►
From YouTube: Public Safety & Criminal Justice on October 27, 2022
Description
Docket #0888 - BPS response to incidents of bullying and violence
A
A
Chair
of
the
Boston
City
council's
Committee
on
Public
Safety
and
criminal
justice
joined
here
by
my
colleagues
and
Lead
sponsors,
city,
council,
Lodge,
Erin,
Murphy
and
also
city
council,
president
Ed
Flynn
I
know
other
colleagues
will
be
arriving
and
they'll
be
speaking
as
they
arrive
and
or
in
the
order
that
they
arrive.
I
want
to.
Let
folks
know
that
this
hearing
is
being
recorded.
It's
being
live
stream
in
boston.gov,
city-console-tv
and
broadcast
on
Xfinity
channel
8,
rcn82
FiOS
channel
964..
We
will
also
be
taking
public
testimony
at
the
end
of
the
hearing.
A
If
you're
interested
in
testifying
with
us
and
you're
here
in
the
chamber,
please
is
a
sign-in
sheet,
as
you
come
in
the
door
and
or
if
folks
are
watching,
and
they
would
like
to
testify
virtually
you
can
email,
Megan,
m-e-g-h-a-n,
Dot,
Kavanaugh
k-a-v-a-n-a-g-h
at
boston.gov,
for
the
link.
Today's
hearing
is
on
docket088
order
for
hearing
to
ensure
all
incidents
of
bullying
and
violence
are
properly
reported
to
ensure
a
safe
environment
for
all
students
and
staff.
At
the
Boston
Public
Schools,
the
matter
was
sponsored
by
City
councilor
at
law.
A
Chairman
Murphy
and
referred
to
the
committee
on
July
13th,
with
that
it's
going
to
allow
my
colleague
and
Lead
sponsor
an
opening
statement
followed
by
a
council
president
we're
going
to
get
right
into
it
and
it's
great
to
see
you
superintendent
and
it
may
actually
introduce
our
guests.
Obviously,
with
we
have
our
superintendent
superintendent,
Mary,
skippa,
relatively
new
on
the
job
and
but
looks
good
working
extremely
hard
and
seeing
her
a
little
bit
of
everywhere
across
the
city
as
an
atlas.
A
Council
Neva,
Coakley,
Grace
who's,
the
chief
of
BPS
Safety
Services,
who
I
know
I,
go
back
a
lot
of
years
from
my
days
back
as
an
assistant,
D.A
and
then
Jody
LG,
the
senior
director
of
succeed
Boston.
So
that
will
be
our
panel
and
then
we're
also
going
to
ask
after
the
piano
organized
Pastor,
David
Searles,
who's,
Boston
SOS,
which
is
safety
in
our
schools,
and
then
I
know
that
we
have
folks
that
have
asked
to
testify
or
participate
and
we'll
be
calling
folks
to
come
down
and
testify
after
that.
B
Thank
you
chair
and
thank
you
for
coming
back
and
thank
you,
superintendent.
Skipper.
It's
great
to
see
you
I
hope.
The
first
month
has
been
it's
been
busy.
It
has
been
busy,
I've
been
seeing
you
yes,
so
as
a
former
BPS
student,
a
former
BPS
parent
and
also
a
teacher
for
24
years
I
know
the
importance
of
social,
emotional
learning,
more
social
workers
and
guidance
counselors
in
arts
and
athletic
opportunities
for
our
students
are
necessary.
B
When
I
said
my
maiden
speech
back
at
the
beginning
of
the
school
year,
I
was
advocating
for
mental
health
supports
across
the
city,
but
especially
in
our
schools,
and
also
filed
to
advocate
for
more
funding
for
our
Athletics
and
arts.
So
I,
absolutely
as
a
teacher
mom,
you
know
know
that
the
social
emotional
Wellness
of
our
children
and
how
we
wrap
them
up
in
the
you
know
supports
they
need
to
be
ready
to
learn,
is
so
important
and
I
am
hopeful
and
great
things
are
always
happening
in
the
BPS
schools.
B
I
knew
that
as
a
teacher
there,
but
we
have
to
also
address
when
things
aren't
going
right.
So
one
of
the
reasons
and
I
do
just
want
to
reiterate
that
you
know
I
did
not
call
this
hearing
to
discuss
how
we
can
help
prevent
incidents
of
violence.
I
know
we
have
had
hearings
about
that.
We'll
continue
to
not
just
need
to
have
hearings
but
work
with
the
school
and
support
and
I
know
we
support
it
in
many
ways.
B
In
the
budget
cycle,
all
of
our
colleagues
were
really
advocating
strongly
to
make
sure
that
there's
money
in
the
budget
for
all
of
those
programs
and
supports
for
our
students.
But
you
know
it's
an
important
issue
and
we
continue
to
have
that
critical
discussion.
But
much
of
this
discussion
at
our
last
hearing
was
on
the
use
of
metal
detectors
in
schools
and
other
other
things
we're
doing
so.
B
I'm
getting
and
I
know
my
colleagues
also-
and
we
just
spoke
about
that-
Jody-
that
as
counselors
we
get
calls
and
we
get
text
messages
of
videos
of
kids
and
fights
and
things
happening
in
the
schools
and
concerned
parents
from
bullying.
You
know
a
young
kid
feeling
like
no
one
wants
to
eat
lunch
with
them
to
someone
being
shot
on
the
stairs
at
bark
high.
So
the
range
we
know
in
a
system
like
this
is
huge,
but
every
parent
that
calls
us.
We
have
to
react.
B
So
we
definitely
want
to
know,
especially
with
the
new
Administration
coming
in
what
things
are
going
to
be
different.
What
things
have
been
in
place
and
how
you,
as
the
new
leader
of
our
school
working
with
everyone-
and
you
were
here
before
I
know,
so
I
will
remind
everyone
that
you're
back
with
us,
so
that's
great,
but
and
then
there's
the
deci
audit
right.
So
real
numbers
came
out
and
we
know
that
many
times
families,
students,
politicians,
feel
like
the
data
isn't
always
shared
clearly
or
it's
not
transparent.
B
But
the
audit
that
came
out
from
the
state
department
of
Elementary
and
second
secondary
education
reported
that
Boston
public
school
system
does
not
support
the
physical,
social
and
emotional
well-being
of
all
students
and
does
not
ensure
a
safe
environment
for
our
students.
So
many
people
when
they
read
that
report
and
that's
one
of
the
first
sentences
they're
reading
I-
think
many
were
surprised.
So
the
district
we
need
to
make
sure
is
managing
responding
to,
and
you
know,
is
responsive
to
parents,
but
also
staff.
B
We
know
that
the
staff
also
isn't
always
feeling
safe
and
I
will
say
before
we
let
you
jump
right
in
with
what
is
happening,
but
the
acts
of
violence
in
BPS
include
bullying
sexual
assaults
and
when
we
had
a
hearing
on
sexual
assault
a
few
months
ago,
we
I
had
pulled
up
the
data
and
in
2018-19
school
year
which
just
to
make
sure
everyone
remembers.
That
was
the
last
full
in-person
school
year
before
covet
hit
because
covid
over
the
last
two
and
a
half
three
years
has
really
made
it
hard
to
look
at
data.
B
It's
kind
of
apples
to
oranges.
Now
so
I
know
you
all
know
how
to
kind
of
pull
that
apart,
but
in
2018-19
there
were
243
reported
cases
of
bullying
and
BPS.
Last
school
year,
when
we
were
back
in
person,
there
were
440,
that's
up,
80
percent
of
reported
and
the
concern
we
hear.
Often
too
is
that
not
all
of
these
incidences
are
reported
or
followed
through
and
sexual
assaults
are
up
67
from
the
same
school
year
range
in
2018-19
there
were
439
and
last
school
year
there
were
744
and
I
know.
B
You
all
know
it,
but
I
do
just
want
to
remind
that.
We're
here
also,
like
I
said
it
could
be
of
the
kid
who
feels
like
he
doesn't
have
someone
to
have
his
snack
or
recess
with,
and
then
there's
students
and
families
realizing
their
kids
are
in
buildings
that
there's
loaded
guns.
So
it's
a
range
that
I,
you
know,
commend
you
all
for
handling
it,
but
making
sure
that
we
don't
forget
the
severity
of
what's
happening
because
there's
the
stabbing
at
Burke
High
last
month,
and
then
there
was
the
shooting.
B
Just
a
couple
weeks
ago,
a
mother
and
her
daughter
were
arrested
for
assaulting
an
officer
at
Excel,
High
School.
After
attempting
to
confront
another
student
concerned,
parents
and
Guardians
are
removing
their
students,
their
children
from
BPS,
and
we
see
that
we
talk
about
it.
A
lot
about
enrollment
is
down.
People
are
moving
out
of
the
city.
Schools
are
the
one
big
factor
when
you
have
children
that
keeps
families
in
the
city.
We
did
recess
our
hearing,
because
the
chair
and
I
wanted
to
have.
B
B
My
second
job
was
to
teach
them,
and
so
we
need
to
make
sure
that
it's
not
just
pockets
of
school
in
certain
neighborhoods
who
have
the
luxury,
which
it
should
never
be
a
luxury
of
a
safe
environment
where
they're
thriving
that
every
student,
so
if
you're
assigned
to
Burk
high
or
you're
assigned
to
South
Boston
high
Excel
High
the
Henderson,
that
you
know
that
you're
going
to
be
safe,
so
I'll
end
there
and
looking
forward
to
hearing
from
all
of
you.
Thank
you.
Thank
you,
chair
Thank,.
C
Thank
you
Mr
chair,
and
thank
you
to
you
and
to
councilor
Murphy
for
bringing
us
together
into
the
school
superintendent,
Mary
skipper
for
being
here
with
with
your
team
as
well
during
the
budget
cycle
recently
I
know
all
of
my
colleagues
advocated
and
supported
as
much
funding
as
we
possibly
could
for
various
programs
for
BPS,
for
students,
but
especially
for
mental
health
counseling
and
for
social
services
for
the
BPS
student,
but
also
for
the
BPS
family
as
well.
That's
some
that's
a
commitment.
C
I
know
this
body
will
continue
to
make
going
forward
and
supporting
our
BPS
students
and
and
families.
I
also
want
to
have
that
same
level
of
hard
work
and
focus
on
Public
Safety,
as
well,
inside
our
schools
and
and
outside
of
the
school.
So
I'm,
looking
forward
to
hearing
more
about
how
how
we're
working
together
to
make
sure
we
provide
the
safest
possible
environment
for
learning,
for
our
St,
for
our
students,
for
our
teachers
and
for
our
BPS
families.
Thank
you,
Council
of
Flaherty
and
thank
you.
Council
Murphy.
A
Thank
you,
council,
president
Flynn
and
good
morning,
superintendent.
It's
great
to
see
you
thank
you
for
being
here
and
thank
you
for.
Obviously
the
your
leadership
on
this
issue.
I
know
it's
important.
It
was
great
to
see
you
over
the
Greater
Love
Tabernacle
Church
in
Partnership,
a
very
refreshing
frankly,
to
see
you,
along
with
our
mayor
and
our
police
commission,
and
so
many
community
and
Civic
leaders
to
address
this
issue
because,
like
you've
referenced
this
obviously
the
schools
are
sort
of
you
know.
Microcosms
of
of
our
neighborhood
and
of
our
city.
A
D
Thank
you.
Thank
you.
Thank
you.
Thank
you.
Council
Clarity
and
Council
Murphy
for
bringing
us
together
today,
I'm
joined
here
by
my
colleagues,
Neva
Copley
Grace
and
Jody
algae
as
you
introduced.
I'd
also
like
to
point
out
a
few
people
that
are
in
the
audience,
who
are
my
team
friend
Johnson,
our
Deputy
Chief
of
Safety
Services
Julian
Kelton,
who
is
our
chief
of
student
support
on
a
Tavares,
our
Deputy
superintendent
of
family
and
Community
advancement
and
Dacia
Campbell,
our
assistant
superintendent,
division
of
Opera
division
of
schools
and
operations.
D
First
I
just
want
to
begin
by
thanking
mayor
Wu
district
attorney
Hayden,
commissioner
Cox
and
several
of
you
who
came
together
on
Tuesday
with
members
of
Boston's
faith-based
Community
to
address
the
recent
violence
in
our
city.
I
really
appreciate
the
opportunity
to
talk
about
what's
happening
in
our
city
in
our
schools,
in
a
devastating
impact
that
it's
having
on
our
young
people,
certainly
for
BPS.
We've
had
several
difficult
events
that
have
impacted
BPS
and
our
community
directly
over
the
past
few
weeks.
D
D
In
the
first
week
of
school,
another
one
of
our
students
was
severely
injured
right
in
front
of
the
Burke
with
gun
violence.
In
each
of
these
situations,
the
healing
and
support
needed
continues
to
be
provided
by
our
team
and
by
the
trauma
Response
Unit
from
the
neighborhood
and
the
city,
and
that
goes
on
to
today,
and
then
there
was
the
brutal
attack
in
Franklin,
Park
and
I.
We
just
want
to
on
the
school
side,
send
our
very
best
to
Gene
McGuire
that
she
continued
to
heal.
D
D
All
these
incidents
took
place
within
the
first
month
that
I've
begun
a
superintendent
violence
in
our
neighborhoods
surrounding
our
schools
and
in
our
schools
is
impacting
every
day
the
lives
of
our
students.
Just
this
week
and
it's
Wednesday,
we
have
a
Thursday.
We
had
four
different
situations
in
which
schools
were
placed
in
safe
mode
because
of
a
threat
in
the
surrounding
community.
D
We
have
to
stop
to
imagine
what
this
feels
like
for
our
students,
who
are
waking
up
every
day,
traveling
to
and
from
school
sitting
in
classrooms,
trying
to
focus
on
lessons
every
death
and
injury
that
we
hear
about
may
be
somebody
that
those
students
knew
were
related
to
a
peer,
a
friend,
every
situation
of
violence.
They
witness
creates
a
chronic
trauma
response
for
them,
causes
them
to
be
afraid,
causes
them
to
feel
the
need
to
protect
themselves.
D
It
causes
them
to
be
disengaged
and
distracted
from
the
job
which
they
have
to
do,
which
is
to
be
a
student
and
to
be
a
child.
I
often
talk
about
this
concept
of
the
whole
child.
Our
students
are
living
beings,
it's
not
just
about
academics,
it's
not
just
about
social,
emotional
learning
or
just
about
how
they
show
up
in
the
classroom.
D
D
That's
why
we're
reviewing
everything
as
a
team
and
we
listen
we're
examining
what's
working
for
students
and
families
and
assessing
what
we
need
to
do
better?
We
had
a
recent
visit
from
the
Council
of
great
City
schools
that
was
connected
to
the
Department
of
education's
report
and
our
systemic
Improvement
report.
The
council,
great
City
Schools,
represents
the
largest
districts
in
the
country
and
they're
doing
a
full
report
on
safety
in
our
schools
and
they'll,
make
recommendations
and
they'll
show
best
practices
from
other
districts
for
us.
D
D
I
have
not
seen
an
alignment
since
probably
a
decade
ago,
where
we
have
a
mayor,
who's,
truly
committed
to
resourcing
and
supporting
and
making
priority
the
Boston,
Public
Schools
or
a
council
that
shares
that
agenda
and
keeps
the
kids
in
the
center
or
a
school
committee.
That's
laser
focused
on
student
outcome
everywhere:
I
go
a
village
of
businesses,
non-profits
cbo's
post-secondary,
saying:
how
can
we
help
and
a
district
where
our
staff
is
really
saying?
This
is
our
job.
D
There
are
no
excuses
to
making
sure
that
every
student
in
the
Boston
Public
Schools
succeeds,
is
safe
and
has
the
opportunities.
So
for
me
that
speaks
of
Hope.
Are
we
there
yet
no,
but
we
will
get
there
and
we'll
get
there
by
working
together,
which
is
why
I
appreciate
the
council's
partnership
in
bringing
this
important
topic
together
today.
So
thank
you.
Thank
you
for
that
I'd
like
to
introduce
Jody
LG
she's,
going
to
begin.
We
have
a
very
brief
presentation
to
give
you
some
of
the
content.
B
E
Thank
you
all
good
morning,
good
morning,
councilor,
Flaherty,
Murphy
and
chair
Flynn.
Thank
you
for
bringing
us
all
together
to
talk
about
this
really
important
issue
around
bullying
and
safety
in
the
schools.
It's
a
pleasure
to
be
here
and
it's
a
pleasure
to
share
our
work
and
as
councilor,
Murphy
and
I
spoke
about
briefly
and
chair.
Flynn.
E
E
I'll
talk
with
you
a
little
bit
more
about
that.
But
I
want
to
tell
you
first
about
the
work
that
we're
doing
at
succeed,
Boston,
which
is
serving
students
who
have
violated
the
code
of
conduct.
So
that's
a
tier
three
and
our
program
is
very
unique.
Boston
has
dedicated
resources
for
36
years
now
for
students
to
come
to
the
counseling
center.
E
What's
important
to
note
is
that
everyone
here
knows
that
out
of
school
suspensions
do
not
support
students
so
out
of
school
suspensions
where
students
are
at
home
or
on
the
streets
only
lead
to
increased
danger
for
them,
so
the
Counseling
Center
is
something
that
is
very
unique
across
the
country
actually,
and
we
have
dedicated
these
resources,
so
we
I
just
want
to
give
a
little
shout
out
about
that
work.
In
addition
to
that,
we
are
responsible
for
bullying
prevention
and
intervention
across
the
district.
We
have
a
multi-disciplinary
team.
E
Sorry
I
didn't
afford
the
we
have
a
multi-disciplinary
team
that
includes
staff
at
succeed,
Boston
the
office
of
equity,
when
a
complaint
is
bias
based,
Safety
Services,
if
it
involves
some
sort
of
a
physical
assault
or
physical
danger,
welcome.
Centers
are
partners
with
us.
We
we
receive
reports
from
them
on
a
regular
basis
and
also
Family
School
engagement.
We
do
follow-up
with
the
operational
leaders
and
assistant
superintendents,
as
well
as
social
workers
and
District
social
workers.
Our
student
support
is
pretty
broad.
We
have
a
bullying
prevention,
we
have.
E
We
provide
bullying
prevention
and
intervention
workshops
at
succeed.
We
provide
bias
based
speech,
cyber
bullying
programs
and,
in
addition
to
the
suspension
program,
we
also
offer
a
voluntary
one-day
workshop
for
students
who
are
more
at
risk
for
perhaps
increase
behavior
that
may
lead
to
a
code
of
conduct
violation.
So
that's
more
of
a
prevention
work,
although
it
is
a
tier
two,
we
have
just
launched
a
new
student
ambassador
program.
E
We
were
lucky
enough
to
receive
a
substantial
donation
from
a
private
I
guess,
I
would
call
him
and
his
family
Angel
Investors
and
we
are
able
to
bring
back
our
student
ambassador
programs.
We
encourage
students
to
report
to
a
trusted
adult
so
nurse,
counselor,
teacher
administrator,
family
for
sure,
and
also
call
or
text
the
safe
space
and
bullying
hotline.
So
Anonymous
reporting,
I
was
thinking
about
our
last
hearing
and
the
conversation
about,
or
the
comment
that
people
are
sometimes
afraid
to
report.
E
E
D
So
while
we
believe
that
they're
by
varying
the
different
reporting
mechanisms,
we're
getting
more
reports,
which
is
a
good
thing
so
that
we
know
what's
going
on,
we
obviously
want
to
see
where
the
Crest
is,
and
then
we
want
to
see
that
the
interventions
we're
doing
are
actually
lowering
them,
but
we
don't
know
where
that
Crest
is
to
just
be
perfectly
fine.
So
that's
why
we
will
see.
As
with
any
time
you
launch
a
report,
a
report
Reporting
System,
particularly
an
anonymous
one,
you
will
see
that
uptick.
D
Our
hope
is
that
it
crests
and
then
we
can
really
with
our
interventions
and
preventions,
really
start
to
kind
of
knock
that
down
and
I.
You
know,
I
I
think
council's
urging
right
was
Anonymous.
I
know,
I've
had
conversations
with
both
of
you
that
you
know
the
importance
of
parents
and
students
having
lots
of
different
kinds
of
vehicles
and
opportunities
to
be
able
to
report.
So
thank
you
for
that.
That's
a
perfect
example
where
recommendations
that
you
make
and
others
make
help
inform
our
practice.
A
If
I
may
just
add
I
think
part
of
the
part
of
the
frustration
and
obviously
predates
your
tenure
a
lot
of
this,
even
some
of
the
the
the
the
issues
that
we're
discussing
today
were
really
sort
of
from
last
year
into
the
year
before
that
and
a
lot
of
the
times.
What
we
were
hearing
was
that
it
was
either
not
reported
or
wasn't
dealt
with
by
BPS
Central
and
a
prompt,
appropriate
Mana.
A
You
can
almost
sort
of
see.
I
have
I,
have
a
number
here
that
had
school
year,
2122,
that's
at
26
and
Jody,
just
reported
64
and
then
school
year
22-23
we
had
43,
but
we're
now
hearing
165.
I.
Think
a
big
piece
of
this
is
being
forthcoming.
Recognizing
so
I
would
I,
guess
I'm
trying
to
say
like
it
may
not
necessarily
be
an
uptick,
my
opinion.
A
There's
this
big
uptick
I
think
what
that
is
is
shedding
the
light
on
the
fact
that
it's
kind
of
been
going
on
for
a
while
in
your
predecessor
and
or
the
team
that
had
been
here
before
you
was
was
not
being
forthcoming
and
they
weren't
addressing
it
an
appropriate
minute,
and
that
was
the
frustration
we
were
getting
from.
Students
and
parents
regularly
across
the
city.
A
I'm
sure
you'll
hear
us
from
from
from
references
when
he
comes
down
as
safety
in
our
schools
and
he's
a
parent
in
this
system,
and
it
was
seeing
things
with
his
own
eyes,
plus
he
was
connecting
with
parents
across
the
city.
There
was
a
huge
disconnect
over
the
last
several
years
between
what
was
happening
in
the
classrooms,
kids
being
bullied
and
assaulted,
on
the
way
to
school,
kids
being
bullied
and
solved
at
school,
kids
being
bullied
and
assaulted
on
the
way
home
from
school,
and
for
some
reason
we
didn't
have
a
bullying
problem.
A
We
didn't
have
kids
getting
assaulted
from
them.
It
was.
It
was
justified
logic
because
we
were
getting
calls
from
parents
and
then
we
had
instances
where
kids
were
actually
hurt
and
yeah
teachers
and
principals
were
making
a
decision
as
to
whether
or
not
it
Rose
to
the
level
of
should
we
call
9-1-1.
Should
we
get
this
person
some
some
some
medical
attention
and
more
often
than
not,
it
was
the
parents
that
then,
would
have
to
take
their
child
later
on
in
the
afternoon,
to
the
Hospital
only
to
learn
that
they
got
a
certain
grade.
A
Concussion
or
you
know
it
was
treated
earlier
in
the
day,
with
an
ice
pack
or
worse,
and
then
then
they
have
to
go
from
the
hospital
to
the
police
department
to
fill
out
a
report.
None
of
that
should
have
been
happening
at
that
school
level.
We
should
have
been
making
an
immediate
determination
that
this
was
a
serious
incident
or
this
person
was
assaulted.
We
need
to
get
the
medical
attention
now
and
then
we
obviously
need
to
address
with
the
other
issues
that
Jody
is
sort
of
describing
that
wasn't
happening.
A
Superintendent,
so
I
know
you're
coming
into
this
sure
and
you're
sort
of
going
to
kind
of
get
straddled
with
some
leftover.
I
guess,
I,
don't
even
know
what
you
call
a
baggage
from
from
unreported
undetected,
unresponded
to
and
unfortunately,
obviously
that's
yesterday,
I
guess
we're
trying
to
move
forward
with
you.
We
we
believe
in
you
and
we
and
we
know
that
you've
taken
this
issue
seriously
and
and
we
want
to
work
with
you
on
it,
but
I
just
want
to
at
least
call
out
sort
of
what
what
has
been
happening
and
I.
A
Think
our
frustration
is
a
legislative
body
and
trying
to
get
the
answers
from
BPS
lots
of
swerving
lots
of
bobbin
and
weaving
lots
of
numbers.
That
kind
of
really
weren't
weren't
really
making
sense,
because
we
were
getting
numbers
and
and
hearing
about
incidents
across
the
board,
so
I
just
wanted
to
opine
on
that
a
little
bit.
So
we
appreciate
you
know
your
efforts
right
to
date
and
and
your
leadership
around
this
issue
and
I
need
to
say
that
we
haven't
had
leadership
on
this
issue
for
a
long
time.
D
Well,
I
appreciate
that
and
I
think
I
think
a
couple
things
I
think
one
is
that
data
is
the
way
that
we
improve
practice
right
in
the
classroom
at
school
level
at
District
level.
So
this
is
data
that
our
team
is
100
committed
to
looking
at
on
a
regular
basis.
When
we
see
a
pattern
or
an
uptick
or
a
trend,
part
of
the
hotline
and
part
of
putting
it
into
Central
repository
is
to
see
those
patterns,
so
we
can
appropriately
respond.
D
I
would
also
say
that
in
a
district
the
size
of
BPS,
it
is
imperative
that
we
continue
to
train
and
retrain
multiple
times
a
year.
Our
staff
there's
so
much
that
goes
on
so
much
turnover
with
staff
School
leaders,
teachers
that
we
cannot
assume
that,
just
because
we
distribute
something
that
is
actually
happening
or
understood,
so
we've
actually
had
at
least
three
calls.
All
leader
calls
with
all
the
principals
to
offer
the
opportunity
for
questions
to
review
the
protocols.
D
So
when
an
incident
happens,
how
do
we
learn
from
our
responses?
What
worked
well,
what
did
not
work?
Well,
both
at
the
school
site
and
the
district
side.
That's
the
way
we
improve
it's
just
like
in
a
classroom.
You
do
an
observation
and
then
the
most
important
thing
is
the
dialogue
that
happens
between
the
teacher
and
the
in
The
Observer.
To
say
what
did
I
see?
What
happened?
Did
it
go
the
way
I
thought
it
would?
B
If
I
could
jump
in
here,
so
the
data
that
we
did
receive,
it
does
say
that
in
the
2021-2022
school
year
there
were
only
26
reports.
We
have
440
that
we
were
given
at
the
last
hearing,
so
that
number
is
very
different
and
that
was
given
from
BPS
and
then
the
Firearms
was
there
only
one
firearm
in
the
2021-22
school
year
in
our
schools,
because
in
now
it's
saying
zero
for
this
school
year.
Have
we
had
no
incidents
with
firearm
this
year?
So
far,
three.
B
D
D
Just
to
underscore
on
that
category
we
broke
down
a
little
further.
What
we
call
kind
of
dangerous
weapons.
There
is
like
a
miscellaneous
category
that
can
be
anything
that
can
create
injury
could
be
an
umbrella
tip.
It
could
be
scissors,
there's
not
a
clean
bucket
for
that.
So
we
call
that
dangerous
weapons
and
you'll
see
the
knives.
You
know
the
other
thing
we
clarified
a
knife
is
a
weapon.
A
knife
is
a
weapon,
so
you
know
you'll
see
you
know
in
the
slides
as
we
go
through
them.
F
E
B
G
A
A
B
F
D
E
So
it
actually
goes
to
our
next
slide,
which
is
biased,
space,
bullying
and
and
what
we're
talking
about
with
sexual
misconduct.
It
could
be
it's
it's
very
different
than
sexual
assault,
so
those
were
reported
incidents
of
sexual
misconduct
and
that
could
be
anything
from
a
kindergarten
student
touching
the
bottom
of
another
student
and
that
that
would
be
filed
with
the
office
of
equity
as
a
sexual
misconduct
investigation.
So
it
can
range
from
that
all
the
way
to
the
most
serious
which
we
would
refer
to
as
sexual
assault.
A
Why
does
it
go
to
equity
when
you
have
someone
that
doesn't
have
any
sort
of
background
and
investigatory
piece
of
it
or
determining
what
something
is
sexual
or
what
level?
What
tier
it
is,
my
advice
would
be:
it
should
go
to
Chief
Neva
Coakley
Grace
first,
and
then
she
makes
a
determination
or
her
team
makes
a
determination
based
on
the
years
of
experience,
dealing
with
sexual
assault
and
child
abuse
and
all
those
things
and
then
comes
back
and
says
this
isn't
this
is
this:
should
go
the
equity
route
versus
this
should
go
the
this
is.
A
This
is
a
more
serious
type
of
thing
and
so
I
just
want
to
know
why.
Why
does
it
all
get
shuffled
off
to
equity,
to
make
a
decision
I
think
in
there
and
lies
a
little
bit
of
the
danger
of
what
we're
seeing
with
principals,
making
a
decision,
whether
they
should
call
9-1-1
or
whether
they
should
bring
in
medical
assistance
for
a
student,
as
opposed
to
saying
just
give
a
nice
pack
and
go
down
to
the
nurse's
office
geez,
you
know
that's.
Actually
it's
only
a
little.
A
It's
only
a
little
blood
he'll
be
fine
right,
I,
I!
Don't
think
that
we
should
be
in
that
gray
area
if
we're
determining
as
to
whether
or
not
something
is
of
sexual
sexual
assault
in
nature
and
we're
going
to
make
a
determination.
Frankly,
I
think
we
should
be
going
to
folks
that
have
training
and
experience
and
and
should
go
to
the
chief
for.
E
Clarification
around
that
SEC,
any
any
reported
allegation
of
sexual
violence
goes
directly
to
the
office
of
safety.
Sexual
misconduct.
The
office
of
equity
is
very
well
trained
in
in
the
investigation
of
sexual
misconduct,
but
anything
again
just
to
your
point
counsel
of
clarity.
If
it
is
involved,
if
it
involves
sexual
violence,
it
goes
immediately.
There.
A
H
D
E
Okay,
okay,
so
sexual
misconduct
would
include
calling
someone
a
B,
for
instance,
sexual
misconduct
in
the
past
might
be
referred
to
as
sexual
harassment
right,
so
it
may
be.
A
student
is
looking
someone
up
and
down
sexual
misconduct
with
young
children.
We
see
a
lot
of
it
and
a
lot
of
it
is
developmentally
appropriate.
You
know
we
want
to
teach
those
students
provide
them
with
resources,
so
they
understand
boundaries
and
that
they're
able
to
to
not
escalate
their
behavior
as
they
get
older.
So
those
that's.
D
People,
oh,
the
social
media,
is
fairly
out
of
control.
The
amount
of
time
that
we
spend
unpacking
social
media
coming
into
the
schools
from
all
hours-
and
it's
probably
the
number
one
thing
parents
can
do-
is
really
control
the
phone.
Take
a
look
at
the
phone
what's
happening,
who
are
your
children
talking
to
we've.
D
B
D
Last
year,
in
general,
just
in
districts,
social
media,
particularly
with
Tick
Tock,
there
were
these
alleged
challenges
to
you
know,
do
harm
in
bathrooms:
destruction,
Etc,
I,
you
know
I
know
my
counterparts,
I
spoke
with
regularly
about
this,
and
the
amount
of
damage
that
was
done
in
buildings
was
incredible.
But
you
know
that's
like
a
perfect
example
where
we
appreciate
when
a
parent
will
alert
us
if
they
see
something
on
social
media
or
somebody
does,
because
you
know
we're.
A
F
A
A
If
there's
someone
that
continues
to
you
know
for
a
lack
of
a
better
word
sort
of
Menace,
you
know
the
school
environment
and
or
another
student
or
multiple
students
and
or
maybe
even
there's,
multiple
family
members
or
parents
are
involved
in
this
thing.
At
what
point
do
we
say
you
know
what
this
this?
This
is
the
problem
and
we
need
to
remove
the
problem
other
than
turning
the
entire
School
upside
down
in
the
process,
I
think,
or
at
least
the
how
it's
been
working
to
date.
A
It's
it's
been
the
victims
of
the
ones
that
have
to
in
many
instances
not
only
leave
that
school.
They
they
leave
the
school
district,
which
is
an
absolute
travesty,
and
we
don't
necessarily
deal
with
the
problem,
and
then
we
learn
that
another
school
year
starts
and
it's
the
same
kid
and
SSA
family,
and
it's
like.
Why
aren't
we?
Why
aren't
we
putting
the
brakes
on
that
and
then,
if
we
need
to
do,
if
we're,
if
anyone's
being
re-rooted,
it
shouldn't
be
the
child?
That's
there
paying
attention
playing
by
the
rules
trying
to
get
an
education.
A
That
I've
heard
from
across
all
neighborhoods
is
that
they
get
totally
frustrated
that
they
don't
think
that
they're
being
heard
and
the
problem
continues
to
exist
in
the
same
chart.
We
had
one
I
think
where
someone
almost
tried
to
cut
someone's,
ear
off
and
they're
in
the
same
class
A
couple
days
later,
it's
like
where
in
any
environment
is
that
acceptable
right.
I
B
And
I
know:
we've
worked
closely
on
to
certain
students
and
if
the
bullying
or
the
violence
can't
stop
in
the
classroom
or
School
oftentimes,
it's
the
only
option
is
to
move
the
student,
which
in
many
times
is
more
disruptive
for
that
student
and
there's
not
always
that
guarantee,
because
even
if
the
Anonymous
hotline,
many
kids,
know
if
all
of
a
sudden
one
kid's
not
sitting
in
a
classroom
and
then
a
week
later,
certain
kids
are
being
called
out.
I
mean
kids
are
smart
yeah.
So
in.
A
The
bowl
in
the
mentality,
obviously
the
bullier-
is
to
continue
to
put
pressure
on
the
victim
because
they
know
that
it's
going
to
be
the
victim.
That's
arguably
going
to
be
the
one
that
gets
punished,
so
they
kind
of
it's
almost
like
there's
a
little
bit
of
a
there's,
a
little
bit
of
a
game
going
on
there,
where
the
bullier
knows
that
nothing's
going
to
happen
to
him
or
her
they're
going
to
continue
to.
You
know
pick
on
and
Bully
that
other
student,
and
they
know
that
the
end
result
is
going
to
be.
E
E
F
B
Absolutely
so
it's
not
always
an
option
right
and
that's
why
we
see
families
leaving
there's
not
that
exception
like
okay,
we'll
let
them
just
get
a
seat
at
that
school.
That's
the
choice
of
the
parent
I
know:
we've
tried
to
advocate
for
several
students.
One
was
a
victim
of
the
laptop
bullying
last
year
are
still
having
headaches
and
not
offering
a
seat
at
a
school
that
they
would
have
done
great
at
because
it's
just
wasn't
a
seed
for
them,
but
we
can
always
make
a
seat.
I
know.
B
A
E
Almost
like
double
punishment,
right
I
want
to
get
back
to
your
about
the
the
aggressor
not
being
penalized
or
not
receiving
any
sort
of
consequence,
and
that
is
not
the
case.
So
I
want
to
make
sure
that
that
you
are
aware
of
progressive
measures
in
terms
of
our
code
of
conduct
and
Dacia.
Campbell
may
speak
about
that.
Daisy
and
I
are
the
co-chairs
of
the
BPS
code
of
conduct
team.
So
a
student
who
is
a
habitual
I
think
that
was
your
word
a
habitual
offender
over
time.
So
we
would
start
out
with
a
prevention.
E
I
mean
we
would
start
out
with
it
with
a
tier
two,
so
they
would
come,
they
would
receive
services.
In
addition
to
that,
then
then
they
could
be
out
of
school
suspended
if
things
continue
over
time.
You
know
we're
going
to
provide
wrap-around
services
for
that
student
for
the
student.
That's
the
aggressor,
because
it's
important
that
we're
addressing
the
behavior
of
the
aggressive
student,
because
over
time
those
behaviors
escalate
and
more
problems
occur.
So
we
want
to.
We
want
to
try
to
provide
services
as
much
support
as
we
can
for
the
aggressor.
E
J
Work
in
the
division
of
schools,
as
Jody
explained,
I'm,
also
the
co-chair
of
the
code
of
conduct
committee
and
as
she
stated,
it
is
twofold.
You
know
when
we're
dealing
with
situations
of
bullying
we're
also
looking
at
the
con.
You
know,
what's
going
on
with
the
of
course,
the
the
victim
and
then
the
aggressor,
and
you
know
we
work
with
schools-
is
we
should
be
always
implying
always
making
sure
that
the
code
of
conduct
is
applied
and
the
code
of
conduct
is
also.
J
It
also
builds
in
this
tier
of
of
of
mtss
tiered
support
before
we
we
support
our
students.
I
just
want
to
give
some
context
in
terms
of
suspensions.
We
do
not
suspend
kindergarteners
through
second
grade
right
and
for
grades
three
through
five.
There
are
a
few
reasons
why
you
can
suspend,
and
one
of
them
is
excessive
bullying,
and
so
it's
I
understand
the
frustration
about
the
safety
transfer
policy
feeling
like
we're
asking
students
who
are
victims
to
leave
their
school
environment.
J
But,
on
the
other
hand,
we
are
also
dealing
with
the
other
students
supporting
other
students
through
the
code
of
conduct
and
we
will
use
in
it.
At
the
same
time,
sometimes
we
will
support,
but
we
will
also
discipline
at
the
same
time.
It's
too
it
can
be
twofold.
A
student
just
does
not
need
to
be
suspended
out
of
school.
A
student
can
be
suspended
and
sent
to
the
counseling
into
Center
for
support.
J
So
there
is
some
action
and
there
that
has
to
take
place,
we're
looking
very
closely
at
that
we're
recording
incidents
and
Aspen.
What
is
the
action
that's
being
taken
place
to
support
the
student?
Is
it
restorative
practices?
Is
it?
Is
it
the
counseling
intervention
Center?
Is
it
out
of
school
suspension?
Is
it
a
long-term
suspension
and
in
some
situations,
is
it
expulsion.
K
K
Happens
on
one
on
several
situations
to
his
appearance
on
either
side,
just
can't
be
shared
the
details
involving
in
those
incidences
and
sometimes
that
discussion
comes
my
way
and
I'll
take
the
time
and
effect.
I
was
just
thinking
the
last
week
or
so
about
some
language
in
which
we
can
use
to
share
with
parents.
K
K
Can
you
speak
to
your
sexual
assault
cases,
I
mean
I?
Think
we've
had
several
hearings
even
prior
to
this
year.
You
know
we
don't
want
to
start
categorizing
six
and
seven
year
olds
with
you
know
inappropriate
touching
as
sexual
assault.
So
to
your
point,
Council
Authority,
that's
why
they
don't
come
to
I.
B
F
E
So
we
talked
about
biospace
bullying,
so
reports
of
bullying
when
they
come
into
the
through
the
hotline
or
through
succeed
Boston.
If
one
of
the
questions
is
whether
or
not
it
is
bias
based,
if
so,
those
reports
are
also
forwarded
to
the
office
of
equity
and
we
work
in
partnership
with
them.
So
there
are
two
parallel
investigations
to
determine
next
steps.
E
So
this
is
our.
This
is
oops,
sorry
about
that.
This
is
the
safe
space
and
bullying
hotline.
This
is
the
information
about
it.
We're
sharing
it
across
multiple
platforms,
social
media,
so
that
students,
families
and
we've
had
clinicians
call
to
just
get
some
information
as
well.
So
you
can
report
all
of
those
in
in
all
of
those
different
ways,
and
you
can
report
that
anonymously
I
really
want
to
emphasize
that.
E
The
other
thing
is
that
we
have
we've
we're
offering
multiple
ways
that
that
other
that
people
can
call.
So
they
call
3-1-1
I,
understand
they're,
calling
you
and
that
we
now
have
another
reporting
system
in
place.
A
helpline
and
we
are
all
working
collaboratively
together
so
that
there
is
to
close
any
loops
around
reporting.
E
D
Okay,
it's
moving.
In
fact,
one
of
the
things
we're
looking
is
how
to
streamline
the
hotlines
so,
rather
than
eventually
having
parents
have
to
call
all
Transportation.
You
know:
how
can
we
make
this?
The
simplest
for
parents
simplest
for
students,
the
other
thing
Jody
I,
think
it
just
would
be
important
to
share
with
the
counselors
is
within
the
state.
You
know,
there's
been
a
lot
of
reworking
around
the
anti-bullying
laws,
and
so
what
of
our
practice
is
modeling
them?
Okay,.
E
E
We
have
protocols
in
place
and
with
the
superintendent
skipper
on
board,
we
are
holding
schools
and
staff
accountable
for
reporting
and
investigations
and
assuring
that
they
are
following
our
protocols
around
timelines,
so
our
timelines
are
very
tight.
48
hours
before
the
school
leader
must
notify
the
caller
within
48
Hours
of
receipt
of
the
complaint
and
the
school
leader
has
five
days
to
respond
to
that
allegation
and
the
way
that
they
respond
to
that
includes,
even
if
it
is
not
a
bullying,
allegation,
a
safety
or
support
plan
for
the
student
who
feels
vulnerable.
E
So
so
the
superintendent
has
put
a
number
of
different
measures
in
place
for
accountability
and
set
the
bar
very
high
around
that,
and-
and
that
is
something
very
new
and
also
very
clear.
Just
to
your
point,
counselor
Flaherty,
very
clear
that
we
are
all
responsible
for
reporting
and
following
the
protocols
we
have
systems
in
place
and
we
are
looking
to
purchase
some
new
systems
that
will
to
to
superintendent
Skipper's
Point,
bring
all
those
those
those
reporting
mechanisms
together
so
that
it
will
be
more
streamlined
here.
A
And
then
superintendent,
and
also
and
chief
Kobe
Bryce,
the
couple
things
that
jumped
out
at
the
meeting
the
other
day
was
the
truancy
piece.
Yes,
those
numbers
were
staggering
staggering
and
it
would
be
kind
enough
maybe
to
share
with
my
colleague
as
well
as
those
here
sure
and
then
in
the
police,
reform,
Chief
I
think
you've
lost
some
Personnel,
maybe
due
to
retirement
and
then
we're
sort
of
trying
to
figure
out
on
the
school
police
school
safety
side.
A
I
think
that
I
find
tremendous
value
in
our
street
workers
and
I
know
that
the
mayor
is
they're,
trying
to
rework
that
or
there's
some
some
tension
points
now
over
some
things
and
I
would
suggest
that
the
possibility
of
maybe
if
we
can
reimagine
the
street
workers
in
some
capacity,
you
know
I've,
always
felt
that
if
we
could
have
one
male
one
female
Street
worker
and
I
high
schools,
at
least
they
make
a
huge
difference.
They
get.
A
So
the
school
safety
personnel,
as
well
as
retirements
like
let
us
know,
if
there's
something
we
can
do
at
eye
level
through
either
a
funding
mechanism
or
just
kind
of
Connecting,
the
Dots
here.
But
you
know
you
see,
I,
think
there's
25
or
30
street
workers
that
are
now.
Arguably,
potentially
in
limbo
as
to
what's
going
to
happen
to
them
and
and
I
know
they
had
great
value,
they
could
be
a
good,
maybe
a
good
fit
here.
D
So
I
really
appreciate
the
the
opportunity
to
talk
about
this
counselor,
so
so
we
have
seen
because
of
the
pandemic,
just
staggering
amounts
of
chronic
absenteeism
and
truancy
and
I
I
can't
state
it
enough.
Our
students
are
safest
in
our
schools.
Students
are
safest
in
our
schools,
and
this
is
really
a
community
opportunity
that
when
you
see
young
people
during
the
school
day
who
are
out
there
and
why
they're
not
in
school
because
they
should
be,
we
saw
this
kind
of
a
two-prong
issue.
D
D
a
year
before
it
was
much
less
but
again,
that's
because
I
don't
think
it
was
necessarily.
We
had
a
lot
less
dropouts.
It's
that
we
were
giving
more
leeway
on
coming
to
school
because
of
covet
in
the
pandemic
and
the
requirements,
but
combined
we're
talking.
You
know:
900
students,
that's
impactful
in
our
city,
the
last
time
those
numbers
existed
was
when
I.
D
First
took
on
these
the
high
school
suit
position
and
I
think
we
had
about
800
dropouts
the
18
to
22
concerned
me
and
I
talk
about
it
everywhere,
because
they
they
dropped
out.
They
don't
have
the
skills
to
succeed
in
the
job.
They
don't
have
the
skills
to
finish
their
degree
yet,
and
they
don't
have
a
plan,
and
so
this
makes
this
all
the
more
impactful
for
this
group
of
young
people.
So
we
are
actively
working
right
now
to
re-establish
programming
that
BPS
had
in
place
for
for
decades.
D
That
worked
well
for
students
who
are
off
track
to
be
able
to
help
them
get
back
on
track
and
get
the
skills,
academic
and
job
to
succeed,
and
so
we're
in
the
process
of
doing
that
under
Chief,
Kelton
and
I'm,
going
to
actually
ask
Chief
Kelton
to
come
down
to
just
talk
a
little
bit
about
this,
but
linked
to
that
is
still
this
ongoing
issue
of
chronic
absenteeism.
I.
Think
you
heard
the
commissioner
speak
about
it
in
the
news
as
a
Statewide
issue.
D
Certainly
our
colleagues
at
the
great
at
the
council,
great
City,
Schools,
spoke
about
it.
You
know
we
had
upwards
of
40
chronic
absenteeism,
so
when
you
actually
think
about
that
of
180
school
days,
that's
that's
like
a
month
and
a
half
of
a
student
not
being
in
school.
How
can
a
student
possibly
make
progress?
D
These
are
the
students
that
might
either
fall
under
credit
if
they're
at
the
high
school,
the
more
dangerous
pieces,
if
they're
in
the
middle
school
and
they're
missing
that
much
work
right
or
Elementary,
High
Elementary
grades
right.
So
this
is
why
we
are
about
to
launch
a
re-engagement
campaign
that
will
need
the
community
support
with
and
I
I
started
it
every
news
I
get
to
talk
to.
If
you
know
an
18
or
22
year,
old
who's
not
enrolled
in
school.
Didn't
finish
that
you
know
doesn't
have
a
job.
D
Please
have
them
contact
our
re-engagement,
Center
and
then
The
Chronic
absenteeism,
which
we
need
to
this
is
where
we
need
to
be
on
top
of
the
data
and
the
students
who's
missing
school
in
what
school?
What's
the
plan
that's
in
place
to
make
sure
those
young
people
get
reconnected
and
they
get
their
supports?
H
H
They
need
stability,
but
they
also
need
us
to
know
them
and
to
know
where
they're
coming
from
so
a
lot
of
the
work
is
relationship
driven,
I
think
this
is
also
forcing
us
to
re-examine
our
our
alternative
education
schools
and
what
they're
truly
offering
that
is
alternative
and
understanding
that
we
need
to
meet
students
where
they
are
so
they
get
that
sense
of
achievement
and
students
don't
stop
coming
to
school,
because
it's
you
know
fun.
They
stop
coming
to
school
because
they
have
lost
that
connection.
H
That's
right
and
that's
what
we
have
to
focus
on
is
re-establishing
that
connection
and
that's
going
to
take
from
the
school
side,
time
and
energy
to
speak
to
our
parents,
to
connect
with
our
Community
Partners
to
understand
that
the
connections
that
we're
going
to
make
are
not
just
going
to
be
from
school
to
student.
It's
going
to
include
family
and
it's
also
going
to
include
people
in
the
communities
we
have
so
many
people
in
the
communities
who
have
connections
to
our
young
people
that
we
don't
know
about.
H
So
we
have
to
do
a
better
job
of
creating
the
space
to
really
have
those
conversations
around
young
people
with
our
Community
Partners.
So
we
can
create
wrap
around
holistic
plans
that
don't
just
end
when
the
student
leaves
our
building
right.
We
understand
that
those
connections
have
to
continue
into
the
community
and
I
think
we
have
to
do
a
better
job
of
implementing
those
Community
connections
within
our
alternative
education.
Schools.
B
School
Izzy
who's.
Like
a
great
you
know
football
coach
many
times
he
said
like
listen,
you've
got
to
go
to
math
class
I'm,
going
to
be
waiting
for
you
on
the
football
field
and
I
know
many
coaches
across
the
city
in
arts,
and
it's
another
reason
why
we're
advocating
when
it
was
what
72
dollars
of
the
budget
only
being
spent
on
Athletics
and
they
didn't
raise
it.
They
used
a
little
bit
of
arpa
funding
to
get
it
to
96
dollars.
B
H
B
H
Or
maybe
it's
a
job
for
a
lot
of
our
young
people?
They
need
to
be
making
money,
they
want
to
be.
You
know
supporting,
however,
they
can
their
families
their
friends
whatever
it
is.
So
we
have
to
create
those
opportunities
with
our
city
Partners,
where
there's
safe
spaces
for
our
young
people
to
be
and
where
they're
wanted.
B
B
I'm,
like
there's
so
many
great
opportunities,
so
we
all
I
say
it
all.
The
time
and
I've
heard
my
colleagues
who
have
been
here
much
longer
than
me
say
it
that
we
are
such
a
rich
city.
We
just
have
to
do
better
at
connecting
our
students,
our
neighbors
everyone
to
the
resources
we
have.
We
have
jobs
and
we
have
kids
who
want
them.
So
we
need
to
do
a
better
job.
Yeah.
D
You
can
imagine
if
we,
you
know
in
our
city.
If
we
had
a
youth
passport
for
every
student,
then
in
the
after
school
hours,
the
weekends
right
the
summer.
It
is
all
kinds
of
opportunities
they
could
use
by
just
having
that
passport,
to
go
to
museums
right
on
the
trip
with
programming,
community-based
organizations,
open
basketball
for
kids
that
want
to
just
drop
into
a
gym,
going
into
a
gym
and
actually
having
a
membership
right
for
students
who
might
not
qualify
for
athletics.
D
Right
now,
right
I
used
to
say
when,
when
Tech
Boston
first
went
into
Dorchester,
it
wasn't
that
we
didn't
have
great
athletes.
We
just
didn't,
have
athletes
who
who
actually
had
a
GPA
that
could
play
so
we
had
to
work
toward
that,
but
we
offering
things
for
kids
that
they
can
do
in
those
after
hours
when
right
now
we're
competing
with
a
street
right.
D
H
Just
want
to
also
add
Around,
The,
Chronic
absenteeism,
I
think
it's
it's
difficult
right
now,
also
given
all
of
the
needs
of
our
students,
the
social
emotional
needs,
the
need
for
stability
and
consistency
for
our
support
staff
and
teachers
in
schools,
for
the
students
that
are
showing
up
every
day.
It's
a
lot
of
work.
H
It's
a
lot
of
interacting
and
getting
to
know
students
again
so
I
think
what
we're
recognizing
as
a
district,
that
we
have
to
sort
of
reinvent
how
we
deal
with
chronic
absenteeism
and
that
looks
like
really
forming,
especially
with
our
schools
that
have
chronic
absenteeism
at
a
higher
rate
establishing
beyond
our
supervisors
of
attendance.
One
of
the
schools
uses
attendance
Paras
to
actually
go
into
the
community
to
knock
on
doors,
to
do
that,
because
our
school-based
staff
can't
do
that
during
the
day.
H
A
Is
where
I
give
a
shout
out
to
my
late
Mom
I
had
perfect
attendance
and
grammar
school
and
in
high
school
the
whole
all
of
us,
my
brother
and
sister,
did
so.
There
was
no.
There
was
no
staying
home
or
decking
out.
So,
of
course,
my
brother
and
John
and
I
made
it
up
for
missing
classes
at
college,
but
but
perfect
attendance
from
from
kindergarten
all
the
way
up
to
to
high
school.
Your.
A
D
Like
school,
if
you're
not
in
school,
you
can't
learn
right,
but
I
mean
to
your
point:
Constable
Clarity,
like
us,
Thinking
Out
of
the
Box
about
the
kinds
of
roles
that
given
the
changes
from
the
pandemic.
We
can
Embrace
and
I.
Think
you
know
the
street
workers
I
I
know
as
a
principal
I
relied
heavily
on
the
street
workers
that
worked
up
in
Tech
Boston.
D
They
had
relationships
with
our
kids
that
sometimes
staff
couldn't
have
right
and
so
I
think
finding
ways
between
us
and
the
city
to
be
able
to
support
programming
like
that
and
to
Chief
kelton's
Point,
think
out
of
the
box
about
what
do
we
need?
We
need
people
that
are
in
the
community,
knocking
on
doors
who
are
having
conversations
with
students
with
families.
You
know
that
student
left
because
they
don't
feel
attached.
D
We
need
to
be
able
to
give
them
the
opportunity
and
show
them
something
that's
going
to
help
them
take
a
step
so
one
one
just
kind
of
really
quick
example:
our
re-engagement
Center
that
works
with
a
Private,
Industry
Council
amazing
work.
If
we
had
moved
to
a
single
point
of
entry,
it's
based
down
out
of
Madison
Park
and
that
relies
on
a
student-
that's
dropped
out
going
to
the
re-engagement
center.
D
We
also
have
a
number
of
students
in
our
schools
that
are
very
close
to
dropping
out
right.
They're,
they're,
chronic
absenteeism
is
very
high.
We
now
have
the
re-engagement
center
coming
to
the
schools
sitting
and
talking
with
the
young
people,
who
already
have
one
foot
out
the
door.
What's
not
working
for
you,
what
can
work
for
you,
so
bringing
the
solutions
to
the
kids
is
what
we
need
to
do,
not
putting
another
layer
of
responsibility
on
them
to
have
to
figure
it
out.
A
I
know
we
have
you
for
just
a
little
longer
and
I
wanted
to
get
to
a
little
public
testimony
and
I
Know
Chief
couldn't
make
a
comment.
So
if
pasta,
if
you
could
maybe
make
your
way
down
to
the
to
the
podium,
so
you
can
be
heard.
I
know
that
we've
got
some
folks,
I
see.
Bobby
Jenkins
has
signed
up
to
testify.
We've
got
some
folks
on
Zoom,
so
I
just
want
to
try
to
get
in
a
little
bit
of
the
public
testimony.
While
we
have
you
that's
great
and
Council.
C
Thank
you
Mr
chair
and
apologize
that
I
missed
some
of
some
of
the
meeting
and
thank
you
again
superintendent.
We
had
a
great
visit
recently
to
the
Perry
School
in
South
Boston.
So
thank
you
for
visiting
with
the
students
in
with
the
teachers
superintendent.
This
might
be
off
topic
a
little
bit,
but
it's
important
to
me
is
the
the
incredible
role
of
the
JROTC
program
in
the
schools.
C
There's,
probably
not
a
more
diverse
group
of
students
participating
in
a
in
a
in
a
in
a
class
or
a
setting
such
as
this,
but
I'm
I'm
All
I
always
often
hear
that
the
BPS
front
office,
the
principals,
always
want
to
cut
the
program
out
and
I
was
always
discouraged
by
that,
or
that
there
was
always
discouragement
from
asking
students
to
participate
in
the
program
or
to
stay
in
the
program.
But
I
know
the
importance
of
that
program,
especially
helping
kids
with
leadership,
skills
or
communication
skills,
some
some
discipline,
but
time
management.
C
You
know
and
other
issues
giving
back
to
the
community,
but
do
you
have
any
idea
of
why
this
this
there's
this
perception
that
BPS
wants
to
cut
the
program
in,
and
you
know
it's
it's
discouraging
to
hear
that
and
is
there
a
message
that
can
be
put
out
by
BPS
that
the
ROTC
program
is
is
an
important
program?
Yeah.
D
So
think,
I
appreciate
that
president
I
think
I
shared
that
day
with
you,
my
my
personal
experience
at
Tech
Boston,
where
we
had
a
really
thriving
jrtc
program
with
the
Army
branch,
and
we
always
saw
it
as
a
as
a
positive
in
a
number
of
ways.
One
was
leadership
to
your
point.
Right,
it
was,
is
teaching
our
young
people
about
leadership
about
being
leaders
inside
the
classroom
outside
of
the
classroom.
D
I
also
saw
it
as
a
way
that
our
some
of
our
students
found
a
cohort
of
students
to
be
with
you
know
they.
They
weren't
always
the
athletes
they
weren't,
always
the
the
you
know
the
the
ones
that
would
gravitate
just
to
academics
or
Arts
and
Music,
but
they
found
a
group
that
they
could
had
a
Common
Language
with
that
they
developed
a
real
relationship
with
and
I
also
saw
just
a
lot
of
deep
mentoring
from
the
heads
of
the
JROTC
throughout
my
time.
At
Boston.
D
D
I
would
have
to
do
some
checking
to
see
what
the
status
is
right
now,
whether
those
are
continuing
and
they're
continuing
to
consolidate.
They
usually
give
the
district
a
certain
number
of
programs,
and
then
we
go
through
a
process
with
the
schools
of
identifying
which
fit
in
which
schools
would
like
them.
C
A
You
Mr
champion,
thank
you
Mr
President
and
Pastor
David,
if
you
could
just
introduce
yourself
for
the
record
in
your
organization,
and
you
have
the
floor,
appreciate
your
patience
and
I
know
that
you
attended
the
previous
hearing
so
yeah.
We
did
get
a
piece
of
that
presentation,
but
this
is
maybe
an
opportunity
for
the
superintendent
and
her
team
to
hear
your
thoughts
and
based
on
your
experiences.
What
you've
been
dealing
welcome
back.
L
And
again
again,
thank
you
for
the
opportunity
to
be
here
and
for
holding
this
hearing
and
for
all
of
you
being
present.
So
thank
you.
Everyone
I'm,
a
parent
of
two
graduates
from
Boston
public
schools
and
very
proud
of
that
all
the
way
through
Elementary,
Middle,
School
and
High
School,
and
very
much
a
promoter
and
a
supporter
of
our
schools
across
the
city,
I'm,
a
pastor
in
East
Boston,
but
as
a
result
of
being
involved
in
the
anti
or
the
violence
reduction
task
force.
Meeting
that
happens
at
the
Ella
Baker
house.
L
And
so
we
wanted
to
bring
awareness,
not
as
a
criticism
to
our
friends
in
the
Boston
public
schools
that
again
I
benefited
from
my
children
benefited
from,
but
to
say,
hey,
there's
serious
concerns
and
we
need
to
acknowledge
those
and
be
aware
of
those
in
order
that
we
can
work
for
Solutions
and
on
the
other
side
of
that
we
want
to
be
part
of
the
answer.
We
want
to
be
part
of
the
solution.
L
I
appreciate
what
I
heard
today
from
you,
superintendent
and
your
colleagues
about
your
commitment
to
forging
School
Community
Partnerships
and
that
being
an
important
part
of
the
work
and
I
just
want
to
offer
all
of
us
in
Boston
SOS
and
our
our
supporting
organizations
that
working
with
us
to
be
part
of
that
as
well.
So
we're
here
to
be
part
of
that
solution.
We
have
and
I
want
to
recognize
some
of
those
organizations.
L
Think
who,
along
with
those
that
you've
already
connected
with
who
are
interested
in
and
committed
to
to
be
a
part
of
the
the
solution.
I
appreciate
some
of
the
response
and
and
even
the
the
kind
of
change
in
tone
in
terms
of
how
how
the
school
is
looking
at
bullying
and
addressing
that.
So
thank
you
for
for
that
response.
I'm
interested
in
a
couple
of
things
that
you
mentioned,
one
is
is
the
the
anonymous
calling
is
that
a
new
development
or
has
that
been
in
place
all
along?
It
has
been
okay,
okay,
but.
E
L
E
D
D
You
know
you
can
have
the
best
hotline,
but
if,
if
people
don't,
if
people
are
not
trained
to
use
it,
if
they're
not
aware
of
it,
and
it's
not
being
it's
not
being
expected
and
required
to
use
it,
then
it's
just
a
good
policy
right
and
that's
not
what
we're
after
we're
after
policies
that
are
going
to
change
and
make
a
difference
to
student
safety
emotionally
and
physically.
That's
that's
the
difference.
L
Well,
I
appreciate
that
comment.
Thank
you,
superintendent,
because
that
was
going
to
be
another
point.
I
was
going
to
bring
up
that
that
the
policies
you're
talking
about
to
some
extent
were
already
in
place.
Policies
were
already
on
paper,
but
they
weren't
actually
being
implemented
in
the
local
school
setting
to
the
extent
that
they
ought
have
been
and
not
across,
not
in
every
school,
but
a
a
great
number
of
schools
they
weren't
being
implemented
in
a
in
a
good
way,
Boston
Arts
Academy
being
one
example.
L
It
was
mentioned
already
and
so
I'm
curious
to
know
as
I
kind
of
make
a
comment
and
then
a
question
when
it
came
to
bullying
parents
trying
to
address
it
within
the
school,
not
getting
feeling
as
satisfactory
response
and
doing
it
again
and
not,
and
then
in
some
cases
going
to
local
local
police
station
to
say
this
is
happening.
The
police
coming
to
the
school
the
school,
not
giving
out
any
information
to
the
the
law
enforcement,
so
the
parents
stuck
between
a
rock
and
a
hard
place.
L
How
do
we
Advocate
help
our
child,
my
child's
going
to
school
and
being
bullied
every
day
having
mental
health
issues?
Can't
study
can't
sleep
and
I'm
going
to
the
school
I'm
going
to
the
community
and
there's
no
resolve,
there's
no
resolve
what
is
in
place
to
help
parents
in
that
situation,
maybe
in
a
local
school
setting
where
it's
not
being
dealt
with?
Is
there
a
Next
Step
that
they
can
take
it
to
a
supervisory
kind
of
person
that
could
then
address
that
and
help
them
help
the
parent
feel
like
hey?
Something
is
happening.
E
So
we
do
have
an
escalation.
We
do
have
a
policy
in
place
so
go
to
the
school
leader,
they're,
not
satisfied
with
that
response.
They
can
call
the
hotline
we.
We
will
follow
up
with
them,
we're
very
good
at
responding
to
that
and
then,
if,
if
the
parent
continues
not
to
be
satisfied
with
the
response,
it
goes
to
the
operational
leader
and
then
from
the
operational
leader.
It
goes
to
the
assistant,
superintendent,
okay,.
L
It
seems
that
parents
don't
have
an
awareness
of
all
of
these
right
things
right.
They
don't
know
about
the
anonymous
call
line.
They
don't
know
what
the
next
step
they
can
take
within
they
don't
maybe
they
don't
have
an
advocate
within
the
school
environment,
that's
on
their
side,
right
and
hearing
their
voice
and
and
and
and
it
sort
of
feels
like
oppositional.
K
Think,
what's
also
happened
too.
Is
we've
changed
our
protocols,
we've
elaborate
on
our
protocols
that
was
kind
of
our
next
slide
perfect
and
just
shows
the
escalation
of
reporting
and
what
is
mandatory
to
report
on
and
the
stages
in
which
you
have
to
go
through
and
and
not
just
to
rely
on
the
parents
to
have
to
report
it.
K
But
we're
we've
had
this
presentation
without
operational
leaders
and
our
school
superintendents,
our
safety
service
staff,
our
students,
support
staff,
academics
so
anybody's
on
the
same
page,
and
so
the
parents
don't
feel
in
isolation
that
they
have
to
be
the
primary
reporting
Source.
But
in
fact
we
have
a
protocol
for
that,
for
the
for
those
I
will
go
through
every
every
either
category,
but
it's
kind
of
clearly
we
use
that
we
model
the
same
model
as
Emergency
Management
with
the
colors
very
identifiable.
You
know
red
it's
high
level.
K
You
know
there's
no
wiggle
room
with
that
one
and
you
have
orange
there's
some
conversation
that
can
happen
between
safety,
service
and
operational
leaders
and
we
can
push
it
up
if
we
have
to
then
there's
left,
there's
yellow
in
which
you
can
go
to
the
operational
leaders
in
that
in
that
that
communication
happens.
So
then
again
that
it's
not
just
all
relied
on
parents
in
their
communication.
That's.
D
Right
and
I
also
think
Reverend
like
what
you're
pointing
out
is
on
the
communication
side.
Each
of
these
things
requires
communication
campaigns
right.
These
are:
how
do
we
get
to
parents
in
a
very
simple
way?
It
might
even
be
a
card
right
like
a
small
card.
They
can
keep
in
their
wallet,
but
something
that
says,
here's
the
steps
I
take
and
if
this
doesn't
work,
then
I
can
contact.
Ultimately,
if
something's
not
resolved,
that's
when
it
goes
to
the
sorry,
it's
hard
to
talk
into.
D
F
D
Isn't
resolved
then
it
goes.
It
actually
gets
reported
at
Desi
right
and
it
goes
to
the
problem
resolution
the
other
direction,
but
we
don't
ever
want
that.
We
should
be
able
to
respond
in
an
adequate
amount
of
time
that
with
a
sense
of
urgency
and
give
parents
the
information
that
they
need
to
feel
like
they're
being
heard
and
that
the
issue
is
being
addressed.
That's
that's
the
bottom
line
of
accountability.
A
E
D
You
know
which
builds
capacity
in
every
school.
You
end
up
having
a
peer
mediated
coach,
and
then
you
end
up
having
students
older
students,
help
to
negotiate
for
younger
students.
It's
such
an
important
life
skill,
but
you
know
it
is
it
has
to
be
taught
it
has
to
be
developed.
So
this
is
something
that
we're
taking
on
as
initiative
this
year,
because
I've
seen
it
personally,
we
had
an
insomerville
and
I
saw
the
key
difference
in
de-escalation
of
student
on
student
issues.
D
So
it's
you
know,
as
we
kind
of
get
excited
about
Thinking
Out
of
the
Box
about
all
these
different
types
of
things.
You
know
looking
at
organizations
and
cbo's
in
the
in
the
city
that
are
doing
negotiation
right
doing
mediation
so
that
we
can
bring
them
in
and
have
them
work
in
different
areas
of
the
city.
K
Work:
I'm,
sorry
with
sores
matter
of
fact,
just
with
that
in
the
schools
and
helping
with
mediation,
helping
out
the
bus
during
the
the
shutdown
of
the
the
orange
line
and
the
green
line.
If
you
notice,
we
didn't
have
any
major
incidences
at
the
teas,
and
that
was
because
of
our
partnership
and
collaboration
being
there
being
identifiable
working
with
our
Community
Partners
and
that's
what
we
like
to
do
even
more
with
safety
services.
So
you
talked
about
our
numbers
and
the
challenge.
K
I
beg
to
differ
a
little
bit
because
we
haven't
really
had
much
of
a
challenge.
We've
been
having
a
huge
enthusiasm
for
the
model
that
we've
created,
I've
interviewed,
like
35
individuals,
hoping
to
onboard
about
10
new
staff
within
the
next
month,
or
so
so.
We're
going
to
continue
that
interview
process
and
again
as
a
superintendent
and
Jody
mentioned
access
is,
is
the
key
so
we're
going
to
make
that
that
information
access
and
we
use
my
Community
Partners
and
leverage
to
really
support
this
model
movement.
Four
weeks.
K
K
K
Think
we
put
our
minds
together
and
really
thought
outside
the
box
and
said
we
can
build
off
of
the
model
that
was
already
sustainable
without
our
police
Powers,
but
we're
going
to
focus
on
the
good
things
our
Partnerships,
our
collaborations,
our
mentorship,
our
familiarity,
our
support
in
with
at
dismissals,
our
support
on
safety
teams,
our
mentoring,
ship
within
schools.
So
that's
what
we
build
off
on
and,
as
a
result,
I'm
hiring
individuals
throughout
the
city
on
all
capacities
that
are
familiar
with
that
model
and
interested
in
working
with
us.
K
So
I'd
like
to
get
the
numbers
back
up
when
I
first
took
the
role
I
had
78
officers,
I'd
like
to
get
that
model
up,
I
think
that'd
be
sufficient
because
again,
I
want
my
staff
to
feel
safe
and
secure
in
the
buildings
and
strengthen
numbers,
and
so
that's
what
we're
looking
at
doing.
Moving
forward
that
with
training
that
with
hiring
and
that
with
Community
engagement
with
our
partners.
We
have
a
tremendous
partnership
with
girl,
sleeps
and
Big
Sisters
matter
of
fact,
they're
having
their
fundraiser
tonight
and
we're
going
to
be
honoring.
The
new
CEO.
K
So
my
former
life,
as
well
as
a
BPD
officer
I,
came
from
the
school
police
Union
matter
of
fact.
My
involvement
in
the
community
kind
of
Illustrated
that
unit
right
now,
they're
having
Staffing
challenges
as
well
I
believe
I,
don't
want
to
speak
on
their
Accord,
but
I
know
that
their
menial
numbers,
as
far
as
where
they
used
to
be
so
right.
Now.
There
are
a
tremendous
support
to
our
still
responding
to
incidences
like
this.
So
in
these
decisions
that
we
make
whether
it
goes
to
BPD
whether
it
goes
to
the
code
of
conduct.
A
F
A
Nationally
that
didn't
need
to
be
it's,
you
think
about
our
offices,
many
of
whom,
whose
children
attend
the
Boston
public
schools
and
they're
our
partners,
so
they're,
picking
up
and
dropping
off,
but
they're,
also
organizing,
the
before
and
after
school
programs,
their
coaches,
their
mentors,
etc,
etc,
etc.
So
they
need
to
be
sort
of
part
of
the
the
solution.
K
D
Right
and
then
commissioner,
Cox
and
I
you
know
are
committed
to
you
know
each
coming
into
the
roles
new.
You
know
hitting
reset
being
able
to
develop
that
relationship,
because
we
know
the
stronger
that
we
work
together
for
our
young
people
and
with
all
of
our
community-based
organizations,
the
better
the
fabric
and
ecosystem
for
our
students
right.
L
Just
a
couple
of
things
just
to
follow
up
on
that.
Is
there
a
memorandum
of
understanding
between
the
school
department
and
the
police
department,
because
I
think
that
was
lacking,
so
the
clarity
in
terms
of
how
communication
takes
place.
So
there
would
be
a
reluctance
to
call
9-1-1
to
include
the
police
from
school
Personnel
because
we're
not
clear
and
and
that
creating
some
really
undue
safety
issues
and
residual
stuff.
That
would
happen
as
a
result
of
not
calling
one
9-1-1
and
safety.
So
I'm,
just
wondering
yeah.
D
So
I
think,
as
Neva
will
go
through
a
chief
Coakley
will
go
through
we,
we
are
trying
to
be
really
clear
with
the
field
right
as
to
what
the
protocol
is
given
the
circumstance.
The
mou
is
something
that
the
chief
and
I
are
committed
to
work
on,
and
so
that
that,
in
part
is
why
we're
beginning
to
meet.
F
D
In
all
of
this,
we
need
to
make
sure
our
schools
are
clear
and
our
school
leaders.
You
know
when
you
think
of
the
number
of
individual
decisions
that
school
leaders
need
to
make
in
a
day
they
have
to,
they
have
to
be
trained
and
they
have
to
have
the
information
to
make
good
informed
decisions.
So
that's
why
there's
such
a
push
on
communication
on
Clarity
on
redefining
protocol
that
you'll
see
from
us.
L
Those
were
very
powerful
interventions,
not
to
arrest
anybody,
but
as
a
community
intervention
and
again
those
the
communication
has
sort
of
ended
to
some
extent
on
the
school
side
of
giving
out
those
referrals,
and
it
gets
to
that
point
about
the
connection
between
school
and
Community
Partnerships.
That
can
be
in
a
healthy
way
where
appropriate
information
can
be
shared
and
those
those
things
can
happen.
One
final
thing
I
would
ask,
is
or
or
comment
on
and
I
love.
The
idea
of
connecting
youth
to
Opportunities
around
the
city.
L
I
have
a
clergy
partner
in
Revere,
which
is
the
next
town
over,
of
course,
from
where
we
are
in
East
Boston.
Who
said
you
would
you?
People
in
Boston
are
resource
Rich
when
it
comes
to
you
things
and
I
got
to
thinking
about
because
oftentimes.
In
my
neighborhood,
when
something
happens,
we
need
more
programming,
we
need
more
programming,
we
need
more
programming
and
that's
oftentimes.
Our
toggle
switch.
Then
I
thought
about
his
comment.
I
thought!
Well,
we
we
do
have.
We
have
a
great
music
program.
L
L
We
need
some
folks
who
are
going
to
kind
of
Shepherd
them
in
I,
I
appreciate
the
reference
to
the
street
workers,
that
kind
of
idea
assigned
in
schools
who
could
take
a
kid
who
is
and
the
family
is
disconnected
mom's
working,
two
jobs,
whatever
the
situation,
their
disconnect,
who
could
kind
of
take
them
by
the
hand
and
say
hey,
I'm,
going
to
take
you
over
and
sign
you
up
for
the
basketball
league
or
the
art
program
and
that
there's
that
kind
of
Community
Connection
sort
of
shepherding?
If
you
will
another
idea.
B
Thought
we
found
that
out
during
the
budget
season,
when
we
were
talking
about
adding
more
youth
summer
jobs
and
we
realized
more
than
half
of
our
youth
summer
jobs
weren't
filled.
We
didn't
need
more.
We
needed
to
make
sure
we
were
connecting
kids
in
different
neighborhoods
different
ways
so
that
thinking
outside
the
box.
How
are
we
going
to?
B
Let
kids
know
like
you
can
work
at
you
know
the
music
Studio
Zoomies
over
in
East
Boston
or
you're
at
Humanity,
for
the
artist
over
in
South
Boston,
the
great
programs
that
just
sit
empty
and
then
there's
kids
that
we
bump
into
who
say
our
parents
I
wish
my
son
daughter
had
a
summer
job
and
I'm
like
well.
There's
summer
jobs
out
there,
let's
get
you
know
and
oftentimes
it's
too
late
in
the
season.
So.
D
D
Right
and
it's
councilor
Murphy
knows
this.
Is
you
know
this
is
an
issue
in
schools
too,
which
is
making
sure
that
you
know
every
single
child,
because
otherwise
the
children
that
you
don't
know
can't
get
connected
to
the
resource.
You
know
it's
why
we
believe
in
a
hub
model,
in
a
community
schools
model
and
I
just
wanted
to
say
that
I
want
to
give
a
shout
out
to
my
Parish
priest,
doc
Conway,
because
he
was
one
of
the
Pioneers
working
on
operation
Homefront.
He
asks
me
regularly.
D
A
So
we
have
some
Erica
Kuka
from
the
Boston
Teachers
Union.
If
you'd
like
to
come
down
and
off
a
testimony,
they'll
be
followed
by
George
Lee
from
youth,
Justice
and
power
Union.
If
you
wish
and
choose
to
you
may
testify
here,
I
also
see
Robert
Jenkins
Robert.
If
you
want
to
come
down
to
the
podium
and
you
get
two
minutes
off
of
public
testimony,
then
we're
going
to
shift
after
that
we're
going
to
shift
to
zoom.
A
M
Afternoon
councilors
Council
of
Flaherty
councilor
Murphy.
We
spent
a
lot
of
time
this
summer
out
in
the
hot
sun.
I
was
officiating,
one
of
my
things,
I
do
for
BPS
and
for
the
community.
I
want
to
thank
everybody
here.
I
was
part
of
the
Boston
Miracle
at
the
time.
I
was
a
staff
assistant
and
then
went
on
to
Parks
and
Recreation
as
a
regional
specialist
under
the
Flynn
Administration
and
worked
under
the
late
Tom
manino.
So
I'm
very
well
aware.
M
M
It
was
a
four
monitoring
systems,
it
was
the
village
taking
care
of
the
village
and
right
now
we
have
because
of
the
pandemic.
We
have
kids
families
who
traumatized.
We
are
programming,
I'm,
a
community
engagement,
advisory
council
member
from
the
district
been
there
since
its
Inception
president
of
the
Madison
Park
Alumni
Association
class
of
1978..
M
All
right
also
I'm
a
School
site,
a
council
member
as
a
partner
at
Madison
for
the
last
10
years.
So
what
I'm
saying
is
BPS
in
the
Boston
Police
Department
can't
do
it
by
themselves.
We
need
the
Boston
Public
Health
commission.
They
have
peer
into.
They
have
peer
leadership
groups
for
teens.
They
have
a
tons
of
programs
for
families.
We
have
our
own
mechanisms,
that's
what
we
did.
We
brought
city
Boston
centers
for
Youth
and
families.
M
It's
another
key
agent
for
the
last
two
years
they
pulled
out
of
Madison
Park,
once
the
kids
leave
Madison
Park
after
Sports,
if
they're
not
involved
in
sports,
that
entire
building
is
open.
It
pains
me
when
I
go
to
a
JV
football
game
or
Friday
Night
Football
game
at
Madison,
Park
all
right.
That
facility
is
closed.
We
talk
about
summer
jobs,
we
don't
have
lifeguards,
no
lifeguards,
we
can
be.
We
can
train
lifeguards
and
they
can
have
all
year
round
jobs
right
there.
Madison
Madison
has
the
biggest
pool
in
the
city
of
Boston.
M
That's
been
closed
down
the
last
two
years.
When
we
talk
about
facilities,
BPS
is
their
building,
but
they
can't
manage
manage
it
because,
after
hours,
that's
where
you
get
bring
in
your
Community
Partners,
the
YMCA,
the
boys
and
girls
club
teen
empowerment.
These
are
a
lot
of
groups
that
were
back
around
the
day.
You
know
you
know
the
clergyman,
superintendent,
Skipper
notes,
I'm
going
to
work
with
her.
Her
team
I
know
all
the
numbers,
you
know,
I
even
know
all
the
city
hall
numbers
trust
me,
I,
memorized
them
I,
even
know
in
there.
M
You
know
3050
or
315
when
they
know
those
numbers,
because
I
used
to
be
there,
but
most
importantly,
is
getting
back
to
the
basics.
Programs
that
BPS
need
to
work
with
is
the
pop
one
and
cheerleading
programs
they
have
all
of
them
have
over
350
plus
kids.
A
lot
of
those
kids
are
BPS.
Kids
and
those
kids
have
to
maintain
a
great
average
to
even
play
because
pop
one
oversees
that
it's
unfortunate,
our
Athletic
program
will
get
better.
You
know
it
definitely
will
get
better.
M
I
know
it
will
under
you
know,
superintendent,
Skipper
and
her
staff
that
has
to
get
better
because
kids,
we
got
to
bring
these
kids
in.
You
know
they're
out
there
and
you
know,
like
I,
said
I'm
out
there,
all
the
time.
I'm
a
bnbl
official
I,
know
a
lot
of
these
kids,
since
they
were
six
years
old
and
I've
been
doing
it
being
built
for
over
30
years.
So
I've
run
now
into
grandparents
and
parents.
M
I
said
you're
still
out
here,
I
said
yeah
I'm
still
out
here,
you
know,
but
it's
just
one
of
those
things
that
we
have
to
do
it
in
Closing.
One
thing
I
would
like
to
say
is
that
it's
a
total
effort,
but
something
I
did
not
hear
today.
The
first
line
of
communication
in
BPS
is
the
teacher
student
family.
M
We
have
to.
We
have
to
engage
our
parents
and
let
them
know
that
they're
already
on
the
School
parent
Council,
whatever
School
their
kid
goes
to.
We
have
to
build
the
School
site
councils
we
have
to
and
I
you
know
the
helpline
that
the
superintendent
has
to
have
to
know
the
chain
of
command,
because
if
you
go
to
that
helpline
well,
how
is
the
you
know?
Teacher
and
the
principal
gonna
feel
wait
a
minute.
You
didn't
even
come
to
me,
which
is
the
first
line
of
communication
that
we
have
to
shore
up.
M
We
have
to
look
at
programs
such
as
I've
had
I've
had
the
best
opportunities
because
I've
you
know
worked
in
schools,
but
one
of
the
one,
a
program
that
we
need
to
look
at
for
after
schooling
is
the
Rafael,
Hernandez
and
I
see
Mr
Bob
is
right
there.
She
was
the
principal
there.
She
remembers
me
I
was
there,
but
the
fourth
graders
you
look
at
those
programs.
It's
enrichment
programs.
We
got
to
get
the
colleges
involved
and
I'm
gonna
bring
something
up
that
nobody
wants
to
talk
about
anymore
pilot
taxes.
M
If
the
colleges,
local
colleges
paid
their
money,
that's
over
two
to
six
hundred
million
dollars
that
we
can
have
in
Revenue.
That
could
do
these
programs
that
can
work.
Trust
me.
It
could
work
very
well
but
again
getting
them
involved.
I
mean
you
know:
I
opened
up
a
can
of
worms,
I
don't
care
but
has
to
be
opened
up,
and
that
has
to
be
brought
up
so
superintendent
and
I'll
be
calling
you.
Thank
you.
Thank.
A
You
I'll
be
in
touch,
thank
you,
I
appreciate
it
and
any
other
any
I
see
Naomi
Hastings.
You
can
take
to
the
program
anyone
else
here
wishing
to
offer
public
testimony
just
queue
up
right
over
here
next
to
where
Bobby
spoke.
So
the
gentlemen,
you
have
the
floor.
Just
please
state
your
name
and
any
affiliation
for
the
record.
N
What
would
keep
them
safe
and
really
emphasizing
addressing
the
the
root
causes?
They
were
disappointed
not
to
be
able
to
be
here
today,
because
this
is
during
the
school
day,
and
our
hope
is
that
if
there
are
future
hearings
on
whether
it's
schools,
public
safety,
youth
jobs,
Etc
that
they
can
be
at
times
wherein
students
come,
can
come
as
well
as
family
members,
community
members
who
are
working
jobs,
teachers
and
so
forth.
N
N
Worrying
that
actually
increasing
police
activities
will
lead
to
students
being
viewed
as
criminals
and
then
them
starting
to
fit
that
pattern
so
really
reversing
that
having
mentors
who
genuinely
care
and
having
specialized
teams
for
drug
related
incidents,
some
folks
shared
some
pretty
sad
stories
of
folks.
They
they
know
who
are
struggling
with
drugs
and
addiction,
but
really
figure
out
how
to
get
support
for
those
students.
Having
more
mental
health
professionals-
and
this
relates
to
the
relationships
above
but
really
having
people
who
care
so
those
were
some
of
the
main
suggestions
they
had.
N
Thank
you
and
I
think
some
questions
that
have
come
to
mind
are
just
how
do
we
get
a
sense
of
the
actual
specifics
of
what
resources
are
there
like?
What
is
the
ratio
of
guidance
counselors
to
students
now
and
how
do
we
strengthen
that
and
put
more
funding?
How
much
money
is
actually
being
used
right
now
to
fund
youth
leaders
in
schools,
counselors
mental
health
support?
N
Another
thing
I
want
to
speak
on
is
the
what
folks
talked
on
today:
the
connection
between
inside
of
school
and
outside
of
school
and
the
opportunities
that
are
needed
because
a
lot
of
times
stuff,
that's
happening
in
schools,
is
also
a
result
of
struggles
that
students
are
facing
outside
of
schools,
especially
around
jobs
and
programming,
respectfully.
Disagree
that
there's
actually
enough
jobs
right
now,
just
having
heard-
and
it
came
up
here,
the
number
of
folks
who
are
asking
for
jobs
and
having
seen
young
people
try
to
reply
apply
repeatedly
and
I
would
say
that.
N
I
actually
don't
know,
but
does
BPS
directly
hire
students
and
does
it
do
it
through
success
link
or
could
it
actually,
you
know,
add
hundreds
or
thousands
of
jobs
through
BPS
during
the
school
year
and
the
summer,
but
also
are
there
ways
BPS
can
help
with
people
signing
up
for
jobs.
So
the
a
lot
of
young
people
find
the
process
for
signing
up
through
success,
link
very
cumbersome,
but
could
BPS
actually
just
have
automatic
enrollment
for
every
student,
because
you
have
so
much
access
to
a
lot
of
their
information?
N
N
One
last
thing:
just
because
the
question
about
the
mlu
came
up
I
know:
there's
there's
been
a
push
from
Community
groups:
who've
been
really
working
hard
on
trying
to
figure
out
ways
to
de-escalate
situations
in
schools
and
provide
supports,
instead
of
over
over
criminalizing
students
to
have
more
of
a
community
process
around
how
that
mou
between
BPD
and
BPS
comes
up
so
I
know.
You
said
you
all
are
thinking
about
that,
but
if
we
can
find
ways
to
engage
the
community
in
that
process
as
well.
O
O
O
O
That's
so
scary.
Our
kid
could
have
died
that
day,
these
kids,
they
I,
feel
like
this
generation.
They
feel
like
they're
living
in
Grand,
Theft
Auto.
They
have
no
value
of
Life.
The
concept
of
Village
is
gone,
I'm
34
years
old
and
I
can
tell
you,
like
my
daughter
will
be
if
she
wants
to
go
somewhere,
I,
I,
okay,
who
are
you
going
with
I,
want
to
talk
to
their
parents?
There's
a
big
disconnect.
People
don't
want
to
talk
anymore,
like
someone's
coming
over
to
my
house
what
they
don't
want
to
meet
me.
O
They
don't
want
to
know
who
I
am
they're.
Just
like
that
scares
me.
You
know
what
I
mean,
because
it
wasn't
that
way,
growing
up
and
there's
a
real
disconnect
now
and
I.
Just
think
we
like
all
need
to
get
on
the
same
page
and,
like
everyone
has
brought
so
many
awesome,
valid
points
about
like,
and
it's
funny.
He
said
that,
because
I
always
use
that
line
from
the
movie
One
began
one
sound,
it
does
need
to
be
the
whole
Community.
O
We
really
need
it
to
be
a
village
again
we're
so
disconnected
especially
the
past
year,
two
years
of
pandemic.
There
has
been
nothing
but
division
in
this
city
drawn
by
political
or
your
vaccination
status.
There's
just
nothing
but
Division,
and
it's
not
productive
at
all,
so
hold
on
I
just
lost
my
train
of
thought,
but
basically
we
need
more
resources.
Like
you
said,
the
resources
are
there,
but
it's
connecting
them.
My
own
experience
this
summer
trying
to
get
my
teenage
daughter,
a
job
I
used
to
be
very
tech,
savvy
I'm.
O
Not
so
like
you
spoke
to
that
the
technology
is
there,
but
everyone
might
not
know
how
to
use
it
so
and
then,
like
you
guys,
also
said
having
it
not
be
on
the
student
because,
like
my
daughter
has
an
IEP
I
probably
should
have
had
an
IEP
so
like
the
two
I
was
just
grateful.
I
had
a
friend
in
the
North
End
who
ended
up
giving
her
a
job
because
the
process
for
applying
through
BBS
it
was
like
too
much.
O
But
yes,
we,
these
kids
need
jobs,
they
need
resources
and
then
I
get
that
you
know
people
view
things
differently,
but
as
a
black
mother,
I
can
tell
you
like
I
do
want
police
in
the
school.
I
do
want
metal
detectors,
because
these
kids
think
they're,
like
I,
said
living
in
Grand.
Theft
Auto
have
no
value
for
life,
have
no
respect
for
adults
anymore.
It's
nothing
for
a
14
year
old
to
pull
out
a
gun
and
shoot
someone
like
people
we
need
to
wake
up.
O
This
is
like
I
have
never
seen
a
dispatch,
obviously
like
a
born
radius.
Here,
there's
been
violence,
but
like
I,
don't
know
something
about
the
past,
like
two
weeks
has
really
triggered
me,
and
these
kids
are
hurting
the
past
two
years
of
isolation,
not
in
school
I.
Think
if
that's
one
thing
we
take
away
from
the
pandemic
is
that
these
children
should
have
never
been
taken
out
of
school,
lowest
risk
population
no
risk
to
these
children.
They
should
have
never
been
taken
out
of
school,
because,
let
me
tell
you
some
people,
their
home
life.
O
Is
it
like
school?
Is
the
safe
place,
so
the
trauma
that
we
are
going
to
be
seeing
for
years
to
come?
We're
already
starting
to
see
it
we're
already
starting
to
see
it.
You've
got
14
year
olds,
killing
each
other
in
the
street
in
broad
daylight.
These
kids,
like
we
need
more
Mental,
Health
Services.
We
need
like
wraparound
Services
for
Families
too,
like
I
said:
I
I
want
to
see
a
village
again,
I
don't
want
to
like
not
know
who
my
friend's
parents
are.
O
A
F
I
P
Amber
I
was
a
teacher
in
elementary
schools
across
the
city
and
even
though
I
deeply
believed
in
a
lot
of
our
policies
like
to
learn
without
fear,
policy,
I
never
worked
in
middle
school
or
high
school
I.
Don't
have
first-hand
experience
working
with
school
safety
officers.
So
I
know
that
I'm,
not
among
the
best
of
our
members
to
be
testifying
here
today.
I'm
just
here
because
of
the
timing
of
this
meeting
and
the
fact
that
the
people
that
are
most
affected
can't
be
here
to
speak
for
themselves.
P
So
I'm
here,
I'm
hoping
I
can
do
my
best
to
speak
on
their
behalf
and
I'm,
hoping
that
moving
forward
with
these
meetings
will
be
held
at
a
time
when
Educators
and
students
can
testify
for
themselves.
I,
as
an
Elementary's
teacher
have
been
in
a
lot
of
the
situations
that
you
spoke
to
in
terms
of
working
with
students
with
emotional
impairment,
labels
working
with
students
who
have
brought
weapons
to
school,
you
know
being
the
person
to
separate
students
in
the
middle
of
fights
and
as
a
teaching.
P
You
staff
member
I've
also
visited
schools
in
support.
In
the
wake
of
these,
like
you
know,
instances
of
violence
and
I
know
that
superintendent
Skipper,
you
reference
the
need
for
our
school
communities
to
have
healing
and
to
have
support
and
I.
100
agree
with
that.
I
agree
with
a
lot
of
what's
been
shared
I,
don't
want
to
repeat,
but
I
Echo
a
lot
of
what
George
shared
as
well,
and
what
we
know
is
that
the
carceral
solutions
don't
have
a
positive
impact
on
our
school
communities.
P
When
we
talk
about
the
right
to
feel
safe
and
welcome
and
Thrive
as
you
shared
that
doesn't
come
from
increased
police
officer
presence
that
comes
from
Deep
investment
in
counseling
opportunities
and
that
comes
from
applying
restorative
practices
with
Fidelity,
not
just
in
the
aftermath
of
these
events,
but
actually
like
wrapping
them
around
full
service
and
so
over.
The
course
of
the
pandemic.
I
know
that
the
district
had
a
huge
uptick
in
the
hiring
of
mental
health
professionals
and
committed
to
maintaining
those
levels
in
our
recent
tentative
agreement
and
I.
P
Think
that
really
like
that's
one
of
the
areas
where
we
need
to
be
putting
a
lot
of
our
resources
in
is
to
making
sure
that
our
Educators
in
the
classroom
actually
know
like
these
are.
These
are
practices
that
we
should
be
using
from
the
beginning
of
the
year,
not
just
when
something
happens,
not
in
the
aftermath
of
an
instant.
But
how
do
we
build
that
community
and
ensure
that
students
are
like
building
up
those
skills
from
the
beginning?
P
How
how
do
we
make
sure
that
we're
building
up
those
relationships
that
we're
getting
to
know
those
students?
A
lot
of
the
things
that
you
already
said
of,
like
you
know,
knowing
what
what
students
need,
what
their
interests
are?
Folks
mentioned
the
opportunities
that
exist
in
terms
of
student
jobs
and
the
fact
that
we
can't
connect
students
with
those
if
we
don't
actually
have
the
time
and
the
resources
to
have
those
conversations
to
get
to
know
them
to
get
to
know
their
families.
P
I
know.
The
person
who
spoke
first
mentioned
a
program
where,
like
clergy
and
police
officers
were
visiting,
families
I
was
really
lucky
enough
to
work
at
school
schools
where
we
were
given
that
time
and
we
were
paid
for
that
time
as
Educators
to
go
and
visit
families
and
get
to
know
what
they
wanted
for
their
students
get
to
know
what
their
students
interests
were,
and
so
the
more
that
we
can
create
those
opportunities
for
our
Educators
and
for
our
schools,
the
the
better
that
we
can.
P
A
D
A
Thank
you
both
thank
you.
Thank
you,
Chief
Neva,
Coakley,
Bryce
and
also
senior
director
Jody
algae
appreciate
in
the
entire
team.
Obviously
that
you
brought
you
know,
I
know
you're
committed
to
this
issue.
We're
committed
to
partnering
with
you,
obviously
it'll,
be
in
the
ideal
scenario,
would
love
the
number
to
be
zero.
Zero
instance
of
violence,
zero
bullying,
zero,
zero,
zero.
The
reality
is
that
this
is
what
we're
dealing
with.
But
if
we're
working
together
committed,
we
can
make
a
difference.
So
I
appreciate
your
time
and
attention
all
right.
Thank.
A
Q
Any
action
taken
today
should
comport
with
revisions
in
state
law
adopted
in
chapter
253,
section
78
of
the
acts
of
2020,
which
expanded
student
privacy
protections
for
students
across
the
Commonwealth.
This
section
of
our
general
laws
clearly
states
that
school
department
personnel
shall
not
disclose
to
law
enforcement.
Any
information
relating
to
a
student
or
student's
family.
A
major
driver
of
this
state
law,
was
the
experience
of
students
in
Boston
students
who
faced
consequences
when
school
officials
and
school
police
shared
their
information
with
law
enforcement.
Q
There
are
already
exemptions
in
state
law
that
allow
schools
to
share
information
to
address
serious
behavior
and
to
maintain
a
safe
School
climate
Mass
general
laws.
Chapter
71
section
37l
allows
for
the
disclosure
of
student
information
when
it
is
Germany
to
a
specific
unlawful
incident
or
to
a
specific
Prospect
of
unlawful
activity.
The
school
is
otherwise
required
to
report
across
the
country.
Q
The
most
impressive
example
is
arguably
Los
Angeles,
which
approved
a
plan
in
February
2021
to
shift
25
million
dollars
in
funding
previously
allocated
for
school
police
into
a
36.5
million
dollar
initiative
called
the
black
student
achievement
plan,
whose
mission
was
to
support
the
mental
and
academic
well-being
of
black
students
in
the
nation's
second
largest
school
district.
Under
this
plan,
the
district
added
221
psychiatric
School
workers,
counselors
climate
coaches
and
restorative
justice,
advisors
to
schools.
A
Thank
you,
Aaron
from
citizens
for
Juvenile
Justice
for
U.S.
Testimony.
Obviously
I
know
that
some
of
the
cities
that
Aaron
had
mentioned
upside
down
and
they
don't
have
our
community
policing
model
so
I
want
to
just
give
a
shout
out
to
the
Partnerships
in
our
city.
Some
of
our
some
of
Boston's
Greatest
success
stories
are
a
direct
result
of
just
our
Partnerships.
A
We've
got
a
wealth
of
resources
and
and
so
recognizing
clearly
and
adhering
to
you,
know,
Mass
general
laws
is
Paramount,
but
also
making
sure
that
we're
partnering,
because
a
lot
of
our
police
officers,
children
go
to
the
Boston
public
schools
and
their
before
and
after
school
programs
and
their
mentoring
they're
in
the
community,
they're
working
making.
Sure
kids
are
you
know
plugged
into
sports
programs,
art
programs,
job
programs.
A
Obviously
the
perspective
of
of
your
perspective
and
the
perspective
of
the
organization
and
obviously
trust
that
the
superintendent
is
working
within
in
BPS
working
with
the
confines
of
of
of
the
Mass
General
law,
so
but
I
appreciate
that
and
thank
you
for
your
involvement
today.
Thank
you,
Sabrina
barroso,
student
immigrant
movement
Sabrina,
if
you're
with
us,
if
you
could
just
please
introduce
yourself
an
affiliation
for
the
record
and
you
have
the
floor.
C
R
R
Just
for
some
context,
Sim
is
in
immigrant
youth-led
organization
here
in
Massachusetts,
we're
mainly
based
out
of
Boston
and
many
of
people
in
our
of
the
people
in
our
leadership
and
our
membership.
Our
young
people,
who
were
a
part
of
Boston
public
schools,
are
currently
a
part
of
Boston
Public
Schools
they're,
not
here
today,
because
they're
at
school,
I'm,
actually
school
I'm
at
Bunker,
Hill
right
now,
so
hello,
everyone
and
yes,
so
I'm
here
sharing
a
bit
of
the
concerns
that
Sim
wanted
to
share
for
this
hearing.
R
So
we
wanted
to
highlight
that
we
too
are
concerned
for
the
well-being
of
our
community,
like
folks
have
mentioned
the
pandemic
and
even
prior
the
pandemic.
There
have
been
many
concerns
for
young
people
and
families
from
a
range
of
different
things
that
have
been
impacting
our
lives
and
our
well-being
I
work
closely
with
students
and
families
here
in
Boston
and
I
have
actually
been
a
part
of
many
meetings
with
the
BPS
Administration
prior
to
the
pandemic,
to
address
the
protocols
regarding
incidents
and
the
rights
of
students
and
families.
R
Just
briefly,
I
want
to
provide
some
of
the
recommendations
that
our
membership
and
Leadership
have
provided
for
me
to
share
with
you
all
today,
one
of
which
is
something
that
many
other
community
members
actually
expressed,
as
well
as
City
councilors
the
need
for
there
to
be
some
more
public
knowledge
about
the
protocols
and
that
BPS
uses
to
address
and
manage
School
incidents.
This
has
been
something
that
has
been
very
important
for
Sim,
provided
the
context
that
we
have
been
working
on
this
issue
for
a
few
years
alongside
other
community
members
and
organizations
and
young
people.
R
We
know
the
impacts
of
how
School
incidents
can
be
handled
and
how
that
impacts.
Our
people-
so
you
know,
even
just
knowledge
itself-
is
a
huge
way
to
empower
our
families,
who
are
experiencing
situations
like
this
in
the
schools
so
that
they
can
best
know
how
to
advocate
for
themselves.
Alongside
the
school's
response.
I
also
want
to
highlight
the
point
that
George
made.
A
Thank
you
very
much,
Sabrina
well
said,
and
and
good
luck
with
school
and
see
all
the
activity
in
the
background
so
but
I
appreciate
you
taking
the
time
to
join
us
and
to
share
your
thoughts
and
your
experiences
with
respect
to
BPS
and
dealing
with
this
very
important,
critical
public
safety
issue.
So
best
of
luck
to
you
thank.
A
I
G
Thank
you.
My
name
is
Jordan
Ahmed
I'm,
a
community
organizer
at
Muslim,
Justice
League
serving
the
Greater
Boston
area
and
I'm.
Also,
a
former
special
education
paraprofessional
in
the
neighboring
Cambridge
Public
Schools
I
really
appreciate
the
concerns
that
inform
this
hearing
and
I
just
wanted.
To
briefly,
add
some
of
my
concerns
about
any
increased
data
sharing
or
surveillance
of
Boston
students.
I.
G
Think
we've
made
a
lot
of
progress
to
protect
students
to
address
the
inappropriate
use
of
private
student
information
and
the
unjust
creation
of
criminal
reports
about
young
people,
especially
with
the
recent
ordinance
on
surveillance
oversight.
It
is
bps's
responsibility
to
continue
to
be
clear
about
the
purpose
and
consequences
of
incident
reports
to
be
transparent
and
inform
students
and
families
before
any
of
their
information
is
shared
with
BPD
and
to
continue
to
train
staff
and
administration
on
these
protocols.
G
Overall,
it's
important
that
we
continue
to
focus
on
restorative
justice
and
investing
in
counselors
and
Mental
Health
Services,
rather
than
increase
police
presence
or
community
policing.
Like
lot
of
our
a
lot
of
my
colleagues
have
said
previously,
it's
vital
to
our
community
and
to
our
students
that
we
don't
subject.
Black
and
brown
students,
in
particular
to
increase
criminalization,
surveillance
or
discriminatory
disciplinary
consequences
and
that
we
instead
invest
in
their
mental
health
and
opportunities.
G
I
also
just
wanted
to
reiterate
what
folks
have
shared
before
me
about
the
accessibility
of
a
hearing
like
this
to
students,
teachers
and
families.
It's
frustrating
that
this
was
held
at
a
time
when
students
and
teacher
partners
that
I
organize
with
can't
participate
because
they
are
at
school.
I,
look
forward
to
hearings
like
these
doing
a
better
job
of
incorporating
their
voices,
but
that's
all
I
really
have
to
share
today.
Thank
you.
A
Thank
you,
Jordan,
obviously,
for
for
your
testimony,
and
this
obviously,
hopefully,
will
be
the
first
of
many
hearings.
Clearly,
you
know
there's
an
issue
with
respect
to
Public,
Safety
and
bullying
in
our
Boston
Public
Schools
as
evidence,
but
some
of
the
most
recent
numbers
just
this
school
year
alone.
There
are
already
145
allegations
of
of
sexual
misconduct
and
there's
already
I,
believe
165
reported
incidents
of
bullying.
So
this
is
clearly
the
first
of
several
hearings.
A
We
will
say
that,
in
order
to
schedule,
we
really
needed
to
hear
from
the
superintendent,
and
so
this
was
really
scheduled
around
our
superintendent's
schedule.
She's
just
getting
started,
her
schedule
is
extremely
busy,
and
so,
if
you
notice
from
the
hearings,
we
had
had
a
couple
dates
that
had
to
be
rescheduled,
because
we
felt
it
was
important
to
hear
from
the
school
leader
to
see
you
know
what
her
policy
and
positions
are
moving
forward.
A
There
was
a
huge
disconnect
over
the
last
several
years
with
respect
to
the
reporting
of
incidents
and
parents
getting
their
issues
redressed,
and
you
can
even
see
from
A
diversity
of
opinion
that
today's
hearing,
you
know
some
of
the
most
compelling
testimony
were
from
parents
whose
children
are
in
the
schools
they're
actually
attending.
So
there
are
consumers
and
their
children
have
been
bullied
or
or
threatened,
or
in
worse
cases,
either
assaulted
or
sexually
assaulted.
A
So
we
really
wanted
to
sort
of
put
a
premium
on
how
we
can
address
those
issues
from
one
recognizing
it
and
two
try
to
solve
it.
So,
but
I
hear
you,
our
hope
is
obviously
to
have
another
hearing
where
we
could.
You
know
to
borrow
the
expression,
to
meet
people
where
they're
at
but
to
try
to
maybe
have
a
a
couple
different
time
frames.
Maybe
we
can
have
something
later
in
the
afternoon.
Maybe
we
can
have
something
in
the
evening
as
well,
so
we're
willing
to
accommodate
that
request
and
I
appreciate.
A
Also,
if
there's
anyone
else
here
in
chamber,
wishes
to
offer
public
testimony
that
has
not
already
done
so
now
will
be
the
time
or
forever
hold
your
peace
sing
and
hearing
no
desire.
That'll
conclude
the
public
testimony
with
respect
to
the
chamber.
One
last
call
through
Central
staff
to
Donna
Bowen
did
we
lose
her,
so
Donna
is
not
with
us,
but
unfortunately
very
good.
So,
from
my
perspective,
I
know
I'll
allow
at
Council
Aaron
Murphy
was
the
lead
sponsor
in
this
to
to
bring
us
open.
This
wasn't
very
informative.
A
It
was
great
to
have
the
superintendent
here
clearly
committed
to
the
Partnerships
breath
of
fresh
air,
seeing
her
willing
to
collaborate
with
our
mayor
and
our
Police
Commissioner.
That
has
not
been
the
case
over
the
last
several
years
with
her
predecessor
and
the
fact
that
they're
willing
to
recognize
these
issues
and
put
a
plan
in
place
to
address
them
is
very
comforting
for
me,
given
that
we've
been
at
this
and
it's
been
somewhat
contentious
between
the
council
and
BPS
over
the
last.
A
Several
years
over
these
incidents
where
people
were
not
having
their
child's
bullying
and
and
assaults
and
sexual
assaults
and
assault
batteries
addressed
properly
in
many
instances,
ignored
to
the
point
where
they
were
coming
to
City
councilors.
To
have
those
matters
addressed
so
again.
Breath
of
fresh
air
I'm
excited
that
she
was
here
and
excited
that
she's
committed
to
to
trying
to
get
that
number
down
to
zero,
which
isn't
an
ideal
world,
would
love
that
so
without
further
Ado.
The
chair
recognizes
the
lead
sponsor
to
close
us
out
city
council,
Aaron,
Murphy,.
B
Thank
you,
Council
of
Flaherty
and
I
agree
that
it
was
great
to
hear
from
Mary
Skipper
the
new
superintendent,
knowing
that
she's
jumped
into
this
role,
and
we
really
wanted
to
reschedule
the
last
hearing
and
to
focus
on
not
how
we'll
be
preventing
incidences.
That's
an
important
issue
that
we
know
will
continue
to
work
on.
But
how
is
her
role
in
this?
You
know
as
the
superintendent
now
in
Boston.
B
At
the
school
level,
we
have
to
be
working
with
not
just
the
police
and
the
community
leaders,
but
also
businesses
and
us
here
on
the
council
to
all
come
together,
and
the
mayor
also-
and
she
said-
she's-
had
many
meetings
already
with
the
new
police
commissioner,
knowing
that
we
can't
work
apart
from
each
other
to
get
this
right
for
our
students
and
that
every
student
in
every
school
deserves
to
have
the
safe
environment.
So
we'll
continue
and
I
also
know
that
Desi's
involved
right.
B
We
can't
pretend
that
we
didn't
get
in
this
place
for
many
reasons,
because
the
report
that
came
out
last
year
from
Desi
really
shown
a
light
on
the
data
that
BPS
doesn't
always
share
with
us.
So
it
is
I'm
hopeful
that,
with
this
new
Administration
they're,
not
trying
to
hide
the
numbers
they're
trying
to
get
to
answers
so
I'm
going
to
roll
up
my
sleeves
and
work
along
outside
the
administration
to
get
this
right
for
our
kids.
They
deserve
it.
So
thank
you
for
them.
Thank.
A
You
very
much
Council
Murphy,
so
with
respect
to
docket
zero,
eight
eight,
a
hearing
to
ensure
that
all
incidents
of
bullying
and
violence
are
properly
reported
to
ensure
a
safe
environment
for
all
students
and
staff
from
the
Boston
public
schools
and
the
Committee
on
Public,
Safety
and
criminal
justice
is
now
adjourned.
Thank
you.