►
Description
Docket #0820- Hearing to discuss a policy reform and public education project with the National Black Women's Justice Institute (NBWJI) and the Boston City Council
A
Ling
municipal
building,
my
name
is
Ayana
Presley
I'm,
an
at-large
Boston
city,
councilor,
founder
and
chair
of
the
Committee
on
healthy
women,
families
and
communities.
I
want
to
remind
everyone
that
this
hearing
is
being
recorded
in
broadcasted,
live
on
Comcast
8
and
RCN
82
police
silence,
your
cell
phones
and
other
electronic
devices
and
notice
I'm,
not
telling
you.
You
need
to
turn
them
off,
because
we
do
hope,
as
is
appropriate,
that
you
will
be
facebooking,
live,
tweeting,
live
and
we'll
talk
a
little
bit
more
about
that
momentarily.
A
But
we're
just
asking
that
you
silence
the
ringers.
Today
we
are
considering
docket
zero,
eight
to
zero
order
for
a
hearing
to
discuss
a
policy
reform
in
public
education
project
with
the
National
black
woman's
Justice
Institute
in
bwj
I
and
the
Boston
City
Council.
This
hearing
is
part
of
an
initiative.
I
started
this
summer
in
partnership
with
in
bwj
I
called
Project
focus,
girls
of
color
GOC
when
I
ran
for
office.
Eight
years
ago,
I
ran
to
fight
for
women
and
girls.
A
Now,
I
never
pledged
to
only
fight
for
them,
but
I
wanted
to
make
it
clear
that
girls
were
in
need
of
a
good
advocacy
and
we
as
a
city
were
in
need
of
more
gender,
sensitive
and
responsive
programming
across
the
board.
Today,
more
girls
are
justice-involved
than
ever
before
and
they're
disproportionately
girls
of
color.
We
know
that
school
discipline
policies
as
well
as
school
climate,
contribute
considerably
to
the
growing
pipeline
for
a
myriad
of
reasons,
school
policies
that
appear
well
intentioned
and
neutral
on
their
face
have
a
disparate
impact
on
girls
of
color.
A
In
July
we
helped
the
National
Black
Woman
Justice
Institute
conduct
focus
groups
with
more
than
hundred
girls
of
color,
as
well
as
a
focus
group
for
parents
and
one
with
school
personnel
from
bps
Boston
area
charter
and
Catholic
schools.
You
will
learn
more
about
their
initial
findings
from
these
focus
groups.
Later
project
focus
GOC
aims
to
empower
girls
of
color
as
policy
stakeholders
and
school
culture.
Reformers.
A
That's
why
today,
unlike
most
City
Council
hearings,
I
am
only
taking
testimony
from
girls
of
color
and
their
parents
about
their
experiences
in
Boston,
schools
thought
leader,
Dr
Monique,
Morris.
A
personal
Shero
of
mine
and
a
respected
thought
leader
and
expert
in
this
space
was
scheduled
to
present
data
from
her
BIC
her
book
push
out
and
the
National
Black
Woman
Justice
Institute
research
about
the
school
to
Prison
Pipeline
for
girls,
unfortunately,
due
to
a
medical
family
emergency,
she
cannot
be
here
with
us
today,
so
let's
send
some
strength
and
love
and
support
her
way.
Dr.
A
Morris
has
been
incredibly
generous
with
her
time
and
her
talents
in
this
initiative
in
this
endeavor
and
I
know.
That
will
continue
to
be
intentional
in
this
work
beyond
today.
She
really
did
want
to
be
here.
We
are
fortunate
that
she
is
represented
today,
Abele
by
her
senior
research
policy.
Fellow
and
a
former
intern
of
mine
I,
you
see
I
want
to
take
a
moment
to
acknowledge,
thank
and
appreciate
the
school
officials
who
will
join
us
today.
To
listen,
please
wave
your
hands
great.
Thank
you.
A
We
will
have
a
follow-up
hearing
in
October
to
hear
directly
from
you,
so
thank
you
for
being
here.
I'd
also
like
to
acknowledge
my
good
friend
and
at-large
colleague,
and
also
the
vice
chair
of
the
Education
Committee
on
Mesa
sabe
Jorge.
Would
you
okay,
I
respectfully?
Ask
you
to
refrain
from
making
oh
well.
I
was
gonna,
make
an
exception
in
her
case,
but
so
no
opening
statements.
We
will
have
a
later
in
the
hearing
for
questions.
Finally,
for
all
attendees,
please
be
sure
to
sign
in.
A
It
will
allow
us
to
keep
you
informed
of
what
is
next
beyond
today,
and
so
with
that
just
a
couple
of
more
housekeeping
things,
ladies
and
parents,
if
you
have
not
yet
signed
up
to
testify
and
would
like
to
please
be
sure
to
check
off
the
box
to
testify
next
to
where
you
signed
in
or
see
my
chief
of
staff,
Jessica
Tobler
who's
walking
the
room
right
now.
You
did
not
indicate
that
you
would
like
to
testify,
but
you
would
like
to
now
we'll
begin
with
our
first
panel
of
girls.
B
B
C
D
One
thing
that
gets
to
me
is
when
you're
a
student
of
color
and
your
student
body
would
tell
you
that
you
can't
be
able
to
do
something
due
to
you're
a
girl
or
you
can't
run
for
vice
president.
You
can't
president
because
you
don't
see
president
as
a
female
in
the
United
States.
So
what
makes
you
think
you
could
run
as
a
president
now,
first
cool,
so
like
that's
one
thing
that
I
would
like
love
to
change
them.
D
A
A
D
Like
the
different
body
type,
so
if
you
go
to
school
and
you
have
bigger
breasts,
you
can't
wear
certain
things,
because
maybe
it's
printed
out
and
it'd
be
more
distracting
so
guys
or
to
the
teachers.
So
they
tell
you
can
wear
this,
you
got
sighs,
bigger
or
there's
some
clothes.
A
value
to
wear
in
school
when
other
people
would
like,
maybe
smaller
breasts
or
like
smaller
bodies,
could
wear
the
same
exact
thing
and
it's
fine.
What
the
school
policy.
D
B
B
Agree:
I
think
that
that
should
be
changed
because
I
just
don't
see
I
like
if
I'm
distracting.
You
then
look
away
but
like
anything
that
I'm
doing
I
feel
like
isn't
distracting
somebody
else
like.
If
you're
paying
attention
and
not
paying
sirs
in
me,
then
you
shouldn't
be
distracted,
but
yes,
I,
agree
and.
A
F
G
G
But
I
would
see
my
other
classmates
from
different
schools
in
Boston
and
I.
Remember
that
they
would
have
like
a
worksheet
of
homework
and
they
were
struggling
to
like
complete
that
or
they
didn't
want,
like
that.
Lack
of
motivation,
because
there
is
this,
the
relationship
between
the
professor
and
the
student
was
lacking.
There
wasn't
enough
time
to
build
that
relationship
in
order
to
kind
of
inspire
students
to
want
to
continue
to
pursue
in
their
like
education
or
to
take
it
seriously.
G
Me
personally,
like
a
personal
testimony,
is
that
I
saw
I
had
test
taking
anxiety,
I
had
an
IEP
plan,
well,
I
was
going
to,
but
because
of
the
school
and
stuff
like
that,
they
were
like.
We
really
can't
accommodate
you
or
it's
not
something
that
we
can
really
accommodate
and
an
exam
school
is
heavily.
G
It
has
a
lot
of
exams.
It's
like
you're
great,
is
literally
based
on
your
exams,
so
for
a
student
that
sucks
at
taking
exams
and
really
just
loved
speaking
I'll
love,
doing
projects
like
doing
everything
else
and
like
I
excelled
in
my
homework
participation
but
yeah
when
it
came
to
exams,
I
flunked
and
there
you
have
my
grades
being
publicized
to
other
colleges
to
other
people.
G
To
my
next,
professor,
you
know
saying
that
I'm
a
C
student
and
then
you
feel
that
your
identity
is
based
on
that
grade
and
once
you
like
have
other
factors,
hey
I'm
weighing
in
on
that
you
know
you're
a
person
of
color
that
you
have
an
accent
that
you're
a
female.
You
start
believing
like.
Maybe
I
am
just
a
C
average
student
or
not
the
a
like
the
a
student,
the
one
that's
gonna
succeed,
and
that
really
does
take
a
toll
on
you
and
then
later
on.
G
You
start
believing
it
like
the
self-fulfilling
prophecy,
and
it
really
does
just
affect
the
way
you
see
things
and
it
really
does
depend
on
who's
there.
For
you,
what
kind
of
mentors
do
you
have
and
just
allowing
schools
to
be
a
place
of
allowing
mentors,
for
example,
I
find
to
be
very
important,
but
for
some
reason
that
I
may
not
know
it?
It
feels
like
that
doesn't
really
exist,
a
lot
of
the
administrators
a
lot
of
the
professor's.
G
It's
like
they
have
all
these
rules
that
they
need
to
follow
that
they
feel
like
they
need
to
be
like
authority
figure,
it's
like
don't
drink
that
coffee
at
7:15
or
whatever
the
case
may
be
like
don't
do
this?
Do
that
where's
your
homework
you
get
enough,
instead
of
like
really
taking
the
time
to
figure
out.
What's
going
on
and
I
feel
that
school
should
be
a
place
where
an
IEP
isn't
for
special
cases,
an
IEP
should
be
kind
of
the
curriculum.
You
know
everybody
learns
differently
nobody's
the
same.
G
We
shouldn't
have
a
one-size-fits-all
type
of
thing
like
we
should
allow
for
professor
isn't
principals
and
all
of
that
to
kind
of
work
together
in
order
to
make
sure
that
everybody
can
grow
at
their
pace
and
I
really
do
think
that
success
does
depend
on
the
professor
or
the
person
in
charge.
If
you
just
have
this
disconnect,
then
whatever
goes
on
at
home,
that's
what's
gonna
seem
what's
more
most
important
to
you.
G
So
if
either
you're
involved
in
gangs,
I
knew
since
when
I
was
in
middle
school
and
I
used
to
go
to
the
pilot
in
Dorchester,
I
knew
people
that
were
involved
in
gangs
that
had
guns
I
were
in
traps
that
would
like
smoke
and
all
of
these
things
that
you
would
think
that
a
13
14
year
old
shouldn't
be
really
thinking
about.
They
should
be
thinking
about
taking
like
taking
their
classes
seriously
but
again,
there's
that
disconnect
and
that's
what's
most
important
to
them
or
that's
what
feels
more
real
to
them.
G
Let
me
see
again
with
the
whole
grade
thing.
I
just
feel
like
when
you
think
I
don't
know,
I,
guess
the
culture
of
school.
For
me
again,
I
wasn't
doing
so
well
with
my
tests.
I
really
did
feel
like
I
was
like
a
failure.
You
know,
I
didn't
think
I
was
gonna,
make
it
a
college
and
to
have
a
professor
look
at
my
GPA,
and
this
is
a
true
story.
G
I
had
a
professor,
looked
at
my
GPA
mind
you,
he
was
grading
us
on
like
how
many
colleges
you
know
and
I'm
a
first-generation
college
student,
so
my
parents
didn't
know
about
colleges.
I
was
I,
pretty
much
had
to
do
it
all
by
myself
and
when
I
just
put
the
schools
that
you
always
hear
about
Harvard
BC
bu,
you
know
those
schools
and
she
looks
at
my
GPA
and
she's
like
yeah.
G
You
should
apply
to
Community
College
as
if
that's
what
I
can
only
aim
for
no
more
than
that,
you
know,
and
this
was
an
AP
course.
It
really
does
kind
of
make
you
say
damn
like
really
and
that
just
takes
out
more
motivation
out
of
you
like
you,
don't
want
to
continue
like
if
she
doesn't
believe
in
you
or
this
professor
doesn't
believe
in
you,
and
why
should
you
believe
in
yourself,
but
I
can
attest
to
the
many
students
that
are
now
still
in
high
school?
G
That
don't
feel
that
way,
because
my
grades
does
not
currently
with
how
I'm
doing
in
college
I'm
actually
doing
very
well
and
where
are
you
in
school
LaSalle
college?
Wonderful,
also
with
the
code
of
conduct
conduct,
they
have
these
strict
regulations
that
it's
like,
like
you
can't
eat
in
class
or
your
coffee
like
really
now.
This
is
what
we're
gonna
focus
on,
but
that's
not
really
that
important.
Well,
it's
important,
but
in
the
priority
list
the
food
I
remember
being
in
breakfast
and
they
were
serving
us
bagels.
G
That
bagel
was
as
hard
as
a
hockey
puck
breakfast
lunch.
Whatever
you
want
bps
food
sucks.
It
is
not
good
and
it
kind
of
de-stress.
It's
really
distracting,
believe
it
or
not
as
minimal
as
it
sounds,
and
it
may
be.
It's
actually
very
distracting
because
you're
like
hungry,
you
know
you
can't
drink
your
coffee.
You
can't
bring
in
your
food
that
you
want
to
eat
in
class
for
your
first
period,
you're
looking
forward
towards
lunchtime,
and
then
you
get
like
this
fake
pizza
or
this
fake
burger
cuz.
G
E
A
Thriving
in
college
and
I
have
no
doubt
that
you
will
be
a
prestigious
alum
of
the
salle
one
day.
So
we
thank
you
for
being
here
today.
I
just
have
some
questions,
but
before
I
get
into
that
I'm
gonna
make
a
comment.
You
will
be
very
pleased
to
know
that
I
have
been
working
very
closely
with
bps
and
parents
and
the
consumers
of
food
in
our
bps
students
to
improve
the
quality
of
school
food,
and
this
year
we
brought
on
a
new
vendor
revolution.
A
E
A
You
spoke
about
the
disconnect
and
Anissa
will
ask
some
questions:
I
suspect
as
well
she's
an
educator
herself
high
school
educator,
and
certainly
we
hear
from
teachers
the
stress
that
they
feel
around
rigor
and
academic
outcomes
and
they
wish
they
had
more
time.
You
know
we
hear
that
as
well,
but
I
just
wonder
culturally
in
terms
of
some
of
the
the
disconnect
that
you
felt.
Do
you
think
that
that
would
have
been
less
of
a
factor
if
your
teacher
was
of
color?
How
do
you
identify?
Are
you
a
latina?
A
G
The
professor
I
want
to
say,
like
the
color
may
not
have
such
a
huge
impact,
but
in
the
way
that
it
does
is
that
usually
professors
of
color
do
do
that
more
professors
of
color
I
have
noticed
that
they
really
do
no
matter
the
color
of
the
student
or
a
of
the
student.
They
really
do
put
in
a
lot
more
effort.
In
my
experience,
because
since
they
have
gone
through
similar
struggles,
they
want
to
make
sure
that
excellence.
A
Yeah
and
also
I
never
want
to
underestimate
the
power
and
the
the
mentoring
role
that
your
peers
can
play
in,
creating
and
building
a
supportive
community
with
people
that
are
homogeneous
that
come
from
a
similar
upbringing,
and
that
can
relate.
Do
you
find
that
Latinas,
the
girls
of
color
were
able
to
create
that
kind
of
community
within
your
school,
where
their
clubs
that
supported
that?
Did
you
all
sit
together
at
lunch?
Were
there
ways
in
which
you
built
informally
your
own
community
and
supported
each
other?
Definitely.
G
You
really
do
see
people
gravitate
towards
each
other
when
it
comes
to
like
either
their
race
or
culture.
But
again
when
you
have
a
diverse
community
of
all
race
of
cultures,
no
matter
where
they
like
just
a
diverse
community
I,
feel
like
those
kids
in
my
experience,
tends
to
thrive
more.
They
tend
to
be
more
resilient
and
more
accepting
of
one
another
just
like,
instead
of
just
having
like
black
students
here,
Spanish
people
here,
and
why
students
here,
when
you
actually
see
them,
come
together.
It's
actually
that's.
A
What
we
want,
so
that's
great,
my
last
question:
you
shared
about
being
first
generation
and
your
parents
not
being
as
adept
in
sort
of
college
preparedness
and
how
to
navigate
that,
and
we
hear
about
that.
A
lot
was
where
they're
also
language
barriers
for
your
parents,
where
they
there
still
are
a
lot.
Okay,
so
would
you
translate
everything
that
was
coming
from
school
or
about
the
process
or
you
just
kind
of
did
your
own
thing?
There.
A
G
F
Want
to
congratulate
you.
First,
on
graduating
from
the
O'bryant
I
went.
I
went
to
the
O'bryant
when
it
was
Boston
Tech,
but
where
you
went
to
school,
so
I
always
love
meeting
OB
kids,
because
I
was
a
tech
head
and
just
congratulate
you
on
graduating
and
congratulating
you
and
your
success
in
school.
And
what
are
you
majoring
in
psychology
very
good.
A
G
But,
for
example,
like
me,
I
like
to
snack
on
things,
and
it
actually
keeps
me
alert
again
with
the
anxiety
or
the
at
the
moment,
due
to
all
other
circumstances,
I
was
having
like
ATD
symptoms,
I
needed
a
munch
on
things
you
know
and
the
fact
that
if
a
professor
would
be
like,
no,
you
need
to
throw
that
away.
Then
I'm
over
here
just
upset
instead
of
thinking
about
okay.
Let
me
just
focus
on
the
lecture
on
the
course.
Let
me
focus
on
this.
G
I
had
a
professor
that
would
literally
stop
the
class
if
there
were
like
a
group
of
students
eating
and
just
just
stop
the
whole
class
I'm,
not
even
exaggerating,
like
just
address
the
issue,
and
we
wouldn't
even
get
past
the
the
do
now.
So
it
was
you
know
it's
the
distraction
in
both
ways.
I
understand
that,
but
I
feel
like
priority.
Uncertain
issues
should
take
in
hand
on
the
girls
before
me.
They
were
talking
about.
G
You
know
attire
how
a
woman's
body
and
the
clothing
I
do
have
recollection
of
like,
depending
on
your
body
shape,
some
students
will
get
in
more
trouble
than
others.
So,
if
you
were
slimmer,
you
could
get
away
with
more
things
that,
if
you
had
like
more
weight
on
you
I
feel
that
the
person
just
be
you
know
like
a
uniform
policy.
G
You
know
it
shouldn't
just
be
okay,
sometimes
here
sometimes
there,
but
make
it
known
to
students
and
try
to
talk
to
the
student
so
that
they
feel
like
they
are
take
like
their
voice
is
being
counted.
You
know
it's
not
like
hey.
This
is
the
rules
it's
more
like
hey.
Let's
have
a
dialogue.
What
do
you
think
about
dress
code,
for
example?
Let's
compromise
on
something,
even
if
you
guys
already
have
something
in
mind
just
like
allowing
for
that
conversation
to
make
sure
that
they
feel
like
they
are
their
voice
counts.
It.
A
Does
that's
why
we're
here
today?
So
we
can
make
sure
beyond
this
and
again,
we
hope
that
everyone
is
signed
in
and
provided
us
with
email
addresses
and
your
phone
number
so
that
we
can
keep
you
apprised
of
next
steps.
At
the
very
least,
we
will
be
producing
a
report
of
recommendations
that
we
will
disseminate
to
the
leadership
in
Boston
schools
to
take
these
recommendations
and
reforms
into
account.
The
data
supports
that,
for
most
girls,
school
is
the
safest
place
in
their
life,
and
we
want
that
to
continue
to
be
the
case.
A
D
F
One
more
comment:
just
a
toriel
about
food
in
the
classroom
and
the
challenges
of
food
in
the
classroom.
As
a
former
teacher,
one
of
the
biggest
problems
is
there
are
operating.
It
is
an
incredible
distraction,
but
it's
also
a
sometimes
a
challenge
when
we
think
about
rodents
in
our
classroom
and
that's
one
reason
why
many
teachers
prefer
not
to
have
food
in
the
classroom,
but,
as
our
district
has
longer
days
and
our
lunches
become
shorter,
I
just
I
was
leaks.
F
I
was
picking
up
my
kids,
who
are
now
in
extended
day
and
they
get
in
the
car
and
the
first
thing
they're
starving,
because
there's
been
a
lot
of
time
between
when
they
had
lunch
and
when
they're
dismissed
from
school.
So
those
are
things
that
we
need
to
address
as
a
as
a
district,
and
how
do
we
maintain
a
clean
environment
but
allow
kids
to
have
appropriate
snack,
whether
it's
breakfast
after
the
bell
or
snack
in
the
afternoon
and
in
their
classrooms?
But
thank
you.
Thank
you.
G
A
A
A
Good
evening
familiar
faces
some
of
our
most
engaged
parents.
We
are
so
grateful
for
your
engagement
in
your
leadership
and
the
parents
that
you
actively
mobilize
and
educate
and
empower,
and
we
are
delighted
to
have
you
with
us
today-
please
your
name
and
affiliation
for
the
record
and
then
we'll
hear
your
testimony.
Sure
my.
H
H
I
J
A
H
I
have
to
say
as
a
disclaimer
that,
just
like
the
young
people
I
get
a
little
nervous
too
right,
so
I
have
a
script
or
things
that
I
wanted
to
share.
But
I
will
say
that
I'm
better
when
I'm,
not
I'm
scripted,
so
I
may
go
off
script,
just
don't
get
worried
about
anything,
am
I
gonna
go
to
off-track,
but
I
do
better
when
I
speak
from
my
heart.
So
let
me
just
get
this
out
of
the
way
and
then
I'll
a
blip
a
little
bit.
H
So
my
name
is
Julia
Mejia,
and
many
of
you
know
may
know
me
as
the
Erin
Brockovich
of
public
education.
I
am
raising
two
strong-willed
latina
girls,
one
in
a
Boston
districts,
Boston
district
school
and
in
the
and
another
at
a
Boston
charter,
school
I'm.
Also
the
founder
and
director
of
C
plan,
which
is
the
collaborative
parent,
Leadership
Action
Network
C
plan
works
across
sector
district
charter
mecco
and
parochial
and
takes
a
community
center
approach
to
systems
change.
H
We
bring
elected
officials,
policymakers
and
parents
together
to
form
influence
and
inspire
practices
and
policies
to
support
our
most
vulnerable
learners,
which
brings
me
here
today
as
parents.
We
all
want
what's
best
for
our
children
and
often
times
when
it
comes
to
education.
We
turn
to
academics
to
measure
success.
However,
as
si
plan,
members
continue
to
meet
and
exchange
stories.
H
We
realize
that
the
social
and
emotional
well-being
of
our
children
was
also
at
risk,
particularly
for
students
of
color
who
bear
the
brunt
of
the
trauma
they
carry
to
school
every
day,
especially
for
girls
of
color,
who
are
also
forced
to
leave
their
cultural
roots,
expression
and
sense
of
self
behind
to
accommodate
Eurocentric
ideologies.
Girls
of
color
also
tend
to
physically
mature
a
lot
quicker
than
white
girls
and
their
bodies.
Development
looks
different
because
of
this.
Our
girls
are
held
to
a
different
standard
with
little
regard
to
their
emotional
needs.
H
Educators,
with
the
best
intentions,
still
lack
the
cultural
competency
and
ability
to
engage
our
girls
and
oftentimes
label
them
as
defiant
when
they're
just
trying
to
be
expressive
or
have
an
opinion
or
and
are
even
considered
rude.
If
they
disagree,
girls
of
color
are
oftentimes
silenced
at
home
and
at
school
in
my
home,
as
a
Latina,
I
was
taught
to
be
quiet.
H
For
me,
school
was
the
only
place
where
I
felt
like
I
could
be
heard,
but
unfortunately,
my
experience
in
school
and
ability
to
be
heard
and
speak
up
is
not
the
same
experience
for
my
daughter
and
other
girls
of
color.
Today.
Now
our
girls
are
forced
into
submission
and
suspended
from
minor
forms
of
cultural
expression.
That
is
why
I'm
here
today,
on
behalf
of
the
countless
mothers
who
are
raising
strong,
confident
black
and
brown
girls,
to
say,
let's
reflect
and
redesign
how
we
discipline
girls
of
color
in
school.
H
We
need
policy
makers
to
invest
in
more
professional
development
to
help
educators
build
their
capacity.
We
need
practices
that
are
rooted
in
creating
safe
and
comfortable
environments
for
our
girls
practices
and
policies.
That
begin
and
end
with
doing
what's
right
for
girls,
we
need
to
acknowledge
that
when
girls
are
pushed
out
of
school,
we
increase
their
chances
of
unwanted
pregnancies
and
decrease
their
chances
to
fulfill
their
true
potential,
and
that's
it
so
I
believe.
Unless
y'all
have
some
questions.
A
I'm
tempted
to
just
and
keep
it
moving,
but
that
was
very,
very
insightful
and
very
eloquently
synopsize
'as
many
of
the
experiences
that
we
have
heard
both
from
students
and
for
parents.
So
I.
Thank
you
for
your
testimony
and
I
think
we'll
hear
from
everyone,
and
then
we
can
go
into
questions.
Okay,.
I
Thank
you
and
good
evening,
members
of
the
Boston
City
Council.
Thank
you
for
this
invitation
to
share
my
thoughts.
My
name
is
paula
kelly
and
I
am
an
active
parent
leader
with
CE
plan.
The
collaborative
parent
live
network
I'm,
a
white
mother,
raising
my
biracial
white
and
black
twelve-year-old
daughter
in
Dorchester
I
also
have
an
adult
daughter
who
was
white
and
I
raised
her
in
Brighton.
Both
of
my
girls
have
been
educated
in
Boston
Public
Schools
I
have
an
uncommon
experience.
I
As
a
parent
I
raised
my
now
adult
white
daughter
and
now
I
am
raising
my
biracial
daughter,
who
was
only
12,
I,
see
and
understand,
very
personally
the
differences
of
how
my
two
children
have
been
treated
and
viewed
in
school
I
see
very
clearly
how
their
their
difference
of
experiences
are
based
on
the
color
of
their
skin
and
the
schools
they
have
attended.
I
am
testifying
here
today
out
of
concern
for
my
youngest
and
all
girls
of
color,
that
I've
seen
treated
unfairly
in
not
just
public
schools
but
in
all
sectors
of
education.
I
My
oldest
daughter,
Jenna
had
a
very
nurturing
experience
at
her
Elementary
School
in
Brighton.
She
told
both
myself
and
her
teachers
every
incident
good
and
bad
that
happened
to
her
at
school.
She
felt
safe
and
supported
both
academically
and
emotionally.
My
youngest,
however,
Angelina
experienced
a
physical
assault
in
her
second
week
of
first
grade,
never
reported
it
to
her
teacher
all
day.
She
waited
until
the
end
of
the
day.
To
tell
me,
even
when
I
reported
it
to
the
principal
I
was
not
satisfied
at
how
the
situation
was
handled.
I
Since
then,
my
angelina
has
always
been
reluctant
to
report
to
teachers,
any
incidents
of
bullying
or
teasing,
and
she
has
told
me
she
feels
it's
useless
because
nothing
will
be
done
for
her
or
that
the
teachers
often
dealt
when
her
others
report
such
incidents.
Her
teachers
have
always
said
to
me.
She
needs
to
be
more
assertive
to
get
her
academic
and
other
needs
met,
but
in
my
dollar
my
daughter's
reality.
I
Her
efforts
in
that
area
have
gone
ignored
many
times,
I
feel
like
she
has
not
been
allowed
to
feel
nurtured
or
safe,
as
her
sister
was
years
ago.
Another
incident
was
her
second
grade
teacher,
a
white
female
advising
me
a
curriculum
night
that
I
put
too
many
B's
and
Angelina's
braids
and
that
they
were
a
noisy
distraction.
I
told
her
that
being
a
girl
with
African
hair
I
had
Angelina's,
hair,
braided
and
adorned
with
bees,
as
it's
a
traditional
and
cultural
practice
for
females
of
color.
I
With
that,
I
warned
the
teacher
to
get
used
to
it
since
off
girls
in
her
class
were
girls
of
color
and
that
her
comment
was
quite
offensive.
It
is
well
known
that
many
education
institute
institutions
have
unfair
hair
policies
that
are
intolerant
of
beads.
They
call
noisy
natural
afros.
They
claim
are
too
big,
dreads
extensions
and
hair
coverings
for
both
Muslim
and
non-muslim
girls
of
color.
Those
types
of
unfair
policies
are
just
plain:
racist,
in
my
opinion,
that
females
of
color
wear
what
is
traditional
in
their
culture.
As
us
white
people
are
allowed
to
do.
I
I
would
like
to
see
more
educators
and
administrators
be
provided
training
in
the
areas
of
biases,
as
well
as
learning
about
and
respecting
other
cultures.
I
want
my
Angelina
treated
how
my
daughter,
Jenna
was
treated
with
love
and
care.
No
child
should
be
silenced,
feel
unsafe
or
uncared-for.
I
did
not
go
through
the
same
things
my
Angelina's
going
through
because
I'm
white
and
schools
and
communities
were
made
for
me
and
accepted
my
culture
as
normal.
I
want
the
same
for
my
daughter,
all
girls
of
color
and
all
children.
A
J
J
Think
about
that
often
like
she
knows
like
she's
here
she
doesn't
want
to
talk,
but
she
knows
that
I
chop
at
her
head,
like
you
know
the
Roman
Empire,
how
I
impact
them.
She
notices
kindergarten,
but
you
know
these
kind
of
things
so
when
she
does
express
like
her
history
assignments,
she's
expressing
displacement
of
Native
American
people
they're
not
expecting
that
from
her,
and
so
that
kind
of
you
know
disrupts
their
curriculum
because
you
have
a
child
who's
been
able
to
express
that
and
I
think
the
challenges
of
the
air.
J
When
a
child
is
able
to
express
that
in
the
classroom,
it
becomes
as
a
discipline
action
for
her
she's
already
been
suspended.
She
started
school
because
of
those
kind
of
things,
so
I
look
at
that
I'm
just
trying
to
figure
out.
You
know
as
a
parent
who
reaches
researches
about
educational
attainment,
what
it
looked
like
and
all
kind
of
things
you
know.
How
am
I
reflected
in
my
work
that
I
write,
but
also
how?
How
is
that
being
placed
in
the
classroom.
A
Well,
what's
coming
up
for
me
is
that
you
do
have
all
that
background,
and
you
all
are
you
know
some
of
the
most
engaged
parents
into
your
point.
You
know
you're
experiencing
these
things,
and
there
are
many
parents
based
on
many
challenging
conditions
who
are
not
or
cannot
be
as
engaged
as
you
and
what
is
happening
to
their
their
girls
without
an
advocate
so
again,
I
think
you
offer
what
you
do
each
and
every
day
and
the
example
that
you
set
I.
Thank
you
for
disclosing
some
very
sobering
and
deeply
personal
and
painful
experiences.
A
E
A
Gives
us
the
leverage-
and
it
pushes
us
to
make
sure
that
these
policies
are
much
more
culturally
inclusive,
I'm
so
struck
by
the
words
that
that
common
thread
that
you
all
used
about
feeling
unsafe?
You
know
my
sister
scholar
who
wanted
to
be
with
us
here
today
who
we've
been
partnering
with
in
this
endeavor
dr.
Monique
Morris,
at
our
jump
into
peace,
double-dutch
event
on
Saturday
had
all
of
us
participate
in
a
public
call.
A
In
response
to
say
our
girls
are
sacred
and
loved,
and
just
in
that
moment
it
built
community
and
held
us
all
accountable
to
really
honor
those
words
and
to
actualize
that
culturally,
and
also
through
policy
and
based
on
what
you
shared.
It
is
very
clear
that
most
of
our
girls
do
not
feel
sacred
and
loved
and.
E
A
I
My
experience,
Angelina
wasn't
suspended,
but
she's
gotten
to
marrinson
and
the
certain
levels
of
the
discipline
policy
at
her
old
school
she's,
starting
a
new
school
to
share
a
policy
that
I
felt
was
very
school
to
Prison,
Pipeline
mentality
and
they
were.
They
were
infractions
even
for
small
things
like
picking
up
their
pencil
when
they
dropped
it
it.
I
J
Researcher
does
indicate
that
no
research
research
does
indicate
that
most
children
of
color
in
general,
when
they
do
they
have
this,
like
the
strict
policy
of
what
they
consider
conduct
and
it
has
to
do
a
lot
of
cultural
variances
there.
So
if
you
have
a
school
system
that
doesn't
allows
many
teachers
of
color
or
administrators
of
color
that
do
identify
with
the
width
with
the
student,
you
do
see
that
often
and
and
just
just
wanted.
H
Is
that
in
that,
in
those
environments,
kids
are
allowed
to
be
fully
expressed
right
and
in
certain
environments
here
in
Boston,
particularly
in
the
Charter
sector.
You
always
see
there's
some
sense
of
like
control
right.
So
we
talk
about
safety
and
you
have
the
question
who's
safety.
Are
we
thinking
about
as
if
the
educators,
safety
or
the
children's
safety,
when
you're
looking
at
the
rules
and
policies
that
you
have
in
place
in
terms
of
really
like
school
culture
and
I?
H
Think
that
in
and
also
in
when
we're
looking
at
our
district
schools,
there's
a
lot
of
work?
That
needs
to
be
done
to
even
the
way
the
girls
are
able
to
fully
express
themselves
and
how
they
dress
it's
automatically.
We
have
to
do
all
alike.
The
covering
up,
oh
I,
understand
and
that's
important,
but
I
think
that
there
needs
to
be
some
education
on
the
other
side,
because
what
messages
are
we
selling
to
kids
around
the
macho
syndrome
right
so
at
home?
H
We're
always
told
how
to
how
to
be
particularly
for
Latinas,
and
then
we
go
to
we
go
into
schools
and
there
were
also
being
told
how
to
be,
and
then
I
think.
The
other
thing
too,
that
we
need
to
look
at
is
the
cultural
expectations
of
girls.
In
particular,
around
going
to
college
I
was
the
first
person
in
my
family
to
graduate
high
school
I
was
making
more
money
selling
shoes
that
my
mom
was
cleaning
officers
going
to
college
was
not
even
up
for
discussion,
and
nor
did
my
educators,
while
I
was
in
school.
H
Talk
to
me
about
that,
because
there
was
no
expectation
that
I
was
gonna,
go
anywhere
outside
retama
cans
right,
so
I
think
that
those
are
the
things
that
I
still
here
today
and
working
with
parents.
The
same
things
that
I
went
through
20-30
years
ago
are
the
same
conversations
that
parents
are
having
today.
So
I
think
that
we
really
need
to
look
at
the
cultural
expectations
and
lack
thereof
for
students,
particularly
girls,
I,
appreciate.
A
Your
raising
that-
and
it's
probably
the
only
time,
I
have
ever
or
will
ever
quote
Ronald
Reagan
and,
it
is
to
say
he
spoke
about
the
bigotry
of
low
expectations,
but
we
know
that
that
is
very
real
as
well
so
I.
Thank
you
all
for
raising
that
accounts
for
sabe
George.
Did
you
have
any
questions
for
this
esteemed
panel?
Sure.
F
I've
won
the
first
day
to
to
sort
of
comments.
I
think
it
was
Paula
that
mentioned
the
school
was
asking
your
child
to
be
more
your
daughter
to
be
more
assertive
and
I.
Think
that
Jana
and
I
sometimes
get
criticized
for
being
too
assertive
as
women,
politicians,
so
I
just
sort
of
found
some
humor
and
that
can.
I
I
just
clarify
okay,
when
I
would
tell
them.
Oh
my
daughter's
coming
home
reporting
this
this
and
that
they
said
well.
She
needs
to
be
more
assertive
with
us
and
express
her
knees.
I'm
like
well
you're
telling
me
this
is
a
parent
but
you're
not
practicing
that
in
school
when
she
goes
to
raise
our
hand
you're,
like
oh
after
class
and
then
after
class
sure
about
the
you're
out
the
door
you're,
not
really
there.
I
You
can
tell
me
what
you
want
me
to
hear,
but
you're
not
practicing
what
you're
telling
me
with
my
child
and
her
classmates
in
school,
so
I'm,
sorry,
I
didn't
clarify
that.
But
for
them
to
tell
me
your
child
needs
to
be
more
assertive
and
I'm
like
well.
Why?
Let
her
be
more
assertive
when
you
don't
carry
out
what
you
promised
parents
in.
F
Creating
an
atmosphere
whether
it's
a
classroom,
atmosphere,
a
school
building
atmosphere
or
a
district
atmosphere
that
I
mean
I,
think
myself
as
a
parent
but
I
think
all
of
our
parents.
We
want
kids
to
be,
and
all
parents
want
kids
to
be
in
schools
where
they
feel
welcomed
for
sure,
but
they
feel
like
known
and
loved
and
I.
Think
that's
when,
when
a
child
feels
known
and
loved,
he
or
she
can
learn
and
I.
Think
that's
just
sort
of
that
underlying
current.
F
I
hope
that
she
has
a
good
school
year
and
Scindia
I
mean
to
already
have
experienced
a
suspension
at
the
beginning
of
the
school
year.
I
mean
we
always
I,
always
say
as
a
teacher
and
as
a
parent.
The
last
day
of
school
is
as
critical
as
the
first
day
of
school,
so
you
want
kids
to
go
into
the
summer
strong
and
feeling
great
about
school
and
that
first
day
arrival
you
got
to
feel
like
a
million
box
Emotiv
ated
for
the
school
years.
J
J
You
know,
and
then
I
was
able
to
go
to
college,
because
I
was
able
to
see
her
go
through
an
understood
educational
system,
but
often
a
lot
of
a
lot
of
families.
Don't
understand
the
educators,
just
education
system
and
a
lot
of
us
are
especially
a
lot
of
immigrant
parents.
I
thought
that
that
professor
I
saw
I
thought,
oh,
like
the
teacher,
knows
everything
so
we're
often
in
that
situation,
so
there
and
we're
not
taught
to
to
have
these
type
of
conversations
with
teachers.
We're
not
we're
not
taught
that
and.
A
A
So
if
we
have
these
language
and
cultural
barriers,
then
they're
at
a
disadvantage
in
terms
of
being
the
best
advocate
for
their
children,
and
it
seems
we
have
a
lot
of
children
that
are
having
to
govern
all
by
themselves
and
navigate
the
school
system,
and
that
is
not
a
recipe
for
success,
so
appreciate
you're.
All
raising
that
before
you
make
this
comment.
A
I
did
just
want
to
ask
before
we
move
to
hear
from
some
more
girls
when
you
have
a
grievance
when
you
believe
that
there
is
a
neutral
policy
that
is
disproportionately
impacting
your
daughters
of
color.
Where
do
you
express
that
grievance?
Is
it
to
the
educator
directly?
Is
that
an
administrator?
Is
it
an
office?
Where
do
you?
Where
do
you
report
this.
H
So
we
we
many
of
us
are
in
parent
councils,
so
that's
usually
the
place
where
you
hear
a
lot
of
the
buzz,
but
there's
some
schools
that
don't
have
active
councils.
So
what
we
have
found
is
that
in
--see
plan
a
lot
of
these
issues
come
up
and
then
that's
when
we
start
kind
of
advocating
that's
how
we
ended
up
doing
a
lot
of
work
in
the
trauma.
A
H
H
I
wanted
to
bring
up.
Two
very
important
points
is
that
when
we
talk
about
immigration,
I'm,
always
thinking
about
undocumented
families,
like
my
mom
was
undocumented
for
a
period
of
time.
So
she
never
liked
to
rock
the
boat
and
I.
Think
that
culturally
there's
a
lot
of
stuff
that
comes
up
in
terms
of
like
not
saying
anything
and
I
think
that
that
puts
our
girls
at
risk.
H
So
I
I'm,
focusing
on
undocumented
families,
is
really
important
as
well
and
then
the
last
thing
is
that
is
a
more
of
a
recommendation
in
terms
of
the
code
of
conduct.
I
think
we
have
an
opportunity
to
revamp
and
redesign
what
this
code
of
conduct
looks
like
because
oftentimes,
it's
very
outdated,
and
let
me
tell
you
it's
like
a
Bible
and
who
has
time
to
read
that
right.
Nobody,
because
it's
boring
but
I,
think
that
I
think
that
we
I
will
some
schools
I,
think
that.
H
Think
that
there
there
is
to
be
an
opportunity
for
parents
to
revisit
the
code
of
conduct,
look
at
what
are
some
of
the
best
practices
in
the
standards
and
then
start
all
over
right.
I
think
that
some
of
the
some
of
the
rules
and
discipline
are
like
very
antiquated
I.
Guess
that's
the
word
so
I
think
that
we
need
to
revisit
the
code
of
conducts
across
all
sectors
and
do
that.
H
But
with
the
input
of
parents,
I
mean
that's,
not
something
that
educators
can
just
go
on
from
the
back
and
to
do
without
them
without
us.
But
I
also
think
students
are
just
as
equally
important
because
they're
the
ones
who
are
gonna
have
to
uphold
that
code.
So
I
think
that
there's
an
opportunity
for
us
to
revamp
that
and
if
there
has
already
been
an
initiative,
I'd
like
to
be
a
part
of
it.
F
I
One
thing
we
haven't
mentioned
today
and
I
know
it's
a
long
shot,
but
I
think
Boston
would
be
a
leader
in
looking
at
ways
to
revamp
our
curriculum
in
general,
which
is
way
too
Eurocentric.
You
know
if
I
walk
in
the
doors
of
David's
Leadership
Academy,
it's
very
afro
centric,
so
that
these
children
in
that
school
know
a
lot
about.
You
know,
leaders
of
color
and
people
who
have
gone
places
and
it
gives
them
a
sense
of
hope.
I
I
can
be
like
that
and
I
want
my
daughter
to
feel
that
way,
and
you
know
there
are
many
things.
I've
already
educated
her
on
a
lot
of
things:
real
history,
that's
not
whitewashed
and
she's
come
home
with
lessons
like
really
mommy
I
have
to
go
through
this
every
year
and
I'm
kind
of
tired
of
I
really
would
like
to
see
Boston
be
one
of
the
leaders
leaving
cities
to
start
looking
at
the
curriculum,
especially
historical,
collect,
curriculum
and
bringing
back
civics,
so
that.
F
H
We
have
events
at
at
the
Epiphany
school,
it's
a
elected
official
and
candidate
accountability,
dialogue
and
we're
not
doing
a
candidate
dialogue.
We
want.
What
we
want
to
do
is
create
a
an
opportunity
for
our
community
to
meaningfully
connect
with
our
elected
officials
around
some
of
the
issues
that
are
prevalent.
Education,
Public
Safety
economic
development,
but
it's
really
an
opportunity
to
have
a
dialogue
and
to
participate
in
the
conversation
around
solutions
and
not
just
another
session
where
you're
like
complaining
about
things
so
I
know,
you'll,
be
there
yay
on.
F
A
I
do
just
want
to
just
a
couple
of
acknowledgments
that
we
are
joined
by
representation,
able
representation
from
councillor
Campbell's
office
district
for
city,
counselor,
counselor,
aundrea
Campbell,
our
colleague
on
the
council,
and
also
the
chair
of
the
Committee
on
Public
Safety
and
criminal
justice.
If
you'll
wave
your
your
hands,
we
thank
you
for
joining
us
in
addition
to
administrative
representatives
from
Boston,
Public
Schools,
we're
also
joined
by
IR
Butler
from
Boston
Center
for
youth
and
families.
A
Thank
you
for
everything
you
do
for
our
youth,
but
especially
our
girls,
and
we
are
now
going
to
move
to
hear
from
some
more
girls
and
I
would
like
to
just
make
sure
that
she
would
leave
copies
of
your
testimony
yeah
okay,
so
we
can
refer
to
them
in
the
future.
Thank
you
for
it
and
now
we'll
invite
up
the
girls
rule
panel.
If
you'll
join
us
up
front.
Okay,.
A
A
All
right
so
I
don't
know
if
you,
ladies
so
girls
rule.
Thank
you
for
joining
us.
I
agree.
Girls
do
rule
girls,
rule
in
women,
Rach,
that's
what
I
say:
I,
don't
know
what
order
you
guys
want
to
go
in,
but
if
you
will
just
provide
you
want
something
say
so,
just
your
name!
What
school
you
go
to
the
neighborhood
you
live
in,
okay,
my.
F
A
L
Name
is
deja
tumor,
I'm,
14
and
I,
go
to
Dana
hall
and
I
live
in
new
Academy
estates
in
Roxbury
and
have
been
a
member
of
girls
room
for
three
years.
I
used
to
attend
a
Boston
Public
School
and
was
not
challenged
enough.
So
as
a
result
of
that
I
transferred
to
my
school
now,
which
is
a
private
school
where
they
push
their
students
to
be
the
best
I
believe
that
beep
Boston
Public
Schools
can
do
the
same
at
the
curriculum
has
changed
to
fit
the
needs
of
the
students.
L
C
My
name
is
Michaela
and
I
live
in
new
Academy
estates
in
Roxbury
and
I
don't
go
to
a
Boston
school,
but
it's
not
fair
that
my
Co
schools
have
a
better
school,
have
better
school
books,
plus
facilities
and
Boston
Public
Schools
are
not
as
challenging
as
schools,
and
so
Berlin
did
districts.
It's
too
bad
I
can't
go
to
school
in
my
community,
okay.
M
I'm
12
school
curly,
k3
I,
live
in
no
Academy
estates
in
Roxbury
and
I
have
been
a
member
of
girls
roof
for
three
years
and
for
Boston
Public
Schools.
They
don't
give
enough
evidence
for
you
to
get
everywhere.
Well,
they
don't
give
enough
em
sevens
for
you
to
travel
there
and
back
to
school.
They
don't
get.
M
They
don't
have
enough
teachers
of
my
color
and
of
colors
and
they
had
put
longer
time
and
in
the
school
year
I
mean
in
the
school
days
and
there's
still
not
enough
education
so
and
teachers
are
like
so
quickly
to
punish
us,
but
when
they
punish
us-
and
we
can't
get
our
education
for
that
time,
they
want
to
get
upset,
I
guess
but
you're,
the
one
that
punished
us.
So
it's
really
not
our
fault.
M
A
So
excellent
job
ladies
I
saw
I,
do
want
to
say,
because
I
saw
a
couple
of
you
giggling
when
your
sisters
were
speaking
and
just
we
always
want
to
encourage
each
other.
Okay
and
you
all
did
an
excellent
job
and
I.
Thank
you
for
being
here.
I
do
want
to
give
a
shout
out
to
girls
rule
for
the
supportive
community
that
you've
created
Bethany,
and
we
thank
you
for
establishing
this
effort
and
I
love,
seeing
the
leadership,
development
and
growth
and
the
girls
that
participate.
So
we
do
want
to
ask
you
a
couple
of
questions.
A
Okay,
could
you
tell
me
your
name
again?
Okay,
cue
Shauna.
You
said
that
you're
you're
punished.
Could
you
speak
a
little
bit
more
about
that,
because
what
we're
looking
to
first
of
all,
I
just
want
to
affirm
that
we
have
so
many
young
people
saying
they
want
school
to
be
more
challenging.
Okay,
so
can
we
just
uplift
that
all
right,
I
love
hearing
that
from
our
scholars
that
they
want
to
be
more
challenged?
A
M
In
the
classroom,
because
I'll
be
thinking
about
saying,
but
as
I'm
thinking
I'm
trying
to
like
figure
out
how
to
do
the
problem,
but
as
they
see
you
sitting
in
there
like
you're,
not
doing
that
in
but
I'm
like
I'm
thinking
about
how
should
I
do
the
problem,
because
I
can't
just
automatically
pick
up
the
pencil
and
just
write
down
anything
cuz
I'm
gonna
be
incorrect.
I
need
to
think
about
it
and
then
I
need
to
think
about.
M
It
then
put
down
my
answer
and
explain
it
and
show
my
work
and
how
they
expect
me
to
do
that
without
sitting
in
thinking
about
how
am
I
gonna
write
it
down,
and
it
be
so
quick
to
like
seeing
you
out
the
classroom
scene
to
another
class
and
you
to
the
office
when
they
don't
give
you
enough
time
to
think,
and
they
don't
give
you
enough
time
for
like
they
don't
give
you
enough.
Academic,
do
school
book,
something.
M
K
Would
say
because,
in
my
high
school
experience
like
punishment,
for
example,
is
like
if
I
was
to
not
be
in
dress
code,
they'd,
say:
oh,
go
to
reflection
because
you're
not
dressed
correctly
and
I
feel
like
most
parents.
They
don't
have
the
money
to
afford
like
uniforms,
belts,
pants
and
I
feel
like.
K
Why
should
we
be
punished
for
what
we're
wearing,
when
we
can't
like
the
prices
that
they
give
us
they
like
for
uniforms
and
stuff
they're
expensive
to
the
moment
where
you
can't
like
pay
for
what
you
need
to
be
successful
in
school
and
I
feel
like
they
shouldn't
punish
you
for
uniforms
and
stuff?
When
you
don't.
A
K
I
miss
you
should
an
hour
or
two
okay,
and
what
school
did
you
experience
that
I
Carmen
Academy,
okay
or
like
another
armed
conflict?
It's
like
if
you
were
to
like
if
a
student
was
to
bully
you
you'd,
get
sent
a
reflection
for
something
that
you've
you
haven't
like
made
it
a
big
conflict
and
stuff.
Okay,.
M
Challenges
like
she
said
as
in
when
the
person
is
getting
bullied,
they're,
the
ones
that
get
in
trouble
yeah
so
once
I
have
got
bullied
once
and
once
in
time.
In
my
life,
I
have
got
bullied
and
as
I
was
getting
bullied,
the
the
person
who
was
bullying
me
didn't
get
in
trouble,
I'm
the
one
that
got
in
trouble
because
I
was
defending
myself,
saying
I'm
to
them
start
screaming
at
them,
telling
me
to
telling
them
to
leave
me
alone,
but
the
teacher
only
saw
me
screaming
at
them
telling
them
to
leave
me
alone.
M
Stop
bullying
me,
stop!
Bothering
me
and
I
told
to
teach
you
the
whole
story
and
I'm
the
one
that
still
got
in
trouble.
What's
the
bully
should
have
got
in
trouble
because
the
bullies
don't
want
us
bullying
me
making
me
sad,
making
me
cry
and
stuff
like
that,
but
now
that
I
got
older
and
high
grades,
I
don't
get
bullied
anymore,
like
everybody
great.
A
I
can
see
why,
just
so
that
we're
hearing
both
sides
here,
so
we
don't
only
want
to
hear
about
your
challenges.
We'd
also
like
to
hear
in
those
times
when
you
have
felt
safe
and
supported
within
your
school
community.
What
did
that
look
like
for
you
for
a
moment
for
a
day
for
a
week,
if
you
ever
felt
that
way,
what
helped
you
feel
that
way?
Was
it
a
mentor?
Was
it
a
program?
Was
it
a
teacher
that
looked
like
you.
M
I
have
I
have
felt
safe
from
a
teacher
that
she
was
like
my
favorite
teacher
like,
and
she
like
really
meant
a
lot
to
me
and
stuff,
but
she's,
not
at
the
school
anymore
and
like
when
there
was
like
there
was
like
fights
going
on
and
stuff
and
I
was
the
one
to
be
in
the
middle
I
stopped
the
fights
and
stuff
and
like
they
started
coming
towards
me,
and
she
was
the
one
to
help
me
and
stop
them
and
make
me
feel
safe.
Okay,.
M
L
When
I
went
to
a
Boston,
Public,
School
and
fourth
grade,
so
I
always
got
like
good
grades
and
like
was
passing
all
my
classes,
so
eventually
one
of
my
teachers
miss
Hyatt.
She
recommended
me
to
a
program
called
stepping
stone
where
they
challenged
me.
More
and
I
was
able
to
get
financial
aid
to
attend
my
private
school
that
I
go
to
now.
L
M
N
N
This
is
really
on
behalf
of,
like
the
large
number
of
female
clients
that
I
have
out
of
Boston
Public
Schools,
so
there's
a
very
high
influx
of
CRA
petitions
that
are
filed
from
bps
for
habitual
truant
offenders,
so
typically
I
think
the
statute
is
seven
plus
I'm.
Sorry,
nine
plus
absences
or
eight
plus
absences
makes
per
semester.
Renders
you
a
child
who
requires
assistance
by
way
of
being
habitually
truant
a
lot
of
times,
Boston
Public
Schools
are
their
absence
and
tardy
policy.
N
A
certain
amount
of
tardies
is
the
equivalent
to
an
absence,
so
that
would
trigger
the
statute,
but
also
the
girls
are
late
or
missing
school
because
of
the
m7
or
because
they
can't
afford
a
new
pass
or
the
tea
schedule
is
off
or
they're
not
used
to
riding
the
tea,
because
up
until
the
fifth
grade
they
were
on
a
school
bus
door-to-door
practically.
But
what
it's
at
what's
happening
is
the
girls
are
becoming
far
more
comfortable
with
the
criminal
justice
system
because
they
go
before
a
judge.
N
Nothing
really
happens,
but
they
have
to
come
in
appear
for
court
leave
school
for
a
full
day.
Every
three
months
for
almost
a
year
so
I,
you
know
the
legislation
also
requires
that
schools
have
a
truancy
program
and
that
that
box
is
checked
before
they
file
a
petition
and
I
feel
like
Boston.
Public
Schools
could
use
some
help
and
re-evaluating
the
truancy
programs
that
they
offer.
If
any,
could.
A
N
90%,
okay
I
have
yet
to
have
in
a
year
and
a
half
of
this
work
have
a
child
who
is
not
of
color
who
was
a
female
in
the
Boston
juvenile
court
and
we
serve
all
of
Suffolk
County
so
including
East
Boston
Revere,
so
it's
very
high
filing
and
specifically
out
of
Boston
Public
Schools.
So
it's
a
big
concern
for
our
office
and
I
didn't
want
to
steal
the
floor,
but
just
on
behalf
of.
A
It's
we
want
to
know
every
policy
that
is
having
a
disparate
impact,
so
we
will
look
more
into
that
so
far
as
the
tardies,
as
well
as
the
absences,
as
well
as
the
causal
effect
of
those
tardies
and
those
absences,
and
what
is
that
highlight
councilor
asabi
George?
Do
you
have
anything
for
the
girls
rules
panel?
No.
F
I
stepped
out,
but
I
stood
in
the
back
to
listen
just
for
a
moment,
because
I'm
really
just
proud
of
all
the
young
people
who
have
testified
today
and
I.
Think
although
I
know
some
of
you
had
some
jitters,
testifying
and
speaking
the
more
you
do
it,
the
better
you
get
at
it,
so
every
opportunity
that
you
have
to
speak
in
public
I
hope
that
you'll
take
that
opportunity
to
do
so
and
Bethany.
Thank
you
for
your
work
and
really
leading
these
girls
down.
What's
leading
them
with
some
great
work.
N
A
O
A
O
That
I
can
so
something
as
harmless
as
handshakes
or
see,
high-fives,
or
even
like
a
pat
on
the
back
for
encouragement
from
like
a
male
teacher
or
even
a
male
student,
or
anything
like
that
can
kind
of
put
me
in
an
uncomfortable
situation,
so
I
kind
of
go
through
my
like
greetings
like
meeting
somebody
who's
male
I'm,
always
like.
Oh,
maybe
I,
should
stand
this
feet
away,
so
he
won't
approach
me
with
like
a
handshake,
even
something
so
simple,
simple
that
nobody,
nobody
would
think
about.
It's
something
that
makes
me
uncomfortable
so
I
feel
like.
O
A
O
What
do
you
say
so
I'm
still
kind
of
in
securing
the
way
that
I
approach
things
and
I,
sometimes
even
just
giving
him
like?
Okay
I'll,
shake
it
real,
fast
or
I
kind
of
just
stand
there.
While
they
hug
me
I,
don't
really
hug
back
with
the
hug
me
and
I'll
dizzy
like
go,
you
know,
but
usually
I.
Try,
usually
when
I
have
like
a
female
friend
beside
me
or
my
mom
or
somebody
it's
easier
on
me.
O
I
mean
I'd,
be
like
no
I,
don't
shake
hands,
I,
don't
touch,
but
sometimes
when
I'm
by
myself,
I
feel
a
little
bit
pressured,
not
because
of
them
just
cause
of
myself
and
I.
Just
like
okay
I'll
just
do
this
one
cake
and
I
won't
say
anything
and
they'll
go
through
it
and
then
after
I
do
tell
them.
They'll
feel
very
guilty
about
it.
Vic,
oh
I'm,
sorry
I
didn't
know.
But
oh.
O
Not
even
saying
like
hugs,
just
something
like
high-fives,
you
know,
teachers
sometimes
like
high
five.
You
did
a
great
job
or
Pat
or
you
know,
so
that's
something
that
I've
experienced.
My
friends
have
experienced
and
I
feel
like
should
be
addressed:
okay,
physical
contact
and
between
students
and
teachers
and
students
and
students
together,
because
sometimes
they
feel
like
it's.
Okay,
cuz
they're,
a
student,
but
it
still
it.
A
Makes
you
uncomfortable
yes,
okay,
generally
speaking
and
I
also
just
want
to
say
that
that's
what
a
leader
does
a
leader
does
not
just
speak
for
their
own
experience,
but
they
represent
the
experiences
of
many.
So
you
were
doing
that
in
this
moment,
so
I
thank
you
for
uplifting
those
voices
who
couldn't
be
here
today
because
they
had
a
conflict
or
we're
too
nervous,
you're
doing
great
okay,
so
I
I
did
want
to
ask.
A
O
Some
of
my
friends,
not
all
of
them,
but
a
couple
of
them
I,
know
feel
very
uncomfortable
wearing
their
head
scarf
or
hijab,
just
because
of
other
students.
I've
know
that
some
have
like
I,
always
hear
from
students
like
side
comments
like
behind
me.
They'll
say
something
like
what,
if
I
just
yank
off
her
hijab.
What
do
you
think
would
happen?
They
never
come
to
my
face
about
it.
They'll
just
like
talk
behind
me
or
my
friends
got
like
comments
or
talking
about
stereotypes
and
terrorist.
O
This
and
all
that
so
I
know
a
couple
of
them
that
have
been
approached
with
that
by
people.
Other
students
with
teachers
I'm
not
necessarily
they've,
never
talked
to
me
about
their
experience
with
teachers
and
I'm
not
completely
sure
since
I'm
homeschool,
but
I
know
that
some
teachers
can
make
students
feel
more
comfortable,
even
just
bringing
up
the
discussion
or
maybe
not
putting
people
on
the
spot.
So
much
as
just
informing
other
students
about
differences.
Okay,.
A
F
O
Just
don't
feel
like
they
think
that
it's
something
so
big
dislike
cuz.
It
wasn't
like
they're
like
in
their
face
about
it,
like
oh
dude,
they're,
just
kind
of
on
the
side,
and
you
kind
of
can
hear
them
whispering
about
it.
So
it
feels
like
I
can't
do
anything
about
that
like
it
doesn't
feel
like
it's
something
that
is
so
a
big
enough
issue
to
going
forward
to
go
talk
to
the
principal
about
it.
Guys.
F
P
That
perspective
I
have
the
Irie
position
of
being
told
negative
things
about
black
girls
such
as
oh
yeah,
they're,
loud
or
they're,
noisier,
they're,
whatever,
and
so
I
think
that
those
are
largely
cultural
problems
that
we
have,
but
I
do
think
that
there
are
certain
policy
things
that
could
help
to
kind
of
change
that
culture,
especially
in
like
changing
curriculum,
were
talking
more
about
issues
such
as,
like
color,
is
more
like
school
to
Prison,
Pipeline
or
black
excellence.
Anything
like
that
I
feel
like
would
really
help
to
support
that
school
culture
and
I.
P
A
Anything
else
you'd
like
to
add
yeah.
Well,
thank
you
both
for
sharing
so
much
of
yourself.
It's
very
brave
you're,
going
to
help
a
lot
of
girls,
and
you
know
we'll
just
continue
to
engage
you
in
this
process.
This
is
the
very
beginning
of
a
much
longer
conversation
and
as
long
as
you'll
have
us
we're
going
to
continue
to
make
you
a
part
of
it
just
so
impressed
with
the
excellence
and
intelligence
and
the
thoughtfulness
that
has
been
demonstrated
by
all
of
our
young
women
leaders
today.
F
Can
I
just
add
to
it,
of
course,
I
wasn't
gonna,
say
anything.
I'm,
Arabic
and
I
think
that
it's
so
wonderful
when
you
share
your
stories,
your
histories,
your
religion,
your
customs
I,
think
it's
so
important
to
continue
to
do
and
like
the
girls,
all
the
young
people
that
have
testified
this
evening.
The
more
that
you
share
your
stories,
the
more
I
think
the
general
public
will
appreciate
your
story
and
I.
F
Just
I
want
to
applaud
you
for
doing
that,
because,
unfortunately,
there's
a
lot
of
pressure
for
you
to
do
that,
so
it
and
I
think
that
you
to
our
wonderful
spokes
spokespeople
for
for
Islam,
but
also
just
as
young
women
and
I
hope
that
you
continue
to
speak
out
loud
and
share
your
stories
and
share
your
your
presence
with
us,
because
I
feel
a
tremendous
I'm,
just
great
beauty
and
great
sense
of
a
great
soul,
and
it's
just
a
great
presence
here
with
us.
So
thank
you
for
being
here
and
sharing
with
us.
You.
A
But
when
you
come
here
and
we
sort
of
are
in
this
moment
presented
with
the
different
shades
of
black,
you
know
there
are
many
people
that
would
define
the
immigrant
experience
as
strictly
Latino
that
don't
even
ignite
knowledge,
that
there
are
many
immigrants
and
black
immigrants
right
and
that
there
isn't
just
a
one-dimensional
narrative
about
what
it
means
to
be
black
and
it
isn't
just
african-american,
you
know,
so
you
are
educating
and
enlightening
and
elevating
the
consciousness
of
all
of
us,
including
the
adults.
So
thank
you.
Q
Hi,
my
name
is
Evelyn
Reyes
I
go
to
the
John,
do
Bryant
school
I
live
in
Roxbury
and
I'm
here
as
part
of
be
sac.
I
would
just
like
to
point
out
before
I
go
into
my
own
personal
story
to
the
parents,
who
were
speaking
earlier.
That
B
sock
is
part
of
the
code
of
conduct,
Advisory
Council,
and
they
have
worked
on
the
code
of
conduct.
I
think
the
last
time
they
revised.
Q
A
Q
Q
What
had
happened
again
and
I
found
that
as
unfair
to
me,
because
I
asked
about
the
student
that
had
done
that
to
me,
and
they
told
me
that
he
hadn't
been
pulled
out
of
class.
So
I
was
loosing
class
time
for
something
that
wasn't
my
fault,
which
that
disturbed
me
a
lot
and
also
very
left
me
very
frustrated.
Q
The
John
do
Brian,
okay,
yeah
and
I
know
that
I
must
speak
for
a
lot
of
people,
because
I
know
this
can't
just
be
happening
to
me.
It
happens
to
a
lot
of
different
people,
and
so
I
feel
the
need
to
speak
about
it,
because
I
think
the
way
that
the
school
receives
these
sort
of
situations
and
then
doesn't
like
the
way
they
don't
act
is
wrong
and
that
there
does
need
to
be
some
action
taken
when
something
like
this
happens,
because
you
want
students
to
feel
safe
in
their
own
school
in
our
environment.
Q
A
Thank
you
for
disclosing
that
here
and
for
doing
that
in
your
school
community
and
can
certainly
see
how
that
can
be
revitalizing
and
retraumatization
to
do
it
over
and
over
again,
but
I'm.
Inspired
by
your
strength
and
I'm
sure
you
were
right
that
you
are
not
alone
in
those
experiences,
but
most
girls
probably
just
tolerate
it
and
don't
speak
up
because
they're
afraid
or
they
think
it
won't
make
any
difference
at
all.
But
we
have
heard
you
today.
A
We
heard
you
today
and
I
want
you
to
know
that
your
bravery
will
not
be
discounted
or
discredited,
and
we
will
address
it.
Okay,
could
you
offer
prior
to
that
incident
or
thereafter
were
there
any
moments
where
you
felt
safe,
supported
or
that
you
were
getting
the
intervention
and
the
support
to
recover
from
that
experience,
or
have
you
had
any
experiences
outside
of
that
independently,
where
you
have
felt
safe
and
supported,
and
could
you
talk
about
what
that
looked
like.
Q
Q
But
there
was
a
separate
event,
because
I
had
problems
with
the
student
prior
to
that
and
in
a
specific
class
I
had
to
sit
next
to
him
and
during
that
class
he
verbally
attacked
me.
So
I
went
to
that
teacher
and
I
told
him
about
it,
and
he
said
okay
and
he
changed
my
seat
and
moved
me
to
a
different
part
of
the
room
and
kept
checking
in
with
me
that
week,
just
to
make
sure
that
it
was
like
I
was
okay,
so
that
teacher
didn't
make
me
feel
better,
but
otherwise.
Okay,
all.
R
My
name
is
Sol
Tony,
Jean
Claude,
you
can
say
Sofie,
you
can
say.
Sofie
I
can
relate
to
a
lot
of
the
struggles
that
were
articulated
today
in
many
many
ways,
but
the
way
that
I'm
going
to
focus
on
and
slightly
mention
is
what
I
had
learned
as
a
community
worker
and
an
advocate
and
a
housing
advocate
as
well
and
I
will
also
slightly
mention
my
personal
experience
to
compliment
that.
I
resonate
with
a
lot
of
the
experiences
that
a
lot
of
the
young
women
of
color
expressed
today.
R
My
personal
experience
I
would
like
to
bring
to
the
table
is
alternative
schooling.
I
was
a
troubled.
Youth
and
I
still
go
through
struggles.
Now,
as
an
adult
from
that
youth
and
the
school
I
was
in
was
an
alternative
school,
where
a
lot
of
children
from
other
areas
would
be
shipped
there
I'm.
So
it
was
kind
of
like
a
pot
mixed
of
juvenile
delinquents,
so
we
got
Boston.
We
got
here.
We
got
there
that
is
prison.
R
R
It's
just
crazy,
but
what
I
want
to
speak
on
and
in
addition
to
that
is
what
probably
led
a
lot
of
us
there,
which
is
the
lack
of
services
around
Boston,
public
schooling
and
schooling
in
general
and
I'm.
Now
speaking,
I'm,
currently
a
mother
of
a
three-year-old
boy.
Now
these
daycares
are
transitioning
into
Boston
public
school
they're,
changing
all
of
that
around.
So
there's
more
legislations,
no
more
rules
more.
This
I'm,
also
a
recipient
of
DTA,
so
I
had
to
deal
with
childcare
choices
as
well.
R
So
I
deal
with
a
lot
of
the
struggles
of
being
a
parent
and
residual
trauma
from
being
raised
in
these
public
schools
and
the
lack
of
services
around
there.
Obviously,
a
lot
of
these
children
and
these
areas
are
raised
by
people
from
other
countries.
There's
a
cultural
difference
there,
the
lack
of
cultural
liaisons
is
that
what
you
would
call
it
a
liaison
or
like
a
not
a
mediator?
Someone
who
helps
that
bridge
that
gap?
You
know
what
I'm
talking
is
it.
R
So
the
lack
of
that
when
I
was
going
through
school,
my
mother
believed
that
the
people
in
the
school
were
always
right
due
to
cultural
differences.
Like
other
people
mentioned,
you
know,
your
family's
origins,
hey,
okay,
yes,
so
don't
want
to
ruffle
the
feathers.
Don't
want
people
coming
all
up
in
your
business,
all
of
that
stuff
on
mental
health
issues,
services
along
those
lines,
I
have
been
in
a
lot
of
populations
that
I'd
rather
not
discuss
and
the
cultural
differences
being
a
juvenile
delinquent
or
a
mental
patient
or
a
trauma
victim.
R
Whatever
you
want
to
call
it
is
it's
not
even
humane
when
you
get
down
to
it,
I
can
say
that
in
many
different
ways
in
juvenile
incarceration
trauma,
victims,
alternative
schooling
and
a
religious
factor,
it's
it's,
it
doesn't
coincide,
there's
no
mending
there,
you
in
one
world
and
then
you're
in
another.
Well,
imagine
the
identity
crisis
that
causes
two
children
aside
from
sexual
orientation
and
etc
so
I'm
bringing
this
to
light
right
now,
because,
as
a
community
advocate
where
I'm
picking
up
these
families
off
the
street
and
getting
them
into
shelter,
it's
so
horrible.
R
You
know
around
these
children
that
are
going
into
school
the
struggles
that
these
children
are
going.
You
know
leaving
their
home
too,
and
returning
to
I
feel
like
there
should
be
a
liaison
or
a
department,
or
something
specifically
for
the
cultural
differences,
so
that,
if
there's
a
child
like
myself,
who
was
too
hyper
in
school,
you
know,
instead
of
them
being
shoved
in
a
timeout
corner
or
reflection.
R
Like
everyone
said,
there
should
be
someone
to
come
in
and
evaluate
that
child
based
on
the
culture
of
the
parents,
someone
who
can
explain
to
the
parent,
your
child
is
hyper,
because
this
part
of
their
brain
is
not
fully
developed
yet,
and
you
need
social
and
emotional
nurturing
to
get
them
to
where
you
need
them.
This
language
is
not
expressed
to
parents.
My
mother
was
always
forced
to
obey
the
white
people
in
charge
and
etc.
R
Instead
of
looking
into
us
people,
you
know
that
are
raised
from
people
from
outside
of
the
country
or
of
color
with
different
cultures
into
society,
which
I
really
don't
think
is
a
culture.
It's
like
a
robotic
system.
So
all
of
that
being
said,
I've
been
through
the
struggles
I've
overcame
the
struggles
I
currently
live
in
the
south
end
with
my
three-year-old
son
and
his
father,
my
fiancee
I've
been
through
a
lot
of
struggles,
domestic
violence,
etc.
So
I
know
just
about
with
every
service
around
the
public.
R
R
I'm
trying
to
find
professional
words,
it's
it's.
It's
detrimental
to
my
mental
health
as
a
woman
and
a
mother,
I
have
to
go
outside
and
get
outside
parties
to
come
and
sit
in
my
appointments
with
me
to
be
addressed
as
a
mother.
I
have
to
print
out
policies
and
procedures
and
bring
it
to
these
professionals.
I'm
young
I'm,
black
yeah,
my
child
was
out
of
wedlock,
but
I'm
literate
and
I'm
a
person,
and
there
should
be
policies
and
departments,
and
people
should
be
employed
for
this,
because
this
is
the
country
based
on
immigrants.
R
You
know
in
the
children
caught
in
between
that
are
children
that
are,
you
know,
teased,
because
they
have
an
accent
or
because
they're
not
conformed
to
the
you
know,
society
or
what
other
kids
are
wearing
or
what
other
kids
are
saying,
something
that
I
suffered
from
as
well
now
growing
up
I
suffered
from
a
lot
of
self-esteem
issues
which
led
me
into
incarceration
promiscuity,
you
name
it
now.
If
I
had
a
guidance
counselor
who
maybe
had
a
translator,
who
could
speak
to
my
mom,
you
know
and
say:
listen.
R
She
has
some
emotional
underlining
emotional
issues,
or
maybe
she
just
needs
to
be
told
she's
pretty
or
maybe
she
needs
a
book,
something
a
professional
something
to
these
people
who
are
scared
to
even
call
the
school.
You
know
imagine
that
fear.
You
can't
even
address
something
about
your
child,
because
you're
scared,
someone's
gonna,
come
in
your
house
and
say
you're,
not
raising
them
right.
Your
child
got
ADHD.
Your
child
needs
medication,
your
child,
you
need
to
now
you.
You
know
you
have
to
put
your
kids
on
these
meds
and
stuff
like
that.
R
These
are
struggles
I'm
going
through
right
now,
as
a
parent
with
my
child
he's
hyperactive,
he
has
emotions
cuz
me
and
his
father,
both
hyper
people.
So
now
I
have
to
look
at
all
the
steps
and
regulations
to
help
my
child.
All
of
them
say
all
of
them
are
steps
to
drugs.
All
of
them
lead
to
IEP
s.
All
of
them
lead
to
my
child
being
labeled.
As
you
know,
cattle
doped
up
on
pills.
Nobody
wants
that
for
their
kid.
I
want
my
child
to
be
addressed
with
love
with
the
nurture,
with
care
with
spiritual.
R
You
know
just
cuddling,
you
know,
and
discipline
I
can't
afford
private
school
I'm
on
welfare.
I
came
in
the
foot
to
put
myself
through
school,
I
can't
afford
to
go
to
school,
because
I
have
to
pay
rent.
So
again
the
supports
around
the
children
going
to
school
because
the
kid
has
to
be
fed
by
the
parent
at
home.
This
the
kid
is
sleeping
at
home.
The
kid
is
speaking
the
language
that
is
being
spoken
at
home.
R
You
know
what
I'm
saying
so
there
should
be
a
department
specifically
for
that
and
for
there
not
to
be
a
department
specifically
for
that.
As
long
as
this
country's
been
going
on
is
ridiculous.
There
must
be
someone
asking
for
it
not
to
be
done.
Someone
must
be
in
the
back
scene.
Saying
I,
don't
want
this.
You
know,
so
that's
my
testimony
as
a
community
worker
watching
people
running
the
streets
because
they
come
into
this
country,
even
if
their
children
are
born
in
this
country.
There's
kicked
out
of
shelter
because
they
don't
understand.
R
English,
there's
no
translator
given
to
them
kids
missing
school.
The
policies
miss
lady
was
talking
about
for
the
girls
rule,
it's
ridiculous
and
it's
telling
us
you're
black
go
somewhere
else.
It's
telling
us
go
so
drugs
to
take
care
of
your
kid,
because
you're
not
respected
here.
You're
not
respected
in
this
school,
go
to
the
streets
and
have
the
streets
raise
your
kid
cuz
we're
not
raising
your
kid.
That's
what
I
was
told
growing
up.
R
That's
the
struggles
I
go
through
raising
my
son
crying
in
bed,
because
the
policies
and
procedures
that
is
supposed
to
be
done
for
every
parent
is
not
done.
For
me,
evaluations
are
not
done.
Quarterly
conversations
are
not
held
professionally.
You
know
so.
I
hope
that
you
women,
empower
understand
where
I'm
coming
from
not
only
as
a
juvenile
who
still
has
scars
that
I'm
dealing
with
in
therapy
because
of
the
lack
of
liaisons
and
the
cultural
differences
in
school
and
general.
R
It's
wounds
that
I'm
still
healing
with
right
now
you
know
and
we
don't
need
our
children
having
more
problems
growing
up.
They
already
got
a
work
to
sleep
somewhere.
You
know
so
I
just
hope
that
with
the
power
that
you,
ladies
have
you
understand
this,
but
try
to
put
yourself
in
our
shoes
for
one
second
and
these
times,
because
every
year,
it's
worse
and
worse
every
year,
it's
one
more
corporate.
You
know
what
I
mean,
and
that
is
my
testimony.
A
You
know
children
don't
get
to
choose
their
parents,
but
if
he
could
have
chosen
I
have
no
doubt
he
would
have
chosen
you
so
and
we
will
have
a
follow-up
hearing
with
bps.
Specifically
I
know
that
there
is
a
newcomers
department
within
bps,
which
is
specifically
about
aiming
to
address
some
of
these
language
and
cultural
barriers
you
raised.
But
again
you
know,
we
know
that
ultimately,
an
org
chart-
or
you
know,
phone
numbers
that
there
are
many
exceptions
to
what
we
want
to
be
the
rule.
A
And
so
thank
you
for
bringing
fully
to
bear
here
in
this
space
today.
The
confluence
of
all
your
experiences,
the
one
thing
I
know
for
sure,
is
that
you
are
a
survivor
and
a
fighter
and
thank
you
for
the
work
that
you're
doing
in
community
and
all
the
families
that
you
are
advocating
for
and
I
have.
A
No
doubt
our
paths
will
cross
again
and
trust
that
we
have
heard
you
and
that
we
aim
to
every
day
govern
with
the
level
of
empathy
so
that
we
are
putting
ourselves
in
your
shoes
and
that
we
bring
and
uplift
these
stories
that
you
are
so
bravely
sharing
view
into
the
policies
that
we're
developing
and
into
our
advocacy.
So
thank
you
for
rising
to
the
occasion
every
day,
and
especially
at
this
moment.
Thank
you.
Thank
you.
E
A
T
T
Like
oh,
like
judge
someone
and
like
predict
what
they
do
and
this
girl
just
came
up
like
the
this
girl
and
the
boy
and
I
thought
that
this
other
girl
came
up
like
guessing
this
girl
said.
Oh,
this
guy
played
to
King
and
there's
other
girls
play
with
Barbie
go
Barbie
dolls
and
everybody
just
started
laughing
laughing
in
yeah
what
else?
Oh
yeah,
the
food.
T
T
I
was
stuck
in
Honduras
with
my
mom
and
my
brother,
because
my
my
mom
Bank
got
locked
and
she
had
to
work
very
hard
for
me.
It
took
her
very
much
not
to
that
when
we
came
back
to
unders,
I
was
like
so
happy
because
I
got
to
see
my
father
again
and
yeah
like
it
was
I
I.
Guess,
like
I,
didn't
understand
at
the
moment,
but
I
guess.
When
I
look
back
now,
yeah
my
mom
was
working
very
hard
and
when
she
came
back
everybody's
like
was
surprised
because
she
was
like
skinny
like
wow.
T
A
U
This
incredibly
important
opportunity
coming
into
the
community
and
addressing
this
project
and
the
focus
and
I
know
miss
Martha's
work
is
incredible
not
just
here
but
across
the
country,
and
for
you
to
understand
the
importance
of
engaging
somebody
with
her
expertise
on
the
issues
of
black
girls
is
incredible
and
I
want
to
say
thank
you
to
both
of
you.
My
name
is
Andrea
James
and
from
families
for
Justice's
healing
here
in
Boston,
and
also
from
the
National
Council
for
incarcerated
and
formerly
incarcerated
women
and
girls.
U
I
apologize
for
missing
the
first
40
minutes
or
so
of
this
important
hearing.
So
I
apologize
again
if
I'm
bringing
up
an
issue
that
has
already
been
touched
upon,
but
I
did
not
want
to
leave
today
without
bringing
in
the
voices
of
the
sisters
who
are
sitting
on
a
prison
bunk
right
now.
Their
concern
for
their
children,
particularly
their
daughters
as
a
former
criminal
defense
attorney
I
understand,
having
represented
many
of
the
women
that
I'm
speaking
about,
but
also
also
representing
their
children
and
also
having
been
an
incarcerated
woman.
U
I
know
firsthand
that
inside
of
our
prisons,
here
in
the
Commonwealth
and
across
the
country,
we
have
women
who
are
desperate
to
understand
that
people
like
yourselves
care
about
the
well-being
of
their
children,
particularly
our
daughters.
Sixty-Five
percent
of
children
who
are
currently
engaged
with
the
system
and
are
held
in
our
juvenile
facilities
across
this
country,
including
here
in
the
Commonwealth,
have
one
or
two
parents
who
are
incarcerated.
U
We
are
currently
addressing
this
through
families
for
justice,
as
healing
as
having
drafted
the
primary
key
'take
a
bill
to
create
alternatives,
to
incarceration
to
hopefully
stop
the
flow,
particularly
of
mothers
into
prison,
because
our
daughters
are
targeted
for
trafficking
and
so
much
more
when
we
are
separated
and
incarcerated
from
them
and
we're
better
than
this
we're
smarter
than
this,
and
we
can
create
better
alternatives.
And
so,
lastly,
I
just
want
to
close
out
by
saying.
U
Who
should
have
understood
to
know
that
if
something
is
going
on
going
wrong
with
this
girl
that
they
need
to
investigate,
what's
happening
many
times,
counselors
it's
because
their
mom
is
incarcerated,
and
so,
if
we
could
find
some
way
to
create
a
policy
within
the
Boston
Public,
School
System
and
across
the
Commonwealth
that
causes
us
to
take
a
pause,
particularly
with
our
daughters
and
to
find
out.
Is
there
a
parent
that
is
incarcerated?
Is
there
somebody
in
that
household
that
incarceration
has
is
affecting
the
lives
of
those
children?
It
is
prevalent.
U
African-Americans
in
the
city
in
the
Commonwealth
make
up
7
percent
of
our
population.
We
have
49
percent
of
the
incarceration
population.
This
is
an
issue
that
immediately
affects
us,
so
I.
Thank
you
for
this
opportunity
to
bring
the
voices
of
the
women
and
the
incarcerated
girls
into
this
conversation,
and
please
help
us
to
create
some
way
of
focusing
and
giving
support,
particularly
to
the
girls
who
are
in
so
are
in
school,
who
have
mothers
who
are
incarcerated,
Thank,
You
Andrea.
Thank.
A
You
for
being
here,
and
you
uplifted
our
good
sister
for
her
national
impact
and
footprint.
We
hold
you
in
the
same
space
in
regard.
You
have
been
fearless
and
vigilance,
and
we
just
thank
you
for
your
labor
of
love
and
to
your
point
about
our
youth
and
our
girls
in
particular
with
incarcerated
caregivers.
This
is
the
work
of
CE
plan
and
myself,
and
so
many
others
with
our
working
with
Boston
Public
Schools
for
them
to
all
be
trauma,
sensitive
and
trauma-informed,
and
to
your
point
about
asking
that
question
the
goal.
A
Ultimately,
if
we
get
this
right
is
if
a
child
has
shut
down
or
is
being
disrupted,
that
they
will
not
be
asked.
What
is
wrong
with
you
they'll
be
asked
what
happened
to
you?
Yes,
you
know
that
is
the
goal
before
you
go.
I
just
wanted
to
ask
if
you,
if
you
know
I've,
had
and
if
not
work
with
us
offline
and
we'll
use
our
platforms
to
educate
and
mobilize
people
around
the
legislation,
but
you
know
who
the
House
and
Senate
sponsors
are.
Is
there
a
bill
number
you
can
share?
Certainly.
U
770
is
the
Senate
bill
and
the
House
bill
is
about
to
be
merged
with
the
Senate
bill.
Senate
bill
is
the
one
that
we're
following
right
now
and
that
it
has
a
lot
over
80
public
health
professionals
across
the
Commonwealth,
including
the
Boston
Public
Health
Commission
is
standing
solidly
behind
this
bill
and
the
title
is
alternative.
Primary
primary
care
take
a
bill
community
alternatives
to
incarceration
for
primary
caretakers
of
dependent
children.
It
does
not
disrupt
anything
procedurally
as
a
form.
A
criminal
defense
attorney
I
know
the
importance
of
that.
U
A
And
let
us
know
how
we
can
get
one
of
those
t-shirts:
okay,
all
right:
okay,
very
good,
okay,
all
right
and
so
there'll
be
no
more
public
testimony.
We
want
to
thank
everyone
for
your
participation
this
evening
and
now
we'll
get
to
the
capstone
of
this
and
hear
directly
from
the
national
black
woman's
justice
Institute.
S
Evening
I'm
so
excited
to
be
here.
My
name
is
Aisha
Yousef
I'm,
the
senior
education
policy,
fellow
of
the
National
Black
women's
Justice
Institute,
and
yes,
I
am
the
former
intern
counselor
I,
honor,
Preston
I
think
when
she
first
got
into
office,
so
I
to
have
prepared
comments
which
I
will
give,
but
I
do
want
to
kind
of
shoot
from
the
hip
really
fast.
S
What's
been
very
clear
for
me
sitting
here
and
sitting
behind,
everyone
is
the
reason
we
do
qualitative
research.
The
reason
we
speak
to
young
people
and
to
adults
that
are
in
the
impacted
communities
are
because
their
voices
are
too
often
left
out,
though
young
women
that
sat
up
here
today,
the
parents
who
sat
up
here
today
the
advocates
who
sat
up
here
today,
their
voices
are
too
often
left
out
of
the
policies
that
we
create.
The
statistics
we
talk
about
and
the
numbers
that
we
state,
and
so
this
is
why
we
do
it.
S
This
is
nerve-racking
right.
This
is
very
nerve-racking.
It's
not
easy
and
I
do
this
right.
I
do
this
and
it's
not
easy
ever
to
get
up
here
and
speak.
So
the
reason
we
do
qualitative
research
and
focus
grouping
is
so
for
the
girls
who
can't
get
up
here
and
speak,
who
are
too
nervous
to
get
up
here
and
speak,
also
have
a
voice
like
let's
be
clear,
a
councilor
Pressley.
S
S
S
In
the
remarks
I'm
making
are
specifically
to
the
focus
groups
that
we
did
in
partnership
with
councilor
Pressley,
so
throughout
my
remarks,
I
will
be
giving
a
direct
quotes
from
the
girls
that
I
spoke
with.
So
you'll
hear
the
mix
of
that
kind
of
within
these
particular
remarks.
My
school
actually
did
something.
After
it
all
happened.
They
gathered
a
bunch
of
us
black
kids.
We
sat
down
all
the
administration,
all
the
teachers,
all
the
faculty,
the
janitors
we
sat
down
on
the
auditorium
and
we
led
the
conversation.
They
asked
us
how
we
felt.
S
We
told
them
that
what
we
needed
and
what
we
expected
from
them.
They
told
us
what
they
needed
and
expected
from
us,
and
they
listened.
They
actually
listened
and
like
after
the
meeting
like
you
could
just
tell
there
was
a
shift
in
the
change
in
our
classroom.
They
were
more
understanding,
I
think
the
student-led
conversation
was
so
beneficial
because
oftentimes
the
teachers
just
don't
understand.
There
was
a
quote
from
a
black
Dominican
girl
attending
High
School
in
Boston,
so
again
and
for
the
national
black
women's
justice
Institute.
S
This
past
summer,
we
focused
grouped
over
a
hundred
girls
of
color
that
live
in
Boston,
be
in
partnership
with
councillor
Ayanna
Presley's
office
and
with
the
help
of
community
groups,
parents
and
advocates.
We
spoke
to
the
girls
to
school
personnel
and
to
parents.
The
girls
range
in
age,
from
9
to
18,
most
of
the
girls
identified
as
black
afro
latina
and
latina.
S
This
included
girls
that
identified
as
African
American
Haitian
Trinidadian
Nigerian,
Somalian,
Cape,
Verdean,
Caribbean,
Dominican
and
Puerto
Rican,
the
girls
identified
across
religious
and
socioeconomic
backgrounds,
including
Christian
Muslim,
to
job
wearing
Muslims,
Hindu,
Catholic
and
others.
Most
of
the
girls.
We
spoke
to
attended,
Boston
public
and
charter
schools.
Some
of
the
girls
also
were
a
part
of
the
Medeco
program
and
others
intended
private
and
religious
institutions.
S
There's
a
quote:
I
like
to
use
when
I
speak
about
why
we
gather
qualitative
information
until
the
lion
had
this
own
historian.
The
story
of
the
hunt
will
always
glorify
the
hunter.
My
colleague
Misha,
who
will
go
right
after
me,
will
share
with
you
some
Boston
specific
data.
However,
the
percentages
Institute-
maybe
new
information,
but
the
knowledge
of
disparities
for
our
black
and
brown
children
is
not
new.
The
knowledge
of
what's
happening
to
our
brown
and
black
girls
in
schools
is
not
new
information.
S
S
We
got
into
a
brawl
or
whatever
me
and
this
white
girl
I
mean
she
started
it,
but
whatever
we
both
got
into
a
fight,
she
got
suspended
for
two
weeks
and
I
got
expelled.
We
were
both
fighting.
Why
did
I
get
expelled
and
she
didn't
like
I
got
suspended
for
skipping
detention?
Then
I
got
suspended
for
talking
back
to
my
teacher
I
guess
I
get
suspended
for
anything.
I
need
teachers
and
administration
like
who
understand.
I
kind
of
help
I
have
thick
thighs
in
a
big
butt
like
I
can't
help
it.
S
That
is
literally
just
how
I
was
made
and
I
need
teachers
to
know
that
I
need
nurses
to
understand.
Sometimes
I,
don't
know
when
my
period
is
coming
I'm
in
ninth
grade,
sometimes
it
comes
and
I'm
not
prepared.
So
no
I
can't
always
cover
my
body
like
you
want
us
to
like
you
want
me
to
it.
Just
looks
like
that,
and
sometimes
I
just
don't
have
a
dollar
for
at
a
more
time
a
tampon
or
a
pad.
S
Too
often,
our
intent
of
creating
policy
does
not
reflect
the
impact
it
has
on
girls.
During
these
focus
groups,
we
soak
with
girls
from
high
and
a
low
socio-economic
standing.
We
soak
with
girls
that
went
to
well-funded
schools
and
girls
that
went
to
schools
that
were
in
need
of
funding
and
resources.
Yet
many
of
their
experiences
were
similar.
S
S
Why
are
you
telling
me
this
another
girl
said
we're
always
in
trouble
for
being
loud
once
you
get
past
quiet,
you're
loud
well,
if
you're
black,
but
if
you're
white
you
can
rise
up,
you
can
rise
up
when
we
ask
girls
what
are
some
of
the
major
things
they
get
in
trouble
for
at
school?
They
all
said,
dress
code.
They
said
they
understand.
S
The
school
wants
them
to
look
presentable,
but
they
said
the
definition
of
presentable
changed
depending
on
who
they
were
and
what
they
looked
like
some
some
trainings
to
happen
with
boys
or
like
how
to
conduct
themselves.
You
tell
me
to
have
shorts
to
my
knees
for
what,
but
no
matter
how
you
spend
the
argument.
It's
women
distracting
men,
it's
my
body
to
shot
some
boys
like
what
did
you
come
to
school
to
a
jet
to
objectify
me?
How
about
they
focus
on
the
boys
and
not
what
I'm
wearing
another
girl
said?
S
I'm
black,
so
my
natural
hair
is
big
and
curly
I,
wore
it
out
once
and
was
told
to
go
the
principal's
office
to
tie
it
down
because
it
was
distracting
other
students.
That
was
the
last
time.
I
did
that
I
was
really
embarrassed.
I
wanted
to
cut
I
want
to
shave
my
head,
but
my
mom,
wouldn't
let
me
I
don't
know
it
depends.
S
We,
as
adults,
have
to
ask
ourselves:
why
do
certain
goals
exist?
Why
do
they
target?
Who
do
they
target
and
what
do
the
rules
communicate
to
our
youth?
What
are
we
trying
to
accomplish
and
do
the
rules
meet
those
needs,
or
do
we
need
to
reevaluate?
What
we're
talking
about
and
implementing
and
talking
to
our
girls
about?
This
is
not
just
about
dress
code
or
codes
of
conduct,
but
what
else
are
we
communicating
to
our
girls
at
school?
S
One
girl
said
when
I
walk
into
school
first
I
have
to
go
through
metal
detectors.
Didn't
have
to
worry
about
what
I'm
wearing
it's
ridiculous
I'm
just
trying
to
get
an
A
in
algebra
we're
supposed
to
be
getting
an
education,
not
walking
into
prison,
said
another
girl
in
many
Boston
schools.
They
have
law
enforcement
officers
on
campus,
often
referred
to
as
resource
officers
or
peace
officers.
One
of
the
many
purposes
to
increasing
safety
at
one
of
their
many
purposes
is
to
increase
safety
at
school.
S
When
I
ask
girls
about
feeling
safe
at
school,
a
lot
of
them
say
well,
law
enforcement
makes
me
feel
unsafe
uneasy
or
on
edge.
One
girl
said
we
have
too
much
to
lose
for
standing
up
for
ourselves
or
calling
out
teachers
or
staff
on
what
they're
doing
like.
If
you
talk
back
to
an
officer,
there
are
consequences,
and
we
have
to
think
about
that.
S
We
also
talked
to
parents.
Both
parents
and
students
were
concerned
about
cultural
competency
of
teachers
and
administration,
particularly
understanding
norms
and
cultures
that
are
often
outside
of
their
own
one.
Girl
said
at
my
school.
There
are
no
hats,
you
know
some
girls
of
color
at
my
school,
like
their
weave,
gets
messed
up
or
their
track
is
showing
and
they
can't
afford
to
fix
it.
So
sometimes
you
got
to
wear
a
hat
over
that
or
it's
embarrassing.
The
school
doesn't
allow
that
one
day
a
whole
argument
started
in
my
class.
S
My
friend
got
kicked
out,
I
was
like
dang,
she
wanted
to
be
in
class,
but
her
hair
was
messed
up.
What's
the
big
deal,
Mecca
was
cool,
but
it's
so
white,
like
so
white
how
they
expect
me
to
talk
to
any
adult
there.
You
have
no
idea.
What's
going
on
with
me
or
even
Who,
I
am
one
parent
said.
My
daughter
witnessed
another
daughter
being
asked:
where
do
you
live
and
in
our
community
our
children
are
taught
of
a
certain
age.
S
You
don't
tell
anybody
where
you
live,
because
that's
a
gang
recruitment
type
talk,
but
a
teacher
discipline
the
child
anyway.
She
said
you're
being
rude,
not
telling
me
where
she,
where
you
lived,
the
teacher,
didn't
understand
so
as
we
consider
how
to
create
tangible
ways
forward.
Let's
take
our
cues
from
what
the
girl
said.
S
My
school
did
a
good
job
of
handling
it.
They
have
a
conversation
before
they
read
the
book
like
before.
You
say
something
or
someone
does
something
they
tell
us
the
consequences
and
how
it
makes
other
people
feel
I.
Think
more
schools
need
to
do
that,
like
you're
white,
but
all
the
kids
in
your
school
are
not
so
having
trainings
and
workshops,
but
also
making
sure
there's
space
for
students
to
sit
down
and
make
it
known
what
we
need.
How
about
debrief
a
student?
S
Sometimes
listen
not
just
to
the
kids
of
color,
but
our
white
counterparts
too.
Everyone
needs
a
voice
like
our
school
resource
officer,
he's
white,
but
he
walks
around
the
school
talks
to
us
always
happy
this
pumps.
The
students
like
he
makes
us
feel
welcome
and
safe,
have
more
guidance
counselor's
than
cops
in
the
school.
Stop
telling
me
I'm
loud
when
I
just
want
to
I
want
to
keep
my
voice.
My
opinion
get
to
understand
the
root
of
the
problem
with
the
student
instead
of
just
suspending
them.
S
To
suspending
a
kid
doesn't
really
make
sense,
there's
no
logic
behind
it.
You
don't
learn
anything
from
suspension.
That's
what
our
kids
said.
It's
imperative
and
the
onus
about
us
as
adults
to
listen
and
to
act
I've,
given
you
some
examples
of
what
they
said,
what
they
feel
and
what
they
hear
now.
Our
responsibility
is
to
do
something
with
it.
Thanks.
A
G
V
Good
evening,
everyone
and
thank
you
to
councilor
Pressley
for
providing
this
face
for
this
hearing
to
take
place.
Thank
You
Misha,
my
name
is
Misha
and
as
Thompson
and
I'm,
a
doctoral
student
at
Vanderbilt,
University
and
I've
had
the
pleasure
to
serve
as
a
graduate
student
intern
for
MB
wji
this
past
summer
and
fall
as
Isha
to
mention
pal
shoot
policy
should
be
created
and
informed
by
rigorous
data
analysis.
However,
neither
quantitative
nor
qualitative
data
can
stand
alone.
We
need
them
both
to
create
effective
policies
for
our
children
and
our
communities.
V
The
data
I
will
share,
serves
as
a
compliment
the
narrative
shared
by
parents
and
girls
of
color
this
evening,
as
well
as
the
quotes
provided
by
Isha
to
you.
The
data
analysis
is
based
on
a
comparison
between
discipline
outcomes
for
girls
of
color
and
here
I'm,
referring
specifically
to
black
and
Latino
girls
in
comparison
to
white
girls.
This
is
the
statistics.
V
I
will
share,
come
from
nationwide
data
collected
from
the
2013
through
14
academic
year,
which
is
the
most
recent
and
most
comprehensive
report
made
available
via
the
United
States
Department
of
Education
office
for
civil
rights.
The
data
is
representative
of
general
education,
students
with
and
without
disabilities
in
K,
through
12,
public
and
charter
schools.
V
For
the
purpose
of
this
discussion,
I
will
focus
on
one
or
more
out-of-school,
suspensions
and
in-school
suspensions,
arrests,
referrals
to
law
enforcement
from
school
and
physical
restraints
nationwide
in
Massachusetts
and
in
Boston
area
public
schools,
nationwide
50%
of
female
students
are
white,
with
approximately
25%
identifying
as
latina
and
nearly
16%
identifying
as
black.
While
black
female
students
only
make
up
16%
of
female
students
nationwide,
they
are
approximately
54%
of
all
female
students
receiving
one
or
more
out-of-school.
V
V
Latina
girls
made
up
16%
of
female
students,
but
represented
thirty
seven
and
a
half
percent
of
girls
arrested
26
percent
of
girls
that
were
physically
restrained
and
24
percent
of
girls
who
received
one
or
more
out
of
school
suspensions.
Latina
students
were
four
times
more
likely
to
receive
one
or
more
out
of
school
suspensions
or
be
arrested
and
over
twice
as
likely
to
receive
one
or
more
in-school
suspensions
or
be
physically
restrained
than
white
girls.
Now,
let's
bring
it
closer
to
home.
V
I've
done
analysis
focusing
on
schools
in
the
Greater
Boston
area,
including
bps
and
charter
school
districts.
As
you
know,
Boston
has
a
diverse
student
population.
In
fact,
Boston
has
more
students
of
color
than
white
students,
which
you
can
also
see
on
the
screen.
Black
and
Latina
girls
make
up
the
majority
of
female
students
in
Boston
area
schools.
Forty
percent
of
the
female
students
were
latina.
37
percent
of
the
female
students
were
black
and
12
and
a
half
percent
or
white.
V
While
black
girls
made
up
37%
of
all
girls
in
school,
they
were
seventy-seven
percent
of
all
girls
arrested,
62
percent
of
girls
receiving
one
or
more
out
of
school
suspensions
and
56
percent
of
girls
receiving
one
or
more
in-school
suspension.
In
other
words,
black
girls
were
over
five
times
more
likely
to
be
arrested
five
times
more
likely
to
receive
one
or
more
out-of-school,
suspensions
and
four
times
more
likely
to
receive
one
or
more
in-school
suspensions
and
white
girls.
V
While
latina
students
made
up
40%
of
all
girls
in
schools,
they
were
twice
as
likely
as
white
girls
to
receive
one
or
more
out
of
school
or
in-school
suspensions.
This
data
reveals
that
black
and
Latino
girls
are
disproportionately
facing
disciplinary
practices
at
the
national
state
and
local
levels.
This
national
state
and
local
data
will
be
made
available
to
the
council
as
well
as
the
public
for
reference.
Thank
you.
E
E
S
S
Here
either
way
she
sent
me
with
her
remarks
in
her
comments
and
I'll
give
those
on
behalf
of
her
I
know.
She
would
have
liked
to
speak
to
what
was
happening
in
the
room
here
today
and
if
she
can
come
at
a
later
date,
I
know
she
will
do
that
so
I'm
gonna
be
pretty
verbatim
what
she
has
given
me
to
honor
her
words
her
voice
in
her
spirit
so
good
evening,
distinguished
members
of
Boston
Council
and
Thank
You,
councillor
Presley.
S
Those
invitation
to
share
my
thoughts
regarding
how
our
nation's
learning
spaces,
particularly
those
in
Boston
communities,
may
become
more
responsive
to
the
needs
of
girls
of
color.
First
I
would
like
to
state
my
deepest
apologies
that
I'm
not
able
to
deliver
these
remarks
and,
as
you
know,
my
family's
experienced
a
medical
emergency
and
I
needed
to
return
home.
Thank
you
for
the
opportunity
to
how
these
remarks
read
by
my
in
my
absence
and
my
colleague
are
you
should
to
use
up
and
I
would
submit
these
comments.
S
Black
and
latina
girls
disappear
experience.
What
I
call
school
to
confinement
pathways
or
policies
practices
and
the
prevailing
consciousness
that
lead
girls
into
contact
with
the
juvenile
court
or
criminal
system.
These
pathways
may
include
chronic
citations
to
appear
before
disciplinary
board
or
juvenile
court
school
based
referrals
to
law
enforcement
or
non
criminal,
offenses
or
arrests
made
directly
on
school
campus.
They
may
also
include
actions
that
are
moved
girls
from
school
or
learning
in
ways
that
render
them
vulnerable
to
participation
in
under
in
underground
economies
and
future
contact
with
the
juvenile
legal
system.
S
First,
it's
important
to
note
that
MB
WJ
@
NB
wji,
we
believe
in
the
promise
of
education
and
its
role
in
preparing
young
people
for
it
to
be
effective
members
of
society
and
productive,
effective
and
productive
members
of
society.
We
also
believe
that
no
child
is
disposable
and
that
all
children
can
learn.
These
are
important,
foundational
and
foundations
for
this
discussion.
S
Differential
treatment
of
dress
code
enforcement,
which
may
lead
to
body,
shaming
body,
policing,
chronic
suspension,
expulsion
and
absence
gender-based
gender-based
violence
on
campus
that
often
goes
unaddressed
which
may
lead
to
school
avoidance
or
other
physical
altercations
and
assaults.
Increased
surveillance
and
presence
of
law
enforcement
in
schools
which
increases
citation
enforcement.
Excuse
me
citations
and
stress
among
girls
and
failure
among
adult
in
schools
to
recognize
and
respond
to
the
trauma
of
girls
when
symptoms
manifest
in
the
learning
environment.
S
These
conditions
echo
what
the
council
has
heard
this
evening,
underscoring
the
fact
that
these
issues
confronting
Boston
on
this
topic
are
shared
with
the
rest
of
the
nation.
Our
vested
interest
in
addressing
these
conditions
is
rooted
in
the
fact
that
exclusionary
discipline
is
associated
with
school
avoidance
and
loss
of
interest
in
school,
poor
academic
performance
that
is
associated
with
loss
of
instruction
time,
increased
risk
of
negative
employment
outcomes
and
increased
criminalization
among
among
other
outcomes.
S
Fortunately,
the
school
disciplines,
the
school
discipline,
conditions
and
experiences
that
we
have
heard
tonight
are
not
insurmountable.
They
may
be
addressed
through
a
series
of
specific
actions
that
can
intentionally
seek
to
shift
the
policies,
practices
and
prevailing
consciousness
away
from
harmful
punishment
and
criminalization
toward
healing
and
educational
justice.
Our
intent
tonight
was
not
only
to
articulate
the
local
manifestation
of
a
national
problem,
but
to
partner
with
the
Boston
City
Council
and
the
community
of
impacted
students
and
their
parents
to
deliver
and
develop
solutions.
S
Additionally,
MB
wji
is
a
lead
partner
in
an
innovative
Education
reentry
program
for
girls
in
California,
who
have
been
in
contact
with
the
juvenile
court.
The
program
is
intended
to
improve
the
educational
outcomes
of
girls,
who've
experienced
school
push
out
and
to
inform
efforts.
District-Wide
and
throughout
the
nation
who
are
working
with
similar
populations
of
girls.
S
A
new
report
released
today
by
MB
wji
in
partnership
with
the
Georgetown
Center
on
poverty
and
inequity,
be
her
resource,
a
toolkit
about
school
resource
officers
and
girls
of
color.
These
resources
that
we
hope
that
we
will
make
available
to
the
Boston
City
Council
for
review
and
discussion.
While
there
are
a
number
of
policy
interventions
that
could
improve
the
outcomes
for
girls
of
color
at
the
center
of
that
is
this
discussion.
I
would
like
to
offer
five
critical
recommendations
for
the
council
to
consider.
S
The
following
key
recommendations
are
in
response
to
the
primary
concerns
articulated
by
the
girls
to
participate
in
the
focus
groups.
These
recommendations
are
also
informed
by
research
and
promising
efforts
in
other
states,
jurisdictions
and
districts
that
are
grappling
with
the
phenomenon
of
school
push
out
among
girls
in
color,
and
the
increasing
desire
for
schools
to
become
more
trauma
and
healing
conformed
in
their
responses
to
school
discipline
and
accountability.
S
Recommendation
1,
develop
and
support
a
robust
continuum
of
alternatives
to
exclusionary
discipline
in
schools.
School
districts
should
container
should
consider
banning
suspension
for
pre-k
and
for
gate
grades
K
through
2
girls
of
color,
who
are
exposed
to
this
level
of
exclusionary
discipline.
Early
on
have
an
increased
a-hat,
have
an
increased
risk
of
negative
school
performance
and
future
contact
with
the
juvenile
court.
Safer
schools
are
those
who
ro
have
a
robust
continuum
of
evidence-based
practices
that
include
restorative
approaches.
S
Mindfulness
yoga
training,
impractical
tools
that
emphasize
empathic
responses
to
student,
misbehavior
and
other
culturally
competent
gender,
responsive
healing
informed
practices
that
have
been
associated
with
a
decrease
in
the
use
of
exclusionary
discipline,
student
respect
for
adults
on
campus,
improved
and
relationships
between
students
and
their
education
and
their
educators,
strengthen
legislation
that
requires
the
use
of
these
interventions.
Prior
to
consideration
of
suspension
or
expulsion,
may
reduce
the
likelihood
of
/
Alliance
on
school
discipline,
recommendation
to
construct
school
dress
code
policies,
anchored
in
principles
of
dignity
and
respect.
S
It
is
important
that
students
dress
code
at
a
minimum,
refrain
from
prohibiting
or
punishing
hairstyles
that
unfairly
impact
target
or
target
girls
of
color
codes
that
are
co-constructed
with
students
that
are
designed
to
uplift
human
dignity
rather
than
respectability.
Politics
more
successfully
create
environments
where
students
are
encouraged
to
attend
school.
For
example,
the
dress
code
philosophy
of
Evanston
Township
School
in
Illinois
reads
as
follows:
Evanston
Township,
Township,
High,
School
student
dress
code
supports
equitable
educational
access
in
is
written
in
the
manner
that
does
not
reinforce
stereotypes.
S
To
ensure
effective
enforcement
of
this
dress
code,
school
staff
shall
enforce
the
dress
code
consistently
and
in
a
manner
that
does
not
reinforce
or
increase
marginalization
or
oppression
of
any
group
based
on
race,
sex,
gender
identity,
gender
expression,
sexual
orientation,
ethnicity,
religion,
culture,
observance,
household
income,
body
type
or
size.
I
share
this
opening
statement
in
the
in
its
entirety
to
demonstrate
that
there
are
schools
that
have
adopted
language
that
intentionally
addresses
an
equitable
approach
to
an
equitable
approach
regarding
dress
code.
S
This
statement
and
full
dress
code,
which
will
we
make
available
to
the
council
as
well,
is
an
example.
How
districts
can
apply
an
anti-oppression
rubric
to
dress
code
such
that
those
responsible
for
implementing
them
are,
are
compelled
to
resist
doing
doing
so,
with
bias
intentionally
and
unconsciously
recommendation
3,
develop
or
review
district-wide
equity
policies
that
include
a
robust
articulation
of
gender
equity,
student-focused
response
to
sexual
assault
in
focus
groups.
Participants
were
to
routinely
referred
to
experiencing
sexual
assault
on
campus,
without
recourse
the
National
Women's
lost
in
our
toolkit
on
girls
of
color
and
school.
S
S
Rights
to
learn
in
environments
free
from
harassment,
are
safer
recommendation
for
review
school
policing
agreements
and
invest
in
school
counselors
in
be
her
resource.
The
toolkit
released
today
by
MV
wji
and
the
Georgetown
Center
on
poverty
and
inequity.
We
found
we
found
that
nationwide
school
resource
officers
do
not
receive
specific
training
to
support
the
capacity
to
engage
effectively
with
girls
of
color.
Among
the
immediate
recommendations
that
apply
to
the
concerns
of
students
who
inform
the
hearing
are
as
follows:
clearly
restrict
law
enforcement
roles
and
responsibilities.
S
Please
see
the
full
report
for
recommendations
and,
lastly,
recommendation
5
invest
in
diversifying
the
teaching
profession
nationwide.
People
of
color
are
underrepresented
in
the
teaching
profession
in
Boston.
Youth
of
color
make
up
the
majority
of
the
student
population,
but
the
teaching
workforce
is
only
7%
of
people
of
color.
Diversifying
our
nation's
teaching
workforce
is
part
of
how
we
increase
the
capacity
of
our
educator,
educating
workforce
to
improve
its
cultural
awareness
and
responsiveness
to
the
increased
diversity
of
our
nation
students,
anti-bias
training
and
routine
investments.
S
In
the
preparation
and
professional
development
of
educators
of
all
race
and
ethnic
affiliations
are
important
to
increase
educators
capacity
to
being
culturally
responsive
and
create,
and
creative
first
responders
to
crisis.
Thank
you
for
the
opportunity
to
share
these
preliminary
recommendations
related
to
improving
school
discipline
and
outcomes
for
girls
of
color.
S
Also,
thank
you
for
providing
a
platform
to
celebrate
our
girls
as
sacred
and
loved
I
appreciate
the
opportunity
to
share
some
of
my
preliminary
thoughts
on
regarding
policy
direction,
to
interrupt
school,
to
confine
pathways
for
girls
and
look
forward
to
the
continued
discussion
on
this
topic.
We
remain
committed
to
a
partnership
with
the
Boston
City
Council
that
will
uplift
the
most
robust
interventions
possible
to
prevent
school
push
out
among
girls
of
color.
Thank
you.
A
A
That
was
sobering.
It
offered
great
enlightenment
as
well
as
to
use
the
word
again
sobering
confirmation.
So
it
confirms
some
theories.
We
already
had
some
testimonies,
we've
already
heard,
but
also
enlightened
us
to
some
variables
within
school
climate
that
are
contributing
to
this,
but
I'll
just
say
for
me
that
I
had
not
it
considered
so
I.
Thank
you
for
your
comprehensive
data,
mining
and
the
presentation
of
it.
We
look
forward
to
reading
the
report
that
you
referenced.
A
We
also
ask
that
you
would
make
arrangements
to
get
us
a
copy
of
your
official
testimony
so
that
we
can
disseminate
that
again.
I
want
to
remind
everyone
if
you
did
not
sign
in
and
provide
us
with
an
email
address,
you
will
be
missing
out.
I
need
to
just
ask
everyone
in
this
moment
to
one
give
yourself
a
big
hand,
clap
because
we
made
history
today.
You
know
a
hearing
like
this
there.
A
There
you're
checking
right
now
to
see
if
it's
ever
happened
in
any
municipality,
but
at
the
very
least
we
know
it
has
never
happened
in
the
city
of
Boston,
and
so
we
made
history
together
this
evening
and
so
I
want
to.
Thank
you
all
for
your
participation
in
that
I
did
want
to
ask
one
question
before
we
move,
and
that
is
all
of
the
data
that
you've
provided
here.
What
are
the
sources
of
that?
A
S
V
S
Great,
so
what
I'll
add
tamesha
is
actually
so
the
data
that
we
have
made
available
printed
and
as
alpha
been
on
the
slide,
and
that
Disha
is
actually
data
that
we
analyzed
and
bwj
analyzed.
The
Department
of
Education
has
not
analyzed
2013-2014
data,
so
you
have,
you
will
have
it.
You
may
be
the
only
folks
that
may
have
this
data
because
it
hasn't
been
analyzed
on
a
national
level.
We
just
received
the
raw
data
from
that.
Well,.
A
G
S
A
Abstractly
will
have
the
opportunity
to
hear
their
response
to
a
lot
of
what
was
shared
this
evening
or
to
all
of
it.
We
hope
in
October.
We
don't
have
a
date
for
that
as
of
yet
but
again
we
thank
bps
for
being
represented
here
this
evening
and
for
staying
the
entire
time
for
actively
listening,
and
we
look
forward
to
getting
a
date
set
for
our
hearing
in
October
with
school
personnel,
and
then
I
wanted
to
thank
my
talented
and
dedicated
team.
I
call
them
the
a-team
Jessica
Taba
nur
Chelsea
Cartwright
I
want
to
thank
dr.
A
Morris
I
want
to
thank
Ayesha
I
want
to
thank
Misha.
Just
thank
you
for
your
leadership
in
this
space.
Thank
you
for
partnering
with
us
in
this
endeavor.
This
is
the
first
of
many
steps
to
come.
I.
Thank
you
for
being
so
prescriptive
and
instructive,
and
for
those
in
strong
actions
having
been
form
Italy
shaped
by
the
stories
and
the
recommendations
of
our
girls.
A
I
want
to
thank
central
staff
for
hanging
out
with
us
here
this
evening.
Making
sure
folks
could
follow
us
remotely
and
then.
Finally,
in
the
words
of
our
sister
scholar,
dr.
Monique
Morris,
if
you
would
all
participate
in
a
caller
response
and
say
that
our
girls
are
what
I
didn't
believe
that
that
our
girls
are
what
sacred
and
loved
alright
and
we
will
officially
adjourn.
Thank
you.