►
From YouTube: Committee on Education on March 11, 2021
Description
Docket #0179 - Hearing regarding ensuring all Boston Public Schools have a full-time mental health and social emotional support specialist
B
A
Thank
you
ron
good
afternoon,
everyone.
My
name
is
denise
versailles
and
I'm
chair
of
the
boston
city
council's
committee
on
education.
In
accordance
with
governor
baker's
march
12
2020
executive
order,
the
city
council
will
be
conducting
this
hearing.
Virtually
today's
hearing
is
on
docket
number
0179
order
for
a
hearing
regarding
ensuring
all
boston
public
schools
have
a
full-time
mental
health
and
social
and
emotional
support
specialist.
A
This
hearing
is
being
recorded
and
live
streamed
on
boston.gov
forward,
slash
city
dash
council
dash
tv.
It
will
also
be
rebroadcast
at
a
later
date
on
xfinity
channel
8,
rcn
channel
82
and
bios
channel
964..
We
will
take
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify,
please
email
ron.cobbcobb
at
boston.gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
comments
can
be
heard.
You
may
also
submit
written
testimony
by
emailing.
A
A
Iliac
tabora
is
here
with
us:
who's,
boston,
boss,
bps
assistant,
superintendent
of
student
and
community
impact,
miss
jill
carter,
who's,
the
assistant
superint
superintendent,
for
the
boston,
public
schools,
office
of
health
and
wellness
doctor
yvonne
barrero
program
director
for
bps
behavioral
health
services,
carmen
calderon
o'hara,
who
is
a
bps
director
of
social
work
and
blair
dawkins,
who
is
a
bps
financial
analyst?
We
also
are
joined
by
a
few,
a
few
others
from
the
boston
public
schools
who
are
available
to
answer
questions
as
necessary.
A
D
Thank
you,
counselor
sabi
george.
I
want
to
say
thank
you
to
you
for
your
leadership
on
this
issue.
It's
critical
that
every
school
have
the
right
mental
health,
counselors
social
workers,
making
sure
that
these
services
are
available
in
every
school.
In
that
we
have
many
of
these
councils
that
are
also
fluent
in
various
languages
too.
To
make
sure
we
reach
our
families
and
the
bps
system
that
might
speak
another
language
other
than
english.
Thank
you,
counselor.
Sabe
george,
thank
you
to
the
pianist
as
well.
Thank
you
to
the
bps
team.
C
Thank
you
so
much
madam
chair,
and
thank
you
to
bps
for
being
present
today
to
talk
about
an
issue
that,
frankly,
is
incredibly
important
to
me
as
well.
Most
folks
know
that
I
am
a
bps
product,
but
also
my
mother
was
a
bps
teacher
for
30
some
odd
years
and
before
that
she
was
actually
a
guidance
counselor
in
that
same
vein
in
bps
and
my
sister
currently
teaches
at
bps
and
one
of
the
things
that
I
know
and
then
for
the
record
when
I
was
in
law
school,
I
was
in
cps.
C
C
It's
current
it's
about
what
their
current
situations
are,
that
they're
living
in,
but
we
also
have
a
reality
that
we
need
to
address
where
kobe
just
existed,
and
so
before
all
of
this
we
were
already
not
meeting
that
need
to
the
level
that
I
think
we
needed
to
and
now
we're
talking
about
more
trauma
and
more
need,
and
so
this
is
an
incredibly
important
hearing.
I
look
forward
to
asking
questions
that
I
hope
have
answers,
but
I
also
thank
you
all
for
the
work
that
you're
doing
to
really
address
this
issue.
C
A
Thank
you
councillor
arroyo
and
just
for
me.
Over
the
last
seven
years,
we
on
the
council
have
worked
with
bps
to
have
a
full-time
nurse
in
every
school,
we're
very
thankful
to
have
reached
the
goal
that
goal
at
this
in
time
for
this
pandemic
simultaneously,
I've
been
urging
the
district
to
also
ensure
that
every
school
has
a
full-time,
mental
health,
professional
and
staff.
From
my
experience
as
a
teacher
and
as
a
parent,
I
know
that
mental
health
support
is
not
extraneous
to
education,
when
our
students
are
in
crisis.
A
Learning
cannot
happen
when
our
students
are
depressed,
are
struggling
with
their
trauma
or
a
need
of
emotional
support.
They
are
not
able
to
fully
participate
in
their
classes
without
support.
Maladaptive
coping
mechanisms
may
interfere
with
the
student's
ability
to
lead
a
full
life.
This
pandemic
has
been
a
horrible
crisis,
and
it
has
shown
us
much.
We
all
rely
on
has
shown
us
how
much
we
all
rely
on
each
other
and
how
isolation
disruption
and
trauma
can
take
a
toll
on
our
mental
health.
Our
students
are
all
feeling
the
mental
health
weight
of
this
pandemic
too.
A
H
H
As
we
start
that
conversation
I
do
want
to
ground
us
in
the
reality
that
you
have
actually
talked
about
right,
that
we
are
facing
and
confronting
the
the
facts
that
we
are
in
a
system
fraught
with
inequities
and
the
status
quo
is
not
doing
us
justice
and
so,
as
we
think,
about
returning
to
school,
as
we
think
about
developing
plans.
As
we
are
developing
plans
to
recover,
we
have
to
approach
it
from
a
different
lens
and
really
challenge
ourselves.
H
As
I
have
asked
my
team
that
includes
the
behavioral
health
team
to
to
think
about
how
are
we
doing
the
work
differently
and
even
thinking
about
the
pockets
of
success
in
our
system?
How
has
it,
how
has
those
pockets
of
success
enabled
the
continuation
of
systems
that
have
promoted
exceptionalism,
where,
where
a
student's
success
like
mine,
where
I
was
a
product
of
bps
and
public
schools
from
from
head
start
to
high
school,
is
an
exception
and
not
the
rule?
H
And
so
thinking
about
that
centering
on
that,
recognizing
that
the
power
lies
in
our
students
in
our
families,
we
are
moving
towards
a
space
that
what
what
dr
jin
wright
talks
about
as
healing
justice
and
moving
towards
healing
center
to
engagement,
where
we're
really
uplifting
the
voices
of
our
students
and
families.
That's
that's
the
work
we
have
to
do
in
order
to
do
that.
Well,
we
have
to
double
down
on
our
commitments,
and
so
I
want
to
share
those
with
with
you
and
have
a
time
to
reflect
on
them.
H
We
have
to
think
about
eliminating
opportunity
and
achievement
gaps
and
that's
that
work
of
unrooting
rooting
out
racism
and
and
being
critical
around
what
how
our
practices
are.
Perpetuating
that
recognizing
that
to
accelerate
learning
we
have
to.
We
have
to
also
promote
healing
and
recognizing
that
healing
is
an
entry
point
to
learning
in
amplifying
all
voices.
H
We
have
to
be
sure
and
committed
to
centering
the
voices
of
those
who
have
most
heart,
most
closest
to
the
pain
and
making
sure
that
they're,
a
part
of
shaping
the
decisions
and
the
pathways
towards
recovery
and
towards
healing
expanding
opportunities.
Of
course,
cultivating
trust
in
that
process,
and,
last
but
not
least,
activating
our
partners,
as
we
know
that
this
is
not
work,
we
can
do
ourselves.
We
can't
do
it
just
with
our
staff.
B
Thank
you
leech
and
good
afternoon,
councillor
sabi,
george
and
city
council
members.
My
name
is
jill
carter.
I'm
the
assistant
superintendent
for
the
office
of
health
and
wellness
health
and
wellness
is
in
the
academic
division
and
we
collaborate
with
our
colleagues
from
behavioral
health
services
on
this
important
work.
The
health
and
wellness
office
oversees
the
district's
work
on
the
whole
child,
as
outlined
in
our
wellness
policy,
and
the
departments
are
include
in
our
division:
social,
emotional
learning,
health,
education,
physical
education,
physical
activity
and
carla
burleigh.
B
While
the
entire
city
of
boston
is
working
together
to
contain
the
spread
of
coronavirus,
we
have
in
boston
public
schools
have
been
continuing
to
find
new
ways
to
engage
students
and
we've
been
doing
this
by
being
deeply
committed
to
meeting
the
needs
of
the
whole
child
for
every
student
in
every
classroom.
This
commitment
is
rooted
in
an
understanding
that
students,
physical,
social
and
emotional,
health
and
well-being
and
their
positive
development
are
directly
linked
with
academic
success
in
the
bps
strategic
plan.
B
Bps
takes
a
whole
school
whole
community
whole
child
approach,
guided
by
our
district
wellness
policy
to
make
sure
that
students
have
the
services
supports
and
the
educational
instruction
to
be
healthy
now
and
for
their
lifetime.
Every
member
of
bps,
the
bps
community,
plays
a
role
in
supporting
the
health
and
wellness
of
our
students,
and
we
must
work
closely
with
families
and
community
partners
to
reinforce
model
and
support
the
development
of
health,
literacy
and
health
behaviors.
B
Both
students
and
staff
are
returning
to
schools
having
experienced
a
wide
range
of
events
and
emotions,
including
trauma,
stress
and
loss.
It's
essential
that
all
schools
are
prepared
to
support
our
school
communities
through
a
healing
centered
engagement,
as
a
liech
has
just
mentioned,
as
we
consider
our
principles
for
academic
recovery,
we
recognize
that
prioritizing
the
social,
emotional
and
physical
wellness
of
students,
families
and
staff
is
the
only
way
to
adequately
address
the
unequal
burden
of
this
pandemic
on
some
of
our
bps
families
and
ensure
health
and
safety
during
our
return
to
school.
B
The
district's
approach
must
be
actively
anti-racist
and
culturally
responsive
in
order
to
be
effective
and
in
order
to
ensure
positive
health
learning
and
life
outcomes
for
our
students.
Fos
focusing
on
individual
and
collective
well-being
builds
trust.
One
basic
once
basic
needs
are
met.
Educators
should
reinforce
existing
protective
factors,
build
new
coping
skills
and
expand
equitable
learning
strategies.
B
Bps
schools
must
continue
to
welcome
back
students
using
strategies
to
build
school
communities
that
are
safe,
healthy
welcome,
joyful,
anti-racist
and
culturally
and
linguistically
affirming.
This
is
exemplified
by
the
whole
school
whole
community,
whole
child
model
and
approach
to
learning
and
well-being.
That's
on
the
slide,
you'll
notice,
at
least
if
you
can
just
hit
the
next
slide.
B
B
Decades
of
research
have
illuminated
that
social
emotional
development
is
central
to
learning
and
critical
to
the
physical
and
mental
health
and
well-being
of
our
students
at
bps.
We
believe
that
strengthening
adult
and
youth,
social
and
emotional
skills
and
competencies
enhances
our
abilities
to
connect
and
relate
to
others
across
race
class,
culture,
language,
gender
identity,
sexual
orientation
and
learning
needs.
Our
cell
competencies
were
updated
in
2019
to
reflect
a
transformative
cell
approach,
an
equity-based
approach
to
better
align
with
clsp,
culturally
and
linguistically
sustaining
practices.
B
Transformative
cell
is
a
process
whereby
young
people
and
adults
build
strong,
respectful
and
lasting
relationships
that
facilitate
co-learning
to
critically
examine
root
causes
of
inequity
and
to
develop
collaborative
solutions
that
lead
to
personal
community
and
societal
well-being
through
the
process
of
youth
and
adult
adults,
learn
essential
life
skills
and
competencies
and
promote
a
positive
identity,
healthy
relationships
and
agencies
to
successfully
navigate
their
future
future
boston.
Public
schools
is
leading
the
way
in
the
national
landscape,
with
the
cell
competencies,
being
inclusive
of
equity
and
being
more
specifically,
culturally
and
linguistically
responsive.
B
Over
the
past
several
years,
bps
has
been
engaged
in
refining
our
district
vision
and
strategy
for
cell
through
partnerships
with
castle
and
the
rennie
policy
center.
We
have
assessed
the
current
land
state
escape
for
tier
one
cell
programming
and
created
a
steering
committee
to
clarify
our
priorities
to
move
this
work
forward,
based
on
our
own
and
national
research
findings.
We
are
threading
transformative,
tier
1
cell
practices
throughout
the
day
and
building
and
the
building.
This
includes
focusing
on
adult
cell
for
all
staff,
but
especially
teachers
and
paraprofessionals.
B
It
includes
incorporating
teaching
practices
that
build
community
student
and
adult
and
student
adult
relationships,
prioritizing
a
focus
on
learning
conditions
and
experiences
that
support
students
thriving.
We
want
to
deepen
existing
cell
programming
and
curriculum,
including
through
physical
education
and
health
education,
and
we've
been
integrating
cell
even
into
the
arts
through
research
grant
opportunities.
We
are
learning
more
about
the
implementation
of
cell
and
service
of
equity.
B
Early
findings
suggest
that
our
cell
coaching
model
is
having
an
impact:
increasing
ratings
of
climate
cell
instruction
cell
integration
and
student
collaboration
in
the
research
schools,
by
providing
adults
with
the
opportunity
to
learn
about
cell
competencies.
In
partnership
with
colleagues
and
students,
they
are
better
equipped
to
create
a
learning
environment
where
social,
emotional
competencies
are
modeled
and
embedded
into
instructional
practices.
Next
slide,
please.
B
Thanks.
Last
spring,
almost
100
percent
of
bps
school
leaders
completed
a
cdc
school
health
profile
survey.
A
survey
designed
to
assess
school
health
policy
programs
and
practices
survey
results
indicate
that
97
of
school
leaders
agreed
or
strongly
agreed
that
their
school
is
committed
to
supporting
the
student's
social,
emotional
learning
and
development.
79
percent
of
school
leaders
agreed
or
strongly
agreed
that
all
of
their
staff
received
adequate
training
on
the
bps
sales
standards.
B
71
reported
implementing
at
least
one
cell
curriculum,
partially
33
percent
of
school
leaders
reported
that
restorative
practices
are
fully
in
place
and
45
percent
reported
that
they
are
partially
in
place.
How
does
this
compare
to
the
national
data
according
to
castle
a
national
principles
through
a
national
principal
survey
on
social,
emotional
learning?
B
There
we
found
that
38
of
schools
have
developed
a
plan
for
teaching
cell,
but
have
reached
only
partially
implement
partial
implementation,
so
our
data
is
in
line
or
a
little
bit
stronger
than
the
national
research
on
this
slide,
you'll
see
a
focus
on
adult
cell.
We
know
that
high
quality,
professional
learning
and
school
support
are
critical
to
improving
social,
emotional
learning
and
this
summer
we
prioritize
training.
School
staff
on
adult
cell.
Over
2000
educators
participated
in
our
boston,
strong
cell
professional
development
sessions
focused
on
adult
cell
and
creating
a
welcoming
on
online
learning
environment.
B
All
principals
also
received
an
overview
at
the
august
leadership
institute.
33
transformational,
schools
with
over
250
educators
and
leaders
also
participated
in
additional
adult
cell
professional
learning
and
in
partnership
with
reni
and
castle,
we
hosted
a
transformational
cell
convening
with
150
bps
participants,
developing
educators,
social
emotional
learning
skills
lays
the
foundation
for
the
success
with
students.
This
allows
them
to
focus
on
integrating
cell
competencies,
along
with
clsp
into
their
instruction
and
their
interactions
with
students.
B
Boston's
most
recent
youth
risk
behavior
survey
results,
reinforce
the
importance
of
the
the
topic
of
our
hearing
today.
They
they
really
reinforce
the
importance
of
prioritizing
student,
social,
emotional
and
mental
health
and
well-being.
This
population
level
data
allows
us
to
quantify
the
prevalence
of
behavior
and
experience
behaviors
and
experience
that
lead
to
poor
health
outcomes.
The
2019
results
indicate
a
lack
of
school
connectedness
and
perceived
trust
trusted
adults.
B
42
percent
of
high
school
students
did
not
feel
close
to
people
at
their
school,
notably
feelings
of
belonging
and
connecting
connectedness
were
significantly
lower
among
students
of
color
among
middle
school
students.
44
percent
reported
that
there
was
not
at
least
one
adult
in
their
school
that
they
could
talk
to
if
they
had
a
problem.
B
35
percent
of
boston,
high
school
students
and
27
percent
of
middle
school
students
experienced
persistent
sadness
over
the
previous
two
years.
The
proportion
of
high
school
students
who
have
attempted
or
considered
suicide
increased
significantly
to
9
and
16,
respectively
middle
school
students,
particularly
those
of
color,
reported.
Even
higher
rates
of
suicide.
Suicidality
11
of
middle
school
students
reported
having
ever
tried
to
kill
themselves
and
23
seriously.
Considering
killing
themselves,
what
is
important,
what
is
also
important
is
that
sexual
minority
youth
are
particularly
vulnerable
to
mental
related
issues.
B
B
Social
emotional
learning
must
be
intentionally
integrated
into
the
practice
of
every
school
in
every
classroom
and,
finally,
we
must
foster
environments
of
belonging
and
connection
that
center
on
student
identities
and
experiences
and
allow
them
opportunities
to
feel
seen
and
heard
through
the
use
of
transformative
cell.
We
must
also
teach
and
model
cell
explicitly
as
part
of
our
efforts
to
develop
health
and
physical
literacy
of
our
students
through
health,
ed
and
phys.
Ed
cell
is
essential
for
preparing
our
students
for
care,
career
college
and
life
ready
miss
and
thank
you.
B
F
F
F
Once
those
students
continue
to
make
progress,
if
they
don't,
they
move
into
a
tier
three
intervention
model,
and
that
is
more
restrictive,
more
intense
interventions-
and
this
is
of
course
done
through
our
psychologists
in
our
social
workers,
but
also
other
supports
in
the
schools
that
could
be
a
cell
coach.
It
could
be
a
an
rj
coach,
it
could
be
reading
and
math
coaches
as
well
now
at
after
tier
three.
F
If
the
challenges
continue,
then
we
move
into
the
special
education
referral
process,
but
here
at
behavioral
health,
our
focus
is
trying
to
keep
everything
in
the
tier
models
and
really
providing
the
supports
they
need.
We
also,
as
you
can
see
in
the
slide.
We
do
cover
the
special
education
services,
where
we
do
psychological
and
psycho-educational
assessments
and
tier
supports
that
are
not
part
of
an
iep
that
are
part
of
ieps
as
well
like
a
504.
F
Our
work
also
is
really
grounded
with
partnerships.
That's
at
the
top
of
our
lighthouse
and
these
partnerships.
Partnerships
are
critical
to
our
work.
We
have
hospital
partnerships
like
children's
hospital
that
I've
already
mentioned,
but
we
also
provide
supports
with
these
hospitals
on
professional
development
and
referrals
for
services,
more
intentional
services
for
our
families
and
students.
F
F
We
have
community
partnerships
with
agencies
here
in
the
city
that
provide
different
kinds
of
supports,
so
it
could
be
supports
from
housing
and
food
assistance
to
other
community
partnerships
like
the
boys
and
girls.
Clubs
and
our
mental
health
partnerships
are
also
critical
to
our
work,
and
this
not
only
do
they
come
into
our
schools,
but
they
also
serve
as
referral
agencies
for
us.
F
So
students,
as
I
was
mentioning
in
the
tier
three
intervention
level
if
they
need
more
intensive
family
support
or
family
counseling
services
provided
at
home
those
we
would
refer
to
our
mental
health
partners
to
do
that
type
of
work.
So
I
also
wanted
to
mention
that
our
bps
staff,
psychologists
and
social
workers,
we
provide
special
education
support
to
early
childhood
centers
throughout
the
city
out
of
district
placement
students
who
require
more
intensive,
supports
and
proportionate
share
students
and
families.
F
F
And
as
counselor
arroyo
mentioned,
we
during
the
covet
times,
this
has
been
very
challenging
for
all
of
us
not
only
for
our
students,
but
also
for
our
staff,
as
we've
had
to
move
from
a
in-person
learning
style
to
a
remote
learning
style
and
become
used
to
virtual
platforms
like
this
zoom
meeting,
but
our
services
have
never
stopped
in
behavioral
health
we've
been
providing
individual
and
group
counseling
throughout
the
year
even
over
the
summer
months,
and
we
continue
to
provide
crisis
management
during
our
regular
vacation.
So
christmas
and
a
february
break.
F
We
have
provided
crisis
hotline
where
students
can
check
in
if
they
have
any
needs.
We
will
also
provide
that
during
april
vacation
we
have
continued
to
do
our
assessments.
We
are
now
in
the
middle
of
trying
to
cover
the
backlog.
Many
families
opted
not
to
continue
with
assessments
during
covid,
but
now
that
schools
are
reopening,
those
students
are
coming
back
and
we
are
addressing
those
assessments.
F
We
have
done
home
visits
virtually
and
in
person.
Of
course,
following
all
the
cdc
guidelines,
one
thing
we're
particularly
proud
of:
are
the
parent
webinars
we've
been
able
to
do
to
provide
families
with
support
around
topics
like
anxiety,
mental
health,
even
setting
up
their
computers
and
how
to
access
information
with
technology?
These
have
been
language
specific
and
we
have
a
library
of
them
right
now
available
for
buildings
who
want
to
continue
to
use
those
and
offer
them
to
parents.
F
We
are
also
doing
coffeehouse
hours
for
parents,
these
are
after
school
and
can
be
language
specific
if
the
school
requires
or
requests
such
service,
and
these
are
open
to
families
to
come
and
just
have
conversation
with
our
mental
health
staff
and
have
question
and
answer
periods
or
we
might
bring
in
a
speaker
or
present
some
sort
of
interventions
or
supports
for
families.
So
those
have
been
really
successful.
F
We
are
having
a
new
round
come
april.
We
have
continued
to
do
referrals
to
our
community
partners,
especially
those
that
reopened,
because
many
of
them
had
shut
down
their
services
and
now
they
have
reopened
them.
So
now
we're
going
back
to
using
our
community
partners
more
and
more.
We've
also
provided
support
to
our
school
staff
are
in
our
different
buildings,
providing
them
with
trainings
because
they're,
not
you
know,
students
and
families
are
not
the
only
ones
having
to
learn
new
ways
of
communicating
right.
F
We
like
to
be
together
so
having
to
change
that
we've
been
using
our
restorative
practices
to
do
that,
and
we
continue
to
offer
our
work
around
affinity,
groups
and
equity
roundtables
and
supporting
our
staff
and
our
schools
in
those
two
measures
in
our
work
that
is
committed
to
end
racism
and
those
practices
like
elite
was
mentioning
at
the
beginning,
and
this
staff
really
shows
our
multilingual
school
student
facing
staff
that
we
have
here
in
behavioral
health.
We
have
broken
it
down
by
languages
and
race
as
well.
F
25
of
our
current
school
psychologists
are
bilingual,
or
we
have
a
couple
that
are
trilingual.
Four
of
our
district,
social
workers
and
30
of
our
transformation.
Social
workers
speak
another
language
and
we
have
it
broken
down
here
by
by
race,
and
we
also
have
our
staff
here
at
behavioral
health.
We
also
have
of
the
three
administrators.
Two
of
us
are
latinas
carmen
and
myself,
and
we
have
one
of
our
secretarial
staff
is
also
latina.
F
E
F
E
Thank
you
thank
you,
counselor
salvi
george,
for
hosting
us
today
and
to
the
other
counselors
who
are
here.
I
am
incredibly
excited
to
talk
to
you
today
in
particular,
because
march
is
social
work
month
and
this
marks
school
social
work
week,
as
many
of
you
know
from
yesterday,
when
I
graciously
gave
us
a
proclamation.
E
So
thank
you
for
that.
I
shameless
plug.
I'm
gonna
encourage
you
to
visit
our
website
in
cbhm
boston,
so
you
can
see
the
highlight
that
we've
done
on
bios
under
some
of
our
social
workers
and
the
work
they're
doing,
particularly
because
many
of
them
that
we're
highlighting
are
bps
alumni.
So
to
encourage
you
to
look
at
that
in
the
spring
of
2020,
I
was
hired
as
a
director
of
social
work
and
I
was
immediately
tasked
with
hiring
our
transformation,
social
workers
so
got
to
work
right
away.
E
We
were
able
to
hire
the
57
transformation,
social
workers
with
68
of
them,
identifying
as
candidates
of
color
and
about
nearly
32
percent
of
them,
identifying
as
bps
alumni.
So
we're
very
proud
of
that,
because
we
recognize
the
importance
of
our
staff
representing
the
students
and
families
that
we
serve
and,
of
course
our
alumni
also
bring
lived
experiences
in
in
our
schools.
E
When
we
look
at
the
school
psychology
picture,
it's
a
little
different
for
this
school
year.
We
had
about
25
schools
with
a
full-time
psychologist,
and
we
are
projecting
that
only
31
schools
will
have
a
full-time
psychologist
next
year.
So,
as
you
can
see,
the
social
work
capacity
has
increased
significantly.
We
are
incredibly
grateful
to
the
mayor
and
the
superintendent
for
recognizing
and
prioritizing
the
importance
of
these
supports
for
our
students
and
families.
E
Many
of
them
are
very
connected
to
lots
of
networks
and
we're
hoping
to
use
them
in
this
process
as
well.
We
will
replicate
again
the
central
vetting
process
where
we
screens
our
candidates
centrally,
and
then
schools
can
pull
from
the
from
that
database
to
ensure
that
our
candidates
come
with
a
racial
equity
lens
and
a
self-awareness
about
this
work,
and
we're
also
prioritizing
trying
to
make
sure
that
our
candidates
meet
the
school
community's
linguistic
and
cultural
needs.
E
Obviously,
we
have
to
support
our
social
workers,
so
they
continue
to
grow.
This
is
an
area
that
I'm
particularly
proud
of
as
a
25
year.
Veteran
of
the
district
as
a
social
worker.
This
is
something
that
hasn't
happened
in
the
past,
so
I'm
or
has
been
very
sporadically
happening.
So
I'm
really
proud
that
we
are
providing
monthly
professional
development
to
our
social
workers,
with
a
focus
on
building
their
capacity
for
anti-racist
systems
work.
E
We
plan
on
training
all
of
our
new
social
workers
on
restorative
justice
practices,
for
the
many
reasons
that
all
my
colleagues
so
far
have
talked
about,
and
the
importance
of
rj
practices,
and
we
are
looking
to
create
a
peer
coaching
model
next
year.
As
the
capacity
increases,
we
want
to
make
sure
that
they're
getting
the
support
necessary
on
the
ground.
E
One
of
the
things
that
I
want
to
prioritize
too
is
the
ability
to
do
some
case.
Consultation
they're
dealing
with
some
pretty
complex,
sometimes
in
very
sensitive
cases,
so
they
need
to
be
able
to
have
a
sounding
board
or
someone
that
might
have
a
little
bit
more
experience
more
season
who
can
help
them
navigate
those
decisions
that
need
to
happen
in
order
to
do
this.
Well,
we
have
to
rely
on
our
partners.
We've
been
talking
about
that
now
for
a
while.
E
We
are
working
very
strongly
with
our
local
schools
of
social
work
to
strengthen
our
internship
program.
We
have
lots
of
interns
providing
critical
services
to
our
students
and
families
in
the
past.
We
really
didn't
keep
track
of
that
too.
Well,
we're
really
trying
to
change
that
to
make
sure
that
we
have
a
a
clearer
sense
of
who
is
in
our
schools
providing
and
how
and
how
many
interns
we
have.
E
We
also
with
the
idea
that
we
want
to
create
pipelines
for
a
diverse
workforce,
so
one
of
the
things
we're
also
working
on
is
to
hopefully
create
a
program
alongside
our
recruitment
cultivation
and
diversity
office,
to
develop
a
pipeline
program
for
current
staff,
who
might
be
paraprofessionals
or
even
edu
teachers
who
are
interested
in
pursuing
a
social
work
degree
and
being
able
to
give
them
that
opportunity,
while
still
working
through
bps
and
a
long-term
vision.
I
can't
say
that
this
is
going
to
happen.
E
I
would
say
this
year,
but
long
term
we'd
like
to
create
a
pipeline
program
too,
or
an
opportunity
for
our
high
school
students
to
also
have
an
opportunity
to
explore
the
social
work
growth
fashion,
because
we
know
lots
of
interest
in
that
area
and,
as
I
just
talked
about,
I
mean
so
many
of
our
alumni.
I
mean
pardon
me
so
many
of
our
new
social
workers
are
our
alumni
so
clearly,
there's
I
think,
potential
for
for
a
lot
there.
E
In
this
new
investment
for
the
21-22
school
year,
school
leaders
were
given
the
option
to
submit
a
waiver
and
utilize
the
funds
for
positions
other
than
social
workers.
Some
of
the
positions
that
could
request
instead
of
social
workers,
were
a
psychologist,
a
clsb
practitioner,
cultural,
linguistic,
sustaining
practices,
practitioner
hob,
school
coordinator
or
restorative
justice
practitioner.
E
In
order
to
do
that,
the
school
leaders
had
to
submit
a
racial
equity
protocol
tool
with
input
from
the
school
community
and
they
had
to
meet
with
our
central
office
team.
As
of
today,
we
have
approved
15
waivers
for
the
one
of
the
positions
mentioned
above
so
I've.
Given
you
actually
can
you
go
back
to
the
previous
slide?
Just
for
a
second
thank
you.
E
So
we
come
to
this
work,
recognizing
that
our
systems
are
the
ones
that
are
broken
and
that
they
need
to
be
fixed.
Our
students
don't
need
to
be
fixed,
our
families
don't
need
to
be
fixed
and
that
we
have
to
treat
them
or
do
our
work
from
an
asset-based
model
and
not
thinking
in
a
deficit
way.
So
what
does
that
look
like?
How
do
we
do
this?
So
our
create
our
role?
E
Social
worker
roles
have
been
created
in
a
50
split
of
50
direct
work
and
50
anti-racist
or
systems
macro
work
direct
work,
it's
probably
easier
to
understand.
You're,
probably
a
little
bit
more
used
to
hearing
that,
like
counseling
crisis
management,
connecting
families
to
resources
like
food
housing,
legal
advice
for
immigration
issues.
You
know
our
social
workers
are
delivering
food
bags,
codes,
chromebooks
to
families
right
doing
home
visits
for
students
who
are
absent.
E
They
might
be
sitting
with
a
student
or
a
parent
who's,
sharing
a
traumatic
experience
or
or
students
expressing
a
desire
to
hurt
themselves
they're,
often
supporting
an
entire
school
community
that
has
experienced
the
loss
of
a
classmate
or
perhaps
a
teacher.
So
these
are
just
some
of
the
examples
of
many
of
the
things
that
the
social
workers
do
on
a
daily
basis.
E
So
this
is
the
work
that's
critical
for
change.
This
is
this
is
what
hap.
This
is
the
work
that
creates
transformative
change
in
schools,
but
that
it's
also
often
overshadowed
because
more
urgent
needs
are
pressing
right,
like
crisis,
so
we're
hoping
that
by
creating
creating
this
world,
that
is
a
clear
split.
E
We
have
many
there's
a
lot
of
work
to
be
done
right,
but
we
have
many
partners
in
this
work.
That's
supporting
the
mental
health
of
our
students
in
this
visual.
You
can
see
our
school
psychologists,
our
social
workers,
both
district
social
workers
and
school
base,
and
the
difference
between
those
two
is
that
our
district
social
workers
are
centrally
housed
and
they're
deployed
to
many
schools
where
school-based
social
workers
are
only
supporting
one
or
perhaps
two
schools,
if
they're
part-time,
our
mental
health
partners
in
our
school
counselors,
who
often
are
referred
to
as
guidance
counselors.
E
I
want
to
highlight
that,
generally
speaking,
this
is
how
these
roles.
When
I
talk
about
these
worlds,
this
is
what
generally
speaking
happens,
but
they're
obviously
sometimes
exceptions,
because
every
school
community
is
a
unique
and
and
different.
So
our
school
psychologists
typically
serve
two
or
more
schools
and
serve
in
a
very
comprehensive
role.
As
doctor
guerrero
already
explained
our
mental
health
partners,
as
I
said,
our
district
social
workers
are
usually
deployed
to
several
schools
as
well.
Our
mental
health
partners
are
community-based
organizations
that
provide
services
in
our
schools.
E
Their
services
are
very
according
to
their
funding,
so
some
provide
very
comprehensive
service
services,
but
the
majority
of
them
operate
on
a
fee
for
service
basis
and
our
school
counselors
serve
one
school
typically
and
provide
clear,
critical
services
across
all
tiers,
as
you
can
see,
and
they're
the
only
providers
that
are
overseeing
the
college
and
career
writing
as
important
work.
That's
so
critically
important
to
our
students.
E
I
hope
this
gives
you
sort
of
a
simple
overview.
It's
way
more
complicated,
obviously,
but
a
simple
overview
of
how
mental
health
services
are
provided
in
our
schools
and
I'll.
Be
I'm
happy
to
take
any
questions
later
and
so
I'll
now
pass
it
on
to
my
colleague,
blair
dawkins,
who
is
a
financial
analyst
in
the
budget
office.
G
Thank
you
carmen,
and
I
wanted
to
thank
the
city
council
for
this
opportunity
to
share
about
these
critical
supports
for
our
students
and
school
communities.
More
broadly,
the
fiscal
year
22
budget
proposes
a
1.29
billion
dollar
general
fund
allocation,
featuring
targeted
investments
in
academic
health,
wellness
and
community
supports
these
investments
are
aligned
to
the
five-year
bps
strategic
plan
and
the
proposed
funding
to
strategies
with
a
demonstrated
ability
to
improve
outcomes
for
the
district's
highest
needs.
G
G
G
We're
hopeful
that
this
investment
is
laying
a
strong
foundation
for
the
district's
reimagined
work
going
forward
in
over
two
years.
The
district
has
transformed
our
foundation
for
quality
in
schools,
guaranteeing
that
all
students
in
school
communities
have
access
to
critical
resources,
and
one
highlight
of
this
transformative
thinking
around
the
foundation
for
quality
during
this
time
has
been
the
addition
of
142
social
workers.
H
Thank
you
so,
just
to
close,
I
want
to
thank
every
one
of
my
colleagues
for
for
sharing
your
words
and
your
work.
I
will
share
that.
I
joined
as
assistant
superintendent
in
september,
coming
from
the
office
of
opportunity,
gaps
really
proud
to
work
alongside
the
behavioral
health
team,
as
well
as
the
health
services
team,
which
is
our
department
for
our
school
nurses,
the
restorative
justice
team
and
our
hub
school
strategy
and,
in
fact,
all
of
this
work
around
moving
towards
healing
centered
spaces.
And
I
love
that
we're
we're
clinging
to
that.
H
To
that
that
research
around
really
centering
our
voices
of
our
families
and
students
to
heal
and
to
create
spaces
of
community
really
speaks
to
the
work
around
what
we
will
be
doing
with
our
hub
school
strategy
and
so
taking
taking
a
step
back
and
thinking
about.
How
do
we
do
this
as
not
just
a
team
of
mental
health
clinicians,
but
as
a
whole
team
bps
as
a
as
a
community
as
a
city?
And
so
we
welcome
your
partnership
and
thank
you
for
it.
In
this
work.
A
Thank
you
very
much
everyone
thank
you
for
the
very
thorough
presentation
for
sure.
Just
so
colleagues
know
that
we
will
be
sending
this
powerpoint
if
it
isn't
in
your
mailboxes,
though
already
it
will
be
shortly.
I'd
also
like
to
note
that
we've
been
joined
by
councillors,
braden
and
wu,
and
councillor
campbell
sent
a
letter
noting
her
absence
today
and
she
will
uncertain
watch
today's
video
and
review
the
powerpoint
to
this
slide
deck.
A
I
will
ask
also
my
colleagues
to
limit
their
questions
to
five
minutes
and
we'll
certainly
do
a
number
of
rounds
as
necessary.
This
is
really
really
great,
so
I'm
going
to
just
start
with
a
couple
of
quick
questions.
I
hope
they'll
be
quick
and
I
certainly
won't
use
that
first,
five
minutes
myself
when
what
was
most
glaring
to
me
and
worrisome
to
me
is
the
the
data
around
the
student
reports
and
sort
of
the
the
persistent
sadness
the
suicide,
consider
contemplation
and
the
suicide
rate,
and
that
is
2019
data.
A
So
two
questions:
how
do
we
account
for
what
we
suspect
will
be
a
huge
bump
in
those
numbers,
and
particularly
concerning
to
many
of
us,
if
not
all,
of
us
and
then
generally
so
the?
How?
How
do
we
anticipate
the
2020
data
to
reflect
sort
of
the
impact
that
covet
has
had
on
all
of
our
kids
in
our
communities
and
then
also?
How
do
we
specifically
respond
to
all
of
that
data
very
directly
in
our
schools,
in
our
classrooms
and
as
a
district.
A
H
B
I'll,
let
you
I
mean
I
was
just
gonna,
speak
to
the
fact
that
in
this
this
coming
fall
we
will
re.
Do
we
will
do
the
2020
sorry
2021,
youth
risk,
behavior
survey
for
both
middle
schools
and
high
school?
So
I
just
wanted
to
acknowledge
that
we
will
have
that
surveillance
data
available
then
to
get
a
further
picture
about
kovid,
but
I'll
turn
it
back
to
alicia
about
the
response.
Question
part
of
those
questions.
H
You
know
actually
I'll
kick
it
off
to
my
team
carmen.
What
what
you're
speaking
of
counselor
asavi
george
is
is
real.
As
a
mother
of
a
teenager
who
is
suffering
through
that
isolation
as
a
high
school
student,
I
I
and
totally
feel
you
understand
you
and
we
are
actually
seeing
this
reality
play
out
in
our
schools,
and
so
that's
actually.
The
work
around
our
crisis
team
and
our
behavioral
health
services
plays
a
critical
role
in
that.
How
do
we
think
about
addressing
the
crisis?
H
Knowing
that
it's
going
to
be
exacerbated
by
this
pandemic?
Thinking
about,
we
might
actually
have
to
think
about
what
community
partners
do
we
pull
in
more?
How
do
we?
How
do
we
build
the
capacity
of
our
community
of
our
students,
of
our
families
to
be
able
to
respond
and
again
take
ownership
of
their
own
healing,
but
I'll
talk
to
carmen
and
or
dr
borrero
in
case,
you
have
more
to
share
around
the
crisis
response
work.
E
I
think
a
couple
of
things
I
I
appreciate.
Thank
you
for
your
question
and
it's
something
that
it's
been
forefront
in
our
mind.
I
too,
I
have
a
senior
at
home.
This
has
been
incredibly
painful
watching
her
spend
her
senior
year
in
her
bedroom.
We
know
this
is
coming.
I
think
I
we
we
go
back
to
our
multi-tier
systems
of
support.
Our
tier
one
cell
has
to
be
solid.
E
We
have
got
to
use
our
rj
practices
in
our
schools
to
welcome
our
students
back
to
to
give
them
a
space,
to
tell
us
what
they're
scared
about
coming
back
about,
because
many
of
them
have
much
anxiety
around
the
variance
or
just
you
know,
re-adapting
to
being
around
people
right
so
providing
that
space
in
schools.
It's
gonna,
be
really
important
and
also
for
our
staff
to
to
to
have
that
space
as
well.
E
I
think
we
are
deploying
our
our
crisis
team
as
we
are
seeing
the
need
rise
in
particular
schools
and
bringing
their
clinical
teams
together,
so
they're
school
psychologists,
they're,
social
workers,
their
health,
mental
health
partners,
their
student
support
teams
to
really
talk
about.
What
are
we
seeing
and
what
is
the
plan?
Because
it's
going
to
take
the
whole
community
to
bring
them
back
safely
and,
as
elite
said,
we
we
have
to
utilize
our
partners
strongly
in
this
in
this
particular
case.
So.
A
F
No,
I
think
I
just
want
to
emphasize
that
our
services
haven't
stopped.
We
continue
to
see
kids,
we
continue
to
check.
In
with
teachers,
we
have
our
psychologists
in
every
building,
they're
checking
in
they're
available
to
give
you
know
on
the
spot,
support
as
well
as
through
our
crisis
team
intervention,
so
we're
we've
been
working
non-stop
and
supporting
our
families
and
and
we're.
F
A
D
Thank
you
counselor
sally
george,
and
thank
you
to
the
bps
team.
That's
here.
I
just
want
to
ask
that.
There's
two
two
quick
questions.
As
as
we
approach
the
city
of
boston
budget
process,
are
you
advocating
for
enough
funding
in
the
budget
so
that
we
guarantee
to
have
the
right
and
necessary
number
of
professionals
in
each
school
mental
health,
counselors
social
workers?
D
G
Yeah
we
are
advocating
for
that
for
a
mental
health
professional
in
every
school.
There
are
a
couple
of
schools
that
are
non-wsf
funded,
so
non-weighted
student
funding
that
have
more
robust
mental
health
supports
already
in
their
schools
that
have
waived,
adding
a
social
worker
but
other
than
those
schools.
D
D
Are
you
factoring
these
issues
in,
as
we
go
back
to
school,
that
many
asian
students
might
need
extra
or
specific
counseling
related
to
this
pandemic,
as
if
they
were
they're
being
blamed
for
the
pandemic,
and
I
know
that
there
are
many
instances
of
the
anti-asian
racism,
discrimination,
bullying
right
here
in
the
city
and
and
throughout
the
country.
So
I
just
want
to
get
your
thoughts
on
that.
E
H
It
cuts
down
on
that
anti-asian
and
that
racist
rhetoric,
those
those
biased
perspectives,
but
also
that
systems
work
of
the
social
workers
in
particular,
will
allow
us
to
think
about
not
just
from
interpersonal
situations
but
think
about
systemically.
What
are
we
doing?
What
are
the?
What
are
the
conditions
in
our
schools
that
might
be
allowing
or
perpetuating
for
these
instances
to
happen,
and
so
how
do
we
address
it
as
a
whole?
D
F
F
D
D
That
doesn't
seem,
I
mean
with
all
due
respect.
It
doesn't
seem
like
it's
enough
to
me.
We
have
a
large
cantonese
community
in
boston
and
and
two
mental
health
professionals.
I
I
don't
know
I
don't.
I
don't
think
that's
enough.
I
I
think
we
have
to
be
more
aggressive
about
that
and
acknowledge
that
we
have
we
have
an
issue
here
and
that
we
need
to.
We
need
to
hire
some
more
cantonese
speaking
mental
health
professionals.
I
I
I
don't
think
two
is
enough.
F
F
E
D
D
A
C
F
F
C
I'm
trying
to
I
know
they
put
a
whole
bunch
of
different
things
in
there,
which
is
just
I
mean.
To
be
honest,
I
come
from
cpcs,
where
we
do
really
poorly
with
hiring
people
of
color,
it's
security,
public
council
services,
and
so
they
would
throw
administrative
staff
and
all
kinds
of
other
people
in
there
to
fix
the
numbers.
I
just
want
to
know
specifically
on
school
psychologists
how
many
school
psychologists
are
actually
people
of
color.
F
Yes,
so
of
those
spanish
speakers,
32
includes
this
transformation,
social
workers,
but
12
of
them
are
latinos
and
one
is
from
spain.
So
we
counted
her
as
white
haitian
creole.
We
have
four
psychologists
that
are
haitian
creole
speakers,
yeah
and
they're.
All
black.
We
have
one
social
worker,
that's
kate,
verdian,
speaker
school,
psychologist
yeah,
but
she
she.
I
just
wanted
to
say
that
she
is
our
crisis,
intervention
liaison
and
she
helps
us
a
lot
with
the
cape
verdean
families.
We
have.
We
have
two
portuguese
speaking
psychologists.
F
C
And
so
I
guess
my
question
is
this:
how
has
the
comprehensive
behavioral
health
model
been
able
to
decrease
disproportionality
in
special
education
and
if
it
hasn't,
why
hasn't
that?
And
what
are
we
doing
to
ensure
that
it's
doing
that?
Because
generally
these
kinds
of
interventions,
if
we
don't
do
them,
the
students
hurt
most
by
this
are:
are
black
and
latino
boys.
So
what
are
we?
What
are
we
doing
and
how
is
cbhm
doing
to
what
is
cbhm
doing
to
decrease
that.
F
So
yes,
cbhm,
is
addressing
that
disproportionality
and
one
of
the
ways
we
do
it
is
that
the
psychologist
is
part
of
the
school
climate
right
school
community,
so
psychologists
will-
and
some
of
these
are
bilinguals
right-
we'll
participate
in
school,
commit
in
school
student
support
teams,
there's
a
voice
there.
They
also
participate
in
after
school
activities
with
families
and
some
of
our
of
those
webinars.
I
mentioned
about
family
coffee
house
and
things
like
that.
Those
are
all
done
by
our
people
of
multiple
languages,
so
we
are
putting
in
front
of
families
and
children.
F
People
who
represent
them
cbhm
also
has
a
training
for
the
staff
during
the
summer
of
course,
last
summer
we
weren't
able
to
do
that.
So
every
school
that
comes
on
board
for
cbhm
goes
through
this
process,
where
we
talk
about
culturally
sustaining
practices
and
racial
equity,
so
our
white
staff
is
trained,
but
our
staff
of
color
holds
a
very
important
role
in
this
training
they're
the
people
who
come
to
the
different
activities
in
the
building.
They
also
consult
with
teachers
and
with
principals
school
leaders.
F
C
Yes,
so
this
is
a
question
and
I
appreciate
all
of
the
points
you
hit,
but
as
a
question,
are
we
seeing
a
decrease
in
the
disproportionality
of
black
and
latino
boys
in
terms
of
these
classifications
that
they're
getting
where
we
know
that
it's
documentedly
that
we're
we're
we're
essentially
assigning
them
more
ips
we're
saying,
have
more
behavioral
health
problems,
we're
doing
all
of
those
things
at
a
disproportionate
rate?
Are
we
seeing
any
kind
of
impact
yet
on
that.
F
Well,
this
particular
that's
hard
to
answer
because
this
particular
year
has
been
challenging
for
us
to
gather
certain
data
right,
so
we
would
have
to
go
to
previous
years.
We
do
gather
information
on
how
cbhm
establishes
school
climate
that
data
we
do
have.
Of
course,
I
don't
have
it
with
me
right
now,
but
we'd
be
more
than
happy
to
share
that
with
you.
The
cbhm
annual
report
has
that
data,
so
I
could
make
sure
that.
C
E
E
If
you
remember
in
my
presentation,
I
talked
about
that
peer
coaching
model.
That's
not
established
as
of
right
now
this
is
our.
That
is
what
we
want
to
do
for
next
year
for
our
social
workers,
but
right
now,
that
capacity
is
not
there
for
the
school
psychologist,
so
another
shameless
plug.
Today,
I
have
no
shame.
That
is
an
area
that
we
need
a
lot
of
help,
and
actually
it
goes
back
to
the
original
question.
I
think
it
was
counselor
flynn
who
asked
do
we
have
the
enough
support?
E
This
is
an
area
where
we
need
support,
to
be
able
to
truly
coach
and
and
and
give
feedback
to
our
psychologists
and
social
workers
on
the
ground
around
this
work.
One
of
the
things
that
we're
doing
around
the
anti-anti-racist
systems
work
counselor,
is
looking
at
the
trends
of
referrals
for
student
support
teams.
If
a
student
is
referring,
we're
looking
at
students
are
again
trends
that
either
black
or
brown
boys
are
referred
at
larger
numbers
than
others.
What
does
that
mean?
E
Let's
look:
let's
dig
deep
into
that
data,
but
social
workers
and
psychologists
are
not
not
going
to
walk
into
a
school,
knowing
that
necessarily
without
the
proper
training
and
without
the
proper
support,
so
the
capacity
for
for
that
we're
getting
there.
But,
but
if
you
want
to
help
us,
we
will
welcome
you.
A
A
Actually
well
over
time,
but
we
will
certainly
do
a
special
round.
I
also
want
to
make
a
note.
We
will
be
having
a
very
specific
hearing
on
some
separate
special
education
classrooms,
and
you
know
we
certainly
see
the
very
uneven
representation
of
black
and
brown
boys
in
particular
in
those
classrooms.
I
think
that
this
conversation
certainly
can
continue
in
round
two
but
know
that
we'll
also
pick
that
up
in
a
very
specific
way
in
that
hearing.
A
J
Thank
you,
madam
chair.
Thank
you
so
much
for
all
the
folks
from
bps
for
a
really
incredible
presentation.
I
really
appreciate
all
the
effort
that
went
into
producing
such
really
good
information
and
and
for
your
day-to-day
service
to
our
children.
I
had
a
question
about
specifically
about
deaf
and
hard
of
hearing
children.
I
noticed
you
had
one
social,
social
worker,
or
is
it
a
counselor?
J
So
I
was
just
wondering
how
do
you
tag
team,
those
situations
with
with
us
with
a
a
a
someone
who
a
translator
or
someone
who
can
communicate
with
the
family
while
the
professional
is,
is
counseling
the
student
or
is
that
does
that
raise
some
difficult
situations?
Perhaps
I
just
had
a
more
of
a
how
you
manage
that
question.
F
Mann,
school
kind
of
hires,
their
own
team,
so
our
psychologist
does
american
sign
language,
but
at
the
horsemen
school
they
have
a
variety
of
support
systems
that
can
really
touch
base
with
these
particular
families,
especially
like
there's
a
the
amount
of
students
that
the
horseman
the
majority
of
them
are
of
hispanic
descent.
So
they
do
have
a
lot
of
staff
that
speak
spanish
and
then
they
could
communicate
with
those
f
that
family
population
better,
but
they
are
kind
of
an
individual.
J
Very
good-
and
it
just
happens
to
be
in
my
neighborhood,
so
that
was
my
question
and
then
also
I
share
a
counselor
abby
george
is
concerned
about
the
number
of
students
who
have
you
know,
reported
suicidal
ideations
and,
and
that
was
pre-covered.
So
I
think
your
your
request
for
additional
staffing
at
this
point,
as
as
these
students
return
to
in-person
learning
and
we
try
and
and
and
dealing
with
the
trauma
of
this
past
year.
J
E
J
So
that
makes
it
equally
urgent
that
that
we
support
your
request
and
and
appropriate
funds
to
to
support
this.
This
work,
I
would
imagine,
in
terms
of
in
terms
of
a
cohort
of
candidates,
for
this
work,
do
you
do
you
feel
that
you
have
an
adequate
cohort
of
potential
candidates
in
the
boston
area
that
would
meet
this
demand?.
E
E
So
we
will
connect
with
every
possible
source
of
of
a
place
where
you
know
we
will
find
candidates
we're
and
our
current
social
workers
are,
are
aware
that
we
need
their
support
through
this
process
as
well.
So
they
will
be
fairly
involved
in
that
process,
and
I
don't
know
if
you
it's
a
little
different
for
the
school
sites.
I
don't
know
if
you
want
to
talk
anything
about
that.
J
A
K
E
K
Yeah,
I
guess
I'm
thinking
you
know
it
seems
that
there
have
been
there's
been
a
move
away
from
having,
for
example,
community
health,
centers
or
other
clinicians
on
site
at
schools.
And
and
of
course,
we
want
to
support
the
the
continued
expansion
of
bps
staff
as
well
to
provide
sell
supports.
But
in
terms
of
these
kinds
of
on-site
partnerships,
or
even
I
was
just
thinking
about
whether
that
could
be
built
out
more
now
as
there's
urgency
in
the
pandemic
and
recovery
and
what
perhaps
the
use
of
telehealth
might
might
be
able
to
do.
E
I
mean
our
services
bps
staff.
Providing
these
services
have
not
stopped
providing
them.
We
did
use
telehealth.
We
continue
use
telehealth
when
appropriate.
Our
staff
is
going
back
into
the
buildings,
as
their
students
are,
as
those
schools
are
opening,
but
in
terms
of
partners
we
have
not
I'm
not
clear.
That's
a
question
that
I
I
don't
know
if
at
least
you
know
the
answer
to
this
question,
but
we
I
don't
believe
that
partners
have
been
allowed
to
return
to
the
buildings,
yet
mental
health
partners.
H
Yeah,
I'm
not
clear
on
mental
health
partners.
I
know
we're
working
on
strengthening
our
partnership
with
boston
public
health
commission
around
the
community
school
school-based
health
centers,
particularly
trying
to
connect
our
health
services
department
and
our
nurses,
with
with
that
with
the
team
over
in
family,
family,
children,
adolescent
health.
I
think
it's
the
bureau,
so
we're
we're
doing
work
on
that.
B
Yeah-
and
I
would
just
chime
in
maybe
that
that
currently
the
boston
public
health
commission,
school-based
health
centers
are
able
to
provide
telehealth
for
bps
students.
That
was
something
that
was
rolled
out
sometime
during
this
school
year.
I
can't
be
exact
sure
when,
but
that's
just
the
the
the
bphc
school-based
health
centers,
so.
K
A
I
Thank
you.
Thank
you
so
much.
Madam
chair,
I
I
have
arrived
late,
and
so
I
will
try.
I'm
gonna
just
ask
one
question,
because
I'm
don't
want
to
ask
you
all
to
be
redundant
and
I
I
would
like
to
thank
you
for
the
presentation
which
I've
had
a
chance
to
re
review,
and
I
think
this
is
such
important
work
and
we
really
do
need
to
keep
ramping
it
up.
I
I
just
wanted
to
ask
about
whether
we've
thought,
as
we
think
about
really
ramping
up
and
frankly,
ramping
up
the
number
of
these
folks
as
much
as
like
the
council
would
like
us
to
do,
and
thinking
about
what's
been
proposed
before
school
committee
in
the
school
budget.
Have
we
contemplated
at
all,
like
I'm.
Just
thinking
about
like
a
structure
like
btr
or
anything,
so
this
boston
teacher
residency
like
a
kind
of
a
structure
that
could
support.
I
I
just
feel
like,
even
when
we
get
these
folks
in
every
school,
we're
gonna
have
relatively
few
of
them
and
so
you're
in
a
situation
where
you're
playing
like
this
critical
social,
emotional
support,
infrastructure
role,
but
you
yourself
are
kind
of
alone,
or
maybe
it's
just
you
and
one
other
person
in
that
school.
Building
doing
that
kind
of
work,
and
I
just
think
about
how
do
you
support
people
in
getting
best
practices
in
that
work?
And
obviously
that's
like
the
role
of
your
office?
I
It's
one
thing
to
try
to
get
those
people
in
the
door.
It's
another
thing
to
keep
them
and
have
them
feel
like
bps
is
a
supportive
environment
in
which
to
be
a
social
worker
or
school
psychologist
and
sort
of
improve
and
nurture
your
practice.
So
I'm
I'm
curious
about
kind
of
systems,
level,
stuff
that
we
might
be
looking
at
on
that
front.
E
Counselor,
thank
you
for
your
question
in
the
presentation
I
talked
about
us
wanting
to
develop
a
peer
coaching
model,
not
really
having
the
capacity
for
this
school
year,
but
hoping
to
build
that
capacity
for
next
year.
I
think
your
points
are
incredibly
on
you're
completely
on
point,
particularly
when
we're
dealing
with
our
psychologists
and
our
social
workers,
because
they're
dealing
with
some
complex
issues
and
cases
and
making
those
decisions
by
themselves
is
really
scary
at
times
and
and
emotionally
draining
too
at
other
times.
E
So,
yes,
we're
definitely
hoping
to
build
a
capacity
of
peer
coaching,
strengthen
our
professional
development
program
and,
at
the
same
time,
we're
also
working
on
our
pipeline
programs
with
the
local
schools
of
social
work.
So
if,
if
you
refer
back
to
our
presentation,
I
forget
the
slide
number,
but
it
kind
of
highlights
it.
I
I
have
some
bullet
points
in
there
that
talks.
I
I
So
I
just
think,
as
we're
ramping
this
up
to
me,
peer
coaching
is
good,
but
peer
coaching.
That's
just
like
something
that
I
do.
You
know
once
every
two
months
with
somebody
or
it's
like
a
road.
It's
there's
a
difference
in
write,
the
sort
of
like
quality
of
of
mentoring
and
support.
It
can
be
really
apples
and
oranges
depending
on
what
you
set
up.
So
I
just
wanted
a
flag.
I
I
think
it's
easier
for
us
as
we
think
about
really
growing
this
capacity
to
sort
of
set
up
those
sustainable
supports
now
than
to
not
set
them
up
and
10
years
from
now
be
like.
Why
do
we
have
a
revolving
door
of
social
workers
and
school
psychologists
who
are
not
like
able
to
learn
and
grow
and
support
our
students
in
place
right
like
so
that's
all.
That
was
what
I
wanted
to
flag,
but
again,
thank
you
for
your
indulgence,
sorry
to
show
up
so
late
and
I'm
grateful
to
the
maker
for
the
hearing.
A
Thank
you,
councilor
bach,
I
I
would
I
just
know,
and
I've
started
the
timer
for
my
questions
for
for
this
next
round
that
oftentimes
a
lot
of
that
revolving
door.
In
my
in
my
experience,
both
as
a
teacher
and
as
a
parent
and
as
a
chair
of
this
committee
and
through
this
work,
many
of
the
revolving
door
challenges
occur
because
of
the
partnership.
So
we
as
a
district
when
we
hire
the
provider,
there's
a
lot
more
stability.
A
In
my
mind
and
through
my
experience
and
you
know
longevity,
but
when
we
hire
through
partnerships
there
isn't
that
same.
You
know
it
isn't
a
lack
of
commitment
from
the
provider.
It's
often
because
of
the
compensation
because
of
the
benefits
package
and
when
hired
through
the
city
and
through
the
school
district,
it's
just
a
much
more
there's
a
different
relationship
and
there's
a
different
expectation
for
this
is
your
career,
and
this
is
where
you'll
be.
I
think
that's
probably
accurate.
B
Can
I
counselor
sabi
george?
I
just
wanted
to
add
that
I
also
think
the
the
the
school-wide
and
district-wide
work
to
cultivate
trust
and
a
a
work
environment
across
the
entire
team.
That
idea
if
it
takes
a
whole
team
and
building
the
social,
emotional
competencies
and
relationships
across
social
workers,
teachers
and
all
the
people
in
the
building.
A
And
then
you
know
a
lot
of
this
conversation
today
and
a
lot
of
the
investment
is
on
hiring
additional
social
workers
into
our
district
and
then
maybe
this
may
also
be
related
to
council
arroyo's
question
earlier,
maybe
loosely
related
anyway.
How
do
we
determine
or
decide
what
the
professionals
are,
that
we
are
hiring
and
advocating
for
and
bringing
in
social
workers,
school
psychologists,
social,
emotional
specialists,
school
counselors,
a
more
traditional,
I
suppose,
guidance
counselor?
How
do
we
determine
what
the
specialty
is?
A
What
the
skill
set
is
that
we
want
to
bring
into
our
school
communities
and
how
do
we
create
maybe
more
flexibility
or
diversity
around
those
licensed
or
certified
professionals,
and
how
do
we
maybe
allow
school
communities
to
make
some
of
the
decisions
based
on
their
school
community?
What
type
of
professional
or
certain
skills
that
they
may
want
in
their
school.
H
So,
thank
you
counselor
for
that
question
that
that's
specifically
why
we
designed
the
waiver
process
in
recognition
that
healing
and
and
mental
health
doesn't
just
come
by
one
model
or
in
this
case
a
western
model
of
mental
health
and
as
a
consumer
myself.
I
know
the
impact
it's
had
on
me
on
my
daughter,
but
it's
not
enough
right
in
some
cases,
and
so
it
also
has
a
lot
to
do
with
the
relationship.
So
we
want
it
to
be
responsive
to
school
communities
and
that
waiver
process
did
actually
end
up.
H
Most
of
them
increasing
the
allocation
of
school
psychologists,
but
also
in
some
cases,
landed
a
clsp
practitioner
which
really
looks
at
how
do
we?
How
do
we
create
healing
centered
spaces
by
way
of
instruction
and
instructional
practices
that
lend
itself
to
you
know
the
cell
work
that
jill
talked
about
in
connection
to
the
work
that
that
the
social
workers
and
dr
votrero
and
her
team
and
the
school
psychologists
do
so
that
that
was
the
intention
behind
that
and
be
in
an
honor
and
recognition
of
what
of
what
you're
saying.
H
A
So
then,
the
last
question-
and
I
may
have
one
more
in
the
in
just
in
a
final
round
that
will
be
quick
but
around
the
budgeting
blair.
This
is
probably
for
you
and
thinking
about
perhaps
right
sizing
at
least
a
little
bit
right
now,
and
this
as
kids
are
starting
to
return
to
school
now
and
understanding
the
trauma
that
many
of
them
have
faced.
Is
there
any
federal
money
or
any
access
to
cares?
G
A
C
Thank
you
so
much
and
thank
you
to
councillor
bach
for
raising
those
issues
because
they're,
actually
it
saved
me
some
time,
because
I
was
going
to
raise
some
of
that
myself.
So
thank
you
so
much
for
that.
So
a
quick
question
on
a
different
track.
How
does
the
administrative
team
engage
with
family
students
and
school
leaders
to
solicit
input
feedback
and
ensure
you're
being
responsive
to
needs
at
schools.
E
F
F
Tell
me
what
you
need
and
then,
if
it's
something
that
needs
to
be
referred
to
the
social
workers,
then
we
connect
them
to
the
social
worker.
But
it's
that
direct
communication,
one
and
two
some
of
our
schools
have
a
parent
liaison
who
then
serves
as
that
connecting
agent
between
the
families
and
us
in
in
behavioral
health.
To
then
support
the
families
hope
that
carmen?
I
don't
know
if
you
wanted
to
add
something.
E
Well,
I
think,
to
your
question
that
it
relates
a
little
bit
in
my
mind
to
a
question
that
we
had
earlier
about
capacity,
and
I
think
what
you're
talking
about
is
an
incredibly
critical
aspect
of
our
work
is
to
continuously
get
feedback
from
our
consumers.
Let's
say
right
our
our
students,
our
families,
but
our
school
communities,
and
I
think
the
way
that
we
gather
that
is
really
looking
at
our
data,
but
also
anecdotally
and
having
conversations
with
our
partners,
so
our
school
partners.
E
C
E
Right,
I
mean
yes,
absolutely
that
it's
definitely
more
challenging
when
our
providers
don't
speak
the
language
of
the
family.
We
do
have
access
to
translate
interpreters
actually
through
a
lion
bridge
program.
I
don't
know
if
you're
familiar
with
that,
which
is
not
ideal,
but
it
is
definitely.
We
always
prefer
to
speak
in
the
family's
language
for
obvious
reasons,
but
we
do
have
access
to
lionbridge
all
the
time
to
have
some
alive
person
communicate
with
the
parent
or
the
family.
E
So
I
will
say
I
think
I
can
speak
for
the
transformation
social
workers.
A
large
percentage
of
them
speak
many
languages
or
speak
are
bilingual
at
a
minimum.
So
I
think
that
there
there's
definitely
room
for
improvement
in
all
of
our
linguistic
capacities
and,
as
I
said,
that
definitely
is
an
area
of
focus
for
all
of
us.
So.
C
Okay,
I'm
just
gonna
move
to
just
to
make
the
most
of
time
in
terms
of
what
we
saw
in
the
slides
right.
We
we
talked
about
mental
health
and,
while
being
requiring
more
than
just
counseling
and
clinical
clinical
mental
health
supports,
which
I
fully
agree
with.
How
is
bps
expanding
that
approach
to
mental
health
and
are
restorative
practices?
How
are
those
being
embedded
in
that
strategy.
B
So
in
terms
of
the
idea
that
all
teachers
really
need
to
see
themselves
as
part
of
that
community,
that
is
really
caring
about
the
social,
emotional
well-being
of
students
that
that
is
a
a
firm
expectation
with
training.
We
have
social,
emotional
learning
competencies,
we
provide
a
number
of
professional
developments
and
we
would
like
to
continue
to
expand
and
continue
to
support
teachers
in
that
work.
H
Thank
you
well,
so
I
again
I
the
caveat
here
is
that
I
joined
in
september.
So
I'm
just
in
terms
of
leading
it.
The
team
that's
doing
this
work,
but
I
will
one
council
royale
to
respond
to
your
previous
questions.
Just
very
briefly,
I
personally
have
a
commitment
to
meet
with
our
transformation
school
leaders
to
ask
for
their
feedback
on
how
the
work
around
our
transformation
social
workers.
As
I
know,
carmen,
has
been
doing
that
with
the
social
workers
directly.
H
So
this
is
work
that
I
that
I'm
committed
to,
in
particular
in
our
hub
schools.
What
we
want
to
do
is
make
sure
that
we
are
creating
spaces
where
families
and
students
have
input
into
the
services
that
they
that
they
have,
and
so
restorative
practices
certainly
is
something
we
want
to
strategically
embed
and
hopefully
grow.
H
That
is
what
is
at
the
root
of
of
restorative
practices
and
then
thinking
about
and
honoring
all
the
different
cultures
and
the
wisdom
of
those
cultures
and
how
they
heal
right,
the
the
indigenous,
the
african,
the
eastern
cultures.
We
don't
do
enough
to
actually
lift
up
those
assets
and
leverage
them
and
that's
the
work
that
I
am
personally
committed
to
and
that
I
know
that
my
team
will
be
will
be
leaning
into.
So
thank
you
for
those
for
those
questions.
Thank.
C
You
if
I
could
just
have
one
last
question
mound
chair,
I
know
you've
been
very
patient
with
me.
Thank
you.
Thank
you.
So
much
I
might
need
some.
I
might
need
y'all
to
help
me
later.
So
in
terms
of
what
I've
heard
today,
I've
heard
a
lot
about
training
folks
on
cultural
competency,
training,
folks
on
restorative
justice,
training.
Who
are
we
hiring
to
do
these
trainings?
Where
are
we
contracting
for
these
trainings?
Who
internally
is
doing
these
trainings?
C
How
often
are
we
doing
these
trainings
and
you
don't
have
to
have
all
the
answers
for
that
right
this
second,
but
can
we
get
that?
Can
somebody
send
the
council
who
you're
contracting
for
these
trainings
who's
actually
leading
these
trainings
because
who's
doing
the
trainings
and
how
often
they're
doing
the
trainings
is
just
as
important
as
having
a
training
in
the
first
place,
and
so,
if
I
could
just
get
that,
because
when
I
hear
trainings
and
resources
and
we're
going
to
do
a
peer
mentoring,
all
of
that
is
stuff
that
we
can't
track.
C
B
I
we
definitely
can
get
you
the
the
data
on
what
we've
been
doing,
and
I
would
just
say
that,
from
the
social
emotional
learning
side,
that's
being
done
by
the
director
of
social,
emotional
learning,
the
boston
public
schools,
director
of
cell
carl
burleigh
and
her
team
on
the
rj
side
elite
can
share
on
that.
But
we
definitely
can
gather
data
and
get
back
to
you
when
how
and
how
much
thank.
C
I
Thank
you
so
much,
madam
chair.
I
think
I
think
those
are
all
my
questions
for
now.
I
I'm
certainly
I'm
glad
to
know
this
team
and
who's
on
it,
and
I
know
that
you
know
we'll
likely
be
chatting
with
you
all
this
year
in
light
of
the
school
budget
and
thinking
about
how
we,
how
we
support
our
students
and
and
coming
back
from
this
really
difficult
year.
So
I
look
forward
to
those
further
conversations,
but
for
today
no
further
questions.
Thank
you,
madam
chair.
A
Thank
you
very
much,
counselor
bach
and
mr
cobb.
If
we
know
that
we
have
public
testimony,
would
you
please
let
me
know
it
appears?
We
may
not
have
any,
but
I
do
have
a
couple
of
wrap-up
questions
for
myself.
We
know
that
we
won't
have
a
full-time
equivalent
provider
of
any
sort
in
a
number
of
our
schools.
A
E
A
counselor
every
school
has
a
school
psychologist
and
a
district
social
worker
assigned
to
them
that
doesn't
that's
a
standard
procedure
in
some
schools,
the
school
psychologists
are
there
full-time
and
some
they're
only
there
one
day
a
week,
so
obviously
we
will
have
less
schools
that
don't
have
at
least
one
person.
Given
this
a
huge
social
work
investment,
but
there
will
always
be
a
school
psychologist
assigned.
Obviously
we
would
love
to
have
them
at
an
increased
capacity
of
those
schools
and
again
the
district
social
workers
will
still
be
assigned
to
to
some.
A
You
know
certainly
the
work
and
the
title
of
this
hearing
was
to
work
to
ensure
that
we
had
a
full-time
provider
in
each
one
of
our
schools.
So
that
certainly
is
my
commitment
and
will
continue
to
be
the
work
that
I
advocate.
For
you
know,
I
imagine
that
none
of
you
would
disagree
with
that,
but
recognize
that
there's
certain
things
that
need
to
happen
to
make
sure
that
that
happens.
A
So
I'll
continue
to
work
on
that
and
then
from
the
from
the
presentation,
and
you
know
I
certainly
understand
the
tiered
approach
to
the
work
and
providing
services
to
our
kids.
I
do
worry,
though,
that
it's
sort
of
a
fail
up
approach
and
where
we
know
that
our
sorry,
my
my
lovely
puppy,
is
right
next
to
me
here
and
getting
the
cookies.
I
was
trying
to
snag
for
myself.
A
You
know
we
have
this
fail
up
approach
and
I
think
that
it's
safe
to
assume
that
many
of
our
kids
will
be
at
an
advanced
degree
of
trauma
and
certainly
what
they've
impacted.
What
they've
experienced
this
last
year
will
greatly
impact
them.
What
what
is
the
directive
to
providers
and
just
school
communities
to
be
hyper,
vigilant
and
aware,
and
additionally
aware
about
what
many
of
our
kids
might
have
been
facing
over
this
last
year
and
and
how
they
may
be
presenting
when
they
come
to
us
back
into
our
school
communities?.
H
Sure
I'll
jump
in
what
is
the
directive
to
our
school,
our
school
staff,
educators,
you're
saying
so
joe?
I
don't
wanna,
you
know
I
can.
I
can
start
with
saying
I
think
folks,
one
of
the
mantras
that
bps
has
kind
of
held
up
in
our
school
superintendents
and
our
school
leaders
is
maslow
before
bloom
right,
recognizing
the
the
need
for
for
psychological
safety
for
basic
needs.
H
In
order
for
us
to
thrive,
that's
not
and
the
danger
there
is
for
that
not
to
be
used
as
an
excuse
for
kids
not
to
learn
and
to
not
thrive
and
to
not
create
the
conditions
for
that.
But
it
is
to
recognize
that
again,
healing
is
an
entry
point
to
learning
it's
the
way
in
which
we
can
all
learn
together
and
thrive
together.
H
So
that's
that's
certainly
front
and
center,
and
I
think
teachers
you
know
have
have
recognized
that
even
for
themselves
that
they
that
they
are,
everyone
needs
a
little
bit
of
grace
and
a
little
bit
of
more
vigilance
around
how.
How
is
it?
How
are
these
pandemics
manifesting
in
the
way
in
which
we
we,
you
know,
we
bring
our
and
present
on
a
day
to
day
with
our
with
our
young
people?
Did
you
want
to
say
a
little
bit
more?
H
B
Think
you
said
that
very
well.
At
least
I
I
would
just
say
that
again,
we're
focused
on
you
know
adult
social
emotional
learning
in
a
way,
so
that
they're
setting
a
climate
and
expecting
that
the
practices
in
their
classrooms
are
building
relationships
with
students
foundationally,
so
they
know
their
students
and
are
able
to
identify
where
there
might
be
needs
to
have
additional
supports
from
the
behavioral
health
team
that
are
in
schools.
B
A
And
I
do
I,
I
have
one
more
question:
that's
going
to
like
shift
gears
just
slightly
before
we
wrap
up,
but
I
do
want
to
emphasize
how
important
as
we
on
board,
especially
in
this
in
the
next
fiscal
year,
a
significant
number
of
providers
and
social
workers
in
particular
that
we're
working
on
every
day
to
retain
them.
To
make
sure
that
you
know
morale
is
high,
as
the
work
is
difficult
that
we're
working
to
retain
retain
those
teachers.
You
know
all
I
mean
providers,
social
workers,
all
of
them.
A
We
also
have
to
work
to
retain
our
teachers,
one
of
the
things
I've
noticed
in
many
of
the
conversations
I've
had
over
this
past
year,
and
I
think
they
came
up
in
a
hearing.
This
fall
is
the
impacts
of
greater
use
of
technology,
the
virtual
learning
and
the
in
in
the
opportunity
that
has
created
for
some
online
bullying,
cyber
bullying,
access
to
inappropriate
materials
and
the
impact
that
has
had
and
continues
to
have
on
our
children.
A
A
B
A
We
know
that
there
is
more
students
that
are
exposed
to
it
directly
and
indirectly
are
facing.
I
think
added
trauma.
You
know,
certainly
whether
they're
victims,
victimizers
or
observers
that
that
is
you
know,
has
a
certain
impact
on
young
people,
and
you
know
I
wonder
what
particular
attention
we're
paying
to
that
as
children
and
young
people
and
families
need
supports
around
them.
A
B
B
So
there
there
has
been,
and
we've
been
doing,
a
lot
of
trainings
for
school
staff,
I'm
sorry
to
bring
the
training
skin,
but
us
trainings
around
school
staff,
about
this
issue
and
how
to
prevent
that
and
how
to
work
with
students
on
that.
So
it
really
is
a
tiered.
What
are
we
telling
all
students
through
campaigns
and
health
education?
What
are
we
doing
at
a
tier
two
level
when
students
are
either
needing
to
talk
through
that
and
then,
if
students
are
identified
either
as
victims
or
victimizers?
A
I'm
very
grateful
for
your
presentation
today,
your
thoroughness,
thoroughness,
in
your
presentation
today,
and
you
know,
I
know
that
this
is
as
much
as
our
chat.
Our
children
have
been
challenged
over
this
last
year
and
those
that
work
with
and
for
all
of
you
have
been.
You
know,
hyper
vigilant
through
this
work.
I
know
it
for
my
colleagues,
I
know
for
my
sister
who's,
a
school
counselor
and
hear
it
from
our
parents
and
hear
it
actually
from
our
kids
too.
A
You
know
so
grateful
for
every
I
just
wanted
through
you
grateful
for
the
service
of
all
of
our
social
workers,
school
psychologists,
school
counselors,
people,
yeah,
all
of
the
titles,
all
of
the
professionals,
all
the
providers
just
grateful
for
their
service
ron.
I
don't
believe
we
have
any
public
testimony,
so
I
think
that
we
will
wrap
up
today's
hearing
and
again
appreciate.
All
of
you
know
that
we
will
talk
more
about
this,
both
online
offline
and
through
the
budget
process
which
is
coming
up
soon.
Thank
you
everyone.