►
From YouTube: Committee on Education on March 26, 2019
Description
Docket #0196 - A hearing regarding school safety and security measures.
A
Remind
everyone
that
this
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast
8,
our
Sen
80
to
Verizon,
1964
and
online
I.
Ask
that
you
please
silence
your
cell
phones
and
other
devices.
If
you
wish
to
publicly
testify,
please
check
the
box
and
sign
in
at
the
front
door
when
it's
time
for
public
testimony.
I
will
ask
that
you,
please
state
your
name
and
affiliation
or
resident
residents
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
are
heard.
A
This
is
a
hearing
for
docket
zero,
one,
nine
six,
a
hearing
regarding
school
safety
and
security
measures.
Certainly,
as
a
former
teacher
and
now
as
a
parent
of
four
possible
school
students,
a
school
safety
has
always
been
top
of
my
mind.
A
safe
community
must
exist
inside
and
outside
of
a
school
building.
A
safe
school
environment
environment
is
more
than
locks
and
training,
although
those
are
incredibly
important.
It's
also
about
creating
a
community
that
is
safe
and
welcoming.
A
I
am
very
interested
to
hear
about
updates
on
any
investments
that
have
been
made,
especially
those
in
last
year's
school
budget
regarding
school
safety
infrastructure.
Our
students,
families
and
educators
continue
to
be
concerned
about
school
safety
and
they
have
every
reason
to
be
the
crisis
of
violence.
The
influx
of
needles
and
trauma
in
and
around
our
schools
has
devastating
effects
on
our
school
communities.
Families
in
the
entire
city
at
large,
a
safe
school
environment,
must
also
include
a
commitment
to
actively
addressing
and
preventing
physical,
verbal
and
cyber
bullying.
A
We
must
create
a
safer
route
to
school
and
ensure
that
school
environments
of
are
clear
of
any
active
drug
use
and
used
needles,
as
students
deserve
a
safe
learning
environment
where
they
can
thrive
academically
and
without
fear.
That's
why
I'm
looking
forward
to
a
thoughtful
discussion
today
and
I?
Thank
you
all
for
being
here
and
I
know
that
your
testimony
and
presentation
today
will
be
very
thoughtful.
A
We're
joined,
like
I,
said
by
councillor.
Madam
Ali.
We
also
received
correspondence
from
councillor
at
of
district
2
counselor
of
cyber
Jorge.
Please
be
advised
that
I
am
unable
to
attend
today's
hearing
on
dock
at
zero
one
nine
six
and
he
will
reminds
us
in
this
note
that
he
will
review
the
tape
of
the
hearing
when
it
becomes
available
and
appreciates
our
attention
to
this
effort.
We
have
a
number
of
panelists
that
have
joined
us
for
the
Boston
Public
Schools
and
Boston
Police
to
present
I,
don't
know
if
councillor
Malley
has
an
opening
statement.
B
You,
madam
chair,
and
thank
you
for
your
leadership
on
this
I
will
be
brief.
I
want
to
thank
our
panel
and
thank
the
members
of
the
public
who
will
be
hearing
from
shortly.
Obviously
this
is
an
incredibly
important
topic
and
I
know
the
one
that
we
are
all
completely
united,
doing
everything
we
can
to
make
sure
that
our
schools
are
safe
places
for
our
students
and
for
our
school
communities.
B
It
is
incredibly
sad
that
we're
even
having
these
conversations,
but
as
it
sits,
unfortunately,
part
of
every
urban
school
do
every
every
district
in
the
United
States
should
be
having
these
conversations
making
sure
we're
doing
everything
and
that
we
have
everything
planned
as
well.
So
thank
you
and
looking
forward
to
the
hearing.
Thank.
A
C
Good
afternoon
my
name
is
Bernadette
fossa
and
I
am
the
director
of
operations
for
apparatus
security
group,
Thank,
You,
councillor
essa
by
George,
for
the
invitation
to
address
the
committee
today,
the
docket,
the
counselor
filed
for
today's
meeting
is
a
sensible
platform
and
paratus
security.
Has
the
team,
including
active
duty,
personnel
and
psychologists
to
work
with
the
School
Committee
on
these
issues
of
particular
concern.
C
C
Schools
still
need
to
conduct
fire
drills
and
it's
recommended
they
conduct
intruder
response
trainings
as
regularly.
There
are
multiple
variables
to
consider.
Therefore,
every
school
requires
an
individualized
plan
which
includes
evacuation
as
the
primary
action.
In
addition,
there
is
recommended
equipment.
Schools
should
have
in
place
to
ensure
best
practices.
C
The
skill
sets
apparatus
security
group
include
decades
of
experience
in
crisis
control,
both
domestically
and
internationally.
They
are
FEMA
and
department
of
homeland
security,
master
exercise.
Practitioners
incident
commanders
sniper
commander,
lead
hostage,
negotiator
and
SWAT
team
supervisor
with
their
proficiency.
Paratus
security
group
offers
the
following
to
name,
but
a
few
services
risk
analysis
to
evaluate
and
implement
deterrent
measures.
Dhs
incorporated
principles,
structured
table,
cut,
tabletop
discussions
for
school
staff,
with
CEU
credits,
preparedness
exercises,
conducted
and
evaluated
by
professionals,
child
safety,
consultants
advising
on
language
that
promotes
feelings
of
safety
and
security
rather
than
fear-mongering.
C
Proudest
security
is
on
the
trajectory
toward
teacher
instruction
and
awareness.
We
all
recognize
changes
facing
this
committee
and
school
personnel
and
I
respectfully
urge
you
to
meet
with
the
praticed
leadership
team
for
further
collaboration.
Thank
you
for
your
time.
Consideration
in
your
service,
Thank.
D
Good
afternoon,
I
am
an
outreach.
My
name
is
Denise
Manning
I'm
an
outreach
director
with
educators
of
excellence
good
afternoon
Boston
City
Council,
my
name
is
Denise
Manning
I
am
an
outreach
director
with
educators
for
excellence.
A
teacher
led
nonprofit
I
want
to
thank
Councilwoman,
asabi,
George
and
Janie
for
attending
and
speaking
with
educators
on
EPA's
policy
team
regarding
recommendations
to
foster
positive
school
culture
and
schools.
I
also
invite
members
of
the
council
to
speak
with
the
team
of
the
on
the
importance,
a
restorative
justice
practices.
D
Today,
I
will
be
sharing
testimony
written
by
an
educator
and
member
who
cannot
be
here
today
as
she's
in
the
classroom
at
this
time.
Thank
you.
My
name
is
Monique
sines
I
am
a
seventh
and
eighth
grade
teacher
at
the
McCormack
Middle
School
in
Dorchester.
I
want
to
thank
you
for
the
opportunity
to
give
testimony
on
the
importance
of
approaching
student
safety
in
an
equitable
way,
that
is
a
student-centered
and
prioritizes
relationship
building.
D
As
an
educator
at
the
McCormack,
we
are
blessed
to
have
a
guidance
counselor,
a
Dean
specifically
for
seventh
and
eighth
graders,
as
well
as
as
a
restorative
justice
coordinator
and
counsel
and
staff
from
Trinity
Boston
foundation.
Without
all
of
these
pieces
working
together
in
our
school
community,
we
would
not
be
able
to
support
over
95%
of
our
students
who
are
considered
high
needs,
as
a
teacher.
Restorative
practices
in
particular,
has
allowed
me
to
contribute
to
our
schools,
safe
and
supportive
learning
environment.
D
For
my
students,
I
would
urge
all
schools
to
adopt
restorative
justice
best
practices
in
their
classrooms
when
it
is
done
well,
restorative
justice
is
deliberately
woven
into
all
aspects
of
the
school.
All
educators
should
invest
in
restorative
justice
practices
and
be
trained
in
how
to
implement
it
into
their
classes.
D
D
Building
authentic
community
through
restorative
justice
practices
makes
a
difference
in
students
feeling
confident
and
comfortable
being
in
the
building.
I
had
a
student
last
year
that
many
days
of
school
due
to
a
traumatic
experience
and
felt
disconnected
from
her
relationships
within
the
building.
As
a
result,
when
she's
returned
to
school,
she
would
go
through
whole
days
without
speaking
to
anyone
without
saying
a
word.
I
noticed
this,
and
because
all
of
that
I
have
learned
from
our
circles,
I
was
able
to
reach
out
to
her
friends
and
ask
them
to
sit
with
her
at
lunch.
D
This
allowed
her
to
get
back
into
the
habit
of
communicating
and
rebuilding
relationships
with
friends
which
in
turn
helped
her
to
reinvest
in
school,
knowing
our
students
in
understanding
how
to
support
them
is
important
to
the
restorative
justice
practices
model.
It
is
also
a
common
practice
in
our
school
community
to
have
a
community
building
circle
for
new
students,
introducing
students
to
the
concept
of
restorative
practices
and
welcoming
them
into
our
community.
The
circle
is
not
large.
Usually
there
are
no
more
than
10
people,
including
staff
members.
D
Some
students
are
nervous,
but
all
of
them
have
been
taken
have
taken
the
opportunity
to
share
positive
and
negative
experiences
that
occurred
before
entering
our
school
community.
The
circles
are
an
opportunity
to
share
what
they
need
from
us
and
what
each
and
what
they
need
from
each
other
to
be
successful
as
an
educator
I
want
to
learn
what
worries
they
carry
and
how
we,
as
a
community,
can
support
them.
D
Also,
welcoming
students
through
circles
encompasses
our
values
as
a
school
community
and
allows
incoming
students
to
feel
part
of
our
school
culture
over
the
winter
I
met
weekly
with
ten
educators
from
across
Boston
as
a
part
of
the
e4e
Boston
policy
team.
In
those
meetings
we
developed
recommendations
based
on
educator
feedback
and
research
around
how
schools
can
foster
a
more
positive
culture.
D
Increasing
access
to
restorative
justice
practices
as
an
alternative
to
punitive
discipline
practices
is
one
of
the
recommendations
that
will
be
featured
in
our
coming
paper.
This
spring
restorative
practices
are
extension,
are
essential
for
creating
safe
and
supportive
schools.
We
need
students
to
know
that
we
are
here
for
them
that
we
have
your
back.
D
A
E
Thank
you
very
much.
My
name
is
John
Hanlin
chief
operating
officer
from
Boston
Public
Schools
here
with
me
today,
for
my
left
is
sergeant
detective
Tom
Sexton,
a
head
of
the
Boston
Public
Boston
Police
Department
school
unit,
Kim
Paltrow,
executive
director
for
bps
safety
services,
chief
Eric
Weston,
the
chief
of
Boston
school
police,
rector
Rainey,
director,
bps
safety
services
and
Andre
Amador
senior
director
for
behavioral
health
within
the
office
of
the
social
emotional
wellness
in
bps
as
counselor
sabe
Jorge.
As
you
mentioned,
safety
to
us
goes
beyond
just
cameras
and
locks.
E
I'm
glad
that
you
mentioned
that
statement,
because
I
think
something
that
you'll
hear
from
this
presentation
is
that
safety
to
us
is
far
more
than
just
cameras
and
locks
and
other
building
features.
Certainly,
there
are
building
features,
features
to
our
facilities
that
are
important
to
make
sure
that
we're
continuing
to
enforce
a
safe
environment
in
our
schools,
but
we
know
that
safety
for
our
children
goes
far
beyond
that,
which
is
why
you're
going
to
hear
from
the
testimony
today
from
behavioral
health.
It's
why
we
have
representatives
in
Boston,
Police
Department.
E
We
certainly
feel
that
they
get
a
good
education
there
and
we're
very
happy
about
that,
but
we
would
not
be
sending
our
children
to
Boston
Public
Schools
if
it
weren't
for
the
safety
that
we
know
that
they
have
when
they're
in
the
walls
of
our
schools,
with
that
I'm
going
to
pass
it
to
Kim
Belotero
to
begin
the
presentation.
Thank
you.
F
Thank
you
John
good
afternoon.
Thank
you
for
having
us.
Everyone.
John
already
went
through
our
introduction,
so
I
just
wanted
to
open
up
a
talking
about
the
agenda
very
quickly.
We're
gonna
start
with
just
a
quick
overview,
an
org
chart
for
bps
safety
services,
and
then
we
organized
the
presentation
today,
given
the
ass
from
the
council
around
the
four
stages
of
emergency
response,
and
we
wanted
to
speak
to
the
content
and
the
work
that
we
do
based
on
those
stages.
F
F
Sorry,
I'm
playing
a
little
bit
of
a
dual
role
here:
clicker,
so
the
safety
services
organization,
director
gerany,
as
Jon
just
introduced,
also
has
a
focus
on
emergency
preparedness.
There's
myself
and
chief
Weston
as
the
three
chief
administrators.
We
also
have
a
deputy
chief,
francis
johnson,
under
boston,
school
police
and
one
clerical
staff.
F
I
am
gonna,
ask
the
chief
to
walk
you
through
just
a
brief
deployment
of
the
officer,
so
we
understand
what
the
scope
of
capacity
is,
but
I
would
like
to
take
a
moment
this
was
developed
over
the
past
two
years
just
to
outline
the
mission.
The
mission
of
the
department
of
safety
services
is
to
provide
and
maintain
a
safe
learning
environment
for
all
students,
staff
and
guests
through
daily
communication
and
collaboration
with
school
leaders,
families
and
partners
when
I
hand
it
off
to
the
chief
to
talk
a
little
bit
about
the
rest,
Thank.
G
The
deputy
chief
Fran
Johnson
was
just
promoted
in
September.
He
was
a
30-year
veteran
of
our
department
had
risen
to
the
rank
of
captain
and,
as
of
right
now
doing
a
great
job
in
his
new
position.
We
try
to
get
him
out
and
about
as
much
as
possible
in
the
city
we're
trying
to
designate
him
to
be
more
of
a
70%
mobile
deputy
chief.
G
That's
pretty
much
it
with
the
deployment.
Obviously,
high
schools
are
bigger
ticket
items
with
incidents
and
whatnot,
just
because
there
are
more
kids
there.
A
lot
of
our
high
schools
have
a
sergeant
and
two
patrol
officers.
The
K
through
weights,
have
one
the
middle
schools
have
one.
So
that's
how
we're
strung
out
throughout
the
city.
G
And
let
me
add
that
we
have
also
mobile
units
cruisers
that
are
out
on
the
road.
We
have
two
that
are
not
tied
to
any
specific
school.
One
of
those
units
is
basically
in
the
south
end
and
Roxbury
area,
and
the
other
is
out
in
the
Dorchester
area,
and
we
have
four
other
mobile
units
that
are
faced
at
high
schools,
but
we
send
them
out
for
service
calls
any
of
the
schools
in
their
surrounding
area.
H
So
I'll
talk
a
little
bit
about
our
emergency
management
team.
This
team
is
a
multidisciplinary
team
comprised
of
central
office
designated
school
based
staff
and
our
citywide
partners,
a
citywide
partners,
Boston
Police
Boston
Fire
EMS,
bcy
F,
the
Health
Commission
and
the
mayor's
office
of
emergency
management.
H
On
our
prevention
piece
on
prevention,
each
school
is
under
specific
mandates,
supported
by
the
largest
safety
emergency
management
team,
to
submit
school
safety
plans
annually,
established
school
access
protocols,
trained
staff
and
the
use
of
AED
CPR.
First,
aid
conduct
fire,
drills
and
conduct
safe
Bowl
and
internal
threat
drills.
We
also
expect
them
to
have
the
active
shooter
presentation
that
we
put
together
with
the
mayor's
office
of
emergency
management
and
the
Boston
Police
Department.
H
F
There's
various
levels
of
the
programming,
such
as
start
with
a
ho
which
is
suited
for
grades
2
through
12
and
say
something
which
is
6
through
12
this
year,
we're
preparing
to
launch
to
say
something
anonymous,
reporting
system
the
process
is
still
in
implementation.
Thus
far
we
have
so
let
me,
let
me
explain:
SARS
a
little
bit
me
back
up
a
little
bit
so
there's
this
a
something
anonymous
reporting
system
that
goes
along
with
the
say
something
program
which
is
school-based
kid
based
an
adult
based
within
schools.
F
The
anonymous
reporting
system
comes
in
the
form
of
a
smartphone
app
a
phone
line
and
a
website.
So
this
allows
very
intricate
app
allows
young
people
to
maintain
anonymity
and
report
any
concerns
that
they
may
have
it's
very
detailed
in
the
sense
that
they
can
download
pictures.
They
can
put
videos
in
they
can
articulate
license
plates.
They
can
talk
about
whomever
they
have
a
concern.
They
could
report
about
themselves
and
barring
a
serious
risk
to
an
individual
or
some
other
egregious
circumstances
that
an
enemy
is
never
broken.
F
So
we're
very
excited
about
this
anonymous
reporting
system
we
have
currently
in
November,
we
trained
our
administrative
team,
which
entails
a
few
other
folks
and
the
folks
that
you
see
on
this
panel,
so
that
is
done
by
Sandy
Hook
promise
they
come.
They
have
a
trainer
that
goes
nationwide,
sonio,
larkin
trained
us.
He
came
back
and
trained
40-plus
school-based
staff
for
the
eight
pilot
schools
that
we've
identified
for
the
Czar's
program
next,
in
line
we're
working
with
BPD
to
bring
Sandy
Hook
promise
back,
we're
still
answering
a
few
questions
with
them.
F
Clearing
up
a
couple
of
things
because
a
major
player
and
our
primary
recipient
of
life
safety
tips
tips
in
the
anonymous
reporting
system
come
in
two
categories:
non-life
safety
and
life
safety.
Life
safety
clearly
requires
an
immediate
response
and
our
immediate
responding
agency
in
the
city
of
Boston,
that's
most
efficient
for
these
purposes
is
911
dispatch
under
BPD
operations.
F
We
won't
be
able
to
launch,
but
we
are
hopeful
that
it
will
be
coming
soon
and
we're
excited
that
we're
at
this
stage
of
the
training
I
do
believe,
and
some
of
the
evidence
shows
through
Sandy
Hook
promised
that
empowering
young
people
to
this
degree
to
not
have
to
be
that
person.
That
says,
you
know
hey
mr.
F
Weston,
you
know
not
all
kids
are
gonna
do
that,
but
they
will
use
things
that
they're
comfortable
with
and
familiar
with
and
they
and
that
they
know,
and
so
I
believe
that
that's
going
to
empower
kids
even
more,
although
we
know
that
young
people
have
really
good
relationships
within
their
schools
already.
This
just
gives
another
pathway
for
reporting
that
will
hopefully
mitigate
incidents
across
the
district
and
ultimately
save
lives
and
at
least
get
young
people
the
supports
that
they
need
very
early
on.
F
In
addition
to
that
Czar's
programming
we're
looking
to
expand,
we
had
a
little
bit
of
a
staffing
shift
with
Sandy
Hook
promise.
Let
me
educate
people
a
little
bit
on
that.
The
Sandy
Hook
promise
pays
for
a
full-time
employee
on
their
payroll
and
embeds
them
into
our
district
for
free
for
three
to
five
years.
In
November
of
2018,
we
lost
our
bps
coordinator.
F
He
just
left
the
agency.
The
good
news
is
that
we
have
been
convening
our
steering
committee.
All
along
Sandy
Hook
promise
has
recently
hired
a
new
New
England
regional
director
shall
cover
New,
England
and
New
York.
We
met
with
her
last
week.
I
thought
she
was
great.
She
will
now
coordinate
the
hiring
of
our
new
coordinator,
which
we
are
hopeful
will
come
on
in
April,
and
so
this
person
we've
got
some
good
candidates
so
far,
we're
hoping
they'll
hit
the
ground
running
and
we'll
have
get
their
feet
wet,
really
quickly
and
utilize.
F
The
spring
and
summer,
when
we
have
a
lot
of
access,
intensive
access
to
school
leaders
to
line
up
the
next
year
of
programming
within
schools,
including
start
with
a
Jose,
something
and
multiple
other
so
excited
about
that.
So,
although
we
saw
a
little
bit
of
a
delay,
I
think
moving
forward.
This
is
a
real
opportunity
to
do
some
really
prominent
launches
and
expansion
into
the
next
school
year
of
1920.
H
So
moving
into
preparedness
preparedness
is
a
continuous
cycle
under
this
preparedness.
We
mandate
school
safety
plans
and
they
contain
specific
information
informed
by
school
leadership
and
the
safety
team
to
provide
a
plan
when
circumstances
arise.
Part
of
that
plan
is
to
designate
a
team
in
every
school.
They
also
should
and
do
school
evacuation
routes,
and
primary
and
secondary
evacuation
sites
are
determined
in
that
plan.
They
also
establish
a
process
for
communications
in
crisis.
They
conduct
their
fire
and
emergency
management
drills
and
they
also
figure
out
a
way
they'll
communicate
with
their
entire
school
community.
I
Response
EPS
has
a
well-developed
safety
team
that
responds
to
critical
incidents
in
the
district.
The
team
receives
information
from
a
variety
of
sources,
including
BPD,
Boston,
Public,
Health,
Commission,
community
partners,
principals,
students
and
teachers.
We
use
the
crisis,
go
app,
which
we've
talked
about
before
to
track
crisis
events.
We
respond
to
a
variety
of
situations,
including
transportation
issues,
community
violence,
mental
health
events,
transposition
or
medical
events,
appropriate
staff
are
deployed
to
respond,
and
one
example
of
a
response
is
a
threat
assessment.
I
So
I'm
going
to
talk
a
little
bit
about
asset
assessment
process,
so
bps
is
threat.
Assessment
protocol
is
built
on
national
best
practices,
which
includes
multidisciplinary
teams
being
trained
in
schools
that
includes
school,
psychologists,
principals
and
nurses.
It's
a
two-stage
process
of
screaming
and,
if
needed,
a
full
threat
assessments
conducted.
I
J
Afternoon
counselors,
thank
you
for
having
me
in
conjunction
with
the
engineers
staff.
When
we
do
have
threats
made
at
schools,
we
do
have
a
comprehensive
response
ourselves.
We
utilize
our
intelligence
unit
and
one
other
resources
that
we
have,
but,
most
importantly,
we
make
a
home
visit.
We
speak
to
the
parents
guardians
whoever
may
be
there,
get
a
better
understanding
of
the
social
emotional
well-being
of
that
student
and
whether
or
not
they
actually
pose
a
threat
or
are
they
just
a
teenage
boy
or
girl?
J
That's
made
of
a
statement,
that's
really
not
what
they're
all
about
so
we
work
hand-in-hand
with
andrea
amador
and
getting
back
to
her
staff
to
make
sure
that
if
we've
been
to
the
house,
we
have
concerns
that
they
will
follow
up
with
some
wraparound
services.
We
also
make
referrals
to
families
that
may
be
in
need
with
youth
connect,
which
is
another
program
that
works
closely
with
the
Boston
Police
Department
based
out
of
the
Boys
and
Girls
Club.
J
So
a
lot
of
these
kids
just
need
a
little
extra
support
and
we
make
our
determinations
based
on
that
with
that
being
said,
there
are
other
occasions
very
few
three
to
be
exact
over
the
last
four
years,
where
we've
actually
taken
some
court
action
with
some
students
that
that
require
that
and
that's
another
attempt
to
the
juvenile
court
to
get
them.
Some
mandated
assistance.
J
Randy
mentioned
it
earlier
about
four
years
ago.
The
mayor's
office
of
emergency
management
started
the
school
safety
concerns
that
we
have
the
Boston
Police
Department
in
conjunction
with
the
school
department,
and
actually,
most
recently,
the
fire
department
joined
us
doing.
Some
school
walkthroughs
we've
been
doing
them
for
over
four
years.
Now
we
can
I
continue
to
do
them,
we're
responsible
for
not
only
the
Boston
Public
Schools,
but
also
the
charter
schools
in
the
private
schools
as
well
in
the
city.
J
So
we
have
about
two
hundred
schools
that
we
have
to
look
after
so
a
working
hand
in
hand
in
that
we
will
continue
to
utilize
new
initiatives
and,
as
far
as
you
know,
the
active
shooter
presentations
that
are
being
done.
Active
shooter
concerns
right
now,
I've
been
a
police
officer
for
thirty
years.
I
would
say
the
Boston
Police
Department
is
now
probably
more
ready
than
ever
to
deal
with
any
kind
of
an
active
shooter
situation,
citywide,
whether
it
be
god
forbid,
in
a
school
but
anywhere
in
the
city.
So.
I
So
moving
on
I'll
talk
about
recovery
recovery
happens
after
an
event
where
we
are
establishing
security
and
a
sense
of
safety,
so
that
we
can
return
to
teaching
and
learning
as
soon
as
possible
to
do
that.
We
utilize
district
resources
and
community
resources
that
students
need
for
recovery
after
a
crisis
event
has
happened.
Behavioral
health
services
supports
in
the
recovery
supports
determined
by
the
nature
of
events.
If
the
incident
exceeds
the
capacity
of
the
school-based
staff,
then
the
district
crisis
team
is
activated
which
includes
the
folks
that
are
here
with
me
today.
I
We
spend
some
time
there
help
the
student,
the
students
in
school
regain
a
sense
of
safety,
and
then
we
work
with
students
who
need
additional
supports
after
the
event,
so
that
we
can
ensure
that
the
school
returns
to
teaching
and
learning
so
I
have
a
little
bit
of
data
to
show
you
about
the
work
of
behavioral
health
services.
So
this
is
year-to-date
as
of
February
2009,
our
behavioral
health
services
department.
I
just
want
to
acknowledge
that
this
is
the
work
of
the
staff
that
report
to
me.
The
central
school
psychologist
and
pupil
adjustment.
I
Counselors
I
want
to
acknowledge
that
there's
additional
work
being
done
by
school-based
stuff,
but
behavioral
health
services.
This
year.
As
a
team,
we've
responded
to
37
district
crisis
events
again,
that's
when
the
event
exceeds
the
capacity
of
the
school
and
they
need
to
call
in
support.
Like
the
members
here,
our
staff,
my
staff,
have
responded
to
919
school-based
crisis.
Those
are
when
an
individual
student
or
a
small
group
of
students
are
in
crisis.
We've
conducted
302
suicide
assessments
and
73
threat
assessments
and
now
chief
lessons.
Gonna
talk
about
school
police
data.
G
A
Thank
you
very
much,
I
think,
that's
that's
your
presentation.
They
are
appreciate
the
attention
to
detail
and
sort
of
the
comprehensiveness
of
this
presentation.
In
the
meantime,
we
were
joined
by
council
president
Andrea
Campbell
can
I,
don't
it
wasn't
referenced
in
this
presentation,
but
I
think
that
they
are
involved
in
this
work
and
that's
the
best
clinicians
that
are
affiliated
with
Boston
Police
and
Boston
Medical
Center.
We
talked
a
little
bit
about
the
role
that
they
might
play
in
responding
to
a
crisis
at
a
school
or
a
student
in
need.
I
So
I
work
very
closely
with
the
best
team,
one
of
the
things
we
have
in
the
district.
It's
the
school-based
mental
health
collaborative
where
each
month,
I
pull
together
all
of
the
mental
health
providers
that
are
providing
support
to
our
kids
and
we
meet,
and
the
best
team
has
been
a
long-standing
partner
in
that
collaborative
so
that
we
can
strategize
together.
For
example,
right
now,
the
Boston
Police
best
team
and
bps
are
working
on
a
grant,
so
we
can
start
to
collect
data
specifically
about
911
the
use
of
best
teams.
I
So
when
a
student
is
have
an
emotional
crisis
and
the
school
needs
additional
support,
they
will
call
the
best
team.
The
best
teams,
increasing
its
capacity
and
I.
Think
sergeant
detective
can
talk
about
that
as
well.
So
they'll
come
to
the
school.
Do
an
evaluation
if
the
child
ends
up
being
taken
to
the
hospital
and
ambulance
they'll
meet
the
child
at
the
emergency
room
and
do
an
evaluation.
I
The
reality
is,
most
kids
end
up
coming
back
to
us
because
of
issues
and
hospitals
and
beds,
and
so
they
bring
the
kids
help
us
support
the
students
once
they
return
and
that
could
be
either
behavioral
health
services,
staff,
supporting
the
students
or
community
mental
health
partners.
So
we
have
25
community
mental
health,
others
that
provide
direct
or
allied
services
to
students,
they're
also
part
of
that
collaborative
I
mentioned
and
they're
in
approximately
80
schools.
Providing
mental
health
services
and
sergeant
detective
Sexton
also
works
for
the
best
team.
Well,.
J
We
do
yes,
so
there's
some
grant
riders
to
the
police
department
now
that
are
trying
to
get
a
dedicated
best
team
assigned
to
the
school
unit
on
the
day
shift.
We
do
have
them
quite
extensively
on
the
evening
shift,
but
sometimes
we
do
have
a
bit
of
a
delay
during
the
days
when
kids
need
them,
so
we're
in
the
process
of
just
in
a
meeting
the
other
day.
J
A
J
B
G
B
G
I
B
Will
you,
unless
I
had
it
wrong?
Does
at
least
one
officer
who's
scheduled
three
which
makes
sense
given
after-school
per
just?
Have
someone
call
me
okay,
so
we
met
we're
entering
budget
season,
it's
good
to
know
that
that's
an
ask
to
grow
and
I
assume.
You
must
have
like
many
public
safety
forces
a
fairly
high
attrition
rate.
G
Yes,
we
actually
have
hired
a
good
amount
of
people
over
the
last
two
years.
We
were
losing
people
gaining
them
back.
We
have
a
corps
veteran
officers
that
have
been
here
for
a
long
time
yeah,
but
now
the
gap
is
widening
and
now
we've
had.
We
had
a
lot
more
new
hires
over
the
last
two
years
that
we're
hoping
to
retain
as
we
go
and.
G
B
Okay:
okay,
Rick
five:
you
talked
about
the
five
million
dollar
sort
of
facility
investment
last
year
which
went
to
locks,
doors,
cameras,
etc,
and
then
part
of
that
was
the
safety
audit.
As
well
and
oh
you've
done
most.
You
did
I
think
95
out
of
a
hundred
twenty
some
odd
schools
right.
Did
you
find
any
any?
You
know
sort
of
top-line
response
from
those
safety
audits.
H
B
H
Those
what
we're
working
on
the
classroom,
doulas,
classroom,
doors,
okay,
right,
well,
we're
changing
all
those
locks
and
I
think
we
were
given
John
can
correct
me
if
I'm
wrong
I
think
we
were
given
two
million
this
year
out
of
that
and
we're
gonna
in
July
we'll
get
the
rest
of
it
to
complete
the
project.
Yeah.
E
B
F
If
it's
not
up
and
running
yet,
in
fact,
we
have
ongoing
calls
we've
a
call
this
week
about
it
with
the
Sandy
Hook
promise.
Folks,
you
know
it
will
take
some
time
to
get
BPD
all
squared
away
and
get
their
training
complete
and
then
the
stage
of
training,
the
8th
pilot
schools,
the
young
people
and
advising
the
parents.
So,
while
I'm
hopeful,
we
were
hopeful
that
it
would
happen
this
year,
the
timelines
a
little
unclear
yeah.
I
F
At
the
latest,
it'll
happen
in
the
fall,
but
that's
based
on
the
training
timeline
that
we
put
together
with
Sandy
Hook
promise.
So
I
think
you
can
imagine
how
critical
is
we're,
looking
at
approximately
5,400
students
being
trained
about
900
staff,
the
data
from
Sandy
Hook
promises
when
you
train
that
many
about
6
percent
on
the
high
end
will
report
a
life
safety
tip
which,
for
those
numbers
about
the
tips
in
general,
will
be
about
348
and
half
of
those
will
be
life.
Safety,
174,
okay,.
K
F
You
can
some
of
the
concerns
are.
Is
this
a
capacity
issue
for
911?
Is
it
a
capacity
issue
for
EMS?
How
do
we
manage
it,
etc?
So
we've
spent
some
time
answering
a
lot
of
those
questions
collectively,
and
we
are
confident
that
our
own
capacity,
particularly
in
the
initial
stages,
that's
why
we're
only
doing
eight
schools
and
not
trying
to
roll
it
out.
E
Wouldn't
mind
I'll
just
add
to
that
that
Kim
and
her
team
have
done
a
marvelous
job
working
with
other
cities,
other
districts
that
have
rolled
this
out
as
well,
we're
very
lucky
national.
It's
a
national
partnership,
the
Sandy
Hook
promise,
and
so
we're
able
to
learn
from
the
lessons
that
they've
you
know
had
from
other
districts
as
well.
F
Think
sustainability
is
always
going
to
be
a
question,
but
if
we
do,
the
work
correctly
in
the
district,
schools
should
be
able
to
sustain
the
programming
on
their
own
with
focus
people
in
the
district,
Andrea
and
I.
Now,
co-lead,
Sandy,
Hook
promise
so
I
think
we'll
learn
more
about
that
capacity.
As
we
move
forward
when
we're
talking
about
125.
F
Gets
vetted
there
for
safety
or
life
safety.
If
it's
life
safety,
then
it
would
get
reported
immediately
to
911
dispatch
in
BPD
and
then
during
school
hours.
This
team,
among
others,
each
school
that's
participating,
has
an
identified
team
as
well.
That
would
be
alerted.
So
we
see
a
lot
of
this
running
the
same
way.
This
team
always
interacts
together
during
the
day,
particularly
in
school
hours.
An
incident
pops
up,
it's
reported.
It
goes
to
safety
services,
BPD's
advised
and
I,
deploy
through
communications
for
operational
superintendents
and
additional
supports
at
the
school.
F
It's
the
off
school
hours,
partly
that
make
this
app
so
attractive,
because
we're
able
to
glean
information
when
we
don't
have
kids
in
front
of
us
and
hopefully
respond
in
the
same
way,
not
that
we
don't
do
that
now,
because
there's
been
a
Sunday
night,
when
I've
asked
sergeant
Saxon
to
send
someone
over
and
check
down
someone's
door,
because
they're,
allegedly
in
their
house,
about
to
commit
suicide,
so
know
that
that
work
already
happens.
But
this
will
give
us
a
lot
more
structure
to
it.
Good.
L
L
G
L
I
only
asked
you
know
as
a
group
of
schools
in
the
grove
hall
area
of
my
district
I
know
the
folks
here
and
and
others
in
administration
have
been
on
the
ground
at
those
schools
to
Frederick
and
the
Burke
really
trying
to
help
them
with
incidents
happening
in
the
community,
and
sometimes
it
can
be
really
hard
if
something's
going
on.
They
have
to
call
to
get
someone
to
show
up
first
as
I.
L
Imagine
if
you
have
someone
there
consistently
or
in
the
area
so
clearly
from
the
school
leader
perspective
and
we've
been
a
lot
of
meetings
where
some
of
them
are
yelling
and
screaming,
because
they're
just
so
frustrated
they'd
like
to
see
someone
more
on
a
full-time
basis.
So
I'm
always
wondering.
Is
it
resources
meaning
to
invest
more,
to
get
more
officers
to
increase
the
number
of
officers
so
that
we
have
more
at
the
school
level?
So
we
expand
from
43
schools
to
more?
F
Think
that
DPS
does
a
really
good
job
working
with
school-based
staffs
on
collective
interventions
and
Prevention's
and
tapping
into
resources
that
we
have
across
the
district.
That's
not
to
say
that
every
department
operations
doesn't
need
wouldn't
need
that
when
use
and
use
wisely
additional
monies,
but
that
goes
for
other
departments
as
well.
F
What
I
would
say
is
our
young
people
now
are
growing
up
in
a
time
that
I
didn't
know
when
I
was
growing
up
the
level
of
trauma,
the
exposure
to
social
media,
the
issues
that
they're
dealing
with
in
some
of
their
homes,
the
neighborhood
violence,
the
unpredictability
of
it
I've
worked
in
Boston
for
a
very
long
time
with
young
people,
and
it
will
never
be
the
same
in
this
country
or
globally.
How
young
people
grow
up
so
that's
inherent
and
incumbent
upon
a
school
system.
F
And
that
means
the
threat
assessment
team.
That
means
the
safety
team
and
we
want
folks
moving
around
this
district
and
that's
why
Chief
has
been
very
strategic
about
the
capacity
we
have
in
mobile
units
to
increase
our
visibility
and
our
presence
not
only
for
physical
security,
but
to
get
in
and
see
the
school
leader
and
say:
hey?
What
do
you
need
today?
You
know
other
things
that
I
can
help.
You
with
how's
your
school
access
protocol
going.
What
can
we
do?
F
Do
I
need
to
ask
Rick
to
come
by
to
I
need
to
ask
the
chief
to
come
by
so
we're
also
being
very
creative
in
a
prevention
intervention,
oriented
lens
to
increase
our
capacity
I.
Think
I
think
we
haven't
done
that
in
the
past,
not
because
people
don't
want
to,
but
just
because
just
we
just
haven't
adapted
yet
so
there's
a
lot
of
that
work
going
on
to
it.
F
Schools,
not
just
bps
schools
and
perhaps
sergeants
ustin
has
a
little
bit
of
information.
He
wants
to
add,
because
this
is
an
issue
that
requires
our
entire
community,
our
parenting
community,
our
nonprofit
community,
our
business
community,
I
think
school
leaders
are
in
a
really
tough
spot
with
what
they
have
to
combat
that
happens
outside
of
schools
very
helpful.
Thank
you.
G
Kind
of
a
difficult
position
in
that
in
an
ideal
situation,
they're
there
to
protect
the
school
from
outside
influences.
When
we
talk
about
active
shooters,
we
talked
about
intruders
and
builders.
Our
main
focus
should
be
to
keep
everyone
in
that
building
safe,
but
we
also
have
to
deal
with
what
goes
on
in
the
school,
and
we
know
that
there's
you
know
miss
behaviors
that
we
have
incidents.
J
M
M
J
Really
part
of
the
school
community
Manning
them
are
well
vested
with
the
kids
and
we
come
in
as
a
Boston
Police.
You
know
we
know
who
to
go
to
it's
the
secretaries,
the
the
school
police
officer,
the
principal
get
them
all
involved,
but
but
but
they
do
incredible
work
and
back
to
the
meeting
in
some
of
the
issues
there
yeah.
O
J
L
E
I
just
wanted
to
sum
up
a
little
bit
and
come
back
to
your
original
question.
We
believe
wholeheartedly
that
the
children
attending
Boston,
Public
Schools
today
are
safe
and
we
will
continue
to
everything
that
we
can
to
keep
them
safe,
whether
it's
my
children
or
anyone
else's
children
who
attend
the
schools.
It
may
not
be
that
you're
seeing
an
increase
in
the
number
of
school
police
officers,
but
there's
been
a
dramatic
increase.
E
The
number
of
resources
that
have
been
thrown
toward
this
effort
over
the
last
few
years,
whether
its
facilities,
investments
or
BPD
support
or
external
partnerships
or
the
increased
awareness
around
the
need
for
behave.
Oral
health,
supports
I.
Think
the
investment
in
additional
school
psychologists
over
the
last
year
was
a
tremendous
benefit
to
all
of
our
combined
efforts
to
make
sure
our
children
are
safe.
So
it
doesn't
come
down
to
just
a
number
of
school
police
officers.
E
A
When
we
we
talk
about
active
shooter
and
although
it
is
very
unlikely
to
have
an
active
shooter
incident
in
any
one
of
our
schools,
we
know
that
it's
more
and
more
likely,
statistically
speaking,
every
time
an
incident
does
happen.
What
does
active
shooter
training
look
like
in
our
schools
and
understanding?
There
may
be
some
differences
between
what
happens
in
our
elementary
schools
compared
to
our
high
schools.
H
We
work
with
the
teachers,
the
house
right,
the
adults
in
the
school
we
talk
to
them
about
being
safe,
not
only
in
their
school
building,
but
wherever
they
might
be.
It's
a
great
presentation
that
the
Boston
Police
Academy
group
does
we
teach
the
run,
hide
fight
and
again,
you
know
you'd
love
to
run
and
get
away.
That's
probably
the
best
thing
you
could
do,
but
the
structure
of
our
buildings
and
the
way
they're
set
up
a
lot
of
that
probably
will
not
happen.
H
So
we
talk
to
them
about
being
safe
in
their
classrooms
where
to
go,
what
to
do,
how
to
do
it
and
then
obviously
the
worst
case
scenario
is
that
they
approach
the
intruder.
The
intruder
approaches
them
and
they
have
to
fight,
and
we
talk
about
that
and
it's
great
because
we
talk
about
it
in
their
space.
We
talk
about.
They
have
questions
about
their
particular
space
that
we
some
times
even
walk
through
and
talk
with
them
about,
so
they
feel
better
when
they
come
out
of
the
the
presentation
that
they
can
do
things.
H
You
know
it's
about
planning,
it's
about
situational
awareness,
knowing
what
their
space
is.
Knowing
what
it
looks
like
how
to
set
it
up,
so
they
prepared
and
I
think
it's
gone
very
well
over
the
last
two
to
three
years,
we've
been
doing
this
for
all
the
five
years
and
it
just
seems
to
get
better
and
the
teachers
and
the
staff
really
appreciate
the
discussion
that
we
have
with
them.
I.
A
A
We
refer
to
it
as
teacher
detention
and
for
the
two
hours
that
we
had
this
presentation
every
adult,
because
it's
teachers
and
other
adults
in
the
building
were
fully
engaged,
and
the
presentation
certainly
made
me
more
aware
of
what
I
would
could
and
would
do
as
a
teacher
also
as
just
a
civilian,
what
you
know,
because
the
advice
given
was
also
applicable
outside
of
the
building.
But
it
also
made
me
more
aware
about
that
lock
conversation
in
school
safety.
A
Often
we
talk
about
school
locks
because
we
realize,
as
a
teaching
group,
that
although
our
classroom
doors
could
lock
in
order
to
lock
them,
it
had
to
be
from
the
outside.
In
the
last
place,
you
want
to
be
during
an
incident
like
that
is
in
the
hallway,
locking
your
door
and
that
sort
of
led
to
some
of
the
conversations
that
I've
had
with
you
over
the
last
few
years
about
classroom
locks.
And
you
know
it's
I
mean
it's
critical.
A
It's
so
important
to
do
these
trainings
and
share
that
information,
and
it
makes
us
more
aware
of
where
the
pitfalls
are,
where
the
weaknesses
are
for
not
only
you
guys
but
for
teachers,
because
we
have
to
think
more
proactively
and
thoughtfully
about
how
we
would
respond.
If
an
unfortunate
incident
awful
incident
happens
in
one
of
our
schools
and.
H
That
and
that's
where
a
lot
of
the
conversation
came
from,
you
know
the
discussions
about
them,
feeling
unsafe
about
going
into
the
hallways,
the
connecting
doors
that
and
not
knowing,
if
that
other
door
was
locked
if
an
emergency
happened.
If
the
teacher
happened
to
be
out
of
that
room,
so
letting
them
know
that
we're
doing
this
work,
preparing
the
locks
replacing
the
locks
they're
very
appreciative
of
it
and.
A
The
teacher
piece
is
important,
but
my
own
kids
went
through
one
of
their
sort
of
lockdown
quiet,
drills,
that
over
there
called
them
and
he
sort
of
made
a
joke
after
school.
This
was
this
current
school
year.
He
says
well,
I
would
have
been
dead.
I
happen
to
go
to
the
bathroom
during
the
drill
and
I
thought.
You
know
we
share
this
information
with
teachers,
but
we
have
to
make
sure
we
get
this
information
to
our
kids.
A
D
H
So
you
know
we'll
make
sure
that
we
press
that
conversation
with
the
teachers
when
we
do
have
these
presentations
and
we'll
talk
about
it
with
the
principals
when
we
have
the
aali
this
year,
but
they
should
be
talking
to
them
about
that
and
letting
them
know
that
they
need
to
get
into
the
safe,
the
closest
classroom
as
soon
as
possible,
and
if
they
can't
to
get
into
a
safe
place
and
secure
themselves,
that's
what
they
should
be
doing.
Yeah.
E
A
F
F
A
F
I
want
to
take
a
moment
to
emphasize
part
of
that
training,
and
we
talked
about
this.
We
talked
about
the
importance
of
empowering
staff
during
this
presentation,
but
this
is
also
heavily
about
school
access.
How
do
you
empower
staff
to
take
control
of
their
own
space,
their
own
school,
and
that
means
conducting
threshold
inquiries,
but
it
starts
at
the
very
basics
where
your
school
ID
make
sure
that
everybody
has
one.
If
you
don't
have
one
that
opens
the
door
yep.
F
F
E
You
what
I
just
wanted
to
add
is
a
couple
different
points.
We
knew
that
there'd
be
conversations
today
related
to
actor
shooter
situations.
What
we
do
to
prepare
our
schools
for
those
situations
and
what
I'm
about
to
say
should
not
in
any
way
shape
or
form,
be
taken
as
trying
to
belittle
or
marginalize
the
importance
of
those
conversations
and
that
work,
but
I
do
want
to
remind
the
council
and
others
that
the
actual
number
of
active
shooter
situations
in
this
country
has
dropped
in
the
last
decade
or
two
decades
not
risen.
E
It
seems
to
have
risen
because
of
the
media
exposure
to
the
incidents
that
have
come
up,
whether
it's
Columbine
or
Sandy,
Hook
or
Stoneman
Douglas.
But
when
we
look
at
national
research
with
national
experts,
we
work
with
a
regular
basis.
We
see
that
there's
actually
been
a
decline
in
those
situations
not
arise.
That
does
not
mean
that
we're
not
preparing
our
schools
for
them.
E
B
You
and
I
apologize
I
had
to
step
up
for
a
call,
so
you
may
have
answered
this,
in
which
case
I
will
just
review
the
tape
but
Chief
Weston.
You
had
gone
through
sort
of
the
in
the
last
slide,
there
were
11
social
media
threats.
I
think
you
had
said.
If
I
have
that
correct
right,
which
I
think
you
would
mention
your
remarks,
you
thought
that
was
low,
as
you
were
saying
that
I
whispered
to
the
chair
chair
that
seems
low
as
well.
B
It's
just
particularly
well
I'm
sure
it's
it's
a
good
sign,
but
also,
what's
always
one
of
the
chilling
effects
anytime,
we
see
one
of
these
math
school
shootings
is
there's
always
a
social
media.
Quite
often
a
social
media
post.
That's
that's
pointed
to
so.
Can
you
talk
a
little
bit
about
how
you
monitoring?
Well,
you
know
how
do
you?
How
do
you
identify
those?
Did?
Someone
have
to
make
you
aware
of
it?
First,
it's.
B
G
B
F
Would
add
that
it
comes
from
so
many
different
places.
It
comes
from
other
young
people,
it
comes
from
school
staff,
it
comes
from
parents,
so
as
soon
as
it
rises
to
our
attention,
we
try
to
break
it
down
if
it
comes
internally
from
bps
email.
You
know
that
helps
us,
because
we
can
track
it
back,
but
it
is
we're
not
thrown
by
this
data
in
the
sense
that
that
was,
it
was
more
of
an
exclusive
social
media
threat,
and
that's
why
it
was
documented
the
way
it
was
documented.
A
G
F
With
the
director
of
OIT
on
assessing
the
system
and
looking
at
an
upgrade,
what
it
would
cost,
can
we
do
it
internally?
Do
we
have
the
capacity
of
VPS
to
upgrade?
Do
we
need
to
look
at
something
different?
What
makes
the
most
sense
just
so
that
we
can
do
that?
You
know
we
can
be
looking
at
the
proper
data
and
we
can
have
access
to
things
and
as
accurate
as
possible.
It's
just
a
little
archaic
at
this
point.
We
can
extract
it
just
takes
a
little
bit
more
time,
but
something
we're
certainly
aware
of.
J
Please,
as
far
as
a
social
media
threat,
we
had
on
a
couple
years
ago
directed
to
his
Brighton
high
school.
The
Brighton
tag
is
the
website.
It
was
notified
that
was
gonna,
be
a
school
shooting.
It
took
the
Boston
Police
Department,
the
Boston
Regional
Intelligence
Center
to
track
down
that
was
actually
Brighton
Utah,
who
were
also
the
Brighton
Tyga's.
It
was
a
football
play
on
their
team
that
had
actually
made
the
threat.
So
it's
bizarre
how
some
of
these
social
media
threats
pan
out
so.
J
D
D
J
B
No
I
appreciate
it.
I
appreciate
that
perspective.
Thank
you
and
then
my
last
one
I
think
Andrea.
You
were
talking
about
the
threat
assessment
protocol
as
well
as
detective
Sexton.
Can
you
just
sort
of
either
of
you
or
both
of
you
walk
us
through
what
a
low-level
threat
would
look
like,
as
opposed
to
a
medium
to
high
threat
rank?
You
can
give
an
example,
hypothetical,
obviously,
without
betraying
any
confidence.
I
I
Know
would
be
of
different
actions
the
students
suggesting
he's
going
to
take,
but
in
terms
of
characteristics
of
low
level
threats,
there
are
threats
that
the
person
had
no
plans
beforehand,
they're
reactive
and
then
immediately
withdrawn.
There
are
also
plans,
low
level
threats
or
plans
that
don't
have
a
possibility
or
realistic
event.
So
you'll
see
after
something
tragic
happens
in
the
community
and
the
nation,
and
it's
on
the
news.
The
kids
will
say
that
incident
that
they're
going
to
do
that.
I
That's
a
low-level
threat
because
he
doesn't
actually
have
the
ability
to
do
that,
so
that's
low
level,
medium
and
high
level
threats.
There's.
Actually
some
research
coming
out
right
now
that
we
should
just
group
them
together
as
threat,
because
it
really
doesn't
matter
if
it's
medium
or
high
we're
going
to
do
a
full
threat
of
screening
and
get
more
information
to
figure
out.
Does
the
street
actually
pose
a
threat
so
we're
not
trying
to
figure
out
if
he
or
she
made
a
threat?
I
We've
kind
of
documented
that
we
want
to
figure
out
by
doing
that
threat,
assessment
from
middle
and
high?
Do
they
pose
a
threat?
Do
they
have
access
to
weapons?
Do
they
have
a
history
of
violence?
Do
they
have
a
peer
group
er
that
have
they
been
excluded?
Have
they
been
disciplined
recently
or
been
in
a
fight
recently?
These
are
all
indicators
that
age.
What
was
said.
The
contexts
are
indicators
that
make
a
threat
medium
or
high,
and
then
we
do
a
full
screening
with
that.
I
Multidisciplinary
team
and
the
end
goal
is,
to
a
make
sure
the
school,
safe
and
and
sergeant
detectives
said
that
the
majority
of
threats,
really
there
was
no
intention
to
actually
do
that.
It
was
said
in
that
and
anger,
and
so
after
we've
conducted
the
threat
assessment,
we
worked
together
on
many
cases
to
figure
out
what
helped
us
the
child
need.
But
if
it
is
a
high
level
threat
and
we
believe
that
there
is
danger,
then
we
obviously
are
turning
to
sergeant
Saxon.
So
I'll
turn
to
you
and.
J
We're
doing
with
a
lot
of
them
I
mean
making.
Arrests
is
not
the
best
way
to
go
when
you're
dealing
with
13
or
14
year
olds.
So
we
try
not
to
do
that.
So,
what's
with
this,
this
multi
discipline
approach
and
getting
some
mental
health
involved
and
you've
connect
for
the
families
we're
seeing
better
results
again.
If
I
was
to
arrest
every
kid
that
said,
he
was
going
to
shoot
somebody
at
school.
Would
it
would
have
a
big
long
line
of
students
lined
up
here.
Kids
say
what
they
are.
J
We
have
to
remember
to
understand:
they're
13,
14,
15
year
old.
You
know
young
kids
going
through
a
lot
in
life
and
puberty
and
everything
else
going
on
in
their
brains.
So
it's
it!
It's
it's
our
approach
to
do
the
you
know
the
intervention
in
the
prevention.
Don't
get
me
wrong.
Like
I
said,
I've
got
three
people
now
in
court,
students
that
are
concerning
and
we
monitor
them.
We
work
with
them
Angi
Amador's
staff,
to
check
in
on
them
a
couple
of
now
a
few
years
ago.
J
B
I'll
just
say
in
closing
I,
you
know
just
thinking
the
course
of
this
hearing
and
sort
of
preparing,
for
it
is
that
I
was
a
sophomore
in
college
in
Columbine
happened,
so
I'm
sort
of
right
on
that
cusp,
where
I
had
the
luxury
of
not
being
in
high
school
or
obviously
elementary
school,
when
school
shootings
seemed
as
proud,
not
only
relevant
prevalent,
but
it
was,
it
was
inconceivable
to
me
and
I
think
many
of
many
of
you
guys
as
well.
So
it's
so
important
and
I
know
you
all
know
this
that
both
were
prepared.
B
You
all,
are
support
and
have
the
resources
you
need
while
having
these
drills,
not
scaring
kids
having
that
right
balance
and
it's
in
credits.
It's
incredibly
important,
obviously,
and
I
appreciate
all
of
you
for
your
work
on
this.
It's
it's
sad
that
it
is
this
important.
It's
sad
that
we're
having
this
conversation,
but
it's
vital
that
we
do
so.
So.
Thank
you
all.
Thank
you,
madam
chair
Thank.
L
L
Is
it
also
possible
Andreea
to
get
a
list
of
the
organizations
that
participate
in
the
collaborative
because,
as
cases
come
to
us,
it's
always
great
to
know
what
organ
or
organ
which
organizations
are
available
for
us
to
refer
folks
to
so
that
could
be
really
helpful
to
many
of
us
in
terms
of
just
numbers
and
we're
always
talking
about
how
there
aren't
enough
physicians,
clinicians
and
that
support
staff
available
to
every
school
leader
in
every
school.
But
what
are
the
numbers
currently
of
those
with
a
clinician
psychologist
right,
which
is
equally
important
to
school-based
officers?
I
I
I
There
are
a
variety
of
school
based
staff
that
are
hired
by
the
principal
supervised
by
the
principal
and
work
in
one
building
for
the
principal,
and
that
includes
folks,
like
guidance,
counselor's,
clinical
coordinators,
social
workers
and
school
counselors
they're
in
a
variety
of
schools,
typically
middle
or
high
schools,
where
the
principal
has
used
part
of
their
weighted
student
formula
to
purchase
their
own
staff
and
then
the
mental
health
partners
that
I
mentioned
again.
We
have
approximately
80
schools
that
have
a
mental
health
partner
at
least
one
day
a
week
are.
I
We
just
allow
me
to
clarify
that
the
the
folks
that
report
to
me
are
in
based
in
schools
there
they're,
not
obviously
with
me
in
central
office,
so
each
school
psychologist
on
average
supports
two
or
three
schools.
So,
though,
they're
centrally
deployed
and
they're
based
in
schools,
they
all
have
an
assignment
as
a
school
psychologist.
Christine
Haley
is
Boston
high
and
that's
her
assignment
so
I.
Just
oh.
L
L
Then,
on
back
to
the
social
media
piece,
all
of
us
are
in
schools
within
our
district
or
the
schools
outside
of
our
district,
and
my
biggest
neighborhoods,
of
course,
are
George,
Chester
and
Mattapan
in
speaking
to
students
or
teachers,
school
leaders,
but
particularly
the
students.
This
comes
up
quite
a
bit
when
you
have
a
student,
maybe
after
a
conversation,
follow
you
down
the
hall
and
talk
about
social
media.
You
know,
don't
forget
about
social
media.
There's
a
lot
going
on
on
social
media.
L
I
Yeah,
so
the
Department
of
Information
Technology
has
developed
a
social
media
awareness
training
for
students
to
make
sure
they're
aware
of
both
their
expected
conduct
and
then
how
to
be
safe
from
predators
and
that
they
had
a
big
launch
week
where
they
got
that
out
to
schools
and
their
materials
on
the
website.
I,
don't
know
if
you
want
to
add
to
that
Kim,
but
I
was.
F
Gonna
say
in
addition
to
that,
we
are
looking
to
work
with
it,
a
partner
that
has
done
some
presentations
in
the
past
and
at
least
at
least
one
at
the
Frederick
out
of
the
DA's
office.
I
understand
she
does
an
amazing
presentation
about
social
media
awareness,
so
we
wanted
to
tap
into
that
resource.
I
think
you
know,
particularly
for
me,
this
is
the
type
of
that
doesn't
need
to
be
in
all
the
schools,
but
it
really.
We
really
need
to
hit
the
middle
schools.
F
We
need
to
hit
these
kids
in
the
fifth
sixth,
seventh
and
eighth,
and
then
there's
an
accountability
as
you
move
into
high
school
about
how
you
use
these
tools
because
it
will
just
escalate
as
they
get
older,
I,
think,
building
in
these
baseline
understandings
of
what's
allowable
and
what's
not
allowable,
what's
safe
and
what's
not
safe
and
how
we
use
it
when
we
use
it
is
so
important.
So
we'll
continue
to
look
at
additional
resources
as
well.
In.
L
Any
way
we
can
advocate
from
where
we
set
to
to
try
to
bring
the
social
media
training
piece,
and
there
are
some
programs
that
are
departments
that
do
it
really
well,
and
some
schools
have
taken
advantage
of
that
advantage
of
that
program,
which
is
great
but,
like
you
said
it's
it's
I,
think
so
important.
So
would
love
to
continue
the
conversation
on
that
and
why
even
brought
it
up
the
Frederick
in
my
district
that
came
up
in
a
separate
conversation
with
the
principal
and
some
of
her
teachers
and
how
effective
that
training
was
I
guess.
L
My
last
question
is
I
was
at
the
hub
this
morning:
the
new
hub
model,
that's
in
JP
and
East
Boston
ether
teen
in
East
Boston,
where
you
have
officers,
including
the
captain
sergeant,
along
with
providers
all
at
the
same
table,
it's
in
partnership
with
mass
housing
and
BPD
all
at
the
same
table.
Doing
these
individual
case
review
and
really
trying
to
grapple
with
the
trickier
cases,
most
of
which
don't
need
a
police
response,
need
a
resource
response,
and
so
I
just
want
to
see
it
in
action.
L
Maybe
a
third
had
school
ties
and
some
were
you
know
a
young
person
who
was
at
Charlestown
high,
for
example,
dealing
with
mental
health
issues
who
came
on
their
radar
because
of
some
domestic
violence
issue,
and
so
they
flagged
it
as
a
follow
up
case
and
so
I'm
just
I'm
curious.
How
much
of
you
guys
BPS
is
interacting
with
this
new
hub
model
that
is
happening
in
East
Boston
and
in
JP
and
I'm
trying
to
push
to
see.
L
If,
like,
can
we
get
it
in
B
to
see
11
other
police
districts,
but
there
was
real
value
in
the
folks
sitting
around
a
table,
I
think
they
meet
weekly
and
then
even
when
I
left,
they
were
going
out
to
Egleston
for
two
cases
of
folks
dealing
with
substance
abuse,
mental
health
issues
as
a
sort
of
collective
best
team.
Was
there
other
organizations,
Elizabeth
stone,
so
I'm
just
curious.
What
some
of
the
interaction
is?
I.
J
Can
honestly
say:
I'm,
not
a
hundred
percent
familiar
with
that,
but
I'm
sure,
deputy
Stratton?
Those
seem
to
be
all
the
things
that
he
is
now
responsible
for
the
mental
health
housing.
So
in
the
opioid
addiction
issues,
so
he's
probably
definitely
involved,
and
it
sounds
like
it's
district
based
which
puts
the
you
know
centrally,
to
the
to
the
police,
districts
and
and
and
all
the
community
service
officers
have
a
juvenile
officer
there,
so
they
would
be
a
resource.
J
P
L
Begin
to
be
trying
to
just
met
her
yeah
should
I'll
stay
in
contact
with
you
guys
cuz
it
was.
It
was
really
helpful,
given
the
amount
of
resources
at
the
table,
but
so
many
of
the
cases,
obviously
usually
I,
think
have
a
school
element.
So
very
helpful.
Yeah
clearly
aligns
I
think
Andrew
with
your
great
work
with
the
collaborative
exactly.
I
A
Thank
You
counselor.
Thank
you.
Well,
you
know
one
of
the
things
that
comes
up
repeatedly
when
we
talk
about
school
safety
is
what's
happening
on
the
outside
of
our
schools
and
how
that's
impacting
you
know
whether
the
students
experiencing
something
in
their
community
something's
happened
just
outside
the
school
and
how
it
impacts
what's
happening
inside
the
school.
Last
last
year
we
had
a
group
of
kids
come
in
from
one
of
the
Boys
and
Girls
Clubs,
and
they
talked
to
you
know
they
did
these
presentations
to
us
as
part
of
their
school
activity.
A
But
there
was
no
conversation
with
the
students
at
that
time
and
whether
it
was
because
the
teacher
didn't
have
any
information
or
the
teacher
didn't
know
how
to
appropriately
share
any
information
we
don't
know.
But
how
does
sort
of
what's
happening
on
the
outside
get
communicated
with
adults
in
the
building?
And
then
how
are
we
responding?
A
F
Can
start
so
I'm
very
familiar
with
the
situation
you're
talking
about
that
was
that
item
was
found
in
the
morning
and
didn't
transpire
while
we
had
students
inside
the
building.
However,
I
can
tell
you
how
it
normally
works,
we're
assessing
with
that
school
leader.
What
the
in
whatever
the
incident
circumstances
are.
What
has
the
impact
been
on
your
school
community
teachers,
staff,
exposure,
etc?
It
could
be
graffiti.
It
could
be
something
like
that.
It
could
be
something
to
happen
outside
that
may
be.
F
20
kids
saw
on
the
rest
of
the
school
doesn't
know,
so
we're
very
careful
about
how
we
vet,
what
a
school
leader
and
that
commune
NEADS,
and
so
there's
an
operational
superintendent,
operational
leader
assigned
every
school
and
normally
operational
superintendent
communications.
Any
information
that
we
can
or
need
to
share
from
safety
and
BPD.
We
will
to
create
the
biggest
the
most
educated
picture
we
can
and
I
think
we
also
have
to
balance.
F
How
do
we
message
us
in
a
way
that
is
accurate
and
honest,
but
not
to
create
any
hysteria
around
a
situation
that
people
may
react
to
in
a
way
that
we
want?
We
wouldn't
want
them
to,
and
so
that
is
the
process
and
we
incorporate
behavioral
health
in
the
end.
That
messaging,
and
in
that
conversation
when
necessary,
and
that
happens
on
a
daily
basis
at
bps
I,
think
we
find
out
and
I'll
just
be
honest
about
this.
F
A
The
sharing
of
information
quickly
and
obviously
accurately
is
really
important,
but
I
know
with
my
own
kids.
Now
they
have
cell
phones
and
so
they're.
You
know,
kids
are
on
those
phones
almost
immediately
which
can
create
the
hysteria,
whether
it's
real
or
imagined.
That
spreads
like
wildfire,
whether
it's
to
parents,
it's
to
other
students,
it's
it's
to
other
school
communities.
You
know
so
that
quickness
is
so
important,
so
I'm
critical
now
and.
F
Last
year
we
had
a
police
involved,
shooting
we
had
dismissal
time
at
the
Hernandez.
We
had
the
Mendel
down
the
street.
We
had
greater
Eccleston
in
the
middle
school
street,
so
the
timing
was
was
a
perfect
storm,
and
how
do
we,
you
you
have
to
respect
in
these
situations?
Is
a
school
leader
needs
to
control
the
crisis,
and
so
they
can't
always
run
to
the
table
and
be
like
hey,
Kim
or
hey
Dan.
What
do
you
need
me
to
say
create
a
robocall?
F
That's
not
always
that's
often
not
the
most
important
thing
they
need
to
do.
They
need
to
keep
the
interior
of
their
building
safe,
they
need
to
control
their
staff
and
their
kids
and
they
need
to
be
we're
sure,
reassuring
everyone
to
that
end.
We've
talked
about.
Is
it
feasible
in
those
types
of
situations
where
we
do
want
to
get
a
message
out?
That's
accurate,
but
maybe
not
very
detailed.
For
instance,
the
school
community
is
safe,
your
school
leader,
well,
we've
had
an
incident.
F
Everyone
safe
and
accounted
for
your
school
leader
will
follow
up
in
their
own
voice
in
a
robo
call
within
the
next
three
hours,
with
more
detail,
that's
available,
and
so
we're
working
with
communications
in
those
really
three
to
five
incidents
per
year
or
we
may
require
that
kind
of
Robo
call.
So
a
parent
can
sit
back
and
be
like.
Oh
thank
goodness,
you
know,
I,
don't
I,
don't
I
might
run
to
the
school
anyway,
but
I
know
I,
don't
have
to
according
to
this
message.
A
The
other
piece
and
sort
of
shifting
the
conversation
just
a
little
bit,
but
you
know
as
as
critical
it
as
it
is
for
me
and
for
all
of
us
to
make
sure
that
we're
prepared
for
that
serious
significant
incident.
We
have
had
a
rise
in
the
amount
of
needle
exposures
our
students
have
had
in
the
program
that's
sort
of
one
of
those
outside
threats
that
becomes
part
of
our
school
community
impacts.
A
Our
kids,
we
talked
a
little
bit
about
you
know
the
the
numbers
around
the
sticks
that
we've
had
in
this
school
year
or,
since
you
know
over
the
last
year,
if
you've
got
any
of
that
information
to
share-
and
you
know
I
know,
some
things
have
changed
and
how
we've
done
operations
around
keeping
school
communities
safe.
But
it's
you
know
it's
fearful
for
families
to
even
imagine.
This
and
sort
of
the
world
has
changed
again
and
it's
changed
across
our
city
and
what
we
need
to
face.
E
I
E
A
A
Right
so
so
I
know
of
one
at
the
Mason
and
one
at
the
Russell
school
and
the
Russell
school.
One
I
reported
myself
because
we
were
reached
out
by
a
constituent.
It
didn't
happen
in
the
school
yard,
but
it
happened
as
the
kid
was
crossing
the
street
to
go
in
to
get
picked
up.
But
to
me,
that's
still
a
school
incident
because
we
don't
need
to
be
taking
care
of
our
kids
coming
and
going
to
school.
A
E
And
what
I
would
say
too,
is,
if
forgive
me,
if,
from
time
to
time,
I
give
an
answer
that
I
might
not
have
the
most
up-to-date
data
that
might
be
more
on
me
than
a
reflection
of
our
data
systems.
What
I
can
say
is
we
take
this
matter
in
particular
extremely
seriously?
We
know
that
this
is
not
just
a
bps
situation.
This
is
a
situation
that
crosses
multiple
sectors,
multiple
departments
within
the
city.
We
work
very
closely
with
the
Boston
Police
Department.
E
We
work
very
closely
with
the
Boston
Public
Health
Commission,
with
others
to
make
sure
that
we
are
particularly
in
those
trouble
areas,
doing
everything
that
we
can
to
keep
our
children
and
our
staff
as
safe
as
possible.
I
know
at
the
orchard
garden
school
and
also
at
the
Mason
school
we've
installed
our
our
installing
needle
kiosks
so
as
to
ensure
that
needles
are
deposited
in
the
kiosks
rather
than
just
deposited.
E
You
know
on
the
street
or
on
the
school
property,
and
we
also
work
with
our
custodial
team
as
well
as
Boston
Public
Health
Commission,
to
do
sweeps
of
these
areas
on
a
regular
basis
and
report.
The
number
of
needles
being
collected,
we
work
with
our
schools
and
their
school
staffs
to
make
sure
that
they
are
trained
on
exactly
what
to
do
in
the
event
of
seeing
a
needle.
We
work
at
them
to
make
sure
that
their
children
that
their
students
know
what
to
do
in
the
event
of
seeing
a
needle
as
well.
E
A
Love
us
to
and
I,
don't
know
whether
we
are
and
are
not
but
track
that
data
more
accurately.
So
if
a
kid,
you
know,
I
think
that
through
the
nurse's
office
or
through,
probably
through
insurance,
but
we
can
probably
identify
how
many
kids
have
been
hurt
in
a
playground.
They
fall.
They
break
a
an
elbow
or
whatever,
but
that
needle
stick
because
it
is
becoming
I,
don't
I,
think
more
common,
because
the
opioid
crisis
is
in
full
effect
right
now
and
we
have
a
lot
of.
A
Unfortunately,
a
lot
of
active
outdoor
use
that
we
have
to
start
tracking
that
information,
because
we
need
to
have
that
data
to
make
better
decisions.
So
I,
don't
know
whether
it
becomes
a
checkbox
and
an
incident
report
or
something
that
school
communities
are
filling
out.
The
incident
at
the
russell
school
last
school
year.
The
information
I
got
from
the
family
was
that
when
the
school
leader
was
contacted,
they
were
told
to
call
3-1-1
and
that
data
news,
not
an
appropriate
data
collection.
Spot
I
mean
three
one.
A
One
needs
to
know
that
there
are
needles
in
a
park,
but
in
response
to
an
incident
with
one
of
our
children
that
we
just
need
to
know
that
information
and
and
school
leaders
need
to
know
what
the
protocol
is,
because
it
is
something
new.
So
they
may
not
have
the
information
of
the
proper
response
to
give.
We
have
to
teach
them
and
give
them
that
information,
so
they
have
tools
for
their
for
their
families.
A
Great,
so
if
we
can,
if
we
can
use
it,
I'm
happy
to
share
it
through
my
social
media,
any
additional
comments
before
we
move
to
public
some
more
public
testimony.
Thank
you.
Thank
you
for
the
level
of
details
and
really
good
in
the
quality
conversation
that
we've
had
today
has
been
very
helpful
and
we
do
have
some
members
of
the
orchard
gardens
United
group
here,
I,
don't
know
if
Susie,
if
you
are
all
testifying,
you
just
didn't
check
the
box,
but
I
think
you
might
be
wanting
to
so.
M
O
Well,
they're
just
gonna
stand
here,
silently
and
with
their
signs
good
afternoon.
My
name
is
Susie
mcglone,
I
teach
sixth
grade
humanities
at
orchard,
gardens
and
I
am
a
part
of
orchard
gardens
United,
which
is
a
group
of
students,
parents,
educators
and
community
members
who
are
working
toward
having
best
experiences
for
our
children
at
the
orchard
garden
school.
So
one
of
the
topics
that
we
become
concerned
with
we've
been
for
a
while,
but
it
kind
of
reached
a
peak
in
the
fall
are
the
needles
that
are
all
around
our
school.
O
But
anyway,
what
I
really
want
to
talk
about
are
the
solutions
that
we
would
like
to
see
and
some
of
the
talks
that
we've
been
having
in
orchard
gardens
United.
So
when
we
initially
we're
meeting
about
this,
we
asked
for
things
such
as
a
fence
for,
of
course,
a
comprehensive
cleanup
of
the
school
grounds
and
other
things,
such
as
having
more
sharps
units
on
and
more
frequently.
O
O
Don't
think
another
piece
that
we
are
looking
into
now
is
we
need
to
expand
our
mental
health
services.
At
two
meetings
ago
we
began
to
talk
about
what
we
had
been
hearing
from
students,
their
experiences,
and
we
believe
that
we
need
to
have
a
menu
of
services
for
the
students
who
have
been
affected
by
the
opioid
crisis.
O
I
walk
to
the
school
I
live
less
than
a
mile
away
and
I
know
when
I
walk
there
around
6:00
6:30
in
the
morning,
I
see
things
that
I
shouldn't
be
seen
and
I
know
that
kids
who
live
within
a
mile
have
to
walk
to
school,
and
there
are
things
that
children
definitely
should
not
be
seen
and
I
see
all
kinds
of
things.
I
see,
prostitution,
I
see
drug
use,
and
this
is
on
a
regular
basis,
because
I
do
walk
up
massive
and
then
down
Northampton
and
then
to
Albany.
O
Maybe
I,
don't
know
if
these
had
been
invented,
because
mental
health
isn't
my
thing
but
services
that
come
in
a
variety
of
ways
for
students
or
people
who've
been
affected
by
environmental
racism,
which
is
what
the
only
thing
I
can
call
what's
going
on
by
our
school.
So
we
would
like
to
see
those
services
also
provided
by
more
people
who
look
like
our
students
and
have
you
know,
come
through
experiences
like
that.
O
A
K
To
give
me
an
education
and
keep
me
safe.
My
mom
and
few
other
parents
demanded
a
few
things
to
be
done
to
the
school
playground.
This
month,
I
went
to
a
town
meeting
and
all
they
talked
about
what
what
services
they
were
going
to
provide
for
the
drug
addicts.
They
didn't
say
anything
about
what
they
were
going
to
do
for
us.
So
I
asked
them
what
services
are
you
gonna
provide
for
me
and
my
friends?
K
What
are
you
going
to
do
for
all
the
kids
are
afraid,
the
ones
that
walk
to
school
every
day
and
have
to
see
the
needles
on
the
ground
or
the
drug
addicts?
No
one
has
answered
any
of
my
questions
and
I'm
tired.
So
now
it's
time
for
me
to
demand
a
few
things.
I'm
demanding
that
you
keep
us
safe,
I
am
demanding
that
you
hire
someone
to
clean
our
school
grounds.
Daily
I
am
demanding
that
there
is
police
at
the
school
in
the
morning
and
afternoon,
I.
Don't
I.
Don't
think
that
is.
K
A
P
P
You
know,
you
know
when
you
hear
that
your
child
is
scared.
It
brings
a
different
light
to
you
and
I
asked
her
for
what
immediately
picked
up
the
phone
and
I
called
her,
and
she
explained
that
a
child
got
pricked
at
the
school
and
that
there
were
so
many
needles
on
the
playground
that
they
couldn't
go
and
play
with.
P
That
being
said,
I
decided
to
get
involved,
I
decided
to
link
up
with
Oregon
is
United.
There
has
been
we
as
parents
do
our
own
daily
walk.
We
have
asked
and
I
don't
believe
that
it
is
too
much
that
we've
asked
for
we've
asked,
for
you
know
the
mulch
to
be
picked
up
on
the
school
grounds.
We
received
messages
that
soon
as
the
snow
goes
away,
it's
it's
winter
out,
but
the
kids
are
still
outside.
P
P
P
We
ask
that
they
clean
the
field.
That's
in
the
back,
because
underneath
the
back
underneath
that
that
area,
where
all
the
mulch
you
know
where
they
have
footballs,
is
bleachers
where
they
urinate
on
and
the
kids
have
to
go
back
there
to
play
they're
not
allowed
anymore
to
go
back
there
and
play
which
is
really
unfortunate
for
them.
My
daughter
didn't
speak
about
it,
but
she
was
sitting
on
the
bleachers
and
she
started
tons
of
needles
underneath
it
and
she
says
I'm
leaving.
P
Since
all
these
we
asked
for
our
fence
and
to
this
we
told
we
were
told
by
May
that
it
would
be
up
and
done,
but
the
bid
hasn't
even
gone
in
yet
we
also
said
that
we
would
get
the
fence
donated.
We
were
told
we
can't
do
that,
because
there's
I
don't
know
because
there's
ways
that
we
have
to
and
now
understand,
I
get
all
this
I
understand
all
that.
P
But
this
is
an
emergency
purposes,
and
so
this
is
gonna,
be
it's
going
to
be
warm
out
and
the
kids
are
gonna
be
going
back
outside
on
that
playground,
structure
where
people
are
sleeping
and
actually
urinating
on
and
actually
leaving
their
needles.
Underneath
the
playground
structure
to
hide
hide
them.
P
We
are
doing
our
own
sweeps
and
we
are
finding
several
needles
several
needles
a
day,
but
yet
we're
being
told
that
there
is
plots
and
recreation
coming
by.
We
know
that
they're
not
doing
enough,
and
we
know
that
they're
not
they
have
not
hired
enough
people
to
do
that
this.
For
for
the
whole
district.
That
is
not
enough.
P
P
She
starts
screaming
lock
the
doors
lock
the
doors
and
when
we
lock
the
doors
and
I'm
saying
JD,
you're
all
right,
you're
in
the
car,
you're
safe,
no
mommy,
locked
the
doors
locked,
the
doors,
they're
gonna
get
us
that
is
traumatizing
so
now,
I
have
to
deal
with
that.
Now
that
I
got
it.
I
got
to
retrain
my
own
child
to
know
that
she
is
in
a
safe
environment.
We
can't
sit
outside
anymore
of
our
own
stairs
because
they
are
walking
by
going
to
Mass
Ave
and
they
are
talking
to
her.
P
It's
not
safe,
so
I
guess
we're
here
today
and
we're
asking
for
your
help,
we're
asking
for
help
to
keep
our
children
safe,
we're
asking
for
help.
We
understand
that
that
that
this
is
a
big
issue.
It's
a
big
and
broad
issue,
but
the
kids.
It
must
work
and
it's
not
fair
to
them.
She's
been
there
since
kindergarten
and
now
I'm
having
a
conversation
with
her
about
it's
time
to
leave
and
she's
telling
me
yes,
I
want
to
go.
That's
not
fair!
Q
I
Q
Q
Q
Q
These
children
sometimes
don't
know
the
difference
between
a
dirty
needle
and
a
clean
needle.
We
educate
our
children
from
a
young
age
that
needles
are
good
for
you
right
you
go
to
doctors,
you
get
a
shot,
it's
a
good
needle,
don't
cry
it's
good
for
you.
The
doctor
is
gonna
help
you
it's
gonna,
make
you
better.
So
what
are
we
going
to
tell
that
to
a
group
artistic
kids
who
attends
that
orchard
garden
school?
Who
has
this
idea
that
needles
are
good
for
you
and
all
they
want
to
do
is
play
doctors.
Q
Are
we
gonna
wait
till
another?
Kid
gets
pricked.
I
said
here
and
I,
listen
to
some
of
you
testimonies
and
not
to
have
a
running
log
of
how
many
students
have
been
affected
by
this.
It's
very
disheartening.
This
is
not
new
to
the
bps.
This
isn't
the
first
time
that
a
child
has
been
pricked
with
a
needle.
This
was
probably
the
12th
or
more
times,
we've
had
this
issue
for
the
last
four
years.
Q
All
over
the
news
all
over
the
media's
and
not
to
have
a
team
of
staff
members
who
are
going
to
be
responsible
to
deal
with
this
on
a
day-to-day
basis,
came
back
from
February
break.
One
of
the
members
of
the
orchard
garden
United
took
her
time,
went
to
the
school
that
Monday
morning
she
collected
herself,
20
or
so
leaders.
She
found
all
sorts
of
things
in
the
play:
structures
from
feces
condoms,
needles,
alcohol
bottles
and
so
forth.
Ask
yourself
if
this
was
your
child
school?
Q
Q
It's
another
thing
to
see
it
in
day
to
day,
take
take
ten
minutes
out
your
day
and
come
down
to
Orchard
garden
and
spend
half
an
hour
and
see
what
these
kids
are
looking
out
of
the
window
and
seeing
and
then
you
go
back
home,
and
you
tell
me
how
you
feel
if
that
was
your
child
sitting
in
that
classroom.
Looking
out
the
window
and
all
they
see
is
prostitution
and
drug
use.
Q
Yes,
we
understand
it's
a
bigger
issue
that
the
city
has
to
deal
with,
but
at
the
same
time
it
doesn't
take
four
months
to
put
a
fence
up,
there's
ways
to
get
around
the
red
tape.
If
this
was
a
safety
issue
which
it
is,
it
should
be
at
the
top
of
your
list
that
fence
should
have
been
up
a
month
ago.
Q
There's
no
reason
why
that's
a
safety
of
these
children
being
played
with
to
the
politics
of
the
city,
and
we
should
be
embarrassed
of
having
a
city
like
Boston,
with
all
the
resources
not
able
to
give
these
children
of
900-plus
and
again
it's
not
just
the
orchard
gardens
it's
a
nation
school.
It's
the
Blackstone
folks,
we're
doing
this
day
in
day
out.
We
have
northern
enough
footage.
We
have
more
than
enough
needles.
We
have
more
than
enough
evidence
to
support
our
argument
of
the
negligence,
that's
being
done
to
these
children,
I'll
close
by
saying.
Q
No
one
wants
to
see
anyone
get
hurt.
That's
the
last
thing
we
want
to
see,
but
at
the
end
of
the
day
we
don't
say
something
that
we
see
is
rank.
We
are
just
as
bad
as
the
person
who's
leaving
the
needles
behind
we've
watched,
countless
staff
members
neglect
their
duties.
We've
watched
countless
individuals
brush
us
aside,
we're
not
going
to
sit
back
and
continue
to
be
ignored.
We
will
make
sure
that
our
concerns
are
heard
on
every
platform
that
we
can
take
this
matter
to.
Thank
you
for
your
time.
N
My
name
is
Ileana
pimento
and
I
am
from
orchard
gardens
pilot
school
and
I
am
here
to
talk
about
the
needles
on
my
school
and
around
where
I
live
I.
Every
morning
I
had
to
walk
with
my
little
brother
to
the
school
from
delhi,
and
sometimes
when
I
found
about
the
kid
getting
pricked,
I
told
my
mother
and
I
was
scared
to
go
to
school
the
next
day
cuz.
I
was
also
scared
for
my
little
brother
cuz.
N
He
has
to
play
on
that
same
playground
that
that
little
boy
got
pricked
by
and
sometimes
when,
like
my
brother,
went
on
a
field
trip
and
it
was
overnight,
I
was
get
to
go
to
school
myself,
so
I
stayed
home
because
I
I
lived
there
for
so
long
and
I
have
this
playground
in
my
backyard
and
I
can't
even
play
there?
No
more
because
every
time
I
go
outside,
I
have
to
play
in
my
little
fenced
back
yard,
because
there's
always
someone
sleeping
there
doing
something
there
or
I'm
scared.
N
I
have
to
stay
up,
I
mean
I
had
to
stay
in
my
house,
locked
with
the
doors,
locked
and
I,
couldn't
even
trust
when
my
doors
unlocked
or
wide
open
when
people
outside,
because
my
mom
she
used
to
work
night
shifts
and
I
got
scared
that
the
door
was
unlocked,
that
someone
would
try
to
come
in
or
try
to
steal
something
or
that
my
mom
was,
will
get
hit
by
a
drunk
driver.
While
she
was
driving
home
from
work
and.
N
When
they
were
talking
about
the
field,
my
friend
Jessica
she
lives
literally
across
the
street
from
there
and
every
morning
we
walk
from
her
house
to
school
passing
the
field.
Once
we
were
in
that
little
basketball
court
and
there
was
a
man
I
remember,
there
was
a
circle
thing
that
kids
used
to
crawl
through,
but
we
can't
go
there.
No
more.
N
He
was
sleeping
in
there
and
I
was
just
scared
that
if
he
woke
up-
and
he
saw
us
there-
that
he
would
do
something-
and
we
couldn't
do
nothing
because
our
school
says
all
don't
touch
this-
don't
touch
that
we
shouldn't
even
be
seeing
that
type
of
stuff
our
school
should
be
taking
care
of
that
stuff
and
I
know
that
they're
trying
but
I
was
in
the
same.
I
was
I
the
bowling
building
on
this
in
December
talking
about
the
same
thing,
and
they
didn't
give
me
a
response.
N
E
A
M
M
One
of
my
concerns,
as
well
as
all
the
concerns
that
we've
heard
is
when
and
I
do
appreciate
what
the
officer
said
as
well
as
crime.
Someone
has
gone
down,
but
when
you're
in
a
situation
where
you're
constantly
hearing
a
gun
fire,
the
situation
isn't
getting
any
better,
but
if
someone
gets
hit
or
someone
does
not
get
hit,
these
children
are
listening
to
this
gunfire.
Now,
there's
been
several
incidents
in
the
orchard
garden
area.
The
community,
where
gunfire
during
the
daytime
is
prevalent.
M
My
concern
is,
in
other
schools,
a
lot
of
other
schools.
When
there
are
situations
like
this,
they
do
have
counselors
social
workers
going
into
the
school
and
talking
to
the
children
so
that
the
children
can
understand
what's
going
on
in
their
community
somewhat,
but
at
least
do.
If
there
is
a
act
of
shooting
in
the
community
at
least
notify
the
school.
There
are
two
schools
and
there's
that
the
Boys
and
Girls
Club,
as
well
with
a
lot
of
children,
notify
the
adults
in
the
school
of.
What's
going
on,
it's
been
a
shooting.
M
Parents
are
coming
to
pick
up
their
children.
Parents
don't
know
this,
but
the
children
Oh
mom
somebody's
out
here,
shooting
they
have
no
way
means
that
I
know
of
where,
when
situations
of
this
sort
that
counselors
may
come
into
the
school
and
explain
to
the
children,
counselors
may
explain
to
the
children
of
why
you
might
see
a
person
walking
down
the
street
and
they
look
like
they're
sleeping
or
while
somebody's
walking
and
have
a
needle
in
their
arm.
M
Let
the
children
understand
that
a
professional
come
in
and
let
our
children
understand
what's
going
on
around
and
in
their
community,
and
I
would
like
to
see
the
schools
and
the
Boys
and
Girls
Club
notified
if
there
is
a
shooting
in
the
general
close
area,
proximity
of
the
schools
or
the
Boys
and
Girls
Club.
Thank
you.
Thank.
E
Thank
you
very
much.
Counselor
I'm,
actually
going
to
pass
things
over
to
Rob,
can
solve.
Our
chief
of
staff
has
been
working
on
this.
Obviously
within
operations
and
safety
services,
we've
done
a
lot
to
respond
to
some
of
these
incidents,
some
of
which
occurred
after
Jada's
testimony
to
school
committee
back
in
December,
but
because
this
is
a
cross-sector,
multi
department,
effort,
I
think
Rob
is
actually
best
suited
to
to
issue
a
response
and
provide
some
clarification
for
both
city
council
and
those
who
provided
the
compelling
testimony.
We've
heard
so
far.
R
Madame,
chair
good
to
be
back
in
the
old
seat.
I
know
this
exact
spot
for
about
a
year,
so
anyway,
no
I'm
glad
to
be
here
just
to
talk
about
some
efforts
that
we're
taking
around
orchard
gardens
as
well
as
the
Mason
school
I,
do
want
to
thank
what
cigars
United.
They
have
been
a
constant
advocate
for
orchard
gardens,
our
students
and
our
families
in
our
surrounding
property
and
I
want
to
thank
them
for
their
advocacy.
Their
Avex
key
is
actually
driving
councilor
a
lot
of
the
changes
we're
going
to
make
at
the
orchard
gardens.
R
R
The
school
department
take
from
an
Operations
perspective,
to
address
some
of
the
issues
around
orchard,
gardens
and
I'm
happy
to
say
today
that
each
and
everything
that
was
requested
by
orchard,
gardens,
United
and
yourself
in
that
letter
is
something
that
the
district
is
prepared,
because
we
agree
with
them
that
those
steps
that
they've
highlighted
we
need
to
take
to
try
to
help
address
some
of
the
operational
issues
around
what
you
garden.
So
what
are
they?
And
what
are
we
doing
in
response?
We
are
in
the
process
of
installing
a
fence.
R
Currently
now
the
length
of
the
melny
acaso
check,
Gardens
property.
It
has
a
5-foot
sort
of
decorative
cast
iron
fence.
I
want
to
also
remind
folks
just
how
far
that
is.
If
you
actually
go
and
walk
the
site,
it's
a
rather
long
piece
of
fence,
there's
also
fencing,
in-between
the
scrap
metal
yard
and
the
school,
the
property
that
also
runs
for
an
extensive
long
length.
That
is
not
as
as
decorative
it's
a
mishmash
of
the
scrap
metal,
yards
fence
and
public
school
fence.
R
We
are
going
to
replace
the
entire
length
of
the
fence,
all
I'm,
only
a
cast,
as
well
as
the
entire
length
separating
our
property
in
the
property
of
the
scrap
metal
yard,
with
a
8
foot,
high,
decorative
sort
of
wrought
iron
fence,
both
along
melia,
casts
as
well
as
in-between
the
property
of
the
scrap
metal
yard
and
our
property.
We
will
also
install
fencing
in
between
so
not
only
we
run
friends
in
between
the
two
properties
counselor.
R
We
will
run
a
fence
in
between
our
building
and
their
property
to
prohibit
future
access
into
that
site
from
the
back
of
the
site
and
we're
doing
that
because
we
believe
it'll
help
prevent
trespassing
and
we
know
the
cut
through
traffic
that
takes
place.
The
folks
are
utilizing
our
property
to
cut
through
to
the
back
of
the
park
in
the
back
of
the
school.
That
project
is
out
to
bid,
went
out
to
bid
in
January.
R
R
This
job
is
well
over
the
$50,000
threshold,
so
we're
going
to
follow
the
procurement
law
as
we're
required
to
do
as
we
do
with
all
of
our
publicly
bidded
projects,
but
I
assure
the
public
that
we
are
more
than
halfway
through
that
process,
and
we
will
see
as
construction
siding
on
that
very
soon.
Some
of
the
other
things
we
heard
war
can
we
have
more
regular
sweeps
by
the
custodians
and
actually
log
those
sweeps
are
custodial
team
does
an
amazing
job,
but
not
just
this
school,
but
every
school
around
the
district.
R
The
maintenance
of
the
grounds
outside
the
building
are
part
of
their
responsibility,
whether
there
are
needles
or
not,
the
custodies
at
the
orchard,
gardens
welcomed
and
are
glad
to
as
part
of
their
regular
maintenance
conduct
more
frequent
sweeps.
So
now
we
have
established
sweeps
of
at
7:00
a.m.
9:30
and
1:30
before
school
is
dismissed
in
addition
to
other
regular
times.
Folks
are
out
addressing
the
issue.
R
These
three
regular
sweeps
are
logged
at
the
request
of
the
community
and
that
log
is
kept
in
the
principal's
office,
where
we
now
log
exactly
what
the
custodians
found
as
requested.
One
of
the
things
we
also
added
a
tortured
gardens
was:
we
have
a
citywide
grounds
crew.
That's
a
team
of
custodians
that
roam
the
city
for
lack
of
a
better
term
handling
citywide
custodial
issues
at
schools.
R
All
around
the
district
that
custodial
crew
will
begin
every
Monday
morning
at
orchard,
gardens
to
help
sweep
for
the
following
weekend
the
preceding
weekend,
rather
meaning
because
we
know
we
don't
have
custodial
staff
on
weekends,
that
citywide
grounds
crew
starts
every
Monday
morning
sweeping
the
premises
even
before
the
custodians
or
anyone
gets
to
the
school
to
address.
Issues
that
are
may
have
occurred
over
the
weekend
that
began
on
December
31st
and
has
happened
every
Monday.
R
Since
then
we
were
asked
to
improve
the
lighting
of
the
orchard,
gardens
that
happen
immediately
and
the
lighting
working
with
the
school
leader
and
their
board
of
governors
and
others
has
happened,
and
we've
addressed
the
lighting
appropriately
around
the
building.
We
know
the
custodial
staff
all
around
the
district
has
been
trained
on
the
shops
procedures,
but
at
the
request
of
the
community
we
made
sure
that
all
of
the
staff
and
personnel
who
work
with
students
outside
the
building
were
trained.
I
attended
that
training
I
think
you
might
have
even
been
there
as
well.
R
We
have
the
training
at
the
school
I'm,
not
sure,
but
we
we
did
have
that
training
out
for
sort
of
the
cafeteria
staff
and
other
teachers
staff
that
go
well
with
students
out
into
the
playground.
So
now
they
are
shops
trained
as
well
to
be
able
to
address
the
Sharps
issues
that
they
find.
It
is
correct
that
the
power
washing
equipment
is
add,
the
orchard
guards
and
a
woman
remain
there
for
the
foreseeable
future.
R
That
was
a
request
of
the
community,
as
well
as
the
custodial
staff
who
wanted
to
be
able,
when
they
need
to
use
that
power
washing
equipment
to
wash
off
the
playground
equipment.
That's
on
our
property,
should
there
be
issues
with
people
sleeping
there
and
other
things
around
body
fluids,
fecal
matter
that
kind
of
stuff,
and
so
now
we
have
a
power
washing
equipment
there.
That
staff
will
use
it
whenever
they
need
to
to
make
sure
that
that
playground
equipment
is
safe
and
sanitary.
R
We
also
obviously
do
regular
maintenance
and
cleaning
of
the
grounds
seasonally
and
otherwise,
and
that
will
also
continue.
So
we
agree
that
continuing
to
do
the
mulch
and
sweeps
around
the
property
of
that
stuff
has
to
happen
to
make
sure
that
we're
addressing
that.
So
a
lot
of
things
happening
at
the
orchard,
gardens
and
stuff
that
we
need
to
do.
That
is
a
proactive
effort.
R
Working
with
the
community
like
I,
said
things
that
we've
heard
the
community
say
they
want
done,
including
we're
gonna,
be
adding
us
neither
kiosk
working
with
the
school
leadership,
the
custodial
staff
and
others.
We
are
installing.
That
is
also
out
to
bid
a
much
quicker
process,
though,
that
kiosk
will
be
put
on
the
mosaic,
a
side
of
the
property
near
the
parking
lot
facing
the
sidewalk
so
that
it
has
access
to
folks
who
might
be
trespassing
in
our
parking
lot
or
as
well
as
on
the
sidewalk.
R
We
think
that
the
reality
is
the
kiosks
are
used
by
a
variety
of
users,
both
drug
users
and
concerned
citizens
and
custodial
staff.
It's
a
safe
place
to
deposit
shops,
materials
and
we
know
they
are
used.
The
data
shows
that
so
the
Boston
Public
Accounts
Commission's
office
of
recovery
services
will
maintain
and
empty
those
under
an
existing
contract
for
us.
So
we
won't
have
to
worry
about
doing
that.
R
The
Masons,
who
will
also
get
a
kiosk
we've
worked
with
the
school
leader
and
her
team
and
the
parks
department,
and
we
will
be
placing
another
kiosk
at
the
Mason
school
as
well.
Those
are
both
ordered.
The
company
will
be
any
day
now
pouring
the
cement
pad
once
that
cement
pad
they
had
to
wait
till
the
weather.
Wasn't
freezing
temperatures
to
pour
the
cement,
but
any
day
now
they'll
be
out.
R
R
So
those
are
some
of
the
steps
that
were
taking
each
and
every
one
that
I
mentioned
other
some
of
the
requests
that
were
made
by
watch
at
GaN,
unite
and
again
want
to
thank
them
for
continuing
to
be
advocates
and
continue
to
make
sure
we're
following
through
continue
to
ask
questions
around
how
long
the
bid
is
one.
Is
it
going
to
get
done?
R
R
Those
are
a
series
of
steps
that
will
take
they're,
not
the
only
steps
we
will
continue
to
work
with
the
Boston
Police
Department,
the
mayor's
office
of
recovery
services
with
orchard
gardens
United
and
with
any
and
all
other
community
groups
who
have
ideas
about
how
we
should
be
making
operational
changes
around
our
schools
and
I
will
also
say,
we'll
be
working
very
closely
with
the
school
parents
with
the
governing
boards
with
the
parents
councils
all
of
the
folks
who
have
a
voice
at
these
schools.
We
welcome
their
feedback.
R
We
welcome
their
suggestions
and
ideas
and
we
from
an
Operations
perspective,
will
make
the
necessary
changes
we
have
to
like.
You
will
see
it
orchard
gardens
happening
very
soon
to
keep
all
of
our
schools
safe,
I,
say
it
every
time
at
a
public
hearing.
I
am
a
parent
of
three
Boston
Public
School
students,
Council
I
know
you
are
I,
know
John
Hanlin
is
I,
know
Andrea.
Is
we
don't
just
work
at
the
boss
public
rules?
We
also
send
our
children
to
the
Boston
Public
Schools.
So
this
is
an
issue
we
care
about
very
deeply.
R
A
P
S
You
so
much
for
coming
I
apologize
for
being
late.
We
were
dealing
with
some
dispensary
fun
and
on
the
eighth
floor
throughout
most
of
the
day,
but
I
I
wanted
to
first
commend
you
on
your
work.
Last
year,
I
remember
was
first
on
the
council's.
My
first
time
and
school
safety
came
up
in
East
Boston
and
specifically
because
of
the
gun
incident,
and
it
came
up
during
the
budget
season
and
there
I
had
asked
about
standards
to
be
set,
how
we're
gonna
measure
them.
S
I
did
want
to
talk
a
little
bit
about
how
you
relate
or
see
this,
the
the
lack
of
school
nurses
and
sense
and
school
student
safety
being
connected
specifically
I'm.
Looking
at
the
statistic
about
302
suicide
risk
assessments
that
your
crisis
data
is
showing,
so
how
I'm
sure
someone
caught
those
things,
but
if
you're
finding
that
we
don't
have
a
nurse
in
every
school
or
full-time
nurse
in
every
school,
if
there's
suicide
issues
or
suicide
prevention,
because
that's
safety
issues
well,
how
are
you
making
sure
that
we're
catching
those
kids
at
risk.
E
Under
you
might
want
to
respond
to
that
Minh
that
this
is
a
behavioral
health
situation
that
you're
referring
to
councilor
Edwards,
and
there
has
been
a
dramatic
increase
in
the
number
of
supports
in
that
area
over
the
last
few
years,
in
particular,
and
investment
in
school-based
psychologists
over
the
last
year.
It
might
be
worthwhile
and
are
you
responding.
I
I
Can
speak
about
behavioral
health
and
then
I'll
turn
it
to
John
for
nurses,
so
in
the
behavioral
health
department,
one
of
the
things
we
do
is
work
with
high
schools
to
use
SOS
signs
of
suicide
and
break
free
from
depression.
Both
our
curriculum
that
pair
well
together
at
high
school
to
make
students
aware
of
suicide
risk
factors
who
to
turn
to
for
help
and
and
what
are
how
depression
and
suicide
are
linked.
Those
are
high
school
programs.
Sos
can
also
be
used
in
the
middle
school.
I
69
schools
are
in
the
comprehensive
behavioral
health
model.
As
part
of
that
model,
we
do
a
universal
behavioral
health
screening.
So
this
year
we've
screened
27,000
students
and
that
looks
at
both
internalizing
issues
and
externalizing
issues,
so
we're
able
to
find
students
that
need
help
and
get
them
help
faster.
I
We
also
every
school
has
a
student
support
team.
So
if
a
student,
if
a
teacher
is
concerned
about
a
student,
they
refer
the
student
to
student
support
some
of
the
schools,
as
I
mentioned,
have
mental
health
partners
or
bps
staff
that
the
student
can
be
referred
to.
Others
are
being
referred
through
their
primary
care
to
get
mental
health
services.
So
that's
particularly
about
mental
health
and
then
do
you
want
to
talk
about
nurses,
sir
I.
E
Actually,
don't
have
much
to
add
in
terms
of
the
nurses
again.
This
is
much
more
of
a
behavioral
health
issue
means
certainly
and
when
we
have
nurses
and
buildings-
and
they
can
assist
with
this.
But
typically,
if
not
always
they're
referred
to
behavioral
health
specialists
to
actually
assist
with
this,
and
when
the
case
arises.
We
have
EMS
comes
school
and
transport
students
to
the
proper
facilities
to
be
able
to
really
provide
them
that
the
resources
that
they
need
beyond
what
we
can
actually
provide
at
school.
P
Rob
did
did
bring
up
regarding
our
list
of
things
we
like
done
with
our
gardens.
One
is
I've
spoke
to
rob
a
couple
of
times,
so
we
asked
for
a
seat
at
the
table.
We
have
not
yet
got
that.
We've
asked
to
be
evolved
with
anything
that
was
on
the
list
so
that
we
can
have
a
good
time
scheduled
at
a
time
timely
manner
of
what's
going
to
be
done.
You
know
about
the
kiosk.
We
actually
asked
for
the
kiosk
to
be
removed
and
now
we're
hearing
that
there's
a
second
kiosk
being
put
there.
P
The
kiosk
is
actually
like
10
steps
away
from
the
playground,
although
it
is
not
on
the
school
grounds.
The
kiosk
is
a
sore
eye,
it
is
red
and
it
is
not
being
utilized
correctly.
We
are
still
finding
needles.
I
have
pictures
that
parents
have
sent
me
just
yesterday
of
needles
on
that
property
and
the
needles
are
literally
as
through
that
walkway
that
where
the
children
have
to
walk.
So
that's
why
we
are
asking
for
that
kiosk
to
be
removed,
and
then
we're
hearing
that
this
is
the
second
one
being
put
there.
P
We're
hearing
that
and
we
we
didn't-
we
didn't
have
no
say-so
in
this.
We
didn't
hear
about
it
until
they
had
a
walkthrough
with
the
committee,
the
board
and
we
don't
mind
the
kiosks
being
between
Morgan
Memorial
and
the
parking
structure
of
where
the
teachers
parked,
but
having
it
right
there
where
the
children
will
see.
It's
not
acceptable.
P
P
You
know,
I
am
one
of
the
main
speakers
for
what
you
got
is
United
we're
at
we
just
asked
for,
and
we
do
compensate
with
the
principal
and
I
got
the
list
of
demands
that
he
said
that
was
going
to
be
addressed.
The
fencing
we're
hearing
now
they're
expanding
that
fence
and
we
didn't
know
that-
and
we
would
not
be
discussing
this
I-
understand
that
there
is
a
time
restraint
to
everything
and
it's
procedures
that
we
have
to
go
through.
P
But
this
is
an
emergency
purpose
and
if
it
is
an
emergency
purpose,
I
know
that
there's
other
things
that
we
can
do
and
play
we're
asking
for
someone
to
be
there.
No
reason
why
the
Boys
and
Girls
Club
should
have
to
come
outside
the
gentlemen
from
the
Boys
and
Girls
Club
that
runs
the
Boys
and
Girls
Club
come
outside
and
shoo
these
people
away
away
from
our
children
that
are
playing
five
feet
from
them.
P
So
these
are
just
things
I
would
like
to
address
and
because
I
actually
just
don't
want
it
to
look
like
we
are
not
we're
still
pushing
for
things
that
that
we
understand
that
is
going
to
get
done.
We
are
asking
and
we're
trying
to
be
really
reasonable
about
it,
but
we
are
asking
for
these
things
and
we
have
a
seat
at
the
table.
So
we
can
all
discuss
it
and
I
can
bring
it
back
to
orchha.
P
A
You
Janina
so
I.
Thank
you
all
for
being
here
today.
I
think.
The
conversation
around
school
safety
certainly
is
encompasses
a
lot,
whether
it's
the
active
shooter
training
and
making
sure
that
we've
got
the
pieces
in
place.
Should
there
be
a
large-scale
incident
that
the
preventive
work
is
happening,
whether
it's
behavioral
health,
whether
it's
every
every
school,
has
a
full-time
nurse
on
staff.
A
It's
the
cyberbullying
piece
which
we
didn't
really
talk
about
today,
but
and
it's
also
making
sure
that,
as
we
proceed
with
build
BPS
that
we're
thinking
about
these
pieces
in
any
future
redesign
of
any
of
our
school
buildings,
because
that's
so
important,
so
you
know
it's.
It.
I
really
appreciate
that
presentations
today
and
the
thoroughness
of
the
presentation
and
I
think
it's
very
clear
that
it's
multiple
partners
that
need
to
be
involved
in
this
work.
My
you
know,
city
agencies,
community
members,
certainly
the
police
department,
our
behavioral
health
support
folks
and
then
our
families.