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Description
The start of the new school year is around the corner, and parents have questions about keeping their children safe. On this episode of Commissioners Corner, Host, Lois Leonard, connects with Neva Coakley-Grice, the Chief of Safety Services for the Boston Public Schools. They discuss how BPS plans to handle the different needs of every student, and how the unsung role of BPS officers as mentors in school communities is going to play a vital part in helping meet those needs.
A
Welcome
to
commissioner's
corner
I'm
your
host
lois
leonard
and
it's
that
time
again
back
to
school,
but
we're
still
in
the
middle
of
a
pandemic
and
back
to
school.
Never
looked
quite
like
this
delayed
staggered
openings,
remote
or
hybrid,
there's
more
concern
than
ever
regarding
our
children's
safety.
So
today
we're
speaking
with
the
newly
appointed
boston
public
school
chief
of
safety
services,
neva
coakley
grice.
Thank
you
so
much
chief
for
coming
and
joining
us
on
today's
show.
A
How
are
you
for
having
me
great
great?
We
have
a
lot
to
talk
about
today,
but
first,
could
you
give
us
an
overall
view?
Explain
to
us
the
basic
role
of
safety
services
in
our
schools.
B
We
do
have
arrest
powers
in
the
schools,
but,
as
my
my
role,
I'm
really
pivoting
away
from
arrest
that
my
focus
is
going
to
really
be.
You
know,
partnership,
problem,
solving
and
prevention
and
that's
what
we're
making
a
pivot
toward,
but
our
main
focus
is
really
the
safety
and
security
of
the
students
and
staff
which,
in
the
boston,
public
schools.
A
Well,
you
know
if
I,
if
I
take
a
page
out
of
my
own
book,
I
would
say
many
of
us
aren't
even
aware
of
the
services
that
you
provide
or
that
you
even
exist
so
members
of
your
team.
They
must
often
feel
like
unsung
heroes.
B
That's
true,
you
know
just
coming
on
this
position
a
whopping
five
weeks
ago.
You
know
I
had
the
opportunity
really
to
visit
each
of
my
offices
at
their
location,
their
summer
locations
and
the
summer
locations.
You
know
consist
of
the
16
to
17
food
distribution
sites
that
we've
been
doing
ever
since
the
covet
19..
B
The
mayor
set
up
these
sites
around
the
city
and
our
officers
are
manning
them
and
most
people
don't
know
that
you
know
we're
kind
of
the
the
greeters
at
the
locations,
we're
supporting
the
volunteer
staffs
at
the
locations
and
we've
been
doing
that
the
whole
summer
we're
also
playing
an
intricate
part
in
when
we
went
hybrid
over
the
summer.
At
me,
at
the
beginning,
the
initial
start
of
the
covet
epidemic
here
in
boston,
we
are
were
a
contributing
factor
in
distributing
the
computers
us,
along
with
the
boston
police
department.
B
So
not
that
many
people
know
they
think
that
they,
you
know,
you
think
of
law
enforcement,
you
think
of
just
enforcement,
but
we
do
so
many
community
service
projects
in
relation
to
our
job
and,
as
I
I've
said
many
times
that
you
know,
our
officers
are
an
intricate
part
of
the
school
community
that
we
are
mentors.
We
are
coaches,
we
are
educators
in
some
sense,
we
are
ministers.
B
I
have
some
ministers
that
are
law
enforcement
officers
for
us,
so
they
are
literally
an
intricate
part
of
the
school
community
in
the
community
of
boston
at
large.
A
A
All
right-
and
they
have
is
there
one
officer
that
is
there
every
morning
as
the
students
come
in
and
does
that
officer
stay
on
site
throughout
the
entire
school
day,
so.
B
That's
the
difference
between
boston
police
and
the
school
police
officers.
The
school
police
officers
were
assigned
to
schools.
So
every
morning
you
come
into
school
you're,
going
to
see
your
same
officer
at
that
location,
and
I
like
that,
because
that
brings
a
certain
familiarity
to
that
environment.
It
brings
a
certain
stability.
You
know
now
you
know
exactly
who
to
go
to.
If
you
need
you
know
any
kind
of
directional
services,
they'll
greet
visitors
or
service
individuals
that
come
into
the
school,
so
we're
right
there.
B
So
our
role
also
encompass
you
know,
knowing
the
protocols
and
the
access
protocols,
which
is
really
important
moving
forward.
When
we
do
have
the
hybrid
model,
some
students
will
be
coming
into
the
schools
and
then
but
there's
going
to
be
some
restrictions
on
access
to
parents
and
other
visitors
to
the
school.
So
we're
working
that
process
out
now
we're
playing
a
great
role
in
that
and
sitting
down
in
those
planning
meetings.
A
Well,
I
was
very
interested
in
that
because,
obviously
this
year
is
looking
very
different
than
last
year,
so
I'm
wondering
what
what
are
some
of
those
adjustments
that
you're
having
to
make
you
just
mentioned.
You
know
the
differences
with
what
is
allowed
into
the
school
or
parents
easily
allowed
on-site.
So
how
will
your
your
team?
How
will
their
jobs
differ?
How
are
they?
What
are
you
going
to
have
to
do
to
effectively
do
your
job
now?
Well,
I
have
to
be.
B
A
little
bit
creative
in
a
deployment,
so
what
we're
doing
is
we're
being
a
part
of
those
those
planning
communities,
those
leader,
the
school
leaders,
are
having
meetings
and
we're
sitting
in
those
meetings
just
to
see
one.
B
What
is
the
the
populations
of
the
schools
going
to
look
like
through
these
two,
these
three
hybrid
models,
so
that
kind
of
reflects
my
judgment
as
far
as
placing
officers,
but
what
I
decided
to
do,
I
think
I
came
in
with
a
you
know,
enthusiastic
notion
that
we're
gonna
switch
everything
around
we're,
gonna
change.
You
know
officers,
but
I
thought
about
that.
I
had
to
kind
of
pull
back
and
say
you
know
what
just
because
of
the
anxiety
and
consideration
of
all
the
change.
That's
going
on
that.
B
So
we've
got
to
be
cautious
of
that
in
the
community,
so
we're
working
really
closely
with
bpd
with
that
we're
also
watching
there's
locations
that
have
some
special
needs
students,
so
we're
really
paying
attention
to
locations
of
schools
that
have
the
special
needs
students.
So
I'm
looking
to
place
officers
that
have
a
special
knack
and
familiarity
with
those
type
of
students
as
well.
So
there's
a
lot
of
kind
of
brain
thought
going
into
the
deployment
team
this
this
year.
A
B
It's
still
kind
of
a
fluid
process,
but
as
of
last
friday,
I
was
made
aware
that
the
21st
september
21st
is
going
to
be
all
all
remote
learning,
our
virtual
learning
and
october
1st
we're
going
to
be
letting
our
younger
our
students
in
the
k,
zero
to
to
k's
we're
gonna
go.
Let
me
see,
I'm
sorry.
B
A3
first
is
going
to
be
students
with
the
special
needs
special
needs
students
in
october
15-19
we're
going
to
have
our
little
ones,
our
little
babies,
the
k0
k1
and
k2
and
k3,
and
then
we're
going
to
do
in
late
october,
the
22nd
to
the
26th,
we're
gonna
have
our
first
greatest
first
to
third
graders
coming
in
and
then
november.
B
The
fifth
through
the
ninth,
we're
gonna,
have
the
grades
four
through
eight
and
then
six
through
eight
as
well,
and
then
november
16th
through
the
19th
is
grade
9
through
12,
our
older
young
people.
So,
throughout
that
whole
succession,
they
will
have
school
police
in
the
building
because
we
have
the
teachers
that
are
presently
in
the
building
now
preparing
their
learning
environments.
So
we
have
the
teachers.
B
In
now
we
have
service
providers
in
we
have
the
janitors
in
the
buildings
now,
so
our
police
officers
are
pretty
much
floating
in
and
also
still
manning,
the
food
distribution
sites
which
I
understand
just
recently
that
they
will
be
continuing
them
on
a
staggered
schedule
as
well.
So
that's
still
a
fluid
process,
but
as
of
as
of
today,
that's
the
information
that
I
have
and
if.
A
All
goes
well
we'll
be
able
to
stick
to
this
schedule,
so
everyone
is
remote
initially
and
between
now
and
the
the
21st
opening
date,
students
will
be
able
to
test
their
equipment,
make
sure
they've
got
their
ipads
or
their
eye
or
their
laptops.
A
And
of
course
you
can
go
onto
the
website
of
the
school
and
see
all
these
details,
because
there
are
a
lot
of
details
and
it
is
confusing,
in
fact,
let's
speak
to
a
form
was
sent
out
to
all
families
that
must
be
filled
out
and
they
get
it's
flexible.
They
get
to
choose
if
they
want
to
do
a
hybrid
model,
they
get
to
choose
whether
they
want
to
do
monday
and
tuesday.
A
B
B
No,
I
think
if
that
form
is
very
important
because
again
to
go
back
to
my
deployment,
it
kind
of
directs
us
to
see
what
locations
are
going
to
have
the
most
amount
of
young
people
in
the
schools,
so
that
kind
of
you
know
kind
of
helps
me
coordinate
and
also
helps
the
school
coordinate,
resources,
meals,
also
for
which
ones
are
going
virtual
if
they're
going
to
need
assistance
with
with
technology.
B
So
that's
really
important
and
also
for
transportation
for
transportation,
just
to
really
figure
out
who's
going
to
be
walkers
who's
going
to
get
on
the
bus,
so
we're
trying
to
get
those
forms
in
so
any
assistance
you
need.
You
can
definitely
reach
out
to
the
website
the
bps
website
and
and
be
directed
on
that.
A
Well,
I
know
you
are
new
in
this
position
with
the
bps
but
working
with
our
young
people
here
in
the
city.
That's
not
new
to
you.
Can
you
tell
us
a
little
bit
about
your
career
before
this
appointment?
Well,.
B
As
I
said
newest
times,
I'm
born
and
bred
in
boston-
I
grew
up
in
boston,
went
to
boston,
public
schools.
I
did
go
to
a
catholic
school
for
a
couple
of
years,
but
we
ended
up
going
back
to
boston
public
schools
for
my
my
formative
years,
six
through
nine
and
a
half,
and
then
I
was
recruited
to
go
to
newton
north
through
the
mecca
program,
but
I
still
live
in
boston.
I
still
live
in
boston,
my
family's
here
and
boston.
B
I
went
away
to
college
in
virginia
to
hampton
university
and
hbcu,
which
has
gotten
a
lot
of
notoriety
right
now
because
of
our
new
vice
president
candidates.
So
we've
been
so
that's
extra
special
for
me.
After
leaving
hampton
university,
I
came
back
to
boston
with
my
family
and
it
was
kind
of
the
same
similar
times
that
we're
having
now.
B
It
was
kind
of
a
tremendous
time
in
boston
with
the
relationships
with
police
and
and
violence
in
our
communities,
and
you
know
what
I
was
dating:
a
police
officer
at
the
time
he
said
you
know
you
should
take
the
police
exam,
and
I
remember
my
mother.
I
was
saying
that
if
you
know
you
want
to
be,
you
want
to
be
a
part
of
the
problem,
be
a
part
of
the
solution.
B
You
could
actually
be
that
change
that
the
city
is
looking
for,
and
you
know
what,
after
27
years
of
a
career
of
really
just
engaging
young
people
engaging
community
partners,
you
know
being
an
intricate
part
of
our
community
policing
model,
I'm
doing
some
really
incredible
partnership
and
collaborations
it's
been.
I
don't
have
a
regret,
you
know-
and
I'm
not
really.
B
I
was
talking
to
you
earlier
just
about
having
that
feeling
and
that
sentiment
of
not
wanting
to
seem
like
I'm
just
too
overjoyed
about
this
the
happenings
and
in
the
world
right
now,
and
not
only
just
in
in
the
united
states,
but
really
across
the
country
about
policing
it's
it's.
It
hurts
it's
a
hurtful
feeling
right
now
a
sentiment
toward
policing,
but
you
know
what
I
think
that
for
me
and
for
me
and
my
leadership
with
my
guys
and
ladies,
that
this
is
an
opportunity
for
us
to
do
better.
B
This
is
an
opportunity
for
us
to
engage
the
community
just
like
we
did
27
years
ago
in
our
models,
I
think
boston
is
a
great
representation
of
that.
A
You
were
involved
with
the
department
of
youth
services,
so
the
re-entry
program-
operation,
nightlight.
Quite
a
few
things
in
your
resume
to
bring
you
to
where
you
are
today
and
in
fact
you
were
also
awarded
a
very
prestigious
award.
It's
called
the
spirit
of
mali
mentoring
award
and
that's
from
the
the
massachusetts
association
of
women
in
law
enforcement,
and
so
I'd
like
to
focus
on
that
word
mentoring,
because
I
I
think,
that's
if
that's
playing
a
role
from
what
I'm
hearing
you
say
today.
A
How
is
that
going
to
come
into
play
in
your
new
position?.
B
I
I
talk
to
my
officers
all
the
time
and,
and
you
know
I'm
the
chief-
I
was
appointed
the
chief,
but
I'm
amongst
many
leaders
in
my
in
my
department
and
I
think,
as
a
chief
and
as
having
leaders
that
you
have
to
really
think
about
the
forecast
in
the
future
and
as
a
result
of
that,
it's
really
developing
younger
officers
and
developing
this
community
policing
model
to
really
transcend
the
21st
century
and
to
do
better
than
we
did
previously.
And
I
come
from
strong
roots.
B
You
know,
boston
police
really
gave
me
an
opportunity
to
you
know
work
with
the
community.
I
gave
me
liberty
to
collaborate
in
partnerships
and
bringing
that
same
model
over
and
with
that
I
had
a
lot
of
mentors.
I
had
mentors
of
older
officers
that
sat
me
down
and
that
encouraged
me
to
take
promotional
exams
to
to
go
into
the
gang
unit
to
go
into
the
school
police
unit,
and
I
want
to
bring
that
same
sentiment
over
to
the
officers
that
I've
been
tasked
to
to
to
lead
and
mentoring.
B
But
in
fact,
I'm
meeting
with
my
female
officers
this
evening
just
to
talk
about
that
same
type
of
initiative
of
desiring
promotions,
desiring
different
opportunities
within
a
department
working
collaboratively
but
outside
organization,
and
also
giving
back.
You
know
giving
back
to
the
young
young
young
people
in
our
schools
and
in
our
community
to
hopefully
lead
into
our
profession.
A
You
know
you
you
mentioned
that
you
grew
up
here
in
boston,
went
to
school
in
boston,
I'm
wondering
at
the
time
what
was
different.
Then
what
was
the
environment
like?
How
was
that
different
than
it
is
today?
Were
you
as
a
student
as
a
young
student?
Were
you
even
aware
of
any
safety
issues
at
the
time?
Were
there.
B
B
We
just
did
not
have
that
and
if
they
did,
they
did
they
weren't
prevalent
in
our
communities,
and
I
was
really
determined
to
change
that
and
really
to
change
that
narrative
and
to
be
a
a
vested
integral
part
of
the
school
community,
and
so
that's
what
I've
been
kind
of
doing
throughout
my
whole
career
and
that's
what
school
police
have
been
doing
throughout
the
whole
existence
of
them
have
been
a
state,
a
staple
in
the
communi
in
the
schools.
You
know
doing
mentoring,
doing
coaching.
B
B
A
large
portion
of
my
officers
live
in
the
city
just
like
myself,
and
they
have
stu,
they
have
children
that
attend
the
boston
public
school.
So
this
is
like
this
is
just
not
our
role
as
school
police
officers,
but
this
is
our
role
as
community
members,
and
so
we
kind
of
take
that
feeling
with
us
each
and
every
day
that
we
show
up
for
our
role
in
in
the
schools.
A
And
chief
are
there,
there
must
be
other
organizations
within
the
city
of
boston
that
you
and
your
team
will
be
working
with.
Can
you
talk
a
little
bit
about
about
those.
B
That's
I
think
that
we,
when
I
was
in
boston
police.
We
used
to
have
this
mentality
that
when
we
had
our
gang
problem
here,
we
kind
of
faced
that
gang
problem
head
on,
and
I
think
that
was
some
of
the
that's
one
of
the
reasons
why
we
had
some
tremendous
solutions
that
were
that
ended
up
being
the
national
model,
the
boston
miracle,
and
with
that
that
notion
is
that
we
partnered
with
any
organization
that
wanted
to
work
with
us.
We
kind
of
you
know.
B
Most
law
enforcement
agencies
really
have
that
us
in
them
kind
of
mentality,
and
I
think
that's
what
you're
kind
of
seeing
now,
but
we
have
to
go
back
to
its.
We
that
we
have
to
work
together
and
in
doing
that,
you
partner
with
organizations
within
your
community
that
pay
invested
interest.
I
was
driving
the
other
day
and
I
saw
erica
from
bcyf
the
boston
families.
I
don't
want
to
mess
up
the
acronym
but
erica.
B
She
works
with
the
youth
and
families
and
for
the
city
of
boston
and
she
was
dressed
up
like
a
clown
like
a
clown
and
she
had
a
mask
on
and
she's
walking.
I'm
like,
where
are
you
going?
I
I
don't
know
how
I
recognized
her
and
she
was
going
to
host
the
ice
cream
day
for
some
young
girls
involved,
so
those
are
the
kind
of
new
you
know.
Those
are
the
kind
of
partners
we
want
to.
You
know
to
to
definitely
have
a
direct
line
with
the
youth
centers,
the
the
ministers.
B
You
want
to
work
closely
with
the
ministers.
We
want
to
work
closely
with
dys
with
d.a
with
the
d.a.
We
have
a
a
partner
within
our
safety
service
team
that
does
strictly
the
behavioral
health
and
intervention
of
prevention,
so
we're
working
really
to
see
how
we
can
have
a
direct
synergy
between
the
officers
and
supporting
her
role
within
the
schools
in
the
larger
behavior
service
role
within
the
city
of
boston.
B
So
the
boston
public
schools,
I'm
sorry,
so
we
partner
with
all
types
of
and
I'm
looking
to
reach
out
with
a
lot
of
the
community
members.
I've
had
partnerships
with
bam,
we're
working
with
ram
we're
also
working
with
mr
falk
he's
working
with
the
athletics
league,
we're
also
working
with.
B
Big
sisters,
big
sisters,
always
been
a
tremendous
partner
of
ours.
Girls
leaps
has
been
a
tremendous
partnership.
I
just
want
to
thank
them
for
really
just
really
advising
me.
They
kind
of
been
my
unofficial
advisory
board
in
this
role
really
just
to
keep
me
in
line
with
young
with
what
what
young
people
are.
Looking
for.
A
And
I
was
also
curious
about
another
program
that
has
happened
in
the
past.
It's
called
start
with
hello
week.
Will
that
still
be
happening
and
if
so,
how
will
that?
What
will
that
look
like
this
year?.
B
Well,
that's
a
new
name
for
me
because
I
I
wasn't
familiar
with
that,
because
what
we
did
over
in
the
boston
police,
at
the
with
the
bce,
the
bureau
of
community
engagement
and
under
the
leadership
superintendent
norbastian
we'd
always
done
our
reading
circles
with
the
young
kid
with
the
young
students.
We've
always
done
our
special
guest
appearances.
B
We've
done
a
high
five
fridays
done
that
so
we're
going
to
piggyback
from
them
we're
going
to
be
in
direct
partnership
with
them
moving
forward,
especially
when
all
the
young
people
come
back
into
the
schools
and
even
initially
when
they
come
back
into
schools,
because
I
think
that's
why
the
models
are
constructed.
The
way
they
are
because
we
realize
that
some
young
people
need
the
socialization
on
that
kind
of
direct
contact
ads.
B
So
we're
going
to
be
doing
our
our
reading
circles,
our
high
five
fridays,
our
virtual
reading
groups,
we're
doing
a
number
of
different
dialogues,
I'm
doing
dialogues,
three
or
four
times
a
week,
I'm
also
gonna.
I
can
promote
it
now.
This
is
you're
getting
it
live
off
the
feed,
I'm
gonna
be
setting
up
a
chiefs
corner,
in
which
I
will
be
going
through
each
high
school
and
setting
up
little
mentoring,
circles,
mentoring,
circles
for
young
people
and
my
office
is
gonna,
be
coming
in
with
me.
B
A
Well,
you're
right:
there
is
a
lot
to
be
done
and
it
is
a
very
challenging
year
and
I
applaud
you
for
being
willing
to
take
on
this
position.
What
can
the
community
do
to
help
in
your
mind?
What
what
can
we
do?
What
can
families
do
to
help
support
your
team,
the
teachers
and
and
just
help,
keep
our
children
safe.
B
You
know
even
my
role
here
as
a
chief
I'm
going
to
switch
my
role
even
as
a
community
person,
I'm
very
involved
in
the
community,
and
I
listen
to
you
know,
I'm
a
trustee
on
in
our
condo
association,
a
member
of
my
church
and
just
listening
to
people.
I
think
communication
is
really
key
sitting
down
with
people
and
having
them
be
able
to
have
a
voice
and
include
them
in
our
decision-making
process.
B
I
think
that's,
that's
extremely
important,
I
think
really
just
engaging
young
people
on
all
levels
where
they
are
I'm
just
listening
to
some
of
the
concerns
that
they
have,
especially
even
related
to
to
law
enforcement.
So
that's
what
I
think
I
think
moving
forward
and
and
in
upcoming
weeks
until
we
actually
get
100
into
the
buildings.
I
think
those
continued
dialogues
they'll
continue
meetings,
making
myself
available
and
really
just
leading
by
example,
really
being
out
there
being
a
part
of
the
process
sitting
in
unorthodox.
B
You
know
meetings,
I'm
sitting
in
meetings
that
some
president
trump,
like
I
don't
know
what's
going
on,
but
then
after
you
sit
and
really
understanding
that
they
we
all
have
the
same
goal.
The
safety
and
security
of
the
young
people
in
in
our
in
our
schools
and
in
our
communities,
and
if
you
run
that,
if
you
come
in
with
that
premise,
you
come
in
with
that
mindset,
then
we
can't
go
wrong.
B
A
Think
that's
a
great
place
to
leave
it
right
there.
It's
so
wonderful
to
have
you
here
very
helpful
and
great
information,
and
we
we
wish
you.
We
all
wish
you
a
lot
of
luck
and
support
from
everywhere
and
look
forward
to
getting
an
update
from
you
down
the
road.
Thank
you
so
much.
Thank
you
for
having
me
sure.
Thank
you
for
your
time.