►
Description
Docket #0820- Policy reform and public education project with the National Black Women's Justice Institute (NBWJI) and the Boston City Council
A
A
B
A
A
A
D
D
D
D
It
all
happened,
they
gathered
a
bunch
of
us
black
kids.
We
sat
down
all
the
administration,
all
the
teachers,
all
of
the
faculty,
the
janitors
we
sat
down
in
the
auditorium,
and
we
led
the
conversation
like
after
we
had
that
meeting
you
could
tell
there
was
a
change
in
the
vibe
in
the
classroom.
They
were
more
understanding,
I
think
the
student-led
conversation
was
so
beneficial.
D
D
Members
of
the
Boston
City
Council
and
things
are
friendly
for
this
invitation
to
partner
with
you
on
this
important
topic.
My
name
is
Aisha
and
I'm.
The
senior
education
policy,
fellow
at
the
National
black
woman's
Justice
Institute
I,
referred
to
in
vwj
time
for
the
rest
of
this
presentation.
This
past
July
has
councillor
Firstman
said
we
partner
counts
are
presently
to
conduct
focus
groups
with
over
a
hundred
girls
of
color
parents
and
school
personnel.
D
The
girls
range
in
age
from
9
to
18
the
girls
we
spoke
with
identified
as
black
afro
latina
Latino
and
Asian
the
majority
of
a
girl
identified
as
african-american
Haitian
Trinidad
Nigerian
Somali,
Cape,
Verdean,
Caribbean
Dominican
and
Puerto
Rican,
the
Jim,
the
girls
identified
across
religious
and
socioeconomic
backgrounds,
most
of
the
girls
he
spoke
with
attended,
Boston
public
schools
and
charter
schools.
However,
we
did
talk
to
girls
who
are
in
the
Metro
program
and
a
few
that
attended
private
religious
institutions
during
this
process.
D
D
D
Across
this
nation,
black
and
latina
girls
are
discipuli
experienced
what
we
call
school
to
scientific
weeks,
there's
a
call
that
is
a
term
coined
by
doctor
Monique
Morris.
These
are
the
policies
and
practices
and
the
prevailing
consciousness
that
leads
that
leads
girls
into
contact
with
the
juvenile
court
and
criminal
system.
These
pathways
may
include.
These
may
include
citations
to
appear
before
a
disciplinary
board
or
juvenile
court
school-based
referral
to
law
enforcement
for
non
criminal,
offenses.
D
May
directly
on
campuses,
they
may
also
include
actions
that
are
mu
girls
from
school
and
leave
them
susceptible
to
participation
in
underground
economies
and
future
contact
with
the
juvenile
and
criminal
legal
system.
Our
research
and
scholarship
and
vwj,
as
well
as
dr.
Morris's
and
other
scholars,
reveal
that
the
critical
pathways
to
school
pushed
out
for
girls
are
as
follows.
It
reliance
on
punitive
school
discipline
in
response
to
nonviolent
student
behavior
too
often
unnecessary,
removes
girls
from
their
classrooms
and
schools.
D
Differential
code
dress
code
enforcement,
which
may
lead
to
body,
shaming
body,
policing,
chronic
suspension,
expulsion
or
accidents.
Gender-Based
violence
on
campus
that
often
goes
unaddressed
which
may
lead
to
school
avoidance
or
other
physical
altering
altercations.
Warsaw,
increase
surveillance
or
presence
of
law
enforcement
in
school,
which
increases
citation
and/or
stress
among
girls,
the
cup
of
color
and
a
failure
among
the
built-in
schools
to
recognize
and
respond
to
the
trauma
of
growth
of
girls
of
color
when
symptoms
manifest
in
the
learning
environment
is
important.
D
That
I
state
too
often
in
this
work,
school
districts,
teachers,
administrators,
counselors,
with
school
resource
officers,
often
get
demonized
or
he'll
demonize.
These
conversations,
too
often
the
narrative
that
adults
in
space
with
children
and
young
people
are
intentionally
causing
harm
or
intentionally
being
negligent
intentionally
intentionally
being
racist
or
bias
to
be
clear.
Yes,
both
people
absolutely
exist.
D
However,
from
my
experience
to
countless
conversation
with
teachers
at
school
evasions,
administration
and
staff,
the
truth
is
teachers
and
administrators
want
to
do
a
good
job
want
to
do
right
by
children
and
want
their
students
to
feel
loved,
protected
and
honored,
as
well
as
their
families.
It's
not
my
intention
to
create
a
picture
that
centers
on
the
failures
of
school
visions
of
educators.
To
the
contrary,
my
goal.
D
What
school
administrators
in
Boston
are
doing
a
great
job
in
what
their
intentions
behind
their
choices
are
and
where
they,
students
and
parents
believe
they
can't
do
better?
What
I
found
interesting
in
conducting
these
focus
groups
is
that
the
students,
analyst
personnel
disgust
disgust
for
the
most
part
very
similar
ideas.
What
that
tells
me
is
that
students
see
India
what's
happening,
teachers
and
staff
speed
as
well,
but
there
seems
to
be
a
disconnect
and
how
we
move
forward.
D
Yeah
we
got
into
a
brawl
or
whatever
me,
and
this
white
girl
I
mean
she
started,
but
whatever
we
got
into
a
fight,
so
she
got
suspended
for
two
weeks,
but
I
got
expelled,
but
we
were
both
fighting.
Why
did
I
get
it
mrs.
Bell?
Why
did
I
get
it?
You
know
that
she's
off
this
pending
state
of
one
student,
like
I,
got
this
minute
for
skipping
attention.
Then
I
got
this
been
ever
talking
back
to
my
teacher,
I
guess
I
get
suspended.
D
For
anything
said
another
student,
the
idea
of
differential
treatment
was
felt
by
students,
but
also
recognized
by
school
personnel.
Wonderful
personal
representative
stated
I
see
it
all
the
time.
Sometimes
it's
in
an
unintentional,
but
we
all
see
it.
One
kids
get
suspended
and
then
next
week
another
kid
does
the
exact
same
thing
it
doesn't.
There
are
often
other
factors
at
play,
but
I
see
it's
not
there.
I
want
to
take
a
step
back.
D
D
D
To
be
safe
for
the
hearings,
the
kids
have
been
suspended
multiple
times
multiple
times
and
I.
Think
families
are
afraid
of
school
I
think
we
have
a
big
push
around
the
culture
of
the
week
so
that
families
feel
safe
because
a
lot
of
them
they
just
don't
I,
know
their
school
represents
this
thing
so
when
I
think
of
scene
I,
don't
think
of
just
emotional
or
physical
I.
D
Think
of
mental
as
well,
because
these
kids,
because
these
kids
are
walking
in
with
so
much
baggage
from
that
day
or
that
night,
that
our
staff
and
when
I
say
our
staff
I
mean
the
whole
staff
from
the
custodian
to
the
headmaster
has
to
be
trained
on
what
to
do
and
what
what
to
do,
because
the
problem
is
not
solved
by
one
person
in
this
building
across
the
nation.
Many
school
districts,
including
Boston,
have
law
enforcement
on
campus
to
create
an
idea,
physical
safety.
D
D
You'll
see
that
in
Boston
blacks,
emails
were
five
and
a
half
times
more
likely
than
white
girls
to
be
arrested
or
referred
to
law.
As
law
enforcement
from
school,
some
girls
express
the
presence
of
law
enforcement
can
make
them
feel
unsafe
or
on
edge.
One
girl
stated
at
my
school
the
cops
just
sit
outside
and
wait
and
the
cops
sit
outside
and
wait
van
van.
D
Like
they're,
just
waiting
for
us
to
be
criminals,
as
noted
in
a
recently
report
done
by
mvw
in
ewj,
I,
in
partnership
with
the
georgetown
center
of
poverty
and
equity,
the
report
is
titled,
be
her
resource,
a
toolkit
about
school
resource
officers
in
school
and
girls
of
color.
One
of
the
issues
that
they
talked
about
facing
law
enforcement
on
campus
is
the
lack
of
relevant
training
in
the
lack
of
delineation
between
roles
and
responsibilities.
The
need
of
relevant
training
was
also
noted
by
school
officials.
D
During
her
focus
group,
one
or
Senate
have
said
school
resource
officers.
School
police,
Boston,
based
police
in
schools
should
be
the
ones
that
first
get
this
training.
They
need
to
know
how
to
DSP
how
to
deal
with
adolescence
and
how
to
notice
trauma
because
the
era,
but
once
were
when
the
situation
occurs
in
any
school,
they
respond.
They
sometimes
talk
with
more
conflict
and
more
issues
for
our
young
people
necessary
because
they
don't
know
what
to
do
too
often.
Our
intent
of
creating
policy
does
not
reflect
the
impact
it
has
on
girl.
D
D
Wanted
to
look
presentable,
but
that
said,
but
they
said
that
definition
changed
depending
on
who
you
were
and
what
you
looked
like:
I
need
teachers
and
administration
who,
like
understand
how
can
I
help
that
I've
thick
back
on
a
big
bud
like
I,
can't
help
it?
That
is
literally
how
I
love
me
and
I
need
teachers
to
know
that,
so
no
I
can't
always
cover
up
my
body
like
they
want
us
to.
It.
D
D
Sometimes
we
get
sent
home
because
the
dress
code
violation,
which
is
done
because
I
think
you're
telling
us
that
our
clothes
are
more
important
than
our
education
stated
ones
do
when
I
asked
us
to
personnel
if
their
opinion,
what
are
black
black
and
brown
girls
getting
in
trouble
for
at
their
school?
They
stated
they.
D
What
I
find
interesting
about
this
response
is
that,
according
to
the
data
represent
on
that
faction,
in
Boston,
black
girls
are
five
times
more
likely
to
see
one
or
more
out-of-school
suspension
than
white
girls
and
Latina
girls
were
twice
as
likely
than
white
girls
to
receive
one
of
our
out-of-school
suspension
or
in-school
suspension.
So
if
girls
are
in
trouble
for
attitude
being
provocative
emotional
outward
the
dress
codes,
things
that
are
discretionary
in
nature,
there
must
be
a
better
way
that
we
can
that
we
can
do
something
aside
from
exclusionary
practices,
the
facility
behavior
outcome,
research.
D
Toward
the
differential
treatment
of
girls
of
color
due
to
lack
of
cultural,
competency,
cultural,
relevant
and
healing
and
understanding
the
girls
in
their
classroom,
many
of
these
girls
stated
that
they
have.
They
have
been
disciplined
for
being
loud
or
having
an
attitude.
One
girl
said
we're
all
into
total
from
you.
What
do
get
has
quietly
your
lab.
Well,
if
you're
black,
this
is
also
very
relevant
when
thinking
about
dress
code
enforcement,
communication
styles
in
Boston,
the
majority
of
children
that
attend
public
school
public
and
charter
schools
are
of
color.
D
How
are
the
teaching
and
administration
staff
are
not
one
one
school
staff
member
said
yes,
the
truth
is
most
of
our
kids
in
Boston
are
of
color
and
most
of
the
teachers
of
staff.
Right
now
we
talk
about
race
in
our
school,
but
not
always
in
a
constructive
way
that
centers
on
meeting
the
needs
of
those
kids.
It's
mostly
about
data
and
only
do
talk
about
rates.
We
talk
about
boys,
it's
true
boys
are
usually
the
ones
that
are
fighting.
That's
because
we
aren't
looking
at
what's
happening
with
our
girls.
D
Maybe
it's
that
we
are
valuing
their
needs.
The
lack
of
cultural
sensitivity,
awareness
and
training
came
up
from
the
students,
parents
and
school
personnel.
These
conversations
included
more
than
just
the
obvious
difference
between
the
predominant
student
of
color
population
and
the
white
teaching
staff,
but
also
have
a
lack
of
cultural
understanding
leads
to
issues
in
the
classroom.
One
parent
said
Boston
has
so
many
kids
that
are
first
and
second
generation.
Kids
meet
somalia,
dominican
republic,
ethiopia,
but
our
schools
have
no
culture
to
embrace
that.
D
D
D
Cover
that
it's
embarrassing,
but
my
school
doesn't
allow
that
one
day
a
even
started
in
my
class
and
my
friend
got
kicked
out.
I
was
like
dang.
She
wanted
to
be
here,
for
her
weave
was
messed
up.
What's
the
big
deal
what's
interesting
is
that
a
representative
school
from
a
school
personnel
had
a
very
similar
response.
She
said
teachers.
D
A
kid
sitting
in
class
with
a
hood
over
their
head
and
doing
work,
or
at
least
not
bothering
somebody.
You
have
no
idea
that
kid
went
through.
We
understand
that
it's
not
to
a
policy
deficit
on,
but
the
kids
sometimes
have
to
deal
with
so
much
at
home.
They
need
to
feel
safe
and
sometimes
hood
is
healthy
too
bad
and
teachers.
So
many
teachers
don't
understand
that
they
follow
a
policy
to
a
tee
and
they're,
not
empathetic
to
that.
So.
D
Becomes
a
battle
for
no
reason,
a
parent
saying
my
daughter
witnessed
another
child
being
asked
word
include
and
in
our
community
children
our
children
are
taught
at
a
certain
age.
You
don't
tell
anybody
where
you
live,
because
that's
a
game
with
a
looping
type
of
talk,
but
a
teacher
discipline,
the
child.
She
said
you're
being
moved
for
not
telling
them.
The
teacher
didn't
understand.
D
B
H
D
Indicate
that
teachers
coming
from
different
socio-economic,
racial
or
ethnic
backgrounds
cannot
be
effective.
What
it
indicates
is
that
when
training
is
inadequate,
an
empathetic
empathetic
discipline
is
not
enforced.
There
are
often
missed
opportunities
and
students
become
collateral
damage
in
this
process.
One
of
the
questions
that
concerns
I
hear
coming
from
educators.
We
talk
about
discipline,
is
what
exactly
is
the
role
of
a
teacher
and
the
educator
I
often
remark
that
when
we
need,
we
need
to
begin
to
train
and
talk
to
our
educators
that
the
role
of
an.
H
I
D
At
our
school
mr.
net
made
me
the
English
teacher,
she
may
also
be
the
only
person
that
a
certain
student
trust
miss
Nets
may
be
like
whoa.
That's
a
really
issue
for
the
nurse,
but
because
the
student
trust
miss
X,
we
need
to
know.
We
need
to
help.
Miss
X
know
how
to
handle
a
situation
and
what
to
do?
D
D
Focus
group
one
person
stated
some
schools
have
limits,
counselors
can
only
see
students
to
have
certain
insurances
and
they,
and
they
can
only
see
them
individually.
So
often
other
staff
end
up
doing
social
work
groups,
doing
structure
on
the
screens
and
on
top
of
that
meeting
with
administrators
to
figure
this
out,
another
person
said
too
many.
Schools
have
no
guidance,
counselor's
no
trauma
specialists,
no
social
worker,
so
it
falls
on
the
teachers
and
administration.
D
Administration
can't
be
can't
be
all
of
that
for
students,
so
it
falls
on
teachers
and
teachers.
Don't
have
the
training,
so
no
one
loves
another
person
thing.
Only
ten
schools
have
a
trauma
specialist,
ten
out
of
a
hundred
and
twenty-six,
and
there
are
so
many
kids
that
need
this
type
of
attention.
D
C
D
D
D
C
D
Comfortable,
he
gets
to
know
us.
Have
our
guidance
counseling
cops
in
our
school
get
to
understand
the
root
of
the
problem.
Instead
of
just
suspending
kids
suspending
a
gym,
a
kid
doesn't
make
any
sense.
There's
no
logic
behind
it.
To
me,
you
don't
learn
anything
from
suspension.
That's
what's
what
the
students
in
my
Harris.
E
D
Personnel
teachers
school
principals,
no
one
wants
high
suspension
data
after
school,
so
we
can
make
this
data
work
any
way
we
want.
So
today,
instead
of
traditional
suspension,
schools
will
give
a
therapeutic
dismissal
or
they'll
make
you
have
action
or
the
make
you
constructively
present
this
way,
it's
not
an
actual
suspension
on
books,
I
get
it,
but
this
is
not
help
of
a
situation
and
we
are
harming
kids
a
principal
thing
having
a
team
of
people
that
that
respect
young
people
is
key,
that's
first
for
me!
So
entirely.
D
D
C
D
If
you
need
anything,
this
is
who
I
am,
and
this
is
where
I'll
be
at
my
school,
we
sort
of
have
we
sort
of
having
teachers
call.
Parents
are
positive
things
that
kids
are
doing,
because
what
happens
is
we
call
them
only
for
bad
things,
and
so
they
expect
us
to
call
for
bad
things
that
doesn't
nothing
for
parent
engagement,
our
school
started
doing
week,
restorative
justice
circles
daily
and
that
were
and
that
lowered
our
disciplinary
issues
by
more
than
half.
So
this
is
what
I've
spoken.
A
J
I'm
good
evening,
Thank,
You
Cal,
so
Presley
for
inviting
lots
of
public
schools
so
to
discuss
girls
of
color.
My
name
is
dr.:
Carla
stratum,
the
deputy
superintendent
of
academics
and
student
support
services
for
public
schools.
Bps
is
very
proud
of
the
overall
efforts
of
building
high
quality,
academic
and
social/emotional
instruction
and
programming
for
all
of
its
students.
K
J
K
J
J
L
Good
evening,
everybody
thanks
for
having
me
the
office
of
opportunity
began,
as
has
many
initiatives
that
intersect
with
issues
concerning
young
women
of
color,
either
directly
or
indirectly,
while
programmatic
pieces
are
important,
there's
much
systemic
work
that
needs
to
continue
in
order
to
address
many
of
these
concerns
systematically
and
culturally
within
the
school
department.
For
that,
I
would
like
to
take
a
quick
look
at
a
social
paradigm.
L
We're
dealing
with
much
like
boys
of
color
articles,
like
girls,
would
interrupt
it
by
georgetown
law
discusses
the
adult
offical
of
girls
of
color
researchers,
studied
educational
professionals
from
multiple
levels
of
the
k-12
system
and
their
perceptions
of
black
girls,
ranging
from
beers
5
to
14
years
old.
The
results
showed
that
in
comparison
to
their
white
counterparts,
black
girls
were
received
to
need
less
nurturing
protections.
Support
comfort
were
judged
to
be
more
independent
to
know
more
about
the
topics
including
sex.
L
Unless
all
of
our
agencies
continue
to
work
on
creating
environments,
where
is
the
expectation
that
we
all
aware
of
rape,
racism,
bias,
intersectionality
our
own
cultural
frames
and
how
that
relates
to
our
policies,
our
structures
and
our
practices?
We'll
be
back
here
again.
It's
not
about
to-do
lists.
It's
about
a
mind,
shift
mindset,
shift
and
a
fundamental
change
in
practice.
L
Having
said
that,
there
are
some
specific
ways
in
which
the
office
of
opportunity-
and
she
began-
goes
about
trying
to
influence
that
system
systematically.
We
have
the
opportunity
in
Chima
gap
policy
and
it's
implementation
plan
that
covers
a
hundred
plus
smart
and
process
goals
across
the
central
office
in
our
schools.
Under
the
theory
of
targeted
universalism.
L
This
strategic
plan
pushes
equity
with
concrete
goals
from
more
culturally
approach,
appropriate
lunches
with
food
services
to
decolonizing
our
curriculum
with
academics
and
everything
in
between
the
goals,
focus
on
cultural
efficiency,
dismantling
structural
barriers,
providing
greater
access
to
opportunities
and
bolstering
ecological
supports
through
authentic
partnerships
with
students,
families
and
communities.
We
are.
B
L
Cls,
he
pushes
three
competencies
that
all
staff
and
VPS
need
in
order
to
be
more
effective
in
working
across
cultures
and
change
the
paradigm
between
the
system
and
historically
marginalized
populations.
These
include
first
awareness.
We
need
the
knowledge
of
our
social,
political
reality
landscape,
both
historically
and
instructionally,
and
structurally
today,
in
Boston
in
the
United
States,
and
how
that
connects
to
our
personal
bias
and
our
structural
biases
that
are
currently
in
the
system
to
cultural.
L
And
relationship
building,
this
is
building
authentic
cultural
knowledge
of
students,
families
and
the
communities
that
they
come
from.
Checking
your
assumptions
and
judgments
building
trusting
relationships
with
students,
especially
marginalized
dependent,
so
they
can
be
pushed
to
their
approximate
zonal
development
and
three,
the
construction
of
a
repertoire
of
culturally
linguistically
sustaining
practices,
which
means
that
you
know
you
have
the
skills
to
adapt
and
ameliorate,
classroom
and
institutional
practice
based
on
the
satisfied
but
said
satisfaction
of
the
prior
two
competencies
for
the
gain
to
the
further
knowledge
and
relationships
of
students,
families
and
communities.
L
L
C
L
Centered
out
of
our
office
on
the
concept
of
race
in
the
manifestations
of
racial
bias,
such
as
white
privilege,
internalized
racism
and
implicit
bias
this
year
work.
This
year's
work
will
include
issues
of
intersectionality
with
our
principles,
including
factors,
a
race,
culture,
gender,
sexual
orientation
and
poverty.
L
Finally,
we
also
have
some
targeted
programming.
One
example
of
that
is
the
ten
boys
and
ten
girls
initiatives
director
of
targeted
programming.
Goncourt
Isis
joins
us
in
the
crowd,
who
runs
that
this
is
curriculum
that
provides
affirmation,
rites
of
passage
to
students
of
color,
both
female
and
male
as
soon
as
the
color,
and
is
aligned
to
the
ela
and
social
studies.
Curriculum
standards,
success
centers,
which
targets
privately
asking
students
when
I
want
with
mentors
the
exam
school
initiative
that
was
providing
tutoring
for
students
who
are
going
to
take
the
ISEE
test.
L
Sam
schools,
balancing
the
racial
balance
within
that
program,
early
warning
indicator
systems
trying
to
provide
a
safety
net
for
students
so
that
we
don't
learn
at
the
end
of
the
year
that
they
filled
other
courses,
but
we're
constantly
progress.
Monitoring
and
an
initiative
called
Exodus
overall
that
I
don't
have
enough
time
to
get
into,
but
really
it's
trying
to
think
of
what
is
the
most
appropriate
model
to
make
sure
that
all
of
our
students
get
the
most
rigorous
affirming
educational
experience
outside
of
our
special
programs
like
exam
schools
in
advance
work
class.
L
M
B
M
That
healthy
students
are
better
learners.
We
are
committed
to
promoting
the
social,
emotional
and
physical
wellness
of
all
students
to
support
both
their
healthy
development
and
readiness
to
learn.
We
know
that
addressing
these
three
dimensions
of
wellness
are
key
to
closing
the
opportunity
and
achievement
gaps.
M
The
Wellness
Policy
strives
to
ensure
equity
of
programs
and
multi-tiered
systems
of
support
for
all
of
our
students
across
prevention,
intervention
and
intensive
response,
so
that
we
can
address
the
needs
of
our
most
marginalized
students.
That
goes
to
the
heart
of
the
problem
to
the
heart
of
the
bps
problem
of
practice.
M
Health
and
wellness
health
services
up
opportunity,
youth
and
succeed.
Boston
these
departments
collaborate
to
help
schools,
multi-tiered
systems
of
supports
that
they
need
to
implement
health,
related
policies,
creating
safe,
healthy
and
welcoming
school
environments
and
deliver
explicit
instruction
programs
and
services
to
students
and
families
and
Jill
Carter.
Who
is
the
senior
executive
director
of
the
office
of
social,
emotional
learning
and
wellness
will
be
testifying
later
and
she'll
go
deeper
into
the
work.
But
some
of
the
work
that
the
office
has
been
engaged.
J
J
D
A
H
That
you've
been
doing
over
the
last
few
years
and
more
recently,
we
took
it
very
seriously
about
updating
our
code
of
conduct
to
reflect
best
practices
around
the
country.
His
father's
here
in
Massachusetts.
As
many
you
know,
we
were
the
first
school
district
to
revise
our
policy,
the
head
of
Massachusetts
in
our
last,
and
we
worked
real
diligently
to
provide
a
lot
of
pressure
and
development
over
the
years
for
our
staff
and
our
students
regarding
the
changes
that
we
felt
were
best
practices
this
year.
H
We're
very
excited
about
we're
excited
about
it,
because
it's
a
great
opportunity
for
us
to
take
on
some
of
these
issues
with
that
advisory
body.
That
advisory
body
is
made
up
of
students
advocates
teaching
staff
at
schools.
It's
some
central
office
membership
facilitate
those
conversations,
Somalia
and
I.
Do
that
work.
Do
I
mean
we.
H
You
want
to
make
sure
that
we
educate
all
participants
and
constituents
about
the
code
of
conduct
so
excited
about
going
forward
with
that
work.
So
it's
very
timely,
we're
very
excited
about
it
and
we're
very
excited
that
this
lens
has
been.
You
know
brought
to
our
attention.
They
really
take
a
closer
look.
So
thank
you.
N
That
addressing
the
three
dimensions
of
wellness,
the
social,
emotional
and
physical
well-being
of
students
is
critical
to
closing
the
opportunity
and
achievement
gaps.
The
office
of
social,
emotional
learning
and
wellness
is
working
on
both
prevention
and
intervention
strategies,
and
that
goes
those
cut
across
our
nine
departments
and
17
programs.
I'll
just
highlight
a
few.
N
The
Boston
Public
Schools
Wellness
Policy
requires
comprehensive
pre-k
to
12
health
education
that
is
medically
accurate
age
and
developmentally
appropriate,
culturally
inclusive
and
implemented
in
safe
and
supportive
learning
environments,
where
all
students
feel
valued
all
schools
who
must
provide
health
education,
including
the
bps
health,
with
a
safe
body
unit
and
grades
four
and
five
and
two
semesters
of
health
education
in
grades
6
through
8
taught
by
a
licensed
health
and
one
semester
about
that.
Between
total
grades,
9-12
taught
by
licensed
health
education,
teacher
bps.
N
Comprehensive
sexual
health
education
for
grades
K
through
12,
which
includes
lessons
on
many
topics,
some
which
I
just
want
to
mention
because
they
address
some
of
the
things
we've
heard
of
their
report
earlier.
These
include
healthy
relationships,
personal
safety,
boundaries
addressing
with
gender
stereotypes
advocating
for
general,
gendered,
social
justice,
sexual
orientation
and
identity,
addressing
a
sexual
abuse
and
harassment,
safe
and
supportive,
the
school
environment
consent
dating
violence
and
gender
diversity.
N
We
will
be
teaching
social,
explicit,
social-emotional
skills,
and
we
will
also
be
training
adults
to
improve
the
school
climate
as
part
of
that
initiative,
in
collaboration
with
other
asset
of
other
division
departments,
we
are
rolling
out
training
for
teachers
and
school
leaders
around
to
create
how
to
create
safe,
healthy
and
sustaining
learning
environments.
The
behavioral.
N
N
N
Recently,
we
we
have
received
some
additional
funding
and
supports
for
restorative
practices
through
a
2.8
million
dollar
grant,
with
American
the
American
Institute
for
Research
Suffolk,
University's
Center
for
story
of
Justice
and
the
Office
of
sell
well.
Bps
will
embark
on
the
provisions
of
services
to
30
middle
and
high
schools
to
evaluate
the
effectiveness
of
the
circle
forward.
Whole
school
restorative
practices,
intervention
on
school
safety
and
student
outcomes
of
high
risk
high
Native
communities
through
negotiations
with
the
btu
there
will
be
a
new
discipline
or
native
the
restorative
justice.
N
Highlights
we
launched
last
year
the
out
for
Safe
Schools
badges
campaign
to
ensure
that
lesbian,
gay,
bisexual,
transgender,
clear
or
questioning
students
and
their
families
feel
welcomed
and
affirmed,
and
every
school
community.
The
program
is
a
partnership
in
a
partnership
of
the
Boston
Public
Schools
health
and
wellness
Department
received
a
welcoming
school
specialists,
bliss
in
Massachusetts
Los,
Angeles,
LGBT
Center
and
the
national
GSA
Network.
E
H
E
E
E
A
A
H
L
J
J
Rose
has
highlighted
for
us
how
we're
truly
being
reflective
around
biases
and
how
they
may
exist,
because
the
one
thing
about
our
schools,
because
they're
so
culturally
diverse
linguistically
diverse
every
school,
is
going
to
have
many
different
experiences,
and
so
how
do
we
create
the
space
where
these
kinds
of
conversations
and
awareness
is
truly
built
so
that
way
at
the
school
level,
they're
also
making
decisions
based
on
what
they
understand
is
happening
in
their
school
and
I'll?
Pass
it
to
dr.
Rose,
because
I
think
he
explained
it
beyond.
L
B
L
The
spaces
to
interrogate
and
investigate
their
knowledge
of
the
students
that
are
in
front
of
them
and
if
it's
not
Muslim
students,
it's
something
else
that'll
pop
up,
if
we
don't
activate
ourselves
to
do
that,
work
at
the
school
level
and
so
I
think
it
it's
twofold.
We
need
to
be
specific
about
things
that
need
to
happen,
but
we
also
have
to
have
a
mindset
that
we
actually
need
to
know
students
more
deeply,
and
then
we
won't
run
into
problems
like
that.
B
A
J
Comment,
I
think
one
of
the
thing
of
one
of
the
things
around
the
data
that
makes
it
hard
is
that
the
quantitative
data
doesn't
share
really
reveal
the
story
as
well
as
the
qualitative.
So
she
did
a
beautiful
job
of
sharing
personal
experiences
because
that's
actually
you
don't
see
disproportionality
in
the
data.
So
we
looked
at
suspension.
We
looked
at
attendance,
Marilla
can't
and
there
was
an
a
glaring
disproportionality
issue
around
gender
per
se.
J
You
saw
it
slightly
more
when
you
brought
in
race
and
gender,
but
still
the
information
of
what
actually
girls
in
our
school
girls
of
color
experience
in
our
school
I
think
is
I.
Think
where
you
will
be
able
to
see
that
more
efficiently
and
in
a
way
that's
meaningful
to
be
actionable,
is
going
to
be
at
each
of
our
schools.
How
do
we
have
folks
have
conversations
about?
Are
there
biases
in
our
current
policies
and
our
quota
conduct,
as
well
as
our.
J
And
supports
that
we
have
at
the
school
level
because
it's
really
hard
to
see
the
data.
Just
if
you
look
at
numbers,
it's
not
as
hilarious
as
we
would
like
it
to
be.
You'd
have
to
really
didn't
even
really
talk
to
people
to
really
understand
the
experience
of
our
girls
of
color
right
now,
based
on
the
data.
O
H
M
J
Just
to
be
clear,
counselors,
so
the
policy,
the
district
policy
created
a
range
originally,
and
so
what
we
notice
in
our
data
analysis
was
we
needed
to
become
very
concrete
with
people
about.
This
is
what
it
is
in
EPS,
and
so
hence
why
the
superintendent
clarified
what
that
was
and
sent
a
memo
out
to
all
administrators
clarifying
exactly
what
the
expectation
was,
because
the
policy
actually
allowed
for
that
range
before
so.
C
J
P
Something
that's
pretty
unique
about
our
school.
We
take
pride
in
the
cultural
aspect
of
our
academics.
That's
something
that's
embedded
from
the
first
day
we
have
our
teachers
on
board.
It
is
we
cater
to
culture
out
of
school.
You
know,
we
feel
that
we
are
one
of
the
leaders
in
cultural
education
in
the
area.
P
So
if
you
look
at
any
posters
in
our
school,
if
you
look
at
any
of
the
literature,
you
know
we're
big
on
cultural
and
powerful
and
that's
something
that
we
feel
drives
instruction
discipline,
just
a
social
aspect
of
what
we
do.
A
model
of
our
home
rooms
are
named
after
historically
black
colleges
and
universities.
P
We
pride
ourselves
in
having,
in
the
spring
to
bring
our
alumni
back.
We
try
to
you,
know,
mimic
homecoming
event
that
you
would
see
at
a
Morehouse
or
something
of
that
nature.
We
know.
That's
that's
key
to
what
we
do
is,
especially
with
the
discipline
is
I'm
making
sure
we
have
family
involvement.
That's
something
that's
key,
and
what
we
do
to
in
order
to
keep
our
suspensions
down
is
keeping
them.
You
know
being
involved
with
families
and
being
a
hands-on
school.
P
Something
that's
unique
about
my
position:
I
pride
myself,
a
lot
of
being
a
girls,
basketball
coach.
This
will
be
my
12th
year
and
many
different
programs
and
the
community
here
our
school.
So
a
lot
of
the
young
ladies
recognize
me
for
being
in
two
different
gyms
and
being
in
a
community
and
that's
something
I'd
like
to
use
so
I
take
the
principle
without
off
after
school
and
get
in
there
and
coach
with
the
young.
P
Ladies
and
one
of
the
first
thing
that
comes
up
for
me,
if
the
young
lady
does
come
into
office
is
all
the
first
thing.
I
want
to
know
is
what's
a
program
and
do
we
have
here
and
do
we
have
program
and
that
meets
your
needs,
so
something
that's
so
important
about
the
discipline
that
we
do.
Is
we
if
we
do
have
a
punishment?
We
wanted
to
be
a
learning
experience,
and
if
there
is
an
issue
as
far
as
discipline,
we
want
to
make
sure
we
have
the
right
enrichment
in
place
to
support.
P
So
we
really
pride
ourselves
on
the
athletics
because
student-athletes
and
we
feel,
like
that's
key.
So
one
of
the
first
questions,
I
always
ask
if
the
student
comes
to
the
office
for
discipline
is
how
you
know:
how
are
they
interested
in
any
of
our
after
school
programs?
It
has
to
be
a
part
of
the
conversation
when
dinner
with
parents
at
dinner,
with
students
that
may
have
some.
P
You
know
issues
or
some
triggers
things
from
you
know,
trauma
and
things
that
come
up
in
neighborhoods,
so
I
just
want
to
start
what
you're
saying
that's
very
important
to
the
culture
that
we
can
build.
You
know,
being
at
a
charter.
Is
you
know,
taking
some
risk
and
doing
some
things
that
you
know
may
seem
outside
of
the
box
to
solve.
P
P
C
A
C
P
Today,
as
far
as
peer
conflict,
we
do
have
groups
set
up
on
Fridays,
where
you
know
the
the
male's
come
together.
You
know
we
address
certain
issues
that
may
come
up
towards
this
manhood
and
be
an
gentleman
we
tried
on
that.
Are
our
teachers
or
some
of
the
programs
that
we
partner
with
handle
a
lot
of
issues,
but
for
the
most
part
in
my
office,
I
miss
a
mixture.
This
is
a
different
variety,
with
more
sulphate,
discipline
I
would
say
for
redirection.
P
It's
just
you
know,
making
sure
that
you
know
they
have
a
fair
shot
to
express
themselves
and
issues
do
come
up
in
class
where
they
may
need
a
redirection
or
a
cool-down
and
things
of
that
nature.
We
have
a
small
support
team,
so
I
do
take.
You
know
some
of
those
issues
very
seriously
and
you
not
just
want
to
make
sure
for
the
most
part
that
you
know,
suspension
comes
as
a
last
resort.
P
We
don't
initially
just
started
with
some
restorative
justice
work
last
year,
so
we
still
our
staff
is
still
formally
being
trained,
but
because
of
the
center
part
of
our
school,
they
sort
of
that's
where
you
know
we
have
a
student
council.
We
have
a
support
team
that
you
know
we
we've
covered.
You
know
different
data
and
things
that
have
nature
often,
and
you
know
it
is
something
where
you
know,
especially
for
young.
P
Ladies,
you
know
they
get
a
good
sense
of
speaking
on
some
of
the
discipline
policies
that,
even
speaking
on
certain
ones,
that
they've
may
feel
that
been
an
issue
in
the
past
and
need
to
be
changed
so
between
our
student
council
and
just
that
we
have
a
great
support
team
that
you
know.
Some
of
those
policies
are
in
place,
aspiring
story
justice,
yet.
R
A
R
R
One
of
those
cities
where
people,
especially
you
know
in
college
kids.
They
come
in
and
out,
that's
very
rare
that
they
find
people
from
Boston
that
have
walked
their
walk
and
actually
gotten
somewhere.
After
that,
that's
been
a
really
big
thing
and
another
one
of
the
things
we
regard
restorative
justice
is
my
big
deal.
He's
been
really
good
at
hiring
people
who
not
only
play
sports
but
using
art
as
a
means
of
actually
letting
them
express
themselves.
R
Sometimes
a
little
bit
of
poetry
can
find
out
a
lot
of
the
problems
that
they
might
have
had
and
actually
get
them
talking
and
saw
the
issues
on
their
own
that
they
don't
even
see
us
issues
anymore.
They
actually
find
it
to
be
stances
and
poems
that
exist
in
ways
that
can
get
their
stories
told.
Maybe,
for
example,
we
had
one
of
our
students
who
came
out
of
the
school
in
South,
Boston
and
she's
about
my
color,
and
she
was
teased
terribly
for
being
very
chocolate
at
all,
predominantly
white
school
in
South
Boston.
R
But
when
she
came
to
DLA
she
had
some
of
these
same
bullying
haggis
because
she
was
bullied,
but
she
often
references
own.
We
don't
have
a
Dean
of
discipline.
We
have
student
support,
so
you
see
the
difference
in
the
wording
there.
It
was
actually
a
man.
Mr.
Nazir
she's
actually
be
talking
at
wgh
tomorrow.
If
you
guys
want
to
come
here,
but
she'll
be
talking
about
how
this
mail
actually
for
the
first
time
the
mail
stepped
in
her
life.
R
Not
only
was
she
not
afraid
of
him,
but
he
actually
had
her
rethink
her
way
of
thinking
to
solve
problems,
so
we
armed
them
with
the
tools
to
be
able
to
get
over
things.
We
actually
give
them
the
representation
of
actually
having
people
who
have
done
it
and
we
give
them
an
opportunity
to
get
over
it
and
create
a
wing
disciplines,
one
of
those
things
where
immediately
sometimes
the
word
heavy
and
has
a
negative
connotation.
R
H
R
I'm
really
excited
they're,
starting
to
know
their
beauty.
We
had
one
of
our
teachers
lashes.
She
made
a
beautiful
song.
Actually
you
guys
should
probably
hear
about
mr.
lovely
but
I'm
going
beyond
the
beauty
of
their
bodies,
though,
beyond
that
to
realize
that
they,
the
sexual
harassment,
the
comments
on
it,
that's
one
portion
of
them
and
they
can
definitely
redirect
the
girls,
but
I
think
there
has
to
be
something
for
the
males.
R
Also,
we
can
keep
building
strong
women,
but
until
we
repair
the
broken
men,
I
think
that
that's
going
to
be
something
that
that's
one
trend.
I've
seen
I've
seen
these
girls
that
are
really
really
strong.
All
the
time
we
got
to
get
the
men
to
realize
it's
okay
to
be
around
strong
women,
and
that's
probably
one
of
the
trends
that
I'm
seeing
is
that
they're
they
making
the
space
these
girls
to
feel
beautiful
to
be
strong.
R
But
we
got
to
be
able
to
allow
the
boys
to
realize
that's,
okay
and
not
unless
I
feel
in
competition
and
that's
okay.
They
feel
like
they're
a
little
bit
but
thing
to
get
to
that
next
step
of
actually
realize
when
that
beyond
gender,
we
can
all
move
forward
that
that's
one
of
the
trends
on
notice
and
the
girls
getting
strong.
But
we
need
the
boys
to
be
comfortable.
P
I'm
most
proud
about
it,
DNA
is
on
every
second
Friday
off
her
boys.
Brutal
train
is
that
as
a
chance
to
really
you
know,
speak
on
women's
empowerment.
How
important
it
is
to
you
know,
respect
your
mother
or
respected
women
teachers
at
the
school,
and
so
we
have
a
lot
of
dialogue
with
the
young
men
in
conjunction
with
the
world.
The
women's
empowerment
worked
it
out.
We
don't
miss
Rawls
and
a
few
bother
teacher
leaders
do,
and
so
it's
just
a
time
for
all
of
us
to
appreciate
each
other
and
come
together
as
a
community.
P
A
A
S
Thank
you,
councilor
Pressley,
for
leading
a
discussion
on
how
to
best
support
our
girls,
particularly
our
girls
of
color,
I'm,
gonna,
start
just
with
just
a
general
statement
and
leave
as
much
time
for
questions
as
I
can
start
just
by
saying
that,
obviously,
the
needs
of
all
of
our
kids
are
very
different.
What
is
universal
is
that
the
most
important
factor
that
defines
our
kids
schooling
experience
is
the
quality
of
the
experience
they
have
with
their
classroom
teacher.
S
S
So
things
like
having
small
overall
student
loads
so
that
teachers
really
have
the
time
passengers,
know
they're
kids,
structures
and
routines
for
teachers
to
provide
individualized
support
and
feedback
throughout
the
day
and
a
nurturing
supportive
and
calm
learning
environment
in
which
transitions
and
disruptions
are
minimized
and
research
shows
us.
As
you
know,
by
the
way,
those
are
the
kind
of
supports
that
are
particularly
important
for
students.
Who've
experienced
significant
trauma
at
Brooke.
S
We
use
them
primarily
for
feedback
for
teachers,
and
so
they
see
that
how
kids
report
their
experience
in
their
classrooms
again.
Going
back
to
this
belief
that
the
most
important
thing
for
our
kids
is
the
experience
they
have
with
their
classroom
teachers.
But
we've
also
started
to
try
to
look
at
them
across
schools
and
compare
where
it's
at
schools
within
our
network
as
well.
C
S
I,
wouldn't
I,
don't
think,
there's
a
majority
that
falls
into
category.
You
know,
there's
a
whole
range
that
will,
you
know,
go
from
disrupting
class
to
some
type
of
bullying
or
meanness
towards
another
student.
You
know.
Certainly
there
there
can
be
issues
of
like
drug
related
things
or
weapons
or
fights
rare
but
they're.
Nonetheless,
so
I
can't
categorize
what
a
majority
is
there
Oh
frankly
like
a
larger
ality,
do.
E
S
A
A
C
S
At
each
school,
our
high
school,
for
instance,
has
gender
specific
advisories,
so
they'll
be,
and
that's
where
these
circles
happen.
In
that
context,
some
of
their
groups
of
ten
to
fourteen
kids
and
they'll
be
all
female,
and
when
the
female
advisor
at
the
high
school
level,
at
some
of
our
k
aids,
there
are
girls
groups
for
girls
who
identified.
We
think
it
benefit
for
that
kind
of
thing.
A
B
A
T
Yep
I'm
sharing
Liz
am
the
executive
director
at
Boston
prep
charter
public
school
in
Hyde,
Park
Boston
prep
is
a
small
six
through
twelfth
grade
charter
school,
currently
enrolling.
Four
hundred
and
sixty
students
in
about
two
hundred
and
twenty-five
alumni
that
we
support
in
college
at
the
core
of
our
work
is
a
commitment
to
ensuring
our
student
success
in
four-year
college
and
their
ethical
growth,
both
in
thought
and
action
throughout
that
time.
T
At
the
core
of
the
work
at
Boston,
prep
is
a
realization
and
a
desire
that
relationships
and
high
expectations
are
at
the
core
of
what
we
do
and
those
relationships
built
between
students
with
teachers
with
their
advisers
and
with
our
families
work
together
to
create
a
calm,
urgent,
structured
learning
environment
that
we
hope
promotes
the
emotional,
physical
and
mental
well-being
of
all
of
our
students.
That's
not
to
say
that
we
too
don't
enough
areas
where
we
would
like
to
improve,
and
over
the
past
many
years,
we've
engaged
in
learning
pretty
regularly
as
a
team.
T
Looking
at
our
data,
seeing
where
there
are
moments
and
places
where
we're
proud
and
moments
and
places
of
challenge
and
working
collectively
to
identify
interventions,
implement
those
interventions
and
then
reflect
upon
them,
I'd
be
remiss
of
saying
that
one
of
the
areas
upon
my
arrival
that
we
were
reflecting
on
was
our
over-reliance
on
suspensions
at
Boston
Prep.
Anyone
who
knows
the
data
both
in
the
city
and
at
the
state
level
knows
that
this
was
true,
and
over
the
past
five
years,
we've
taken
many
steps
to
bring
number
significantly
down.
T
One
of
the
things
that
we've
done
is
we
worked
to
make
the
discipline
process
in
the
10
I'm
out
of
class,
much
more
reflective
and
done
so
in
a
way
that
was
more
private
between
a
student
and
a
teacher
or
a
student
and
a
Dean
I'mso
could
really
work
through
the
Y
and
thinking
about
how
to
be
reflective
and
change.
Behavior
moving
moving
forward,
we
also
underwent
and
reviewed
and
adjusted
some
policies.
T
In
addition,
we
increased
the
level
of
student
government
both
at
the
middle
school
and
the
high
school
level
over
that
same
time
period
and
currently,
both
of
those
bodies
are
led
by
students
that
identify
as
female.
Through
that
time,
we
continue
to
deepen
our
investment
in
advisory
in
the
middle
school
and
in
the
high
school
and
we've
increased.
The
number
of
student
led
discussions
on
topics
related
to
gender
identity
and
other
social
justice
issues
that
students
have
brought
forward,
and
last
year,
demo'd
implemented
a
demonstration
around
community
conversations
connecting
events
to
events
happening
in
school.
T
T
With
these
interventions
I'm
in
the
work
of
the
team,
we
have
made
progress
relative
to
our
goals,
but
we
still
have
work
to
do
and
we
believe
what
we
measure
matters,
and
so
we
have
set
more
aggressive
goals
around
suspensions
around
any
time
outside
of
class.
We're
looking
into
other
evidence
based
interventions
that
can
support
collaborative
problem-solving
or
other
trauma-informed
care
at
Boston
prep
we're
continuing
to
use
pair,
which
is
a
collaboration
with
McLean
Hospital
and
Harvard
Medical,
School
and
being
more
trauma-informed
in
our
social
groups.
T
We
are
going
to
continue
to
increase
our
counseling
services
at
school
and
finding
more
ways
to
celebrate
and
recognize
the
contributions
of
our
students
publicly
and
in
collaboration
with
their
families.
Finally,
we're
looking
at
our
curriculum,
always
in
finding
ways
to
make
it
more
culturally,
responsive
and
certainly
engaging
in
ongoing
professional
development
with
faculty
and
so
more
work
to
do
progress
to
be
made
and
all
in
an
effort
to
support
all
of
our
students.
T
Well,
some
of
the
topics
have
come
up
earlier,
so
we
have
done
some
work
led
by
teachers
at
Boston.
Prep
we've
done
some
work
led
by
outside
facilitators
experts
in
this
area.
Talking
about
white
privilege
talking
about
and
exploring
what
books
are
included
in
the
curriculum.
How
might
we
want
that
to
change?
T
What
are
the
ways
that
we
celebrate
and
incorporate
culture
daily
versus
just
at
specific
moments
throughout
the
school
year
and
this
year,
14
teachers
have
stepped
forward
to
lead
a
committee
around
cultural
competency
of
Boston
prep,
and
their
initial
takeaway
was
that
as
adults,
we
need
to
work
on
ourselves
and
with
ourselves
deeply.
First.
H
T
T
Code
dress
code:
uniform
is
not
at
the
top
of
the
list
in
terms
of
discipline
related
issues
like
John
reference.
We
too
have
you
know,
belts
and
shoes
and
shirts
and
things
of
that
nature,
so
that
uniform
doesn't
conclude
anyone
from
class
time.
It
is
something
the
gender
specific
nature
of
certain
aspects
of
our
dress
code
policy,
or
something
that
we
are
looking
at
this
year
to
make
sure
that
students
all
students,
feel
that
the
dress
code,
policy
and
uniform
is
is
fair
and.
A
O
K
K
Of
my
colleagues,
Nadia
leaden
and
Melanie
Rodriquez
we'll
be
sharing
a
bit
about
our
work
with
young
women
of
color.
It
felt
really
important
on
this
topic
to
give
voice
to
the
people
who
are
working
most
directly
with
our
students.
I'm
excited
for
them
to
talk
about
their
work.
I
did
want
to
say
personally,
though,
that
as
a
Latina,
a
mom
and
Boston
resident
I'm,
so
grateful
to
you
for
having
this
hearing
this
summer,
I
was
bouncing.
My
baby
and
I
heard
about
the
mr.
charter.
K
One
for
all
of
our
students
is
critically
important.
I
know
that
part
of
today's
focus
is
on
behavior
and
discipline
systems.
At
Boston
collegiate.
We,
like
my
colleagues
at
Brook
and
a
Boston
Crab,
have
been
shining
the
light
behavior
policy
in
the
spirit
of
ensuring
that
we
are
the
scible
that
our
students
deserve.
We've
been
using
an
online
tool
to
track
the
cave
years.
We've
adjusted
our
consequences
to
ensure
we're
taking
into
account
where
students
are
coming
from
so
I'll
give
you
an
example.
It
used
to
be
the
case.
O
K
K
Aligns
me
with
those
valuables,
but
it
used
to
be
the
case
that
you
could
get
a
demerit
for
not
being
prepared
for
school
and
you
could
get
9
suspension.
So
it
could
just
be
the
case
that,
because
no
one
was
able
to
buy
pencils,
you
were
not
prepared
for
school
and
then
you
got
two
minutes
and
then
you
got
suspended.
So
we
took
a
very
careful
look
at
what
was
leading
to
its
kind
of
behavior.
K
That
I
also
want
to
do,
though,
that
it
is
our
core
belief
that
without
great
teachers,
nothing
else
matters,
and
so
we
really
think
and
I'm
here
with
teachers,
because
we
really
believe
this,
but
the
best
way
to
keep
students
focused
and
to
ensure
that
their
behavior
is
appropriate
is
to
teach
them
really
well.
So
they
want
to
pay
attention
because
if
they.
K
Going
to
exhibit
behaviors
that
we
don't
mind
appropriate
for
school,
so
so
great
teaching
really
is
the
key
thing
that
we're
focused
on
another
thought
just
in
terms
of
trauma
because
I
know
that's
a
focus
today.
Our
own
is
that
the
best
step
there
is
to
have
adequate
staffing
to
just
make
sure
that
students
have
people
they
can
go
to
so
we're
pleased
that
we
have
two
full-time
counselors
from
large
number
of
counseling
interns
and
interns
and
a
part-time
psychologist
on
staff.
K
All
helping
us
better
understand
some
of
the
issues
we're
seeing,
and
our
next
step
is
to
make
sure
that
they're
not
just
handling
a
case
where
the
students
but
share
your
knowledge
with
in
in
terms
of
social
and
emotional
learning.
We
have
been
partnering
with
pair
program
and
education
and
resiliency
that
Sharon
mentioned
out
of
McLean
Hospital
in
the
Harvard
Medical
School
and
the.
T
C
K
Specific
for
girls
that
felt
strong,
so
it's
designed
to
help
girls,
develop
voice
and
self-advocacy
and
address
issues
of
confidence
and
know
who
to
put
in
that
group
based
on
the
holistic
student
segments.
It's
a
data,
social-emotional
learning,
specifically
for
girls.
So
far,
the
girls
that
have
been
in.
H
K
K
N
K
We're
not
by
any
stretch
we're
working
really
hard,
and
we
appreciate
you
so
thank
you
for
inviting
us
here
to
speak
about
our
work.
We
are
on
a
journey
to
be
your
best
selves
for
our
students
and
I
also,
finally
wanted
to
note
that
I
think
this
topic
supporting
them
young
women
of
color,
can
be
an
area
and
I
really
appreciate
the
beginner
that
the
beginning
that
we
can
all
work
on
collaboratively
in
this
city.
K
Too
often,
we
think
of
things
of
the
district
school
issue
or
a
charter
school
issue,
and
we
can
all
agree
being
here
in
this
room
together
that,
from
a
student's
perspective
from
parents
perspective,
what
matters
most
is
that
children
go
to
schools
where
they
can
be
challenged
and
respected.
I
serve
them
on
the
Boston,
compact
and
I
know.
H
Q
The
most
active
members
of
MCC
have
been
young
women
of
color,
who
have
developed
boys,
organizational
skills
and
the
overall
overall
ability
to
lead
their
peers,
and,
to
be
honest,
all
I've
done
to
allow
this
work
to
happen
is
to
listen
to
these
children,
these
young
people,
and
to
be
my
true
self
on
doing
so,
I.
Let
them
see
who
I
am
my
interests,
my
passions,
my
struggles
and
I
do
my
best
to
model
the
ability
to
take
your
passions
and
run
women
to
make
others
care
about.
F
Good
evening
my
name
is
Melanie
arias
and
I
began
my
teaching
career
five
years
ago
at
the
Epiphany
school
in
Dorchester
I
served
as
a
teaching
fellow
and
for
the
past
two
years,
I've
taught
at
BOTS
collegiate
as
the
eighth
grade
history
teacher.
As
part
of
our
commitment
to
our
students,
the
teachers
are
encouraged
to
provide
an
after-school
elective
once
a
year.
F
The
natural
hair
Club
was
an
idea
inspired
by
my
own
experiences.
Being
a
woman
of
color
and
growing
up
in
the
suburban
neighborhood
did
not
lend
too
many
examples
of
natural
black
hair.
I
did
not
develop
an
appreciation
for
my
hair
as
an
extension
of
my
identity
until
college-y
took
part
in
what
they
called
the
big
job,
where
I
literally
chopped
all
my
hair
out.
This
began
a
period
of
regrowth
for
me
emotionally,
as
well
as
for
my
hair.
F
F
The
club
focuses
on
tackling
and
dismantling
the
media,
promoted,
standard
of
beauty
and
learning
about
our
own
soon
as
discuss
the
implications
of
the
media
on
their
identities.
They
research
their
hair
types
they
find
ways
in
which
and
add
style
all
this
feeding
back
to
student,
self-worth
confidence
or
appreciation
of
their
natural
beauty.
The
club.
T
H
G
Was
a
lack
of
representation
in
this
field
and
I
became
an
educator
because
of
a
woman
of
color?
Who
did
the
work
before
me
and
because
I
had
a
mentor
that
showed
me
that
I
didn't
have
to
accept
what
others
had
said
about
me
and
that
I
could
create
my
own
destiny
and
that's
what
I'm
trying
to
so
with
my
line
of
work
in
both
charter
ended
in
districts.
G
Discipline
policy
so
I
totally
believe
that
there
is
a
need
for
some
sort
of
initiative
to
support
students.
That's
one
of
the
few
women
of
color
teachers
at
my
school.
There
is
the
demands
for
a
sort
of
met,
friendship
that
I
feel
like
I.
Don't
have
the
capacity
to
do
on
my
own
and
so
I'm
hoping
that
me
being
here
can
spark
some
sort
of
conversation
where
we
can
think
about
initiative
so
really
support.
A
A
An
exception,
and
then
we
will
be
merging
for
two
and
we'll
be
presenting
a
formal
recommendations.
You
know
across
the
board,
based
on
what
we
were
here
for
over
the
summer.
I
will
be
heard
at
our
hearing
of
all.
We
want
to
make
sure
that
rainy
to
disseminate
this
information
to
you.
This
message
is
some
of
which
you
spoke
about
today,
the
best
practice.
Okay.
So
when
you
picture
to
start
a
little
address,
then
finally,.
A
C
A
I
A
I
I
Will
people
will
be
Laura?
Definitely
so
in
this
summer,
we're
at
the
Perkins
community
centers
on
Talbot
Ave,
and
we
partner
with
the
leaf
school
as
well
as
surrounding
agencies.
Boston
police
is
also
a
strong
supporter
of
the
program
being
that
it's
funded
to
the
Shannon
grant.
We've
also
expanded
into
South
Boston.
I
A
few
girls
also
work
under
the
girls
initiative
throughout
the
school
year,
so
they
go
out
and
they
mentor
girls
and
their
peers
and
basically
inform
them
like
Reis
upcoming.
We
have
a
few
events
on
this
in
this
month
as
well,
that
we
have,
and
so
we
tried
during
the
school
year
to
host
something
for
girls,
that's
educational,
safe
and,
basically
about
it,
empowerment,
making
sure
that
they
know
that
they're
being
supported
and
heard
my
door
is
always
open.
I
So
it's
definitely
I'd
say
like
once:
April
hits
my
phone
is
ringing
off
the
hook
about
hey,
what's
going
on
for
the
summer,
what
kind
of
opportunities
do
you
have,
etc?
The
other
thing
to
be
cyf
that
I
was
happy
to
see
as
we
now
expanded
the
street
worker
program.
So
now
we
have
ten
female
street
workers
versus
just
like
a
tooth,
but
me
not.
I
That
would
be
see
why
it
for
a
while
now
and
to
see
that
increase
has
really
been
very,
very
substantial
for
the
neighborhoods
and
the
girls,
and
we
work
together
as
well.
So
if
I
have
a
young
lady
who's,
maybe
in
bad
times
hard,
maybe
she's
court-involved
I
can
refer
to
the
street
worker
program
and
she
gets
mentored.
I
Vice
versa,
also
something
that
I've
worked
on
the
past
I
want
to
say
hard
in
the
past
few
years
now
as
making
sure
that
at
the
community
centers
that
they
have
gender
specific
programming,
so
girls
know
that
they're
supported
at
their
centers.
You
know
giving
the
site
opportunities
as
well
to
offer
a
program.
It
could
be
anywhere
as
girls
leave
the
self-defense
class
or
the
big
sisters
or
the
Girl
Scouts,
etc
just
giving
them
opportunities
and
access
to
other
resources
within
the
community.