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From YouTube: Public Safety & Criminal Justice on May 12, 2023
Description
Public Safety & Criminal Justice Hearing for Dockets #0166-A hearing to discuss collaboration between Boston Police Safety Officers, Boston Police and the Boston School Department to ensure our staff and students are safe. #0252- A hearing to discuss recommendations for safety in the Boston Public Schools.
A
B
Good
afternoon
everybody,
my
name
is
City
councilor,
Lodge,
Michael,
Flaherty
and
we're
here
today
is
the
chair
of
the
Committee
on
Public,
Safety
and
criminal
justice
to
discuss
talk
at
zero
one
six,
six,
it's
an
order
for
a
hearing
to
ensure
that
the
Boston
police
and
school
safety
officers
work
together
to
ensure
a
safe
environment
for
all
students
and
staff
in
the
Boston
public
schools,
which
we
referred
to
the
committee
on
January,
the
11th
of
2023.
We
are
also
here
to
discuss
talk
at
zero.
B
Two
five,
two
order
for
a
hearing
regarding
Public
Safety
measure,
recommendations
for
the
Boston
public
schools
and
the
Boston
police,
which
was
referred
to
the
committee
on
January
25th
in
sponsors
of
that
Target
was
the
lead
sponsor
here:
city,
council,
Aaron,
atlaj,
Aaron,
Murphy,
and
myself,
and
also
my
colleagues
will
be
introduced
at
the
arrival
in
the
order
of
their
arrival.
We've
also
been
joined
by
my
city,
council,
Lodge
colleague,
Juliette
Mejia
and
others
will
be
joining
as
well.
B
So
we
really
just
wanted
this.
The
Crux
of
this
is
to
really
get
a
census
to
what's
the
plan
and,
more
importantly,
what's
the
the
level
of
cooperation
that
exists
between
our
schools
and
our
police
department
and
without
further
Ado
I'm
going
to
get
right
into
it
and
I'll
throw
it
over
to
you
and
I?
Don't
know
whether
or
not
you
guys
have
had
an
opportunity
to
to
talk
about
who
goes
for
us,
but
I'll
defer
to
you,
superintendent
Skipper.
If.
D
So
good
afternoon,
I
I
want
to
thank
Council,
Flaherty
and
Council
Murphy
for
holding
this
hearing
today.
I
believe
the
subject
that
we're
here
to
discuss
today
is
of
great
importance
in
the
Boston
public
schools
and
for
the
Boston
police
departments
relative
to
our
commitment
to
work
together
to
ensure
that
our
young
people
are
learning
and
thriving
and
that
our
students
and
staff
have
a
safe
environment.
To
do
so.
D
Who
is
our
chief
of
student
support
I'd
like
to
thank
them
all
of
you,
mayor
Wu,
her
team
commissioner
Cox
and
his
team,
and
their
dedication
and
commitment
to
this
important
issue
to
start
and
I
will
keep
it
brief.
But
I
would
like
to
talk
about
the
importance
of
supporting
the
whole
child,
the
physical,
social
and
emotional
well-being
of
all
students
and
the
need
to
take
a
holistic
and
comprehensive
approach
to
this
work.
D
We're
living
in
a
time
where
incidents
of
violence
in
schools
are
becoming
more
and
more
common,
and
we
see
it
in
cities
across
the
country
and
so
I
do
hear.
Parents
concerns
when
they
express
the
frightening
reality
of
having
to
send
their
children
off
to
school,
both
in
the
journey
to
and
from
school
and
to
entrust
them
and
to
entrust
us
with
their
care
when
they're
in
school.
D
You
take
that
responsibility
extremely
seriously
and
I
think
that
each
of
our
BPS
young
people
and
I
think
of
them,
certainly
as
my
own,
in
making
decisions
to
that
end.
On
the
social
and
emotional
Wellness
front,
we
continually
increase
access
to
Social
and
emotional
learning,
which
focuses
on
building
strong
student
and
staff
relationships
and
providing
our
young
people
with
the
resources
they
need
to
cope
with
feelings
of
stress
or
anxiety
or
any
mental
health
challenges
that
they
may
be
facing.
D
To
keep
in
mind
that
our
students
benefit
from
being
engaged
in
enriching
opportunities,
which
is
why
we
are
placing
a
huge
emphasis
on
summer
jobs.
Learning
in
extracurricular
activities
working
with
Community
Partners,
like
the
Boston
pick
Boston
after
school
and
Beyond,
and
the
Boston
Red
Sox
and
other
key
stakeholders
who
are
offering
wonderful
opportunities
to
our
students
to
keep
them
focused
on
doing
productive
work.
D
We
have
an
excellent
Village
of
community
stakeholders,
supporting
our
youth
and
committed
to
keeping
them
safe,
as
we
continue
to
move
this
work
forward,
I'm
eager
to
continue
partnering
with
you
and
to
continue
my
partnership
with
commissioner
Cox,
so
that
we
can
improve
our
Collective
efforts
to
keep
our
students
safe.
Thank
you.
B
B
E
I
did
not,
but
thank
you
very
much
for
having
me
today.
You
know
welcome
this
opportunity
to
join
superintendent
Skipper
here
today
to
discuss
how
we're
partnering
to
keep
both
Boston
Public
Schools
students
safe
and
from
our
point,
the
rest
of
the
city's
safe
I
can
assure
counselors
and
the
public
that
the
Boston
Police
Department
and
the
Boston
public
schools
have
a
strong
relationship
that
the
superintendent
and
I
have
been
working
on
together
and
we're
going
to
continue
to
work
with
to
make
it
as
strong
as
it
can
be.
E
Let
me
be
clear:
Boston
police
officers
respond
to
incidents
in
schools
with
the
goal
of
keeping
everyone
safe
and
resolving
issues
in
a
manner
that
keeps
young
people
out
of
the
criminal
justice
system
is,
to
the
fullest
extent
possible
long
before
a
call
is
made
to
9-1-1
to
the
BPD
school
police
unit,
we're
at
the
work
building
relationships
and
partnering
with
individual
schools
and
students
across
the
city.
Our
officers
are
engaging
in
proactively
with
students
to
build
trust
and
relationships
that
will
extend
far
beyond
the
walls
of
the
school.
E
E
The
school
police
unit
runs
many
programs,
including
the
alpha
Excellence
young
men's
group.
At
new
mission,
High
School
lunch
with
a
cop
at
East,
Boston
high
school,
the
Bradley
Elementary
School
and
The
Connect
Four
challenge
at
the
Taylor
Elementary
School,
which,
just
recently
in
the
last
week,
I
was
there
and
participating
myself
at
so.
E
Our
school
police
officers
are
working
in
plain
clothes
and
have
all
been
trained
in
the
National
Association
of
school
resource
officers,
basic
resource
officer,
training
in
adolescent
mental
health
training,
in
addition
to
other
trainings
school
police
unit,
works
very
closely
with
the
BPS
school
safety
service
officers.
Recently,
the
BPS
school
safety
service
officers
have
been
outfitted
with
Department
Police
radios
to
improve
Communications
and
quicker
responses
in
the
case
of
an
emergency.
E
This
is
a
direct
line
of
communication
between
the
school
safety
services
and
the
Boston
Police
Department
and
the
school
completion,
and
over
the
past
several
months,
the
BPD
has
provided
active
shooter
training
to
many
BPD
I
mean
Boston
Public
School
staff.
This
session
will
continue
in
order
to
ensure
that
all
BPS
staff
have
the
opportunity
to
receive
the
training
joint
training
with
the
BPD
and
the
BPS
would
take
place
over
once.
This
mou
is
codified
and
finalized.
E
Regarding
police
response
policies
and
procedures
to
ensure
continued
safety
at
the
Boston
Public
Schools
I'm,
confident
that
through
the
mou
and
I
continue
to
work
together,
superintendent,
Skipper
and
I
will
strengthen
the
relationship
between
the
BPD
and
the
BPS
I.
Look
forward
to
answering
your
questions
and
I'm
superintendent.
Chen
is
with
me
here
today,
commander
of
the
Bureau
of
Engagement
unit.
To
answer
any
questions.
After
the
hearing.
B
B
So
if
we
had
10
10
sets
of
parents
in
the
chamber
right
now,
seven
out
of
10
had
concerns
over
their
child
safety
and
Asian
parents
were
a
little
higher
than
that.
Almost
eight
out
of
ten
and
overall
67
had
concern
around
their
children's
safety,
with
many
asking
for
more
engagement
from
school,
police
and
school
safety
offices,
as
well
as
the
potential
to
have
metal
detectives
or
some
other
type
of
detective
detection
device
available
to
make
sure
that
we're
keeping
the
weapons.
B
D
So
I
can
begin
with
that.
I
I
think
the
tenants
of
the
mou
are
one
to
codify,
really
existing
practice.
There's
there's
many
things
that
happen
in
interaction
with
BPD,
where
schools
will
call.
We
had
at
the
beginning
of
this
year
done
a
rapid
Communications
response
plan
that
we
shared
with
the
schools,
because
we
found
that
last
year
in
the
year
before
you
know,
coming
back
from
covet.
D
There
was
a
lot
of
confusion
about
when
it
was
appropriate
to
call
BPD
and
when
not-
and
so
we
worked
hard
on
a
community,
a
rapid
Communications,
which
we
shared
with
BPD
and
I.
Think
because
of
the
commissioner's
communication
with
BPD
with
our
communication
within
the
school
district,
our
school
leaders
are
happy
to
have
a
very
clear
set
of
guidelines
as
to
when
to
call
BPD.
What
has
what
is
missing
is
really
kind
of
codification
of
it,
and
you
know
really.
D
We
see
the
mou
as
a
legal
and
operational
guideline
and
it
is
still
in
the
works.
Although
I
would
say
you
know,
we've
made
a
lot
of
progress
and
is
close,
but
as
such,
it
is
something
that
is
just
like
any.
Two
City
agencies:
it's
really
determining
how
those
two
City
agencies
work
together
and
so
because
of
that,
there's
a
team
from
BPD
and
there's
a
team
from
BPS
that
have
been
working
and
will
continue
to
work
on
it.
D
It
really
is
about
what
is
the
obligation
on
bps's
part
as
to
when
to
contact
epd
under
what
circumstances,
and
when
BPD
comes
what
then
happens?
What
can
the
school
leader
expect?
What
can
BPD
expect
so
that
we
don't
leave
in
emergency
situations?
Any
guesswork
I
will
ask
Dr
depina
Who
has
been
working
tirelessly
on
the
mou
as
well
as
Chief
Copley.
If
they
would
like
to
add
anything
to
that.
F
B
And
and
which,
from
my
perspective
superintendent
great
to
hear,
is
the
chair
of
Public
Safety
I've
always
had
a
great
work
in
relationship
with
Sam,
depina
and
Quebec
a
lot
of
years
and
back
to
the
DA's
office,
with
Neva
and
also
with
Fran
and
frankly,
without
this
mou,
you
know,
codification.
It
was
really
kind
of
a
stress
point
with
us
over
the
last
several
years
when
parents
would
be
calling
my
office
and
we're
sort
of
reaching
out
and
we're
finding
out
that
school
leaders
did
not
call
911.
B
They
were
making
decisions
as
to
whether
or
not
at
roast
of
a
certain
level
and
or
even
making
medical
decisions
and
parents,
particularly
the
victims,
were
finding
Relief
by
having
to
go
down
to
the
police
station
themselves
or
to
go
to
a
hospital
themselves
or
Worse,
leaving
the
school
district.
So,
and
you
know,
I
speak
specifically
Sam
and
I
in
in
in
Eva,
and
also
friend,
we
go
back
a
lot
of
years.
B
We've
done
a
lot
of
great
work
together,
we've
partnered
on
a
number
of
different
things,
and
that
sort
of
been
that
was
sort
of
a
rub.
Intention
for
us
over
the
over
the
last
few
years
and
so
I'm
excited
that
some
something
in
place
that
hopefully,
we
can
kind
of
maybe
continue
to
to
work
towards
making
a
difference
in
in
our
students
in
our
school
in
our
neighborhood,
so
yeah.
So
this
is
for
me,
I'm
excited
about
this.
This
is
welcome
news
that
we've
got
some
leadership
on
it.
B
B
And
what
have
you
so
we
had
situations
where
you
know
officers
were
bringing
their
own
children
to
school,
which
is
a
great
thing
when
you
have
parental
involvement,
not
thing
better
than
that
and
being
asked
to
sort
of
cover
up.
The
blue
stripes
completely
unacceptable,
no
difference
an
elected
official
bringing
their
child
to
school
or
some
other
UPS
driver.
It
doesn't
really
matter
if
they're
showing
up
in
uniform
what
matters
is
that
they're
engaged
in
their
son
and
daughter's
education.
They
shouldn't
be
told
that
you
know
they're.
B
You
know
they're,
intimidating
someone
when
all
the
kids
know
the
parent,
you
know
he's
he
or
she
is
their
coach.
So
there
was
this
huge
disconnect
that
was
just
taking
place,
because
there
was
no
leadership.
There
was
no
partnership.
There
was
no
mou,
so
looking
forward
to
seeing
great
results
on
that
as
we
look
at
jurisdictions
across
the
country
who
are
as
a
reference
just
that
he's
hearing
are
upside
down
because
they
don't
have
the
Partnerships.
We
don't.
They
don't
have
great
community
policing.
D
I
think
counselor.
If
I
may,
we
had
the
Council
of
great
City
Schools
come
as
part
of
a
review
of
school
safety
as
well
as
other
areas
in
BPS,
and
during
that
process
they
spoke
with
a
variety
of
stakeholders,
and
one
of
the
things
that
they
came
out
with
was
that
there
was
this
lack
of
clarity
on
the
school
side
and
on
BPD
side
as
to
when
to
when
to
be
able
to
go
to
the
school.
D
And
then
what
would
happen
once
BPD
arrived
at
the
school
and
so
I
think
that
again,
this
Mau
has
been
in
the
works
for
two
years,
but
I
think
that
gave
us
the
extra
incentive
to
try
to
bring
it
to
closure
and
to
work
on
it.
I
just
want
to
reiterate,
because
I
think
there's
been
a
lot
of
different
narratives
around
this
and
anytime
agencies
work
together
as
closely
as
we
do,
often
on
a
daily
basis.
D
It's
just
important
to
have
that
guideline
right,
that
rule
book
and
to
have
it
codified
so
that
both
for
commissioner
Cox
in
in
his
you
know
his
police
force
that
they're
able
to
understand
what's
expected
and
then
for
us
with
119
schools
for
our
leaders.
What
you
know
what
to
be
able
to
expect
so
I
think
that
Clarity
was
important.
I
also
just
want
to
reiterate
that
the
the
mou
does
not
go
around
any
existing
policies.
D
It
has
to
work
in
the
framework
of
those
policies,
and
so
that
really
does
include
the
data
sharing
policy,
of
which
there
was
a
tremendous
amount
of
work
put
into
by
school
committee
with
the
community
and
stakeholders,
as
well
as
the
surveillance
for
the
city
of
the
surveillance
ordinance.
So
I
just
want
to
be
clear
on
that
that
any
any
of
the
codification
of
the
mou
is
working
within
those
boundaries
and.
B
B
The
concern
is
more
on
the
one,
that's
sort
of
perpetrating
The
Bullying
of
perpetrating
the
physical
contact,
and
we
seem
to
kind
of
wrap
around
that
situation
and
you
have
a
victim
in
or
a
victim's
family
in
in
recent
baskets
that
have
found
have
found
Safety
and
Security
by
pulling
their
child
out
of
the
school
district.
That's
kind
of
a
little
that's
a
little
backwards
for
me.
It
should
be.
You
know,
how
do
we
focus
on
the
trauma
and
give
attention
to
the
the
poor
child?
B
B
You
know
would
flip
and
they
would
probably
feel
a
heck
of
a
lot
better,
that
there
was
attention
being
given
to
the
situation
and
in
many
instances,
if
you
know
this,
if
you've
seen
the
superintendent
we've
seen
the
videos
of
all
of
us
get
they
get.
These
videos
sent
to
us
that
they're
pretty
awful
to
watch
as
a
parent
who
would
send
kids
to
the
Boston
public
schools
and,
and
it's
a
little
not
somewhat
unnerving,
and
then
we
just
need
to
make
sure
that
those
individuals
are
rights,
front
and
center.
On
this.
C
Thank
you,
everyone
for
being
here
and
it's
wonderful,
I
know
we
scheduled
this
for
the
last
few
months
and
we
did
want
to
make
sure
that
you
were
both
here
together
and
I,
appreciate
you
both
have
enormous
jobs
and
that
we
want
to
have
this
united
front
and
I.
Think
we've
already
set
the
stage
for
a
lot
of
this
confusion
and
misunderstanding
to
go
away
because
I
know
I've
talked
to
each
of
you
individually
and
know
that
you
want
to
get
this
right
and
you're
already
working
towards
that.
C
C
These
were
two
hearing
orders
and
Council
of
Flaherty
and
I
agreed
that
they
were
similar
in
many
ways
so
that
we
should
hold
them
together.
One
was
in
order
for
a
hearing
to
ensure
that
school
that
the
school
in
the
Boston
police
and
the
safety
offices
work
together
to
ensure
a
safe
environment
and
the
other
one
was
a
order
for
a
hearing
regarding
public
safety
measures
and
recommendations,
so
very
similar,
but
different
in
some
ways.
C
C
The
first
thing
you
always
want
is
to
make
sure
your
child's
safe
and
then
you
teach
them
and
as
an
educator,
I
know
that
the
classroom
environment
needs
to
be
one
in
a
school
environment
where
kids
feel
that
they're
not
just
safe
but
loved
and
honored
and
valued,
and
all
of
the
things
you
talked
about.
You
know
the
whole
child.
C
You
don't
want
to
do
each
other's
jobs,
nor,
nor
can
you
do
each
other's
jobs,
and
there
is
this
misconception
often
and
I'm,
glad
that
we're
here,
Council,
fired
and
I
wanted
to
make
sure
that
some
of
these
misconceptions
about
what
we
vision
for
what
a
safe
School
looks
like
it's
kind
of
squashed,
because
to
me
it
never
was
that
police
would
be
part
of
a
day-to-day
running
of
the
school
or
that
they
would.
You
know,
be
stationed
that
they
had
their
own
classroom
in
a
building.
C
We
know
from
our
budget
hearing
yesterday,
commissioner
Cox,
we
don't
have
enough
police
staff
to
then
also
assign
them
to
schools,
but
you
touched
upon
it
and
I'm
happy
to
hear
that
this
mou
is
working
towards
only
when
it's
criminal
or
a
safety
issue,
which
we
have
to
admit,
does
happen.
Sometimes
that's
when
we
need
to
call
the
police
and
the
confusion
that
sometimes
has
Arisen
in
the
past
about
will
you
get
in
trouble?
If
you
call
9-1-1,
should
the
teacher
just
tell
the
nurse?
C
Does
the
nurse
tell
the
principal
like
what
is
the
you
know,
actions
you
take
when
you
know
that
a
child
or
a
staff
member
is
in
danger,
so
I'm
happy
to
hear
that
we're
going
to
be
talking
about
that
today.
I
know
that
I'm
looking
forward
to
other
colleagues
asking
questions
also
but
know
that
you
know
we're
part
of
the
solution
that
we
have
to
work
together
as
a
team
and
I.
In
your
short
time.
G
C
Then,
when
there's
confusion,
you
know
oftentimes
I've
called
you
or
checked
in
with
Council
of
Flaherty,
and
what
we're
hearing
in
a
text
doesn't
always
turn
out
to
be
the
truth,
so
making
sure
that
the
communication
stays
open
between
both
of
you
but
also
with
us,
so
that
we
can
help
support
and
uplift
the
needs
of
our
students,
because
students
need
safe
schools
or
our
kids
aren't
learning.
So
thank
you.
A
A
So
just
a
few
questions.
I
am
curious.
Chief
copeny
in
particular,
I'm
going
to
go
straight
to
you.
I
have
so
much
love
and
respect
and
admiration
for
your
work
and
a
lot
of
the
advocacy
you
did
around
the
community
connectors
position,
and
one
thing
that
I
have
heard
out
in
these
streets
is
that
you
know
these
positions
have
been
put
out
and
the
people
don't
feel
like
they
have
a
role
or
a
voice
in
this
process,
and
my
question
is
just
because
they
have
been
approved.
A
What
role
can
Community
parents,
schools
and
administrators
play
in
designing
what
the
position
is
going
to
execute?
Because
at
this
point
it's
already
been
approved?
You
all
are
going
to
be
moving
forward,
but
what
role
do
individual
School
communities
have
and
really
working
alongside
your
department
to
Define
for
themselves?
What
the
relationship
should
look
like
and
the
types
of
roles
and
responsibilities.
H
Can
you
hear
me,
can
you
hear
me
now?
Okay,
yes,
oh
good
afternoon,
everyone
thank
you
so
much
Council
I'm
here
for
that
question
very
intriguing.
During
the
process
of
preparing
the
job
descriptions
for
the
Community
Connection
coordinators,
as
well
as
a
Community,
Connection
advisors,
Chief,
Kelton
and
I
really
spent
some
time
with
efforts
in
thinking
about
what
that,
with
that,
those
positions
look
like
with
that
preparation.
H
A
No
I
understand
the
the
process,
because
I
participated
in
some
I
guess
now
that
it
has
been
approved
once
you
start
interacting
with
specific
schools,
because
maybe
those
schools
did
not
participate
in
the
community
process.
What
role
would
that
school
Community
played
in
onboarding
and
executing
and
feeling
a
sense
of
control
and
agency
over
their
own
work
around
that.
F
F
The
pure
design
of
the
model
itself
calls
for
a
very
intentional
interaction
and
communication
and
coordination
with
schools
and
with
the
community
and
with
parents
and
students,
so
by
by
the
very
nature
of
the
design
of
it.
It's
intended
to
do
that
very
thing
and
Bridge
of
the
communication
and
activities
and
resources
between
the
schools
and
students
and
families
and
Community.
We
envisioned
the
community
connections
coordinators
to
be
participating
very
heavily
in
community
meetings
that
happen
in
the
neighborhoods.
A
D
Mean
so
that
so
that
we've
been
investing
deeply
in
the
mental
health
supports.
We
see
especially
going
forward
kind
of
the
team
effort
under
Chief
kelton's
Department,
with
our
social
workers,
certainly
with
restorative
justice
practice,
which
will
be
under
her
division
as
well,
along
with
our
school
Sykes,
really
trying
to
get
at
the
root
of
what's
going
on
for
a
young
person.
So
when
somebody's
12
and
under
the
it's
never
about
the
criminal
piece,
it's
always
about
how
to
support.
Thank.
A
D
I
think
a
few
things
we've
been
in
an
exploration
phase
right
now,
the
we
have
approximately
20
schools
that
have
metal
detectors,
they
are
fairly
archaic
and
they
are
what
they
are
metal
detectors.
So
for
a
young
person
that
forgets
keys
or
a
wallet
or
phone,
it's
constantly
beeping,
which
isn't
of
itself
is
stressful.
It
always
is
usually
is
accompanied
with
some
kind
of
a
bag
search.
D
The
new
technology
and
the
way
it's
evolved
is
much
more
around
weapons
detector,
which
means
you
know
walking
through
it
almost
as
if
not
even
knowing
that
you're
walking
through
it
like
we
do
when
we
go
to
the
ballparks
or
when
we
go
to
any
kind
of
like
large
entertainment
event
where
it's
just
looking
for
a
weapon.
It's
not
going.
It's
not
going
to
be
sensitive,
that
it's
going
to
buzz
on
all
those
other
occasions,
and
so
so
you
can
really
right
now.
D
A
Yeah,
because
we
are
experiencing
a
lot
of
learning
loss
when
young
people
are
waiting
to
get
through
the
line
and
I'm
just
curious.
If,
as
you
all
continue
to
think
about
this
conversation,
you
know
there
is
this
tension
that
exists
between
US
versus
them
and
I'm.
Not
here,
for
that
and
that's
kind
of
the
narrative
that
a
lot
of
people
like
to
drive
in
terms
of
being
divisive
and
I.
Think
that
that's
what
this
conversation
feels
like
to
me
every
time,
I
walk
into
these
sort
of
type
of
environments,
because
it's
very
intentional.
D
Absolutely
and
I
Know
Chief
Kelton
would
like
to
speak
to
this,
but
you
know
you
and
I
have
had
many
conversations
about
this.
You
know
where
I
think
we're
both
champions
of
restorative
justice
practice
and
you
know,
I
think
what
has
been
missing
is
a
consistent
framework
in
our
schools
and
consistent
training,
and
so
that
is
part
of
us
taking
the
first
steps
with
investment
in
these
areas,
because
this
really
is
a
holistic
approach.
You
know
one
of
these
things
doesn't
solve
any
of
the
issues.
D
I
So
as
we
look
to
design
the
implementation
plan,
we'll
be
asking
for
a
lot
of
community
input
on
that
and
using
the
racial
Equity
planning
tool.
So
that's
going
to
be
a
large
part
of
this,
because
we
have
to
ensure
that
we
set
an
equitable
and
accessible
foundation
for
all
of
our
schools
as
we
begin
to
roll
this
out.
Thank.
A
You
know.
Research
tells
us
that
there's
a
considerable
evidence
that
the
presence
of
police
officers
in
schools
increase,
school-based
arrests
for
low-level
and
non-violent
behaviors,
and
particularly
because
you
know
they're
always
criminalizing
black
and
brown
people
I'm
just
curious.
If
you
could
talk
to
us
about
the
school-to-prison
pipeline
and
some
of
the
things
that
you
and
your
department
are
doing,
to
ensure
that
we're
not
feeding
it.
E
We
can
build
trust,
and
certainly
you
know
partner
with
both
the
school
department
and
actually
kids
in
in
the
city.
You
know
we
welcome
that
opportunity,
there's
nothing
about
our
relationship
right
now.
Currently,
that
makes
us
think
that
we
are
trying
to
go
into
school
and
criminalize
any
student.
It's
just
the
opposite.
We're
trying
to
go
into
school
and
Mentor
like
other
play.
People
might,
you
know,
want
to
do
or
should
do
for
that
matter.
I
would
say
you
know,
because
there
are
Future
Leaders.
E
B
Thank
you,
Superman
Janet,
we've
also
been
joined
by
my
colleague,
City
councilor
Frank
Baker,
and
my
city
colleague,
city
council,
Tanya,
Fernandez
Anderson,
and
two
of
my
colleagues
that
just
had
arrived.
We've
got
a
hard
start
for
both
the
superintendent
and
the
commissioner
245.
So
if
my
colleagues
can
be
very
brief
with
respect
to
the
superintendent
commission,
however,
their
respective
teams,
as
well
as
we've
got
other
panel
guests,
will
be
here
as
well
to
answer
any
additional
questions
in
round
two
chair
recognize
the
city
council,
Frank
Baker,.
J
Thank
you
Mr,
chair
good
afternoon,
commissioner
Cox
and
superintendent
Skipper.
Thank
you
for
coming
out
today,
Michael's
two
days
in
a
row
we're
all
blessed
here.
Thank
you
and
thanks
for
talking
about
the
mou
and
talking
about
how
the
last
thing
that
we
want
to
do
as
the
adults
in
the
room
is
criminalize,
kids
that
are
in
our
Public
Schools.
You
say
it.
You
say
it
with
Grace
and
you
mean
it.
J
So
that's
important
messaging,
I
think
for
the
city
of
Boston,
I,
don't
think
anybody
here
is
looking
to
put
Storm
Troopers
in
in
in
the
schools,
we're
not
looking
to
arrest
anybody,
but
we
are
looking
and
to
support,
wrap
kids
with
service
and
make
sure
number
one
that
they
are
safe
in
their
schools.
So
I
apologize
for
being
late.
I
know
you
must
have
already
talked
about
the
mou.
J
Can
you
give
me
a
quick
snippet
on
where
the
mou
is
or
are
we
are
we
talking
about
Public,
Safety
officers,
School
officers
in
school
again
or
are
they
removed
without
still
there
without
powers?
What
is
the
future
going
to
look?
What
are
we
working
towards
because
I
personally
think
that
we
need
again
an
adult
in
the
room?
We
need
an
adult
in
the
room
that
knows
and
understands
the
kids.
J
They
know
where
they
come
from,
but
they
can
also
break
up
fights
if
they
need
to,
because
we
all
know
that,
unfortunately,
there
has
been
more
incidences
than
we
would
care
to.
Even
even
talk
about
that
being
said,
I
believe
that
if-
and
this
goes,
this
goes
for
neighborhoods-
this
goes
for
household.
This
goes
for
schools
in
particular.
If
you
don't
have
safety,
safety
is
the
foundation
of
civilization,
safety
and
Order.
J
D
J
D
K
We,
you
know,
take
different
factors
to
assign
our
Specialists
given
the
size
of
the
school,
the
incidents
at
the
school,
and
we
also
have
mobile
units
who
respond
to
schools
that
need
support
and,
as
we
fill
those
vacancies,
we
had
we'll
be
able
to
go
into
schools
that
we
want
to
cover
up,
but
didn't
have
the
capacity
to
at
this
time.
So.
J
It's
maybe
to
answer
that
question:
no,
it's
not
one
for
a
school,
it's
it's
as
need!
So
what
would
you
so?
How
many
ftes
are
there
now
and
what
would
that?
What
would
that
look
like?
What
would
you
want
to
have
coverage
that
you
think
is,
and
this
is
for
anybody?
What
like?
How
many
bodies
do
you
need
to
be
able
to
cover
schools
where
you
feel
comfortable
about
it,
foreign.
H
H
J
J
F
J
J
L
I
think
I
have
most
of
my
questions
will
probably
be
during
budget
I'm,
going
to
see
you
for
hearings
after
hearings,
after
hearings
in
advance,
I
apologize
for
tomorrow's
cancellation
and
there
were
some
counselors
who
preferred
for
you
to
be
in
person.
I
preferred
for
you
to
be
virtual,
so
I
had
about
six
or
seven
hearings
virtual
tomorrow.
Monday
will
be
in
person
for
the
morning
and
then
afternoon,
canceled,
but
I
want
to
take
this
time
to
I'm.
L
Incredibly
proud
of
the
work
of
you
know,
reform
and
just
wanted
to
go
on
record
to
say
that
the
research
shows
that
we
don't
need
policing
in
schools
and
I
definitely
support
not
having
policing
schools,
more
efforts,
more
mental
health,
supportive
and
Innovative
wrap
around
or
holistic
approaches.
As
you
were
mentioning
so
I'm.
In
total
support
of
your
efforts,
your
current
efforts,
and
hopefully
we
are
not
increasing
or
putting
police
back
into
schools.
L
L
Still
there
is
no
proof
or
sign
of
a
decrease
of
of
any
type
of
like
what
am
I
trying
to
say
violence.
So
the
same,
there's
no
there's
no
research
that
shows
that
police
being
in
schools
changes
the
situation
and
I
think
that
Boston
Public,
Schools
superintendent,
you've
done
an
incredible
job
and
I'm
I
I
am
really
happy
to
see
the
level
of
work
that
you're
putting
you're
executing
and
I.
Typically
don't
give
out.
Compliments
just
like
that,
but
I
am
watching
and
I
am
really
impressed.
L
B
You
councilor
Fernandez
Anderson,
and
to
both
commissioner
and
superintendent.
Thank
you
for
your
time
and
attention
to
these
dockets
and
you're
both
excused,
and
the
only
thing
I
would
suggest,
obviously
is
thinking
about
what
that
is.
That
mou
rolls
out
that
we,
you
know,
we
consider
some
type
of
pilot
program
where
we
identify
a
couple
schools.
B
They
may
be
some
of
the
more
dangerous
schools
or
they
may
be
where
the
incidents
are
happening,
where
we
try
a
couple
different
things
as
a
as
a
pilot
to
see
what's
working,
what's
not
working
and
then,
if
we've
got
some
success,
we
could
spread
that
around.
But
I
appreciate
again
both
of
you
and
I
know
what
you've
stayed
over
a
lot
of
times.
So
thank
you
very
much.
D
D
So
this
is
something
that
Chief,
Kelton
and
I
are
working
on,
we're
aligning
to
the
regional
model
as
a
way
for
schools
to
be
able
to
best
incorporate.
We
intend
to
work
actually
looking
at
a
couple
of
different
models
to
see
how
we
might
want
to
begin
with
the
nine
and
then
be
able
to
expand.
It
I've
already
committed
that
the
restorative
justice
practice
in
investment
is
going
to
be
one
of
my
investments
going
forward
in
the
years
to
come.
B
Superintendent,
thank
you,
commissioner.
Thank
you
and
I
know
that
the
commissioner
is
staying
with
us
will
be
obviously
superintendent,
Jens
here
and
also
I,
believe
Joanna
Hernandez
is
also
here.
Okay,
so
superintendent
is
going
to
stay
with
us
and
I
know
that
as
superintendent
Skipper
Lisa
believe
that
Sam
and
Neva
Julian
and
Fran
are
going
to
stay
with
us
right,
perfect
right
and
at
this
point
we're
going
to
ask
from
the
second
panel
we've
got
Brandon
Flanagan
if
he
can
sit
in
this
seat
and
then
Randy,
Welch
and
or
Matt
daily
to.
B
B
N
G
O
There's
an
urgency
to
have
the
mou
in
place,
given
some
issues
that
we're
hearing
from
parents,
including
parents
who
have
had
issues
where
their
child
has
been
bullied
or
even
assaulted,
and
not
feeling
like
they're,
getting
a
sufficient
response
from
the
school
going
to
local
police
and
the
police
going
to
the
school
and
there
being
a
kind
of
a
log
Jam
in
terms
of
communication
and
parents
feeling
kind
of
stuck
not
knowing
where
to
go.
And
what
to
do
so
again.
O
There's
a
recent
unfolding
issue
emerging
in
schools
around
edibles,
and
so
young
people
consuming
these
brownies
baked
with
marijuana
and
all
the
implications
for
their
own
health.
Around
those
things,
and
without
an
mou
in
place,
it
seems
like
it's
complicated
in
as
much
as
the
police.
Don't
have
the
capacity
to
have
a
way
to
do
a
further
investigation
to
find
out
where
these
these
Edibles
are
coming
from
on
the
street
to
get
at
the
source
of
where
these
are
coming
from
so
again,
really
important
that
this
mou
gets
gets
in
place.
O
I
think
it's
a
false
dichotomy
to
say
about
schools
that
we
need
mental
health
and
yet
not
at
the
same
time
talk
about
school
safety.
Those
two
go
together
and
I.
Don't
think
it's
it's
in
our
best
interest
to
keep
talking
about
those
in
competition
with
one
another.
We
need
both
and
not
either
or
because
we
know
a
safe
place.
A
safe
school
is
going
to
provide
the
capacity
and
and
and
the
setting
for
good
mental
health,
and
so
those
those
two
elements
need
to
go
together
in
our
thinking.
O
School
safety
has
to
be
a
focus
for
two
years
now,
we've
been
struggling
in
this
city
with
school
safety.
There
are
some
substantial
and
significant
issues
about
school
safety
and
we
have
to
get
these
right.
We
really
do
have
to
get
these
right,
and-
and
so
we
need
to
be
laser-
focused
on
issues
around
around
safety.
O
Another
aspect
of
school
safety
is
that
when
the
the
students
are
released
from
school,
sometimes
there
are
things
that
percolate
up
in
school
that
spill
over
into
subway
stations
into
the
public
sphere
and
again
we
need
that
good
communication
in
order
to
preclude
some
of
those
incidents
from
happening
and
and
do
a
better
job
of
providing
providing
safety.
I
heard
some
comments
in
so
far
about
Public
Safety
officers
in
school
I
would
advocate
for
an
increase
in
public
for
safety
officers
in
school.
O
We
it.
How
can
one
officer
cover
multiple
schools
and
early
on
in
the
beginning
of
the
school
year,
the
Jeremiah
Burke
incident
that
happened
with
the
stabbing
and
then
later
just
a
short
time,
a
short
short
time
later
there
was
an
incident
of
a
shooting
just
outside
the
school
as
I
understand
it.
There
was
one
safety
officer
for
three
schools.
O
The
safety
officer
arrived
back
at
Jeremiah
Burke
about
the
time
the
shooting
took
place
so
again,
how
does
it
make
sense
that
we
don't
have
the
safety
officers
in
each
in
each
of
the
schools
to
provide
the
capacity
for
a
better
safety
protocols
and
and
safety
work?
So
those
would
be
some
of
my
comments
today.
Thank
you
for
the
opportunity
to
share
and
appreciate
it.
Thank
you.
B
N
Yes,
please
thank
you.
Counselors
all
for
hosting
this
public
safety
hearing
is
a
real
important
discussion.
Fortunately,
I'm
able
to
stay
this
time,
I've
been
at
other
ones
where
I
had
to
leave.
Unfortunately,
but
and
I
appreciate
this
opportunity
in
addressing
school
and
Community
safety,
there
must
be
a
comprehensive
approach
and
collaborative
response
by
all
Partners.
It
is
not
one
or
the
other,
it's
not
just
comprehensive
social
supports
or
seeking
a
law
enforcement
answer,
but
clearly
there
needs
to
be
balance
of
both
supports
working
together.
Well,
comprehensive
services
are
increased.
N
There
must
be
increased
communication,
timely
coordination
and
follow-through
with
Schools
public
agencies,
law
enforcement,
including
police
and
Community,
faith-based
Partners,
along
with
students
and
their
families,
those
those
victims
of
violence,
students,
families
and
School
staff
must
be
prioritized
in
the
Boston
public
schools
and
the
city's
response
to
school
safety.
There
has
to
be
communication,
so,
for
example,
this
yesterday
around
four
o'clock,
there
were
15
shots,
fired
on
Humboldt
and
Crawford
just
down
the
street,
and
one
of
the
reasons
why
I
was
late.
N
I
was
over
at
the
charter
just
reaching
out
to
him
this
morning
as
to
what
their
follow-through
and
were
they
connecting
with
the
students
and
families
that
were
impacted,
and
that
was
right
next
door
to
where
the
Christmas
at
his
Children's
Center
was
so.
We
were
reaching
out
and
trying
to
make
sure
that
their
staff
was
was
connected
with
and
and
followed
through
as
well.
N
Last
year
there
was
numerous
gun
seas
in
Boston
Schools,
along
with
other
weapons,
which
is
not
taking
account
those
weapons
that
were
not
seized
during
the
school
day,
as
David
mentioned,
the
school
safety
officer
to
the
Burke
was
covering
three
different
schools
due
to
staff
being
on
leave
on
the
day
of
this
year's
shooting,
since
it
was
returning
back
to
the
school
when
the
incident
occurred.
Fortunately,
the
metal
detectors
were
on
those
that
day
and
most
likely
kept
the
perpetrator
outside
rather
than
trying
to
come
inside.
N
There
needs
to
be
an
objective
review
of
the
these
firearm
related
incidents
and
whether
School
staff
have
the
training
capacity
to
directly
intervene.
We,
we
are
very
well
aware
of
the
two
guns
that
receives
at
Charleston
high
school
last
year.
We
are
very
well
aware
of
the
graduation
incident
of
the
shooting,
since
at
its
graduation
as
well.
N
So
how
do
we
communicate
and
how
we
provide
coordination,
communication
and
safety
for
for
the
students,
families,
School
staff
and
also
the
law
enforcement
personnel
as
as
well,
there
have
been
three
students
this
year
ages,
12
15
and
15.,
arrested
with
guns
in
the
community
during
the
school
Day
this
year.
So
that
needs
to
send
us
a
warning
sign
as
to
why
there
needs
to
be
close
interaction
and
communication
with
Boston
police
and
our
school
department
to
to
address
and
follow
through
on
these
particular
issues.
N
This
past
Sunday
there
were
five
gun
Seas
within
a
block
of
the
little
Freddie
Middle
School.
The
there
are
three
gun
seized
at
Brunswick
Normandy.
On
the
back
side.
There
are
two
gun
Seas
Sunday
evening
at
one
block
down
on
Columbia
Road,
and
there
are
several
shots
fired
on
Brunswick,
Normandy,
Devon,
aloredo
and
Intervale
by
the
park
over
there.
We
appreciate
the
quick
response
of
the
Boston
police.
N
We
appreciate
the
quick
response
in
season
three
guns
and
making
those
rest
of
the
other
rest,
but
as
clearly
we
we
have
a
series
of
violence
issue
that
on
one
hand,
we
do
need
wraparound
services,
but
we
need
to
have
our
community
policing.
Our
community
school
policing
initiatives
work
hand
in
hand
together
to
make
sure
that
these
situations
did
not
escalate.
N
We
also
suggest
that
the
Boston
school
safety
officers
again
have
the
responsibility
to
file
police
reports
when
safety
incidents
occur
rather
than
sending
student
victims
and
their
family,
as
well
as
school
staff
victims
on
what
feels
to
be
a
run
round
by
making
them
go
to
District
police
Lawson
police
stations
to
follow
their
complaints.
When
we
look
at
the
numbers
last
year,
there
were
a
significant
number
of
incidents
filed
at
police
stations
that
could
have
been
followed
at
that
were
previously
filed
by
Boston
School
of
police
officers
prior
to
all
this.
N
There
also
needs
to
be
clear
policies
and
procedures
in
place
to
address
the
impact
of
student
underage
cannabis,
marijuana
edibles
note:
there
are
no
clear
guidelines
on
testing
and
descriptions
on
edible
packages,
so
there's
no
clear
standards
on
how
concentrated
it
may
be
an
edible
and
as
well
as
businesses
are
now
shopping
around
for
more
favorable
test
results,
which
are
clear.
Another
issue
that
needs
to
be
addressed.
School
staff
when
addressing
underage
cannabis,
marijuana
use,
must
utilize,
EMS
and
other
medical
oversight.
N
When
students
are
impacted,
we
need
to
have
transparency
in
the
numbers
of
students,
schools,
impact,
and
this
includes
Charter
Schools
as
well.
Since
you
must
also
be
addressed
in
this
because
a
lot
of
times
it's
been
utilized
to
address
the
impact
of
bullying,
trauma
caused
by
violence
and
so
forth,
and
we've
had
reports
that
students
are
now
hanging
around
cannabis,
marijuana
established
and
looking
for
school
purchasers.
We
also
understand
that
they're
able
to
go
online
and
to
make
their
purchases
as
well.
So
we
need
to
addresses
and
separately
on
a
unrelated
issue.
N
We
had
a
recently
a
17
year
old
female
who
died
of
an
overdose
in
her
apartment.
Two
blocks
away
from
my
my
office
on
Blue
Avenue,
on
a
weekday
at
5
PM.
So
clearly,
there's
a
number
of
things
and
where
you
know
we
are
glad
to
be
working
in
partnership
with
with
everyone
here.
We
want
to
help,
strengthen
and
see
what
can
be
done
better
and
we
look
forward
to
continuing
our
dialogue.
B
Thank
you,
Michael
co-director
of
project
right
always
appreciate
the
work
that
you
do
in
the
partnership
and
you
have
always
have
your
finger
on
the
pulse
and
you're
out
there
in
the
neighborhoods
earned
tremendous
respect
and
appreciation
for
the
work
that
you
do.
So.
Thank
you,
you
more
than
you
can
stay.
If
you
want
you
can
we
can
excuse
you
as
a
panelist,
but
but.
G
P
But
absolutely
yep
good
afternoon,
chairman
Flaherty.
Thank
you
for
the
opportunity
to
be
here.
City
counselors,
my
name
is
Brandon
Again.
By
way
background
I
serve
as
the
Chief
Executive
Officer
of
enforce
technology,
I've
recognized,
subject
matter
expert
in
school
safety,
certified
Alice
instructor
and
an
active
first
responder
I'm
here
to
offer
BPS
and
BPD
in
Innovative
technological
solution
to
curb
School
Violence
by
providing
the
least
invasive
solution
in
force.
9-1-1
is
a
mobile
panic
button,
so
think
of
this.
P
If
you
will
as
an
application
in
which
teachers
faculty
staff
or
trusted
members
of
the
administration
would
have
access
to
on
conceivably
any
device
inside
of
the
classroom.
This
also
means
that
they
can
leverage
any
mode
of
connectivity
in
order
to
initiate
an
alert
in
the
instance
that
a
threat
is
recognized
within
the
building,
whether
it's
an
intruder,
an
armed,
individual,
the
presentation
of
a
weapon
or
an
active
shooting
situation.
P
Teachers,
staff
and
faculty
members
again
trusted
members
only,
but
have
the
ability
to
send
the
alert
directly
to
BPD
in
three
places
of
receipt
in
precisely
four
seconds
or
less
officers
may
receive
that
alert
to
their
cell
phones
to
their
patrol
units
directly
to
their
in-car
computers
and
also
their
dispatch
centers.
Accordingly,
the
operational
premise
of
enforce91
is
to
reduce
police
response
time,
because
that,
by
far
and
large
is
the
Benchmark
by
which
we
curb
these
types
of
situations
and
by
preventing
loss
of
life.
P
Secondly,
we
aim
to
bridge
the
communications,
Gap
or
barrier
that
we
know
inherently
exists,
and
this
is
categorically
across
the
country
between
any
building
experiencing
a
threat
and
with
those
at
the
point
of
incident
or
contact
with
our
First
Responders,
as
he
alert
is
initiated.
Not
only
does
BPD
in
this
situation
receive
information
specific
to
the
nature
of
the
threat,
but
also
to
the
location
of
the
threat
and
the
name
of
the
individual
who
sent
the
alert
simultaneously.
P
The
alert
is
automated
throughout
that
entire
School
building,
so
that
we
are
automatically
notifying
the
remaining
individuals
of
that
school
again
to
the
nature
of
the
threat
and
the
location
of
the
threat.
We
know
that
this
is
perhaps
one
of
the
greatest
challenges
that
school
districts
face
across
the
country,
which
is
the
inability
to
effectively
communicate,
outwardly
and
inwardly
for
that
matter.
P
Based
on
that
situation,
perhaps
it's
locked
down
and
barricade
their
doorway,
because
there
are
a
few
classrooms
away
from
where
that
threat
may
be,
or,
alternatively,
it
may
be
that
they
evacuate
out
of
the
building
because
they
have
the
opportunity
to
do
so.
Otherwise,
if
you
think
about
it,
how
do
we
ask
teachers
and
staff
to
make
those
determinations
today?
If
they
don't
know,
what's
happening?
P
B
Q
R
Good
afternoon
and
thank
you
for
having
us,
my
name-
is
Randy
Welch
I'm,
the
senior
sales
director
for
education
for
Motorola
Solutions,
Mr,
chairman
you
had
mentioned,
devolve
Technologies,
want
to
clarify
real,
quick.
The
technology
I'm
about
to
talk
about
is
made
by
a
company
named
evolved,
evolved,
that
is
in
Massachusetts.
R
They
make
a
special
version
just
for
us
and
I'm,
going
to
explain
sort
of
how
that
plays
in
before
I
start
I
just
want
to
I
spent
20
years
in
education
in
special
education
and
running
a
small
Private
School
for
students
with
autism
and
behavioral
disorders.
Nothing
is
more
important
to
me
than
keeping
kids
safe
and
that's
what
we
do.
Yes,
we
sell
stuff,
but
our
our
primary
job
is
to
keep
kids
safe
and
when
we
look
at
school
security
oftentimes,
we
look
at
individual
programs
or
individual
products,
We
Buy
cameras.
R
We
buy
Access
Control,
we
buy
radios,
we
you
name
it.
The
the
industry
is,
is
evolving
to
start
looking
at
things
in
terms
of
layers
of
security
and
in
terms
of
creating
an
ecosystem
that
everything
works
together
and
at
Motorola.
That's
what
we've
been
trying
to
do
over
the
last
several
years,
and
so
just
before
we
get
to
the
the
concealed
weapons
detection,
when
we
think
of
what
a
school
needs.
R
We
need
something
that
you
know
similar
to
our
Rave
Panic
buttons
or
that
type
of
thing
where
everyone
has
the
ability
to
be
able
to
call
out
for
help.
We
need
something
tied
into
9-1-1.
When
we
get
to
the
building
itself,
though,
we
need
to
be
able
to
keep
that
building,
secure
and,
first
and
foremost,
is
access
control
that
is
making
sure
that
every
door
is
is
locked,
and
you
know
when
that
door
is
open.
R
We
look
at
yovaldi
one
of
the
major
things
that
happened
there
is
there
was
a
door
that
no
one
knew
was
open.
That
gave
just
a
few
more
minutes
of
a
gunman
being
in
a
school
right
from
there.
You
go
to
cameras.
Cameras
will
then
show
you
what's
going
on.
Well,
when
you
have
all
of
these
things
together.
The
weakest
point
in
a
school
is
that
front
door
because
we
have
to
have
people
come
in
and
go
and
yes,
we
can
do
the
buzzer
system.
R
The
buzzer
system
just
tells
you
that
someone
wants
to
come
in.
It
doesn't
tell
you
what
they're
carrying
right.
It
doesn't
tell
you
what
they
have
underneath
their
their
jacket
or
in
their
bag,
and
that
brings
me
to
our
CWD
our
concealed
weapons
detection.
We
all
came
through
a
metal
detector
downstairs
right.
Think
of
how
invasive
that
is,
you
take
everything
out
everything
that
might
be
metal
out,
hope
your
belt
buckle
doesn't
set
it
off.
R
They
have
to
go
back
through
and
take
it
all
off
again
now
imagine
2500
students
trying
to
go
through
that
in
a
short
amount
of
time,
you've
seen
this
in
some
of
the
high
schools.
Now,
what
does
that
cause?
How
much
of
a
backlog
does
that
cause
and
how
invasive
it
is
one
of
the
other
issues
with
a
pure
metal
detector.
Is
it
just
picks
up
metal?
It
doesn't
tell
you
where
the
metal
is
so
now
once
someone
walks
through,
you
have
to
go
through
a
secondary
screening.
R
How
invasive
is
that,
and
let's
just
we'll
say
not
all
secondary
screenings
are
the
same.
There
are
accusations
that
we
spend
too
much
time
with
one
person
than
with
another
person
well
with
concealed
weapons
detection.
That
does
not
happen
because
it
is
not
looking
for
metal.
What
it's
looking
for
is
weapons
of
mass
casualty,
I.E
guns.
So
yes,
it's
looking
for
a
particular
type
of
metal,
but
it's
also
looking
for
the
shape
of
that
metal.
R
It
uses
AI
to
be
able
to
say
that
looks
like
a
barrel
of
a
gun
and
the
thing
that
really
makes
it
stand
out
from
almost
everything
else.
That's
out
there
is
it'll,
show
you
where,
on
the
body
that
is
or
where
in
the
bag
that
is
so
now
someone
walks
through
normal
metal
detector
goes
off.
You
get
a
pat
down,
we
walk
through
here,
and
it
sees
something
right
here.
It
draws
a
bounding
box,
there's
a
little
tablet
that
you're
looking
at
it
draws
a
bounding
box.
R
It
will
show
you
exactly
where
to
search
that
person.
So
now
the
secondary
searches
are
not
nearly
as
invasive
as
a
full
pat
down
or
whatever
needs
to
happen
from
there.
Take
it
one
step
further-
and
this
is
the
difference
between
our
unit
and
the
unit
made
by
evolve-
is
that
our
unit
is
tied
into
our
camera
systems.
By
the
way
Boston
just
made
the
decision
to
go
with
our
Alta
system,
you
guys
may
know
it
as
Ava.
We
bought
Ava.
R
So
it's
now
part
of
of
the
avigilon
Alta
system
that
has
already
started
being
going
started
being
implemented.
The
Evolve
now
will
just
tell
you
something's,
going
on
the
CWD
unit,
will
get
tied
into
the
camera
system
that
you're
already
putting
in
and
because
we
are
Motorola
that
notice
notification
couldn't
go
directly
to
a
radio.
So
it's
not
just
one
person
walking
through
and
going.
Yes,
you
have
a
a
weapon.
It's
now
it
goes
in
it's
in
a
camera
system.
R
We
have
record
of
it
and
then
we
can
instantly
go
to
an
administrator's
radio
or
one
of
the
safety
officers
radios
or
whatever.
It
has
to
be
to
be
able
to
have
more
people
there.
In
addition,
because
it's
AI,
it's
always
learning
when
something
comes
through
and
umbrellas,
you
know
umbrellas
that
are
made
of
the
right
metal
kind
of
look
like
a
barrel
of
a
gun.
So
it's
going
to
say
hey!
R
R
All
of
these
things
make
the
the
whole
process
of
entering
a
school
that
much
faster.
It's
a
lot
less
invasive
and
the
looks
of
the
unit
I,
don't
know
if
anyone's
been
to
Gillette
lately,
but
that's
what
gillette's
now
using
when
the
Wang
theater
uses
it
now.
So
when
you
walk
through
it
feels
like
you're
walking
out
of
a
department
store.
You
know
the
little
tag,
detector
things
there
and
we
have
the
ability
now
to
put
panels
on
the
inside.
R
So
some
schools
have
used
it
around
the
country
to
earn
some
money,
they've
sold
it
as
advertising
spaces.
Other
schools
have
put
the
sports
schedule
whatever
it
happens.
To
be
so
now,
you're
not
feeling
like
that
that
prison
I've
got
to
stop.
Take
everything
out,
walk
through
a
metal
detector
I'm
just
walking
into
school,
just
like
I
walk
through
through
anything
else
and
I.
Don't
have
to
worry
about
removing
my
metal,
my
any
metal
on
me
and
I.
Don't
have
to
worry
about
my
bag
being
searched.
Q
B
S
You
Mr
chair
and
to
council
Murphy,
and
my
colleagues
as
well.
Thank
you
to
the
panelists
for
being
here.
City
officials
in
public
school
officials
as
well
I
think
you
are
able
to
have
a
working
group
I
think
you
are
able
to
work
together
and
have
services
such
as
mental
health,
counseling
support
programs
after
school
programs
along
with
Public
Safety
presence
in
the
school
I.
Think
you
you
don't
have
to
do
either.
S
One
of
the
other
I
think
mental
health
counseling
Social
Services
in
other
services
are
critically
needed
for
our
students
in
Boston
Public
Schools,
including
Sports,
and
in
theater,
and
the
Arts,
but
I
also
think
there
has
to
be
a
role
for
Public
Safety
in
the
Boston
Public
Schools
I
apologize
for
being
late,
I
had
a
previous
engagement
with
Public
Safety
officials
in
the
downtown
community.
Thank
you,
Mr
Chen.
B
C
Working
with
facilities.
But
I
know
that
the
technology
you
are
talking
about
also
would
be
less
evasive,
but
also
identifying
that
one
way
in
a
building
in
a
school
is
not
the
only
way
our
students
and
students
are
smart
if
they
want
to
get
around
it.
We
also
know
that
oftentimes,
if
students
have
weapons
they'll
leave
it
outside
the
school,
you
know
they're
in
the
bushes
and
other
places,
but
knowing
that
there
is
technology
in
the
building.
C
Studies
do
show
that
students
are
less
likely
to
enter
that
building
or
go
to
that
school
with
a
weapon.
If
there
is
a
chance
they
could
get
caught
so
I
know
we
could
spend
a
lot
of
time
comparing
data
and
statistics,
because
you
can
look
at
it
either
way.
But
I
do
appreciate
you
sharing
about
these
new
technologies,
because
it
is
taking
into
mind
that
for
some
kids
or
humans,
like
you,
said
coming
through
here
to
get
to
this
hearing,
maybe
a
metal
detector
is
not.
You
know
going
to
make.
C
Not
always
you
know
not.
All
schools
were
engaging
in
them
at
the
same
level
or
at
all.
So
if
you
could
speak
maybe
to
how
were
we
ensuring
separate
from
the
mou,
which
would
be
more
around
the
direct
safety
when
an
incident
happens
and
we
need
the
police
to
step
up?
But
how
will
we
ensuring
that
all
principles
and
all
School
communities
are
buying
into
this
restorative
justice
and
these
practices
that
we're
investing
in
which
I'm
happy
to
hear
and
that
we
know
work
and
will
benefit
everyone
at
our
schools?.
I
So
I
think
you
know.
A
big
push
for
us
is
that
restorative
practices
should
be
happening
at
a
tier
one
level.
So
we
need
to
ensure
that
teachers
also
feel
comfortable
accessing
restorative
practices,
and
that's
you
know.
I
mentioned
earlier
about
accessibility
and
restorative
practices,
it's
something
that
has
to
happen
every
day
in
every
classroom
and
I
mentioned
earlier
that
the
implementation
of
this
will
be
something
that
we
tap
into
our
Community
Partners
and
other
community
stakeholders
to
roll
out
and
also
using
our
racial
Equity
planning
tool.
I
So
you
know
I,
don't
foresee
it
being
difficult
for
schools
to
accept
alternative
or
enhanced
ways
of
supporting
conflict
or
supporting
a
safe
environment
in
their
buildings.
I
think
the
the
hard
balance
has
always
been
to
not
make
it
feel
as
though
it's
another
thing
being
added
and
that
it's
something
that
can
be
built
in
to
their
practices
that
are
happening
every
day.
C
C
But
as
a
special
teacher,
all
all
students
access
tier
one.
So
all
teachers
are
teaching
to
that
level
and
are
we
making
sure
that
we're
providing
the
training
because
I
know?
Probably
six
years
ago
now,
I
went
and
got
my
own
social,
emotional
and
yoga
teacher
training
for
my
classroom
to
bring
back
because
it
wasn't
offered,
and
it
wasn't
consistent
across
all
schools
that
teachers
and
knowing
also
that
classroom
teachers
make
up
most
of
the
staff
and
buildings
that
are.
C
I
So
I
think
part
of
this
also
is
going
to
necessitate
implementing
it
with
Fidelity.
So
that's
it's.
You
know
a
lot
of
front
loading
has
to
happen
for
restorative
justice
and
restorative
practices
to
really
take
at
the
school
level
and
to
take
in
every
classroom.
So
this
is
going
to
be
about
integrating
this
work
into
professional
development
that
schools
are
offering
during
the
year
and
then
additionally
offering
ongoing
trainings
through
succeed,
Boston
also
for
staff.
C
And
thank
you
and
one
last
just
comment.
It
came
up
earlier.
It
might
have
been
superintendent,
Skipper
talked
about
when
or
Mike
I
think
you
talked
about
it.
Also
when
students
leave
the
building,
we
also
have
sometimes
David.
You
mentioned
it
about
the
students
Gathering,
maybe
from
two
different
schools.
I
know
at
Ashmont,
Station
near
where
I
live.
H
To
address
that
layer
that
layer
level
of
support
and
also
consider
them
the
sort
of
Justice
practice
training
as
well
as
well
as
the
space
most
of
the
Specialists,
have
already
been
trained
just
on
newer
later
hires
have
not
been
trained
yet,
but
over
the
summer,
that's
going
to
be
on
our
agenda
as
well.
The.
F
A
Thank
you.
Thank
you
for
the
infomercial
I
got
to
learn
a
little
bit
about
all
the
things
that
you
all
have
to
offer
thinking.
It
was
not
and
I
never
anticipated
such
a
presentation
here
in
the
console
floor,
but
I
am
glad
to
learn
that
there's
many
different
Pathways
towards
safety
and
that
you
all
came
here
to
share
your
vision
of
what
that
looks
like.
So,
let's
talk
a
little
bit
about
racial
profiling
and
the
technology
and
how
sometimes
things
can
be
a
little
bit
skewed.
P
P
The
problem
is,
as
I
mentioned
earlier,
reducing
response
time
and
enhancing
communication,
because,
although
you
may
not
have
police
officers
in
the
school,
perhaps
you
may
not
wish
them
to
be
in
the
school
at
the
end
of
the
day,
if
something
bad
happens,
they're
coming
because
they're,
the
ones
that
are
going
to
stop
the
threat
and
neutralize
that
threat.
Statistically,
we
know
that,
based
on
the
study,
the
Secret
Service
conducted
in
2019,
the
only
way
to
mitigate
that
outcome
is
by
getting
the
good
guys
on
scene.
A
So
I
just
want
to
uplift
you
and
thank
you
for
your
leadership
and
all
your
work
that
you
do.
I
want
to
talk
a
little
bit
more
about
the
the
toll
that
exists
in
our
community
and
the
tension,
because
we
talk
a
lot
oftentimes
about
protecting
you
know
and
police
safe.
You
know,
and
safety,
and
all
that
but
safety
to
who
and
how
are
we
defining
safety?
You
know
I,
think
about
psychological
safety,
not
just
physical
safety,
right
I
think
that
we
have
to
be
a
little
bit
more
intentional
about
our
language.
A
A
So
I
ask
you
all
you
know.
What
does
this
moment?
Call
for
and
what
recommendations
could
you
present
to
us
because
we're
not
going
to
hear
from
Community
as
panelists?
Obviously
you
know
they
are
not
been
invited
to
be
panelists,
so
you
have
to
wait
for
them
to
be
testimony
and
I
won't
be
here
for
that.
So
I'm
just
curious.
If
any
of
you
all
can
bring
some
of
those
voices
into
the
place.
F
Thank
you
for
raising
that
Council,
media
and
I
just
want
to
note
that
we
take
great
pride
in
our
racial
Equity
planning
too.
That
calls
for
a
very
extensive
Community
engagement
before
we
take
on
any
policy
or
action,
and
we
do
that
in
conjunction
with
Boston
police
on
these
matters
and
we've
had
discussions
about
what
that
looks
like
so
we
Endeavor
to
do
our
best.
A
A
It's
going
to
be
people
who
have
real
life
experience
and
so
I
would
love
to
get
a
commitment
from
BPS
in
regards
to
the
implementation,
because
now
that
we're
moving
in
that
direction,
I
I
need
to
have
a
sense
of
understanding
that
it's
going
to
be
something
that
is
not
being
done
to
us
without
us
that
there
is
some
level
of
accountability
when
it
comes
to
implementation
that
really
honors
the
voices
of
the
students
who
are
in
these
schools
that
are
going
to
be
interacting
with
these
Community
connectors.
That
I
need
another
record
yeah.
F
Will
I
will
make
a
commitment
publicly
now
as
well,
but
I
will
also
say
that
we'll
keep
you
updated
offline
regularly
as
we
go
along.
I
also
just
want
to
note
that,
with
these
positions,
we,
the
engagement
that
Chief
Coakley
talked
about
earlier.
The
students
that
we
met
with
were
very
helpful
and
I'm.
Sorry
very
helpful
and
very
informative,
and
very
appreciative
of
the
fact
that
we
carve
all
the
space
just
for
students.
So
there
wasn't
any
adult
pressures
and
peer
pressures
to
get
them
to
make
decisions
without
their
true
voice.
A
Work
with
John
and
so
what
I'm
going
to
ask
and
I'm
going
to
chair
of
Public
Safety.
But
this
is
something
that
is
going
to
be
in
our
schools,
I'm,
going
to
ask
for
a
level
of
accountability
and
some
some
way
for
us
to
measure
the
impact
so
that
we
can
always
continue
to
grow
and
fix
as
we
go
along,
because
this
is
where
I
feel
I
believe.
There's
an
opportunity
for
us
to
restore
trust
with
Community.
A
H
Said
I,
thank
you.
So
much
and
I
think
just
the
sheer
enthusiasm
from
the
community
really
speaks
to
us
and
our
engagement
platform
as
much
as
they've
leaned
into
and
I
think
with
the
opportunity
we
really
empowering
the
community
and
I
think
you're
going
to
be
very
impressed
with
the
number
of
individuals
from
the
diversity
of
experience,
the
level
of
commitment
and
the
representation.
It's
going
to
be
wonderful,
yeah.
G
A
B
Thank
you,
counselor
and
Shameless,
probably
the
pilot
program
that
I
had
referenced
early
on
in
terms
of
identifying
areas
where
we
can
get
tangible
results
into
our
deliverables
and
then
just
so
for
everyone's
edification,
how
the
hearings
work
is
there's
a
the
chair.
Obviously
working
with
the
lead
sponsor
identifies
a
panelist
in
this
instance
we're
talking
about
safety
in
the
schools,
who've
invited
the
school
department
as
well
as
the
police
department
and
then
looking
at
some
technology.
B
Public
testimony
is
not
part
of
panelists
panelists
go
at
large
and
District
Council
has
asked
questions
of
the
panelists.
We
offer
panelists
an
opportunity
to
speak
to
one
another.
Then
we
invite
members
of
the
public
to
come
down
and
testify.
There's
also
hearings
where
we
offer
public
testimony
at
the
beginning
of
the
hearing.
That
also
works
as
really
to
the
discretion
of
the
chair,
so
just
want
to
make
sure
that
there's
for
everyone's
edification
There's
No
Agenda
here
to
exclude
public
testimony
you're
here.
B
B
The
school
department
and
police
department
will
be
asked
to
stay
for
public
to
come
down
and
offer
testimony
and
allow
folks,
particularly
the
decision
makers,
to
hear
from
you
as
into
the
community.
So
once
again
there
will
be
public
testimony
if
you
haven't
already
signed
up
right
there,
the
sheet
as
you
come
in
the
door,
please
sign
and
indicate
by
circling.
Yes,
if
you
wish
to
testify-
and
we
will
get
to
you
as
soon
as
we
can
and
we'll
do
the
best
we
can
so
I
appreciate
your
patience.
J
R
Ava
is
well
it.
We
keep
changing
names,
it's
now
called
Vigilant
Alta,
it's
a
video
surveillance,
so
BPS
has
used
some
vigilon
cameras
for
several
years
now
and
recently
we
entered
an
agreement
with
BPS
to
provide
our
cloud-based.
What
used
to
be
called
Ava
now
Alta
cameras,
so
that
will
be
the
cameras
you'll
see
around.
J
The
schools,
so
it's
cameras
in
the
in
the
cloud
system
that
comes
with
it,
is
the
Ava
or
whatever
that
the
cloud
system
or
that's
the
whole
system.
That's
the
whole
system,
yeah,
okay,
okay
and
my
my
other
question
is
just
kind
of
I.
I
heard
a
couple
times:
Fidelity
and
Equity
Fidelity
and
Equity
Fidelity
like
is
Fidelity
coming
in
and
giving
us
money
here,
or
what
do
we?
How
are
we
using
fidelity?
J
J
I
Fidelity
in
regards
to
restorative
practices,
so
staying
true
to
what
the
practice
is
of
restorative
justice,
because
oftentimes,
what
happens
in
the
implementation
is
that?
Because
there
is
a
lot
of
front
loading
and
because
it
is
difficult,
we
sort
of
stumble
on
it
and
we
see
those
stumbles,
then
stopping
the
progress
and
stopping
the
work.
So
it's
imperative
that
we
stay
true
to
the
process
of
what
restorative
justice
is
in
our
school
system.
Okay,.
J
S
V
V
We
believe
that
the
first
interaction
with
police
officers
should
be
a
positive
one,
and,
with
that
in
mind,
we've
developed
programming
specific
to
creating
positive
engagement
with
our
young
people
within
the
schools
and
specifically
our
school
police
unit.
They
have
several
programs
that
they're
running
our
officers
that
are
assigned
to
the
school
unit
as
councilor
Mejia
mentioned.
One
of
those
officers
is
Officer
Henderson
and
she
runs
mentorship
and
dialogues
with
the
abundance
of
the
youth
in
our
Boston
Public
Schools.
Amongst
the
other
officers
in
the
school
police
unit,
they
run
safety
presentations
anti-blowing.
V
These
schools
have
invited
us
into
their
schools
to
speak
to
the
youth,
about
building
trust
with
the
officers,
and
we
also
have
several
other
programs
that
we
run
that
I
could
I
could
sit
here
all
day
and
talk
about,
but
we
work
closely
with
our
safety
service
specialists
and
you
know
we
do
a
lot
of
joint
things
with
them
and
we
go
through.
All
our
officers
assigns
the
school
unit.
They
go
through
extensive
training,
they're
trained
in
the
National
model
of
school
resource
officer,
training,
with
intervention
and
prevention
as
the
priority.
V
We
don't.
We
don't
take
that
lightly
and
when
we
respond
to
a
school
we
make
sure
that
we
take
every
alternative
than
a
rest
and
that's
what
we
do
and
we
also
have
training
that
are
related
to
mental
health,
for
our
officers
to
identify
and
de-escalate
situations
in
schools
that
may
involve
mental
health
type
of
incidents.
S
Thank
you,
superintendent,
I,
don't
necessarily
have
any
more
questions
just
want
to
say
thank
you
to
the
panel
to
the
the
panel
here
over
the
left
in
in
the
right
and
into
the
audience
I'm
going
to
stay,
to
listen
to
the
audience.
Testimony
as
well.
Thank
you,
Council
Flaherty.
Thank
you.
Council
Murphy.
C
Council
Ken
stay
and
listen,
please
if
you
can,
but
we
would
hope
you
can
stay
for
some
of
the
public
testimony
we're
going
to
start
that
now
so
I'm
going
to
call
down
the
first
two.
We
can
come
to
these
two
microphones
here
when
I
call
your
name,
please
just
make
sure
you
state
your
name
and
your
affiliation
for
the
record,
and
then
you
will
have
two
minutes
to
present
your.
U
You
good
afternoon,
City
councilors,
panelists
I
would
like
to
begin
by
thanking
that
large
city
councilor
Aaron
Murphy
and
at
large
city
council
Michael
Flaherty
for
holding
a
hearing
to
discuss
Public
Safety
recommendations
and
to
ensure
that
the
Boston
Police
Department
and
the
Boston
school
department
worked
together
to
improve
school
safety.
This
is
Paramount
to
educational
development.
U
My
name
is
Renee
calendar,
a
resident
of
Dorchester
and
a
mother
of
two
sons
who
attended
and
graduated
Boston
Public
Schools
I
am
presently
the
founder
of
a
non-profit
organization,
promoting
conflict
resolution
Inc
working
with
families
in
the
city
because
I
care
I'm,
so
tired
of
people
speaking
about
not
wanting
to
put
safety
devices
into
schools.
Nor
do
they
want
law
enforcement
in
the
school
because
they
don't
want
to
criminalize
our
students.
U
Then
those
self-same
people
began
to
speak
about
school
prison
to
pipeline
I.
Often
wonder
the
school
prison
the
pipeline
I
often
wonder
what
does
school
to
prison
pipeline
really
mean
to
them?
Or
is
it
the
phrase
of
the
day?
The
school
to
prison
pipeline
is
really
based
on
literacy.
It
has
less
to
do
with
internal
devices
being
used
in
schools
to
prevent
weapons
from
coming
into
the
school
The
Benchmark
for
educational
literacy
is
third
grade.
U
When
we
lose
our
children
in
the
early
stages
of
literacy,
the
development
of
educational
disruption
begins
and
Carries
On
into
middle
and
high
school,
which
makes
it
difficult
for
teachers
to
teach
and
students
to
learn.
A
small
group
of
students
begin
to
disrupt
the
educational
momentum
which
affects
their
entire
School
community.
U
We
need
to
build
a
village
to
support
the
teachers,
School
administrations
and
the
students.
It's
important
for
the
school
to
be
a
safe
haven
to
achieve
academic
success.
Success
we
need
to
bridge
the
gap
of
communication
between
BPS
and
BPD,
especially
the
Boston
police
School
unit.
Who's
historically
has
worked
within
the
BPS
community
in
a
very
professional
manner.
This
is
a
group
of
police
officers
who
do
not
show
up
to
the
school
in
uniform,
but
rather
work
on
building,
Rapport
and
Trust
in
the
school
community.
U
C
Offered
by
councilor
Michael
of
clarity,
councilor
Murphy,
Baker,
Braden
and
Flynn
was
the
order
for
a
hearing
regarding
public
safety
measures
and
recommendation
for
Boston,
public
schools
and
Boston
police
and
the
second
hearing
order,
which
was
a
hearing
to
ensure
that
school,
Boston,
police
and
school
safety
offices
work
together
to
ensure
a
safe
environment
for
all
of
our
students
and
staff
in
the
Boston
Public
Schools
was
signed
on
by
counselor
Aaron
Murphy,
Michael,
Flaherty,
councilor,
Flynn
and
Baker.
Thank.
C
B
W
The
mission
of
mass
Appleseed
is
to
promote
equal
rights
and
opportunities
for
Massachusetts
residents
by
developing
and
advocating
for
systemic
solutions
to
social
justice
issues.
Aptitude
centers
across
the
country
work
both
collectively
and
independently
to
build
a
society
in
which
opportunities
are
genuine.
Access
to
law
is
universal
and
equal,
and
that
government
advances
the
public
interest.
W
Mass
apple
seed
has
been
working
to
dismantle
the
school-to-prison
pipeline
for
more
than
a
decade,
we
have
conducted
significant
research
around
school
discipline
and
its
effect
on
students.
Our
most
recent
report-
titled
I,
just
want
to
learn.
Girls
of
color
and
the
school-to-prison
pipeline
in
Massachusetts
was
released
in
July
of
2020
and
focused
on
black
girls
experiences
with
school
discipline
and
their
recommendations
to
influence
change.
While
there
are
several
reasons
that
police,
armed
with
guns,
do
not
belong
in
our
schools,
I'd
like
to
highlight
two
main
reasons
today.
W
W
For
decades
and
police
presence
in
Massachusetts
continue
to
increase
after
Sandy
Hook
that
occurred
in
Connecticut
in
2012..
However,
research
does
show
that
armed
police
and
schools
do
not
increase
safety.
Many,
including
parents
and
student
organizers
argue
that
the
presence
of
police
in
schools
has
led
to
increasingly
criminalization
of
young
people,
particularly
the
people
of
color.
Research
shows
that
school-based
arrests
are
often
for
relatively
minor
offenses
that
were
rarely
viewed
as
warranting
police
intervention
in
the
past
and
a
2000.
W
A
2020
study
focusing
on
effects
of
school
resource
officers
on
school
crime
and
responses.
School
crime
found
police
in
schools
led
to
increased
surveillance,
unreasonable
searches
and
seizures,
and
the
inappropriate
sharing
of
confidential
information
that
results
in
the
overall
climate
of
fear
and
distrust.
For
instance,
Appleseed
myself
specifically
recently
spoke
with
a
student
that
would
have
been
subject
to
an
unreasonable
search
because
an
SRO
accused
them
with
no
evidence
of
vaping
when
in
fact
she
was
using
a
restroom.
W
W
W
Most
of
the
students
speak
something
other
than
English
at
home,
where
there
is
zero
evidence
that
shows
students
of
colors
exhibit
higher
rates
of
misbehavior
in
a
2015-2016
school
year.
Here
in
Mass,
black
and
latinx
students
represented
27
percent
of
all
the
students
in
Mass,
and
yet
they
made
up
64
percent
of
all
school-based
arrests.
W
Furthermore,
School
policing
is
yet
another
example
of
the
over
policing
of
black
and
brown
bodies,
an
extension
that
feeds
students
of
color
into
the
school
to
prison
pipeline.
Due
to
the
perception
that
black
and
brown
children
are
a
threat
or
the
bad
guys,
rather
than
students
that
need
to
be
protected,
our
education
system
is
built
on
curriculums
that
are
enforced
by
research
and
data.
W
M
B
X
X
Research
data
and
disparities
demonstrate
that
police
in
schools
in
metal
detectors
are
ineffective
and
are
simply
Illusions
for
safety.
What
has
been
proven
to
be
effective
are
interventions
and
supports
such
as
resources,
neurodiverse
based
approaches,
counselors
after
school
programming,
Equitable
literacy
and
Mental
Health
Services.
X
There
has
been
no
mention
for
the
urgent
need
of
meaningful
restorative
justice
and
a
sorry,
meaningful
restorative
justice,
effective
and
inclusive,
special
education,
programming,
mental
health
support
or
peer
mentoring.
The
needs
of
students
are
not
being
met.
Special
education
services
are
in
systemic
disarray.
The
district
can't
retain
leadership
or
staff
to
support
multilingual
English
Learners.
The
norms
and
practices
around
school
discipline
are
rooted
in
racism
and
anti-blackness.
X
Yet
here
you
are
trying
to
ensure
that
there
is
a
partnership
between
the
Boston,
Police,
Department
and
Boston
Public
Schools
black
and
brown
students
are
going
to
be
disproportionately
impacted
by
school.
Hardening
going
to
school
should
not
look
and
feel
like
you
are
entering
the
criminal
justice
system.
Receiving
an
education
should
not
be
a
triggering
or
traumatizing
experience.
X
X
Let's
ensure
that
all
students
have
access
to
high
quality
education
that
is
only
accessible
to
some
ensure
that
students
with
disabilities
receive
their
IEP
services
in
an
inclusive
learning
environment,
ensure
that
all
students
have
access
to
reliable
transportation
services,
ensure
that
multilingual
English
Learners
have
benchmarks
and
are
seen
and
supported,
ensure
that
all
students
have
access
to
counseling
and
other
Mental
Health
Services
students
deserve
trauma-sensitive
learning
environments,
not
criminal
ones.
Thank
you.
Thank.
Y
Good
afternoon
my
name
is
Elizabeth
Levitan
I'm,
an
attorney
at
the
Ed
law
project
of
the
Committee
for
Public
Council
Services.
We
represent
young
people
in
school
disciplines,
special
education
and
school
stability.
Matters
specifically,
we
represent
children
who
have
been
pushed
into
the
delinquency
and
child
welfare
systems
or
who
are
at
the
precipice
of
entering
the
school-to-prison
pipeline.
Y
I
am
confident
that
everyone
testifying
today
feels
strongly
that
our
students
deserve
to
be
safe
in
schools.
However,
as
we
know,
our
schools
have
been
facing
some
challenges
recently,
however,
I'm
here
to
say
that
the
return
of
school
police
and
increased
police
surveillance
in
public
schools
is
not
the
way
police
and
surveillance
May
create
the
illusion
of
safety,
but
data
shows
that
they
do
not
reduce
the
number
of
disciplinary
or
violent
incidents
in
schools.
Y
Instead,
these
types
of
measures
strengthen
the
school-to-prison
pipeline,
thereby
pushing
more
youth,
particularly
youth
of
color
and
youth,
with
disabilities,
out
of
schools
and
into
the
Juvenile
Court
Juvenile
Detention
and
Adult
Jail.
For
many
of
our
students,
increased
police
precedence
and
surveillance
make
schools
more
dangerous,
not
safer.
Y
As
many
of
you
know,
once
a
person
enters
the
system,
it
is
incredibly
difficult
to
move
forward
and
for
children.
This
burden
is
particularly
heavy.
The
school
at
a
prison
pipeline
is
a
term
used
to
describe
the
criminalization
of
childhood
race,
disability
and
Trauma.
Students
are
pushed
into
the
pipeline
when
an
unwanted
behavior
isn't
treated
as
a
sign
of
the
need
for
more
supports
and
services,
or
as
a
teachable
moment.
Instead,
the
behavior
is
criminalized
and
the
child
is
arrested,
charged
and
brought
to
court.
Unfortunately,
these
are
the
situations
our
clients
face
every
day.
Y
Families
call
us
and
describe
how
a
common
childhood
Behavior,
such
as
talking
back
to
a
teacher
or
administrator
escalated
to
a
verbal
altercation,
and
now
the
family
is
being
called
to
court
and
told
that
their
child
will
be
facing
delinquency
charges
because
of
something
they
blurted
out
in
the
Heat
of
the
Moment.
This
is
the
school-to-prison
pipeline.
Y
Instead
of
being
treated
as
a
child,
who's
upset
children
are
treated
as
threats
that
must
be
controlled.
Unfortunately,
these
types
of
events
occur
most
often
to
Youth
of
color.
Youth
of
color
are
adultified
treated
as
if
they
are
dangerous.
Criminals
quote
unquote,
who
need
to
be
controlled
rather
than
children
who
need
support.
Y
Students
with
disabilities
are
thus
disproportionately
criminalized.
45
to
55
percent
of
Youth
in
the
Department
of
Youth.
Services
are
students
with
disabilities
who
receive
special
education
services
compared
to
18
percent
of
the
Massachusetts
student
population
as
a
whole
for
youth
of
color
with
disabilities.
The
risk
of
falling
into
the
school-to-person
pipeline
is
even
greater.
Y
Y
Instead
of
streamlining
the
systems
that
push
our
children
into
court
and
prisons,
we
should
be
investing
our
resources
and
efforts
on
strategies
that
actually
make
our
schools
safer,
build
community
and
increase
learning,
restorative
justice,
social,
emotional,
supports
and
counselors
lead
us
down
a
positive
path.
Instead
of
creating
an
illusion
of
safety
that
will
placate
adults
while
harming
children,
let's
focus
on
energy
and
Attention
our
energy
and
attention
on
creating
truly
safe
restorative
and
supportive
communities
in
school.
Thank
you
thank.
B
B
Z
Okay,
my
name
is
Elizabeth
McIntyre
and
I'm,
also
an
attorney
with
the
ad
law
project
of
the
Committee
for
Public
Council
Services
I'm
here
today
to
read
the
statements
of
three
former
Ed
law
clients
and
their
parents
who
couldn't
be
here
today.
We
are
hopeful
that
their
words
will
help
illustrate
a
small
sample
of
the
kind
of
thing
that
we
hear
on
a
daily
basis.
So
first
I'm
going
to
read
the
statement
of
a
mother
of
a
12
year
old
black
girl
with
an
emotional
disability.
Z
My
daughter
was
in
a
BPS
program
that
was
supposed
to
help
kids,
who
had
a
lot
of
Behavioral
or
emotional
problems.
My
daughter's
a
great
kid,
but
she
has
a
lot
of
trouble
with
change.
She
was
supposed
to
have
access
to
a
counselor
to
support
her
through
her
special
education
plan,
but
one
day
the
counselor
wasn't
there
at
the
time
that
she
normally
is.
My
daughter
started
freaking
out
her
teacher
told
her
that
if
she
didn't
stop,
she'd
have
to
leave
the
classroom.
My
daughter
immediately
ran
out
of
the
classroom
and
down
the
hall.
Z
Another
teacher
then
started
chasing
her
down
the
hall.
She
ran
into
the
front
part
of
the
school
where
the
metal
detectors
and
police
were.
She
was
really
upset
crying
and
yelling.
She
started
just
running
in
circles
and
then,
when
a
police
officer
stood
up
and
yelled
at
her
to
stop,
she
grabbed
the
chair
that
he
had
been
sitting
on
and
I.
Guess
she
sort
of
threw
it
at
the
wall,
then
she
laid
down
and
kept
crying.
Z
Z
I
thought
that
was
as
bad
as
it
was
going
to
get
Elizabeth
helped
me
get
my
daughter
into
a
much
better
school
I
thought
we
were
moving
on,
but
then,
a
few
weeks
later,
I
got
this
paper
that
said,
I
had
to
bring
my
daughter
to
court
because
she
was
going
to
be
charged
with
assault
and
battery
with
a
dangerous
weapon.
The
police
officers
who
were
at
her
school
were
trying
to
get
her
charged
with
a
crime.
I
guess
for
throwing
the
chair
against
the
wall.
Z
I,
don't
think
it
was
good
that
my
daughter
threw
a
chair,
but
I
also
don't
think
having
cops
in
her
school
helped.
What
would
have
helped
is
if
my
daughter's
school
had
listened
to
me
when
I
said
that
I
didn't
think
they
could
meet
her
needs
and
she
needed
more
support.
All
the
police
officers
did
was
stand
over
her
while
she
cried
and
tried
to
charge
her
with
a
crime.
I
don't
want
my
daughter
or
any
child
with
an
IEP
going
to
school
with
the
police
officer.
Z
He
had
never
harmed
anyone
at
school
ever,
but
the
school
resource
officer
at
the
time
tried
to
charge
him
with,
what's
called
a
bomb
hijacked
threat
of
public
alarm,
which
is
a
felony
at
the
age
of
14..
Here's
what
he
wants,
you
to
know,
I'm
19
years
old
and
I,
have
autism
for
a
long
time.
I've
dealt
with
a
lot
of
drama
at
school.
I've
always
had
this
thing
where,
when
there
is
a
lot
of
drama,
I
have
a
hard
time.
Z
Sometimes
I
say
things
that
you
know:
I,
don't
even
really
mean
in
the
moment
when
I
was
a
freshman,
I
got
really
mad.
Honestly
I,
don't
even
remember
why,
but
I
do
remember,
feeling
really
really
mad
I
yelled,
something
I
think
I
said
something
about
wanting
to
drown
the
school
I.
Don't
know,
really
why
I
said
that
except
I
was
so
mad.
You
know
I
feel
like
it
should
have
been
obvious
that
I
can't
really
drown
the
school
in
the
ocean.
Z
Even
if
I
wanted
to
I
was
just
trying
to
say
how
mad
I
was,
and
it
was
okay.
I
met
with
my
math
teacher.
He
calmed
me
down.
I
went
back
to
class,
but
then
I
guess
an
officer
at
school
heard
me
say
the
thing
about
the
ocean.
I
ended
up
having
to
go
to
court
and
almost
picked
up
a
case
of
something
really
bad.
When
I
got
that
paper
in
the
mail
saying
I
had
to
go
to
court
and
my
mom
told
me
about
it:
I
just
wouldn't
go
to
school
anymore.
Z
I
didn't
care,
it
was
too
much
for
me.
This
copy
tried
to
get
me
charged.
Didn't
know
me
at
all,
and
this
really
messed
me
up
last
I'm,
going
to
read
the
statement
of
a
young
black
girl
whom
we
represented
when
she
was
13
years
old
and
in
eighth
grade.
She
has
PTSD
and
she's
easily
triggered
by
fights
and
Chaos
near
her
when
classmates
got
into
a
fight
during
lunch.
She
panicked
ran
from
school
and
the
school
police
officer
locked
her
out
of
school
and
refused
to
let
her
back
in
I
was
at
lunch.
Z
One
day,
I
was
in
eighth
grade
and
at
lunch
these
two
girls
got
into
a
fight.
To
be
honest,
I
didn't
even
know
them,
but
they
were
fighting
right
near
me,
and
that
is
a
real
trigger
for
me.
I
walked
over
there
and
tried
to
get
them
to
stop
fighting,
but
then
all
these
people
were
yelling
teachers,
kids.
Z
You
know
everyone
was
yelling,
so
then
I
walked
over
to
this
other
girl,
who
had
always
been
giving
me
trouble
and
I
think
I
kind
of
got
into
her
face
to
be
honest
with
you,
I,
don't
really
remember
what
I
was
feeling,
except
that
I
just
saw
red
I
hit
this
girl.
She
hit
me
back
so
I
started
running
away,
but
then
the
dean
grabbed
me
and
being
grabbed
is
really
one
of
my
triggers
I
kept
telling
him
to.
Let
me
go,
but
he
wouldn't
so
I
kind
of
flung
him
off
and
kept
running.
Z
I
got
right
to
the
door
in
front
of
my
school
and
there
was
the
school
police
officer
there
and
he
laughed
at
me
and
told
me
to
just
leave
school.
It
was
my
life
and
he
didn't
care.
I
was
still
kind
of
seeing
red,
but
I
felt
like
fine.
You
don't
care,
I,
don't
care
so
I
left
school,
but
then
I
called
my
therapist
and
she
talked
for
to
me
for
a
minute
and
I
kind
of
thought.
Yeah,
okay,
I
do
need
to
go
back
to
school
and
do
my
work.
M
AA
You
good
afternoon
my
name
is
duchy,
Gonzalez
and
that's.
Okay,
I
am
the
deputy
chief
counsel
of
the
youth
FC
division
of
the
Committee
for
Public
Council,
Services
I'm.
Also
a
Boston
public
school
graduate,
the
youth
advocacy
division
is
the
public
defender.
Excuse
me,
the
juvenile
unit
of
the
public
defender
division,
state
agency,
I
oversee
the
juvenile
unit.
AA
AA
We
represent
young
people
across
the
state
and
see
the
impact
of
school
police
in
the
types
of
cases
we
have
prior
to
starting
this
position.
As
deputy
chief
counsel
in
November
of
2021
I
represented
children
in
delinquency
proceedings
in
Massachusetts
for
over
16
years,
there
were
countless
times
where
my
clients
were
arrested
in
school
for
behaviors
that
may
have
broken
a
school
rule
or
even
been
disrespectful,
but
should
not
have
resulted
in
a
criminal
charge.
AA
For
example,
a
student
walking
through
the
hallway,
using
a
cell
phone,
a
school
police
officer,
gets
involved
to
enforce
the
rule
of
no
cell
phones
and
grabs
the
student
who
pulls
and
pushes
away
what
started
out
as
a
violation
of
a
school
rule
resulted
in
a
criminal
complaint
assault
and
battery
on
a
police
officer,
schools
with
police
report
three
and
a
half
times
more
student
arrests
than
schools.
Without
them
when
students
are
pushed
into
the
juvenile
court,
the
collateral
consequences
they
face
are
devastating
and
disruptive
to
a
successful
transition
into
adulthood.
AA
The
mere
existence
of
a
juvenile
record
creates
many
obstacles
and
barriers
which
can
have
long-term
negative
impacts
like
preventing
young
people
from
getting
certain
jobs
in
many
instances.
It
also
changes
future
encounters
with
police
and
courts
in
a
harmful
way.
Children
of
color
endure
the
collateral
consequences
of
juvenile
record
more
harshly,
resulting
in
disproportionate
level
of
racial
discrimination.
Long
after
the
juvenile
case
is
over.
AA
Many
believe
that
the
juvenile
court
is
a
service
provider.
It
is
not.
The
court
does
not
provide
mental
health
support
or
Services.
It
does
not
employ
a
restorative
model
to
effectively
address
the
conduct
of
the
students
who
now
find
themselves
there.
The
impact
of
being
court
involved
is
Harsh
and
blunt.
Our
schools
are
supposed
to
help
children
learn
and
address
their
needs.
The
court
is
not
a
replacement
for
that.
AA
The
experienced
children
have
in
court
do
not
magically
change
their
behavior,
but
instead
terrifies
young
people
and
their
families
and
negatively
impacts
the
way
youth
view
themselves,
their
relationship
to
their
communities
and
in
school-based
arrests.
Their
schools,
focusing
on
measures
that
are
restorative
and
developmentally
appropriate
to
address
the
needs
of
students
is
what
will
make
our
schools
safer.
Thank
you.
B
B
AB
But
when
you
do
them
effectively
right
now,
we
don't
have
the
capacity
to
do
them
effectively
in
schools
and
how
do
we
measure
whether
schools
are
all
doing
them
right,
and
so
there
are
just
tons
of
things
back
in
September,
2020
I
advocated
to
try
to
implement
trauma-informed
intervention.
That's
short-term!
That's
only
allowed
at
the
Children's
Advocacy
Center
of
Suffolk
County,
which
I
worked
at
for
two
years,
so
I
have
direct
experience
working
with
children
that
have
trauma,
and
so
the
manifestation
of
trauma
can
be
misconstrued
right
as
oh.
AB
This
kid
is
problematic,
so
that
statement
Julia.
Thank
you
for
for
calling
it
out
of
of
good
and
bad
kids.
First
I
mean
good
and
bad
guy.
We're
talking
about
kids
we're
here
because
we're
talking
about
BPS
right,
so
how
problematic
it
is
for
us
to
label
students
as
good
or
bad,
because
then
that
impacts,
how
we
service
them
right
and
how
we
view
them.
AB
And
it
was
super
effective
because
they
did
it
the
way
that
you're
supposed
to
do
it.
They
dedicated
time
for
that,
but
is
there
capacity
for
schools
to
shut
down
for
an
hour
or
two
to
do
these
Circles
of
the
way
that
they
really
need
to
be
done,
so
we're
going
to
do
something
we're
going
to
implement
it?
Let's
do
it
the
right
way
or,
let's
not,
do
it
at
all,
because
we're
talking
about
kids,
we're
talking
about
adults,
we're
talking
about
families,
we're
talking
about
Legacy
life
outcomes.
This
is
not
a
joke.
AB
It's
not
about
just
getting
a
paycheck
and
going
home.
So
you're.
Happy
like
this
is
children's
life
estate,
and
so
I
I
want
to
be
mindful
that
other
people
need
to
speak.
But
we
need
to
not
to
remember
that
these
are
real
lives
and
so
holy
I
would
love
to
really
sit
down
and
talk
about
strategies
and
talk
about
accountability,
because
enough
is
enough
and
I
at
this
point.
AB
I
have
nothing
to
lose
I'm,
not
afraid
of
anybody
and
I'm
gonna
go
to
whatever
measure
I
need
to
go
to,
because
it's
not
just
about
my
family
members
or
the
children
that
I'm
advocating
currently
for,
but
it's
the
most
vulnerable
children
that
are
at
risk
and
they're
being
constantly
triggered,
and
they
have
trauma
and
complex
trauma
and
a
lot
of
people
don't
understand
that
in
the
school
and
a
lot
of
the
leaders
that
are
running
these
initiatives
do
not
understand,
stand
that.
So
they
look
at
me
as
being
problematic
and
I'm.
AB
B
AC
B
AC
But
yes,
sorry,
my
handwriting
is
bad.
Welcome,
so
hello
city
council,
my
name
is
Fiona
I
work
with
young
people
every
day
at
the
center
for
teen,
empowerment
and
as
I,
listen
to
the
panel
that
was
happening
today.
There's
a
lot
of
Disconnect
I
feel
like
and
a
lot
of
things
that
are
just
not
in
touch
with
how
I
see
everyday
life
working
with
young
people
every
day
and
also
as
a
former
BPS
student
I
am
currently
24..
AC
I
was
born
in
the
year
of
1999,
which
means
right
out
of
the
era
of
Columbine
and
the
start
of
please
being
involved
in
schools,
so
I've
experienced
so
many
different
levels
with
increases
in
police
and
school
and
decreases
I've
experienced
both
sides
of
it,
and
what
I
can
say
is
that
you
know,
as
somebody
who
has
had
high
surveillance
in
schools,
it
is
not
effective.
No
matter
how
secure
a
school
is,
you
can
be
sending
students
every
15
seconds,
it's
from
one
class
to
another
and
shutting
down
the
school.
AC
You
we
are
giving
the
messaging
to
young
people
that
they
are
prisoners
and
the
places
that
they're
supposed
to
be
learning
in
and
thriving
in,
and
that
is
just
not
fair
and
as
we
talk
about
this
I'm
also
a
transformative
Justice
practitioner
as
well,
and
while
restorative
justice
has
its
faults.
It
is
something
that
we
need
to
make
sure
that
we're.
AC
Whatever
you
want
to
call
it
more
police
officers
in
schools,
more
people
to
detain
young
people.
It
is
just
not
right.
That's
not
how
you
solve
conflict
if
I
were
to
go
to
up
to
a
young
person
who
is
struggling.
Who
is
having
an
outburst
and
I
say
that
you
need
to
go
stand
in
the
corner
or
you
need
to
be
separate,
and
you
know
we're
gonna
give
you
a
court
date.
It
would
not
work.
That
is
just
not
how
you
deal
with
young
people.
AC
That
is
not
how
you
communicate
with
any
person
whatsoever,
and
you
know
it's
important
that
we
as
a
city
really
take
intentional
strides
earlier
I.
Think
Frank
Baker
said
that
we
are
not
here
to
throw
people
in
prison
or
anything
like
that,
and
that's
not
the
intention
here.
However,
we
need
to
be
more
intentional
about
the
way
that
we're
moving,
because,
if
we're
not
being
intentional,
we
are
being
unintentional,
and
that
is
not.
That
is
not
why
y'all
are
paid.
AC
That
is
not
what
y'all
were
elected
to
do
or
paid
to
do,
and
so
it's
important
that
every
single
detail
in
this
is
going
to
impact
young
people
and
I.
Don't
want
to
see
this
impact
people
and
young
people
in
particular
in
ways
that
is
going
to
harm
them
for
the
rest
of
their
lives
and
give
them
Trauma
from
that.
Thank
you.
AD
Thank
you
for
the
opportunity.
The
young
woman
who
spoke
really
was
spot
on.
The
problem
is
the
disconnect
I
will
say.
From
my
perspective,
my
name
is
Rita
Lara
and
I
run
Maverick
Landing
community
services
in
East
Boston,
where
inside
a
Housing
Development
inside
a
community
that
that's
immigrant
majority
and
really
dealing
with
a
great
deal
of
it's
in
a
pressure
cooker,
right,
housing,
insecurity,
food
insecurity,
all
kinds
of
things
going
on,
and
so
we're
on
the
ground.
AD
Looking
at
all
these
systems
that
are
failing
and
it's
equal
opportunity,
failure,
it's
equal
opportunity,
failure,
Health,
Care,
Systems,
school
systems,
police
systems,
I
will
say
we
see
a
lot
of
shots
fired
I,
have
some
specific
ideas
for
solutions
that
I
do
want
to
share
lots
of
shots
fired
please
come
out,
they
leave
shots
fired
please
come
out.
They
leave.
AD
There's
deep
investigation
where
there
are
fatalities,
not
so
much
where
there
are
no
fatalities
and
community
members
might
not
be
so
willing
to
step
up
and
share,
but
over
time
they
are
because
guess
what
we
want
the
guns
out
too.
So
the
community
problem
with
guns
and
shots
fired
is
the
BPS
problem
with
guns
and
equipment.
I
do
not
think
you
need
multi-million
dollar
equipment.
AD
I
do
not
think
you
need
spyware,
I,
think
I
think
we
also
have
a
resource
allocations
problem.
There's
plenty
of
money.
Put
it
in
the
right
places.
Put
it
don't
get
a
bunch
of
overworked
detectives
who
are
investigating
everything
under
the
sun
to
also
investigate
the
shots,
fired,
create
a
specific
task
force
to
look
at
that
on
schools,
and
you
know
getting
more
equipment
to
prevent
guns
and
on
the
police
officers
in
schools.
I
ask
my
kids.
I
said:
hey,
you
know
what
do
you
think
of
of
the
of
the
equipment?
AD
You
know
the
the
metal
detectors.
You
know
we,
you
know
everyone
just
texts,
each
other
when
they're
out
so
the
you
know,
the
kids
will
text
each
other
and
say:
oh
yeah,
you
know
you
know,
the
metal
detector
is
out
on
the
police
officers
and
schools.
What
do
you
think
they're
all
right?
They
just
kind
of
hang
out
in
the
resource
room.
We
don't
need
police
officers
hanging
out
in
the
resource
room.
I
can
guarantee
you
I
needed.
My
Housing
Development
I
have
spaces
in
our
Housing
Development,
pre
and
post
pandemic.
It
is
a
nightmare.
AD
There
are
buildings
that
are
that
are
almost
like
a
trap
house.
We
we
we
need
the
police
in
the
community,
doing
real
community
policing,
not
like
hey,
taking
pictures,
handing
out
ice
cream
with
kids
like
really
work
with
us.
We
also
run
restorative
justice
peace
circles.
We
also,
you
know
and
I
believe
in
restorative
justice
and
and
I
just
want
to
say
on
on
the
BPS
I've
seen
changes
I've
been
in
the
communities
Boston
for
eight
years
and
I've
been
to
maybe
four
meetings
that
are
school-based
meetings.
AD
AD
Something
is
changing
right
because
I'm
going
to
four
meetings
this
year
and
in
eight
years
I've
been
to
none.
So
so
you
know
and
I
know,
systems
change
slowly.
So
I
think
you
got
it.
We
have
to
let
you
know
we
have
to
let
the
BPD,
the
commissioner
and
and
the
and
the
superintendent
and
the
school's
work.
The
mou
we
just
got
to
let
him
work.
The
mou
I
think
everyone
wants
to
solve
the
problems
and
we
got
to
use
our
resources,
definitely
definitely
more
wisely,
definitely
more
wisely.
So
thank
you.
Thank.
AE
Name
is
Melissa
I'm
a
BPS
graduate
I'm,
not
affiliated
with
any
group
I'm.
Just
a
loud
Dorchester
woman
I
really
appreciate
this
discussion.
Thank
you,
everyone
for
being
here
something
that
I
noted
was
when
I
went
outside
to
smoke
a
cigarette
and
please
do
not
ever
start
smoking.
I'm
trying
to
quit.
I
had
to
come
to
a
metal
detector
in
Boston,
City
Hall.
AE
This
municipal
building,
the
City
municipal
government
I,
said
hello
to
the
Municipal
Police
Services,
put
all
my
possessions
in
there
to
ensure
I
wasn't
bringing
any
weapons
into
this
building
some
days
depending
on
how
rah-round
crazy
it
gets.
I
might
see.
Sarge
Achievers
I
might
see
sorry
I,
don't
know
if
he's
a
sergeant,
but
I
might
see,
officer,
Quang
and
I
might
see,
officer
Leary
or
in
uniform
or
I
may
even
see
Steve
who's,
my
personal
favorite,
the
head
of
security
he's
just
so
stoic
in
Zen
when
all
the
wildness
happens.
AE
So
why
is
there
a
different
standard
of
security
for
this
municipal
building
that
BPS
students
don't
even
have
likewise
I,
do
see
what
I
even
councilman
here
was
talking
about
you
can't
metal,
detect
female
relational
aggression.
You
can't
metal,
detect.
You
know
sexually
inappropriate
comments
at
the
Burger
King
or
outside
of
school.
AE
We
just
had
a
former
Boston
Public
Schools
teacher,
who
was
sent
in
to
more
than
18
years
in
prison,
and
if
you
recall
the
2016
federal
investigation
of
Boston
Latin
School,
it
was
former
Headmaster
who
served
a
suspension.
So
that's
just
something
to
think
about.
There's
a
lot
to
think
about
too
how
Cassius
Clay
as
a
young
kid
got.
His
bike
stolen
was
ready
to
go
fight
the
people
who
stole
his
bike
and
his
he
was
turned
away
from
a
life
of
crime
from
being
trained
to
box
from
a
white
police
officer.
AE
Joey
Martin,
but
I
also
think
about
in
first
grade
when
I
rolled
up
my
pants
leg
to
try
and
be
cool
like
LL
Cool
J
and
my
teacher
told
me
to
pull
down
my
pants
leg
on
my
little
swishy
sweatsuit,
because
I
look
like
a
gang
member,
so
I'm
gonna
get
to
my
testimony.
I'll
try
to
make
this
brief
good
afternoon
I
attended
the
Early
Learning
Center
East
Zone
on
Columbia
Road
from
kindergarten
to
fifth
grade
I
attended
the
Edward
Everett
Elementary.
AE
My
fourth
and
fifth
grade
teacher
Mr
John
Norton
was
like
a
second
father
to
me.
He
recommended
me
to
the
attend
the
Saturday
course
enrichment
program
at
Milton,
Academy
I,
attended
the
John
W
McCormick
Middle
School
from
grades
grade
six
and
from
grade
seven
to
nine
I
attended,
Boston
Latin
School
from
age
15
to
16
I
was
homeschooled
by
a
private
tutor
I
decided
to
give
Boston
Public
Schools
another
chance
and
attended
another
course
to
College
High
School
in
Brighton.
AE
At
this
point,
I
did
not
feel
that
BPS
was
meeting
my
needs
and
I
sought
to
drop
out
of
high
school
and
pursue
my
passion
for
interdisciplinary
art
and
smoking.
Weed
I
studied
photography
at
an
enrichment
program
at
massart.
I
studied
creative
writing
at
Simon's,
Rock
College
of
Bard
and
I
studied
journalism
at
the
Harvard
Crimson
summer.
AE
Given
this
map
of
my
experience
as
a
BPS
student
to
encourage
BPS
families
who
may
be
watching
this
hearing
to
unenroll
your
BPS
student
ASAP
and
homeschool
your
BPS
student.
Well,
there
are
many
stories
like
mine.
Those
Boston
success
stories
that
councilor
flattery
alluded
to
earlier.
I
was
fortunate
to
be
a
BPS
student
in
an
entirely
different
time:
I'm
a
geriatric
Millennial
33
years
old,
these
government
schools
and
their
administrators
do
not
see
your
BPS
students
as
anything
more
than
line
items
ripe
for
sweet,
sweet
per
pupil
funding.
AE
None
of
this
funding
is
allocated
to
give
BPS
students
a
quality,
education
and
safe,
dignified
school
buildings.
This
underpins
why
the
Boston
civil
government
is
so
complicit
in
not
addressing
the
near
daily
incidence
of
violence
and
drug
use
that
pervade
BPS,
Boston
Public
Schools
will
never
be
safe
for
Boston
Public,
School
students
and
families,
but
don't
just
take
my
word
for
it.
AE
Revisit
that
scathing
report
from
BPS
by
the
department
of
Elementary
and
secondary
education,
there
are
just
so
many
problems
here,
many
of
them
emanating
from
from
a
bloated
central
office
that
is
often
incapable
of
the
most
basic
functions.
The
result
is
that
students,
especially
our
most
vulnerable
students,
are
being
denied
the
quality
education
that
they
deserve.
I'd
like
to
enter
into
the
record
verbatim
instructions
on
how
to
homeschool
students
and
unenroll
them
from
BPS
from
the
Boston
Public
Schools
website
per
Massachusetts
regulations.
AE
Boston
Public
Schools
requires
that
families
who
intend
to
homeschool
their
students
submit
the
following
documents:
each
year,
an
official
document
official
application,
which
is
on
the
website
and
an
end-of-year
assessment.
Once
your
application
has
been
received,
we
will
issue
an
issue,
an
approval
letter.
Once
you
receive
this,
your
student
will
be
officially
unenrolled
in
Boston
public
schools
and
something
I
want
to
end
with
I
mentioned
this.
A
lot
I
grew
up
on
food
stamps
were
a
book
of
stamps.
AE
I
grew
up
in
Section
8
housing
going
to
food
pantries
at
St,
Peter's,
Parish
and
everywhere
around
in
Boston
I
was
literate
at
the
age
of
two
before
I
ever
entered
kindergarten.
There
are
enough
resources
here
for
BPS
students
to
unenroll
your
kids.
We
we
have
the
Boston
Public
Library
System.
It
is
ranked
one
out
of
five
of
the
best
Library
systems
in
the
world
up
there
with
Yale
University's
libraries,
Harvard
University's
library,
to
Echo
what
the
first
person
who
testified
said
about
literacy.
AE
You
can
do
it,
they
want
you
to
believe
that
there's
no
way
to
do
it,
but
if
there's,
if
they
don't
even
have
air
conditioning
and
and
clean
air
for
your
kids,
stop
trusting
them
to
be
Child.
Care
unenroll
your
students
and
use
all
the
resources
that
the
city
on
the
hill
has
to
offer,
because
these
schools
will
never
be
safe,
they
will
never
be
safe.
They
are
your
children,
your
BPS
students,
your
relatives
that
are
there,
are
line
items
on
a
balance
sheet
for
per
pupil
funding,
unenroll
them.
AE
If
anybody
wants
any
sort
of
help
or
guidance.
Even
if
you
want
me
to
print
out
applications,
I
will
help
you,
because
I
had
enrichment
outside
of
BPS
I
gave
it
a
try.
I
credit,
my
teachers
for
understanding
the
importance
of
a
diploma,
but
that
was
a
different
time
where
in
2023,
the
Jesse
just
roast
it
Boston
public
schools
on
the
and
we're
on
a
brink
of
receivership.
Don't
don't
take
that
lightly,
homeschool,
your
BPS
students
and
please
be
safe,
God
bless.
Thank
you.
B
AF
AG
B
AG
AF
Thank
you
gracias.
Thank
you.
Excuse
me
thank
you
for
the
opportunity
to
to
address
the
city
council.
Thank
you
for
for
having
this
opportunity
to
address
this
Mental
Health
crisis,
in
which
students
and
in
community
are
feeling
insecurity
and,
and
it's
an
opportunity
for
for
us
to
come
together
as
as
a
community
excuse
me,
she's,
going
to
introduce
herself.
AG
AG
AG
AF
AG
AG
AG
AG
AG
AF
That
is
why
a
holistic
approach
to
students
and
families
imperative
if
we
are
to
improve
our
schools
and
Community
across
our
city,
we
must
invite
parents
to
be
present
participants
of
the
workshop
and
non-violent
of
communication
conflict
resolution.
So
they
can
be
key
in
achieving
safe
environments
and
healthy
interactions
between
teachers
and
students.
AG
AF
AH
AH
AH
We
have
about
4500
residents,
which
60
percent
of
those
in
the
subsidized
setting
are
Latinos,
and
the
reason
why
I'm
here
today
speaking,
is
because
we
are
extremely
thankful
to
counselor
Murphy
for
bringing
this
subject
to
the
Forefront
and
everybody's
supporting
this
again.
I
repeat:
we
are
with
every
single
one
of
you
that
is
Sport
today,
and
we
understand
that,
but
safety
is
Paramount
in
our
schools
in
our
neighborhoods.
AH
Just
about
a
month
ago,
an
elderly
person
from
Harbor
Point
got
beat
up
by
a
group
of
young
individuals.
That's
an
acceptable.
A
senior
citizen
beat
up
by
Young
individuals
where
they
were
from
the
McCormick
school.
We
have
no
idea
this
past
Tuesday
two
guys
were
shooting
at
each
other
right
in
the
vicinity
of
the
school.
AH
AH
AH
AH
What
am
I
going
to
say
to
them
this?
The
fact
that
I'm
here
today
is
just
a
mere
coincidence,
because
we
came
for
something
else
to
talk
to
counselor
Murphy,
and
then
we
were
told
about
this
and
said
my
goodness.
It
just
fall
under
our
laps.
So
we
have
kids
in
Harbor
Point
that
have
learning
disabilities
that
have
autism
that
have
conditions
that
if
you
are
not
trained
as
a
school
teacher
or
administrator
or
as
a
police
officer,
I
know
mistakes
are
going
to
be
done.
AH
AH
AH
AH
AH
AH
Athletics
Recreation
there
is
a
trip
that
they're
going
to
be
making
to
Costa
Rica
I.
Believe
12
students
were
supporting
that
because
it's
important
so
let's
continue
working
together
and
making
our
schools.
You
know
a
better
place
for
everybody
and
I.
Thank
you,
councilors.
You
know
for
bringing
this
to
the
Forefront.
Thank
you.
So
much
of.
AI
My
name
is
Ruby
Reyes
I'm,
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
I
want
to
just
state
that,
with
the
the
state
of
need
of
our
school
buildings,
I
was
just
really
Disturbed
to
hear
like
sales
pitches
for
expensive
software,
so
that
was
just
really
disappointing.
I
think
Capital
funds
could
be
better
used
on
repairing
our
current
school
buildings,
but
in
2018
an
East
Boston
high
school
student
was
deported
as
a
direct
result
of
student
information
sharing
with
the
Boston
Police
Department
after
a
lawsuit
was
filed.
AI
They
have
directly
caused
the
deportation
of
a
BPS
child.
They
have
not
shared
what
extensive
internal
investigations
have
taken
place
to
ensure
this
doesn't
happen
again.
They
have
not
dismantled
the
brick
and
the
reason
police
were
removed
from
schools
was
in
part
because
of
state
laws
changing
not
because
of
accountability
or
prioritizing
the
safety
of
students.
AI
After
this
incident,
BPS
leadership
started
a
student
information
sharing
task
force
that
included
parents
and
Community
Advocates
community
members
contributed
to
what
they
thought
would
be
a
new
policy.
However,
much
of
the
feedback
and
ideas
they
contributed
were
not
included
in
the
policy.
The
new
policy
does
not
guarantee
that
a
child
will
not
get
deported
because
of
district
and
police
information
sharing.
In
fact,
members
of
the
task
force
went
to
the
school
committee
meeting
asking
to
vote
against
the
new
policy
because
it
did
not
guarantee
this
student's
safety.
AI
In
that
time,
the
group
of
Advocates
have
not
met
with
the
new
BPS
superintendent
Mary
skeffer
when
asked
about
the
superintendent
task
force
and
why
it
had
not
continued
in
a
community
meeting.
Superintendent
Skipper
said
that
she
had
looked
into
it
and
she
didn't
know
that
she
was
supposed
to
be
meeting
with
them
in
that
time.
That
group
has
not
met
again,
even
though
superintendent
Skipper
now
knows
of
it.
AI
The
BPD
has
failed
Boston
Public
School
students,
because
you
can
care
so
little
about
the
safety
of
black
and
Latino
children
that
you
get
a
child
deported
and
have
no
accountability.
You
cannot
erase
the
harm
that
policing
has
imposed
on
children
and
families
and
push
police
into
schools.
Like
all
these
things
never
happened
in
this
year's
budget.
Pbs
has
72
to
78
positions
for
school
safety
Specialists
according
to
superintendent,
Skipper
and
her
team.
There
are
an
additional
20
positions
coming
from
the
city
budget
for
Community
connections,
coordinators,
not
from
the
BPS
budget.
AI
There
was
30
million
set
aside
for
new
cameras
and
installation
in
terms
of
revenue
for
methods
that
work,
such
as
restorative
justice.
There
have
only
been
two
full-time
staff
in
the
restorative
justice
Office
for
the
past
three
years.
This
year's
budget
added
nine
restorative
justice,
coaches,
bringing
the
staff
to
11..
Clearly
this
is
grotesquely
inadequate.
AI
Investing
in
positions
that
haven't
worked
and
continue
to
not
work
is
like
making
the
case
for
nuclear
waste
being
safe.
Please
invest
in
restorative
justice
methods
that
work
and
the
staff
that's
required
to
carry
them
out
with
Fidelity
and
I
don't
mean
fidelity
the
company.
It
is
unfortunate
that
councilor
Baker
does
not
know
the
definition
of
that
word.
Thank
you.
B
AJ
You
hi,
my
name
is
Erica
De,
Jesus
and
I'm.
Currently,
fighting
for
no
police
in
school
I
feel
that
students
should
have
to
see
more
police
officers
in
school
because
it
can
be
traumatizing
to
some
students
and
it
can
also
be
traumatizing
to
me.
It
can
also
trigger
some
students
because
students
go
through
things
at
home
that
people
usually
don't
know
of.
AJ
AJ
AJ
The
real
question
is
why
Boston
Public
Schools?
Why
is
it
okay
for
police
to
be
at
our
schools,
with
mainly
colored
students,
I'm
informed
that
earlier
it
was
said
that
Boston
police
should
get
involved
in
bullying,
which
I
think
is
wrong,
because
schools
should
be
able
to
stop
the
bullying
without
having
police
involved.
AJ
So
I
don't
think
that
we
should
have
police
in
our
schools,
and
the
last
thing
is
I
want
to
say:
we
should
get
more
programs
like
teen
empowerment,
to
help
us
support
us
and
I'm
involved
in
teen,
empowerment
and
I
want
to
say
that
I
was
able
to
have
a
lot
of
support
when
I
started
at
teen
empowerment,
I,
never
felt
like
I
had
that
type
of
support
before
the
program
so
I
wish.
Instead
of
police,
we
should
have
more
support
systems.
Thank
you
for
hearing
my
point
of
view.
As
a
student.
T
You,
oh
hi,
my
name
is
Gabriel
Pimentel
I
go
to
Madison
Park
and
adding
more
metal
detectors
in
school
is
not
going
to
solve
the
issue,
but
it's
going
to
promote
the
issue
and
in
my
school
there's
a
strict
routine,
because
we
have
to
go
straight
to
class
and
we
have
10
minutes
after
school
to
leave
the
premises.
Also
they
close
bathrooms
10
minutes
before
and
after
class.
As
you
can
see,
I
go
to
a
school
that
is
extremely
strict
and
treat
students
as
a
prisoner.
T
So
adding
more
things
like
metal
detectors
is
going
to
make
it
feel
like
a
prison.
This
is
not
going
to
make
students
more
comfortable,
if
not
paranoid,
towards
students.
We
need
more
violent
non-violent
ways
of
interaction
and
that's
not
the
police,
so
non-violent,
inter
interventions,
is
in
counselors
and
teachers
who
are
students,
Advocates,
friends
and
people
who
actually
care
about
us
every
day,
is
actually
going
to
help
us.
So
programs
like
teen
empowerment,
is
promoting
teenagers
in
the
community
to
become
better
and
actually
supporting
us
every
day.
Thank
you.
B
B
Obviously
Jillian
and
Neva
and
Fran
appreciate
the
work
that
you
guys
all
do
also
do
and
again
continued
collaboration
and
communication
and
make
sure
we
Center
those
victims,
particularly
those
that
have
been
bullied
or
assaulted,
as
we
continue
to
work
together
for
an
mou
that
is
responsive
to
concerns
that
may
have
been
raised
to
you,
but
no
one's
in
the
business
and
again
I'll
go
back
to
a
pilot
program.
We
really
need
our
own
data.
Boston
needs
its
own
set
of
data
folks
tend
to
lump
in
other
research
and
other
schools
and
other
jurisdictions.
B
We've
got
the
best
police
department
and
the
best
community
policing
effort
in
the
country.
We
have
the
Envy
of
other
jurisdictions,
many
of
which
are
upside
down
and
the
police
departments
don't
collaborate
with
their
schools.
A
lot
of
police
officers
have
children
in
the
Boston.
Public
Schools
was
situated
a
lot
different
than
other
jurisdictions.
When
folks
talk
about
studies
and
surveys,
it's
bringing
in
other
jurisdictions
we've
had.
We
have
a
highly
trained
police
force
and
we've
got
great
Partners
in
our
Boston
Public
Schools.
B
So
I'd
love
to
sort
of
do
a
micro
or
some
type
of
pilot
program
where
that
data
and
when
people
are
shooting
off
statistics
from
other
jurisdictions
that
we
can
actually
pinpoint
Boston.
No,
that's
actually
not
true.
This
is
what's
working
in
Boston.
These
are
the
Partnerships
that
are
working
in
Boston.
These
are
the
results
that
we're
seeing
in
Boston
as
opposed
to
having
someone
talking
about
some
research.
That's
been
done
in
some
other
community
and
who
knows
what
their
Police
Department's
like
how
how
trained
they
are.
B
What
the
Partnerships
are,
whether
they're
officers,
sons
and
daughters
go
to
the
school
I
mean
it's,
it's
easy
to
sort
of
spout
off.
You
know
a
research
project
that
someone
does
over
in
Hobbit
it
in
Tennessee,
Oklahoma,
Texas,
Chicago,
New,
York,
Baltimore,
Philadelphia,
that's
not
Boston,
and
so
I'd
really
love
to
sort
of
get
a
better
view
in
Snapchat
as
to
what
is
happening
in
our
schools.
What
are
we
partnering?
What
are
the
mo?
What
is
that?
B
What
are
the
results
of
that
mou
once
it's
implemented
and
then
show
some
real,
tangible
results
and
and
I
think
we're
going
to
shine
in
terms
of
the
partnership
and
other
jurisdiction,
will
now
be
looking
to
us
and
saying
wow?
What
are
they
doing?
What
are
they
doing
in
Boston?
They
got
great
community
policing.
They've
got
a
great
collaboration
with
their
schools.
Their
schools
are
safe
and
we're
seeing
the
academic
Trends.
You
know
responding
to
that
I
I'm,
confident
that
that
will
happen
if
we
can
get
our
schools
to
be
safe
environments.
B
So,
thank
you
all
for
your
time
and
attention
and
look
forward
to
continuing
working
with
you
guys
have
a
great
weekend
and
for
the
moms
happy
Mother's
Day,
all
right
good
to
see
you
all
and
now
we're
going
to
shift
to
a
remote
testimony.
There
are
a
number
of
folks
that
have
signed
up
and
have
been
also
patient,
Stephanie
Aguayo,
Stephanie
Aguayo.
AK
AK
AK
We
know
that
implicit
and
explicit
biases,
amongst
some
police
officers
towards
youth
of
color
and
youth
from
communities
that
have
been
historically
disadvantaged,
is
a
fact.
The
actions
proposed
in
this
request
for
reconciliation
with
the
police
presence
and
BPS
will
only
further
traumatize
students
of
color
and
criminalize
them
in
2017.
AK
AK
I
want
to
share
this
to
address
the
student
concern
with
using
this
method
as
a
tool
to
surveil
and
intimidate
young
people
in
order
to
build
truly
safe
schools,
Boston
needs
to
engage
in
a
community-centered
process
and
build
up
alternative
mechanisms
of
supporting
our
majority
by
pox
students.
This
means
a
school
safety
advisory
committee
made
up
of
a
body
of
parents,
students
and
community
members
who
represent
our
all
of
our
young
people's
concerns.
AK
This
is
the
real
action
that
we
ask
from
BPS
and
our
city
of
Boston,
in
which
true,
Youth
and
Family
voices
can
be
heard
and
included
in
decision
making
processes
rather
than
surveys
which
claim
to
take
into
account
all
parent
voices
which
perpetuate
perpetuates
potentially
skewed
data.
That
is
not
always
representative
of
all
of
our
communities.
AK
Lastly,
I
will
leave
you
with
a
few
statements
from
youth
teachers
and
community
members
who
signed
our
petition
and
expressed
their
deep
concerns
with
increasing
funding
for
sros
police
officers
and
metal
detectors
and
BPS,
and
continue
to
stress
the
Deep
need
for
alternatives
to
student
safety.
One
is
from
Aaron
Burroughs
who
mentioned
police,
do
not
keep
our
communities
safer;
access
to
housing,
food
care
and
reliable
service
due
investing
in
nurturing
schools,
not
placing
threats
inside
of
school
buildings.
AK
Next
Lauren
Bard
from
Massachusetts
named
metal
detectors
are
security,
theater
and
police
and
schools
just
criminalize
students,
center
student
voices
and
lastly,
Ellen
from
Massachusetts
left
a
message
on
there.
That
said,
the
only
way
to
subvert
internalize
oppression
is
to
start
from
a
place
that
acknowledges
that
all
children
are
beautiful
and
worthy
of
love.
An
approach
of
counseling
and
restorative
justice
can
build
community
uplift,
the
spirit,
amplify
voices
and
facilitate
healing.
AK
B
AL
AL
Cfjj
is
the
only
independent
non-profit,
Statewide
organization
working
to
reform
and
reimagine,
the
Juvenile
Justice
and
other
youth
serving
systems
in
Massachusetts.
We
Advocate
conduct
research,
build
coalitions
around
key
youth
justice
issues
through
culturally
humble
Community
engagement
and
educate
the
public
on
an
important
Juvenile
and
youth
justice
issues.
This
includes
research
and
advocacy
to
dismantle
the
school-to-prison
pipeline
which
drives
our
children
out
of
the
classroom,
away
from
a
pathway
into
success
into
the
Juvenile
and
criminal
justice
system
and
negative
life
outcomes.
AL
This
hearing
seeks
to
ensure
that
the
Boston
police
and
school
safety
officers
work
together
to
ensure
a
safe
environment
for
all
our
students
and
staff
in
Boston
Public
Schools.
The
safety
of
our
children
could
not
be
a
more
important
or
emotional
Topic
at
the
moment
to
effectively
protect
our
children,
though
we
must
examine
the
facts
and
adopt
solutions
that
not
only
sound
good
or
that
some
believe
will
and
will
work
but
Embrace
those
that
have
a
proven
track
record
of
making
schools
safer.
AL
The
approaches
mentioned
in
today's
hearing
orders,
school
police
and
metal
detectors,
lack
that
track
record
and
should
not
be
implemented
in
Boston
Public
Schools
cfjj
has
extensively
studied
the
effects
of
stationing
police
officers
in
schools
and
recently
did
an
analysis
of
peer-reviewed
research
and
data
on
metal
detectors
in
schools.
Both
of
those
comprehensive
studies
established
a
lack
of
research
supporting
either
approach
making
schools
safer
in
a
meta-analysis
of
12
studies
looking
at
police
on
campus.
None
of
these
studies
showed
that
police
made
schools
safer
when
police
are
stationed
in
schools.
AL
They
frequently
drift
into
enforcing
school
rules
rather
than
the
law
students
end
up
arrested
for
behaviors
that
may
be
Troublesome
or
disrespectful,
but
do
not
rise.
The
level
of
crime
schools
with
police
report
3.5
times
more
student
arrests
than
schools
without
them,
showing
a
pattern
of
criminalization
without
meaningful
improvements
in
safety.
AL
Our
recent
report,
metal
detectors
in
schools,
security,
theater,
not
safer,
schools,
reviewed
research
on
the
effect
of
metal
detectors
on
students.
Studies
show
that
metal
detectors
do
not
reduce
violence
in
school
or
make
schools
safer,
but
they
do
show
that
the
detectors
increase
students,
perception
of
danger
and
so
produce
negative
social,
psychological
and
developmental
outcomes.
The
report
also
cites
the
perspective
of
National
School
Safety
experts,
who
call
approaches
like
metal
detectors
security
theater
in
that
in
that
they
provide
an
emotional
security
blanket,
but
not
really
make
any
significant
difference
in
school
safety.
AL
At
a
time
when
students
are
experiencing
high
levels
of
mental
health
concerns,
school
districts
should
not
be
directing
funds
to
security.
Theater
districts
around
the
country
have
implemented
security
measures
that
recognize
mental
and
behavioral
health
challenges
and
developmental
needs,
and
do
not
criminalize
students.
For
example,
the
Los
Angeles
Board
of
Education
diverted
25
million
dollars
originally
earmarked
for
school
policing
to
a
black
student
achievement
plan
that
added
221
psychiatric
social
workers.
AL
Counselors,
climate
coaches
and
restorative
justice,
advisors
to
schools,
other
large
urban
districts
like
Denver,
Oakland
and
San
Francisco,
are
also
shifting
funding
from
policing
to
student
support.
The
Center
for
Disease
Control
also
cites
Universal
school-based
programs,
sometimes
known
as
social
emotional
learning
approaches,
as
reducing
aggressive
behavior,
bullying
and
other
behaviors
associated
with
youth
violence
in
pre-k
through
High
School.
The
task
force
for
Community
preventative
Services
found
15
relative
reduction
in
violent
Behavior
among
students.
When
these
programs
were
in
place
among
high
school
students,
the
reduction
rate
was
29
percent.
AM
Those
who've
called
it
a
view.
This
is
a
chance
to
push
an
idea
about
police
and
schools
and
then
bring
in
a
group
of
salesmen
as
panelists,
rather
than
those
who
could
have
a
deeper
discussion
about
it.
This
is
not
leadership.
It's
cowardly
and
it
speaks
very
poorly
for
our
future
as
a
commonwealth
and
in
the
city,
the
capital
of
it
right,
I
was
hoping
we
would
hear
more
about
what
DPS
and
BPD
are
going
to
do
in
their
mou,
specifically
what
they
could
do
to
address
the
concerns.
K
AM
They
don't
feel
safe
and
they
don't
feel
like
they're
learning,
so
instead
I'm
afraid
we
got
theater
and
I'm
disappointed
in
it.
I
I
would
like
to
say
that
councilor
Clarity,
you
know
the
one
piece
that
that
I'm
most
surprised
by
is,
is
our
agreement
about
the
need
for
better
data
from
Boston
public
schools.
That
is,
you
just
mentioned
that
you
want
to
see
studies
about
CPS
that
are
specific
to
BPS
and
that
only
uses
BPS,
not
other
cities.
AM
N
AM
Are
and
how
many
students
are
referred
to
law
enforcement
each
year?
This
is
what
we
need
from
you.
This
is
what
leadership
looks
like.
This
is
what
holding
public
officials
accountable
looks
like,
and
this
is
what
transparency
he
would
look
like,
so
that
we
can
learn
about
these
issues
and
make
sense
of
them
as
a
community,
rather
than
rely
on
the
words
of
snake
oil
salesman.
I'm
disappointed,
I
hope
for
better
next
time,
because
this
is
a
conversation
that
is
apparent
that
we.
G
B
B
AN
Thank
you.
My
name
is
Nora
Paul
Schultz
I'm,
an
educator
in
BPS
and
I'm.
A
resident
of
Jamaica
Plain
I,
have
to
say
I'm
really
offended
that
these
continue
hearing,
so
School
policing
happened
at
times
that
that
BPS,
Educators
and
students
are
in
schools.
Last
one
happened
at
10
A.M.
This
one
is
happening
at
two
and
I
happen
to
have
a
personal
day
and
so
spend
half
my
personal
day.
AN
Listening
to
this
hearing,
I
do
not
think
that
having
school,
police
or
safety
service
officers
and
having
more
of
them
will
make
our
schools
safer,
firm.
Having
the
community
connections,
people
people
under
the
Safety
Services
Department
is
not
when
what
we
need
to
address
the
bullying
or
the
safety
issues
in
our
school.
Yes,
there
are
issues,
but
when
I
have
issues
when
there's
issues
with
my
students,
I
send
them
to
our
student
affairs
or
coordinators
or
I,
send
them
to
the
social
workers.
That's
what
we
need
more
in
our
schools.
We
need.
AN
We
don't
even
have
restorative
justice
in
our
schools,
because
we're
not
one
of
the
schools
that
has
that
privilege
of
having
those
types
of
programs
and
I
really
wish.
We
did
I
feel
frustrated
that
the
safety
service
officers
have
gotten
more
training
in
restorative
justice
than
I
have
as
an
educator
in
my
nine
years
in
BPS
and
I.
AN
Don't
think
that
adding
nine
more
positions,
though,
that
will
be
great,
will
mean
that
there
will
be
more
restorative
justice
in
my
school,
because
I
think
we'll
we'll
be
at
towards
the
end
of
the
list,
and
it
could
be
years
before
that
happened.
So,
instead
of
putting
20
communication
connections,
officers
on
the
payroll
list
put
20
more
restorative
justice
officers,
so
we
can
do
it
right.
We
can
do
it
with
Fidelity,
because
I
know
they've
restorative
justice
not
done
right,
which
is
what
sometimes
happens
in
my
school
now,
does
not
help
anyone
or
serve
anyone.
AN
Finally,
the
like
amount.
The
sales
pitch
has
been
honestly
offensive,
like
that
is
not
what's
going
to
create
safety
in
my
schools,
I
work
in
a
building
that
my
students
often
say.
Ask
me
why
it
looks
like
prison:
why
does
it
feel
like
they're
going
into
school
in
prison
because
it
has
no
windows
in
our
entire
building?
We
have
leaky
ceilings,
I
have
mold
in
my
walls
and
that
money
could
be
going
towards
making
our
classrooms
healthier,
making
them
safer
for,
but
by
having
there
being
actual
like
working
ceilings
that
keep
it
rain.
AN
Now
that
we
don't
have
a,
we
don't
have
a
student
bathroom
in
our
building,
so
students
have
to
go
outside
so
talk
about.
We
want
to
talk
about
safety
like
that
is
a
significant
concern,
but
that's
not
where
the
city's
investing
their
money,
they're,
investing
their
money
in
surveilling
students
and
surveilling,
the
Educators
who
work
so
hard
and
and
then
having
hearings
that
are
not
even
accessible
to
them
and,
frankly,
I
find
it
offensive
good
night
foreign.
B
School
she
was
working
at,
but
we
may
want
to
get
some
of
those
issues
addressed
in
the
capital
budget,
but
also
the
timing
just
for
everyone's
edification
is.
We
were
trying
to
work
around
both
superintendent
in
the
commission
schedules,
as
well
as
other
colleagues
we're
also
in
the
middle
of
budget
season
here
at
the
Boston
city
council,
so
chamber
of
time
as
well
as
Central
staff.
B
Time
has
been
limited
just
dealing
with
the
budget,
so
we
wanted
to
make
sure
that
this
hearing
get
in
before
school
ended,
and
our
hope
is
that
this
will
be
there'll,
be
further
conversation
and
we'll
have
an
opportunity
to
have
students
and
teachers
or
should
have
at
a
time
that's
more
convenient
for
for
for
more
folks.
So
thank
you
for
your
input.
Sharon
Hinton
is
Sharon
still
with
us.
M
B
AO
AO
I
also
want
to
say
that
we
have
heard
testimony
today
regarding
the
disparate
consequences
that
students
of
color,
specifically
immigrant
students,
face
in
the
Boston
Public
Schools.
So
there
has
been
data
presented
on
Boston
Public
Schools,
specifically
I
also
just
wanted
to
note
that
Equity
is
not
a
catchphrase
and
Fidelity
is
more
than
just
the
bank
and
that
needs
to
be
realized
and
considered
and
understood.
AO
AO
AO
The
Adolescent
behavior
of
black
and
Latino
students
has
been
characterized
as
delinquency
leading
to
school-related
incidents
being
handled
by
the
police
rather
than
by
School
staff.
Children
of
color
receive
disproportionate
consequences,
such
as
entanglement
in
the
criminal
or
immigration
system
for
minor
infractions
that
are
viewed
as
adolescent
behavior
when
done
by
their
white
counterparts.
AO
Lawyers
for
civil
rights
urges
BPS
to
utilize
positive
behavioral
interventions
and
supports
PBIS
include
being
increased
access
to
Mental,
Health,
Services,
trauma-informed
care,
tutoring
programs
and
after
school
activities
as
Alternatives
before
introducing
more
police
and
metal
detectors.
Thank
you
for
the
time
today
and
I
hope
you
all
have
a
great
weekend.
M
AP
AP
We
need
actual
solutions
that
address
through
causes
and
actually
support
young
people
as
well
being
in
safety
in
real
ways.
I
have
concerned
questions
about
these
20
new
positions,
as
folks
earlier
said
why
it's
under
Safety
Services,
as
opposed
to
student
support,
and
although
there's
been
some
changes
to
the
job
description.
AP
Looking
at
the
job
description,
you
have
folks
going
to
MBTA
stations
meetings
with
young
people
going
to
community
meetings
going
on
social
media,
helping
with
individual
Student
Success
plans.
It
just
feels
unclear
how
effective
they
will
be
and
how
much
of
the
kind
of
mindset
of
actually
still
working
with
police
would
still
be
in
there
I
feel
like
it's
a
feels
like
a
top-down
solution
to
incorporate
hey,
let's
bring
in
soar
into
the
the
schools.
AP
Let's
figure
out
these
job
descriptions
without
an
actual
Community
process
for
what
actually
keep
young
people
safe
and
another
concern
is
with
the
mou
just
to
draw
a
comparison.
The
same
way
there's
been
a
lack
of
a
real
Community
process
around.
The
mou
feels,
like
there's,
been
a
lack
of
community
process
around
what
would
actually
be
needed
when
I
think
of
the
root
causes
of
why
young
people
may
choose
to
bring
weapons.
First
of
all,
I
think
it's
exaggerated.
AP
When
I've
worked
with
young
people
before
who
felt
like
they
had
to
bring
a
knife
or
a
gun
on
to
the
train,
for
example,
as
they're
going
from
place
to
place,
they
don't
want
to
carry
weapons.
It's
because
they're,
responding
to
real
fear
or
a
situation
they're
going
through
and
the
way
to
help
make
sure
that
they're,
not
say
bringing
a
weapon
to
a
youth
program
is
not
is
to
actually
build
relationships
with
people
and
to
address
the
real
causes.
AP
If
you
want
to
talk
about
real
safety,
it's
not
safe
when
students
are
going
hungry,
it's
not
safe
when
students
don't
have
their
mental
health
needs
addressed.
It's
not
safe.
When
students
are
displaced
from
their
homes,
it's
not
safe
when
students
are
locked
up
or
verbal
arguments
in
their
schools,
it's
not
safe
when
students
are
locked
up
for
trespassing
because
they
go
into
a
gym
in
the
building
where
there's
multiple
schools,
it's
not
safe,
when
students
are
expelled
and
not
supported,
it's
not
safe
when
students
are
deported,
and
so,
rather
than
criminalizing
students.
AP
What
we
really
need
is
to
get
to
the
root
causes
figure
out.
Why
are
people
getting
wrapped
up
in
violence?
What's
what
concerns
do
they
have
that
they
need
to
dress
and
then
also
we
really
need
to
have
a
much
larger
and
longer
community-led
process.
Someone
I
was
talking
to
earlier
this
afternoon
was
referring
to
a
process.
AP
That's
like
particularly
small,
like
we
probably
need
hundreds
of
really
caring
adults
and
the
resources
to
keep
people
housed
and
help
them
with
their
issues
they're
going
through
so
rather
than
having
knee-jerk
reactions
and
exploiting
some
incidents
in
order
to
further
an
agenda,
bring
police
back
into
schools,
let's
actually
invest
in
real
Community
process,
invest
in
really
addressing
root
causes
as
opposed
to
top-down
Solutions
or
punitive
Solutions.
Thank
you.
B
C
AP
B
We
have
anyone
else
wishing
to
offer
public
testimony
here
publicly
in
the
chamber
seeing
and
hearing
no
desire
and
then
looking
at
the
virtual,
the
zoom
and
do
we
have
any
additional
we've
called
everybody.
That's
on
the
list,
if
you
whoever's
left
on
there,
if
you
could
let
them
on,
if
anybody,
no
one
else,
that's
it.
Okay,.
AQ
AQ
AQ
What's
being
said,
we
have
no
impact
on
it,
I'm
just
confused
as
to
why
why
BPS
and
BPD
think
it's
okay,
we
need
to
open
up
this
process
because
clearly,
some
some
shady
stuff's
going
on
parents,
youth
families
who
are
undocumented
black
and
brown
youth,
who
are
more
likely
to
be
targeted
by
the
police,
are
among
the
people
who
are
most
impacted
by
this
mou
and
are
purposely
being
left
out
of
the
conversation.
Frankly,
this
is
gross
and
I'm
demanding
that
no
agreement
be
made
without
Community
involvement
in
a
public
process.
AQ
B
C
Sure
thank
you
to
the
chair
and
to
all
of
the
panelists
and
the
people
who
came
into
the
chamber
and
came
on
Zoom
to
testify.
I
feel
like
it's
not
you
know
it's
not
the
end
of
this
conversation.
I
am
happy
to
see
that
the
school
department
and
the
police
commissioner,
there
was
a
reference
earlier
to
a
2018
incident
that
was
unfortunate
and
should
not
have
happened,
but
since
then,
we've
had
three
Mayors
three
superintendents
of
schools
and
three
police
Commissioners.
C
So
I
do
believe
that
we
are
moving
in
a
different
direction
and
we
have
to
look
to
forward
and
pause,
have
a
positive
feelings
that
the
Boston
police
and
the
school
department
are
going
to
work
proactively
to
keep
our
students
safe
when
an
incident
arises.
I
also
just
want
to
state
that
heard
a
lot
about
this
prison
to
pipeline
concern
and
the
school's
job
is
to
educate
our
students
and
I
know.
C
There
are
so
many
dedicated
teachers
and
staff
in
our
schools,
but
we
have
to
also
look
at
the
data
that
you
know
at
one
high
school
at
Madison,
Park
High,
91
of
our
students
are
not
reading
on
grade
level.
There
is
definitely
a
need
also
to
not
just
give
social
emotional
wrap
around
Services
restorative
justice,
which
I
know
all
of
our
colleagues
on
this
Council
agree
with,
and
will
continue
to
support
funding
for
that.
C
But
we
also
have
to
address
that
all
students
need
to
be
reading
and
learning
and
it
ties
into
our
Workforce
Development
and
our
young
adults
who
are
feeling
that
they're
not
qualified
for
jobs
or
not
ready
for
the
workforce,
which
then
definitely
has
an
direct
impact
to
the
crime
in
our
city.
So
we
have
to
do
better
for
our
students
better
for
our
families
and
safety
in
our
schools
is
definitely
a
priority
for
me
and
most
of
the
families
I
speak
with.
So
thank
you
for
having
this
hearing.
B
More
having
a
safe
environment
for
our
students
and
teachers
is
imperative
must
be
a
priority
for
our
city.
If
schools
are
not
safe
and
teachers
are
not
able
to
do
their
job,
students
are
not
able
to
learn.
There
needs
to
be
a
coordinated
response
involving
Boston,
Public
Schools,
the
Boston
police
and
mental
health
professionals.
B
Two
out
of
three
Boston
Public
School
parents
are
concerned
about
their
child's
public
physical
safety,
while
in
school
three
out
of
four
respondents,
so
that
they
were
in
favor
of
placing
police
officers
or
school
safety
offices,
as
well
as
metal
detectives
at
their
child's
school.
It's
also
why
we
brought
in
as
a
panel
some
folks
that
have
advanced
technology
just
to
show
that
there
are
other
examples
very
similar
to
going
coming
into
city
hall
or
going
to
the
airport
or
going
to
a
ball
game
or
a
concert.
B
The
technology
is
Ever
Changing,
arguably
seamless
at
some
point,
we're
probably
going
to
run
out
of
excuses
as
to
why,
because
you
know
they're,
going
to
know
that
the
detectives
are
present
so
again,
looking
to
make
our
schools
safer,
looking
to
create
Partnerships
and
lean
on
Boston
success
stories
and
and
obviously
continued
working
together.
So
with
that,
as
the
chair
of
Public,
Safety
and
criminal
justice,
I
will
conclude,
and
we
will
adjourn
docket0166
and
zero.