justice
practice
was
implemented
in
2013
I
believe
it
was
right,
it's
part
of
like
the
Mandate
and
now
it's
10
years
and
we're
having
this
come
and
not
none
of
you
all
were
I.
Don't
know
how
many
of
you
all
were
here
then,
but
it's
just
it's.
E
It's
frustrating
I
think,
and
this
is
probably
why
you
know
we're
having
this
conversation
right
now
and
I
want
to
make
sure
that
we
don't
replicate
bad
behavior,
so
we're
starting
off
in
2023
level,
setting
right
and
I
think
that
that
is
where
we
need
to
be
is
where
we
we're
starting
off
with
where
we
are
right
now
and
where
do
we
want
to
be,
and
what's
it
going
to
take
for
us
to
get
there?
That's
why
we're
having
this
hearing
right
now
and
we
would
not
be
having
this
hearing.
E
If
someone
did
not
ask
me
the
question
that
I
did
not
have
the
answer
to
which
was
Tanisha
Sullivan
who's.
The
president
of
the
NAACP
asked
me
about
specifically
the
code
of
conduct
and
sort
of
Justice
practice,
and
has
anyone
done
a
deeper
dive
in
terms
of
evaluating
success
and
that's
why
we're
here
we're
starting
off.
E
E
E
Q
I
mean
I
think
that
you
know
the
superintendent
is
really
committed
to
this
I
think
that's
a
huge
help.
I
think
you
know
the
struggle
and
I
said
this
early
on
in
this
conversation,
I
think
the
struggle
is,
you
know,
there's
so
much.
Teachers
often
feel
that
like
and
I,
you
know
that
there's
so
much
on
their
plate
that
they're
already
doing
so
much
and
I
don't
want
you
know
and
I
see
Edith.
You
know
shaking
her
head
and
I
agree
like
that,
can't
be
a
barrier
to
what
work
really
needs
to
be
done.
Yeah.
J
P
P
Was
not
agreeing
with
you
I
think
teachers
want
to
be
effective,
we
are
losing
our
teachers
because
they
don't
have
the
support.
We
have
to
ask
the
question
when
an
initiative
is
adopting.
What
is
the
impact
on
classroom
practice?
What
is
the
impact
on
supporting
teachers
because
teachers
support
students
and
so,
as
we
support
teachers,
students
are
supported
so
I,
don't
believe
that
we
can
say
teachers
are
doing
too
much,
you
know,
is
it
too
much
or
is
it?
You
know
like
working
hard
and
working
effectively
is
different.
Yes,
this.
T
P
A
quick
restorative
justice
will
help
with
teachers.
In
the
conversation,
the
dialogue,
The
Exchange,
with
students
empowering
students
and
teachers
collectively
is
part
of
the
work
of
restorative
justice
and
so
I.
Think.
If
you
say
this
is
another
layer,
no
it's
not
and
I.
Where
are
the
teachers
to
talk
about
this
and
so
that
they
can
share
with
you
what
their
challenges
are?
P
Professional
development
needs
to
be
provided
in
a
research
and
evidence-based
way,
and
restorative
justice
is
about
being
proactive,
preventative
and
and
problem
solving
before
Things
become
a
problem,
so
it
it's
not
about
Community
engagement,
it's
about
building
community
in
classrooms
and
throughout
the
school,
so
that
there
is
a
learning
community
and
how
do
we
do
this
work
together
coming
out
of
the
pandemic,
with
our
traumas
that
are
just
as
invisible
as
the
virus
that
we
all
suffered
from
in
many
of
our
relatives
and
citizens
died
from.
We
need
to
talk
about
the
invisibility
of
trauma.
P
We
need
to
give
students
words
for
it.
We
need
to
give
teachers
language
for
it.
So
I
don't
think
this
is
layering
teaches
with
something
else.
This
is
becoming
effective
and
responsive
to
what
is
needed
in
order
to
make
students
who
come
into
schools
with
the
trauma
not
knowing
how
to
talk
about
it
feeling
unsafe,
that's
mental
health
issues.
Trauma
is
what
makes
students
feel
unsafe
and
restorative
practices
say
what
are
the
policies
that
need
to
change?
What
are
the
structures
that
need
to
change?
What
are
the
procedures
and
practices
that
need
to
change?
E
Yes,
you
know
I
I,
hope
that
sorry
I
mean
I
will
go
to
you.
I
just
wanted
to
note
that
I
I,
it's
that
I
haven't
called
on
counselor
Flaherty,
counselor,
Murphy
or
counselor
Flynn,
not
because
I
haven't
wanted
to,
but
because
they
left
earlier
on
during
the
hearing,
so
I
just
I
just
want
to
note,
for
the
record
in
case
anyone's
wondering
why
I
have
not
called
on
my
other
colleagues
is
that
they
are
no
longer
here.
E
So
I
just
wanted
to
note
that
for
the
record,
because
I
have
just
kept
going
on
and
on
and
on
and
on
and
on
and
having
moved
on
besides
me
and
counselor
Lara,
so
I
just
want
to
name
that
for
the
record
Jillian
you
could
respond
to
Edith
and
then
I'm
going
to
open
it
up
for
our
public
hearing
and
and
give
you
an
opportunity
to
do.
Closing
remarks
just
want
to
be
super.
Mindful
of
time.
Yeah.
Q
You
know
wholeheartedly
agree
with
everything
that
you're,
saying
and
I
think
the
place
where
we
struggle
as
a
district
and
where
restorative
Justice
and
can
lose
its
Effectiveness
is
that
this
can't
be
thought
of
as
just
another
layer.
It
can't
be
thought
of
as
just
an
initiative
like
this
is
the
work.
This
is
to
your
point.
What
will
make
community
and
connection
with
our
young
people?
E
Okay,
guys
I
just
have
to
say
you
know,
I
know
that
the
administration,
whenever
they
have
to
send
people
to
my
hearings,
they
like
are
always
freaking
out
because
I'm
so
unorthodox
and
I
just
do
things.
The
way
that
my
heart
tells
me
to,
because
normally
we
don't
have
the
back
and
forth
with
everyone.
E
It's
always
the
counselors
ask
all
the
questions
and
that's
the
end,
but
I
really
do
believe
that,
in
order
for
us
to
get
to
where
we
need
to
be,
everybody
needs
to
have
a
seat
at
the
table
and
everybody
needs
to
be
fully
expressed.
So
I
do
appreciate,
Chantal
and
and
Annie
being
mindful
that
I
am
trying
to
shift
the
way
we
do
business,
because
only
this
is
the
only
way.
I
really
do
believe
that
we
can
get
to
it.
E
E
R
R
We
do
have
some
schools
that
have
RJ
positions
as
part
of
their
job
descriptions,
and
so
our
our
small
But
Mighty
team,
as
we
call
them
you're
right
it
is
a
small
team-
are
working
on
training,
whole
schools,
so
some
of
those
are
Boston
day
and
evening
Community
Academy
Dearborn,
Mary,
Lyons,
Boris
man.
Those
are
trainings
that
they've
done.
R
We
are
working
to
even
train
the
safety
Specialists
along
with
central
office
employees
to
make
sure
that
we
are
really
training
across
the
board.
We
are
doing.
As
you
know,
there
has
been
a
lot
of
issues
and
concerns
in
schools,
and
so
we
are
utilizing
the
team,
in
conjunction
with
the
social
workers
and
School
staff,
to
do
harm
and
healing
circles.
R
I
also
just
wanted
to
point
out.
We
actually
use
Vanya
Davis's
book.
We
have
indigenous
staff,
we
sometimes
use
an
outside
person
that
does
the
training,
but
we
we
do
recognize
what
the
practice
is
and
really
you
that
we
do
utilize
practitioners
that
know
how
to
train
and
Implement
restorative
practices.
R
E
Thank
you,
Jenna.
Thank
you.
So
I
want
to
ask
and
Ian
I
love.
Your
shirt,
see
you
prepping
yourself
just
wanted
to
know.
If
you
have
like
a
one
minute,
little
closing
room.
I
know
this
is
still
on
Orthodox
but
I'm,
giving
everybody
an
opportunity
to
be
fully
expressed
here
on
any
last
words
of
encouragement
or
wisdom
that
you'd
like
to
share
and
then
I'm
going
to
go
to
Edith
and
then
I'm
gonna
go
to
public
testimony.
M
Yeah,
thank
you
so
much
as
I
stated
earlier.
The
law
has
changed
since
November.
8Th
that
it
is
in
effect
and
Alternatives
have
become
more
important
than
ever.
My
worry
is
that
there
is
a
disconnect
between
the
information
sharing
between
Boston
public
schools
and
the
parent
units,
and
the
students
who
are
unaware
of
their
rights
and
I
would
like
to
know
one
how
to
bridge
that
Gap
as
quickly
as
possible.
Unfortunately,
the
guidance
by
Desi
just
came
live
last
week,
so
Desi
also
dropped
the
ball
on
that
it's
effective,
November
8th.
M
The
guidance
should
have
been
two
districts
way
earlier,
but
that's
besides
the
point.
What
we
want
to
know
as
Advocates
is:
why
is
it
that
we
are
the
first
line
of
information
when
it
comes
to
critical
laws
and
critical
rights
that
every
student
has
in
the
state
of
Massachusetts?
That
worries
me
as
an
advocate
and
so
I'm,
throwing
that
out
there
that
the
information
deficit
changes
the
way
parents
can
advocate
for
their
children
and
it
changes
the
way
children
think
about
themselves
in
your
system,
I'm
just
putting
that
out
there.
P
Final
words
I'd
just
like
to
say
that
as
a
city
in
Black,
History
Month,
we
have
to
do
better.
We
have
to
acknowledge
not
only
the
suffering,
but
the
contributions
of
black
and
brown
folks
in
the
building
of
this
country,
and
the
restorative
practices
have
to
be
rooted
in
having
a
reflection
of
our
cultures
in
the
policies,
the
structures,
the
practices
and
the
procedures
that
happen
in
schools
that
educate
our
children.
P
There
has
to
be
an
infrastructure,
a
racial
Equity
first,
and
if
we
are
going
to
close
gaps
and
I
would
call
it
an
education
debt,
because
our
students
are
old
in
education,
I,
throw
myself
in
the
mix
from
so
long
ago.
There
are
things
that
BPS
has
not
changed,
and
one
thing
that
has
it
has
not
changed
through
its
policies
is
the
racialized
policies
that
disenfranchises
our
students,
our
black
and
brown
students.
P
Our
students
are
not
marginalized,
systems
are
marginalized,
they
are
marginalized
and
the
resources
are
hoarded
for
a
certain
population
that
does
not
look
like
me.
Restorative
justice
about
is
about
dismantling
racist
structures
and
recreating
and
redesigning,
because
we
know
schools
were
not
meant
for
us.
These
schools
in
Boston
have
been
named
after
slave
holders,
those
who
were
eugenicists
like
Louis
Agassi.
Thank
goodness
that
school
is
closed.
The
McKinley
School.
E
Thank
you.
Thank
you.
Thank
you,
Edith
I.
Unless
anyone
else
has
anything
else
to
say,
I
just
wanted
to
just
think.
Oh
I
see
Rita's
hand
up,
yeah
I
do
still
waiting
for
testimony
Ethan
if
you
could
just
start
lining
people
up
for
public
testimony
and
those
who
are
scheduled
to
speak
just
so
that
you
have
two
minutes
per
testimony:
okay,
Rita,
you
not
have
the
floor.
Thank.
J
You
thank
you.
I
I,
just
wanted
to
to
say
that
you
know
the
the
system
that
has
this
system.
This
BPS
system
that
has
created
these
inequitable
races
policies
it
can't
the
solutions
can't
be
created
within
that
system.
I
think
what
PPS
has
never
done
well
is
created
is
creating
a
collaborative
ecology
where
you
have
you're
working
with
systems
outside
of
that
system
that
do
understand
this
work
well
and
that
can
be
guiding
and
that
can
lead
to
meaningful
change.
I.
You
know
it's
like
that.
J
E
K
E
You're
not
ready
yet
I,
I
I
just
want
to
say
thank
you
to
the
administration.
Thank
you
to
The
Advocates.
Thank
you
so
much
for
bringing
your
full
selves
into
the
space
and
and
thank
you
for
allowing
us
to
facilitate
it
in
this
way.
I
am
going
to
now
transition
over
to
the
public
testimony
knowing
that
committee
and
then
we're
going
to
continue
to
move
through
the
conversation
and
some
recommendations,
so
I'm
going
to
move
on
and
that's
going
to
be
with
Linda.
U
U
It's
been
difficult
to
hear
some
of
the
things
I've
heard,
but
you
know
I
have
to
say
the
fact
that
Arthur
Collins
is
not
a
part
or
was
not
invited
or
you
were
not
aware
of
him-
makes
a
glaring
statement
about
our
restorative
BPS
really
is
he's
been
the
point
person
for
a
while
his
office
doesn't
have
a
budget
and
minimal
staff,
and
so
you
know
I
think
the
real
question
is:
is
Boston
really
committed
to
this?
The
number
of
us
who've
been
in
the
school
system.
U
Doing
this
work
since
2007
done
tremendous
work
and
we've
never
been
at
the
table.
So
so
I
don't
know
the
we
sort
of
the
Vista
restorative
committee
has
provided
a
list
of
recommendations
to
the
Supreme
for
the
superintendent
we
met
with
Jessica
Tang.
We
gave
that
to
them,
but
the
bot
the
bottom
line
is,
you
know
the
good
people
doing
a
hard
work,
dedicated
passion
to
people,
and
this
has
really
been
difficult,
because
that
kind
of
regard
like
the
answer
that
you
got
why
arth
is
not
here,
that's
not
legitimate.
U
How
could
he
not
have
been
someone
from
the
school
system
not
have
him
at
that
table
but
makes
a
statement,
but
we
appreciate
you
hosting
this
forum.
We
look
forward
to
working
with
you,
I
mean
the
people
who've
been
here
again
since
2007
doing
this
work
and
we
are
committed
and
passionate
and
we're
just
thankful
that
you
hosted
this
in
your
co-host.
U
U
There
is
something
systemically
wrong
with
where
we
are
at
this
point
systemically
it
doesn't
make
sense
since
2007
and
we're
here
now
and
it's
still
just
disjointed.
That's
a
problem
and
I
heard
a
lot
of
words.
I
heard
a
lot
of
things,
however,
the
bottom
line
is
we're
not
where
we
should
be,
and
the
fact
that
again,
author's
not
at
the
table
doesn't
have
a
budget.
E
V
Go
ahead,
listen
I've
been
on
the
edge
of
my
seats,
I
just
gotta,
say
it's
a
bit
of
a
bumpy
ride
because
there's
a
lot
of
painful
stuff
here,
obviously,
for
maybe
you
know,
but
it
feels
like
this
was
a
real
conversation
and
we
all
showed
up
I'm,
oh
I
should
say
I'm
Adina,
Davidson,
I
I
work
through
Trinity.
There
was
one
of
the
organizations
Jody
mentioned
at
the
Deborah
McCormick
and
have
been
apart
from
what
we've
been
mentioning
is
from
out
of
Harm's
Way
when
the
Deltas
were
around.
V
There
was
working
at
the
curly
and
then,
and
that
was
creating
a
restorative
justice
space
anyway.
What
I'm
saying
is
it's
been
and,
and
now
here
and
I,
think
that
there
are
a
lot
of
people
who
would
want
to
do
more
of
this
if
they
didn't
feel
like
they
had
to
make
a
choice
between
this
and
everything
else
that
they
have
to
do.
That's
that's
a
very
simplistic
way
to
say
it.
V
It's
a
sense
of
tools
being
taken
away,
even
if
they
weren't
great
tools
and
nothing
has
replaced
it
and
so
there's
a
sense
of
of
panic
of
it's.
It
feels
futile
to
a
lot
of
people
and
and
competing
wonderful
initiatives,
all
these
great
ideas
that
are
just
the
accents
half
of
each
other
and
it
doesn't
feel
possible
to
live
them.
So
I,
don't
I,
don't
you
know
this,
isn't
the
night
for
necessarily
answers.
V
I
think
it's!
It's
been
very
clear
that
I've
been
just
so
heartened.
Oh,
my
God
from
people
that
are
in
in
the
government
to
to
the
community
to
agencies
to
legal
to
to
the
boss.
You
know
all
of
the
all
of
us
I,
just
don't
I
want
to
close
the
door
and
not
let
us
out
until
we
Hammer
some
of
the
things
out
and
also
you
know,
Jillian's
talking
about
wrap
around
and
just
the
idea
of
we
need
each
other.
V
We
need
in
a
very
large
way
in
a
deep
way
to
see
the
value
of
of
of
working
together.
So
it's
not
simple,
but
I
feel
this
conversation
I
feel
backed
I
feel
like
I'm,
not
going
to
go
back
to
a
meeting
tomorrow,
a
circle
keeper
meeting
at
a
school
that
has
not
been
able
to
bring
it
a
little
bit.
We've
been
able
to,
but
can
you
believe
it?
V
How
does
that
happen
that
it's
so
hard
it
would
be
pushing
against
what
what
people
feel
they
need
to
do
so
anyway,
I
I
appreciate
you
I
appreciate
the
invitation
and
we'll
show
up.
I
I
mean
we're
part
of
the
restorative
justice,
organizing
committee
there's
a
number
of
us
here
so
yeah.
Can
you
see
that
we
are
yeah.
E
E
So
I
hear
you,
you
can
transition
on
the
radio
and
listen
to
this
on
your
way
there.
So
you
can
keep
on
listening,
there's
ways
now
and
you
don't
have
to,
but
you
listen
and
you
can
also
watch
the
tape
later
so
Jillian.
Thank
you
so
much
for
being
with
us
and
for
staying
as
long
as
you
did
go,
get
your
kid.
I
know
what
that's
like.
Thank.
E
G
G
Way,
Grant
and
I
use
those
sort
of
Justice
practices
every
day
in
my
role,
both
with
in
classrooms
with
leading
circles,
doing
restorative
conversations
Consulting
with
admin
on
you
know
some
of
our
students
who
have
externalizing
behaviors
that
show
up
in
the
community
that
can
cause
harm
and
we'd
love
to
see
a
real
investment
in
these
practices
from
the
district,
like
an
investment
that
matches
the
need,
and
that
reflects
what
we
have
all
become
aware
of
the
state
of
Youth
Mental
Health.
So
as
a
social
worker,
who's
worked
with
youth
for
33
years.
G
I'm,
not
surprised
by
some
of
what
the
rest
of
the
public
is
is
becoming
aware
of.
Like
I've
been
in
these
places
to
see
the
effects
of
trauma,
the
effects
of
poverty
and
racism,
and
so
now
I
feel
like
the
world
might
be
seeing
it,
and
we
recently
have
an
edition
of
social
workers
to
the
district,
which
is
certainly
part
of
the
problem
part
of
the
solution.
But
this
this
would
be
another
part
of
really
bringing
the
training
in
a
way
that
is
comprehensive
and
ongoing
and
and
I.
G
G
Otherwise,
with
the
upbringing
I
have
as
an
American,
so
I'm
just
thinking
that
the
training
really
needs
to
be
much,
but
it
needs
to
be
very
significant
and
I
see
the
countdown
and
I
appreciate
it
and
I'll
one
of
our
members
is
just
Madden
polka
who's
or
another
restorative
justice
expert,
like
Arthur,
Collins,
she's,
also
a
teacher
at
English
High.
She
has
a
course
that
is
many
hours.
Multiple
levels,
lots
of
different
media
interaction
and
I
I
feel
like
an
an
investment
from
via
PBS.
G
E
Absolutely
thank
you.
Thank
you
and
I
I
forgot
to
set
your
timer
off,
so
I
went
off
just
now,
but
but
thank
you
I'm
curious.
If
Central
staff,
quora
or
Ethan,
or
someone
from
my
team
can,
let
me
know
if
we
have
other
folks
I,
don't
see
anyone
else
here,
I
see
attendees,
but
not
I,
don't
see
any
hands
up.
E
I
do
know
that
you
know
there's
still
an
opportunity
to
submit
a
public
testimony.
You
could
still
sign
up
or
submit
them
in
writing
and
that,
and
that
would
be
also
read
and
recorded
into
the
record.
So
I
just
wanted
to
make
that
make
that
note,
and
we
were
also
hoping
to
have
Paola
served
as
our
youth
voice.
So
it
was
really
grateful
to
Rita
for
making
sure
that
we
had
some
youth
representation
and
I
think
to
council
latta's
point.
E
It
is
really
important
for
us
to
understand
that
we
need
to
have
the
whole
community
and
that
just
bits
and
pieces
of
it
as
we
continue
to
move
through
this
conversation.
Oh
I,
do
see
my
good
friend
Ruby
Reyes
in
the
building
in
the
zoom
Ruby.
If
you're
here
to
testify
incredibly
happy
to
see,
you
and
I
am
going
to
set
the
timer,
and
you
also
have
two
minutes.
F
So
my
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education
and
Justice
Alliance
and
I
just
wanted
to
really
highlight
how
important
it
is
now
that
we're
in
budget
season
for
the
central
office
staff
to
really
make
Financial
commitment
and
Staffing
commitments
to
restorative
justice.
F
You
know
I
think
Jillian
talked
a
little
bit
about
you
know
implementing
these
positions
in
the
fall
and
the
social
worker
Jenna
talked
a
little
bit
about.
You
know
the
work
of
social
workers,
but
in
reality,
right,
like
RJ,
is
about
really
setting
healthy
norms
and
cultures
at
school,
and
that
happens
from
a
leadership
level
and
a
school-wide
level.
It
isn't
through.
F
You
know
these
are
our
commitments
that
were
immediately
made
and
rolled
out
and
implemented,
whereas
School
communities
are
still
struggling
and
need
to
actually
have
things
like
restorative
justice
practices
implemented.
We
have
one
teacher
who
shared
with
us
that
when
they
were
installing
the
cameras
in
her
school,
she
thought
they
were
fixing
the
internet,
but
they
were
not
actually
fixing
the
internet.
They
were
instead
implementing
these
new
cameras
right.
F
So
these
immediate
responses
and
financial
investments
are
not
matching
up
with
actual
necessities
of
of
school
communities,
so
I
just
wanted
to
really
reiterate
that
and
and
hope
that
leadership
really
absorbs
and
Embraces
what
was
said
here
today,
not
just
in
their
financial
planning
but
in
their
Staffing.
Thank
you.
Thank.
E
You
Ruby
thank
you
and
I.
You
know
I,
remember
testifying
when
I
had
to
testify
in
the
school
committee,
and
they
would
give
us
three
minutes
and
we
had
so
much
to
say
and
no
really.
This
is
even
to
even
Robert's
Rules
of
laws
and
all
this
stuff,
just
like
listen
like
I,
really
do
hope.
You
know
that
everything
that
people
say
in
these
spaces
we
take
to
heart
and
and
value
the
wisdom
that
exists
in
in
these
opportunities
that
we
have
to
build
with
each
other.
E
So
let's
build
that
muscle
and
let's
make
some
things
happen
and
I
don't
believe
we
have
any
more
folks
set
up
for
public
testimony.
So
I
just
would
like
to
conclude
this
hearing
with
my
commitment
to
ensuring
that
we
continue
to
move
through
and
we're
going
to
keep
this
in
committee
and
keep
this
conversation
going
and
I.
Think
one
of
the
recommendations
that
I'd
like
to
make
is
for
us
to
have
some
sort
of
working
group
so
that
we
can.