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From YouTube: Commission on Human Relations Public Hearing #5 - Discrimination in Educational Settings
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A
B
Chair
of
the
education
working
group
with
the
Pennsylvania
Commission
on
Asian
Pacific
American
affairs,
although
the
Pittsburgh
Commission
on
Human
Relations,
doesn't
have
jurisdiction
over
matters
related
to
unfair
treatment
in
educational
settings,
we
feel
it
is
important
for
members
of
the
audience,
as
well
as
the
general
public,
to
know
what
resources
are
available
to
remedy
these
types
of
problems.
Each
speaker
will
have
approximately
ten
minutes
to
speak
since
we're
starting
at
2:15.
B
We
will
finish
at
2:45
4:50
anyway,
25
minutes,
I'll
be
the
timekeeper
and
I'll
be
letting
you
know
when
your
time
is
almost
up.
Okay,
so
I'd
like
to
start
with
mr.
wood,
can
you
please
tell
us
about
the
Pennsylvania
Human
Relations
Commission
jurisdiction,
in
particular,
matters
related
to
education,
good.
D
C
D
The
best
period
in
terms
of
equal
opportunity
in
this
country,
Jim
Crow,
was
still
running
pretty
rampant
and
it
was
law
the
land
here
in
the
United
States,
the
General
Assembly.
After
a
lot
of
deliberation
and
after
a
lot
of
study
and
a
lot
of
testimony
decided
that
the
practice
or
policy
of
discrimination
commenced
domestic
strife.
Unrest
threatens
the
rights
and
privileges
of
the
inhabitants
of
the
Commonwealth
and
undermines
the
foundation
of
a
free,
democratic
state.
It's
very
important
undermines
the
foundations
of
a
free
and
democratic
state.
D
As
a
result,
the
Human
Relations
Act
and
the
fair
educational
opportunities
Act
was
was
was
passed
under
the
Act
and
our
jurisdiction
is
several
jurisdictions.
We
talked
about
in
the
Commission,
the
pittsburgh
regional
offices,
geographical
jurisdiction
happens
with
26
counties
within
this
approximate
third
of
the
state.
D
There's
a
Harrisburg
regional
office
I
believe
their
jurisdiction
is
36
counties
within
the
middle
portion
of
the
state
and
the
Philadelphia
regional
offices
and
I
think
that
they
have
but
least
six
pretty
good-sized
counties
in
that
eastern
part
of
the
state
that
they
have
jurisdiction
over
the
areas
under
jurisdiction.
In
terms
of
coverage
of
the
Act
would
be
employment,
housing,
education,
public,
accommodations
and
commercial
property.
That's
a
pretty
big
slice
of
this
life
that
people
have
an
absolute
right
to
engage
in
and
enjoy
employment.
D
It
determines
in
many
instances
the
the
quality
of
life
and
standard
living
that
you
could
enjoy
determines
whether
or
not
the
neighborhood
you
lived
in
live
in
is
a
more
privileged
neighborhood
or
an
underprivileged
neighborhood.
Many
things
revolve
around
this
and
because
of
that,
what
we
do
and
with
the
city
of
Pittsburgh
Commission,
does
also
and
I
have
to
say
that
our
forefathers
or
progenitors
must
have
been
on
the
same
page,
because
the
city
of
Pittsburgh
act
has
been
in
existence
since
1955.
Also,
we
like
to
laugh
and
say
the
feds
were
behind
the
curve.
D
We
were
ahead
of
the
curve,
their
acts,
many
of
they're
actually
not
especially
in
housing,
any
cooperative.
He
did
not
take
place
until
closes
1968,
so
you
know
we
are
for
lack
of
a
better
way
to
put
it
the
discrimination
police
for
the
city
of
Pittsburgh
and
the
Commonwealth
in
terms
of
the
education
provisions.
D
One
case
may
be
significant
that
sufficiently
egregious
enough,
so
that
you
know
you
have
a
pretty
good
adjudication
of
those
violations
of
the
Act.
It
could
be
take
measures
to
stop
the
current
or
future
harassment
season
assists
to
rescind
discipline
to
provide
appropriate
English.
The
second
language
instruction
personnel
or
resources
to
provide
training
to
create
or
modify
policy
and
procedures,
and
this
is
important
what
we're
seeing
more
of
our
issues
with
regards
to
English
the
second
language
in
the
schools.
Was
it
increased
relation
integral
profit
population
in
our
schools?
D
That's
important
because
again,
how
can
a
child
learn
and
be
successful
and
succeed
without
that
additional
support
language
support?
It's
pretty
tough
I
had
the
opportunity
when
I
was
a
kid
alum
years
ago
and
having
participated
in
a
Fulbright
Program
in
one
summer,
and
this
is
through
the
University
of
Kabul.
D
Afghanistan
was
a
long
time
ago,
and
so
one
of
the
things
we
had
to
do
before
we
left
is
to
actually
pass
the
language
course
before
we
went
out
of
the
country
without
we
got
there
and
it
was
an
additional
hundred
hours,
and
that
was
okay,
but
it's
like
anything
else.
Unless
you
immerse
yourself
in
something,
unless
you
have
the
right
supports,
you
say:
okay,
fine!
You
go
out
and
have
a
good
time
that
evening,
with
your
friends
by
language
proficiency
didn't
begin
until
the
family.
D
They
are
eager
to
learn.
They
wish
to
succeed,
Lee
successful,
but
without
those
supports
it's
like
anything
else,
you
know
you
can
have
the
program
an
individual
to
succeed
or
if
program
them
to
fail
and
the
schools
have
an
obligation
to
essentially
provide
that
assistance.
We're
finding
that
in
many
instances
post-election
we're
getting
more
reports
of
harassment
and
bullying
within
the
schools,
and
that
is
also
a
problem.
D
The
harassment
could
take
any
kind
of
forms.
It
could
be
actually
physical
intimidation,
it
can
be
taunting,
it
could
be
teasing
or
bullying
and
we
will
take
those
those
complaints
if
an
individual
feels
as
if
they've
been
discriminated
against
because
of
their
membership
in
one
of
those
protected
classes.
That
I
had
mentioned
seriously.
They
could
file
a
complaint
with
the
Commission
once
a
complaint
is
filed
and
docketed
that
case
will
be
assigned
to
an
investigator.
The
complaint
itself
is
legal
pleading,
the
illegal
fact
pleading
it
is
served
on
both
parties,
respondent
and
complainant
parties.
D
In
a
more
of
a
legal
sense,
you
call
them
defendants
and
plaintiffs
at
once.
They
receive
the
service
of
the
complaint.
Our
investigations
begin.
Essentially
it
is
not
voluntary.
At
that
point,
although
we
say
some
parts
are
voluntary,
the
statute
specifically
details
our
actions
and
the
Act
specifically
details
our
actions
that
respondent
will
have
essentially
30
days
to
provide
a
written
verify
the
answer
that
it
is
sufficient
to
to
answering
severity
of
the
complaint.
D
If
they
don't,
we
have
the
ability
to
force
an
answer
or
to
find
probable
cause
because
that
individual
or
that
entity
that
that
school
district
that
individual
that
corporation
has
failed
to
avail
himself
of
the
defense
and
then
we're
only
talking
about
damages.
At
that
point,
we
will
move
ahead.
We
can
secure
data
records
and
documents
if
the
individuals
respondents
do
not
provide
that
information,
we
could
subpoena
that
information.
So
we
have
that
power.
D
If
we
find
that
there
is
insufficient
evidence
to
support
the
allegation,
then
at
that
point
in
time
we
can
issue
a
finding
of
no
probable
cause.
If,
in
fact,
we
find
sufficient
evidence
to
support
the
allegation,
will
issue
a
finding
of
probable
cause
and
enter
into
a
formal
conciliation
to
remedy
that
that
act
of
harm
and
to
make
that
individual
whole.
If
we
are
successful
with
that,
then
we're
probably
we
will
prosecute.
That
case
is
adjudicated
and
move
to
a
full
public
hearing
where
a
final
determination
will
be
made
in
appropriate
remedy.
D
Well,
it
will
be
sought,
so
the
one
thing
I
also
had
more
time,
but
I
probably
is
not
one.
My
gifts
trust
me.
Everybody's
hardly
knows
that
about
me,
so
I'm
going
to
stop
right
there.
If
you
have
any
questions,
I
think
there
may
be
some
follow-up
or
you
always
contact
me
at
the
office
of
the
Pennsylvania
humor
elation
submission.
Thank
you
very
much.
Thanks.
A
C
A
C
In
light
of
the
increase
in
ethnic
intimidation
and
harassment.
The
committee
and
the
Commission
has
placed
a
great
emphasis
on
civil
rights
and
protecting
the
diverse
communities
so
over
the
last
year,
what
the
Commission
has
done
is
gone
out
to
the
different
parts
of
the
state
to
understand
what
what
each
of
the
region
is
seeing
in
terms
of
issues
and
really
hear
from
them,
as
opposed
to
come
up
with
remedies
without
really
understanding
the
situation.
Unfortunately,
the
story
is
very
similar
in
many
parts
of
the
state
as
well
as
the
country.
A
C
This
kids
doing
it
is
one
thing,
but
when
teachers
join
in,
you
know
that
it's
a
very
serious
issue,
and
unfortunately,
this
these
issues
are
not
just
limited
to
immigrant
and
refugee
communities.
There's
a
rise
in
anti-american
sentiment,
anti-semitic
sentiment,
we've
seen
anti-semitic
graffiti
in
school
playgrounds,
we've
seen
anti
african-american
slurs
written
in
school
bathrooms,
so
the
rise
in
these
cases
are
across
the
board
and
all
of
our
children
are
suffering
while
those
cases
are
very
obvious
and
blatant.
C
You
know
we're
also
concerned
about
the
more
subtle
form
of
discrimination,
which
is
the
systemic
discrimination
and
I
think
Lyle
touched
on
a
couple
of
those
points
and
when
you
provide
a
disparate
quality
of
services
for
ESL
students
and
teachers.
Frankly,
the
lack
of
support
for
those
teachers
that
are
providing
education
to
these
students,
then
you're,
guaranteeing
that
they're
getting
a
lower
quality
service,
lower
quality
education
and-
and
we
allow
talked
about
supporting
the
students
in
terms
of
learning
the
language,
but
also
the
parents.
C
Many
of
the
parents
that
come
here
from
refugee
backgrounds
or
immigrant
backgrounds
may
not
have
English
language
access.
So
when
they're
not
able
to
communicate
with
the
schools,
they
feel
like
they're,
not
part
of
the
school,
so
we're
immediately
making
many
members
of
our
community
feel
like
they
are
not
part
of
the
community
and
when
parents
are
not
involved
in
their
kids,
education
guess
what
happens
they
do
as
well.
C
So
these
are
the
types
of
issues
that
we're
trying
to
address
and
other
things
like
lack
of
bilingual
counseling
support,
which
is
which
makes
such
a
big
difference,
especially
at
a
certain
age
in
a
student's
life
when
they
could
be
making
that
difference
from
becoming
a
you
know,
going
down
a
troubled
path
or
going
down
the
productive
path.
But
unfortunately,
issues
like
language
access
and
culturally
sensitive
support
is
missing
in
many
schools
and
in
these
kinds
of
things,
as
I
pointed
out,
are
not
special
treatments
that
these
students
and
parents
are
asking
for.
C
C
There
are
statistics
on
bullying
where,
in
many
districts,
the
numbers
reported
by
the
Department
of
Education
that
are
zero
in
school
districts,
and
we
know
that
is
absolutely
not
the
case.
So
we
one
of
the
things
that
we
as
a
commission
are
trying
to
do
is
ensure
that
we
do
a
better
job
of
reporting
issues
filing
complaints,
whether
it
be
with
Pittsburgh
human
commitment,
communication
on
human
relations
or
PARC
at
the
state
level.
We
want
to
make
sure
that
we're
filing
these
things
and
reporting
issues,
but
that
also
brings
it
brings.
C
So
when
you
don't
have
that
trust,
why
would
I
bother
filing
a
complaint?
One
I
don't
believe
that
you're
going
to
do
anything
about
it.
So
hearing
like
this
is
great
to
be
able
to
talk
about
these
issues,
but
talk
alone
isn't
enough,
because
the
children,
these
parents,
these
community
members,
are
bring,
and
we
need
to
provide
action.
So
in
order
to
gain
that
trust,
we
need
to
back
all
this
talk
with
policy
with
funding.
C
You
know
we
can't
use
funding
as
an
excuse
of
not
being
able
to
provide
civil
rights
that
that's
just
I
think
that's
part
of
the
core
job
of
every
school.
Every
public
accommodation
is,
if
you
can't
meet
those
needs,
then
you're
going
to
be
taken
to
court,
and
then
you
know
that's
one
of
the
things
that
we
as
a
commission
are
going
to
be
looking
at
is
how
can
we
work
with
agencies
like
P,
HRC
and
Pittsburgh
Commission,
on
Human
Relations,
to
file
complaints
and
and
if
it
results
in
a
lawsuit
of
some
sort?
C
We
are
more
than
willing
to
to
make
that
happen.
So,
along
with
the
policy
level
work
one
of
the
things
that
the
other
things
we're
trying
to
do
is
work
at
the
grassroots
level,
because
what
if
we
can
make
a
difference
at
a
school
district
or
a
school
and
highlighting
positive
efforts
where
students
led
initiatives
or
teacher
led
initiatives
or
making
a
difference
for
students?
We
want
to
highlight
those
positive
things.
C
We
want
to
learn
lessons
from
them
so
that
we
can
take
it
and
make
it
broader
and
hopefully
be
made
available
across
the
school
districts
across
the
city
and
across
the
state
as
well
in
a
Betty
earlier
mentioned,
the
all
for
all
initiative
and
I'm,
proud
to
be
a
part
of
that
and
the
Commission
is
proud
to
work
along
with
her
and
that
initiative
to
bring
families,
students,
community
organizations
and
academics
together
to
figure
out.
How
can
we
address
some
of
these
issues?
How
can
we
get
funding
and
resources
to
support
support
these
families?
B
I
want
to
thank
you
both
for
this
and
I
think
the
emphasis
on
that
we
need
to
dump
in
our
silos,
but
finding
ways
that
we
can
work
together
and
support
each
other
and
learn
from
each
other.
It's
really
an
important
one.
So
thank
you
for
bringing
that
up
to
this
overview
on
impacts
and
educational
settings
is
over
at
this
time.