►
From YouTube: Committee on Ways & Means FY23Budget: Student Support
Description
Docket #0480 - 0486 - Fiscal Year 2023 Budget: Boston Public Schools - Social Emotional Learning & Student Supports
This hearing will cover topics including behavioral and mental health supports, Homeless Education Resource Network, family liaisons, social workers, school psychologists, nurses, early interventions, and Hub Schools
Held on May 2, 2022
A
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways
attend
one
of
our
hearings
and
give
public
testimony.
We
will
take
public
testimony
at
each
departmental
hearing
and
also
at
two
hearings
dedicated
to
public
testimony.
The
full
hearing
schedule
is
on
our
website
at
boston.gov
for
slash
counsel,
dash
budget.
A
Our
schedule,
hearings,
dedicated
to
public
testimony
are,
or
were
april,
26th
at
6,
00
p.m,
and
one
upcoming
on
june
2nd
at
6
pm.
You
can
give
testimony
in
person
here
in
the
chamber
or
virtually
via
zoom
for
in-person
testimony.
Please
come
to
the
chamber
and
sign
up
on
the
sheet
near
the
entrance
for
for
virtual
testimony.
You
can
sign
up
using
our
online
form
on
our
council
budget
review
website
or
by
emailing
the
committee
at
ccc
dot,
wm
boston.gov,
when
you
are
called
to
testify.
A
A
Boston.Gov
submit
a
two-minute
video
of
your
testimony
through
the
form
on
our
website
for
more
information
on
the
city
council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
at
boston.gov
for
slash
council
dash
budget.
This
hearing
is
on
docket
zero.
Four,
eight
zero,
two
zero
four
eight
two
orders
for
the
fy
23
or
fiscal
year:
23
operating
budget,
including
annual
operations
for
departmental
operations
for
the
school
department
and
for
other
post-employment
benefits,
open
docket,
zero.
A
Four,
a
three
orders
for
capital
fund
transfer
appropriations,
dockets
zero,
four,
eight,
four:
two:
zero:
four:
eight
six
orders
for
the
capital
budget,
including
loan
orders
and
lease
purchase
agreements.
Our
focus
area
for
this
hearing
will
be
boston,
public
schools,
social
and
emotional
learning
and
student
supports,
including
behavioral
and
mental
health,
homeless,
education,
resource
network
trauma,
crisis
response,
family
liaisons,
social
workers,
school
psychologists,
early
intervention
and
hub
schools.
Our
panelists
for
today's
hearing
are
chief
financial
officer,
nate
cooter,
deputy
chief
financial
officer,
david
bloom
david.
Are
you
david.
B
Sorry,
david
actually
is
here,
but
he's
not
on
the
panel
this
morning
or
this
afternoon.
Excuse
me.
A
Okay,
removing
david
deputy
superintendent
of
academics.
A
Nope
drew
echol,
eckelson
is
not
here
either.
Director
of
athletics,
avery,
esdale,.
B
He
was
at
the
hearing
this
morning,
I'm
happy
to
you,
want
us
to
introduce
ourselves
and
then.
A
For
the
record,
I
do
have
to
state
a
list
executive
director
for
the
arts,
tony
beatrice,
so
I
just
have
the
same
list:
okay,
acting
chief
of
engagement,
denise.
Okay,
all
of
this
is
needs
to
be
updated
assistant,
superintendent,
all
right!
So
for
the
record,
can
you
state
your
name
please
and
position
nate?
I
have
you
already.
C
A
Thank
you,
brian
all,
right
by
now
we
all
understand
the
format
and
I'll
explain
a
little
bit
about
questions
and
answers.
A
So
for
those
of
you
who
are
joining
us
for
the
first
time,
we'll
go
first
round
20
minutes
for
your
presentation
and
then
we'll
go
first
round
of
questions
from
our
counselor
for
my
council
colleagues
and
each
will
have
seven
minutes
to
engage
back
and
forth
and
then
second
round,
if
there
are
any,
if
there's
anyone
here
for
giving
public
testimony
and
you've
signed
up,
you'll
be
called
up
for
two
to
three
minutes
for
your
testimony
and
then
second
round
and
I'll,
allow
five
minutes
each
counselor
to
ask
questions
and
then
final.
A
Finally,
I
will
ask
my
questions
and
then
third
round
in
that
in
that
order,
if
you
are
asked
a
question,
any
questions
that
you
are
not
able
to
answer
at
the
time,
we'll
restate
it
for
the
record
so
that
you
can
take
your
notes
and
respond.
We
would
like
for
you
to
submit
them
the
answers
in
writing
as
soon
as
possible
and
then
address
it
on
record
in
the
next
hearing.
A
I'd
like
to
thank
everyone
in
attendance
to
be
here.
If
this
is
your
first
time
enjoy
the
ride.
No,
if
this
is
your
first
time
here,
thank
you
so
much
for
taking
the
time
to
joining
us
today,
my
appreciation
to
bps
staff,
again
for
being
here
for
the
work
that
you're
doing,
especially
when
it
comes
to
social,
emotional
learning.
A
Personally,
I've
dedicated
I
dedicated
10
years
in
working
with
behavior
health.
I
was
a
intensive
care
coordinator,
so
certified
to
assess
certified
in
cans
and
helping
children
with
wraparound
services.
I
was
also
an
intensive
care
foster
parent,
which
also
meant
that
I
had
to
be
extensively
trained
in
behavioral
health
or
other
services,
so
very
passionate
about
this
topic
and
looking
forward
to
engaging
with
you,
you
have
20
minutes
to
for
your
presentation.
Thank
you.
B
B
What
we
want
to
talk
about
today
is
social
emotional
learning
and
supports,
and
so
we
have
with
me
a
few
people
here
at
the
panel,
but
we've
also
brought
our
team
because
what
you'll
know
is
and
and
what
you're
highlighting
is
the
need
for
us
to
coordinate
a
number
of
different
systems
and
services
to
best
meet
the
needs
of
students,
and
so
this
work
is
not
easily
represented
by
a
single
department,
division
or
team
and
really
takes
coordinated
effort
from
all
of
them.
B
So
I
want
to
thank
them
in
advance
and
you're
going
to
see
us
calling
down
people
as
appropriate,
because
we
want
to
make
sure
that
the
questions
answered
by
the
by
the
actual
experts
and
not
me
trying
to
do
a
poor
approximation
of
their
work.
We,
of
course,
have
outlined
three
core
issues
that
were
were
taking
on
mass
core
participation,
academic
outcomes
and
our
quality
guarantee.
D
Thank
you,
nate.
Thank
you,
chairwoman,
anderson
and
city
councilors,
president
with
us
today.
This
is
a
topic
at
the
heart
of
many
parents
and
families
as
well
as
educators.
I
want
to
make
sure
that
we
start
and
frame
this
conversation
in
the
hearing
today
with
thinking
about
who
our
students
are
their
vulnerabilities.
D
Very
often,
parents
struggle
to
find
the
services
in
their
supports
for
chi
for
their
children
outside
of
school.
In
our
efforts
to
increase
our
investments
in
budget
to
meet
the
needs
of
students,
I
will
have
to
be
completely
transparent
that
it's
insufficient.
It's
not
enough.
We
do
not
have
enough
investments
in
meeting
the
mental
health
needs
of
our
students,
so
we
want
to
start
there.
D
So
with
our
bps
equitable
mtss,
which
is
a
multi-tiered
system
of
support
that
is
a
national
and
state
framework
that
we've
started
to
coordinate
a
lot
of
the
supports
for
students
across
departments
and
divisions.
I've
started
to
lead
this
work
in
january.
We
have
many
amazing,
talented
people
who
are
in
the
room
from
various
departments
who
have
been
collaborating
on
a
systems
coordinated
response
for
students
across
tears.
D
What
that
means
is
that
there
needs
to
be
more
of
a
targeted
group
and
small
sort
of
instruction
are
based
on
the
students
needs
and
supporting
and
supporting
them
to
ensure
that
they
are
moving
back
to
tier
one
instruction
and
services
and
supports
tier
three.
D
D
So
this
is
a
shift
in
the
framework
in
terms
of
also
ensuring
that
we
have
create
a
healing,
centered
approach.
My
hope
and
vision
is
that
we
have
a
healing
center
for
our
students,
families,
as
well
as
our
educators
in
the
city
of
boston,
and
on
that
note,
I
just
want
to
before
we
move
into
the
list
of
the
offices
who
are
part
of
this
cross-functional
work
is
to
really
outline
that
the
needs
are
great
for
our
educators,
who
are
also
holding
the
responsibility
for
teaching
learning
and
supporting
students
with
their
social
emotional
learning
needs.
D
We
also
have
to
identify
what
are
the
supports
for
educators
and
adult
in
their
own
mental
health
needs
during
this
covet,
and
it's
certainly
as
we
move
ahead
in
our
planning
and
so
we'll
we'll
be
glad
to
share
some
of
the
scl
adult
transformative
work
with
you,
but
there's
a
greater
need
that
we're
seeing
that
educators
are
taxed
with,
in
addition
to
our
schools,
with
our
students
and
communities
that
we
we've
been
able
to
identify,
and
we
certainly
see
so.
D
Our
cross-functional
team
works
collaboratively
on
many
areas,
including
development
development
of
professional
learning,
supports
our
vision
is
to
create
a
data
dashboard
that
speaks
to
the
entirety
of
the
whole
child
services.
Programs,
as
well
as
evaluating
the
effectiveness
of
our
programming
and
services
that
we
offer
at
the
district,
that
is
our
vision
and
our
intent
to
start
that
work
next
year,
as
we
start
to
build
out
the
framework
this
year
and
working
with
our
schools.
D
So
just
briefly
want
to
highlight
some
of
our
work
at
the
office
of
health
and
wellness.
There's
a
lot
of
information
here
so
we'll
just
sort
of
pick
one
office
again,
we
are
representing
many
many
offices
and
divisions,
so
the
office
of
health
and
wellness
has
a
this
year.
One
of
the
highlights
servicing
119
schools
and
reached
out
with
technical
assistance
from
our
office
of
health
and
wellness
and
our
department
of
opportunity.
Youth
over
600
families
were
housed
through
voucher
partnerships
with
the
boston
housing
authority.
D
D
Our
office
of
social
work
has
provided
over
1200
hours,
supporting
crisis
response
in
39
schools,
supporting
six
to
six
high
impact
incidents,
and
our
office
of
youth
leadership
has
been
involved
in
coordinating
efforts
between
our
youth,
as
well
as
ensuring
that
their
voices
are
part
of
the
policies
from
covet
protocols,
grading
policies
to
opportunity
gaps.
Now
we
know
that
20
minutes
is
a
very
short
time,
and
so
I
want
to
make
sure
that
I
get
to
my
colleagues
and
to
highlight
some
of
the
work
in
some
of
their
highest
in
areas
of
need.
D
In
addition,
we've
tried
to
pull
together
at
the
end
of
the
slides
that
we
probably
won't
have
time
to
get
to
that.
We
worked
on
friday
to
try
to
get
some
of
the
linguistic
and
racial
diversity
in
some
of
these
offices,
so
for
my
colleague,
joe
carter,
will
sort
of
take
us
off
and
the
whole
child
in
seo,
and
then
we'll
return
back
to
you
with
additional
information.
E
E
The
office
has
four
teams:
social,
emotional
learning,
health,
education,
physical
education
and
physical
activity
and
wellness
policy
promotions
in
the
evaluation
team.
Our
office
leads
and
coordinates
on
the
district's
work
around
the
whole
child,
and
today
I
just
want
to
start
out
by
highlighting
a
few
of
the
things
we're
doing
around
data
and
using
that
data
to
drive
services
and
investments.
E
There
are
many
departments
and
offices
and
teams
working
to
support
schools,
educators,
students
and
families,
but
we
actually
are
currently
doing
a
lot
across
those
teams
to
monitor
some
of
the
work
that's
going
on
the
district,
so
I
would
like
to
share
with
you
the
current
monitoring
strategies
that
we're
using
at
the
district
a
few
at
the
school
and
the
student
level.
This
information,
as
I
mentioned,
we're
using
to
drive
services
and
investments
across
the
whole
school
whole
community.
Whole
child
approach
or
the
wisc
model.
E
First,
the
district
wellness
council,
the
superintendent
appointed
advisory
committee,
is
tasked
with
evaluating
and
reporting
on
the
implementation
of
the
wellness
policy.
The
wellness
policy
is
an
umbrella
policy,
aligned
with
the
whole
school
whole
community
whole
child.
This
annual
report
uses
data
gathered
from
a
variety
of
sources
across
the
district,
so
that
we
can
look
at
those
metrics
in
tandem
and
discuss
their
connection
to
and
impact
on,
student
health
outcomes.
This
report
includes
comprehensive
metrics
and
requires
a
cross-departmental
effort
and
stakeholder
engagement.
It
also
allows
us
to
monitor
progress
over
time.
E
E
We
provide
each
school
with
a
school
wellness
report
for
internal
use
that
indicates
their
self-reported
status
on
key
policy
metrics
in
each
area
of
the
policy
and
how
they
compare
to
the
overall
district
average
schools
use
this
information
to
write
their
annual
wellness
action
reports.
Central
office
departments
have
access
to
these
reports
and
use
them
to
inform
their
school-based
supports.
E
Finally,
we
are
monitoring
student
data
through
many
different
data
sources.
The
cdc
youth
risk,
behavior
survey
for
middle
school
and
high
school
provides
district
level
public
health
data
that
allows
us
to
compare
boston
student
experiences
to
state
and
national
data
over
time
and
is
used
by
the
boston,
public,
health
commission
and
many
community
partners.
E
Health
services,
snap
nurse
data
and
district-wide
school
climate
surveys
can
provide
district
and
school-level
information,
behavioral
health
services
and
health
services
data
provide
student
success
teams
with
valuable
student
level
information
triangulating.
These
data
sources
informs
the
city
district
and
schools
investments
in
many
of
the
services
that
you
will
hear
about
today.
E
Our
experience
over
the
past
two
years
has
reinforced
our
commitment
to
create
safe,
healthy,
welcoming,
joyful
and
culturally
and
linguistically
sustaining
school
environments
that
foster
each
child's
cognitive,
physical,
social
and
emotional
development.
This
commitment
is
rooted
in
an
understanding
that
students,
health
and
well-being
and
positive
development
are
directly
linked
with
academic
success.
E
In
the
bps
strategic
plan,
we
outlined
our
commitments
to
adopting
anti-racist
practices,
eliminating
eliminating
opportunity
and
achievement
gaps
and
accelerating
learning.
These
efforts
depend
on
our
capacity
to
address
both
the
health
and
social
challenges
our
students
face,
such
as
hunger,
chronic
illness.
Excuse
me,
chronic
illness,
physical
inactivity
and
poor
mental
health
and
sexual
health
bps
continues
to
invest
in
various
elements
of
the
whisk
ecological
model.
To
make
sure
students
have
the
services
the
support
and
the
educational
instruction
to
be
healthy
now
and
for
their
lifetime.
E
E
The
stars,
next
to
the
elements
of
the
whisk
model,
highlight
the
areas
that
have
received
investments
over
the
last
several
years
and
or
will
be
receiving
investments
for
next
year.
This
includes
mental
health
specialists,
counselors
nurses,
family
liaisons,
social,
emotional
instruction
and
climate
health,
education,
physical
education
and
employee
wellness,
all
of
which
play
a
critical
role
in
supporting
the
social,
emotional
and
physical
well-being
of
bps
students.
The
next
four
slides
will
outline
the
investments
for
the
fy
23
budget.
E
So
first
whole
child
instruction,
which
is
the
academic
instruction
components
of
the
wisc
model,
is
critical
for
building
the
knowledge
and
skills
students
need
for
their
health
and
well-being
now
and
for
their
lifetime.
Physical
education,
health,
education
and
social
emotional
learning
will
receive
esser
investments
over
the
next
two
years.
This
will
allow
for
us
to
expand
access
and
improve
the
quality
of
these
programs.
We
will
invest
in
instructional,
coaching
and
educational
materials
in
all
three
areas.
We
will
also
be
able
to
hire
three
more
centrally
funded
pe
teachers.
E
D
D
And
just
you
know,
we're
out
of
time,
so
I
I
wouldn't
be
conscious
of
that,
and
the
next
two
slides
are
related
to
the
mental
health,
counseling
and
social
workers.
We've
invested,
16
million
in
social
workers,
8.1
million
of
families
on
0.9
million
in
nurses
and
an
increase
of
0.5
million
for
school
psychologists,
in
addition
to
adding
10
million
for
academic
counseling
and
pre-k
through
eight
grades
and
our
department
of
opportunity.
D
Youth,
if
we
can
spare
two
minutes
in
our
brian
marks,
can
just
quickly
share
some
of
the
highlights
for
for
that
department.
F
Sure,
good
afternoon
again,
I'm
brian
marks
the
senior
director
of
opportunity
youth
through
opportunity,
youth.
We
support
some
of
the
most
vulnerable
students
across
the
district.
This
includes
students
who
are
experiencing
homelessness
students
who
are
in
the
care
of
the
department
of
children
and
families,
students
who
have
barriers
to
consistent
attendance
in
school,
as
well
as
students
who
require
instruction
either
at
home
or
in
the
hospital
due
to
a
medical
or
psychological
diagnosis.
F
We
also
provide
additional
support
services
for
youth
among
our
high
priority
student
groups
among
our
investments
through
our
homeless
education
resource
network,
which
is
a
district-wide
partnership
that
has
a
homeless
liaison
at
every
school
across
the
district.
As
our
key
contact
point
to
support
students
and
families,
we've
invested
1
million
dollars
in
a
groundbreaking
partnership
to
provide
housing
vouchers
and
stabilization
support
with
wraparound
services
in
partnership
with
boston
housing
authority.
F
Through
this
partnership,
we've
been
able
to
provide
wraparound
services,
housing
search
assistance
and
we
have
housed
over
600
families
in
the
past
two
years.
We
are
also
going
upstream
to
prevent
homelessness.
We've
invested
1.5
million
in
homeless,
emergency
homelessness
prevention
assistance
with
case
management
and
wraparound
services,
we're
budgeted
to
serve
upwards
of
150
families
annually
over
the
next
three
years.
Through
this
program,
we've
invested
two
million
dollars
at
the
school
level.
These
are
school-based
investments
to
build
capacity,
to
support
students
experiencing
homelessness.
F
We
work
directly
with
school
leaders
and
school
homeless
liaisons
to
help
them
build
a
local
ecosystem,
around
homeless
support
for
students
who
are
instably
housed,
as
it
relates
to
attendance.
We've
invested
at
the
school
level,
with
six
hundred
000
to
provide
school-based
capacity
building
grants
so
that
schools
can
reduce
chronic
absenteeism.
F
We
provide
guidance
and
frameworks,
as
well
as
tools,
resources
and
professional
development
to
help
schools
implement
projects
to
reduce
chronic
absenteeism.
We
also
partner
with
the
division
of
academics
and
we've
expanded
the
academic
mentoring
program
with
an
additional
investment
of
1.5
million
dollars.
Specifically,
we
focus
on
our
opportunity,
youth
students,
our
students
who
are
among
our
high
priority
groups.
We
have
revised
our
mentor
and
student
matching
process
so
that
we
can
address
particular
challenges
and
better
align
with
students,
interests
and
needs
in
terms
of
finding
a
mentor
that
is
a
good
fit.
D
Thank
you,
brian,
and
I
just
quickly
we'll
just
show
the
size.
I
know
that
the
council
received
the
sides
late
and
we
apologize
again
for
not
having
the
advanced
copies,
but
we
do
have
some
statistics
here
on
the
demographics
of
family
liaisons,
as
well
as
behavioral
health
services,
as
well
as
social
workers,
in
that
data,
in
terms
of
the
racial
and
linguistic
makeup
of
those
staff.
D
So
family
liaisons-
this
is
the
first
year
in
which
there
is
families
on
in
every
school.
We
think
that
this
role
is
critical,
because
the
purpose
is
really
that
every
school
will
welcome
every
family
and
every
student
and
actively
engage
them
in
student
learning
and
whole
school
improvement.
D
So
family
zones
have
played
a
critical
role
this
year
and
they've
also
engaged
in
a
lot
of
pd
across
the
district
to
really
work
with
our
social
workers,
for
example,
as
well
as
understand
impact
of
mental
health
and
social
emotional
learning
in
a
classroom
and
one
of
the
amazing
aspects
they
also
bring
is
their
linguistic
diversity.
And
so,
as
you
see
here,
we
have
a
variety
of
family
sites,
but
certainly
they're.
D
In
addition
to
summer
program-
and
I
understand
that
we
obviously
need
to
do
more
outreach,
but
they
have
been
a
critical
partner
in
ensuring
that
we
communicate
and
ensure
that
the
opportunities
that
exist
in
the
bps
are
shared
in
the
languages
of
the
families,
as
well
as
really
coordinating
the
what
we
call
the
community
equity
roundtable
at
the
district.
D
There's
a
school-based
equity
roundtable
and
many
have
been
a
huge
support
for
ensuring
that
there
is
an
equity
process
at
the
school
site,
as
well
as
working
with
school
side
council
in
in
terms
of
decision
making
for
programming,
as
well
as
funding
that
is
at
the
school's
site,
so
family
liaisons.
We
certainly
have
seen
that
they've
supported
in
many
areas
and
will
continue
to
develop
their
capacity
as
well
in
the
district.
A
Absolutely
we'll
do
it
a
little
different.
I
have
some
questions
and
hopefully
it
helps
to
guide
the
next
series
of
questions
that
you'll
get.
So
I
I
I
usually
wait
is
what
I'm
saying
I
want
to
ask
my
questions
so
for
family
community
assets
you
mentioned
leveraging
to
work
with
our
schools.
D
So
there
are
a
couple
of
models
so,
for
example,
the
one
that
we're
using
with
our
boston
community
hub
schools,
that
is
certainly
an
asset
driven
model
that
ensures
that
we
are
doing
a
needs
assessment
at
the
schools
and
it
is
working
with
the
families
and
collecting
that
information
from
our
families
and
our
communities
to
develop
that
strategy
and
the
supports
that
families
need.
D
So
that
is
one
way
in
which
we're
employing
the
community
assets
and
model,
and
the
other
is
by
identifying
the
need
both
right
so
like
the
needs
assessment,
as
well
as
what
are
the
cultural
wealth
and
ways
that
families
also
provide
resources
and
or
ways
that
they
can
be
an
asset
to
schools.
So
I
think,
really
moving
away
from
a
deficit
lens
in
terms
of
what
families
and
communities
bring
to.
D
What
is
it
that
our
families
and
communities
also
bring
to
our
schools
and
how
do
we
actually
engage
them
differently
in
our
in
our
schooling,
so
that
is
part
of
the
community
schools
hub
schools
model.
In
addition,
we're
also
employing
that
with
the
mtss,
and
so
in
that
work
you
know
sort
of
thinking
about.
Is
this
liv?
Does
this
live
on.
D
Yes,
so
there's
survey
there
are
meetings,
there
are
community
engagements,
so
the
hub
schools
work.
I
mean,
I
think
you
know.
Renee-
can
certainly
sort
of
move
deeper
into
how
they've
engaged
with
the
families
with
the
survey,
but
the
community.
The
boston
community
hub
schools
needs
assessment
is
through
a
survey.
Thank.
B
Currently,
the
family
liaisons
are
allocated
one
per
school,
so
it
depends
on
the
size
of
the
school
and
I'm
going
to
look
to
david.
If
there's
an,
there
is
also
an
escalation
based
on
the
number
of
total
enrollment
as
there
as
well.
A
Does
you
do
you
have
liaisons,
and
I
mentioned
I
remember
asking
you
this
before?
Is
it
liaison
and
fcocs
or
is
it
just
liaisons
or.
B
B
That
that's
based
on
individual
schools
will
prioritize
that,
based
on
their
individual
budgets,
it's
not
allocated
out
as
a
separate
allocation.
D
For
the
community
hub,
schools
work,
I'm
certainly
from
an
asset
base,
and
the
model
itself
is
a
national
community
schools
model
which
very
often
that
language
is
used
as
a
wraparound
services.
The
idea
is
that
at
that
school
site,
what
the
needs
of
the
families,
with
the
needs
of
the
educators,
the
needs
of
the
students
that
it's
more
of
a
comprehensive
resource
space
and
so
that
there
many
of
the
top
schools
coordinators
will
coordinate,
for
example,
services
at
the
school
site.
For
example,
you
might
have
a
dental
sort
of
like
pop-up
dentist
or.
A
I
understand
yeah,
so
what
I'm
trying
to
get
to
is
there's
a
child
and
this
child
may
need
have
like
need
homeless
services,
maybe
mental
health,
maybe
a
mentor,
maybe
medical
right.
Maybe
it's
behavioral.
G
G
G
G
G
A
So
when
we're
sort
of
painting
the
big
blanket
of
these
terms,
we're
not
actually
addressing
it
that
way
if
we
have
one
liaison
per
school,
so
I'm
on
your
side
and
saying
you
need
like
five
per
school
and
now
you're
just
doing
like
one
right
and
then
you're.
Also,
you
probably
need
a
field
coordinator
per
school
and
you're
saying
some
schools
don't
have
it.
That's.
That's
all
the
questions
that
I
have
for
that,
but
you
knew
you
wanted
to.
I.
D
Just
wanted
to
add
that
at
every
school
there's
what
we
are
now
envisioned
as
a
student
success
team,
and
so
there
used
to
be
the
student
support
team
and
you
would
hear
that
language,
it's
sort
of
sst
and
so
any
student
who
has
a
need
and
that
sort
of
felt
sort
of
fits
into
this
mtss
sort
of
framework.
D
Of
that
tiered
support
and
response.
So
family
is
a
part
of
that
social
worker
would
be
a
part
of
that
really
anyone
who's
providing
those
services
and
and
sort
of
thinking
of
of
like
what
are
the
supports
and
services
but
engaging
families
and
their
experiences.
D
Terms
of
so
so,
both
from
their
from
their
perspective
in
terms
of
their
child
as
well
as
home,
as
well
as
their
needs
from
a
family.
So
as
a
parent,
for
example,
what
their
needs
might
be
in
terms
of
supporting
that
student.
So
that's
that
team
sort
of
takes
that
information,
we're
working
to
revision
this
process
and.
A
D
So
it's
not
really
the
liaison
scroll,
it's
the
student
success
team,
and
so
there
is,
there
are
individuals,
and
so
the
academic
portion,
for
example,
would
be
through
the
teacher
and
then
the
film
liaison
would
be
working
with
families,
for
example.
So
their
role
would
be
to
support
the
family
to
ensure
that
their
experiences
well,
it's
their
needs
and
some
of
the
challenges
they
may
be
experiencing
at
home.
A
But
I'm
trying
to
plug
all
of
the
plugs,
and
I
have
only
one
minute
left
you
have
so
there's
a
child
family
liaison
possible
social
worker
if
they
need
services.
Definitely
are
these
services.
Are
these
social
workers
paid
by
the
school.
D
Same
social
workers,
so
it's
so
the
team
is
made
up
of
a
variety
of
different
roles,
so
teacher
social
worker,
if
there's
a
school
psychologist,
they're
also
part
of
that
very
often
they're.
The
family
liaisons
are
a
part
of
that,
so
they
are
all
a
part
of
that
discussion
so
that
it
is
sort
of
considered
more
around.
What
are
the
holistic
needs
of
the
students
versus
just
one
area.
D
It
really
just
depends
on
where
the
students
needs
are.
If
there
is
an,
for
example,
an
iep.
D
It's
whoever
is
facilitating
that
so
student
success
team.
C
D
Communication
sort
of
brings
everyone
together
and
then
there's
a
communication
with
the
family
to
bring
them
to
the
meetings
to
have
the
discussion
around
the
students.
The.
D
It's
a
a
team
at
every
school
site
that
will
have
so
right
now
we're
working
on
norming
those
expectations
in
terms
of
who
is
at
the
table.
So
it's
not.
You
know.
I
can't
say
that
it
is
across
the
board
where
every
social
worker
is
at
the
table
and
every
family
is
on,
but
that
is
expectation
moving
forward
as
part
of
the
mtss.
There
is
a
student
success.
Team
subcommittee.
That's
been
working
on
guidance
as
well
as
visiting
about
30
sst.
C
D
Of
the
educators,
seeing
that
there
is
a
you
know,
a
need
and
more
on
the
educator,
as
well
as
the
the
adults
to
really
be
reflective
and
so
that
what
are
the
core
you
know
we
sort
of
think
of
this
tier
one.
What
is
happening
at
that
level?
What
are
the
supports?
What
are
the
services,
and
so
we
are
trying
to
really
push
on
the
educator
and
the
adult
our
reflection
response
first
and
then
certainly
centering,
our
students
and
family
voices.
That
has
not
been
a
historic
part
of
the
process.
D
So,
for
example,
you
know
if,
if
there's
a
lesson,
how
did
the
teacher
adjust
the
lesson
to
ensure
that
the
student
was
able
to
master
that
skill
in
our
next
standard
versus
the
student
is
not
making
progress
in
this
area?
Thank.
A
B
B
Every
school
has
a
social
worker,
but
then
they
range
based
on
enrollment
and
need
at
the
school
up
to
four
social
workers
centrally
allocated
for
nurses.
There's
one
nurse
per
school
building
and
those
are
those
are
increased
based
on
total,
enrollment
and
needs
of
students.
So
they
look
at
the
health
profile
of
the
schools
and
make
adjustments
based
on
that.
So
it's.
B
I'm
saying
that
there
are
some
schools
that
have
one
social
worker
and
there
are
some
schools
that
are
much
larger
and
have
higher
need
that
have
four
social
workers
that
are
centrally
allocated.
So
it's
it's
not
just
one
per
school.
It's
it's
also
based
on
total
need
profile.
Okay,.
A
Sorry
counselors:
how
have
you,
what
is
the
determination,
how
many
families
per
social
worker
how
many
families
per
liaison?
How
have
you
determined
that.
B
So
our
our
ours
is
based
on
the
number
of
students
in
the
school
and
the
needs
of
those
schools
not
based
on
the
number
of
families
so
for
social
workers.
It's
one
per
250
students
excuse
me
low
incomes,
students
who
qualify
for
low
income
under
our
direct
certification
for
nurses,
it's
based
on,
and
actually
we
have
the
teams.
So
we
could
ask
each
some
of
these
are
are
include
a
number
of
factors
that
are
harder
to
quantify,
but
in
terms
of
nursing
we
have.
We
have
oh.
B
A
Okay,
so
that's
fine.
Can
we
come
back
to
this?
Please
sure
I
have
the
numbers
250
students
per
social
worker,
but
it's
also
based
on
no.
D
Sorry,
I
just
want
to
point
out
they're
on
the
last
three
slides
on
your
packet,
the
third
bullet
down.
I
have
four
nurses,
one
nurse
for
313
students
which
slide
sorry.
So
this
is
behavioral
health
side
18,
if
you
have
it
on
numbered
on
your
side,
but
the
third
bullet
down
is
one
nurse
for
313
students,
social
work,
behavioral,
health,
okay
and
then
the
next
slide
is
the
social
workers,
and
so
that
is
one
social
worker
for
every
304
students,
not
250..
B
D
We
just
basically
took
the
number
of
staff
based
on
these
roles
and
looked
at
the
total
number
of
students
and
just
divided-
that's
how
it
was
just
average
got
it.
Thank
you
and,
and
the
last
one
again
is
the
paper
help
in
which
is
it's
one
for
every
465,
and
I
know
that
is
just
a
little
bit
better
than
the
national
average,
which
is
one
for
every
500
student.
A
Okay,
thank
you.
I'm
joined
today
by
my
council
colleagues,
counselor
braden
counselor
aaron
murphy,
counselor,
julia
mejia,
counselor,
ruthie,
louisian
counselor,
president
ed
flynn,
counselor
michael
flaherty,
counselor
braden.
You
have
the
floor.
H
D
Currently,
we've
hired
a
look
for
11
positions
and
we
are
hiring
three
additional
positions
so
we've
had,
for
example,
the
gardner
school
has
been
a
long
time
have
school
community
schools
use
using
that
model
and
they've
had
their
own
hub
schools
coordinator.
So
we
do
have
some
positions
and
I'm
sure
renee
has
the
exact
number
14..
H
So
without
the
grand
total
of
all
the
hub
schools
with
14
hub
schools,
the
fifth
time-
yes
at
this
present
time,
I'm
going
back
to
the
the
physical
education
you're,
hoping
now
to
have
a
pe
teacher
in
every
school
and
is
that
through
the
whole
way
from
the
k1
up
through
k12.
H
Every
school
yeah,
and
so
how
often
are
students
scheduled
for
pe
classes
during
the
week
right.
E
So
we
have,
in
the
in
the
lower
grades
in
grades
k
to
five
they're
required
to
have
at
least
one
45-minute
block
of
physical
education.
Although
the
policy
recommends
80
minutes
when
you
and
that
actually
goes
through
k
to
8.
in
the
high
school
grades,
they
are
required
to
have
one
course
in
physical
education
per
grade
in
one
in
ninth
one
tenth,
one
eleventh
and
one
twelfth
that's
a
semester.
H
And
how
does
you
know
physical
education
dovetail
in
with
athletics?
Is
there
is
there?
You
know,
I
think
it's
great
to
expose,
develop,
develop
habits
and
and
expose
students
to
physical
education,
and
then
the
athletics
piece
is
there?
Is
there?
Is
there
a
coordination
between
those
two
arms
of
the
school
sure.
E
Well,
so
we
take
a
a
comprehensive
approach
to
physical
education
and
physical
activity
and
and
the
idea
is
we're
we're
developing
the
physical
literacy
of
all
students
and,
as
I'm
sure,
you're
aware,
physical
education
is
is
about.
One
element
of
it
is
to,
of
course
develop
those
skills,
so
you
could
be
come
part
of
a
competitive
team
right,
but
we
also
want
students
to
have
the
social,
emotional
skills
and
the
physical
skills
to
be
really
active
for
a
lifetime.
E
So
we
are,
we
are
we
also
have
we
have
physical
education,
we
have
recess,
we
integrate
movement
breaks
across
the
school
day.
We
have
all
kinds
of
activities
where
we're
trying
to
engage
families
and
students
athletics.
We
work
very
closely
with
the
athletic
department,
the
phys
ed
department
and
the
athletic
department
meet
regularly,
and
we
recognize
the
idea
that
you
need
to
build
the
physical
literacy
and
opportunities
of
students
when
they're
younger
so
that
by
the
time
they
get
to
middle
school,
they
have
that
confidence
competence
that
physical
literacy
to
say,
yeah.
E
I
want
to
go
out
for
that
team
and
then
you
know
we
need
to
have
access
to
those
teams
so
that
students
that
you
know
want
to
participate
in
those
can
do
that.
H
So
it
was
mentioned
this
morning
that-
and
I
know
this
might
be
going
back
and
digging
into
something-
we've
already
discussed
this
morning-
that
there
was
about
5
000
students
participate
in
athletics
and
in
school.
That
seems
like
a
pretty
small
number,
given
the
size
of
a
school
district
that
only
5
000
students
actually
participate
in
in
athletics.
H
I
know
there's
many
socio-economic
reasons
why
a
family
might
their
children
may
not
be
able
to
access
and
participate,
but
it
seems
that
developing
those
lifelong
practices
and
then
also
thinking
about
the
incredible
benefits
of
participation-
athletics
like
it
is.
It
is,
in
my
opinion,
a
mental
health
strategy
to
be
able
to
have
that
opportunity
to
participate
in
school
sports
and
build
camaraderie
and
confidence
and
and
be
able
to
believe
a
lot
of
your
stresses
just
through
through
participation
in
sports.
E
Well,
you
know
about
10
or
12
years
ago
we
probably
had
30
elementary
schools
without
physical
education.
E
Now
all
of
our
schools
have
physical
education
in
the
in
the
lower
grades,
and
that's
really
critical
because
those
students,
as
they
move
up,
if
you
think
10
years
ago
they
weren't
having
access
to
physical
education,
they
may
not
have
had
access
to
physical
activities
outside
of
school,
they
may
have,
they
may
not
have,
and
so
we
see
building
that
physical
literacy
is
really
critical.
E
We
work
very
closely
with
avery
esdail,
because
he
recognizes
that
we
we
really
need
to
develop
that
love
of
moving
so
that
by
middle
school
we
want
our
students
to
see
themselves
really.
You
know
we
are
movers.
E
It
was
definitely
a
big
part
of
my
life
and
I
I
totally
agree
with
you.
It
is
part
of
our
mental
health
strategy.
All
physical
activity
it
improve
your
mood,
can
decrease
depression,
anxiety.
It
helps
with
concentration
and
focus.
So
that's
why
really
talking
about
physical
activity
here
is
part
of
our
mental
health
strategy.
So
thank
you
for
asking.
I
J
Thank
you
for
being
here.
I
am
the
chair
of
public
health,
mental
health,
recovery
and
homelessness,
and
I'm
also
on
the
newly
formed
commission
to
end
family
homelessness.
J
I've
worked
tirelessly
to
break
down
the
stigma
associated
with
mental
health
and
the
barriers
that
so
many
families
have,
because
they
don't
want
to
talk
about
it
or
they
don't
know
where
to
seek
the
support.
So
I've
been
looking
forward
to
this
hearing
and
I
know
a
lot
of
these
hearings
kind
of
intertwine
and
a
lot
of
things
come
up.
J
We
were
talking
about
athletics
this
morning,
we'll
probably
and
hopefully
bring
them
up
again
today
in
this
hearing
this
afternoon,
but
as
a
teacher
I
know
I
was
taught
how
to
teach
my
students
how
to
read
or
write,
but
I
was
never
formally
trained
on
how
to
properly
address
my
students.
Mental
health
and
trauma
needs.
J
So
you
know
I
signed
up
for
my
own
mental
health,
social,
emotional,
wellness,
yoga
training
to
properly
address
their
needs,
but
I
know
that
as
a
district,
we
don't
support
our
teachers
to
make
sure
that
they're
all
trained
to
address
these
needs.
I
filed
an
order.
I
know
you'll
be
here
on
friday
for
the
or
hearing
on
may
6
to
address
the
mental
health
crisis
that
our
youth
are
struggling
through
in
our
city.
I
did
see
in
the
packet
when
we're
using
data
to
drive
services
and
investment
for
our
health
and
wellness
policies.
J
It
looks
like
unless
it's
just
the
picture,
it's
coming
from
2019
school
year
data
and
I
will
just
read
a
short
part
of
the
order
that
the
pandemic
has
had
an
unprecedented
impact
on
the
mental
health
of
our
youth,
that
the
mental
health
challenges
that
our
children
were
facing
before
the
pandemic
were
of
great
concern
and
the
kovid
19
pandemic
has
only
intensified.
These
concerns
as
the
pandemic
continues
to
take
an
alarming
toll
on
our
children's
mental
health.
J
J
So
I
do
hope
that
you
could
answer
you
know
what
training
and
support
will
there
be
for
our
teachers
and
staff,
and
not
just
formal
training,
for
them
to
be
able
to
teach
and
support
their
students
effectively,
but
for
themselves.
The
teachers
and
staff
have
been
struggling
through
this
also,
and
we
can't
ignore
that,
and
we
do
have
to
put
money
there
to
give
those
supports
for
our
staff
and,
if
you've
been
following
along
on
the
council
this
year.
J
J
E
So,
thank
you
for
that.
So
we
I
just
to
clarify
the
the
data
we
just
complete.
We,
we
complete
the
uf
youth
risk,
behavior
survey
every
two
years,
and
so
there
was
a
pause
delay
because
of
covid
obvi.
You
know
wouldn't
allow
us
to
get
that
data
until
this
past
fall,
so
we
did
conduct
a
middle
school
and
a
high
school
youth
risk.
Behavior
survey
this
fall
and
we
expect
that
we'll
have
the
middle
school
and
high
school
data
available
very
shortly.
E
The
cdc
expects
it
to
get
to
us
in
the
next
week
or
two
so,
but
I
can
share
with
you
again
depending
on
how
much
time
you
want
a
few
data
points
from
2019
which,
as
you
said,
were
already.
C
E
D
As
you're
looking
that
up
jill,
I
just
I
wanted
to
acknowledge
that
the
council's
leadership
and
support
in
this
area
is
tremendous
and
that
we
appreciate
the
focus
on
this
area
that
we
know
that
it
is
a
coordinated
system
of
response
from
our
city
and
our
government
in
our
schools,
and
I
think
you
know
I
I
hear
chairwoman
say
this
often
that
we
are
in
this
together-
that
we
have
to
find
our
way
out
together,
and
this
is
one
that
we
clearly
need.
D
All
of
the
supports,
so
just
wanted
to
thank
you
all
for
for
leading
leading
in
the
mental
health
and
really
putting
forth
those
orders
and
the
hearings
to
to
push
this
forward.
Yes,.
E
Thank
you.
So,
in
the
2019
results
indicated
a
lack
of
school,
connectedness,
connectedness
and
perceived
trusted
adults.
42
percent
of
high
school
students
did
not
feel
close
to
people
in
their
school,
notably
feelings
of
belonging
and
connectedness
were
significantly
lower
among
students
of
color
among
middle
school
students.
44
percent
reported
that
there
was
not
at
least
one
adult
in
their
school
that
they
could
talk
to
if
there
was
a
problem.
E
35
of
boston,
high
school
students
and
27
percent
of
middle
school
students
experienced
persistent
sadness
between
2017
and
2019.
The
proportion
of
high
school
students
who
have
attempted
or
considered
suicide
increased
significantly
to
nine
percent
and
sixteen
percent
respectively
middle
school
students,
particularly
those
of
color,
reported
even
higher
rates
of
suicidality.
E
What
is
more,
sexually
sexual
minority
youth
are
particularly
vulnerable
to
mental
health.
Related
issues.
Students
identifying
as
gay,
lesbian
or
bisexual
were
two
to
14
times
more
likely
to
experience
depression,
suicidality
and
self-harm
than
their
heterosexual
peers.
That's
probably
more
than
you,
but.
J
E
We
only
collect
that
data
in
the
middle
schools
and
high
school
data,
so
there
are
other
data
sets,
though
I
want
to
call
out
that
the
behavioral
health
services
department
has
a
number
of
tools
that
are
more
like
screening,
because
these
data,
yrbs,
as
you
may
know,
is
really
a
high
level
aggregated.
It
allows
us
to
compare
ourselves
to
state
and
national
data.
It
isn't
looking
at
the
individual
child.
The
screening
tools
that
behavioral
health
services
had
would
be
more
appropriate
for
ident
for
a
particular
student
being
identified.
A
That's
okay
does
just
checking
in
do
we
need
a
recess,
we're
good,
okay,.
A
For
those
who
understand,
you
know
why
I
asked
that
question
so
in
respect
of
understanding
where
people
are
with
these
conversations,
if
you,
if
anyone,
needs
a
break
at
any
point
or
recess,
please
let
me
know
counsel
me
here
you
have
the
floor.
K
K
It
is
what
determines
whether
or
not
a
young
person
is
going
to
do
well
in
school,
and
while
I
appreciate
a
lot
of
the
outcomes
and
data
and
return
on
investments
around
academics,
I
think
it's
important
for
us
to
recognize
that
unless
our
kids
are
well
they're
not
going
to
do
well
and
it's
up
to
us
to
make
sure
that
we
are
taking
this
conversation
as
serious
as
as
as
it
needs
to
be,
because
we
know
that
so
many
of
our
young
people
are
struggling
with
their
mental
health
and
wellness,
and
this
is
not
something
that
we
can
be
irresponsible
about,
because
this
is
on
us,
and
I
also
wanted
to
say
that
it's
also
important
for
us
to
recognize
that
it
can't
just
be
bps
that
deals
with
this
particular
issue,
because
we're
all
accountable
and
every
single
time
we
come
to
this
chamber
and
ask
questions.
K
We
need
to
be
asking
about
the
social,
emotion
and
mental
well-being
and
how
that's
being
incorporated
across
all
of
our
budgets
and
that
bps
should
not
be
carrying
it
all
right,
so
just
want
to
name
that
so
most
of
my
questions
are
going
to
be
in
regards
to
the
the
school
year
1920
district
wellness
report,
which
joe
you
shared
with
us
during
a
meeting
on
mental
health
and
wellness
last
week.
K
K
K
K
I'm
curious
to
learn
about
how
bps
interfaces
with
the
boston
police
department
we've
heard
reports
of
parents
going
to
the
bpd
when
they
feel
their
complaints
at
their
schools
aren't
being
heard
specifically
around
sexual
harassment
and
bullying.
So
I'm
hoping
you
can
fill
us
in
into
what
communication
looks
like
between
these
two
departments
and
what
type
of
mental,
social
and
emotional
support
services
these
families
are
getting
and
how
that
communication
is
liaison
between
both
and
then
in
regards
to
the
community
hub
schools.
B
L
Good
afternoon,
so,
regarding
the
coordination
with
boston
police,
we
have
spent
the
bladder
part
of
about
two
years,
anticipating
the
police
reform
bill
to
come
in
and
be
implemented
effective
last
july
first,
so
what
we've
been
doing
is
engaging
the
boston
police
and
conversations
around
how
we
coordinate
with
each
other
and
at
the
time
it
appeared
to
be
some
philosophical
differences
between
us
and
boston
police.
But
since
then,
we've
had
some
further
conversations
around
what
that
means.
L
So
we've
done
this
spent
some
time,
mapping
out
communication
and
training
for
our
school-based
staff
and
our
teachers
and
families
around
what
to
expect
on
that,
and
I
can
happily
share
that
memo
with
you
that
outlines
all
that
information.
We
share
that
information.
How
broadly
to
our
schools,
we're
in
the
process
now
of
educating
training
teachers,
families,
constituents
and
getting
that
word
out
and
also
continuing
our
conversation
will
be.
Pd
has
needed
a
situation
to
arrive.
K
L
Yeah,
so
we
still
connect
with
youth
connect
as
part
of
that
working
conversation,
and
we
bridge
those
conversations
with
our
social
worker
department
and
at
elise
tabor
and
her
team
connect
more
frequently
with
them
as
well.
So
as
issues
arise,
we're
working
on
improving
that
coordination
and
communication,
we're
willing
and
able
and
want
to
have
those
dialogues.
But
sometimes
families
are
resistant
to
cooperate
with
some
of
those
stakeholders
and
sometimes
it's
families
that
are
sometimes
reluctant
to
work
directly
with
police.
M
Hello
everyone
my
mess
down,
we're
not
in
bps,
I
don't
have
to
have
the
mask
on
hi
everyone.
My
name
is
renee
milady,
I'm
the
director
of
boston,
community,
hub
schools,
I'm
also
a
bps,
alumna
and
parent,
so
appreciate
these
conversations
outside
of
my
official
capacity
as
well
as
it
relates
to
the
selection
of
our
14
boston,
community,
hub
schools.
M
We
really
wanted
to
think
about
how
do
we
pilot
this
work
as
an
equity
strategy,
and
so
we
selected
14
schools
that
are
already
thinking
about
the
work
of
their
from
their
school
communities
from
this
lens,
so
we're
working
with
our
five
grove
hall
schools
and
the
grove
hall.
Schools
have
been
a
part
of
a
grove
hall
alliance
that
has
been
working
on
building
out
the
community
school
strategy
within
their
community.
M
Seconds
so
impact
we're
working
with
umass
boston
to
evaluate
the
impact
of
the
strategy.
K
Thank
you
for
that
renee
joe.
I
because
you
all
like
a
very
strategic
me
in
jail,
because
you
saved
the
best
for
last
and
I
those
two
questions.
I
definitely
want
answers
for.
So
if
I
can't
get
the
answers
in
the
first
round,
trust
that
I'm
gonna
be
asking
them
again
for
the
second
round.
E
K
E
So
so
every
the
policy
requires
that
every
school
have
two
trained
bullying:
intervention
specialists,
succeed,
boston
leads
on
those
trainings,
you
don't
need
to
have
a
training.
The
specialists
don't
need
to
be
trained
every
year,
but
folks
that
would
be
new
and
not
had
that
position
in
the
past
would
be
trained.
So
right
now
I
can
share
the
85
that
have
been
newly
trained
go
ahead.
Sorry.
E
Well,
the
the
liaisons
are
trained
to
understand
the
protocols
related
to
bullying,
but
what
we
want
to
do
is
that
have
every
teacher
and
every
staff
member
in
the
school
understand
what
bullying
is
what
it,
what
we
need
to
do
to
prevent
it
and
how
they
can
contribute
to
make
sure
that
that
happens.
So
this
is
just
the
liaisons
that
are
targeted
with
really
understanding
the
protocols
on
reporting
and
such.
E
Can
speak
more
on
the
lgbtq
work
if
you
wanted,
I
just
thought.
A
Thank
you,
so
I
think
just
for
clarification,
so
I'm
I'm
understanding
that
there
are
certain
like
services
in
place,
but
I
think
that
to
council
mahir's
point
is:
what
does
it
look
like
in
terms
of
the
actual
like
process
of
you
know
from
referral
to
assessment
to
addressing
like
I,
I
want
to
understand
that
too.
A
So
she
said:
what
does
that
look
like
in
terms
of
the
the
services
that
she
asked
about,
the
one
that
you
were
speaking
about,
and
so
I
know
I
understand
they
exist,
but
how
does
it,
for
example
like
how
does
a
student
get
connected
is
what
is
how
it
would
look
like.
A
I
think
for
when,
as
we
get
deeper
into
the
conversation,
we
can
clarify
more
on
what
that
looks
like
in
terms
of
like
I'm,
I'm
trying
to
paint
a
picture
from
the
child
all
the
way
and
connecting
them
to
all
these
services.
It
makes
sense
so
that
I
think
that's
how
we
look
at
budget
right
in
terms
of
where
the
need
is,
and
then,
if
you
are
saying,
there's
a
liaison
here
as
a
community
help
coordinator
and
they
also
sit
in
this.
A
You
know
team
and
then
there's
also
like
this
only
85
are
trained
in
bully
prevention.
Then
I
want
to
get
the
numbers
of
the
schools
that
have
these
needs
right
by
by
population,
how
we
can
actually
say:
okay,
we're
meeting
a
quota,
we're
actually
addressing
these
issues,
and
we
know
we're
not.
We
just
want
to
know
where
we
are
in
terms
of
budget
and,
if
you're
and
how
and
how
bps
is
looking
at
addressing
it
with
money
right
with
allocations
right.
M
And
if
I,
if
I
may,
just
briefly
one
of
so,
if
I'm
a
student
at
the
hernandez,
for
instance,
one
of
the
things
that
we
know
is
that
if
family
liaisons
are
doing
direct
service
work
with
the
families,
sometimes
it's
hard
for
them
to
actually
access
the
the
partnerships
or
identify
some
of
the
partnerships
and
resources.
M
So,
whether
that's
a
mental
health
agency
that
needs
to
come
into
the
school
or
maybe
it's
a
group
of
parents
who
you
know
all
know
how
to
do
zumba
and
the
kids
need
exercise
and
we're
like
okay.
Maybe
we
have
these
parents
who
can
do
zoom
back
to
school,
but
it's
really
allowing
folks
who
are
doing
direct
services
to
not
have
to
do
some
of
that
partnership
allocation.
A
Thank
you,
so
I
think
you
know
later
when
it's
my
turn
again.
I'd
like
to
go
through
tier
one,
two
and
three
and
understanding
exactly
the
needs
on
in
each
tier,
and
I
think
that's
when
we
understand
where
us
a
community
health
coordinator,
would
escalate
that
level
of
care
for
us
to
know
that
level.
One
takes
this
many
but
then
understanding
which
and
then
identifying
which
schools
and
I
think
that's
where
we
would
get
a
good
idea
of
where
the
money
needs
to
go.
Counselor
louisian.
N
Thank
you,
madam
chair,
so
just
a
few
questions.
Some
interesting
comments
made
earlier
that
I
think
were
worth
poking
a
bit,
so
we
need
to
make
sure
you
know.
We
recognize
that
there's
a
mental
health
crisis
in
our
schools
as
far
young
kids,
especially
coming
out
of
this
pandemic.
N
E
Yeah,
I
can
take
that
one,
so
our
focus
on
transformative,
social,
emotional
learning
is
it's
focused
on
five
competencies
which
I
can
talk
about,
but
at
the
heart
of
transformative
cell
is
building
relationships
between
students
and
teachers
and
giving
teachers
the
tools,
the
practices
the
supports
they
need,
so
that
they
recognize
that
that
can
be
done
as
a
part
of
every
single
lesson
as
a
part
of
every
single
interaction
with
students
and
families,
and
so
that
is
something
that
we
are
prioritizing
and
at
the
core
that
that
really
is
at
the
basis
of
we
were
just
talking
about
bullying
prevention
a
moment
ago,
but
building
adult
cell
social
emotional
learning
skills
is
critical
so
that
they
can
build
those
relationships,
be
that
trusted
adult
and
when
things
happen,
the
student
will
feel
comfortable
and
going
to
them.
N
I'm
wondering
too,
if
there's
a
cultural
competency
component
to
that
right.
Are
there
gaps
in
terms
of
the
adults?
The
configuration
of
you
know
the
demographics
of
who
the
adults
are
for
the
social
emotional
umbrella
right,
we're
talking
about
the
psychologists,
the
social
workers,
the
guidance
counselors
and
who
the
students
and
who
the
students
are
which
are
largely
black
and
brown.
So
I'm
wondering
if
there
is
that
disconnect.
That's
adding
to
that.
E
Well,
I
I
think,
in
terms
of
speaking
of
the
teaching
staff,
demographics
is
what
you're
referring
to
ray
in
terms
of.
N
E
The
cadre
of
yes
yeah!
Well,
I
I
think
that
I
think
you
raise
a
really
important
point
and
part
of
the
work
around
cell
is
definitely
to
make
sure
that
it
is
culturally
responsive,
but
definitely
acknowledging
that
we
are
prioritizing
increasing
the
diversity
of
and
that's
racial
cultural,
linguistic
across
the
board
in
every
single
type
of
staffing
position
that
we
have
yeah.
N
I
think
that's
critically
important,
I
my
guidance
counselor
was
another.
It
was
a
black
woman
like
me
who
understood
everything
that
I
could
bring
to
her,
whether
it's
my
parents
didn't
go
to
college
and
I
want
to
go
to
college
or
issues
of
you
know
sexism
or
colorism.
N
She
understood,
and
I
just
think
it
is
important
that
if
we
are
seeing
that
disconnect,
let's
also
make
sure
that
we
are,
you
know
putting
all
of
our
muscle
behind
the
cultural
competency,
and
I
think
the
chair
brought
it
up
the
issue
of
you
know
it's
do
we
require
credentialing,
for
example,
from
our
family
liaisons,
no
okay,
but
we
do
obviously
from
our
social
workers
and
from
yeah.
So
I
just
hope
we're
working
in
deep
partnership
with
like
the
affinity
groups,
for
example.
N
At
the
you
know,
I
think,
be
you
know
the
different
social
work
schools
you
know
or
the
areas
where
we
can
really
find
really
good
talent
and
that
we
like
heavily
on
that
the
teachers
lounge,
which
is
doing
a
lot
of
work
around
retention
of
blackmail
teachers
here
in
the
city
of
boston.
So
and
then
I
I
have
a
the
next
questions
will
be
numbers,
so
we
are
surpassing
the
1
to
500
ratio
of
student
per
psychologist
of
psychologists
per
student.
What
is
that?
D
D
This
is
district,
so
sorry,
are
we
were
you
referencing
school
psychologists
at
guidance
councils?
I
apologize.
D
It
is
for
this
particular
ratio,
it
is
the
k-12
school
psychologist.
We
don't
have
the
guidance
counselors
that
we
can
definitely
yeah.
N
D
N
Yeah,
I
think
that's
important
as
middle
school
and
it
seems
like
the
numbers
you
all
have
been
presenting
has
been
the
ninth
grade.
Number.
That's
right
great,
but
let
me
tell
you
about
the
other
grades
right,
because
we
want
those
ratios
going
down
as
well.
Sorry.
A
N
And
then
I
guess-
and
so
I
I
would-
I
want
to
know
those
numbers
it
sounds
like
you
know.
One
family
is
on
per
school
social
workers,
one
social
worker
for
250
students,
guidance
counselors,
both
on
the
middle
school
and
high
school
level,
and
so
these
ratios
are
important
right,
but
they
don't
tell
the
full
story
right.
There
are
school
schools
and
environments,
especially
as
we've
seen
that
need
more
support
in
light
of
sexual
abuse.
N
B
I
think
there's
two
types
of
potential
responses
to
that
question.
I
want
to
make
sure
I'm
answering
it
correctly.
The
first
is
a
financial
request
to
be
able
to
expand
the
number
of
positions
at
their
school
and
and
the
question
about
why
it
takes
long.
The
second
would
be:
how
do
we
deal
with
sort
of
crisis
response
and
allocation
of
our
existing
central
resources?
In
a
moment
where
we
know
that
there
are
individual
student
needs
or
or
collective
student
needs
that
we're
trying
to
address?
I'm
curious,
which
is.
B
So
for
most
of
our
allocations
of
positions
and
responses
to
schools,
our
budget
planning
process
starts
sort
of
in
october
and
december
when
we're
working
with
schools
to
understand
their
needs,
and
then
it
takes
the
spring
for
us
to
go
through
and
and
make
changes.
I
think
it
is
a
long
process,
but
one
that's
done
well
in
advance
of
the
school
year.
N
I
think
that's
what
I'm
that's,
what
I'm
saying
a
little
bit.
Maybe
it's
part
of
that
second
question:
there's
an
issue
that
arises
right
and
you
know
it
or
the
the
principal's
able
to
project
that
you
know
this
is
an
issue.
That's
coming
down
the
pipe
and
we're
gonna
need
additional
support,
whether
it's
in
the
form
of
a
social
worker
or
additional
guidance
counselors,
and
it's
not
part
of
like
a
formal
planning
process.
N
B
Yeah,
I
think
the
first
is
just
the
the
said
it
sort
of
at
the
start
when
we
look
at
our
overall
needs
of
our
students
and
the
the
resources
that
we
have
for
mental
health
supports.
We've
done
significant
and
rapid
expansion
of
those
services,
but
I
think
it's
not
enough,
and
I
think
we
need
to
do
a
better
job
of
both
and
by
better
job
I
mean
we
need
to
both
leverage
community
partners,
as
as
counselor
fernando
anderson,
has
highlighted
and
add
more
resources
to
be
able
to
to
provide
to
our
schools.
B
I
think
this
is
an
area.
We've
done
a
lot
of
investment,
we
could
do
more.
I
also
think
that
the
answer
your
question
is
a
little
bit
in
terms
of
crisis
response
and
how
we
deal
with
that
either
I'll
turn
it
over
to
mr
depina
to
be
able
to
talk
about
that,
and
we
can
bring
other
team
members
down
if
we
need
to
so.
L
Thank
you
and
as
regarded
responses
go,
we
did
build
up
a
central
office
kind
of
team
and
structure
where
we
can
redeploy
groups
of
people
centrally
to
schools
and
leverage
and
pull
existing
resources
at
schools
to
redeploy
as
needed.
So
many
of
the
folks
that
come
on
board
understand
that
crises
arise
and
we
may
need
a
certain
amount
of
counselors
depending
on
the
size
of
the
school.
It
could
be
a
larger
school
small,
school
and
folks
are
willing
and
ready
to
step
in,
and
chip
in
and
be
redeployed
as
needed,
and
we
adjust
their
schedules.
N
N
Of
one
more
just-
and
this
is
maybe
a
big
picture-
question
right,
like
one
of
the
other
reasons
why
you
need
to
get
behind
these
numbers
is
because
those
deep
equity
issues
of
the
the
schools
that
have
a
high
concentration
of
of
economically
disadvantaged
students,
for
example.
How
do
we
do
we
adjust,
maybe
even
addresses,
but
how
do
we
adjust
those
numbers
for
high
need
population?
A
lot
of
our
students
are
in,
schools
are,
but
how
do
we
adjust
for?
And
that,
for
me,
is
like
the
idea
of
equity
in
the
corrective
action?
L
Need
yeah,
I
think
the
way
I
would
describe
and
answer
that
question
is
we
have
to
make
sure
we
carve
out
enough
money
in
the
budget
to
support
the
needs
that
arise,
so
we
kind
of
have
a
sense
of
what
happens
in
schools
year
to
year
over
the
years.
We
kind
of
monitor
those
trends
and
data,
and
then
looking
at
some
of
that
data
we
say:
okay,
we
need
more
psychologists,
for
example,
then
we're
committed
to
adding
more
psychologists.
L
I
know
for
years
we've
been
advocating
for
that
and
we're
at
that
place
now
because
of
additional
resources
that
this
body
previously
has
been
able
to
afford
us.
So
I
think
the
conversation
becomes
what
we
need
to
continue
to
advocate
for
based
on
what
we
know
continue
to
look
at
where
the
discrepancies
are
and
make
sure
we
level
set
and
redirect
resources
when
we
need
to
as
well.
O
Thank
you,
madam
chair,
for
the
for
your
leadership,
the
important
work
that
you're
doing
and
thank
you
to
the
piano.
I
was
looking
at
one
slide
earlier.
I
forget
what
page
number
was,
but
it
was
the
family
resources
center
breakdown
of
personnel.
Can
we
go
back
to
that
slide
if
we
have
the
opportunity
to.
O
D
I
think
there
are
some
languages,
for
example,
energy
shift
in
the
office
of
english
learners,
I've
required
and
posted
bilingual
positions.
Unfortunately,
in
the
vietnamese
and
the
chinese
positions,
I've
really
not
had
many
applicants,
so
I
think
there
is
a
bit
more
of
cultivation
work
that
we
need
to
do
within
those
language
groups.
O
Yeah,
I'm
disappointed
in
that
number,
and
certainly
we
we
need
to
do
better
on
that.
I
I
don't
know
how,
if
you
speak,
cantonese
or
vietnamese
or
mandarin
and
you're
a
parent,
how
how
you,
how
you're
able
to
interact
if,
if
there's
only
two
of
them
and
the
languages
aren't
aren't
available,
so
so
the
two,
the
two
asian
family
research
liaisons,
which
what
school
is
that
I'm.
D
This
is
you
know
where
I
really
feel
like.
We
could
have
families
on
in
all
the
languages
in
many
of
our
schools
that
are
certainly
have
populations
that
are
also
haitian,
creole
and
spanish,
and
so
because
it's
one
position
majority
of
those
positions.
The
schools
really
do
try
in
terms
of
the
hiring
recruitment.
O
The
asian
students,
especially
during
this
pandemic,
had
a
very
difficult.
Three
year
period.
We
saw
a
huge
increase
in
anti-asian
racism
in
bullying,
hate
crimes
here
in
boston,
the
most
progressive
city
in
the
country
here
in
boston
across
the
country.
So
I'm
I'm
troubled.
I'm
really
troubled
by
that
one,
vietnamese
speaking
family
liaison
and
one
cantonese
speaking,
family
liaison.
D
L
Flynn
giving
your
constituents
any
partnership,
we
can
do
with
you
in
your
office
to
help
get
the
word
out
to
your
constituents
with
whatever
channels
you
may
have
available
to
you.
We'd
welcome
that
opportunity
to
partner
with
you
on
that
as
well,
but
we're
definitely
disappointed
in
that
in
that
number
and
we
are
greatly
going
to
continue
to
recruit
and
continue
to
reach
out.
So
if
you
have
channels
that
would
help
us
do
that,
we'd
welcome
the
partners.
I'd
be.
O
O
It
takes
a
while
to
identify
someone
that
speaks
cantonese
or
mandarin
in
the
city,
and
you
know,
but
I
did
it,
I
identify
them
it.
You
have
a
huge
staff
here
in
at
the
bowling
building,
it's
up
to
you
to
go
out
and
recruit
and
get
these
family
liaisons
that
speak
languages
other
than
english.
We,
you
know
we're
doing
our
students
a
disservice
if
we
can't
communicate
to
their
parents,
especially
their
parents,
might
not
be
able
to
speak
a
particular
language.
D
D
It
doesn't
obviously
account
for
that
issue
that
you
raise,
which
is
crucial,
that
we
need
to
increase
our
asian
friend
liaisons,
but
certainly
there
is
an
expectation.
Obviously,
if
you
are
a
spanish-speaking
family
is
on
and
the
family
is,
you
know
cover
verdian
or
haitian,
that
there
is
a
translation
interpretation
system.
D
So
our
family
liaisons
fall
under
our
welcome
services
and
failing
it,
denise.
D
Thank
you.
This
is
one
bucket
of
area
where
we
have
so
many
different
departments,
and
we
appreciate
you
opening
up
the
floor
for
us.
I
Me
noel
green:
he
is
the
director
for
family
school
engagement,
practices
and
noel
oversees
all
of
the
professional
development.
That's
done
with
all
the
liaisons,
so
liaisons
are
hired
by
the
school,
but
first
there
is
a
pool
that
is
recruited
and
sorted
by
the
family,
a
school
engagement
team,
ensuring
that
we
have
diversity,
ensuring
that
we
have
language
ensuring
that
we
are
starting
with
a
point
of
fundamental
understanding
of
the
value
of
high
quality
engagement,
which
really
means
partnerships
with
our
families.
O
P
Thank
you,
I
think,
for
all
of
our
family
liaisons.
We
rely
heavily
on
the
parents
at
the
school
directly.
Sometimes
they
themselves
are
interested
in
the
position.
I
have
that
situation
happen
recently.
Sometimes
they
they
know
of
someone
that
they
think
would
be
a
good
fit
for
that
particular
school.
P
L
That
the
schools
do
a
lot
of
heavy
recruiting
and
referrals.
They
ask
their
teachers
and
other
staff
on
site
and
on
hand.
We
typically
get
referrals
through
different
community-based
organizations
that
are
seeking
employment
for
different
jobs
that
we
do
have
posting.
We
do
outreach
to
them
also
to
see
if
they
have
anybody
that's
available
in
for
the
job
descriptions
that
we're
looking
for.
We
also
have
recruitment
fairs
that
we've
done
where
we
hosted
some
at
the
bowling
building
to
advertise
and
get
some
folks
interested
in
these
positions.
L
O
O
Q
Q
Obviously,
that
we've
got
2.8
million
to
bring
an
additional
26
school
psychologist
to
bring
us
up
to
the
national
standard
which
had
been
lacking.
I
obviously
echo
the
comments
of
my
colleague
who
spoke
previously
between
the
school
psychologist,
as
well
as
the
guidance
counselors,
particularly
at
the
high
school
level.
Remembering
my
days,
the
guidance
council
was
a
you
stopped
at
the
guidance
council.
Every
day,
sats
sat
prep
college
visits,
application
process,
school
recommendations,
getting
the
transcripts.
Q
You
know
where
I
am
disappointed,
and
maybe
I
get
some
answers
today
is
really
with
respect
to
to
our
victims:
the
victims
of
sexual
assault,
the
victims
of
bullying,
the
victims
of
of
assaults
and
in
the
interest,
or
at
least
so
as
to
not
be
categorized
by
bps
as
being
inflammatory
I'll
recognize
two
things:
a
recent
boston
globe
story
that
said
that
bps
ignored
52,
52,
different
complaints
of
verbal
and
physical
bullying
over
a
four
year
period
at
one
school
shift
to
this
past
friday,
the
boston
arts
academy
had
a
rally.
Q
C
Q
Punished
in
in
one
particular
instance,
as
young
woman
is
alleged
to
have
her
ear,
almost
sliced
off,
saying
that
she
still
had
to
go,
attend
the
same
school
in
class
with
that
individual.
So
it
also
appears
that
victims
and
their
families
are
most
likely
the
ones
to
have
to
leave
the
school,
and
in
the
instance
that
came
out
last
week,
a
whole
bunch
of
folks
have
to
find
new
schools,
because
that
school
is
going
to
close
after
the
school
assignment
process.
Q
So
I
guess
I
want
to
get
an
answer
from
someone
in
terms
of
how
are
we
treating
the
victims
here?
The
victims
of
bullying
the
victims
of
sexual
assault,
the
victims
of
physical
assault,
and
why
are
the
victims
and
their
family
feeling
like
that?
They're,
the
ones
being
punished.
L
L
So
I'll
take
that
question
of
from
my
colleagues.
I
think
the
first
short
answer
to
that
question
is
that
it's
very
difficult
to
expel
a
student
from
a
school,
and
that
has
been
the
case
since
the
massachusetts
general
laws
222
went
into
effect.
L
There
are
only
four
reasons
why
a
student
can
be
expelled:
possession
of
a
firearm,
a
possession
of
drugs
assaulting
a
staff
member
and
one
more
that
escapes
me.
So
there
are
very
limited
reasons
why
we
can
expel
any
student
from
any
school.
So
short
of
those
big
four
things
happening,
it's
very
difficult
to
remove
students
from
schools,
given
that
law
changed
many
years
ago.
So
what
we
do
in
far
is
supporting
the
victims
we
do
meet
with
them.
We
consult
with
their
families.
L
We
put
them
in
touch
with
resources
that
we've
talked
about
earlier
today
throughout
the
different
partnerships
that
we
have
both
internally
at
the
school,
with
our
professional
staff
at
the
school,
and
we
work
towards
coming
up
with
a
safety
plan
for
them
where
we
feel
is
appropriate.
We
have
our
restorative
justice
circles
that
we
try
to
restore
our
harm.
That's
been
committed
for
the
different
acts
that
are
that
are
as
egregious
as
you're
saying,
and
we
try
our
best
to
make
sure
that
the
school
environment
is
stable
as
possible.
L
Are
we
successful
every
time?
No?
Are
there
families
sometimes
not
happy
with
decisions?
We
make
sure
we
do
have
our
safety
transfer
process
in
place.
So,
in
the
event
a
victim
doesn't
feel
that
they've
reached
that
support
or
received
that
report
that
opportunities
available
for
them.
So,
unfortunately,
because
of
the
limited
ways
that
we
can
expel
a
student
from
a
school,
we
need
to
make
sure
we
have
all
albums
available
for
all
the
victims.
Q
So
is
it
fair
to
say
so?
If
one
individual
continues
to
wreak
havoc,
because
you
can't
expel,
they
can
pretty
much
change
the
whole
school
environment
and
then
you'll
actually
have
a
situation
where
multiple
students
and
multiple
families
are
actually
leaving
that
school
to
kind
of
get
away
from
the
problem,
as
opposed
to
the
school
district
handling.
The
problem
well,.
L
It's
also
a
combination
of
while
we
work
with
the
victims.
We
also
work
with
the
perpetrators
of
that
assault
or
the
alleged
assault
right.
So
it's
also
the
same
vein,
an
effort
that
we
put
towards
supporting
the
victims
we
put
towards
trying
to
get
to
the
root
causes
of
why
students
are
misbehaving
and
understand
what
triggers
that
they're
experiencing
or
factors
that
have
contributed
to
that
misbehavior
in
all
the
while
trying
to
avoid
the
school-to-prison
pipeline
right.
L
So
we're
trying
to
make
sure
we're
not
criminalizing
students
for
behavior
that
can
be
remedied
internally
and
that
that's
going
to
come
with
some
dialogue
and
some
conversations.
So
it's
a
matter
of
supporting
both
the
victim
and
the
alleged
perpetrator.
Q
So
it's
not
inflammatory
to
believe
that
students
feel
these
boston.
Public
students
feel
that
there's
no
accountability
for
those
behaving
badly
and
for
families
feeling
like
they're
as
the
victims,
they're
the
ones
being
punished.
Is
that
a
fair
statement
across
the
school
district
that
that
in
instances
where
there
is
school
violence
there
is
school
bullying
that
the
victims
of
that
violence
and
bullying,
don't
really
feel
that
enough
is
being
done
and
or
that
they
themselves
are
being
held
responsible
for
the
bad
behavior.
L
But
we
also
don't
measure
is
all
the
successful
attempts
that
these
prevention
intervention
measures
take
hold
of
and
prevent.
So
it's
unfortunate
that
I
don't
have
data
today
to
say
that
we've
saved
10
lives
today
or
this
week.
So
unfortunately
I
don't
have
data
to
say
I
presented
20
students
from
going
to
jail
today.
So
it's
very
unfortunate.
I
don't
have
that
data
to
present
to
you,
but
the
work
that
we're
doing
does
prohibit
and
prevent
that.
L
So
what
I
would
say
is
that
they're
gonna
there's
gonna
need
to
continue
to
be
dialogue
and
trust,
building
between
adults
and
students,
while
keeping
students
out
of.
Q
Jail
and
that's
why
I
prefaced
my
testimony
today
with
the
good
work
that
is
being
done
by
the
social
workers
by
the
family
liaisons
by
the
school
psychologist,
because
there
is
a
lot
of
work
being
done.
There
are
some
good
and
there
are
some
success
stories
hands
down
and
I
wanted
to
acknowledge
at
the
very
beginning.
Q
But
there
are
also
situations
that
don't
have
those
great
happy,
successful
outcomes
and
that
I
want
to
make
sure
that
it
was
a
fair
assessment
as
to
what's
happening
and
that
it
wouldn't
be
sort
of
it
would
be
accused
of
being
inflammatory.
By
raising
these
issues.
L
I
I
think,
what's
inflammatory
is
not
having
the
actual
facts
and
data,
and
I
think,
as
long
as
we
can
speak
specifically
to
the
number
of
incidents
that
we're
talking
about
factually,
I
think
then
we'll
be
at
a
better
place.
So
hopefully
you
find
any
factual
data.
You
may
need
to
inform
kind
of
some
of
your
thinking
as
you
decide
on
the
vote,
but
I
think
factual
data
would
go
a
long
way
right
and.
A
Thank
you,
council
flaherty.
I
just
I
wanted
to
touch
on
that
and
what
you
just
said,
sam
about
factual
data.
I
agree
with
you
that
it's
it
would
be
inflammatory
if
we're
talking.
You
know
we're
just
making
stuff
up
right
if
we
don't
actually
have
the
facts
in
front
of
us,
but
you
know
here's
a
system
that
we
are
currently
discussing
that
is
not
addressing
or
it's
not
necessarily.
A
Does
not
have
enough
people
in
order
to
implement
the
services
that
would
actually
outreach
one
to
families,
to
engaging
students,
three
actually
equipping
families
with
the
tools
that
they
need
in
order
to
advocate
properly
for
their
children's
needs.
So
I
would
be
left
to
believe
that
there
there's
a
there's
a
gap
right,
so
the
factual
data
doesn't
actually
speak
to
the
reality.
A
In
essence,
we
have
a
gap.
We
have
people
that
are
not
being
reached.
We
have
students
that
don't
feel
safe
to
report
and
we
have.
We
don't
have
enough
people
to
address
the
needs
of
those
students
so
I'll
leave
that
there
for
a
moment,
because
I
think
that
you
know-
I
think
I
think
it's
important
for
us
to
say
yeah
sure.
Let's
talk
about
the
data
but
yeah
there's
also
the
data
is
also
flawed
because
we're
not
reaching
all
the
people
we
need
to
reach
and.
L
You're,
absolutely
right
insist
that
we
do
need
to
do
more
and
we
do
need
to
do
better,
because
our
students
have
a
lot
of
need
our
adults
and
our
staff
that
form
this
work
have
a
lot
of
need.
So
I
agree
with
you
wholeheartedly,
so
I
respect
that
position.
I
just
want
to
make
sure
that,
whatever
information
that
we
have,
that
that
helps
you
inform
the
decisions
you
have
to
make.
That
will
definitely
provide
that
as
best
possible.
A
A
L
And
we're
open
to
those
feedback
and
we're
open
to
those
exploration,
how
we
can
do
things
differently
and
we've
modeled
that
over
the
years,
I
thought
I
think
anyway,
but
we're
happy
to
engage
more
dialogue
on
how
to
do
things
differently
or
improve
upon
the
work.
That's
that
that's
that's
in
front
of
us
for.
A
Now
I
think,
I'm
interested
in
not
reinventing
wheels
and
hopefully
looking
at
the
stuff
that
you're
implementing
now
currently,
because
we,
you
know
why.
Why
say
why
talk
about
a
different
idea
or
whatever?
If
we
don't,
we
can't
assess
this
one,
so
I
wanted
to
get
a
breakdown
of
the
tiers
and
how
does
how
does
service
get
escalated
or
how
does
a
child?
How
is
a
child
considered
a
higher
level
of
care
or
a
higher
level
of
outreach
or
whatever
it
is
what
tiers
incorporate
what.
D
A
great
question
so
as
we
work
towards
fully
implementing
mtss
at
the
district,
we're
I'm
going
to
also
provide
professional
development
for
educators
and
school
leaders,
starting
with
school
leaders
and
I'm
launching
with
a
website
that
outlines
all
of
the
tiers,
in
addition
to
all
of
the
services
programs,
as
well
as
community
partners
for
schools
to
be
able
to
implement
their
mtss
framing
at
the
school
site,
with
in
conjunction
with
the
student
success
team.
That
team,
as
we
sort
of
noted,
needs
to
have
the
multiple
bodies
and
voices.
D
I
think,
when
we
sort
of
talk
about
mental
health.
I
wanted
andrea
to
be
part
of
this
conversation
and
she
on
jamaidor,
has
been
leading
our
behavioral
health
services
for
many
many
years
and
has
implemented
mtss
within
that
department
and
so
can
kind
of
speak
to.
And
I
want
to
acknowledge
too
right
that,
because
the
tier
one
approach
right,
where
all
students,
if
we
don't
strengthen
our
relationship
building
right,
our
sel
supports
our
engagement
with
students,
our
rigor
in
academics.
D
That
leads
into
more
students
identified
and
needing
supports
in
that
tier
two.
And
then
there
are
particular
services
for
that.
Targeted
supports
in
the
tier
two
that
schools
or
educators
and
part
of
the
student
success
team
that
may
identify,
and
they
may
not
always
have
access
to
at
the
school
site
or
feel
like
that.
D
They
need
to
be
able
to
say
if
they
need
have
a
higher
need
of
reading
intervention,
then
now
we
have
a
need
for
an
injury,
an
additional
reading,
interventionist,
I
think,
on
the
mental
health
side,
there
is
certainly
the
spectrum
between
scl
and
then
moving
to
the
mental
health,
and
so
we've
been
sort
of
coordinating.
What
does
that
look
like
for
the
tears
and
certainly
for
mental
health?
Anja
can
kind
of
speak
to
when
students
are
identified
in
those
supports,
and
what
does
that
look
like
in
the
tier
two
and
three
okay.
R
So,
as
fair
said,
the
district
has
adopted
mtss
as
a
model
of
how
to
provide
interventions
to
our
kids
and
we
are
improving
those
systems
now
to
ensure
all
students,
all
schools
and
students
have
access
to
that.
But
once
each
school
has
a
student
success
team
and
when
a
concern
is
raised
by
the
family
by
the
student
themselves
or
by
teachers,
the
student
is
discussed
first
at
grade
level
teams
and
the
teachers
say.
How
can
we
support
this
student?
R
So
student
success
teams
start
in
between
tier
two
and
tier
three,
where
the
team
is
recognizing
that
what's
working
isn't
enough,
they
go
to
the
student
success
team,
which
is
comprised
of
school
nurses,
always
school
psychologists
coasts.
It
can
also
have
regular
ed
and
special
ed
teachers,
and
that
team
looks
at
what
resources
and
interventions
that
the
student
may
benefit
from
both
academic
and
behavioral
health,
and
also
with
the
community
or
family.
R
If
they
also
need
support
in
the
community
across
the
family
and
then
they
begin
to
implement
the
plan,
they
collect
data
on
the
students,
progress
and
then
determine.
Is
the
intervention
working
or
does
more
need
to
happen?
So
some
examples
of
tier
two
interventions
can
be
referring.
The
student
to
community
services
that
are
appropriate
having
the
students
start
in
a
solution
focused
or
a
social
skills
group,
depending
on
whatever
the
student
need,
is
working
with
the
teacher
to
give
consultation
on
how
the
classroom
can
better
meet
the
students
needs.
R
And
then,
if,
despite
those
tier
two
interventions,
if
they're
not
successful,
then
the
team
can
recommend
tier
three
interventions
which
are
more
intensive,
individual
interventions
and
that's
where
the
student
receives
support
individually
and
throughout
this
process,
community
partners
are
active
members.
We
have
more
than
20
agencies
that
provide
mental
health
services
in
our
schools
to
our
students
and
I'll
stop.
Thank.
A
You
do,
you
is
bps
investing
in
mental
health
services
for
teachers.
E
No,
I
think
mental
health
services.
You
know
all
of
our
staff
have
access,
obviously
through
the
city's
programs,
for
outreach
to
employ
around
employee
wellness.
So
bps
itself
wouldn't
have
support.
You
know
additional
support
for
mental
health,
but
the,
but
the
city
itself
does
and
that's
what
we
would
be
communicating
to
staff,
but
we
are
working
on
different
types
of
staff,
wellness
approaches
that
are
in
our
schools.
E
So
when
you
said
mental
health
services,
I'm
thinking
of
staff,
speaking
with
a
mental
health
counselor,
but
in
terms
of
creating
environments
that
are
supportive
of
staff.
That
is
something
that
we
are
definitely
working
on
both
at
a
central
office
level
level
and
in
schools,
and
I
can
say
more
if
you
want
a
few
examples
of
that.
But
yes,
we
are
working
on
that.
E
Yes,
so
in
at
the
central
office
level,
we
are
doing
a
lot
to
look
at
our
organizational
health
and
our
organizational
culture
at
school
levels.
We
have
been
working
for
multiple
years
on
staff
wellness
by
engaging
it's,
it's
not
happening
in
every
single
school,
but
we
do
have
schools
that
are
are
that
have
liaisons
that
are
getting
training
and
supports
and
resources
around
staff
wellness
this
year,
more
than
30
schools.
E
We
are
also
focused
our
our
transformative
social
emotional
learning,
on,
as
I
said
before,
adult
sell
I
don't
want
to
adult
cell
is
not
just
about
staff
wellness,
but
it
is
about
developing
skills
and
for
for
managing
your
own
social,
emotional
well-being.
So
we
really
have
multiple
facets
of
how
we're
approaching
making
sure
that
staff
have
an
environment
where
they
feel
supported
so
that
they
can
be.
You
know
best
prepared
to
work
with
students.
A
Last
one
sorry,
this
community
equity
thing
this
wheel.
What
is
this
called?
What
do
you
guys
call
it.
E
The
whole
school
whole
community
whole
child
model.
It's
this!
It's
by
the
it's
created
by
the
centers
for
disease
control
and
the
ascd.
A
A
So
could
I
actually
get
this
wheel
and
say
in
this
wheel
we're
addressing
40
in
nutrition,
only
20
in
equity,
in
like
race
and
inclusion
according
to
our
employees,
we're
only
addressing
that
by
like
45,
something
like
that
according
to
representation.
This
is
what
we're
doing
according
to
phys
ed
we're
only
doing
that
by
60
according
to
health,
education.
According
to
emotional
intelligence,
I
think
there
you
give
a
full
picture
of
how
we're
addressing
the
needs,
but
the
beautiful,
like
wheel
is
a
great
like
I
I
like
it.
A
I
think
that
it
does
speak
to
the
whole
child
whole
school,
whole
community,
equity,
stuff,
all
that
beautiful
language,
but
we,
if
you
can
quantify
this
stuff
and
actually,
if
you
can
do
it
today,
it's
great,
but
if
you
can
not
not
right
now,
because
I'm
cutting
into
people's.
E
Time
I'll
just
I'll
just
be
very
brief
to
say
that
annual
report
that
is
linked
into
that
slide
and
that
counselor
mahia
referred
to
before
was
created
by
the
district
wellness
council.
It
has
a
logic
model
of
metrics
for
every
single
element
of
that
wheel
and
every
other
year
we
post
a
full
quantitative
update
on
where
we're
doing
aggregated
across
the
entire
district.
E
So
that
is
available
on
our
website,
as
we
speak
not
by
school
by
aggregate
right,
but
that.
C
E
Well,
that
that
information
does
is
available
and
is
informing.
You
know
all
of
us,
many
of
our
central
office
department
departments
put
in
requests
every
year
for
operational
investments
we
put
in
requests
for
esser
investments
and
that
information
is
definitely
informing
some
of
those
requests
you
can
find
in
there,
for
example,
tracking
school
nurse
numbers
over
the
last.
You
know
six
years
you
can
find
psychologist
ratios,
so
we
are
tracking
those
things
and
definitely
that
does
inform
the
recommendations
we
make
to
school
committee
and
the
requests
that
we
put
in
for
our
own
individual
budgets.
E
A
Yeah,
maybe
sending
a
flyer
about
that
to
parents,
casa
murphy,
you
have
the
floor.
Thank
you.
Thank.
J
You
start
by
thanking
president
flynn
for
always
advocating
for
our
asian
community.
You
definitely
make
me
a
better
at-large
counselor,
reminding
me
to
show
up
and
advocate
for
all
our
communities
across
the
city.
So
thank
you
for
that.
I
appreciate
that
I
have
two
questions.
One
is:
what
is
the
increase
of
students
being
referred
to
special
ed
from
the
sst
team
since
march
2020,
when
school
shut
down
due
to
covid,
we
know
bps
stayed
remote
longer.
We
know
many
kids
fell
off
track
or
fell
through
the
cracks
returned
with
a
lot
of
more
needs.
J
So
are
we
seeing
more
students
being
referred
and
are
we
seeing
a
dramatic
increase
in
families,
caregivers,
requesting
special
ed
testing,
knowing
that
they
were
with
their
children
at
home,
many
of
them
for
the
first
time,
learning
alongside
them,
seeing
the
seeing
how
they
were
taught
seeing
how
their
teachers
taught
them?
So
I'd
like
to
know
that
and
of
the
one
to
460
school
psychologists?
I
know
many
don't
know
this,
but
are
we
still
are
most
of
their
time
being
spent
on
testing
for
the
full
psycho
val?
J
That
is
mostly
what
all
of
their
time
is
spent
on
school,
but
many
people
see.
Oh,
you
have
a
school
psychologist
that
that's
addressing
or
working
directly
with
students
which
those
who
know
no,
that's
not
how
it
is
so
I
assume
they
are
still
testing
all
of
our
students
and
with
an
increase
of,
if
there
is
an
increase
of
special
ed
testing,
need,
then
we're
going
to
need
more
school
psychologists
to
do
the
full
psych
evals
for
our
students.
So
if
you
could
speak
on
that,
absolutely.
D
No
just
make
some
brief
comments
and
turn
it
over
to
andre
to
talk
about
the
school
psych.
So
one
of
the
key
areas
that
we're
trying
to
differentiate
is
that
students
sst
should
not
be
used
as
a
referral
for
special
education.
We
clearly
have
to
work
with
our
educators
and
all
of
the
members
of
that
team
to
understand
that
students
can
get
support
at
this
level.
That
does
not
necessarily
mean
that
they
now
need
an
iep
or
that
it
requires
an
iep
that
students
vary
depending
on
circumstance.
D
You
know
many
many
many
factors,
so
there
are
two
sort
of
parallel
worlds.
Is
their
student
support
team
which
is
really
in
response
to
the
students
needs,
and
then
there
is
the
cosis
as
you
mentioned,
and
so
where
students
are
now
at
at
a
high
level
of
need
in
which
we're
sort
of
we've
exhausted
the
progre
the
progress
monitoring
data
I
can.
I
can
certainly
tell
you
that
we
have
seen
an
increase
of
requests.
D
I
don't
have
that
data,
but
we're
happy
to
ask
our
special
education
office
and
make
sure
that
we
get
that
information
back
to
you
our
sst
process.
That's
part
of
the
work
that
I'm
doing
to
norm
the
sst
as
you've
worked
in
the
district.
I'm
sure
you've
heard
and
seen
a
variety
so
that
we
have
some
effective
teaming,
but
really
that
it's
responsive
to
the
students
and
it's
not
a
pathway
to
special
education.
So
that
is
one
of
the
goals
and
you're
absolutely
right.
R
R
So
our
school
psychologists
operate
under,
what's
called
the
national
association
of
school
psychologists
practice
model,
and
it
does
call
for
them
to
provide
a
range
of
services,
not
just
special
education
evaluation.
So
I
appreciate
you
naming
that,
but
I
will
also
say,
of
course,
we've
been
very
busy
with
evaluations,
given
that
there
is
a
period
of
time
where
they
couldn't
be
done
and
now
we're
catching
up.
J
G
D
And
I
just
want
to
acknowledge,
I
think
we
have
work
to
do
in
terms
of
how
are
we
collecting
the
data
on
family
requests
so
that
we
can
make
sure
that
we
have
an
accountable
system
in
place
that
ensures
that
when
families
are
requesting,
the
information
that
we
also
at
the
district
office
can
have
access
to
that
information
and
the
follow-up.
I
will
say
that
for
my
specialized
colleagues,
that
from
within
bps
early
childhood
other
private
parochial
we've
had
2322
referrals
this
year,
where
38
were
found
eligible
for
special
education.
D
Yeah
massively
can
get
you
on
a
historical
analysis
as
well
as
comparative
data
on
that
on.
J
Is
there
any
data
on
families
not
satisfied
with
the
results?
Are
we
seeing
that
there
is
such
a
need
for
special
ed
services,
and
we
know
we
can't
meet
it
that
we're
not
qualifying
students?
I
know
the
answer
will
be
no
because
it's
on
the
record,
but
I'm
just
wondering
if
there
are
families,
because
I
often
hear
that
you
know
they
went
through
the
process
because
they
legally
had
to
offer
them
that
process,
but
services
weren't,
provided
and
in
other
times
we
know.
J
D
We
can
certainly
follow
up
with
you
in
the
special
ed
office
and
make
sure
you
have
a
response.
Okay,.
C
A
K
Chair
just
wanted
to
follow
up
on
the
bullying
intervention
question
that
I
had
earlier
as
a
result
of
the
new
training.
I'm
just
curious
will
we
have
at
least
two
bullying
intervention
specialists
at
our
schools
and,
if
not,
what's
the
plan
to
get
there
thanks.
E
E
So
we
provide
training
lots
of
different
trainings
to
teachers
around
bullying
prevention,
and
so
I
wanted
to
make
sure
that
it
wasn't
lost
that
it's
it's
it's
the
specialists
that
are
getting
the
protocol
training,
but
how
to
prevent
bullying
is
something
that
we're
we're
training
through
succeed,
boston
through
the
health
education
team
partners
with
other
folks
a
lot
of
our
community
partners
to
to
I'm
sorry,
I'm
just
stop
it
name.
E
It
claim
it
as
a
particular
training
that
we
do
and
we
get
community
partner
support
for
that
and
we
I
can
give
the
exact
number
of
like
numbers
of
teachers
that
have
actually
gone
through
this
year.
There's
we
continue
to
do
that
year
over
year,
so
that
will
continue,
and
then
you
also
asked
before.
E
Although
please
tell
me,
I
wanted
to
tell
you
a
little
bit
more
about
what
we're
doing
around
the
lgbtq
plus
specific,
so
lgbtq
plus
student
support
manager
was
officially
hired
on
july
1st
of
2020.
E
That
manager
leads
the
district's
efforts
to
address
the
needs
of
students
who
identify
as
lesbian,
gay,
bisexual
transgender,
queer,
gender
non-conforming,
who
or
who
are
questioning
their
gender
and
or
sexual
orientation
through
a
number
of
different
strategies.
We
are
the
equity
office
and
the
office
of
health
and
wellness
work
together
to
increase
the
number
of
trainings,
as
well
as
work
directly
with
students.
E
Just
this
past
year.
The
district
has
we
have
a
district-wide,
a
gsa
meetings
that
we
hold
a
gay
straight
alliance.
We
have,
we
also
do
out
for
safe
school
trainings,
which
are
again
sort
of
general
trainings
for
all
on.
How
do
we
create
safe
environments
for
all
of
our
students?
We
have.
We
have
20
at
22
of
our
schools.
We
have
active
gsas,
which
are
student-led
groups,
so.
K
I
I
have
a
follow-up
question
just
because
I
know
that
ring
is
going
to
go
off
and
it's
just
very
triggering
sorry
go
ahead.
There's
so
much
that
we
need
to
unpack
here,
but
you
just
one
one
person
that
was
hired
to
do
all
of
this
work
across
125
schools.
E
D
Okay,
I
just
wanted
andre
to
just
chime
in
on
the
train.
It
was
school
sykes
and
lgbt
yeah.
R
So
all
of
the
school
psychologists
have
been
trained
by
the
office
of
equity,
on
how
to
support
students.
They've
also
received
a
training
on
how
to
provide
mental
health
supports
for
students
who
are
lgbtq,
and
we've
also
had
a
training
on
how
to
support
students
who
are
transitioning
both
their
mental
health
and
then
their
legal
rights.
Great.
K
Thank
you,
chair.
Do
I
have
more
time.
K
I'm
just
curious
about
the
20
minutes
for
physical
activity
for
recess
20
minutes.
That's
the
right.
K
So
it
depends
on
the
grape
yeah.
So
I
I
understand
that
some
of
this
is
set
by
dusty
and
you
guys
have
to
go
through,
but
it
seems
like
we're
doing
the
bare
minimum
just
to
meet
the
requirements
and
when
we're
thinking
about
whole
child
and
we're
thinking
about
wellness,
and
we
take,
we
I'm
going
to
assume,
as
the
district
have
an
opportunity
to
really
think
about
how
we
can
design
a
school
day
that
meets
the
whole
child
right.
Just
because
that's
the
minimum
doesn't
necessarily
mean
that
we
need
to
do
the
bare
minimum.
K
So
I
think
this
gives
us
an
opportunity
to
again
seize
this
moment
and
think
outside
the
box
and
figure
out.
What
are
we
going
to
do
to
ensure
that
our
kids
are
able
to
have
enough
time
to
eat,
to
play
and
to
be
whole
right?
So
I
I
think
that
that's
just
a
challenge
to
you
all
to
think
about
this
through
your
your
work
and
then
I
also
I'm
curious
about
it
says
here
you
have
a
120.
K
K
I
do
appreciate
the
highlights,
but
I
think
that
if
there's
a
way
for
us
to
like
lean
in
a
little
bit
deeper,
it
would
be
incredibly
helpful
to
us
in
terms
of
how
we
do
this
work
and
then
I
want
to
follow
up
on
the
chair's
request
in
regards
to
aggregated.
You
know
aggregating
the
data
a
little
bit
further,
specifically
for
the
district
wellness
report.
I
think
we
have
to
unpack
it
a
little
bit
further
so
to
the
chair's
recommendation.
K
I
think
I'd
like
to
echo
the
the
need
for
us
to
really
double
down
deeper
in
into
that
and
we'll
we'll
share
the
data
with
you,
and
I
think
all
of
our
colleagues
should
have
it,
and
I
just
want
to
note
that
we
received
this
presentation
this
morning
and
I
understand
that
we're
all
working
under
tight
deadlines,
but
it
would,
it
would
be
really
helpful
to
the
chair's
continued
request
is
for
us
to
have
information
beforehand,
because
it
gives
us
an
opportunity
to
better
prepare
for
these
hearings.
K
O
I
probably
represent
the
most
residents
living
in
public
housing
in
many
of
my
schools
are
located
in
public
housing
developments,
including
the
perkins
school,
which
is
that
old
colony,
large
public
housing
development,
the
the
condon
which
is
represent,
which
is
in
west
broadway
development,
the
blackstone,
which
is
just
down
the
road
a
little
bit
from
the
cathedral
across
from
across
from
villa
victoria
as
well.
So
I
I
guess
my
point
is
for
bps
students
living
in
public
public
housing.
O
What
are
we
specifically
doing
for
them
during
this
difficult
period?
Myself
and
council
flaherty
spent
the
whole
pandemic
on
food
access
for
a
lot
of
the
residents
in
my
my
district,
but
he
did
most
of
the.
He
did
all
the
city
as
well,
but
food
access
was
a
critical
issue
in
public
housing.
O
O
F
Yeah,
thank
you
councillor
flynn,
so
this
is
actually
a
really
timely
question.
Earlier
I
mentioned
the
groundbreaking
partnership
that
we
have
with
bha
around
the
housing
voucher
program,
we're
looking
to
expand
the
success
of
that
partnership
by
looking
specifically
at
our
students
and
families
in
public
housing.
And
what
we'll
be
doing
is
we're
going
to
be
expanding
on-site
programming
and
resources
for
those
families.
So
part
of
what
we're
looking
at
is
both
academic
support,
whether
it's
a
tutoring
program,
but
we
also
want
to
infuse
the
joy
and
the
fun
for
our
young
people.
F
O
F
Yeah
absolutely
so
we'll
follow
up
on
that,
and
you
know
one
immediate
step
that
we
can
take
is
to
make
sure
that
our
partners
at
the
boston
housing
authority
have
all
the
information
about
the
the
vast
array
of
summer
programming
that's
available
to
students.
I
think
that's
a
that's
a
great
recommendation
in
terms
of
a
connection
point
to
better
outreach
to
families
around
those
programs.
O
And
that
will
also
be
in
spanish
that
all
that
communication
will
be
in
spanish
as
well.
I
represent
the
large
spanish-speaking
population.
Villa
victoria
cathedral,
mary
ellen
mccomic,
west
broadway
oak
colony,
castle
square,
speak,
speak
spanish
as
well,
so
we
want
to
make
sure
that
those
kids
have
the
same
access
as
kids
with
political
connections.
O
So
that's
that's.
That's.
My
request
is
to
make
sure
that
these
kids
are
not
not
forgotten,
so
that
communication
will
take
place
with
bha.
A
L
Yeah,
just
briefly,
we'll
also
give
brian
marks
the
data
where
we
have
all
of
our
food
access
sites
and
we'll
highlight
those
that
are
near
those
public
developments
to
make
sure
that
everyone's
have
that
information
as
well.
Q
And
just
concur
with
the
the
previous
speaker:
I
see
he
was
born
old
habit
projects
which
is
now
obviously
the
mayor
element
comic
and
those
are
some
of
our
more
vulnerable
and
most
needy
students.
So
I
would
concur
with
with
that
effort
as
well,
and
I
know
that
councilman
murphy's
done
work
in
the
space
I
just
want
to
dial
in
on
the
investments
in
her
in
the
wrap
around
services,
and
specifically
do
we
know
the
number
off
the
top
of
our
head
of.
Q
I
know
the
enrollment
has
been
if
I,
if
I
remember
the
superintendent
correctly
from
a
zoom
hearing
about
a
week
ago,
that
we're
down
about
7
000
students
from
a
few
years
ago
is
that
is
that
a
fair
non-inflammatory
comment?
I
think
she
said
7
000,
is
that
accurate.
D
Q
Right,
so
that's
it
so
how
many
of
our
boston
public
school
students
are,
I
guess,
presenting
or
have
declared
as
homeless.
F
So
it's
about
4
000
students,
but
it's
interesting
that
you
bring
up
the
the
reduction
in
total
students
overall
because
the
percentage
has
remained
quite
high.
So
going
back
two
years
ago
we
had
4
500
students
identified
as
experiencing
homelessness.
We've
had
significant
efforts
around
housing
and
stabilized
stabilizing
families,
but
the
number
is
now
4
000.,
so
it
has
come
down.
F
They
sign
a
lease
that
they're
actually
housed
and
they
have
adequate
support
for
additional
needs
that
they
might
have,
which
that
is
provided
for
up
to
12-month
period.
We
have
we've
had
in
the
neighborhood
of
750
vouchers
over
the
past
two
years
that
have
been,
we
have
coordinated
directly
through
our
schools.
Q
And
then
can
we
shift
to
succeed
boston
just
to
talk
about
how
many
students
and
families
are
connected
with
this
work,
and
I
guess
what's
what's
our
capacity?
Do
we
have
the
ability
to
expand
that.
E
I
can
give
a
little
bit
on
the
data
that
were
served
this
year.
I
would
have
to
look
for
others
to
speak
about
the
full
capacity
so
for
this
year,
820
students
were
served
from
80
schools
to
date,
that's
related
to
code
of
conduct
violations.
E
That's
two
times
more
than
all
students
served
in
the
last
full
in-person
school
year.
168
students
were
served
there
related
to
substance,
use
and
vaping.
235
students
were
served
for
equity
violations
there.
There
is
an
s
or
investment
here
of
1.9
million
for
new
pushing
program
services
into
schools.
They
also
did
1200
staff
trainings
around
restorative
practices
over
the
course
of
this
grant
that
they're
working
on-
and
I
could
go
more,
but
I
think.
Q
Q
And
I
appreciate
that,
and
you
mentioned
sort
of
the
esser.
What
are
our
plans
to
maintain
positions
after
the
sr
funding
expires,
I
mean
we
can
talk
about
the
10
million
for
the
academic
counseling
in
the
pre-k
to
eight,
but
just
in
general,
with
respect
to
the
boston
public
school
budget,
any
of
those
funds
sort
of
the
esser
funds
that
have
been
dedicated
to
either
ftes
or
to
a
program.
What
is
the
planned
moving
forward
when
those
funds
dry
up.
B
Yeah,
I
think,
there's
and
it's
it's
an
important
question
for
us
to
to
address
the
the
different
portions
of
esser.
Funding
are
categorized
slightly
differently,
but
for
those
there
are
a
number
of
programs
that
are
considered
sort
of
early
investments
and
things
that
we
we
would
like
to
move
on
to
the
general
fund
in
future
years.
If
we
continue
to
receive
the
support
from
the
city.
B
The
other
thing
that
we
need
to
address
is
our
overall
capacity,
and
so
when
we
talk
about
that,
54
million
in
soft
landings
and
supports
the
schools
are
receiving
that's
an
opportunity
for
us,
as
we
start
to
reconfigure
or
change
the
sort
of
overall
portfolio
of
our
schools,
to
reinvest
and
support
those
programs
that
were
started
on
esser.
What
our
strategy
was
is
to
go
ahead
and
start
the
sr
programs
to
be
able
to
provide
the
services
to
students.
B
L
One
of
the
things
that
we're
grappling
with
with
succeed,
boston
is
that's
a
critical
department
and
program
and
service
that
it
provides
and
there's
a
growing
need
that
comes
out
of
that
department,
but
there's
also
a
challenge
of
getting
kids
physically
there.
L
So
you
heard
about
the
push
and
model
so
we're
trying
to
figure
out
what
the
cc
boss
is,
how
they
can
continue
to
provide
the
services
to
students
that
need
it
at
the
actual
location
and
make
sure
that
that's
staffed
and
robust
and
real
resource,
as
well
as
schools
that
are
looking
for
services
pushed
into
schools,
are
happening
at
the
schools
directly,
so
students
have
to
leave
and
go
over
to
the
to
the
center.
So
that's
the
kind
of
rub
that
we're
playing
with
very
good.
Q
Q
Q
Now
the
psych
evaluation
side
that
on
sort
of
like
the
sort
of
the
teacher
schedule
where
you
get
the
you
know
your
weekends
and
you
get
the
holidays
and
the
summer
vacation
that
these
evaluations
are
really
important,
because
if
you
identify
an
iep
at
the
end
of
a
school
year
or
a
psych
issue
at
the
end
of
a
school
year,
and
then
you
get
the
school
break
and
there's
no
evaluations
going
on.
You
start
now
back
at
school
in
september,
and
then
you
start
that
process.
Q
And
then
you
realize
that
that
child's
just
in
the
wrong
setting
and
then
you
now
have
to
uproot
that
child
and
put
that
child
in
the
appropriate
setting.
And
arguably
that
could
be
either
middle
of
the
year.
It
could
actually
almost
be
towards
the
end
of
the
year,
the
child's
missed
out
on
a
whole
year
of
the
support
that
they
need.
I
would
continue
to
argue
on
behalf
of
this
budget.
Q
R
Q
D
Thank
you,
council.
Just
to
add
to
that.
We're
also
reviewing
our
internal
systems
for
placement,
for
students
with
disabilities,
who
are
also
multilingual
learners
and
sometimes
they'll
enter
the
district,
and
we
don't
have
a
full
picture
or
previous
iep,
for
example,
or
an
undiagnosed
disability,
and
so
we're
trying
to
create
a
better
system
of
capturing
that
information
early
on,
so
that
the
students
don't
have
to
go
through
that
process
of
getting
settled
into
a
classroom.
L
D
We
appreciate
that
question.
I
think
it's
essential
that
we
think,
through
our
systems
differently
for
our
students
and
placement
and
ensuring
what
other
programs
offer
both
multilingual
and
supports.
So
we're
looking
to
work
with
an
external
partner
through
the
special
education
and
the
new
office
of
multilingual
multicultural
education
to
create
a
new
system
starting
next
year.
A
Thank
you,
council
ferrari,
just
to
piggyback
on
council
ferrari's
point,
so
I
understand
that
assessments
continued,
but
they
were
were
there
continuity
for
per
child,
or
was
it
just
that
it
was
needed
because
now
you
had
it,
you
had
a
need
for
additional
children
to
be
assessed.
R
A
R
R
R
R
If
they're,
if
they
have
an
iep
based
on
behavior,
then
they
have
a
school
psychologist
or
clinical
coordinator
or
a
social
worker.
That's
part
of
their
team,
delivering
service
to
them
and
they're
tracking
the
students,
progress
towards
their
behavioral
goals
and
bringing
that
information
to
the
team
through
the
counseling
service
they're,
providing
so.
R
Every
year,
the
team
needs
to
talk
about
a
student's
progress
and
all
of
those
students
service
providers
are
at
that
team.
I
know
so
it
can
be
any
one
of
those
mental
health
professionals
working
with
the
child.
Yes,
they
would
be
talking
about
the
child's
progress
and
sharing
information
about
that.
A
There's
a
behavioral
health
issue
and
the
child's
diagnosis
is
based
on
behavior
that
could
be
circumstantial
or
situational.
It
can
change
within
three
months.
It
can
change.
Within
a
year.
I'm
asking
at
your
team
meeting
you've
done
the
evaluation
you've
deemed
this
child
requiring
an
iep.
Then
when
is
the
next
social
emotional
like?
When
is
the
next
actual
academic
evaluation?
A
G
A
R
I'll
just
say
that
in
schools
we
do
educational
determinations
for
special
ed
eligibility
versus
a
medical
diagnosis,
but
it
your
the
direct
answer
would
be
the
service
provider
servicing
that
child,
so
in
for
ieps
it
would
be
one
of
three
people.
Do
your.
R
A
R
If
the
student
is
on
an
iep
they're
working
on
their
iap
behavioral
health
goals
within
the
iep,
if
they're
not
on
an
iep,
because
we
see
students
who
are
both
on
and
not
on
iep,
then
they're
working
on
what
treatment
goals.
They're
only
said
by
whom,
except
by
the
school
psychologist
or
social
worker,.
R
L
L
A
R
So
the
school
site,
social
worker,
or
should
be
reaching
out
to
the
parent
at
the
beginning,
talking
about
the
goals,
both
as
how
the
school
sees
the
goals,
but
also
how
the
family
and
the
student
sees
their
own
goals
and
then
making
a
plan
to
to
support
the
parent.
So,
for
example,
parents
will
ask
us
how
do
I
set
up
what
they
call
a
behavior
plan
for
their.
A
A
You
so
I
I
think
that
there's
a
huge
disconnect
in
terms
of
home
school
connection,
and
I
think
that
that's
one
of
our
biggest
problems
in
bps
with
bps
right
is
that
our
homeschool
connection
is
not
actually
strong
enough,
because
the
the
responsibility
is
on
us,
the
parents
at
home.
But
we
have
all
of
these
things
that
we
pay
for
that
has
to
happen
in
school
and
unless
we're
equipping
the
parents
with
the
tools
to
actually
follow
through,
then
there
is
no
monitoring.
Then
there
is
no
reassessing.
A
A
That
I
think
I
think
we
need
to
think
through
that,
because
we
know
that
iep-
and
I
think
mr
saraj
mentioned
that
we
can
do
better
in
terms
of
ieps,
and
I
know
that
she's
right
because
I
look
at
I
looked
it
up
and
also
in
in
terms
of
like
the
whole
iep
thing
is
like
upside
down.
People
do
make
requests.
Parents
have
sent
me
letters
complaining
that
they're
not
getting
their
evaluate
they're,
not
getting
their
children
evaluated
on
time
or
reevaluated
on
time.
A
I
think
you
have
what
60
days
to
respond
and
they're
not
getting
that
in
time,
but
then,
when
they
do
it
doesn't
the
kid
may
need
something
else,
because
something
situation
has
changed.
So
how
how
we
have
those
conversations
about
connecting
with
the
liaisons
parent
partners.
We
have
a
lot
of
resources
in
boston
that
bps
can
be
connecting
with
inside
of
the
schools
in
order
for
the
parents
to
have
what
they
need
to
support
you,
so
it
should
not
be
left
up
for
the
school,
but
how
are
we
reaching
the
parents
at
home?
A
D
So
people
say
we
published
sort
of
like
a
quick
guide.
I
actually
remember
seeing
it
at
children's
hospital,
where
it's
sort
of
like
a
snapshot
of
different
areas
that
parents
might
have
concerns
around.
Let's
just
say
it's
food
access,
for
example,
hotlines,
mental
health,
and
so
I
think
that
we
have
more
work
to
do.
Certainly
on
the
special
education
and
parent
communication.
D
We
do
have
some
tremendous
support
happening
at
our
schools
outside
of
special
ed,
firm,
our
social
workers
and
school
psychologists
as
well
as
supports
I
can
attest
to
that
as
a
parent
that
is
outside
of
the
special
education
process.
But
certainly
there
are,
I
think,
where
we
fall
short
as
well,
is
on
the
capacity
end
and
so
really
building
out
that
capacity
as
well
as
a
communication
platform.
D
One
of
the
key
indicators
that
I've
just
identified
from
today's
meeting
that
I've
just
communicated
to
nadine
extreme
is
that
we
have
to
create
a
platform
and
a
system
of
the
district
where
we
actually
can
account
for
I've
requested
an
iep
as
a
parent.
It
didn't
go
through
the
courses,
for
example
at
the
school
level,
and
we
can
actually
have
those
conversations
from
the
district
and
the
school
end.
So
I
think
there
are
opportunities
in
which
we're
in
areas
where
we
can
continue
to
improve
yeah.
A
So
I
first
when
I
first
filed
this,
I
thought
it
was
a
silly
idea
and
then
we'll
go
to
counselor
murphy,
to
wrap
up
and
all
the
rest
of
our
colleagues.
My
colleagues,
we
have
this
app
idea
that
I
want
to
talk
to
you
guys
about
in
how
to
put
all
of
this
in
one
platform
great,
because
I,
as
a
parent,
need
those
behavior
modification
charts.
I
need
to
just
be
able
to
click
on
phys
ed
and
see
where
my
kid
is
at
in
terms
of
levels
of
reaching
their
goals.
A
I
need
to
know
the
alternative
options
to
addressing
my
kids,
mental
health
right
so
alternative
to
a
medication.
Maybe
it's
exercising,
or
maybe
it's
cardio,
as
opposed
to
ritalin
or
whatever
else,
I'm
giving
them,
and
there
are
other
options
right.
There
are
maybe
I'm
allergic
to
foods,
and
I
don't
know
that
about
my
kid.
So
my
kid
acts
up
right,
sensory
exercises.
What
are
we
doing?
A
What
are
the
interventions
and
all
of
that
can
be
addressed
so
simple?
You
know
what
I
mean
at
the
touch
of
buttons
to
understand
our
medical
needs.
Our
kids.
Mental
health
needs
our
kids
interventions.
Maybe
it's
charts,
maybe
it's
tracking
their
development
with
in
connection
to
school,
so
the
whole
school
connection
should
be
totally
beyond
the
app
that
you
guys
use
for
homework
and
stuff,
but
expanding
that.
Maybe
so
I
look
forward
to
that
conversation.
D
E
Can
can,
I
also
add
right
now
we
have
something
called
why
to
connect
boston.
That
is
meant
to
be
youth
to
connect
right.
It
is
a
it's
both
you
can
get
it
on
a
phone
as
well
as
on
the
website.
It
is
directed
towards
students
it's
to
make
it
so
that
they
can
find
resources
in
our
community,
specifically
health
services
resources.
E
It
was
designed
with
funding
from
the
cdc,
but
with
in
collaboration
with
john
hopkins
university,
who
had
done
this
in
one
other
one
or
two
other
districts
in
the
country.
It's
taken
us
a
couple
of
years
to
get
it
where
it's
at
it's
focused.
It
started
focused
on
sexual
health
service
access.
E
Not
only
is
it
can
you
put
your
zip
code
in
and
find
in
boston
where
you
might
want
to
go,
but
there's
information
on?
How
do
you
talk
to
you
know?
How
do
you
make
an
appointment?
How
do
you
talk
to
your
doctor,
those
kind
of
informational
pieces
and
we're
expanding
that
through
additional
funding
to
include
mental
health
services
and
that's
begun,
but,
and
we
got
additional
funding
from
the
cdc
to
expand
that
to
mental
health?
E
A
Let's,
let's
bring
that
to
that
hearing
yeah!
Okay,
sorry,
no!
No
worries
yeah,
I'm
looking
at
it!
It's
a
great
idea:
it's
not
user
friendly
right
because
you
click
on
it
and
then
there's
like
thousands
of
paragraphs
for
me
to
read.
If
I'm
a
kid
I'm
like
I'm
out
of
here,
but
but
I
would
love
to
talk
about
this
yeah.
H
A
I
I
would
as
a
teenager,
I
would
be
like
whatever
okay
birth
control.
That's
what
I
came
for
you
know
just
leave
it
alone,
but
yeah
we'd
love
to
talk
about
this.
I'm
sorry!
Let
me.
J
I
did
want
to
thank
council
of
flaherty
for
bringing
up
the
issue
about
testing
and
you
know
making
sure
that
the
backlog,
but
even
in
a
good
year,
we
were
always
backlogged,
not
just
through
covid,
so
hearing
that
we
are
funding,
because
we
know
we're
paying
our
school
psychologists
and
our
specialty
teachers
who
are
testing
for
this,
so
hoping
that
that
continues.
But
the
second
part
of
that
is
always
the
compensatory
services
that
we
know
many
of
our
children
who
did
not
receive
services
when
school
was
shut
down
or
over
zoom.
J
Whatever
services
they
needed
could
not
be
adequately
delivered
so
that
we
owe
them
services
and
then
the
third
one
is
we
have
so
many
staff
opening
shortages.
Many
of
them
have
to
be
special.
It
teaches
many
schools
must
have
been
going
long
times
for
because
of
covid
and
other
reasons
where
you
know
the
speech.
Therapist
was
out
for
six
weeks,
everyone
on
her
caseload.
Now
we
owe
those
students,
compensatory
services
and
we
weren't
in
a
capacity
to
then
just
take
a
speech
therapist
from
another
school,
because
everyone
was
hurting
with
staff
sort
of
shortages.
J
So
what
are
we
doing
about
that
so,
and
you
know,
and
also
making
sure
that
if
a
student
was
owed
20
hours
of
speech
services?
How
will
we
delivering
that?
Because
one
thing
we
are
advocating
for
in
this
body
and
hoping
we
see
it
is
more
athletics
in
more
arts,
and
I
know
many
times,
students
would
be
pulled
from
recess
to
make
up
their
reading
support.
They
would
be
pulled
from
jim
to
make
sure
legally
that
their
specialized
iep
services
were
delivered.
J
So
what
mechanisms
will
we
have
in
place
to
make
sure
that
families
know
when
these
compensatory
services
are
going
to
be
delivered
and
also
how
many
hours
are
owed,
but
also
like
council
of
flaherty
was
saying?
Are
we
able
and
willing
to
pay
special
ed
teachers
if
the
families
and
students
can
and
we
have
staff
who
are
able
and
willing
to
provide
these
services?
I
know
other
towns
were
offering
during
the
summer
or
school
vacations
to
make
up
some
of
these
compensatory
services.
So
if
you
could
speak
to
that,
please.
D
Unfortunately,
our
special
education
team-
this
is
the
superintendent
and
the
special
advisors
are
not
here,
but
I'm
certainly
going
to
follow
them
this
year.
I
S
S
So
to
answer
your
question
in
regards
to
compensatory
services,
we've
actually
broken
up
a
couple
of
things:
we've
looked
at
covert
compensatory
services
and
then
the
regular
compensatory
services,
because
we
have
had
shortages
of
staff
this
year
and
we
are
providing.
We
have
provided
compensatory
services
and
cova
compensatory
services,
virtually
we've
hired
a
company
catapult
that
actually
assisted
with
that
virtually
and
then
on
april
23rd.
S
We
started
saturday
services,
and
so
we
have
two
school
buildings,
then,
on
saturdays
from
9
to
12
that
parents
are
offered
it's
still
not
enough
and
it's
still
not
reaching
all
of
our
students.
And
so
what
we've
also
done
for
summer
services
extended
school
year
is
we're
also
we've
sent
out
notices
to
families,
and
we
have
asked
them
if
they
could.
G
J
A
J
A
Counsel
me
yeah
well,
thank
you.
Murphy.
K
The
chair
knows
what's
up
because,
yes,
I
I'm
glad
that
you're
here,
because
one
thing
I
do
know
as
a
parent
advocate
and
someone
who
worked
with
a
lot
of
parents
is
that
when
we
think
about
the
school
to
prison
pipeline
when
we
think
about
how
young
people
are
showing
up
into
our
classrooms
and
the
social
and
emotional
learning
needs
and
their
when
they're
unable
to
access
the
curriculum,
there's
a
lot
of
work
that
we
need
to
do
in
that
space
to
break
the
school
to
prison
pipeline.
K
So
I'm
glad
that
you're
here
to
to
be
a
part
of
this
conversation.
So
I
I
have
so
many
thoughts
chair
and
I
I
think
that
this
is
this.
This
hearing
here
was
gonna
be
hard
for
me
anyway.
So
I'm
glad
that
I'm
walking
and
and
I'm
pushing
through
it,
because
it's
not
just
about
me
right,
it's
about
so
many
other
families
and
educators,
because
educators
are
also
carrying
trauma
in
their
backpacks
and
we're
not
creating
the
conversation
in
terms
of
how
they're
going
to
take
care
of
themselves.
K
So
if
they
can't
take
care
of
themselves,
they're
not
going
to
be
able
to
be
the
best
selves
that
they
can
be
for
our
little
ones,
and
I'm
going
to
show
you
how
that
is
showing
up
for
our
little
ones.
Okay,
nate-
and
this
was
written
by
my
daughter
who
goes
to
the
same
school-
that
your
kids
go
to.
So
just
know
that
this
is
that's
happening
in
the
school
that
your
children
are
in
too.
Okay.
K
K
K
K
K
K
K
K
O
O
You
know
you,
you
almost
need
to
work
harder
in
the
summertime
than
you
do
during
the
school
year.
Well,
I
guess
I
guess
my
question
is:
when
students
reach,
when
students
do
return,
are
we
going
to
assess
them?
O
How
much
you
know
academic
loss
was
during
the
summer
or
what
some
of
some
of
the
challenges
they
they
they
had
to
address
during
the
summer
time
in
what
services
will
be
there
for
them
as
a
result
of
not
really
engaging
in
a
social
worker
for
a
couple
of
months
or
a
speech,
a
speech,
therapist
or
or
student
with
disabilities?
Not
able
to
you
know,
do
a
little
bit
of
exercising.
S
Thank
you
for
your
question.
First,
I
think
it's
just
really
important
as
educators
and
as
families
and
as
community
members
to.
S
When
they
come
back
in
the
fall,
we
do
a
baseline
to
determine
where
our
students
are
actually
at
when
they
start
so
that
we
can
start
fresh
and
we
start
with
them
all
over
again,
but
I
think
it's
just
really
important.
I've
always
emphasized
and
no
matter
what
district
I've
ever
worked
in
wherever
I've
ever
worked
with.
S
My
my
parents,
as
well
as
the
community
and
the
teachers,
is
that
we
have
to
remember
it's
also
a
child's
civil
right
to
be
children,
and
yes,
academics
is
important
and
the
purpose
of
academics
is
to
show
their
growth
during
the
school
year
and
the
summer's
purpose.
Sole
purpose
is
to
try
to
help
to
prevent
regression.
S
But
we
also
have
to
remember
the
regression
of
the
social,
emotional
well-being,
and
I
think
that's
something
that
all
of
us
together
have
to
really
look
at
and
think
about
when
we're
making
recommendations
for
children,
but
in
the
fall
we
absolutely
look
at
where
are
they
at
and
we
take
each
child
just
like
we
do
throughout
the
school
year?
Where
are
they
at
today?
And
what
do
we
need
to
do?
The
idea
of
teaching
a
curriculum
to
say
this
is
what
I
taught
it
and
the
students
should
have
learned
has
to
be
gone.
S
The
idea
of
saying
this
is
where
my
student
is
at
today
in
front
of
me,
and
I
have
to
educate,
based
on
what
the
child's
ability
is
at
this
moment.
That's
this.
This
paradigm
shift
that
we
have
got
to
focus
on
in
our
schools,
and
so
that's
where
I'm
hoping
I'm
and
maybe
I'm
being
a
little
naive.
I
hope
not.
I
hope
that's
really
what
I
believe
in
in
my
being
as
an
educator
and
as
a
leader
in
your
school
system,
but
that's
what
we
need
to
do.
O
A
Q
Q
So
I
think
there'll
be
important
data
for
this
council
and
then
I
know,
we've
talked
a
lot
about
the
students
just
want
to
touch
base
on
on
the
teachers
and
and
what
services
may
be
available
again
not
to
inflame,
but
to
recognize
that
there
have
been
teachers
that
have
been
attacked
this
year
by
parents
and
in
students
and
are
constantly
sort
of
being
asked
to
do
more
in
the
classroom
and
before
and
after
school
and
out
sometimes
outside
the
classroom.
Q
So
I
guess
with
services
or
what
outreach
and
intervention
and
in
crisis
drama
and
crisis
support
is
offered
to
our
teachers
outside
of
say,
the
teachers
union,
but
just
as
a
district.
What
are
we
doing
to
to
reach
out
to
to
those
teachers?
In
fact,
actually
we
had
an
incident
recently
where
teachers,
their
names
and
faces
were
actually
put
on
a
a
flyer
with
nazi
symbols
on
it
and
I'm
not
quite
sure
I
don't
even
know
if
the
school
district
has
reached
out
to
those
teachers
yet
they're
technically
victims
in
this
particular
situation.
Q
D
I'm
just
going
to
touch
on.
I
think
the
initial
thought
that
I
had,
but
I
want
to
turn
it
over
to
sam,
to
see
if
he
has
anything
else
to
add
in
terms
of
staff
are
also
victims.
I
think
that's
a
really
important
question
in
terms
of
our
system
and
how
we
respond
to
our
adults.
We
have
been
working
myself
and
a
couple
of
my
colleagues
this
year
with
the
boston
teachers
union,
we've
helped
restorative
justice
practice
or
excuse
me,
sort
of
just
the
circles
with
educators.
D
We've
also
had
our
district
staff
join
to
listen
in
to
really
learn
and
understand
and
listen
from
the
educator
voices,
and
we've
also
tried
to
sort
of
identify
some
other
avenues
and
working
with
school
leaders
and
through
that
process
have
held
listening
sessions
and
working
with
school
leaders.
I
think
there
is
certainly
much
more
that
we
need
to
do
in
working
with
the
boston
teachers
union
as
our
partner.
D
I
know
that
they
were
going
to
continue
to
also
host
some
of
those
sessions,
in
addition
to
they've
offered
from
the
fire,
collective
healing
sessions
and
other
groups
that
have
offered
healing
sessions
and
or
circles.
If
you
will
for
educators,
I
think
that's
more
of
the
kind
of
you
know,
gathering
community
and
collective
support
that
we
need
to
embrace
our
educators
around.
D
I
I
have
to
to
be
honest
that
my
heart
is
really
touched
by
counseling
he's
statements,
and
her
analysis
is
very
much
reminds
me
of
my
daughter
who
julie
have
known
I've
known
each
other
for
many
many
years,
and
it's
very
different
when
you're,
the
parent,
so
you
know
the
words
of
our
children,
we're
struggling.
D
It's
not
just
your
child,
my
child.
You
know
there
are
many
many
many
who
are
struggling
and
it
it
behooves
us
to
do
something
different
right,
because
our
system,
our
schools,
our
classrooms,
are
not
enough
and
we
certainly
have
seen
the
the
effects
and
impact
from
social
media
cyber
bullying
isolation,
the
spectrum
of
all
of
the
needs.
D
And
so
I
think
that
it
does
call
upon
us
to
really
create
a
more
healing
environments
that
are
more
trauma
sensitive
and
that
we
create
opportunities
for
educators
and
our
adults
who
love
and
care
for
our
babies
because
they're
all
our
babies,
because
they
also
need
that.
And
I
worry
about
our
mental
health
practitioners,
our
social
workers,
our
school
psychologists
who
have
been
carrying
the
burden
and
then
add
the
layer
of
race
and
embodied
racism
and
trauma
to
that.
D
And
then
you
know
that
if
you're,
the
only
one
who
speaks
that
language
and
that
kid,
and
that
emotional
language
is
going
to
speak
to
you
in
spanish
they're
going
to
come
to
you.
But
there's
going
to
be
a
whole
other
set
of
kids
you're
going
to
create
those
relationships
with,
and
so
you
carry
that
burden
as
the
educator
who
shares
that
lived
experience
who
shares
that
language
who
shares
that
connection
with
them,
and
so
yes,
we
have
an
epidemic
within
the
epidemic
and
we
have
to
do
more
as
a
collective
body.
A
Thank
you,
everyone
for
your
comments
and
your
vulnerability,
your
compassion
in
the
work.
I
guess
you
know
to
speak
to
dr
nadine's
point.
It's
wonderful
that
that's
the
goal
that
we
have
these
amazing
tools
that
we're
using.
I
I
really
like
that
you're
looking
at
it
from
this
multi-tier
level
of
care
or
service
or
addressing
children's
needs.
A
I
really
appreciate
you
know
the
work,
but
I
think
that,
what's
deeper
than
that
is
that
we
are
in
a
very
or
at
least
we're
trying
to
work
against
a
very
systemically
racist
system
right
or
city
overall,
and
I
think
that
now
with
all
of
these
new
people
and
people
that
care
and
people
and
we're
it's
sort
of
like
where
we're
we're
merging
in
a
time
where
folks
are
beginning
to
you
know
either
either
we're
gonna
create
these
changes
or
we
are
just
going
to
sort
of,
like
repeat
the
same
patterns
right,
and
so
it's
a
true
testament
to
have
counselors.
A
A
You
have
a
teacher
right
who
says
the
same
and
who
is
passionate
about
mental
health,
who
understands
this
system
in
and
out
and
so
and
we're
fortunate
to
have
all
of
you,
professionals
in
the
administration
or
the
sorry
panelists
today
who
are
doing
the
work
and
again,
I
think
that
it's
not
necessarily
not
doing
your
job,
but
that
do
we
need
to
do
it
differently
or
do
we
have
enough
resources
right
so
not
that
where
how
or
what
we
want
to
do,
but
do
we
have
enough
of
it,
and
so
it
really
speaks
to
a
system
that
is
working
against
us
right,
a
system
that
is
disproportionately
make
unhousing
our
families
disproportionately
diseasing
right,
like
infesting
our
communities
with
mental
health
and
it
and
it,
and
it's
not
that
you
know
suburban
families,
don't
have
mental
health
issues
or
face
mental
health
issues,
but
that
they
have
resources
and
they'll
turn
up
right
options
alternate
options
that
they
can
use.
A
Where
are
we
with
spending
money
because
it
is
ways
and
means-
and
we
are
talking
about
budget
allocations
to
address
certain
needs,
so
I
appreciate
the
numbers
up:
what's
your
name
against
our
assistant
jill
carter,
sister
jill
bring
sister
jill
back
because
you
had
all
the
data
I
I
we
really
appreciate
this
today
and
I
think
that
every
conversation
should
go
as
this
one.
I
don't
know
if
you
can
accommodate
us,
but
looking
forward
to
more
conversations-
and
I
thank
you
if
there
aren't
any
further
comments
meeting
adjourned.
Thank
you.
A
No,
I
don't
have
anyone?
Did
anyone
else
sign
up
for
a
public
testimony
beyond.
G
A
Q
A
Checking
for
public
testimony,
please
give
me
a
second
none.
Thank
you,
okay,
meeting
adjourned.
Thank
you.
Thank
you.
Thank
you.
Councilmember.