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From YouTube: Committee on Ways & Means on May 8, 2018
Description
Docket #0559-0565 - Fiscal Year 2019 Budget: Boston Public Schools - School Operations 2
A
At
the
conclusion
of
our
presentation
from
the
department
and
questions
and
answers
from
my
colleagues,
we
will
take
public
testimony.
There
is
a
sign-in
sheet
to
my
left.
We
ask
that
you
state
your
name
any
affiliation
and
please
check
the
box.
If
you
do
wish
to
testify
publicly
I
am
joined
by
several
of
my
colleagues
in
order
of
their
arrival.
A
District
City
Council
Frank
Baker
off
to
my
left
off
to
my
right
city,
councillor,
Lydia
Edwards,
to
my
immediate
right,
district
city,
councilor,
Matt
O'malley,
and
to
my
immediate
left,
City
Council
at
large
Anissa,
asabi
George
before
I.
Let
hand
it
over
to
you
John
and
Kim.
We
have
a
member
from
the
Boston
Student
Advisory,
Council
and
I'm
gonna
allow
him
to
come
up
to
the
podium
over
there
and
if
you
would
introduce
yourself
and
make
your
statement,
that
would
be
great.
Thank
you.
Thank.
B
You
good
evening
I'm
Catherine,
McClay
student
representative
of
the
Boston
School
Committee
and
former
president
of
the
Boston
Student
Advisory
Council
and
coal
program
coordinator
for
the
National
Black
embiez
associations,
leader
tomorrow,
program.
I,
am
here
today
to
share
my
perspective,
not
only
on
school
safety,
but
the
impact
it
had
on
my
life.
If
you
give
me
the
moment
to
share
a
brief
story
with
you:
drugs
gang
violence,
teen,
pregnancy,
abuse
and
death.
B
This
was
the
view
I
had
as
a
young
black
man
from
the
window
of
my
grandmother's
from
one-story
home
in
Baton
Rouge
Louisiana
inside
those
walls,
I
cared
for
my
grandmother
inside
those
walls,
I
care
for
my
grandmother
who
struggled
with
Alzheimer's
dementia,
while
my
mother
works
16
to
17
hours,
just
providing
for
her
family.
My
grandmother
was
one
of
a
true
matriarch,
a
black
Southern
Baptist,
who
managed,
since
seven
of
her
eight
children
to
college
in
the
heat
of
the
Civil
Rights
era.
B
But
now
she
was
distraught.
She
was
agitated
and
lost,
but
despite
this
responsibility,
I
remained
self-sufficient
in
this
unforgiving
world,
doing
most
of
the
necessary
things
to
do,
such
as
grocery
shopping,
her
whereabouts
scheduling
her
doctor's
appointments
and
just
her
day-to-day
navigations,
and
for
me,
loneliness
and
guilt,
lurked
and
wrapped
in
this
blanket
of
depression.
B
As
someone
who
was
worth
something
I
drew
upon
her
for
not
only
academic
support,
but
also
more
professional
and
social
growth.
This
was
the
experience
I
had
as
a
muncher
Zuri
student
in
the
south.
This
is
experience
that
I
wish
all
students
could
have
access
to.
Unfortunately,
this
isn't
so.
This
experience
was
short-lived.
Even
for
me,
I
was
razón
to
the
neighborhood
school,
where
the
images
of
drugs
gang
violence,
teen,
pregnancy
and
abuse.
We're
now
reflected
in
my
classroom
as
a
reality.
B
This
place
that
which
once
was
a
safe
haven,
was
tainted.
Many
of
the
students
at
the
school
did
not
have
the
same
luxuries
or
access
to
new
textbooks
or
computers
or
full-time
nurses,
as
I
once
had.
But
most
of
these
students
didn't
have
miss
Howard.
The
teacher
that
I
had
they
do
not
have
a
teacher
guidance
counselor
leaving
them
and
reassure
them
that
they
are
worth
something
that
there
are
somebody
worth
investing
into,
but
they
have,
but
what
they
did
have
were
school
police
and
metal
detectors.
B
Many
of
these
same
harsh
realities,
environmental
factors,
experiences
and
traumas
are
the
same,
but
if
not
worse
and
similarly
to
my
home
town
is
only
seen
in
communities
and
schools
are
90%
or
more
students
of
color.
But
we,
when
we
have
your
tolerance
policies,
Metal
Detectors,
a
1000
to
1
ratio
of
School
Psychologists
and
part-time
nurses
spray
across
two
to
three
buildings.
What
more
can
you
expect
other
than
the
cycle
to
repeat
itself?
B
This
is
not
the
same
as
this
is
not
to
say
that
substantial
growth
has
not
been
made
thanks
to
Boston
School,
the
Boston
Public
Schools.
We
have
entire
departments
focus
on
addressing
equity
in
schools,
just
mentioning
school
to
Prison,
Pipeline,
social-emotional
health
and
wellness,
and
closing
the
opportunity
gap
for
our
historically
marginalized
students.
B
Through
the
implementation
of
culturally
culturally
linguistically
sustaining
practices
such
as
race
circles,
race
discussions,
restorative
justice
circles
and
youth,
lead
discussions
and
trainings
for
teachers
and
administration,
we
still
have
so
much
work
to
be
done
in
breaking
the
cycle
which
entered
the
cycle
of
institutionalized
oppression.
School
safety
in
schools
is
not
just
having
cops.
We
met
with
Tommy
Welsh
associates
who
pretend
to
discuss
school
safety.
D
Do
you
follow
that
hey
Andre,
if
you'd
like
to
come
down
and
do
this
for
us,
it
was
wonderful.
Thank,
You
counsel,
very
much
for
your
time
again
this
evening
now
to
present
on
the
safety
services
budget,
as
well
as
some
other
initiatives
within
safety
services.
I'm
joined
to
my
right
by
kim
peltro
executive
director
of
safety
services
for
Boston
Public
Schools.
Thank
you
again
for
your
time.
Thank.
A
D
Here
is
our
agenda
for
this
evening,
we
plan
on
providing
an
overview
of
safety
services.
We
then
will
want
to
spend
some
time
talking
about
school
safety
audits,
which
have
recently
been
conducted
from
the
facility
standpoint
over
the
last
few
months
and
from
a
general
school
safety
standpoint
over
the
last
couple
years.
In
addition
to
that,
we'll
provide
the
council
with
an
update
on
mandated
school
drills,
as
well
as
an
update
on
one
of
our
newer
partnerships
in
the
school
district
that
with
Sandy
Hook
promise
well
closed
by
discussing
trainings
and
protocols.
D
D
We're
also
joined
tonight
by
key
members
of
the
safety
ecosystem
within
bps
and
I,
say
ecosystem,
because
it's
not
just
those
people
like
Ric,
torini
and
Eric
Westin
from
the
safety
services
department,
but
also
people
like
Bob
Harrington,
Bob,
Breslin,
Eddie,
Murphy,
Nick,
sac,
Ramona,
Bob,
Smith
from
the
facilities
Department
and
clearly
those
two
departments
have
to
work
hand-in-hand
on
much
of
the
work
we
do
related
to
safety
in
schools.
The
org
chart
spells
out
toward
the
bottom
that
we
have
a
total
of
75
different
officers
serving
within
the
Boston
School
police.
D
That
school
police
unit
is
headed
up
by
Eric
Westin,
whom
I
mentioned
before,
as
you
can
see
in
the
orange
box
to
the
bottom
right
68
of
these
officers,
a
stationed
at
schools
across
the
district,
including
for
school-based
mobile
officers,
if
necessary,
meaning
that
they
can
Rove
around
where
needed.
Lastly,
we
have
three
others
providing
additional
roving
mobile
support:
three
members
of
the
dispatch
team
and
one
intelligence,
lieutenant.
D
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.
The
department
is
comprised
of
75
school
police
officers
and
a
leadership
team
committed
to
proactively
serving
all
school
communities.
I
want
to
pause
on
a
couple
elements
of
that,
because
the
mission
of
safety
services
to
a
certain
extent,
isn't
just
the
mission
of
safety
services,
but
the
mission
of
the
school
district
as
a
whole.
D
Our
foremost
obligation
and
serving
the
57,000
children
of
Boston,
whom
we
serve,
is
to
keep
them
safe.
As
a
fellow
parent
with
four
children
in
the
schools,
I
expect
that
my
children
will
be
safe
every
day,
so
I
have
no
choice
but
to
make
sure
that
other
parents
can
have
that
same
expectation.
We
need
to
make
sure
that
children
are
safe,
but
also
that
our
staff
are
safe
and
all
guests
or
family
members.
Visitors
coming
to
our
schools
are
safe.
D
The
other
point
that
I
want
to
accentuate
within
that
mission
statement
is
the
mention
of
part,
we're
very,
very
fortunate
here
in
Boston
to
have
a
tight
ecosystem
of
safety
services
support
across
multiple
different
agencies.
We
work
extremely
closely
and
Kim
can
expand
on
this
when
the
time
comes
with
the
Boston
Police
Department,
the
Boston
Fire
Department,
the
mayor's
office
of
safety
services,
the
Boston
Centers
of
youth
and
families,
Street
workers
unit
and
on
and
on
we're
very,
very
fortunate
to
have
a
close
group
of
partners.
We
interact
with
on
a
daily
basis.
D
D
This
was
a
very
good
feedback
that
we
heard
that
we're
trying
to
put
into
motion
as
quickly
as
possible
and,
as
you
can
see
here,
are
drafting
a
standard
for
school
safety
where
all
of
the
following
school
features
and
protocols
are
fully
operational
and
consistently
performed
and
I,
say
school
features
and
protocols.
Because
they're
two
different
things
from
one
standpoint.
D
Moving
on,
given
that
this
is
a
budget
hearing,
we
did
want
to
present
a
little
information
on
the
budget,
which,
of
course,
you
have
more
information
from
our
colleagues
in
bps
finance,
as
you
can
see
from
year
to
year,
FY
18
to
FY
19.
The
budget
is
increasing
by
nearly
a
hundred
eighty
thousand,
roughly
a
three
point:
five
percent
budget
and
the
total
budget.
As
you
can
see,
the
personnel
budget
is
increased
by
nearly
three
percent.
D
The
non
personnel
is
increasing
by
closer
to
eighteen
percent,
and
the
number
of
FTEs
is
increasing
by
two
from
80
to
82.
That
increase
of
two,
as
noted
below
the
chart
comes
from
two
additional
school
police
officers
who
we
will
be
assigning.
Two
schools
of
high
need
effective,
July
1.
So
as
soon
as
the
fiscal
year
begins,
we
plan
to
deploy
those
to
additional
school
police
officers.
D
In
addition
to
that,
I
believe
this
came
up
at
the
overview
hearing
a
couple
of
short
weeks
ago
due
to
FCC
regulations,
law
enforcement
agencies
across
the
country
need
to
move
away
from
analog
radio
systems
and
make
sure
that
all
radio
systems
are
on
digital.
The
digital
platform
going
forward
in
partnership
with
BPD,
we
will
be
making
sure
that
we're
doing
that
with
all
of
our
radios
across
Boston
school
police,
in
addition
to
any
radio
units
used
at
schools.
D
That's
the
going
to
begin
during
this
next
fiscal
year
through
150
thousand
dollar
investment,
that
hundred
and
fifty
thousand
dollar
investment.
Because
of
the
way
the
financing
is,
is
structured
is
misleading
because
its
overall
about
a
1
million
dollar
investment
in
new
radio
infrastructure
for
our
school
police
team,
so
that
we
can
continue
to
work
in
sync
with
BPD.
D
Moving
on
we're
very
happy
to
take
some
time
talking
to
you
tonight
about
school
safety
audits,
this
is
some
work
that
goes
typically
unnoticed,
but
it's
incredibly
important
to
the
work
of
the
district
to
continue
to
maintain
safe
environments
for
our
students,
staff
and
families.
First,
we
conducted
comprehensive
audits
of
our
school
facilities,
which
revealed
the
following
statistics,
and
we
touched
on
this
a
couple
weeks
ago
at
are
you
hearing
we
found
from
that
work
that
a
hundred
percent
of
our
school
buildings
have
fully
functioning
exterior
doors.
D
93
percent
have
locking
classroom
doors,
100
percent
will
have
a
card
access
readers
by
June
I'll.
Make
another
note
on
that
in
a
second
and
95
percent
have
operational
intercom
systems?
Is
this
where
we
want
to
be?
No,
it's
not
where
we
want
to
be.
We
would
like
all
these
things
to
be
a
hundred
percent.
D
In
addition
to
that,
when
we
talk
about
classroom
doors,
we
do
also
have
to
understand
that
there
are
roughly
10,000
classroom
doors
across
the
school
district
and
we
can
a
week
out,
we
do
get
requests
to
repair,
classroom
doors
or
repair
classroom
door.
Locks
were
to
replace
keys,
that's
something
that
happens
on
an
ongoing
basis
throughout
the
year
with
this
95
93
percent
presents.
D
So
by
the
beginning
of
June,
we
will
be
done
with
that
process.
All
schools
across
the
district
will
have
card
reader
access.
That's
when
we
will
have
a
hundred
percent
I
can
share
with
you
those
nine
schools,
if
need
be
with
that
I'll
pass
it
off
to
Kim
as
she
and
Rick
in
particularly
dub
the
school
safety
audit
work
with
school
leaders
thanks.
E
John
so
as
John
mentioned
safety
services
myself,
the
executive
director
position
and
the
director
safety
services
conduct
approximately
50
internal
audits
per
year.
Just
to
give
you
an
example
of
some
of
the
factors
we
consider
multiple
factors,
but
some
of
the
highlights
are
school
access
within
the
school
access.
We
review
the
superintendent
circular
that
helps
schools
plan
for
this,
but
also
items
such
as
the
buzzer
camera.
E
Additionally,
we
review
our
crisis,
go
app,
so
crisis
go,
is
a
is
an
online
smartphone,
app
that
we
use
for
central
office
to
alert,
communicate
and
deploy
around
incidents
that
happen
and
occur
across
the
spectrum
that
demand
response
or
support
from
such
office.
In
addition
to
that,
there's
a
portion
of
the
crisis
go
app,
that
schools
will
be
able
to
alert
the
building
that
they're
in
and
control
their
control,
their
messaging
to
staff.
E
So
this
is
part
of
the
platform
that
we
plan
on
tapping
into
this
spring
and
through
next
school
year,
so
we're
gonna
pilot,
approximately
six
schools.
So,
to
give
you
an
example,
we
use
it
for
bowling
bowling
alerts.
We
had
an
incident
in
the
bowling
building
that
forced
us
to
really
look
at
kind
of.
How
do
we
communicate
it's
a
big
building?
It's
an
open
building.
We
have
you,
know
upwards
of
300
staff
there,
and
so
essentially
what
it
allows
you
to
do
as
a
manager.
E
We
have
multiple
managers
of
the
app
to
alert
if
there's
a
neighborhood
advisory.
So
there's
a
car
accident
Dudley
that
causes
a
huge
emergency
response
and
people
are
obviously
wondering
what
that's
about
I'm
able
or
the
manager
is
able
to
communicate
with
BPD,
and
there
was
an
accident.
Someone
was
bumped
there
wasn't.
There
was
no
serious
injuries,
but
they
were
bumped
by
a
bus.
It's
creating
an
emergency
response
right
outside
the
windows.
We're
able
to
send
that
message
out
quickly
give
a
quick
explanation,
and
everybody
knows
what's
going
on
that
same.
E
Can
that
can
be
repeated
within
school
buildings
for
the
same
type
of
thing.
You
know,
incidents
that
are
most
common,
potentially
a
neighborhood
advisory,
an
evacuation
drill
and,
if
need
be,
a
safe
mode
drill
or
directions
around
an
internal
threat.
If
there
was
one
that
that
came
upon
them
in
the
school
additionally,
we'll
review
mandatory
drills
in
the
next
slide:
fire
drills,
safe
mode,
an
internal
threat
and
talk
to
them
not
only
about
meeting
those
mandates
but
supporting
them
around
conducting
those
drills
within
their
buildings.
E
So
fire
drills,
as
you
can
see,
are
mandated
four
times
a
year
and
safe
mode,
drills
in
September
in
January.
So
to
date
those
are
our
compliance
percentages.
Ninety
four
percent
of
the
schools
have
completed
or
in
full
compliance
and
fire
drills
and
six
percent
of
the
schools
have
completed
one
and
have
either
scheduled.
Another
drill
are
working
to
schedule.
One
I
think
it's
important
to
note
around
the
safe
mode
and
internal
threat.
Drill.
We've
done
a
lot
of
work.
E
Last
year,
last
April
we
fully
edited
the
circular
to
be
parallel
with
Boston
Police
Department,
who
we
work
hand-in-hand
with
every
day,
so
sergeant
sexton's
the
commander
of
the
school
unit,
that's
dedicated
to
supporting
us.
He
has
officers
assigned
to
regions
with
throughout
the
school
district,
and
so
we
align
that
circular
with
best
practices
and
how
BPD
is
also
going
to
respond.
So
safe
mode
is
for
exterior
threats
and
the
internal
threat
is
self-explanatory,
but
it
walks
you
through
those
drill
procedures.
E
So
we
wanted
to
align
that
so
that
we're
losing
using
common
language
and
that
schools
weren't
complicating
a
situation
that
should
be
simplified
for
them.
There
was
a
lot
of
cross
language,
such
as
containment,
shelter
in
place.
There
are
a
lot
of
people
using
different
terms
and
we
wanted
to
iron
it
down
and
make
it
simple
for
presentation
to
staff
and
professional
development.
So
the
best
practice
language
that
we
use
is
run
hide
fight
and
Safe
Mode,
based
on
what
our
partners
at
BPD
use
and
how
they're
going
to
respond
to
such
an
occasion.
E
So
one
of
the
initiatives
that
we
launched
in
January
but
started
meeting
about
and
was
introduced
to
Boston
Public
Schools
through
chief
Dorsey
and
keep
him
a
career,
II
and
Dan
Mulhern
at
the
mayor's
office
of
Public
Safety
was
a
Sandy
Hook
promise.
If
folks
aren't
familiar.
This
is
a
group
of
20,
approximately
20
parents
who
got
together
after
the
horrible
tragedy
in
Newtown
and
said:
what
can
we
do
differently?
E
What
what
hasn't
worked
in
the
past
for
communities
or
groups
of
people
that
had
suffered
such
a
tragedy,
and
so
they
did
a
lot
they'd
had
an
enormous
research-based
effort
to
figure
out
what
that
would
be
and
what
they
came
up
with.
Was
this
iteration
of
Sandy
Hook
promise
based
on
the
concepts
of
inclusivity
and
knowing
the
signs
to
prevent
the
next
violent
act?
So,
instead
of
the
strict
focus
on
lobbying
for
gun,
violence
and
things
like
that,
they
decided
to
focus
on
prevention
and
we're
very
fortunate
to
have
them
in
the
district.
E
So
we
moved
fairly
quickly
by
bps
standards
and
government
standards
to
get
this
moving.
It's
also
important
to
note.
It
comes
to
no
cost
to
the
district.
So
as
of
January
of
2018,
we
had
a
formal
launch
and
we
have
a
full-time
coordinator
for
the
next
three
to
five
years,
paid
for
by
Sandy
Hook
promise
that
sits
with
our
behavioral
health
team
and
kind
of
has
a
dual
supervision.
E
So
just
some
year,
one
updates
the
development
of
a
steering
committee
that
steering
committee
includes
a
director
of
guidance,
executive
director
and
director
of
safety,
the
executive
director
of
so
social
emotional
wellness,
senior,
director
of
behavioral
health,
one
operational
superintendent,
senior
director
of
safe
and
welcoming
schools
and
succeed
Boston,
and
we
hope
to
broaden
that
as
necessary.
It
would
be
great
to
ultimately
have
I
think
a
youth
voice
in
that
group
as
we
move
forward
and
school
leaders
or
someone
from
some
operational
teams,
and
they
have
a
lot
on
their
plate.
E
So
as
we
plan
and
move
to
implementation
of
some
of
the
programming
we'll
work
to
expand
that
committee
as
necessary
or
create
subcommittees,
so
we've
had
nine
schools
launch
start
with
hello
this
year,
which
is
essentially
from
great
for
grades
two
to
twelve
and
it's
about
inclusivity.
It's
about
creating
this
umbrella,
we're
all
nobody's
isolated
and
young
people
are
empowered
to
talk
to
trusted
adults
and
encouraged
to
be
make
sure
that
none
of
their
peers
are
isolated,
where
they're
eating
playing
sitting
to
just
incorporate
that
that
atmosphere
within
the
school
and
for
longevity.
E
So
this
gets
accomplished
by
Sandy
Hook
promise
presenters,
so
they
have
75
regional
presenters
trained
that
we
have
access
to,
and
so
we
have
to
two
to
four
that
we
count
on
in
this
district
that
can
either
they
can
go
in
to
present,
there's
also
a
train-the-trainer
model
where
they
can
go
in
and
give
them
the
information
to
the
assigned
teacher,
and
they
can
help
perpetuate
the
curriculum.
But
the
launches
were
really
exciting.
A
couple
of
the
schools.
E
So
this
is
for
ages,
6
to
12
to
recognize
young
people
that
might
be
isolated
or
depressed
or
having
some
other
issues
and
being
able
to
report
that
to
a
trusted
adult,
and
then
there
is
the
safety
assessment
piece
where
the
safety
assessment
and
intervention,
so
currently
all
of
the
school
psychologists
are
already
been
trained
in
that
they
already
had
some
previous
components.
So
this
is
building
on
that
component,
but
that
will
allow
them
school
psychologists
to
go
in
and
train
smaller
teams
within
the
school.
E
So
that's
a
true
train-the-trainer
model
for
efficiency
and
sustainability,
and
then
action
planning
for
school
year.
1819
we're
excited
to
be
looking
forward
to
the
knowing
the
signs,
SARS,
anonymous
reporting
system,
so
say
something
anonymous
reporting
system.
This
will
come
to
us
in
the
form
of
a
smartphone
app
a
phone
number.
Our
website-
and
this
is
really
going
to
allow
young
people,
students
staff
to
be
empowered
to
report
anonymously
anything
of
concern
to
them.
E
E
So,
additionally,
safety
services
Department,
has
great
partnerships
internally,
particularly
with
student
support
services,
so
well
and
specifically,
behavioral
health.
So,
while
we
work
together
to
manage
along
with
BPD
and
our
operational
superintendent,
staffs
all
incidents
that
take
place
in
circumstances
where
schools
need
support,
we
also
have
threat
assessment
protocols
in
place
again
in
collaboration
with
BPD
all
central
office
staff.
Principals,
nurses
in
school
psychology
have
been
trained
in
threat
assessment
and,
as
I
already
said,
through
the
partnership
with
Sandy
Hook
promise
that'll
be
enhanced.
E
Emergency
management
VPS
has
a
long-standing
Emergency,
Management
Training,
facilitated
by
staff,
and
we
stay
updated
on
best
practices.
So
we
will
be
looking,
particularly
as
we
move
into
the
next
school
year
to
continue
that
and
to
work
with
central
office
and
executive
cabinet
about
a
mandate
around
emergency
planning,
but
for
it
we're
now
annually
every
school
is
required
to
submit
an
emerging
plan
or
a
safety
plan.
E
We
are
also
going
to
ask
next
year
that
they
identify
each
staff
person
by
name
so
that
we
have
a
very
strong
understanding
and
record
of
the
threat
assessment
team.
It's
supposed
to
be
a
multidisciplinary
team.
We
want
to
ensure
that
we're
supporting
that
and
have
that
down
and
their
safety
team
within
every
school
building,
so
that
allows
us,
as
we
go
through
internal
audits,
to
be
meeting
with
the
correct
people
talking
to
them
about
that
plan.
As
you
know,
every
building
is
different
and
every
staff
is
different
and
populations
of
young
people
are
different.
E
Additionally,
just
around
the
school,
the
partnerships
that
John
mentioned
BPD,
we
also
have
DVDs
a
daily
partnership
and
they're
very
that
unit
in
itself
is
prevention
and
intervention
oriented
we
work
hand-in-hand
with
them.
The
Boston
Fire
Department
Ricky
Rainey
oversees,
along
with
Jody
LG
at
succeed,
Boston
from
cell
well
a
fire
cents
program.
So
the
purpose
of
this
program,
funded
by
safety
services,
is
to
keep
young
people
that
may
start
a
small
fire
or
have
any
type
of
incident
like
that
within
a
school.
E
In
addition,
we've
started
a
model
with
the
Boston
Center
for
youth
and
families.
Although
Boston
Center
fees
and
family
street
worker
program
has
been
a
prevalent
presence
in
many
schools
throughout
the
years,
we
thought,
particularly
in
collaboration
with
Daniel
Hearn
and
the
mayor's
Office
of
Public
Safety.
That
was
time
to
look
at
formalizing
that
and
being
really
proactive.
E
So
all
these
meetings
happen
during
the
winter
and
as
it
warms
up
and
people
are
more
active
in
the
community.
We've
already
been
proactive
with
strategies
with
some
of
the
high
schools
where
we
see
the
highest
level
of
incident,
or
they
just
have
the
biggest
group
of
young
people
that
need
the
most
diverse
resources.
E
E
These
are
presentations
that
are
facilitated
by
certified
trained
Boston
police
officers.
They're
designated
officers
so
either
see
the
same
two
officers,
all
the
time
in
our
district,
so
the
collaboration
looks
like
this.
Bpd
makes
a
presentation
a
set
presentation
to
schools
on
site,
which
is
our
preference,
so
we're
dealing
with
and
presenting
to
a
school
community
that
lives
with
each
other
every
single
day
in
their
building.
E
Bpd
does
their
presentation
and
myself
executive
director,
director,
Rick
terrain,
II,
often
chief
Weston,
most
of
time,
chief
Weston
and
sergeant
section
from
the
school
police
unit
are
present
to
support
the
dialogue,
questions
and
scenarios
that
come
up
that
school,
the
school
community
staff
and
leaders
need
feedback
on.
So
this
is
again
aligned
to
the
run
hide
fight.
This
is
really.
This
presentation
is
about
situational
awareness,
about
global
awareness
in
the
climate
that
we
all
live
in
in
the
world.
E
Now
the
objective
of
the
presentation
is
to
empower
staff
in
their
own
space
to
know
their
space
to
take
the
time
to
look
at
that
space
before
and
before
it's
an
elevated
incident
in
an
emergency.
So
it's
really
a
time
for
a
dialogue
around
how
you
maneuver
in
very
challenging
spaces
and
how
they
can
prepare
during
downtime
for
those
things
and
also
gives
them
an
opportunity
to
talk
to
trained
professionals
about
what
the
BPD
response
is
going
to
be.
What
its
gonna
look
like,
what
its
gonna
feel
like
what
its
gonna
sound
like.
E
So
we
have
found
the
vast
majority
and
we've
even
had
a
couple
of
schools,
say
it's
the
best
professional
development
they've
ever
had.
So
it
really
is
an
open
dialogue
and
Rick
and
I
make
ourselves
available
as
the
sergeant
section
and
chief
West,
and
we
will
go
back
and
do
a
walk
through
do
their
drills
with
them.
A
D
A
E
All
right
so
about
a
about
a
year
and
a
half
ago,
this
BPD
brought
this
to
our
attention
that
they
were
gonna
begin
to
transition
and
the
impact
was
gonna
start
to
show
in
the
summer
of
2018.
Hence
John
worked
fast
and
furious
to
identify
funding
with
our
finance
and
executive
cabinet,
so
it
will
be
a
steady
transition.
There
should
not
be
any
interruption
in
communications,
but
we've
been
proactive
in
BPD's,
been
so
vocal
about
the
change
great.
A
E
F
You
for
coming
out
again
and
discussing
this
very
important
issue.
I
would
say
for
us
in
East
Boston,
having
had
a
recent
gun
incident,
I
think
our
first,
but
we
had
a
recent
series
of
gun
incidents
in
a
possession
at
our
high
school
there's.
A
certain
heightened
awareness
and
this
couldn't
be
more
timely.
I
wanted
to
talk
a
little
bit
about
some
of
the
structures
that
you're
setting
up
and
then
to
talk
a
little
bit
about
the
high
school
in
and
of
itself.
F
With
regards
to
the
structure
you
had
mentioned
that
you
have
and
I
thought
the
goals
and
the
mission
of
safety
in
the
draft
I
think
it
was
in
the
orange
section.
You
have
laid
out
all
the
different
things
or
goals
that
you
thought
that
the
we
should
be
aiming
towards,
and
it
is
still
a
draft
who
was
at
the
table
to
help
you
draft
that,
and
is
it
going
to
be
circulated
to
allow
for
more
community
feedback.
D
It's
certainly
good
feedback,
as
I
mentioned
before
it
was
good
feedback
that
when
you
brought
it
to
us
a
couple
weeks
ago
and
we
tried
to
set
to
work
on
it
right
away,
but
clearly
for
things
like
this,
we
want
to
be
able
to
share
it
more
broadly.
So
you
know
taking
a
cue
from
what
you're
mentioning
here
will
we'll
have
to
consider
exactly
what
that
next
step
is.
What
what's
represented
here
is
the
work
of
the
internal
team
between.
G
G
D
D
H
D
Budget
for
school
safety
upgrades
from
2.5
million
to
5
million,
we're
already
working
hard
to
think
through.
How
are
we
going
to
build
that
contract
right
now
to
go
out
immediately
and
start
shoring
up
our
buildings?
We
do
believe-
and
in
fact
we
know
that
we're
in
a
very
good
place
with
our
exterior
doors.
We
do
know
that
there's
still
some
concerns
around
our
classroom
doors.
D
F
Your
your
budget
notes
that
you're
gonna
have
two
additional
officers.
Where
are
they
gonna
go.
E
So
those
were
officers
that
were
asked
for
through
the
maintenance
budget,
not
the
operational
budget
and
so
there's
a
couple
of
scenarios
that
we
asked
for.
If
you
may
be
already
aware.
So
the
Dearborn
is
moving
out
of
the
Berk
to
the
Dearborn
stem
right,
Dudley
up
behind
be
DEA
and
they're,
doubling
the
amount
of
students
there.
So
it
was
originally
identified
for
two
officers
to
be
there.
So
that's
one
additional
officer
and
we
would
look
for
a
replacement
officer
that
can
get
back
into
the
school
assignment.
E
F
You
have
any
plans
to
work
with
the
PTAs
and
with
parents
to
either
have
them
be
volunteers
in
schools
that
are
part
of
the
safety
team.
I
asked
that
only
because
in
East
Boston
us,
but
we
have
a
very
active
parental
community.
Many
of
the
immigrant
parents
who
speak
the
languages
also
would
would
be
available
and
I
think
it's
a
resource
that
we
shouldn't
overlook
and
can
to
officers.
I
think
is
a
step
in
the
right
direction,
but
certainly
not
enough.
So
how
can
we
get
community
involved
in
safety?
E
I
think
that's
an
ongoing
conversation.
We've
certainly
spent
a
lot
of
time
with
the
headmaster
there
throughout
the
year,
not
just
in
a
reactive
way,
but
in
a
proactive
way
and
he's
got.
You
know:
1,400
students
there,
it's
a
lot
to
handle
he's,
got
some
capacity
issues
managing
that,
and
so
with
the
operational
superintendent
and
the
safety
team.
We'll
look
at
all
options
to
complement
what
phil
has
there
around
safety?
That's
certainly
something
we
can
look
at
I
haven't
looked
at
at
the
past,
I
think
some
people
have.
F
Just
to
two
more
questions,
one
is
about
language
and
the
capacity
for
the
apps
and
all
of
the
language
to
are
the
communication
tools.
I
think
are
excellent
by
the
way
that
you've
come
up
with
a
way
for
you
for
young
people
to
report
to
be
able
to
speak
anonymously,
but
also
for
you
to
even
communicate
amongst
yourselves
in
an
app.
But
just
tell
me
in
terms
of
the
language
capacity
and
how
that's
gonna
be
built
out.
Yeah.
E
That's
something:
I
can
get
some
more
information
from
you.
I
can
tell
you
that
there's
a
24
hour
crisis
center
staffed
by
75
qualified
crisis
counselors
with
language
capacity-
it's
not
in
this
state,
but
it's
a
under
through
Sandy
Hook
promise.
So
that's
where
the
initial
reports
get
processed
vetted
for
safety
non-life
safety
and
then
they
get
sent
to
our
established
chain
of
communication.
So
we're
always
sensitive
to
being
culturally
competent
around
language
will
work
with
our
communications
department
in
Sandy.
F
Of
the
other
suggestions
that
came
up
in
a
recent
parent
meeting
was
either
eliminating
backpacks
are
using
clear
backpacks
as
a
way
to
assure
that
their
safety
in
the
schools
I
didn't
know
if
there
was
any
movement
on
that
or
thoughts
about
that.
One
of
the
biggest
issues
we
have
in
East
Boston
high
school
is
that
if
we
do
do
have
everyone
go
through,
the
metal
detectors
we're
talking
about
folks
being
late
to
class
30
to
40
minutes,
so
it
cuts
into
our
education
time.
E
We
haven't
dug
into
that
option
yet
I
think
what
you
know.
One
of
the
things
we
want
to
do
is
maintain
those
self
and
self
safe
and
welcoming
environments
and
not
infringe
too
much
on
the
young
people
and
the
students
and
the
families.
Like
I
said,
we
understand
the
capacity
issues
at
East
Boston
high
school.
There
are
other
schools
that
have
talked
about
the
same
type
of
issues,
I
think
there's
some
other
avenues
that
we
can
look
at.
H
E
There's
certainly
nothing
off
the
table,
but
I
we
don't
want
to
we
won't.
We
don't
want
to
force
that
kind
of
conforming
in
that
sense,
I
think
that
I
think
that
would
be
challenging
I'm,
not
saying
it's
not
practical
in
some
ways.
For
obvious
reasons,
the
clear
backpack
correct
but
we'll
be
we'll
be
working
closely
with
Phil
as
we
move
into
the
next
school
year.
I
know
that
his
teaching
staff
has
been
wonderful
and
committed
to
an
extensive
support.
H
I
You,
mr.
chairman
and
good
afternoon,
ladies
and
gentlemen,
part
of
my
job
is
to
ask
the
tough
questions
and
as
John
well
knows,
if
these
budget
hearings
I
will
point
out
issues
of
disagreement.
This
is
one
where
there
is
no
disagreement.
In
fact,
however,
much
money,
you're
asking
for
I
think
we
should
meet
and
surpass
that
well.
I
And
I
agree
with
you
completely
and
I
know
as
a
dad.
I
know
that
this
this
is,
you
know
personal
for
you
and
a
whole
host
of
reasons
and
my
god.
Every
time
we
see
what
we
saw
in
parkland
Florida
a
couple
months
ago.
Now
it's
just
it's
all
of
our
biggest
fear,
and
it
is
it's
sad
that
this
is
the
life
that
we
live
in.
I
I
wanna
go
to
a
much
on
a
tangent,
but
Columbine
happened
when
I
was
in
college,
so
you
know
I'm
old
enough
or
young
enough
to
never
even
conceive
that
there
would
be
danger
in
a
school
and
unfortunately,
that
is
not
the
way
the
women
so
right
off
the
bat
I
know
the
answer,
which
is
why
I'm
asking
this
question.
Can
we
all
agree
that
a
sort
of
back
off-the-cuff
comment
from
the
president
of
United
States
that
we
should
arm
teachers
is
a
ridiculously
flawed
and
terrible
idea?
I
E
E
J
D
Don't
know
it
could
be
in
the
way
that
the
school
district
does
budgeting.
If
you
might,
you
might
recall,
this
is
getting
a
little
bit
into
the
weeds,
but
the
way
that
the
school
district
does
budgeting
for
salaries.
It's
based
on
the
average
within
the
tier
of
that
position,
so
the
budgeted
number
for
a
given
position.
The
school
district
might
change
year
over
year,
but
that
doesn't
necessarily
mean
that
person's
salary
is
changing.
It's
a
little
bit
complicated
that
I
don't
even
fully
understand
it
myself,
but
that
I'm
getting
the
thumbs-up
and
Finance
okay.
D
I
D
I
D
E
I
Great,
we
can
do,
we
should
invest
it
and
we
will
stand
to
make
sure
we
can.
You
know
you
guys
can
afford
that.
So
someone
ring
a
non-parent
or
an
individual,
an
adult
who
rings
the
bell
and
then
is
there
training
in
place
for
the
you
know
school
secretaries
for
folks
that
work
as
admin
assistants
at
the
front
office?
Does
that
is
there
a
regimented
policy
on
how
that
person
are
they,
in
other
words,
to
someone
come
from
the
office
to
greet
them
at
the
front
door?
I
B
E
E
E
You
know
in
scenarios
over
the
past
couple
of
years
that
we
want
folks
to
be
sensitive
to,
because
it's
not
always
the
person
that
you
don't
know
right,
there's
a
lot,
much
less
likelihood
that
we're
going
to
have
that
type
of
situation,
extreme
and
much
more
likely
that
it'll
be
domestic
violence
or
a
custody
issue
or
someone
known
to
the
school.
That's
having
some
issues.
I
E
I
E
We've
made
internal
recommendations
for
at
least
another
32
officers,
which
would
be
approximately
1.7
million
dollars
to
cover
all
high
schools
and
middle
schools
and
K
through
8
and
the
additional
48
officers
to
cover
all
elementary
schools
that
don't
currently
have
an
officer.
So
it
will
be
an
ongoing
discussion
and
in
lieu
of
a
full
officer,
I
think
there's
a
intelligent
discussion,
starting
to
happen
about
what
pair
of
security
looks
like
what
do.
E
Community
field
coordinators
look
like
with
those
responsibilities,
and
so
while
we
haven't
had
full-out
discussions
about
that,
given
the
climate
and
given
this
session
I
think
we're
primed
to
start
having
those
conversations,
they
may
be
more
manageable.
We
also
want
to
think
about
this
climate
right.
We
know
that
the
best
Public
Safety
strategy
is
to
put
people
in
place
who
create
rapport
and
communicate
with
students,
family
staff
and
are
able
to
conduct
conflict
resolution.
D
And
just
one
thing:
I
would
yell
counselor
if
you,
if
you
don't
mind
it,
what
we
also
have
to
do
when
looking
at
those
recommendations
is
to
make
sure
that
we're
also
balancing
the
concerns
that
some
people
have
that
we're
creating
too
much
of
a
police
presence
in
our
schools
and
how
do
we
balance
those
two,
because
we
hear
different
people
saying
very
strongly?
You
should
do
this
and
other
people
saying
you
shouldn't.
You
should
not
do
that.
You
should
do
this,
so
do.
I
Something
that
has
to
be
part
of
a
longer
community,
fair
point
and
agree:
100%
do
school,
police
officers
carry
firearms
no
and
then-
and
that
is
a
very
good
point.
I
remember
visiting
one
school
in
my
district
early
on
and
there
were
metal
detectors
at
it.
It
just
didn't
fail
right
and
I
said
to
the
principal
we
should
get
rid
of
those,
and
he
said
we
want
them
and
the
students
want
them,
and
it
was
sort
of
you
know
a
moment.
I
hadn't
thought
of
I.
I
C
Think
you've,
both
for
being
here
doing
this
presentation,
I
know
it's
something
new,
but
very
important.
I
will
say
that
as
a
former
high
school
teacher
at
East,
Boston
high,
the
the
two
most
important
and
useful
and
fulfilling
hours
of
professional
development
I
had
ever
had
in
my
13-year
career,
was
the
active
shooter
training
that
I
participated
in
just
before
I
actually
took
my
leave
and
won
this
seat.
C
I
will
also
say,
as
a
parent
of
four
kids
300
in
the
Boston
Public
Schools,
that
every
one
of
these
incidences
that
we
have
nationwide
I
use
as
an
opportunity
to
talk
to
my
kids
and
one
of
my
boys.
He
just
turned
12,
but
his
response
to
me
was-
and
these
are
the
things
that
we
internalize
as
parents
and
his
teachers,
he
said
well,
mama,
there's
a
you
know:
there's
a
coat
room
right
next
to
the
front
door.
C
So
if
something
happens
in
my
building,
if
I
hide
in
that
that,
when
someone
comes
in
I
can
tackle
them-
and
that's
you
know,
that's
not
what
we
want
our
kids
thinking
about
when
they
go
to
school
every
day.
We
want
them
to
be
safe.
I
also
know
that
it's
something
that
the
school
safety
is
something
that
I
think
about
and
have
thought
about.
C
Since
my
first
day,
teaching
in
the
classroom
so
I
think
that
it's
it's
important
that
you're
here
and
it's
important
that
we
as
a
city
support
the
work
that
you
are
doing
to
make
sure
that
our
schools
are
safe
and
have
not
just
the
preventive
stuff
in
place,
but
the
things
that
we
need
in
case
there
is
something
to
happen.
Hopefully
we
it's
a
waste
of
money.
We
never
have
to
use
any
of
it.
C
E
E
I
would
have
to
go
back.
We
didn't
track
it
either
until
last
school
year
formally,
but
I
could
say
with
confidence
that
the
majority
have
had
them
in
one
form
or
another.
But
this
is
the
updated
version,
hence
the
every
two
years,
but
we
just
met
with
a
BPD
Academy
yesterday
and
talked
about
kind
of
some
capacity
issues
around
that
and
how
we
can
be
make
it
more
of
a
routine
and
perhaps
hit
a
higher
number
every
school
year.
So
we're
sensitive
to
that
I.
C
E
The
other
thing
we
would
like
to
do
is
talk
to
we're
talking
to
the
superintendent
about
mandating
the
active
shooter
presentation
as
a
part
of
professional
development.
So
you
know,
as
a
teacher,
you
don't
get
on
that
schedule
and
you
have,
but
they,
but
teachers
and
school
leaders
have
been
very
responsive,
but
I
don't
want
it
to
be
reactive.
I
want
it
to
be
an
automatic
mandate
every
other
year
for
them.
Instead
of
oh
there's,
an
incident
I
haven't
had
this.
Let
me
do
it.
C
D
Just
one
note-
and
this
is
not
to
not
to
say
anything
less
about
the
partnership
with
BPD,
but
one
of
the
struggles
we
have
that
prevents
us
from
doing
more
is
the
scheduling
with
PD
to
make
sure
that
we
can
get
out
to
these
schools.
It's
such
a
sensitive
topic
and
we
have
to
get
it
right
that
we're
just
not
there.
Yet
with
a
train-the-trainer
type
of
approach.
We
really
rely
on
the
support
of
the
PD
with
their
with
their
small
number
of
trained
facilitators
in
the
space
who
are
FBI
certified.
C
Think
one
of
the
benefits
of
having
it
be
the
Boston
Police
Officers
doing
the
training
is
that
they
are
the
first
responders.
One
of
the
things
I
will
say
is
concerning,
though,
is
we
will
have
that
presentation.
I
know
that
various-
and
this
is
more
of
a
conversation
with
Boston
Police,
but
certainly
in
relationship
with
bps,
is
that
it,
the
SWAT
team
and
some
of
the
specialized
units
within
Boston
Police
and
the
school
police
unit
within
Boston
Police
has
been
trained
in
responding
to
an
active
shooter
incident,
but
the
local
Police
District,
the
first
responders.
C
You
know
the
guy
that
might
be
sitting
outside
just
by
chance
or
is
just
up
the
street
or
the
EMT.
That's
stationed
to
that
particular
area
or
Boston
Fire.
That's
in
that
area,
they're
going
to
be
the
first
responders,
not
the
specialized
unit.
So
as
much
as
we
can
get
that
those
individuals
into
our
school
buildings
to
do
walkthroughs
and
have
an
awareness
of
some
of
these
very
oddly
built
buildings,
I
think,
is
really
important.
Yeah.
F
C
As
it
relates
to
training
that
we
are
also
training
subs
because
they
are
not
trained
in
in
safe
mode
or
any
of
these
drills
they're
not
trained
quite
honestly
in
fire,
drills
in
which
staircase
is
appropriate
for
whatever
classroom
they
happen
to
be
in,
but
that
also
any
of
our
outside
partners
that
happen
to
be
working
in
our
schools.
That
they're
also
aware
of
the
appropriate
drill
or
the
appropriate
response.
A
L
Mr.
chairman,
good
evening
quickly
just
want
to
talk
about
the
the
Snowden
School,
which
is
in
my
district
and
unfortunately
is.
This
is
an
issue
I
bring
up
at
other
bps
hearings,
it's
one
of
the
only
Boston
Public
Schools
in
district
8,
but
that's
that's.
For
another
day
there
have
been
some
issues
of
Snowden.
Obviously
you
know
on
Newbury
Street,
very
close
to
Copley.
L
Square
has
had
I
think
a
lot
of
issues,
often
after
hours,
maybe
not
when
students
are
there
of
a
loitering
drug
use
that
sort
of
activity
in
some
of
the
doorways
windows
alcoves.
That
sort
of
thing
and
I'm
just
wondering
what
your
awareness
is
of
that
situation.
If
there
are
plans
to
address
it
and
maybe
what
either
whether
it's
school,
police
or
private
contracted
security
does,
after
hours
at
a
bps
facilities.
E
We
can
certain
weeds.
We
address
those
types
of
issues
all
the
time
we
work
with
the
district
and
our
liaison
at
BPD.
We've
also
worked
with
homeless
services
and
the
Boston
Public
Health
Commission
on
issues
of
needles
and
folks
in
and
around
areas
where
there's
school,
children,
school-aged
kids,
so
normally
how
it
works
is
that
there'll
be
issues
that
are
brought
up.
You
defy
the
custodian
to
facilities
or
from
the
school
leader
to
the
operational
superintendent,
they'll,
come
to
safety
services
and
will
branch
out
from
there
so
I'm
happy
to
address
that
issue.
L
L
It's
certainly
not
unique
to
that
neighborhood,
but
it
has
been
a
growing
concern
going
in
soon
for
the
school
community,
I
think
just
as
much
as
people
in
the
neighborhood.
So
we
can
do
to
address
that
would
be
very
helpful
and
making
sure
that
that
school
team
and
school
leadership
there
has
there's
all
the
support
they
can
get,
but
that's
all
I
have.
Mr.
chairman,
thank
you
for
your
attention.
Thank.
G
You,
council,
CMO
I
had
a
couple
questions.
One
first
question
on
the
Condon
School
in
South,
Boston
I
know
there
was
a
shots
fired
incident,
maybe
a
year
and
a
half
ago
in
the
public,
housing
development
nearby
I
believe
the
students
was
still
in
the
playground
at
the
time.
What
lessons
were
learned
from
that
incident.
E
E
When
you
need
to
get
kids
back
inside,
even
if
you're
not
sure,
if
that's
what
you
heard,
if
you
think
it's
a
problem,
getting
them
back
in
you
know,
and
when
those
things
take
place,
we
are
in
consistent
communication
with
the
Boston
Police
Department
about.
Is
there
an
ongoing
conflict?
Is
it
something
that's
happened
repeatedly
week
to
week
night
tonight?
Do
they
need
to
stay
in
for
recess
for
the
rest
of
the
week?
Do
we
need
to
have
a
larger
presence
during
arrival
dismissal
from
BPD
and
Boston
School
police?
D
One
thing
I
would
add
there.
Counselor,
if
you
wouldn't
mind,
is
that
one
of
the
other
complexities
that
we
deal
with
many
of
our
school
buildings
related
to
safety
is
that
we're
not
always
the
only
occupant
in
the
building.
So
specifically
at
the
Condon
at
the
Quincy
Elementary,
which
we
discussed
recently.
D
We
have
the
issue
of
having
to
make
sure
that
we're
working
in
close
conjunction
with
the
cyf
and,
in
some
cases,
we're
working
with
health
centers,
because
we
might
be
trying
to
enact
our
protocols
to
the
fullest
degree,
but
if
they're
not
adherent
to
those
same
strategies
or
practices,
it
sort
of
sets
us
up
to
have
an
unsafe
situation.
So
we're
constantly
trying
to
work
closely
with
our
partners
in
BC,
OIF
and
other
sectors
so
that
we
can
all
be
on
the
same
page.
Thank.
I
G
Quincy,
it's
it's!
It's
wide
open,
as
you
know,
and
I
just
would
love
to
have
some
type
of
more
detailed
security
plan
in
there
it's
too
inviting
for
people
coming
off
the
street
to
access
the
playground,
especially
when
kids
are
there
during
during
play
time.
So
that's
a
that's
a
concern,
I
hope,
long
term
or
short
term.
We
could
come
up
with
a
plan
to
deal
with
that
situation.
Yes,
it's.
G
E
G
D
The
expectation
yeah
as
Kim
mentioned
this
is
something
that's
expected
every
school
year.
So
before
we
activate
school
buildings,
if
you
all
beginning
of
every
school
year,
there
are
certain
things
that
we
have
to
check
off
with
our
school
leaders
so
that
we
have
confidence
that
the
school
is
going
to
operate
as
well
as
we
expect
it
to.
One
of
those
is
their
school
safety
plan
that
has
to
be
in
place
before
the
school
year
begins.
It's.
D
Have
roughly
ten
thousand
different
classroom
doors
in
the
school
district,
so
we
do
have
some
concerns,
we're
not
at
100%
security
with
our
classroom
doors
we
want
to
be.
We
think
that
the
capital
plan
investment,
particularly
the
increase
from
Mayor
Walsh
in
that
line
item,
will
go
a
long
way
toward
getting
us
to
that
goal
from
an
exterior
door
perspective.
Those
are
always
for
obvious
reasons,
our
most
important
priorities,
we're
happy
to
say,
but
we're
not
patting
ourselves
on
the
back
that
100%
of
our
exterior
doors
around
the
district
are
operating
functionally.
D
Is
it
fully
operational?
However,
you
want
to
characterize
it.
That's
it
we're
trying
to
stay
ahead
of
those
as
well
to
make
sure
that
we're
repairing
exterior
doors
at
the
slightest
sign
that
they
need
to
be
repaired
or
replaced.
That's
something
that
we
send
a
team
out
right
away
when
we
get
a
request
to
repair.
As
far
as
the
classroom
doors
go
as
mentioned
in
the
slides
here,
we
found
that
93%
of
our
classroom
doors
around
the
district
are
part
of
a
if
an
overall
kind
of
functioning
locking
system
within
a
school.
D
G
D
E
G
G
E
Know
if
we
have
anyone-
that's
probably
not,
but
you
know
we're
sensitive
to
that
as
we
have
an
opportunity
to
hire.
It's
certainly
something
we
consider
yeah.
G
D
On
the
note
that
you
raised
a
second
ago
about
the
linguistic
abilities
of
our
school
police
officers,
one
note
that
Kim
had
mentioned
before
this
is
extremely
important.
To
underscore
is
that
we
really
made
it
even
more
concerted
effort
this
year
to
make
sure
that
our
school
police
officers
are
really
feeling
like
they're
part
of
the
culture
of
the
fabric
of
the
school.
So
certainly
looking
at
dynamics
like
language
access
is
very
important
to
us,
so
that
they
can
be
part
of
that
community
they're.
Not
just
a
police
presence.
D
A
J
I
Appreciate
the
comments
and
agree
with
them
about
the
importance
of
increasing
your
staffing
level,
which
I
absolutely
support.
Thank
my
good
colleague
for
bringing
up
the
fact
and
I
know
it's
a
it's.
A
focus
of
you
all
as
well
to
make
sure
there's
cultural
competency
and
diversity
among
the
staff
and,
moreover,
not.
I
School
police
officers
is
important,
but
also
looking
at
other
mental
health
professionals
clinicians.
To
that
extent,
I
mean
I
think
that
we
should
be
in
this
year's
budget
looking
to
even
bolster
those
numbers
by
more
than
two
additional,
so
I'll,
certainly
I
will
say
that
right
now,
publicly
John's
not
used
to
me
saying
these
nice
things
at
these
hearings,
so
I
take
it.
While
you
can
do
you
ever
work
with
the
is
there
a
been
any
opportunity
to
work
with
the
the
Police
Cadets?
E
Know
to
my
knowledge
they
had
not
in
this
schools
yeah
we
have,
we
did
have
a
recent
field
trip
from
the
Blackstone
to
the
Academy
before
they
graduated.
That
was
fantastic
and
role-modeling.
It
was
great
to
get
over
there
and
see
that
and
then
kids
were
so
engaged
with
the
officers.
There
are
a
lot
of
folks
over
there,
a
great.
E
Graduated
so
I
think
it's
something
again,
that
that
partnership
is
pretty
prolific
with
BPD,
very
proactive
in
the
prevention
and
intervention
and
anything
that
can
mitigate
kids,
feeling,
isolated
or
kids
feeling
not
informed
or
not,
feeling
like
they
don't
have
opportunities
and
for
role
models.
It's
something
that
certainly
I've.
I
I
The
Sandy,
Hook
promise
and
I
think
you
touched
upon
this
in
the
PowerPoint,
but
I
want
to
drill
down
a
little
deeper
is
sort
of
the
social
media.
Sadly,
every
time
we
hear
one
of
these
catastrophic
events
invariably
there's
a
social
media
post
that
you
know,
someone
wrote
that
was
often
prey
was
a
prelude
to
what
happened.
Do
is
that
part
of
the
Sandy
Hook
promise
to
monitor
not
necessarily
monitor
but
teach
kids
to
say
something
if
they
see
something,
that's
unnerving.
Can
you
talk
a
little
bit
about
that
yeah.
E
I
N
K
E
Advocate
for
that,
but
this
we
think,
is
an
avenue
to
really
create
that
voice
for
young
people,
that
you
know
can't
step
up
and
say
something
or
won't
automatically
step
up
to
be
able
to
do
it
and
honestly,
so
we're
hopeful
that
that's
gonna
increase
reporting
and
then
you
know
plateau
at
responsible
reporting.
There
are
numbers
that
tell
us
that
there's
would
be
a
certain
the
population.
You
train
there'll,
be
a
certain
amount
of
reports.
These
are
reports
that'll,
the
Life
Safety.
E
I
How
do
so
we
had
a
scenario:
it
wasn't
a
bps
employee.
It
was
another
city
employee
who
put
something
that
that
indicated
to
me
that
he
was
going
to
commit
self-harm.
So
I
happened
to
know
his
boss
and
I
called
his
boss
and
said,
and
this
boss
made
sure
that
EAP
was
able
to
reach
out
to
him
and
he's
doing
wonderfully
fine
he's
doing
wonderfully
now.
How
does
it
work
if
a
teacher
or
if
a
student
sees
something
walk
me
through
that?
I
E
So
in
general,
or
with
that
system
in
general
in
general,
so
now
it
can
come
in
many
different
ways.
It
might
be
an
email
to
a
teacher.
We've
had
many
scenarios
around
that
we
get
the
information
via
email
from
a
school
leader,
I
may
get
it
school,
safety
may
get
it.
The
school
leader
may
give
and
forward
it
to
human
capital,
but
it
all
comes
to
us
when
we
get
it.
We
review
it.
E
We
contact
Boston,
Police,
Department,
immediately
and
safety
services,
we're
working
with
the
operational
superintendent
to
take
a
look
at
first,
its
BPD,
to
try
to
figure
out
because
it's
hard
to
navigate
where
the,
where
the
social
media
comes
from,
where
the
post
comes
from,
depending
on
the
mechanism
of
platform
right,
but
we'll
do
the
research
with
BPD
to
try
to
investigate
that
in
our
own
Oh
IIT
department,
so
mark
we're
seen
looking
at
the
background.
If
we
have
to
on,
can
yo,
can
you
access
account?
Can
you
get
this
information?
Was
it
from
an
email?
E
E
A
student
yeah,
so
it's
because
of
that
proactive
communication
and
partnerships
that
exist
that
we're
able
to
intervene
in
that
way,
and
so
then
we
at
the
same
time
that's
happening.
A
crisis
response
team
is
alerted
andrea
amador
and
her
staff
are
ready
for
a
response,
so
it's
immediately
facilitated
and
we'll
pull
the
school
leader
and
and
tell
them
okay.
This
is
the
scenario
with
the
young
person
we
obviously
pull
in
the
family,
so
all
of
that
happens
very
rapidly,
but
the
first
concern
is:
where
is
this
kid?
I
A
student
brings
a
firearm
to
a
school
as
he
or
she
and
I
know
there
has
to
be
in
it
and
I
know
that
there
is
important
protocols
and
I
want
to
make
sure
the
kid
gets
help
and
obviously
I
want
to
make
sure
the
kid
doesn't
hurt
himself
or
anyone
else.
He's
a
student
automatically
expelled
from
that
school
expelled
from
BPS
is
a
pending
investigation.
Is
it.
E
I
I
Then
promise
was
being
taught
at
the
London
School
in
West.
Roxbury
I
was
delighted
to
hear
that
a
number
of
other
schools
I
think
you
mentioned.
Will
it
be
taught
in
every
school?
You
know
over
the
next
couple
of
years.
That's
the
goal,
yes
and
and
that
what
is
the
cost?
Who
administers
the
program
so.
E
Sandy
we
have
a
paid
for
our
full-time
staff
person
that
coordinates
in
our
district.
For
us,
that
is
an
employee
of
Sandy
Hook
promise
that
sits
with
myself
and
andrea
amador,
behavioral
health,
and
then
they
have.
We
have
access
to
multiple
regional
presenters
that
can
come
in
and
do
the
presentation
of
all
portions
of
curriculum.
The
coordinator
has
capacity
to
do
presentations
as
well,
and
then
there
are
guides
and
curriculum
so
that
teachers
can
take
over
that
that
piece
within
their
school
so.
I
E
I
What
would
to
make
sure
that
every
school
had
access
to
these?
It
sounds
to
me
really
thoughtful
and
innovative
and
holistic,
a
holistic
approach
or
an
holistic
approach.
What
would
it
take
to
get
every
school?
Is
it
just
a
schedule
where
we'd
have
you
know,
sort
of
a
pecking
order,
XYZ
start
with
high
schools,
middle
schools?
Well,.
E
I
think
we,
you
know,
we've
essentially
piloted
this
school
year,
has
really
only
had
about
four
and
a
half
months
to
work
with
and
do
the
work
and
to
launch
it
in
February
for
start
with
a
whole
that
was
their
national
launch
week.
But
what
we'll
be
doing
is
the
steering
committee
will
be
reaching
out
and
working
with
all
school
leaders
to
see
how
efficiently
we
can
do
that.
E
I
E
D
Counselor,
if
you
would
mind
to
I,
wanted
to
expand
it
very
briefly
on
something
else
that
Kim
mentioned
in
terms
of
the
you
know:
students
showing
ideations
of
self-harm
or
students
posting
things
in
social
media
around
bringing
firearms
to
schools.
That's
where
I
just
want
to
highlight
two
features
of
our
overall
approach
here
number
one:
the
operational
superintendent
role
is
very,
very
critical
to
the
success
of
the
school
district.
We
have
four
of
them.
L
Taylor,
one
of
our
operations.
Superintendents
is
here
in
the
gallery
right
now.
D
They
serve
a
vital
role
when
things
like
that
come
up
because
they
are
oftentimes.
The
first
point
of
contact
for
the
school
leaders
school,
particularly
a
new
principal
who
hears
something
like
this
at
their
school
oftentimes.
They
don't
know
how
to
handle
that.
We
need
to
make
sure
that
we
walk
them
through
that
process.
That's
where
the
operational
superintendent
helps
to
step
in
and
then
bring
a
lot
of
the
coordination
to
bear
from
Kim's
shop
to
Andrea's
shop
and
everybody
else.
In
addition
to
that,
Kim
mentioned
the
crisis.
D
Go
app
earlier
on
one
of
the
features
of
crisis.
Go
that
we
like
an
awful
lot
is
that
it
has
checklists
for
different
categories
of
things.
So,
for
example,
there's
a
checklist
related
to
a
suicide
attempt
or
ideations
of
suicide.
There's
a
checklist
related
to
firearms,
so
school
leaders
are
experiencing
that
can
go
through
that
checklist
on
crisis.
Go
while
also
using
crisis,
go
as
the
communication
alert
mechanism
to
make
sure
that
they're
casting
that
net
out
there
that
people
that
need
to
know
that
we
have
an
ongoing
situation
that
needs
to
be
addressed.
Okay,.
C
I
think
that
you
might
have
referenced
it
in
your
comments
earlier,
but
I've
read
it
somewhere
that
school
police
officers
will
dress
casually
and
test
the
security
of
a
particular
school
building
and
conduct
sort
of
a
an
audit,
I
guess
of
sorts.
Can
you
talk
a
little
bit
about
that?
I?
Guess
you,
it
was
maybe
called
a
control
audit.
You
talked
a
little
bit
about
the
last
time
one
was
conducted
and
what
the
results
were.
It.
C
F
M
E
M
Thank
You
counselor
in
regards
to
those
types
of
audits,
I,
think,
was
more.
It
was
the
Boston
Police
School
Unit
officers
that
would
do
it.
They
were
the
ones
that
were
there
in
regular
clothes.
Anyway,
it
wasn't
my
officers
because
we
have
to
be
in
uniform
in
the
schools,
as
you
know,
so,
I
think
they
would
take
a
little
period
of
time
where
they
go
to
a
school
and
see
if
they
could
walk
into
the
building
walk
around.
M
They
might
find
a
door
propped
open,
go
in
see
if
anybody
stops
them
at
any
point
in
time
and
I
think
they
were
finding
that
they
would
get
into
a
building
and
they
could
walk
around
for
10-15
minutes
before
anybody
even
said
anything
to
them.
So
it
was
more
of
an
informal
thing
a
few
years
ago
with
the
school
unit.
M
It
could
be
something
that
could
be
done
more
routinely
to
keep
the
principles
and
headmasters
on
board
with
keeping
their
buildings
secure,
because
you
know
many
of
us
have
gone
to
schools
and
we
see
doors
propped
open,
and
it's
not
not
good
in
these.
You
know
in
these
days
and
times
so
I
think
that
would
be
a
great
option
for
us.
I
will.
C
Say
I've
gone
on
school
visits
myself
and
that
has
happened
where
I
just
I
don't
know,
because
I've
got
that
teacher
luck
or
something
can
wander
through
that
building.
Do
we
have
thank
you
for
that?
I
mean
I,
think
that
would
be
an
interesting
piece
to
do,
especially
as
we
get
up
to
speed
and
I
guess
or
code
or
whatever
on,
and
what
we've
identified
is
our
needs
for
security.
Following
up
on
math
questions
regarding
sort
of
a
teacher
reporting
piece:
is
there
any
training
or
information
for
teachers?
C
You
know
teachers
understand
they're,
mandated
reporters
on
certain
certain
things,
but
you
know:
there's
a
certain
level
of
common
sense,
I,
think
in
responding
to
students
or
to
seeing
or
hearing
something
as
a
teacher
being
informed
of
something.
But
what
are
what
are
the
requirements
of
a
teacher
to
report.
E
So
there's
mandates
around
abuse
and
neglect
as
you
as
you
well
know,
you
know,
given
the
current
climate,
we've
certainly
highlighted
through
Boston
School
Police
and
the
mobile
units
and
the
operational
superintendent's
and
communications,
but
they're
there
their
region,
they
have
approximately
30
to
35
schools,
each
making
sure
that
when
you
see
something
say
something
even
when
kids
are
joking
about
threats,
we
want
to
make
sure
we're
taking
everyone
seriously
and
really
it.
It
ultimately
ends
up
meeting
the
need
of
that
student.
E
There's
other
reasons
why
they're
saying
what
they're
saying,
and
so
we
want
to
provide
support
services
at
the
same
time
that
really
paying
attention
is
this.
A
real
threat
is
as
credible
or
not
so
to
the
specific
training
that's
provided
by
school
leaders
and
mandated
through
the
year
I
can
find
out
what
we
have
and
what
school
leaders
are
mandated
to
do
and
I
can
work
with
the
operational
superintendents
to
get
that
information
for
you.
C
To
share
with
just
with
teachers
and
then
again
other
adults
who
might
be
in
a
school
building
and
or
in
contact
with
our
kids
back
to
our
PowerPoint.
You
had
listed
here
the
you
know
this.
This
bps
draft
for
the
standard
for
school
safety
with
certain
features.
Is
there
a
timeline
on
when
this
this
you
know
I
get
that
we're
drafting
in
it.
So
it's
a
working
document,
that's
fine!
But
when
is
the
time
that
we
say
all
schools
have
these
features.
D
It's
the
reason
why
I'm
pausing
here
is
because
it's
it's
there's
no
simple
answer
to
this
in
some
respects,
through
the
work
of
the
capital
plan
that
we
mentioned
already,
which
will
really
just
continue.
Some
of
the
capital
improvements
that
we've
already
been
doing
in
schools
will
go
a
long
way
toward
getting
to
a
hundred
percent
within
the
next
two
years
on
the
facilities
features
that
are
in
here
again.
D
The
reason
why
I
pause
is
because
it's
much
more
complicated
than
just
facilities
and
in
some
cases-
and
this
is
not
to
impugn
our
school
leaders
or
our
school
staff,
but
the
behavioral
elements
of
school
administration
are
sometimes
the
hardest
ones
to
influence
those
the
ones
where.
Yes,
we
have
seen
a
notable
drop
in
the
number
of
doors
being
propped
open
across
schools,
but
we
do
know
that
it
still
happens
in
cases.
In
some
cases
they
feel
like
it's
very
warranted.
D
Why
they're,
propping
that
door
open,
but
they
don't
really
need
to
there's
another
way
to
go
around
what
they're
doing
it
for
so
it's
things
like
that.
That
might
take
a
little
bit
longer
and
more.
You
know
I,
guess
concerted
efforts
on
on
both
our
part
as
district
leadership,
but
also
school
leadership
administration
to
make
sure
that
we're
carrying
those
things
through,
but.
C
Then
also
making
sure
that
we've
got
the
right
buzzer
with
the
camera,
the
radios,
the
staff
coverage
and
presents-
you
know
just
add
you
know
as
we
draft
this
standard
for
school
safety
and
and
again
keeping
it
dynamic,
because
school
safety
measures
will
change
over
time.
You
know
I'd
like
to
get
to
a
place
where
we
say
where
we're
at
a
hundred
percent
compliance
across
the
district.
You
know
and
of
course,
these
exceptions
that
are
often
related
to
human
behavior
will
happen.
We
just
need
to
to
get
to
that
point.
B
C
Also
like
to
see
us
get
to
a
point
where
we
have
classroom
doors
that
could
lock
from
the
inside,
and
you
know
every
report
that
I've
read:
that's
talked
about
student
safety
during
an
active
shooter
incident.
Has
you
know
number
one
priority
has
been
school,
doors
have
to
walk
from
the
inside,
so
getting
to
a
point
and
I
and
I
understand
it's
a
financial
investment
but
I'd.
Rather
it
be
a
waste
of
money.
Then
something
I
wish
that
we
had
done
in
the
past.
The
crisis
go
app.
How
much
is
that?
K
K
C
C
Then
does
it
have
the
ability
to
to
communicate
with
families,
or
could
families
tap
into
it
and
a
restricted
way?
So
if
something
happens
at
my
kids
school
I'm
notified
of
the
protocol,
what
happens
if
there's
an
incident
with
family
pick
up
with
family
reunification?
What's
you
know
what
rows
are
closed
going
to
my
kids
school
accessing.
E
Does
have
that
capacity
when
I
talked
about
the
individual
schools
having
their
own
alert?
That
would
be
where
I
would
see
families
fitting
in,
and
maybe
that's
the
next
stage
to
look
at
when
we
get
buildings
on
board,
because
there
there's
no
maximum
to
the
sign
up.
Just
like
everyone
that
comes
to
the
bowling
building
or
is
a
you
know,
works
the
bowling
billing
can
sign
up
for
that
notification.
App
is.
C
E
E
So
we
have
emergency
management,
preparedness,
four
critical
incidents
and
it's
something
we'll
be
continuing
to
work
on
the
city
on
that.
So
the
city
has
their
own
protocol,
three
BT,
BPD
and
Mima,
but
we'll
be
working
to
with
the
mayor's
office
Emergency
Management,
to
make
sure
that
we
know
exactly
what
we're
supposed
to
be
doing
so.
E
I
mean
our
protocol
would
be
that
we
would
be
directly
connected
to
BPD
and
we
would
create
incident
command
from
that
situation.
What
we
would
like
to
see
happen
is
to
revisit
to
make
sure
that
we
have
our
own
emergency
preparedness
that
parallels
there.
So,
if
you'd
look
at
bps
as
kind
of
a
microcosm
say,
the
incident
emanates
from
one
of
our
schools
that
everyone
knows
exactly
what
their
role
is
and
we're
able
to
pair
off
with
the
rest
of
the
city
and
the
systems
that
we
have
in
place
together.
C
E
We
have
we
have
emergency
preparedness,
an
emergency
protocol
for
a
school.
But
if
we're
talking
about
a
bigger
incident,
we
need
to
make
sure
that
we're
in
line
with
a
city
with
a
citywide
protocol,
and
so
while
we
work
with
them
very
closely,
now
I
think
it's
something
that
we
need
to
articulate
through
our
own
professional
development
and
training
within
bps
and
then.
C
Does
every
school
have
identified
and
maybe
not
and
that's
okay
I
think
it's
a
place
that
we
need
to
go
towards
a
like
the
nearest
shelter
or
where
is
the
place
that
if
there's
a
pipe
bursts
in
my
kids
school,
the
whole
school
has
to
be
evacuated?
I
don't
know
actually
where
I
would
pick
up
my
kid
from
other
than
the
school
yard,
but
maybe
so.
E
C
Alright
and
then
the
last
thing
I
have
is
just
a
few
weeks
ago
we
had
a
group
of
students
during
April
school
vacation
for
the
Boys
and
Girls
Club,
come
and
present
to
myself
and
counselor
Flynn
about
some
of
their
concerns
about
gun
violence
and
their
own
personal
safety.
C
So
I
I
wanted
to
make
sure
I
told
them
that
I
would
bring
it
up
here
and
in
particular,
that
one
of
the
students
brought
up
the
fact
and
I
think
this
was
maybe
an
incident
at
the
Condon
gabacho
that
there
was
a
shooting
close
to
their
school
and
there
was
police
all
over
on
the
outside
of
the
school,
not
inside
of
the
school,
and
it
concerned
the
kids.
It
created
some
anxiety
for
them.
C
No
doubt
I'm
sure
it
creates
an
anxiety
for
the
teacher,
but
the
teacher
didn't
have
any
information
to
share
with
the
kids
on
what
was
happening
on
the
outside.
So
I
think
that
making
sure
that
things
that
happen
in
the
community
are
communicated
to
school
staff
because
there
are,
you
know
potentially
30
kids
in
front
of
you
that
are
scared
and
nervous
and
want
to
know
what's
happening
so
that
we
have
some
sort
of
communication
going
on
in
and
out
and
I
think
crisis.
Go
will
probably
help
with
that
yeah.
E
They
can
do
that.
It's
also
we're
we're
in
constant
communication
with
the
school
leader
in
a
circumstance
like
that,
and
it's
really
coaching
school
leaders
and
supporting
them
through
the
operational
superintendent
on
how
you
do
that
messaging
and
we
work
with
crisis
response
and
trauma
response
at
the
same
time
about
what
that
message
should
be,
and.
D
Just
real
quick
once
we
have
the
crisis,
go
app
up
and
running
at
that
building
level,
as
Kim
had
mentioned
across
the
district,
that's
exactly
how
that
would
roll
out,
so
we
would
be
in
touch
with
the
principal
so
that
they
know
what's
going
on
in
the
community.
That
principal
would
then
be
able
to
blast
a
message
out
right
away
on
crisis.
Go
that
would
hit
the
smartphone
at
every
step,
every
teacher
in
the
building
they
would
know
right
away
and
then
be
able
to
communicate
it
to
their
children
and.
C
Then
hopefully
communicate
then
eventually
with
families.
This
incident
happened
outside
of
the
school
building
not
directly
related
to
anything
in
the
building.
So
feelings
could
be
aware
ingest
as
an
added
just
an
added
rhetorical
question,
because
I
don't
know
if
it's
appropriate
for
you,
but
with
this
conversation,
what
sort
of
the
heaviness
and
the
important
the
importance
of
this
conversation
that
we
are
also
very
much
aware
of
sort
of
the
secondary
trauma
that
our
teachers
and
our
school
staff
feel
from
just
the
anxiety.
C
I
think
the
fear
and
the
perceived
fear
is
as
dangerous
as
a
real
as
a
real
incident.
Now
it's
quite
as
dangerous,
but
that
we're
constantly
supporting
our
school
staff.
When
you
had
your
incident,
the
bullying,
the
impact
that
it
had
on
staff
in
that
building
is
very
real
and
that
teachers
vary
in
adults
and
buildings.
Not
just
just
teaching
staff,
but
faculty
in
our
buildings
feel
that
in
a
very
real
way,
and
that
where
is
a
district
and
there's
a
department,
school
department,
supporting
teachers
and
other
professionals
in
our
buildings
through
that
one.
D
Thing
I
just
comment
on
very
briefly:
we've
mentioned
Andrea
Amador's
name
quite
a
bit
in
tonight's
hearing.
Andrea's
team
and
behavioral
health
plays
a
critical
role
when
things
like
that
happen,
whether
it
be
a
safety
incident
at
the
school
or
the
loss
of
a
student
due
to
something
outside
of
the
school.
That
team
works
so
well
on
the
ground,
with
school
staff
and
students
to
make
sure
that
they're
transitioning
back
to
some
some
semblance
of
normalcy
after
incidents
occur
and.
C
G
E
Yeah,
so
what
we
would
do,
I
mean
there's
you
know
several
circumstances
right
are
different
states
that
individual
could
be
in
what
we
advise
school
leaders
to
do
is
put
the
school
in
safe
mode
and
that's
to
stop
motion
in
the
school
to
the
best
of
their
ability.
They
call
911
safety
services.
You
know
we
don't
deter
anyone
from
calling
9-1-1.
E
If
it's,
we
don't
want
the
staff
in
a
situation
where
they
feel
like
they
can't
call
911
on
if
they
need
to
they
should,
but
they
should
also
that
next
call
or
first
call
should
be
two
six
one:
seven,
six,
three:
five,
eight
thousand
safety
services.
So
when
there's
someone
in
the
building
they're
gonna
stop,
they
should
be
stopping
motion
in
the
building,
alerting
their
safety
team,
getting
kids
and
students
and
staff
into
safe
places.
Identifying
the
team.
E
That's
going
to
enquire
with
this
individual
and
they've
already
made
the
call
to
law
enforcement
to
support
so
there's
units
on
the
way
there'll
be
a
rapid
response
to
something
like
that.
What
we
find
is
sometimes
schools
like
to
handle
things
on
their
own
and
we
encourage
them,
looks
wrong.
Feels
wrong
sounds
wrong.
You
have
somebody
walked
in
your
school
that
you
can't
identify
that's
a
problem.
G
G
E
Say
under
10,
and
primarily
in
the
beginning
of
the
school
year,
I'm,
probably
even
under
five,
we
can.
We
can
look
at
the
data,
but
you
know
there
is
prop
doors.
Warm
weather
people
pop
in
they're
identified,
they're
removed
police
are
called.
There
are
no
serious
issues
because
of
that
very
low,
but
often
time
it
might
be.
You
know
somebody
that's
known
to
the
school
community
that
is
acting
out
within
the
school
right.
A
Thank
you
very
much
for
that
extremely
thorough,
comprehensive
explanation
of
what
we're
doing
it's
everybody's
worst
nightmare.
Obviously,
and
thank
you
for
your
work
at
this
time.
If
my
colleagues
have
nothing
further
I'll
go
to
public
testimony,
so
you're
free
to
you
know,
go
back
to
the
gallery
if
you'd
like.
O
Good
evening,
mr.
chairman,
honorable
city
councillors,
my
name
is
brandy:
Fluker
oakley
and
I'm
the
executive
director
of
educators
for
excellence,
Boston,
a
teacher
led
nonprofit
that
works
to
elevate
educator
voices
and
the
policy-making
process.
Thank
you
for
providing
me
with
the
opportunity
to
speak
with
you
tonight
about
the
urgent
needs
to
approve
the
mayor's
2.4
million
dollar
appropriation
for
additional
school
psychologists,
social
workers
and
nurses
at
every
Boston.
We
surveyed
more
than
a
thousand
Boston
educators
over
the
course
of
the
2016-2017
school
year.
O
91%
of
those
educators
stated
that
student
trauma
poses
a
major
challenge
in
the
classroom.
Over
the
past
year,
efreeti
sure
members
have
worked
tirelessly
to
advocate,
on
behalf
of
their
students
and
urge
BPS
to
hire
more
mental
health
experts.
They
wrote
policy
papers
testified
at
school
committee,
hearings
met
with
state
legislators,
and
this
evening
you'll
hear
from
two
of
them
unaddressed
student
trauma
can
make
learning
impossible
memory.
O
Organizational
skills
and
comprehension
are
all
disrupted
by
the
physical
impact
of
trauma
on
the
brain.
Beyond
this,
the
stress
associated
with
trauma
causes
students
to
feel
unsafe
and
triggers
flight-or-fight
responses.
As
seemingly
ordinary
occurrences,
schools
often
respond
with
exclusionary
disciplinary
measures
and
therefore
do
not
address
the
underlying
causes.
O
This
is
if
the
student
comes
to
school
at
all.
The
National
childhood
traumatic
stress,
Network,
notes
that
students
in
the
older
grades,
who
are
not
receiving
emotional
and
mental
health
support,
are
far
more
likely
to
stiff
skip
school,
contributing
to
chronic
absenteeism
in
Boston.
26
percent
of
students
are
chronically
absent,
nearly
double
the
state
average.
These
students
are
more
likely
to
fail,
repeat
a
grade
and
eventually
drop
out.
Investing
in
resources
that
will
address
the
students
trauma
head-on
is
deeply
necessary.
This
appropriation
is
an
excellent
start,
but
it
should
be
the
end
of
the
conversation.
O
The
National
Association
for
school
psychologists
recommends
one
psychologist
for
every
700
students
based
on
current
VPS
data.
The
district
needs
to
hire
15
additional
school
psychologists
to
meet
this
ratio,
the
mayor's
appropriation
will
only
cover
seven
additional
school
psychologists,
meaning
the
district
will
needs
to
make
further
investments
to
ensure
that
they
are
fully
meeting
student
needs.
There
also
must
be
guarantees
that
these
new
positions
will
be
student
facing
not
just
employed
for
testing
or
administrative
purposes.
O
Students
need
and
deserve
an
opportunity
to
forge
relationships
with
guidance,
counselors
and
social
workers
who
ideally
reflects
and
can
relate
to
their
local
school
community.
We
encourage
the
City
Council
to
add
these
guarantees
the
appropriation
and
submit
their
commitment
to
students
with
trauma.
I
urge
you
to
inquire
mayor
I
urge
you
to
include
Mayor
Walsh's
2.4
million
dollar
allotment
and
provide
a
much
needed
increase
in
the
number
of
school
psychologists.
Social
workers
and
nurses
in
bps.
O
I
also
urge
you
to
continue
to
listen
to
teachers
on
this
issue
and
let
them
lead
us
in
the
direction
of
policy
solutions
that
will
create
a
more
equitable
system
for
all
students.
You'll
next
hear
from
Dan
Foreman
and
Theresa
hammer
to
e3
Boston
teacher
members
here
tonight
to
advocate
for
their
students.
I
will
also
provide
the
council
with
copies
of
testimonies
from
Matt
Clark
and
Katie
Malan
to
E
free
Boston
teachers
who
were
unable
to
join
us
this
evening,
but
wanted
to
show
their
support
for
the
Appropriations.
Thank
you
so
much
for
your
time.
O
A
P
Good
evening
like
to
thank
I
like
to
start
by
thanking
Boston
City
counselors
for
taking
the
time
to
hear
my
testimony
today,
my
name
is
Dan
Forman
and
I
am
a
teacher
at
East
Boston
high
school
I'm.
Speaking
with
you,
because
I
am
fully
aware
of
the
council
passing
Mayor
Walsh's
22.4
million
dollar
appropriation
that
will
allow
the
district
to
employ
desperately
needed,
school-based
psychologists,
guidance,
counselors
and
nurses.
P
As
someone
who's
spent
the
past
18
years
in
the
classroom,
I've
seen
too
many
students
who
live
in
crisis
and
experienced
trauma
every
day,
including
homelessness
or
witnessing
and
experiencing
acts
of
violence.
Nearly
two-thirds
of
our
students
have
experienced
trauma.
The
effects
of
trauma
manifests
in
many
ways
that
hinder
our
students,
education
from
chronic
absenteeism,
depressed
or
helpless,
and
coming
into
contact
with
the
criminal
justice
system.
A
few
weeks
ago,
I
had
a
member
of
the
Boston
Police,
Department
speaking
to
students
in
my
criminal
justice
class.
P
Shortly
into
his
speech,
the
officer
got
a
call
and
had
to
excuse
himself
to
take
care
of
something
urgent.
He
did
not
return.
There
was
a
student
who
had
a
gun
on
campus.
They
caught
after
they
caught
after
him,
they
caught
him
after
a
brief
chase
into
a
nearby
alley.
The
student
left
the
gun
there
and
the
police
arrested
him
as
he
walked
away.
P
I'm
grateful
that
no
one
was
hurt,
but
couldn't
help
but
wonder
what
type
of
history
of
trauma
this
student
faced
previously,
it's
unacceptable
for
even
one
student
to
go
without
the
emotional
and
mental
health
support
he
or
she
needs
to
stay.
Despite
my
students,
incredible
strength
and
resilience,
they
need
to
know
that
someone
cares
about
them
and
is
looking
out
for
them.
I
commend
Boston,
Public,
Schools
and
Mayor
Walsh
for
taking
steps
to
propose
this
incremental
increase
in
the
number
of
School
Psychologists
mental
health
support
staff,
which
will
help
us
create
trauma-informed
schools.
P
Our
current
school
psychologist
to
student
ratio
in
the
city
is
around
one
to
nine
hundred
and
eighty-one.
If
City
Council
funds
this
bill,
it
will
get
us
much
closer
to
the
recommended
ratio
of
1
to
700.
I
want
to
stress,
though,
that
this
should
not
be
the
last
time
we
talk
about
supporting
students
with
trauma
and
creating
trauma-informed
communities
with
roughly
56
thousand
students
in
bps.
Thousands
of
kids
will
remain
underserved
if
we
let
this
be
the
last
time
we
address
this
issue.
P
These
new
mental
health
experts
need
to
be
in
schools
with
kids
not
used
as
traveling
crisis
group,
who
only
react
to
events
instead
of
forming
meaningful
and
lasting
relationships
with
students.
Daily
I
am
urging
you
today
to
vote
to
approve
the
2.4
million
dollar
appropriation
proposed
by
Mayor
Walsh
and
set
guidelines
to
ensure
that
these
funds
are
used
to
hire
additional
staff
as
intended.
Thank
you
for
allowing
me
to
speak
to
you
on
this
important
issue.
Thank.
Q
Good
evening,
city
councilors,
thank
you
for
taking
the
time
to
listen
to
my
testimony.
My
name
is
Teresa
Tehama
and
I
work
as
a
teacher,
a
new
mission
high
school
I'm,
also
a
member
of
educators
for
excellence,
Boston,
educators
for
excellence,
a
teacher
that
organization
of
nearly
30,000
educators
based
in
six
chapters
across
the
nation,
is
dedicated
to
ensuring
that
teachers
have
a
leading
voice
in
the
policies
that
affect
their
students
and
profession.
Q
I'm
here
today
to
urge
you
to
approve
Mayor,
Walsh's,
2.4
million
dollar
proposal
to
add
additional
mental
health
experts
to
Boston
Public
Schools,
so
that
all
Boston
students,
and
particularly
our
most
vulnerable,
have
equitable
access
to
counseling
staff
and
school
psychologists.
Imagine
going
to
work
after
you've
lost
one
of
your
best
friends
and
I.
Imagine
that
friend
has
died
in
a
shooting.
Do
you
think
you
would
be
performing
at
your
best
fully
focused
on
your
work
that
day
the
next
day,
even
that
month?
Q
Probably
not
right,
and
neither
are
my
students,
stress
and
anxiety
affect
a
person's
ability
to
learn.
It
is
therefore
critical
that
students
have
the
emotional
support
to
be
able
to
access
and
enjoy
their
learning
experience.
Guidance,
counselors
and
school
psychologists
are
critical
in
our
effort
to
provide
students
with
a
stable
environment
for
foster
to
foster
learning
the
National
Association
of
School
Psychologists
recommends
a
ratio
of
700
students
per
counselor
in
Boston.
Q
The
school
psychologist
to
student
ratio
as
well
in
excess
of
this
recommendation,
but
approving
the
2.4
million
dollar
proposed
by
Mayor
Walsh
can
help
us
make
a
significant
stride
toward
closing
that
gap.
This
is
only
my
third
year
of
teaching,
but
I've
already
had
too
many
students
lose
friends,
parents,
siblings
or
extended
family
to
violence.
We
strive
to
provide
a
safe
environment
at
school,
but
we
have
little
to
no
influence
over
what
happens
to
our
students
outside
of
that
safe
environment,
to
help
our
kids
who
have
experienced,
trauma,
grow
and
learn.
Q
We
must
provide
them
with
tools
to
deal
with
the
trauma,
so
they're
still
able
to
function
to
be
happy
and
to
enjoy
learning.
Despite
of
what
they've
been
through,
nearly
every
teacher
has
students
in
a
class
who
have
experienced
trauma
I'm,
asking
to
make
sure
that
all
students
have
access
to
professionals
who
can
guide
them
through
these
difficult
experiences,
some
of
which
include
threat
of
deportation,
violent,
abusive
relationships,
homelessness
or
drug
abuse,
depression
or
mental
illness.
Students
are
struggling
with
these
and
other
challenges
each
and
every
day.
Q
What
I've
shared
today
in
the
short
list
is
based
exclusively
on
what
my
students
and
families
have
experienced
over
just
the
last
three
years
of
school
as
much
as
I
would
love
to
be
able
to
be
a
teacher,
social
worker
and
psychologists
to
fully
support
all
of
my
students,
I'm
only
trained
in
one
of
these
fields
and
I
serve
70
students.
My
school
makes
sure
to
provide
supports
for
all
students
by
providing
access
to
counselors
and
psychologists,
but
it's
not
easy.
We
request.
Q
Services
from
outside
institutions
and
staff
often
go
out
of
their
way
and
work
long
hours
to
make
sure
no
student
goes
without
the
necessary
support.
Our
school
is
able
to
provide
better
than
the
recommended
ratio
of
counseling
staff
to
students,
but
not
all
all
schools
have
the
budget
or
disturbing
staffing
levels
to
do
that,
and
it's
just
not
acceptable
I'm,
never
asking
you
to
prove
the
2.4
million
dollars
for
additional
mental
health
experts
in
the
budget
for
the
next
school
year.
A
N
Hello,
my
name
is
Julie
Herlihy
I've
worked
for
the
Boston
Public
Schools
for
the
past
16
years.
I
was
a
special
educator
for
11
and
a
half
years
and
a
school
psychologist
for
the
past
four
and
a
half
years.
I
am
proud
to
work
for
the
department
of
behavioral
health
services
under
the
leadership
of
andrea
amador.
My
colleagues
and
I
in
behavioral
health
services
have
been
strong
advocates
during
this
year's
budget
discussions
for
one
school
psychologist
and
one
social
worker
in
every
Boston
public
school,
because
that
is
not
only
what
children
deserve,
but
is
all.
N
It
is
also
what
teachers
and
principals
deserve,
while
I
am
thrilled
that
there
will
be
more
funds
to
create
additional
positions.
I
am
concerned
about
the
testimony
previously
provided,
which
seems
to
suggest
that
our
current
staffing
levels
are
sufficient.
I
would
encourage
folks
to
speak
with
teachers,
principals,
parents
or
nurses
that
are
currently
working
in
our
schools
to
find
out
if
they
think
were
adequately
staffed,
because
the
reality
in
schools
seems
to
be
very
different
than
the
previous
testimony.
N
Additionally,
I
would
like
to
share
that
for
the
past
two
summers
I
have
participated
in
the
Public
Policy
Institute
in
Washington
DC
I
attended
this
yearly
Institute
with
teachers,
administrators
and
school
psychologists
from
all
over
the
country.
When
folks
learned
that
I
was
a
school
psychologist
in
Boston,
they
immediately
congratulated
me
on
being
part
of
the
comprehensive,
comprehensive
behavioral
health
model
CB.
It's
a
model
that
focuses
on
prevention
and
intervention
in
an
urban
setting,
I
felt
so
fortunate
to
be
a
part
of
this
Munich
meaningful
work.
N
During
the
school
committee's
hearings,
we
heard
a
little
bit
about
cbh
of
the
cbhi
model.
However
I
am
concerned,
but
how
it
was
not
mentioned
during
the
last
presentation
here
to
the
members
of
the
City
Council
I
think
that
it
is
very
important
that
the
CBE
JEM
health
model,
which
is
recognized
on
a
national
level,
be
a
priority
in
supporting
the
social
and
emotional
well-being
of
our
students
and
our
schools.
I
am
grateful
and
I
appreciate
your
support
in
making
school-based
mental
health
a
priority,
and
thank
you
for
listening
to
my
concerns
today.
Thank.
K
Good
evening
so
I'm
here
tonight
to
present
my
own
testimony
but
I
think
before
I
do
that
I'm.
Also
one
of
my
colleagues
was
not
able
to
make
it
tonight
and
so
I'm
going
to
present
on
hers
as
well.
So
the
first
testimony
I'm
going
to
present
is
from
Jessica
Chen
she's,
one
of
our
school
psychologists
and
the
behavioral
health
services.
K
We
have
tried
to
underscore
the
scope
of
our
training,
the
breadth
of
our
responsibilities
and
the
frustration
from
families
in
schools
when
we
are
unable
to
meet
all
of
their
needs,
because
we
were
stretched
too
thin
this
evening.
I
want
to
highlight
yet
another
unique
aspect
of
our
role,
mainly
our
language
capacity
and
the
culturally
responsive
services.
K
We
are
able
to
provide
for
students
for
whom
English
is
not
their
first
language,
behavioral
health
services,
houses,
bilingual
school
psychologists
and
pupil
adjustment,
counselors,
who
speak
the
following
language
or
dialect:
Spanish
Portuguese,
Cape,
Verdean,
Creole,
Haitian,
Creole,
Arabic,
Mandarin,
Chinese
and
Cantonese
Chinese
as
bilingual
psychologists.
We
are
responsible
for
testing
and
observing
students,
interviewing
teachers
and
parents,
writing
a
report
and
then
supporting
families
throughout
the
entire
IEP
process
for
each
and
every
student
in
the
district.
Who
requires
an
evaluation
in
our
language.
K
One
of
the
most
rewarding
aspects
of
my
job
is
knowing
that
I
can
directly
connect
with
Mandarin
speaking
families
and
immediately
ease
parents
fears
about
attending
an
IEP
meeting.
For
the
first
time.
Moreover,
we
were
able
to
explain,
dense
psychological
and
sociological
reports
and
a
familiar
native
language
with
a
relatable,
contextual
or
cultural
context.
Like
most
of
my
bilingual
colleagues,
we
are
each
also
assigned
to
at
least
one
home
school
and
sit
on
their
prevention
and
support
teams
throughout
this
budget
season.
K
We
are
grateful
that
members
of
the
school
committee
have
joined
the
collective
advocacy
of
parents,
teachers
and
researchers
to
acknowledge
the
grossly
insufficient
ratio
of
psychologists
to
students
in
our
district.
Our
heart
swelled
when
we
learned
of
the
two
million
dollar
investment
from
Mayor
Walsh
towards
seven
licensed
school
psychologists
and
four
social
workers
to
move
us
towards
having
a
more
adequately
staffed,
behavioral
health
services
department.
K
I
asked
that
these
positions
remain
student
facing
direct
service
positions
where
individuals,
individual
students,
can
consistently
access
group
counseling
social
skills,
training
and
check-ins,
and
school
teams
can
experience
the
familiarity
of
licensed
and
uniquely
trained
psychologists
and
social
workers
for
prevention,
crisis
response
trauma.
Support
and
family
engagement
in
closing.
I
want
to
echo
the
sentiment
expressed
in
last
week
in
the
last
week
in
these
meetings
that
those
from
culturally
and
linguistically
diverse
backgrounds
deserve
the
same
level
of
mental
health
care
as
other
bps
students.
K
K
Now
this
is
me
okay,
so
a
good
evening,
ladies
and
gentlemen,
the
student
of
the
City
Council,
so
my
name
is
Adam
Brunel
I'm,
a
resident
of
Roxbury
I'm
also
proud
to
serve
as
a
school
psychologist
for
the
Frederick
Pilate
Middle
School,
and
the
King
Martin
Luther
King
jr.
K
through
8
school
in
Grove,
Hall
I'm
speaking
tonight,
on
behalf
of
my
department,
behavioral
health
services
and
its
effort
to
increase
our
capacity
to
serve
the
social-emotional
needs
of
our
students
and
I'm,
also
thrilled
about
the
mayor's
commitment
to
additional
funding
for
social-emotional
supports.
K
But
I
also
know
that
it's
important
to
continue
to
build
capacity,
so
our
work
and
expand,
and
we
want
to
be
able
to
support
children
in
an
efficient
targeted
way.
After
coming
to
the
district,
five
years
ago,
I
quickly
became
aware
of
the
intense
needs
social
emotional
needs
of
children
in
my
schools.
I
can
summarize
essentially
a
lot
of
the
consultations
I
had
with
teachers
in
my
schools,
by
just
saying,
I
constantly
heard
over
and
over
it's
not
that
these
students
can't
learn.
It's
that
they're
not
ready
to
learn.
K
That
means
you
know
it's
me.
Turning
to
them
and
saying
I'm,
sorry,
I'm
not
running
a
small
group
right
now,
for
that
particular
thing
like
I
did
last
year,
or
something
like
that,
you
know.
Sadly,
that
means
some.
A
larger
number
of
those
students
are
having
some
of
those
needs.
Unmet
and
sadly,
I
know
experience
that
I
will
likely
see
those
students
again
and
it's
going
to
be
when
they're
presenting
with
more
significant
social
emotional
needs
down
the
road,
because
some
of
that
preventive
work
was
not
able
to
occur.
K
Just
his
clarification,
two
or
three
services
include
things
like
IEP,
counseling
and
evaluation.
So
that's
some
of
those
roles,
some
of
those
responsibilities
when
they
get
to
the
level
they
are
from
me
this
year,
I'm
not
able
to
do
some
of
that
preventative
work,
and
one
point
two
I
wanted
to
mention
is
that
you
know
for
some
of
our
community
partners
that
are
also
helping
support
our
schools.
Some
of
those
those
community
partners
will
cap
their
caseloads
at
seeing
20
to
25
students,
whereas
as
a
school
psychologist,
there
is
no
cap.
K
We
can
often
have
caseloads
much
far
exceeding
that,
in
addition
to
some
of
our
evaluation
responsibilities
as
psychologists
of
BPS,
we
have
the
expertise,
the
passion,
the
licensure,
to
get
these
children
what
they
need.
Most
importantly,
we
have
a
leader
in
andrea
amador
that
has
the
courage,
vision
and
passion
to
fight
for
and
find
long-term
solutions
to.
What
can
seem
like
insurmountable
challenges,
as
you've
heard,
miss
Amador
has,
through
her
efforts
to
expand
that
see.
Bhm
model
has
insured,
and
this
is
so
so
special.
A
part
of
being
a
psychologist
in
this
city.
K
She's
really
ensured
that
all
students
are
on
the
radar
of
school
psychologists
and
that's
the
way
it
should
be
not
just
students
who
have
IEP
s
or
more
intensive
needs,
but
all
students
should
be
on
our
radar
with
Miss
Amador's
leadership.
The
model
for
expanding
tier
ii
supports
for
students
is
now
in
sixty
schools.
We
know
the
model
works.
We
have
the
data
to
support
them
in
order
to
continue
to
make
that
preventive
work
expand.
K
R
Good
evening,
everyone
thank
you
for
having
this
meeting
and
being
open
to
hear
the
feedback
from
all
of
us
that
are
here.
I'm
Kate
Loftus
camp,
a
school
psychologist
from
the
Behavioral
Health
Services
Department
I'm
here
tonight,
to
ask
you
for
your
support
to
ensure
the
funding
for
additional
school
psychologists
and
school
social
workers
is
appropriately
allocated
in
the
budget
directly
to
the
Behavioral
Health
Services
Department
under
andrea
amador.
R
R
I
do
each
week
across
Universal
supports
I
support
teachers
in
the
teaching
of
our
social-emotional
curriculum,
second
step
in
every
classroom,
K
to
8
for
all
students,
I
consult
with
teachers
around
social
emotional
learning
integration
into
their
other
curriculums.
I
push
into
two
different
classes
each
week
to
deliver
additional
lessons
around
emotional
regulation
and
mindfulness
I
consult
with
teachers
around
student's
behavior
to
identify
that
those
that
might
need
tier
2,
small
group
or
tier
3
one-to-one
services.
I
presented
full-day
professional
development
to
the
staff
at
the
Mackay
on
tier
1.
R
Topics
such
as
trauma-informed
practices,
restorative
practices
and
de-escalation
techniques
in
January,
I
sustained
a
counseling
caseload
of
over
30
students,
which
is
typical
of
my
colleagues
who
have
two
or
three
schools
assigned
to
them.
Beyond
that,
I
am
responsible
for
the
firls
of
additional
services.
I
have
been
able
to
coordinate
with
multiple
community
partners
and
have
increased
the
Mackay's
partnerships
to
include
two
additional
full-time
counselors
and
two
part-time
counselors,
as
well
as
group
based
therapeutic
programming.
Because
of
this
our
collaborations
were
a
label.
R
The
student
support
team
and
I
participate
in
grade-level
team
meetings,
I'm
available
for
school
crisis,
support
and
work
hard
every
day
to
support
students
and
their
families
by
coordinating
care
through
best
team
evaluations,
in-home
therapy
referrals,
therapeutic
mentors
and
DCF
for
our
students
who
are
in
their
care
as
a
member
of
behavioral
health
services,
I'm
also
available
for
in
school
and
district-wide
crisis
support
and
have
been
assisting
multi
and
have
assisted
multiple
times
this
year.
At
schools
who
are
coping
with
loss,
violence
and
trauma.
R
I
would
not
be
able
to
accomplish
half
of
these
things
if
half
of
my
time
was
somewhere
else,
but
I'm
an
anomaly
in
our
department,
the
students
I
serve,
are
lucky
to
have
me
and
I
am
lucky
to
serve
them.
But
when
the
district's
initiatives
are
centered
around
equity,
why
can't
all
of
the
students
in
our
district
receive
the
mental
health
support
they
need?
And
deserve
so
that
is
the
challenge
I
present
to
you
tonight.
I,
just
don't
want
to
be
an
anomaly
anymore.
R
S
S
My
name
is
Nicky
Ferraro
school
social
worker
pupil
adjustment,
counselor
with
Boston
Public
Schools
I've
been
working
for
Boston
Public
Schools,
since
2006
I
was
a
family
therapist
prior
to
coming
to
Boston
Public
Schools,
and
this
is
my
dream
job.
It's
a
wonderful
place
to
work.
I've
been
lucky
enough
to
work
under
andrea
amador
for
many
years.
I
also
worked
as
a
kosis
a
little
bit
in
there
doing.
Special,
ed
and
I
want
to
talk
about
a
few
things
of
the
Social
Work
positions
in
Boston
as
a
social
worker.
S
They
would
stay
in
regular,
ed
or
inclusion
settings.
The
reason
they
go
more
restrictive
oftentimes
is
because
they
need
more
support,
that's
not
available
in
their
schools
and
we
come
to
them
at
a
crisis
level
versus
intervening
when
they're
starting
to
perk
up,
and
that
is
not
fair
to
our
kids.
It's
not
fair
to
anybody
in
the
school.
It's
not
fair
to
the
teachers.
It's
not
fair
to
the
principals
I
do
want
to
talk
a
little
bit
about
the
history
with
the
PAC's
and
that
when
I
came
to
the
district
there
were
six
of
us.
S
There
was
a
lot
of
advocacy.
That
was
done
in
the
last
union
contract.
We
with
our
advocacy
and
other
groups
advocacies.
Eight
more
social
workers
were
hired
for
the
district,
however,
they
were
put
in
a
different
department,
so
there
were
two
silos
of
social
workers
who
were
being
called
to
the
same
schools
for
the
same
crises,
for
the
same
families
and
obviously,
of
course,
didn't
work
after
two
years
of
them
being
separate.
They
were
put
in
our
department.
S
I
was
lucky
enough
to
go
from
32
schools
to
12,
which
is
still
a
ridiculous
number,
but
it's
a
much
more
meaningful
number
and
that
you
can
be
present
all
the
principles
new
me
and
the
teachers
knew
me.
They
saw
my
face
and
knew
that
I
could
be
supportive
to
them
that
lasted
one
year
and
then
the
district
eliminated
those
positions.
Next
came
the
mova
grant.
There
were
four
trauma
specialists
that
were
put
in
each
schools.
S
They
were
in
the
schools,
it
was
a
planning
year
and
then
they
were
put
in
the
schools
for
I
think
one
year,
maybe
two
again
they
were
eliminated.
Those
schools
got
a
taste
of
what
it
would
be
like
to
have
a
good
social
worker,
who's
licensed
professional
and
can
provide
the
work
and
then
they
were
gone
and
that's
not
fair
to
our
students.
We
really
need
to
be
thoughtful
of
where
these
social
workers
go.
S
I
was
saddened
and
shocked
to
see
the
presentation
last
week
online
and
see
that
they're
now
the
SEL
departments
calling
them
trauma
specialists
I
mean
my
worry,
is
again
it's
going
to
be
another
silo,
separate
from
the
pupil
adjustment
counselors,
who
are
licensed
social
workers,
and
it's
going
to
be
a
duplication
of
services.
That's
not
what's
best
for
our
children,
that's
not
what's
best
for
our
schools
and
I
hope
that
we
can
address
that
thanks.
So
much
thank.
A
H
I
am
Jackie,
but
I'm
going
to
be
reading
the
testimonies
of
a
parent
at
one
of
my
schools
and
then
another
one
of
my
colleagues
so
from
the
parent
I
write
to
you
as
a
parent
and
code
as
co-chair
of
the
parent
Council
at
the
Sumner
elementary
school
I'm,
expressing
a
great
concern.
The
majority
of
families
have
in
our
school.
We
are
dismayed
at
knowing
counselors
are
being
cut
from
the
budget
while
they
are
most
needed
in
our
schools.
H
I
want
to
point
out
the
great
need
that
exists
in
our
schools
and
in
general,
that
provide
services
to
our
youth.
Personally
I
have
two
daughters
at
the
Sumner
school
and
none
of
them
receive
services
during
her
first
two
years
at
this
school.
Before
that
my
eldest
daughter,
who
is
a
college
graduate,
was
able
to
buy
a
home
at
the
age
of
24
in
part
due
to
the
help
she
received
from
a
counselor,
while
at
Madison
Park
High
School,
my
eldest
received
help
during
her
rebellious
period
and
with
behavioral
and
focusing
issues
she
had
today.
H
She
is
successful
due
to
the
help
she
received
by
people
adjustment
counselor,
exactly
the
position
that
is
being
cut
by
the
school
budget
in
our
in
behavioral
health
services.
I
cannot
imagine
how
many
families
were
negative,
be
negatively
affected
by
cutting
counselors
when
they
are
so
indispensable.
Today,
I
advocate
before
you
on
behalf
of
our
parents,
who
have
children
in
bps
and
who
need
help
for
different
types
of
problems
that
only
licensed
clinicians
can
help
resolve
right
and
I
them.
This
right.
H
Thank
you
for
about
Garcia
co-chair
of
the
parents
Council
at
the
Sumner
school
I'm
now
going
to
reach
you
and
the
testimony
of
Alexa
Singh
James.
My
name
is
Alexa
Singh
James
and
I'm,
a
school
psychologist
with
the
Boston
Public
Schools,
Roslindale,
well-funded
resident
and
bps
parent
I
am
here
to
speak
today
about
the
need
for
more
school
psychologist
and
people,
adjustment
counselors
in
the
Boston
Public
Schools,
and
the
ways
in
which
the
current
lack
of
adequate
behavioral
health
services
negatively
impacts.
School
safety.
H
I
want
to
begin
by
thanking
me
up
on
his
recent
investment
of
four
million
dollars
to
fund
eight
nurses,
seven
schools,
our
colleges
and
four
social
workers
for
the
children
of
the
city
of
Boston.
Well,
there
is
no
doubt
that
these
positions
are
an
important
first
step
in
helping
our
students
get
direct
support
from
licensed
professionals.
Those
of
us
who
work
directly
with
students
every
day
know
that
we
must
continue
to
advocate
for
sufficient
staff
to
meet
the
physical,
social,
emotional
and
behavioral
needs
of
our
students,
schools,
our
colleges
and
people.
H
Adjustment
counselors
in
Boston
are
uniquely
trained
and
licensed
in
both
to
identify
and
respond
to
the
academic,
behavioral
and
social
emotional
needs
of
our
students
ages,
3
to
21.
We
also
support
the
important
people
in
our
students.
Lives
such
as
teachers,
administrators
and
parents.
Our
work
around
school
safety
focuses
on
conducting
threat
assessments,
suicide,
risk
assessments,
responding
to
crisis
protist,
the
district
and
school-level
and
coordinating
with
outside
agencies
and
service
providers.
To
ensure
continuum
are
the
services
for
our
students.
H
I
and
many
of
my
colleagues
have
testified
at
multiple
school
committee
meetings
during
this
budget
process
about
the
lack
of
staffing
and
the
behavioral
service
health
services
department
and
the
fact
that
this
inadequate
staffing
hurts
our
students,
families
and
school
communities.
The
very
bottom
line
for
me
is
that
every
day,
every
school
psychologist
in
school,
social
worker
in
Boston
sees
needs
in
their
schools
going
unmet.
Despite
our
best
efforts,
we
are
simply
stretched
too
thin.
As
a
city
town
at
the
City
Council
meeting
on
May
3rd,
there
was
talk
of
staffing
numbers
and
recommended
ratios.
H
I
would
like
to
take
a
minute
to
clarify
these
those
numbers
from
my
purse,
but,
for
my
perspective
perspective,
the
maximum
student
to
school
psychologist
ratio
recommended
by
the
National
Association
of
School
Psychologists
is
one
school
psychologist
per
500
students
in
high-need
urban
districts
ambassadors.
Certainly
such
a
district.
At
the
beginning
of
2017-2018
school
year
there
were
57
point
for
student
facing
school
psychologist
positions
in
Boston
of
those
7.6
were
funded
by
schools
from
their
own
budgets.
H
Indeed,
several
several
schools
in
Boston
have
recognized
the
great
need
for
increased
behavioral
health
services
and
have
taken
money
from
their
own
budgets
at
the
expense
of
other
positions.
In
order
to
increase
the
amount
of
time
the
school
psychologist
is
present
in
their
school.
The
problem
with
this
with
positions
like
this
is
that
they
can
go
away
when
schools
lose
funding,
as
in
the
case
of
bright
and
high.
H
That
is
hard
to
cut
a
school
psychology
position
due
to
cuts
in
their
budget
for
the
upcoming
year,
even
when
these
school
funded
positions
included
in
this
count,
I
have
to
make
this
bigger
sorry,
even
with
these
school
funded
positions
included
in
the
count
this
year
in
bps,
a
is
one
school
psychologist
for
969
students,
almost
double
the
recommended
ratio.
If
I
look
ahead
to
next
year,
adding
the
mayor's
recent
investment
in
subtracting
positions
that
are
being
cut,
the
ratio
will
be
when
school,
psychologists
for
eight
hundred
ninety
seven
students.
H
This
is
still
nowhere
near
the
one
to
five
hundred
recommended
ratio.
I
personally
a.m.
in
three
different
schools,
and
my
ratio
is
one
to
twelve
hundred
students.
Two
of
my
schools
see
me
only
one
day
per
week.
Clearly
this
is
not
enough.
If
school
psychologists
are
truly
to
address
students
in
schools
who
are
at
real
suffering
from
trauma
or
in
need
of
licensed
mental
health
support,
we
need
to
be
there
every
day.
Building
relationships,
earning
trust
and
functioning
as
an
integral
part
of
the
school
community.
H
Being
a
school
psychologist
in
Boston
is
a
job
that
I'm
well
trained
for
and
one
that
I'd
love
to
do,
but
one
that
I
and
my
colleagues
are
unable
to
do
adequately
due
to
the
long-standing
neglect
of
the
behavioral
health
services
department
in
Boston
I'm,
asking
for
your
support
in
getting
one
school
psychologist
and
one
social
worker
per
PPS
school
so
that
we
can
meet
our
students
need
and
needs
and
help
our
students
become
healthy,
accomplished
individuals,
despite
the
obstacles
they
face,
they
deserve
nothing
less.
Thank
you.
A
That
concludes
today's
hearing.
John
I
want
to
thank
you
for
spending
the
afternoon
in
early
evening
with
us
Kim.
Thank
you
for
that
incredible,
thorough,
comprehensive
presentation
and,
and
all
your
answers
that
were
spot-on,
I,
really
appreciate
it.
That
concludes
today's
hearing.
This
hearing
is
adjourned.