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From YouTube: Committee on Education 4-14-2021
Description
The Committee on Education of the Council of the City of Philadelphia held a Public Hearing on Wednesday, April 14, 2021, at 10:00 AM, in a remote manner using Microsoft® Teams to hear testimony on the following items:
200430 Resolution authorizing the Committee on Education to conduct hearings exploring the benefits of the School District of Philadelphia mandating conflict resolution training at all curriculum levels.
A
Thank
you
good
morning,
everyone.
This
is
the
committee
on
education,
we're
having
a
hearing
today,
wednesday
april
14th
2021.
I
understand
the
state
law
currently
requires
that
the
following
announcement
be
made
at
the
beginning
of
every
remote
public
hearing
as
follows.
Due
to
the
current
public
health
emergency
city,
council
committees
are
currently
meeting
remotely,
we
are
using
microsoft
teams
to
make
these
remote
hearings
possible
instructions
for
how
the
public
may
view
and
offer
public
testimony
at
the
public.
A
I
know
that
the
hour
has
come
eric.
Will
you
please
call
the
role
to
take
attendance
members
that
are
in
attendance?
Will
please
indicate
that
they
are
present
when
their
name
is
called.
Also,
please
say
a
few
brief
words
when
responding
so
that
your
image
will
be
displayed
on
screen.
As
you
speak,.
A
A
Before
we
begin
to
hear
testimony
from
witnesses
we
have,
for
today,
everyone
who's
been
invited
to
the
meeting.
To
testify
should
be
aware
that
this
public
hearing
is
being
recorded
because
the
hearing
is
a
public
and
if
because
the
hearing
is
public,
participants
and
viewers
have
no
reasonable
expectation
of
privacy.
By
continuing
to
be
in
the
meeting,
you're
consenting
to
being
reported
additionally
prior
to
recognizing
members
for
questions
or
comments
they
have
for
witnesses.
A
I
will
know
for
the
record
at
this
time
that
we
will
use
the
chat
feature
available
in
microsoft
teams
to
allow
members
to
signify
that
they
wish
to
be
recognized
in
order
to
comply
with
the
sunshine
act.
The
chat
feature
must
only
be
used
for
this
purpose.
Before
I
call
the
first
panel,
I
want
to
recognize
the
sponsor
of
today's
resolution
for
opening
remarks
and
to
set
the
tone.
Thank
you,
council,
member
council,
councilmember
richardson.
Please.
D
D
The
the
type
of
supports
that
are
necessary
to
do
all
of
this
work
effectively.
So
I
briefly
just
wanted
to
to
quickly
go
through
a
few
of
the
highlights
from
the
report.
The
report
will
be
available
on
council.com
it's
available
via
link,
so
anyone
can
access
the
report
at
any
time
to
talk
about
or
read
through
some
of
the
issues
that
we
talked
about.
We
had
over
10
witnesses.
We
had
over
four
panels
for
that
particular
hearing.
D
We
heard
from
the
school
district
and
we'll
hear
from
the
district
again
today
to
talk
about.
You
know
what
they
were
working
on
then
for
conflict
resolution
and
also
for
trauma
management,
and
then
we
heard
from
some
of
the
gun
violence
experts,
because
we
know
that
we
are
in
a
gun,
violence
crisis
here
in
the
city
of
philadelphia
and
being
able
to
chart
us
on
a
path
of
ensuring
that
all
of
our
young
people
have
the
tools
necessary
to
adequately
resolve
conflict.
D
D
It
will
be
important
that
a
conflict
resolution
program
has
the
proper
training
and
resources
necessary
for
an
effective
implementation.
This
program
must
be
accompanied
by
extra
resources
for
educators
and
for
students.
We
also
talked
about
metrics
that
can
be
used
to
allocate
more
resources
to
address
the
issue.
D
The
administration
and
school
district
officials
should
collaborate
to
ensure
conflict
resolution
training
is
mandated
and
more
health
resources
are
provided
in
all
schools
and
then
recommendations
for
council
city
council
should
use
the
budget
process
to
provide
targeted
additional
resources.
So
that
was
all
of
what
we
heard
in
the
transcript
in
the
summary
of
the
hearing.
D
So
I'm
looking
forward
to
this
hearing
but,
more
importantly,
I'm
looking
forward
to
continuing
the
working
group
so
that
we
can
fully
build
out
this
model
understand
what
it
looks
like
on
a
school
by
school
basis.
You
know
how
do
we
get
from
the
expansion
of
tier
one
to
then?
The
tier
three
supports
that
dbh
ids
provides
through
the
cbh
contracts
with
the
27
agencies
with
the
school-based
services
and
the
246
schools.
What
does
that
continue
and
actually
look
like
from
the
tier
one
to
the
tier
three?
D
So
we
understand
how
this
implementation
of
conflict
resolution
training
will
look
in
our
schools
for
all
of
our
students.
So
thank
you
very
much,
madam
chair,
and
I'm
looking
forward
to
this
hearing
and
update
from
the
district,
but,
more
importantly,
the
work
we're
going
to
do
moving
forward
to
be
prepared
for
the
fall.
Thank
you
so
much.
A
Thank
you,
council,
member,
gilbert,
richardson
and,
for
you
know,
the
work
related
to
how
did
the
stock
gets
operationalized
and
before
I
recognize
the
vice
chair
council
gim,
for
a
comment
just
wanted
to
add
that
this
work
and
this
space
has
been
quite
complicated.
The
councilwoman
gimmicks,
member
of
the
children
and
youth
committee
has
has
actively
participated.
I
know
that
ibhs
started
a
coordinating
council
that
both
her
and
I
are
on,
and
these
conversations
around
you
know
how
you
align
this
work
is
not
as
easy
as
it
appears.
A
There
is
a
changing
of
a
paradigm
and
it
is
quite
difficult
and
again,
I
think
I
said
this
at
the
hearing
the
other
day.
You
know
this
is
complicated.
Work,
there's
a
lot
of
frustration
around
urgency,
the
necessity
in
a
coveted
space,
it's
hard
to
measure.
You
know
how
this
integration
of
services
is
going
to
be
delivered,
and
so
I
appreciate
you
know
your
willingness
to
like
get
in
the
weeds
of
some
of
this,
so
that
we
make
sure
that
you
know
you
say
what
does
this
look
like?
A
You
know
for
me.
What
does
this
feel
like?
What
does
it
feel?
Like
for
parents,
what
does
it
feel
like
for
children
as
we
experience
this?
So
I
want
to
thank
you,
I'm
going
to
recognize
councilmember
gim,
who
is
again,
as
I
said,
a
member
of
this
committee
and
who's
also
been
actively
pursuing
some
of
this
work
by
cbh
and
our
behavioral
health
department,
council,
member
kim.
C
Thank
you
so
much
madam
chair,
and
I
just
wanted
to
take
a
brief
moment
to
thank
the
resolution
sponsor
for
persisting
in
this
area.
It's
been
apparent,
as
you
said,
madam
chair,
that
we
need
to
know
what
this
feels
like
for
students.
Last
night
we
had
a
student
round
table
and
many
of
the
young
people
just
feel
left
behind
right
now.
C
So
it
is
really
important
that
the
conversation
today
be
about
what
the
the
the
resolution
sponsor
has
been
deeply
committed
to,
which
is
that
this
conflict
resolution
lives
in
every
single
school,
that
it
can
be
felt
by
students
that
they
actually
learn
from
it
and
grow
from
it
and
that
their
educators
and
the
partner
and
staff
and
others
also
learn
and
grow
from
it.
So
that's
one
thing,
and
then
the
second
area
that
I
think
is
is
so
important
is
that
our
young
people
are
dealing
with
this
anyway.
C
You
know
when
we
did
the
private
conversation
with
youth
who
are
experiencing
violence
and
gun
violence.
In
particular,
they
are
being
forced
into
situations
beyond
what
any
of
us
could
possibly
imagine
resolving
conflicts
on
the
ground
level,
because
there
aren't
enough
people
or
institutions
around
right
now
to
help
them
figure
that
out.
C
So
there's
no
question
in
my
mind
how
important
this
issue
is
that
it
has
extreme
urgency
and
relevance
right
now,
but
it's
also
a
long-term
game
plan
for
helping
our
schools
become
healthier
climates,
helping
our
young
people
become
healthier
individuals
with
more
skills
than
they've
ever
had
before.
So
I
just
want
to
thank
the
chair
and
the
resolution
sponsor
for
their
dedication
on
this
issue.
We
have
been
in
the
space.
It
is
a
challenge,
but
the
the
on
the
other
side
of
it.
C
A
D
A
You
david,
can
you
call
please
call
the
first
panel,
dr
abigail
gray,
before
mrs
dr
gray
gets
on.
I
also
want
to
acknowledge,
I
believe,
catherine
castle
castle.
Lynch
is
kathy.
Lynch
is
on
the
getting
people
saying
wrong.
Lynch
is
also
here
from
from
the
school
district
who's.
Also
a
member
with
us
in
the
coordinating
council,
dr
abigail,
grant
please
state
your
name
for
the
record
and
proceed
with
your
testimony
and
then
we'll
open
it
up
to
questions.
Thank
you
karen
sorry,
dr
abigail
hi.
E
E
I
really
appreciate
you
having
me
here
today
to
provide
this
testimony
and
the
opportunity
to
collaborate
around
this
really
critical
issue.
I
know
I
speak
for
all
my
colleagues
when
I
say
that
we
share
council's
deep
concern
over
the
well-being
and
safety
of
philadelphia's
young
people
and
the
commitment
to
safeguard
it.
That
is
reflected
in
this
resolution.
E
Research
tells
us
that
these
skills
and
competencies
include
identifying
one's
own
and
others,
emotions,
self-regulating
one's
emotions
under
stress,
helping
others
de-escalate
or
calm
down,
mediating,
conflicts,
understanding
and
expressing
empathy,
recognizing
and
respecting
differences
being
aware
of
one's
social
environment
and
building
relationships
within
it.
Setting
and
working
toward
personal
goals
and
communicating
effectively
when
emotions
are
high,
as
I
shared
in
my
testimony
with
council,
this
fall.
E
These
are
precisely
the
skills
we
are
working
to
help
students
build
at
the
school
district
of
philadelphia
and
we're
doing
that
through
an
intentional
focus
on
programming.
That
is
demonstrated
to
do
exactly
this
based
on
research
and
the
accumulated
experience
of
our
own
and
other
large
urban
districts.
We've
identified
approaches
to
addressing
school-wide
climate
that
equip
teachers
with
knowledge,
resources
and
opportunities
to
foster
the
development
of
these
skills,
we're
working
hard
as
a
district
to
help
schools
adopt
these
approaches.
E
So
since
I
was
here,
last
fall,
we've
made
significant
progress
in
this
area,
while
many
schools
already
implement
evidence-based
climate
programming.
For
the
first
time
ever,
all
schools
in
the
district
are
now
going
through
the
process
of
selecting
an
evidence-based
tier
one
climate
program.
Schools
are
able
to
select
from
three
different
school-wide
approaches.
Positive
behavior
interventions
and
supports
are
pbis,
school-wide,
restorative
practices
and
school-wide
social
emotional
learning.
E
So
this
year,
for
the
first
time
all
teachers
receive
training
on
social,
emotional
learning,
including
foundations
of
sel
social,
emotional
learning,
including
integration
of
social,
emotional
learning
and
inc
academic
content.
We
developed
a
series
of
modules
on
topics
including
social
emotional
learning
and
trauma
behavior
as
communication
understanding,
emotions
and
building
students
agency
through
social
emotional
learning.
Many
schools,
though
not
all
schools,
were
able
to
take
advantage
of
the
of
these
modules
this
year,
we'll
be
redoubling
these
efforts.
E
Along
with
these
supports
for
all
students,
we
will
be
providing
small
group
supports
for
students
who
need
them.
I
know
dr
jamie
banks-
my
colleague,
has
been
here
on
last
week
and
talked
about
the
fact
that
we're
building
schools,
capacity
to
identify
students
who
need
tier
two
small
group
supports
and
to
provide
them
with
evidence-based
trauma-informed
programming.
E
Additionally,
we'll
continue
to
work
with
our
city
partners
to
provide
individualized
trauma
and
conflict
resolution
services
for
students
with
the
greatest
needs,
or
those
directly
affected
by
gun
violence
to
be
clear.
Implementing
tier
one
climate
programming
in
every
school
in
the
district
is
a
significant
lift,
reaching
the
level
of
implementation
that
we're
striving
for
will
take
time
and
a
focus
on
continued
improvement
and
growth.
I
look
forward
to
sharing
our
work
in
this
area
with
council
in
the
future.
Thank
you
very
much.
A
Thank
you,
I'm
gonna
open
it
up
to
council
member
gilmore
richardson,
but
before
I
do
dr
dr
gray,
first
of
all,
thank
you
for
being
here
and
for
doing
some
of
this
work.
Can
you
can
you
share
with
us
really
quickly
the
timeline?
I
know
a
lot
of
work
and
urgency
and
I
know
obviously
covet
and,
and
this
last
year
has
been
quite
difficult.
So
what
do?
How
do
you
see
this
timeline
working
out
in
the
phase-in
process.
E
Folks
selecting
what
is
the
most
appropriate
tier
one
school-wide
program
for
their
school,
so
they're,
taking
into
consideration
things
like
what
are
the
interests
of
their
staff
and
students,
some
are
really
gravitating,
for
example,
toward
restorative
practices.
Other
already
have
a
strong
grounding
in
pbis,
so
they're
going
in
that
direction,
so
we're
helping
to
help
on
them
to
select
those
programs
and
that's
happening
right
now.
Then.
E
So
these
are
the
kinds
of
solutions
that
we're
helping
schools
to
put
into
their
plan
for
this
year
for
each
of
those.
So
for
each
of
those
approaches
they
will
also
be
specifying
their
action
steps
and
then
over
then,
as
soon
as
those
are
chosen,
my
team
will
be
meeting
with
the
leadership
of
each
team
to
make
an
implementation
plan
identify
a
lead
team
at
each
school
for
carrying
out
this
work.
That
will
start
this
spring
and
go
throughout
the
summer.
E
You
know,
as
as
I
mentioned,
we
have-
we
have
many
schools
in
our
in
our
district
that
are
already
doing
this
kind
of
programming
and
for
them
it's
going
to
be
a
matter
of
strengthening
and
continuing
to
build
and
deepen
it
and
to
really
layer
on
the
social
emotional
focus
that
we're
doing
across
the
district.
Other
schools
have
not
implemented
tier
one
climate
programming,
and
that
includes
many
of
our
high
schools
and
in
particular,
comprehensive
high
schools.
A
E
Everybody
should
have
by
fall
a
program
selected,
a
team
in
place
and
an
implement
implementation
plan
laid
out.
In
addition,
by
fall,
as
you
know,
we,
or,
as
I
believe
I've
mentioned-
we
implemented
community
meeting
district-wide.
That
has
been
very
successful,
particularly
in
grades
k-8.
We've
heard
really
great
feedback
from
schools
about
how
important
that
has
been
to
them
during
particularly
during
school
closure,
so
we're
rolling
out
a
whole
new
set
of
supports
around
that
we
have.
E
We
have
developed
an
app
that
will
make
planning
community
meeting
according
to
any
theme
that
the
teacher
chooses
to
to
focus
on
really
easy
for
teachers
we'll
be
rolling
that
out
and
additionally,
we're
we're
rolling
out
supports
to
help
community
meeting
work
better
in
high
schools.
That
was
a
real
challenge
this
year,
particularly
as
many
kids
didn't
really
actively
participate
in
advisory
with
virtual
learning,
etc.
So
we're
rolling
out
plans
to
make
that
work
more
smoothly
and
be
a
more
important
component
of
every
student's
day.
A
D
Yes,
thank
you.
Thank
you
so
much.
Madam
chair.
I
wanted
to
go
back
dr
gray
and
say
thank
you
so
much
for
your
work.
Also
for
all
the
conversations
we've
had
where
you
have
helped
educate
me
on
that.
This
is
not
a
one-size-fits
approach
and
that
we
have
to
really
drill
down
and
look
at
every
school
and
look
at
the
data
and
information.
So
I
wanted
to
thank
you
so
much
for
that
work.
E
Sure
so
it
may
be
worthwhile
to
actually
go
back
a
bit
further
than
last
fall,
because
this
has
been
such
a
crazy
year.
It's
been
you
know.
The
silver
lining
of
this
year
for
us
has
been
that
we've
really
had
an
opportunity
to
engage
in
a
lot
of
planning
and
specifically
around
exactly
the
work
that
we're
talking
about
today.
E
But
of
course
the
downside
is
that
it's
you
know
we
haven't
been
able
to
make
the
same
progress
in
rolling
out
the
fully
developed
programs,
because
we
need
to
be
in
school
to
do
a
lot
of
that
work.
However,
you
know
going
back
to
the
previous
school
year,
so
where
are
we
19,
where
so
19
20
the
the
we
had
during
that
school
year?
E
For
last
year,
we
launched
our
healing
together
initiative,
which
included
a
focus
on
trauma
on
community
building,
on
relationships
on
staff
wellness
and
on
mental
health,
and
that
was
a
collaborative
effort
between
my
office,
the
office
of
student
rights,
responsibilities
and
the
office
of
prevention
and
intervention.
So
really
student
support
services
together.
We
and
that's
all
under
karen
lynch
who's
here
today,
they
so
going
into
last
year,
following
last
year's
school
planning
process,
we
added
quite
a
few
schools.
E
We
had
about
50
schools
that
had
selected
school-wide
restorative
programming
in
their
school
plans,
and
we
were
up
to
102
schools
that
had
of
the
230
or
so
in
the
district
that
had
selected
pbis.
So
those
schools
have
been
gradually
working
to
plan
implementation
and
to
implement
in
sort
of
more
limited
ways
over
the
past
this
past
year.
E
But
now
we
are
looking
at
so
going
from
having
roughly
half
the
schools
in
the
district
that
had
indicated
a
school-wide
tier
one
climate
program
to
all
of
them
for
the
fall
additionally
on
the
community
meeting.
So
we've
conducted
a
lot
of
research
on
our
community
meeting
rollout
over
the
course
of
the
year,
and
we
learned,
for
example,
we
did
my
background
is
in
implementation,
science.
E
So
I'm
very
interested
in
focusing
on
identifying
what
are
the
barriers
to
implementation
of
this
program,
and
how
can
we
make
sure
that
our
implementation
plans
really
target
those
barriers
so,
for
instance,
our
community
meeting
program
that
we
rolled
out
in
the
fall?
We
conducted
a
lot
of
research
with
teachers
to
understand
what
was
working
about
that.
What
wasn't
working
about
that?
We
learned,
for
example,
that
almost
all
teachers
believed
that
community
meeting
was
an
important
way
and
an
effective
way
to
build
relationships
between
students
and
between
students
and
teachers.
They
all
believed
we
didn't.
E
We
knew
from
that
that
we
didn't
need
to
spend
time
educating
teachers
about
why
it
was
important,
but
what
they
did
want
was
additional
resources.
They
said
make
it
easier
for
us
to
plan
this.
So
over
the
course
of
the
year,
we've
been
releasing
plans
and
resources,
and
that
has
led
to
our
decision
to
develop
the
app.
D
And-
and
thank
you
for
saying
that,
because
that
was
actually
where
I
was
going
next,
dr
gray,
around
ensuring
that,
particularly
for
our
teachers,
that
they
have
the
proper
training
and
resources
necessary
for
effective
implementation,
particularly
when
you're
going
from
102
schools
to
all
the
schools
in
the
district.
You
know,
that's
a
really,
you
know
heavy
lift,
and
I
will
say
we
appreciate
it,
because
this
is
what
we've
been
working
towards
and-
and
this
is
what
you
know
we
have
been
wanting
to
see.
D
But
we
also
recognize
that
the
the
training
and
the
resources
for
the
teachers
who
ultimately
have
to
implement,
particularly
on
the
tier
one
model,
is
necessary
for
effective
implementation.
So
can
you
just
sort
of
drill
down
on
that?
As
far
as
the
support
structure
for
the
teachers
so
that
we
know
this
lives
itself
out
and
what
my
colleagues
said,
not
only
you
know
what
we
see
but
how
it
feels
in
the
school
environment.
E
D
E
We
know
that,
and
particularly
at
the
high
school
level,
where,
where
tier
one
climate
has
not
always
necessarily
been
prioritized
that
we
need
to
help
teachers
understand
how
this
work
can
make
school
a
more
pleasant
place
for
everyone
to
be,
and
that
includes
working
closely
with
with
dr
jamie
banks's
office,
around
staff
wellness.
So
as
we're
talking
about
social,
emotional
learning,
we're
not
just
talking
about
kids,
we're
also
talking
about
adults,
we're
talking
about
providing
helping
schools
be
places
where
adults
want
to
spend
time
as
well
anyway.
E
That
was
an
aside,
so
this
spring
we'll
be
having
some
these
meetings
with
leadership
teams
at
the
schools
and
then
we're
working
on
developing
over
the
summer,
and
it's
like
a
a
series
of
of
sort
of
facilitated
experiences
that
will
set
the
schools
up
for
success
in
the
fall.
So
that
will
be
introducing
to
them,
helping
them
think
about
sort
of
the
vision
of
what
they
want
their
school
to
be
like
and
feel
like.
Some
schools
have
already
done
this.
Other
schools
haven't
or
haven't
done
it
in
a
long
time.
E
E
How
often
do
you
meet?
Let's
make
a
meeting
schedule
for
the
year?
How
do
you
structure
your
meetings?
Let's
talk
about
meeting
agendas
and
roles.
What
data
this
is
a
really
critical
piece.
What
data
will
you
look
at
to
know
if
your
efforts
are
working
so
really
engaging
school
teams
in
that
conversation
and
then
helping
them
understand?
How
do
we
collect?
E
How
do
we
access
and
how
do
we
analyze
that
data
on
an
ongoing
basis
and
in
that
data
we're
looking
at
things
not
only
sort
of
the
the
the
low-hanging
fruit
which
is
like
the
suspension
data,
the
attendance
data,
but
also
thinking
in
innovative
ways
about
how
do
we
collect
student
voice?
How
do
we
hear
from
students
about
what
it
feels
like
to
be
in
school?
D
Got
it
so
I
wanted
to
ask
you
another
question
around
because
I
know-
and
I've
mentioned
this
before
in
the
meetings
that
we've
had.
For
instance,
you
know
my
daughter
is
a
student
in
the
district
and
she
had
mindfulness
this
year.
So
when
a
student
has
mindfulness-
and
I
just
want
you
to
put
this
on
the
record,
what
does
that
look
like
in
the
school
meaning?
Is
it
a
mindfulness
teacher
or
you
know
like
how
does
that
impact?
The
staffing
at
that
particular
school.
E
So
that's
kind
of
a
school
by
school
decision,
and
it
much
of
it
comes
down
to
how
much
the
leadership
is
investing
in
that
we
have.
We
have
made
available
to
schools
a
lot
of
resources
for
mindfulness
that
are
free
so
on
our
healing
together
website,
and
we
offered
some
training
about
this
at
the
beginning
of
the
year.
Teachers
can
just
go
on
there.
E
They
can
get
lessons,
they
can
get
activities,
they
can
get
videos
and
things
that
they
can
easily
incorporate
on
their
own,
even
if
it's
not
something
that
their
school
is
taking
on.
Additionally,
we
have
several
important
partners.
One
of
our
main
ones
is
the
inner
strength
foundation,
which
is
a
local
organization
that
does
mindfulness
training.
They
have
a
full
curriculum
that
is
in.
E
I
think
I
know
where
your
daughter
is
at
school,
and
that
is
one
of
the
school
that
is
one
of
the
schools
where
we
have
inner
strength
working
and
that
has
been
extremely
popular
in
the
schools
where
it's
provided
for
next
year,
I've
been
working
with
that
provider
to
talk
about
how
we
can
tier
and
expand
that
service
to
more
schools.
I'd
really
like
to
see
it
in
all
high
schools,
so
we're
we've.
E
You
know,
we've
requested
funding
to
be
able
to
do
that
this
year,
so
it
really
depends
also
the
the
phys
ed
teachers
have
been
really
wonderful
with
this.
Many
of
them
have
the
deputy
who
oversees
that
work
has
really
put
a
lot
into
training,
phys,
ed
teachers
on
yoga
and
mindfulness,
so
many
of
them
are
engaged
in
that
work
as
well.
E
So
it's
really
it's
gone
from
being,
and
I
will
say
this
just
from
my
own
experience
as
a
former
teacher
and
now
being
in
classrooms
here,
that
we
we've
gone
from
it
being
a
sort
of
a
rare,
weird
thing
that
occasional
teachers
would
do
to
being
like
very
common,
that
you
walk
in
a
classroom
and
the
kids
are
coming
in
from
lunch,
and
the
teacher
does
a
mindful
breathing
exercise
it.
It's
very
common
now.
D
D
But
I
just
wanted
to
put
that
on
the
record
to
say
tier
one
is
sort
of
what
I
was
requesting
that
the
district
work
on
and
that's
sort
of
the
strides
that
we're
making
now
in
the
planning
for
the
fall.
But
just
could
you
detail
just
what
it
looks
like
when
you
go
from
tier
one
to
then
when
you're
having
that
full
continuum
of
supports
for
the
child?
D
In
the
school
at
the
tier
three
level,
which
is
on
the
cbh
side
and
madam
chair,
I
just
wanted
to
state
for
the
record
that
we
did
receive.
You
know
the
information
submission
from
dbh
ids
this
morning.
That
you
know
explains
in
details
the
behavioral
health
services
in
the
schools
and
the
goals
of
ibhs.
D
How
you
know
the
collaboration
sort
of
works,
which
is
really
on
the
tier
three
side
and
not
the
tier
one,
which
is
what
you
know
we're
drilling
down
on
currently.
But
I
just
wanted
to
at
least
put
that
on
the
record,
but
also
for
dr
gray,
to
put
it
on
the
record
of
sort
of
what
that
looks
like
inside
of
a
school
sure.
E
Well,
if
you've
been
watching
the
school
board
meetings,
you've
heard
dr
height
talking
a
lot
about
mtss,
which
stands
for
multi-tiered
support
systems.
That
is
the
how
of
how
we
ensure
that
all
students
needs
are
being
met
with
the
level
of
service
that
that
particular
student
needs.
We
have
areas
of
strength
in
the
district
around
mtss
and
we
have
areas
where
we
know
we
really
need
to
develop,
and
it
is
a
huge
focus
right
now
at
the
district
level
to
really
build
our
our
resources
and
our
capabilities
around
mtss.
E
So,
to
answer
your
question,
what
that
looks
like
is:
there
are
three
tiers
of
service
tier
one
is
universal.
That's
what's
provided
to
every
student,
that's
my
job!
I
I
focus
on
tier
one
climate.
So
what
does
everybody
get
when
we
identify
so
and
through
a
process
of
monitoring
data
and
regular
meeting
communication
with
teachers
with
parents
and
collecting
various
kinds
of
sort
of
critical
data?
We
can
identify
several
things,
one
we
can
identify
where
there
may
be
a
problem
at
tier
one,
for
example,
if
we're
seeing
fights
break
out
all
the
time.
E
At
lunchtime,
that's
probably
not
an
individual
student
problem,
that's
probably
an
environmental
problem.
We
need
to
do
a
better
job
of
making
sure
that
lunch
time
is
a
safe,
social,
emotionally
productive
time
for
students.
We
focus
there
on
strengthening
that
tier
one
before
we
start
identifying
individual
students
for
any
kind
of
particular
supports,
because
until
we
have
that
strong
tier
one
in
place,
we
don't
really
know
who
needs
extra
supports
versus
who
is
just
responding
to
a
chaotic
environment
right.
So
that's
kind
of
the
tier
one
piece.
E
So
we
look
at
tier
one
data,
which
is
aggregate
data
to
understand
where
we
need
to
strengthen
tier
one
programming
might
be
particular
classrooms
where
a
teacher
needs
more
help
with
with
you
know,
positive
climate
might
be
a
particular
time
of
day
where
kids
are
coming
in
and
out
of
the
building,
and
we
need
more
adult
supervision.
Things
like
that.
When
we
have
gotten
that
tier
one,
those
tier
one
sort
of
kinks
out
of
tier
one,
then
we
can
begin
to
see.
Oh
well
tier
one
is
mostly
you
know.
E
Kids
are
mostly
doing
pretty
well
in
mrs
so-and-so's
second
grade
classroom,
but
we
noticed
that
we've
got
this
group
of
four
kids
that
are
running
out
in
the
hallway
on
a
regular
basis.
What's
going
on
with
those
guys
right.
So
that's
where
we
have
a
tier
two
conversation
where
the
first
thing
we
try
is
a
small
group
like
an
intervention.
That's
aimed
at
a
group
of
students,
an
example
of
a
of
an
evidence-based
tier
2
intervention
is
check-in
check
out.
E
So
this
is
a
widely
used
intervention
that
can
be
very
effective
for
things
like
I
just
described
students
you
know
running
around
engaging
in
minor
disruptions
attendance
issues,
and
that
is
where
the
student
is
assigned.
A
mentor
that
mentor
checks
in
with
the
student
at
various
times
throughout
the
day
gives
them
positive
feedback.
Encouragement
helps
them
stay
on
track.
So
that's
an
example:
we've
we've
identified
a
group
of
students
who
are
having
a
con
like
a
similar
kind
of
issue,
also
by
the
way,
this
all
happens
on
the
academic
side
too.
E
We're
just
talking
right
now
on
the
client
on
the
climate
behavior
side
and
then,
if
the
students
continue
so
say,
we
have
10
students
in
check-in
check
out
and
three
of
them
are
still
struggling
after
the
cycle.
The
six-week
cycle
of
check-in
checkout.
Those
are
the
three
that
we
think
may
need
individualized
tier
three
services,
which
is
where
our
city
partners
come
in.
So
it's.
E
This
mtss
is
a
process
of
providing
supports,
monitoring
students
response
to
those
supports
identifying
students
who
need
more
and
providing
that
so
that's
kind
of
the
flow
and
the
goal
is
that
if
we
have
really
strong
tier
one,
then
we
don't
have
so
many
students
needing
tier
two,
and
it
should
only
be
a
few
that
need
tier
three.
That's
not
where
we
are
right
now,
but
that's
where
we
need
to.
D
Go
okay
and
I
look
forward
to
continuing
to
do
that.
Work
in
our
working
groups
together
in
a
partnership
model.
The
last
thing
I
wanted
to
add
is
around
the
cultural
competency
of
the
programs
that
are
chosen,
so
you
just
talked
about
the
check-in
and
the
check
out
and
sort
of
when
you
have
to
strengthen
tier
one
services.
D
How
do
you
all
look
when
you're
selecting
a
program
or
service
or
intervention
style
to
use
around
the
cultural
competency
of
that
model
and
how
effective
it's
been
for
particularly
black
and
brown
students,
because
we
know
the
school
district
of
philadelphia
is
primarily
black
and
brown
students?
How
do
you
check
the
cultural
competency
of
the
programs?
You're,
selecting
and
you
know
the.
If
you
bring
in
a
provider.
E
E
So
when
we
implement,
when
we
work
with
a
school
to
implement
social
emotional
learning,
they
are
implementing
equitable
anti-racist
practices,
because
we
that
is
part
and
parcel
of
social
emotional
learning,
is
understanding
recognizing
differences,
acknowledging
different
perspectives
being
inclusive,
but
we
also
try
to
to
ensure
this
through
the
structures
and
the
processes.
For
example,
pbis
has
been
used
for
decade.
Decades
has
a
really
strong
evidence
base,
but
much
of
that
evidence
base
was
not
developed
in
districts
like
philadelphia.
Some
was
there's
a
lot
of
work
from
baltimore,
for
example.
E
However,
we've
been
taking
a
close
look
at
our
pbis
practices
and
changing
them,
so
we
are
transitioning
from
sort
of
a
standard
pbis
to
culturally
responsive
to
pvis,
and
what
that
looks
like
is
so
there's
a
pdis
team
at
the
school
that
kind
of
oversees
the
pbis
program.
We
have
done
on
an
a
review
of
every
school's
demographic
makeup
of
the
community
that
that
school
serves
and
starting
this
current
year
and
going
into
next
year.
We
require
that
every
school's
pbis
team
reflect
the
demographic
characteristics
of
the
communities
they
serve.
E
We
require
that
parents
sit
on
those
committees,
we
have
in
every
pbis
school,
a
student
pbis
committee,
that's
brand
new,
we're
just
starting
that.
So
we're
working
we're
revamping
all
of
our
language
in
our
pbis
programming
to
make
sure
that
those
values
are
are
like,
foremost,
and-
and
you
know
that
goal
that
I
said
earlier
is
very
much.
E
Our
restorative
practices
program
has
a
huge
focus
on
this
in
our
community
building
circle
training,
but
there's
a
five-part
module
on
equity
that
all
school
t
all
school
staff
will
participate
in.
That's
just
part
of
the
program
because
you
cannot
have
a
restorative
environment
that
is
not
culturally
competent.
D
A
Thank
you,
council,
member
gilmore
richardson.
I
want
to
recognize
council
member
brooks.
I
appreciate
the
the
explanation
around
this.
This
is
a
lot
of
different
nuances,
around
understanding
how
this
work
gets.
Operationalized,
that's
why
I'll
continue
to
say
how
does
this
feel
ultimately
and
how
will
we
improve
how
young
people
feel
I'm
councilmember
brooks?
Thank
you.
A
F
F
On
a
hearing
I
think,
a
week
ago
I
think
I
was
asking
karen
some
questions
around
funding
around
these
social
emotional
programs
across
the
district,
primarily
in
areas
that
have
been
hit
hard
with
gun
violence
and
mass
incarceration,
and
using
this
these,
the
skill
set
as
a
tool
for
healing
and
community
community
building
right
as
a
in
the
long
term.
So
my
question:
it
kind
of
talks
to
you
know.
I
know
that
schools
have
to
select.
You
mention
this
as
well.
F
Because
one
of
the
things
I
thought
about
plate
works?
For
example,
I
know
some
schools
that
have
more
money
and
have
stronger
parent
bases
are
able
to
pay
for
play,
works
to
be
in
their
schools
and
other
schools
have
a
piecemeal
version
of
play
work.
So
I
work
very.
You
know
I
don't
have
experience.
You
know
I
work
very
deeply
with
a
variety
of
these
programs,
but
we
realized
that
playworks
is
something
that
should
be
implemented
in
all
elementary
schools,
because
structured
organized
play
is
important
and
it's
also
a
conversation.
F
I've
had
with
parks
and
rec
and
part
two
is
around.
How
can
we
ensure
that
a
adequate
plate
works
program
is
available
across
the
district,
primarily
in
those
areas
that
are
hardest
hit
with
gun
violence,
as
well
as
mass
incarceration
pain
works
is
one
and
the
other
one.
I
have
a
question
around
dedicated
staffing
versus
a
dual
role
of
the
teachers
in
the
classroom,
and
I
know
it
needs
to
be
a
combination
of
two.
F
So
I'm
talking
about
whether
it's
going
to
be
a
part
of
the
climate
team
responsibility
and
will
certain
schools
get
additional
resources
towards
climate
team
staff
to
make
sure
this
moves
forward,
and
if
not,
what
can
we
do
to
advocate
for
money
to
be
invested
into
these
programs,
so
they
can
be
the
most
effective?
I
know
from
your
experience
you
know
having
enough
folks
in
the
building
to
operationalize.
F
This
is
important,
so
my
questions
are
coming
from
a
place
of
advocacy
around
funding
to
make
sure
that
we're
getting
the
most
out
of
this
out
of
these
programs
to
save
our
children.
That's
my
main
reason
for
coming
on
to
this
hearing,
because
I
just
had
to
get
this
on
the
record
and
I
just
want
to
know
what
can
we
do
to
ensure
that,
from
tier
one
to
tier
three
that
we're
operationalizing
this
to
the
best
of
our
ability,
not
with
the
austerity
mindset
that
we've
had
in
the
past?
E
I
can
definitely
speak
to
a
few
of
the
things
that
you
raised
there.
You
are
correct
that
that
budgets,
school
level
budgets
to
some
extent
drive
what
schools
can
have
in
place.
However,
that
is
not
the
case
with
the
tier
1
programming
that
I'm
talking
about,
so
every
school
will
receive
support
the
same
support
from
my
office
to
to
implement
the
program
that
is
determined
to
be
appropriate
for
their
level
of
need.
So
if
a
school
chooses
pbis
they'll
receive
a
pbis
code
from
my
office,
they
do
not
have
to
pay
for
that.
E
If
a
school
implements
restorative
practices,
they'll
receive
a
coach
from
my
office,
they
do
not
have
to
pay
for
that.
So,
and
that
is
a
we
we
previously,
our
restorative
programming
in
the
in
the
district
has
previously
been
provided
by
external
partners
that
schools
did
have
to
pay
for
so
we've
really
invested
in
and
and
and
karen
lynch.
My
supervisor
has
been
tremendously
supportive
of
this
we've
invested
in
building
our
own
resources
so
that
we
can
provide,
I
think,
much
higher
quality
support
without
schools
having
to
pay
for
it.
E
The
I
love
that
you
brought
up
play
works
because
that
is
one
of
my
pet
issues
too.
I
believe
so
fervently
that
every
child
has
a
right
to
a
fun
pro-social
experience
at
recess,
and
that
is
the
reason
we
have.
We
are
working
with
playworks
now
they
they
just
gave
us
a
proposal
three
days
ago
for
a
district-wide
plan,
so
it
will
be
a
tool
kit
and
a
set
of
trainings
for
every
single
school
around
a
k-8
school,
around
recess
and
lunch.
E
So
schools
will
receive
the
supplies
that
they
need
and
the
training
that
they
need
to
give
every
student.
That
kind
of
experience.
Now
we're
still
going
to
have
cases
where
schools
have
more
money
and
they
may
choose
to
pay
for
the
play
works
service
where
they
actually
have
a
staff
member
there,
and
that
is
true.
We
we
not
every
school,
has
access
to
that
and,
as
we
are
thinking
about,
for
example,
how
we
use
federal
funding
going
forward.
I
think
that
is
that
is
kind
of
thing.
E
That's
on
the
table
that
we're
talking
about
and
thinking
about,
I'm
sort
of
where
what
schools
receive
extra
resources
beyond
what
they
have
in
their
own
budget
for
extra
supports
like
that.
But
we
are
trying
to
level
the
playing
field
by
saying
that
that
there
are
certain
things
that
every
child
should
have.
So
how
do
we
provide
those
to
all
schools,
even
if
they
don't
have
the
funds
in
their
budget?
For
like
the
full
playworks
thing?
E
I
hope
I
answered
that
question
as
far
as
the
teacher's
role,
I
don't
think
I
can
answer
answer
that
in
an
intelligent
way,
so
I'm
gonna,
I'm
gonna,
I'm
gonna
punt
on
that
one.
But
I
will
say
this
in
terms
of
you
talked
about
the
numbers
of
climate
staff
in
the
building
very
important
consideration.
E
E
I
think
numbers
are
one
thing
for
the
climate
staff
skills
are
are
at
least
as
important,
so
you
can
have
a
lot
of
people
in
the
building
who
don't
have
the
right
skill
set
to
interact
with
students
in
a
positive
restorative
way,
and
it's
less
helpful
than
a
fewer
number
of
people
who
are
really
well
trained
and
all
speaking
the
same
language
and
all
on
the
same
page
about
this
is
the
kind
of
school
we
want
to
have
and
how
we're
going
to
have
it.
So
we're
focusing
on
that
right
now.
E
So
we're
we're
making
plans
to
roll
out
more
training
for
climate
staff
at
all
levels.
Climate
managers
right
this
year
for
the
first
time,
we've
developed
a
scope
and
sequence
for
climate
managers,
where
we
have
year-round
training
for
them
on
all
of
these
tier
one
principles
that
I'm
talking
about
today.
So
we're
really
working
on
investing
in
our
climate
staff
to
build
the
skill
level
and
just
the
the
knowledge
that
that
staff
has
as
they're
interacting
with
kids
in
the
building.
F
Reason
I'm
bringing
this
up
is
because
over
the
summer
I
live
in
19140
we've
had
a
huge
number
of
homicides,
as
well
as
being
heavily
impacted
by
the
pandemic,
and
I
was
wondering
as
we're,
making
those
determinations
to
support
young
folks
in
the
school
builder.
We
have
to
consider
it
have
to
consider
climate
outside
of
their
school
environment
as
well.
Considering
homeless,
school
and
school
is
home
right
now.
F
Everyone
has
to
be
on
the
same
page
and
we
can't
leave
any
of
those
aspects.
Out
of
this
conversation,
if
we
want
to
save
our
children,
so
I
do
have
a
sense
of
urgency
around
this
particular
issue,
and
I
would
encourage
you
guys
to
take
in
consideration
that
data
as
well
and
making
a
determination,
because
I
know
where
I
live.
F
F
E
We
want
to
look
at
not
only
sort
of
like
the
attendance
and
the
academics
of
those
schools,
but
also
this
issue.
Where
is
the
gun
violence
happening
and
and
do
we
have
plenty
of
our
own
staff
allocated
in
those
areas?
So
that
is
definitely
a
consideration.
I
think
when
I
was
speaking
earlier
about
the
climate
stuff.
I
was
talking
more
about
on
school
level
staff
and
how
they
are
assigned,
which
I
think
is
also
you
raise
a
really
good
point
about
that
as
well.
A
Thank
you,
councilmember
brooks.
I
think
this
is
a
space,
that's
really
important,
and
I
know
that
over
the
next
couple
of
months,
as
we
talk
about
the
summer
and
like
some
of
this
work,
that's
going
to
be
done,
buildings
opening
up
partnerships
that
are
going
to
happen.
I
think
all
of
the
importance
of
connecting
some
of
the
other
work
not
only
from
behavioral
health
but
dhs.
You
know
some
of
the
homeless
services.
A
You
know
we've
seen
where
you
know
their,
that
instability
instability
has
caused
even
more
challenges,
so
yeah,
an
equity
lens
means
we're
going
to
take
all
of
these
things
to
an
account
and
we
want
the
school
district,
and
I
know
for
my
council
colleagues,
it's
you
know
during
this
budget
process.
We
need
to
make
sure
that
whatever
resources
are
necessary
and
the
other
departments
who
are
working
with
these
young
people
that
folks
are
more
coordinated
and
intentional
in
their
work.
So
I
appreciate
that
councilmember
gim.
C
C
I
think
both
those
things
are
really
important.
With
regard
to
play,
works
and
climate
staff.
Are
you
extending
the
hours
for
climate
staff?
Currently
schools
purchase
them
on
a
three-hour
basis,
so
our
climate
stop
being
offered
to
schools
for
a
longer
period
of
time
to
cover
play
works,
for
example,.
E
This
that
typically,
the
the
school-based
climate
staff,
who
are
the
three
to
five
hour,
as
you
say,
assignments,
those
hours
are
during
recess
and
lunch
so
like.
That
is
the
prime
time
when
those
staff
would
be
available
to
support
the
pro
social
investment.
Lunch
programming
that
we're
talking
about.
C
I
mean
I
guess
I
would
challenge
that,
because
I
know
that
there
are
high
school
or
there
are
schools,
especially
the
large
ones.
I'm
interested
like
at
a
mayfair
that
has
1200
kids,
where
lunch
can
start
extremely
early
and
go
until
extremely
late,
and
I
have
been
in
schools
where
there's
a
lunch
time
at
10
a.m
and
there's
a
lunch
time
at
2
p.m.
E
C
I
don't
necessarily
believe
that
one
climate
manager,
who's
who
may
be
leaving
at
the
end
of
a
particular
session,
is
going
to
be
able
to
really
manage
a
large-scale
recess
program
by
themselves.
Yeah,
no
matter
what
the
training
may
be.
So
if
this
is
truly
an
investment
and
it
feels
like
a
extension
or
addition
of
climate
staff
to
ensure
the
success
of
the
program
would
go
a
long
way
to
ensuring
that
the
district
is
truly
invested.
So
if
we
could
have
some
clarity
around
that,
that's
helpful.
Okay.
Thank
you.
C
C
So
to
reinforce
what
council
member
brooks
said
with
regard
to
conflict
resolution
and
knowing
that
a
large
number
of
the
students
who
either
were
classmates
of
these
individuals
may
be
in
similar
circles.
What
are
we
doing?
That
is
different
around
conflict
resolution
for
them
as
young
high
schoolers
in
particular,
because
they
are
dealing
with
resolving
conflict
and
dealing
with
conflict
on
a
regular
basis.
E
Those
are
some
of
the
schools
when
I
say
that
that
and
I'm
not
I'm
not
paying
them
all
with
the
same
brush.
But
when
I
say
that
there
are
schools
in
our
district
that
have
not
previously
implemented
sort
of
comprehensive,
consistent,
school-wide
tier
one.
Those
are
some
of
those
schools
and
we
are
working
very
hard
to
get
that
changed.
E
Working
very
hard
with
their
assistant
superintendents
we're
working
with
my
staff,
we're
working
with
the
staff
of
our
of
our
planning
and
evidence-based
supports
office
at
the
district
to
help
ensure
that
in
the
school
plans
for
the
schools
that
are
most
effective,
we
have
adequate
adequate.
Nothing
is
going
to
be
ever
going
to
be
adequate
until
we
solve
this
issue,
but
that
we
have
every
kind
of
support
that
we
can
possibly
muster.
E
That
includes
dedicated
focus
on
one
that
includes
the
the
work
that
I've
talked
about
in
terms
of
high
school
community
meeting
that,
in
turn,
that
includes
a
real
concerted
effort
around
youth
voice
and
leadership.
That
includes
more
extracurriculars
and
other
activities
for
kids
to
engage
in.
That
includes
significant
investments
in
trauma
in
trauma
services,
which
again,
is
jamie.
Banks's
department,
she
can
speak
to
that
much
better
than
I
can
so
we
are
looking
hard
at
those
schools
and
we
are
looking
hard
at.
How
can
we
provide?
E
C
E
Well,
they're,
definitely
in
tier
two
and
tier
three,
so
they're
part
of
part
of
tier
one
teams,
they're
part
of
tier
two
teams,
they're
part
of
tier
three
teams,
so
they
have
their
eye
on
the
school
as
a
whole
and
bring
a
really
important
perspective
in
terms
of
like
helping
a
tier
one
team
think
about
what
to
make
of
data
and
how
what
kind
of
services
we
need
to
provide
at
tier
one.
However,
a
lot
of
the
time
is
spent
in
tier
two
and
tier
three.
Thank.
C
A
C
E
E
C
Well,
if
I
could,
I
mean
I'd,
be
interested
in
hearing
this,
because
I
mean
principals,
given
a
choice
of
a
limited
range,
can't
really
be
blamed
for
saying:
hey,
you
didn't
pick
an
extra
counselor.
You
decided
to
go
with
x,
y
and
z.
That's
not
what
we're
talking
about.
We
are
saying
that
the
district
itself
has
identified
these
schools
as
being
the
location
of
the
among
the
most
of
that,
its
community
has
been
deeply
impacted
by
gun
violence.
B
Thank
you
for
the
record
karen
lynch
school
district
of
philadelphia.
I
think
it's
an
important
question
and
we
are
currently
in
fast
councilwoman,
compiling
the
additional
resources
and
the
current
resources
for
each
of
these
schools
that
you
mentioned
several
of
them
have
two
or
three
counselors.
I
believe
edison
has
four
counselors,
just
as
an
example
also.
I
I
think
I
shared
that
all,
but
one
of
these
schools
has
the
behavioral
health
support
team.
B
That
also
is
contributing
to
providing
supports
to
the
young
people
that
have
been
impacted
in
traumatic
ways
and
the
circumstances
within
the
school.
The
data
within
the
school,
the
violence
that
these
students
have
been
exposed
to
are
part
of
the
reason
why
these
schools
are
selected
for
these
additional
behavioral
health,
mental
health
and
counseling
supports.
But
you
can
provide
that
exact
one-to-one
list
for
you
of
each
of
those
supports
that
is
provided
each
of
these
schools,
because
I
think
the
time
to
say.
C
Yes,
thank
you
very
much.
I
think
that's
really
helpful
and
in
part
it's
you
know,
I'm
interested
in
council
member
gilmore
richardson's
program
being
extremely
successful,
and
for
that
to
happen,
you
actually
need
someone
anchoring
it
at
the
school
for
guiding
conflict
resolution.
Now
I
don't
know
in
your.
C
I
know
you
have
somebody
who
is
at
the
district.
You
know
you'll
be
looking
at
that
and
ms
graham's
certainly
not
saying
that
that
you
wouldn't
be
able
to
be
the
overall
manager,
but
the
reality
is
that
the
program
lives
at
the
school-based
level
and
someone
has
to
care
for
200
plus
schools
on
a
day-to-day
basis
and
in
crisis
to
crisis
basis.
C
B
So
when
we
look
to
the
schools
to
see
which
individual
position
is
responsible
for
implementing
tier
two
services
and
healthy
schools
with
their
tier
2
implementation,
we
look
primarily
to
the
climate
manager
and
we
provide,
as
dr
gray
indicated,
that
continuum
of
training
and
support
from
the
central
office
to
help
the
climate
manager
and
or
the
assistant
principal
or
the
individual.
That
has
been
defined.
B
In
so
many
ways.
It's
not
a
standalone,
isolated
effort,
and
I
think
that
that's
what
she
was
attempting
to
identify.
It's,
not
the
responsibility
of
one
particular
position
as
much
as
it's
the
responsibility
of
teachers
and
climate
managers
and
the
principal
and
lots
of
individuals.
But
we
look
to
climate
managers
and
climate
support
staff
to
have
that
knowledge
to
help
schools
with
their
implementation
of
both
their
tier
one
supports
and
overall,
their
school-based
plans
with
respect
to
climate
and
goals.
C
B
C
E
B
B
B
Oh
yes,
okay!
It's
a
professional
level
position
that
works
directly
with
the
principal
that
helps
develop
the
plans
for
the
climate
and
culture
plans
for
the
school
and
engages
in
that,
but
and
then
that
had
to
be
confused
with
the
the
student
support.
The
student
climate
staff,
which
is
the
three
four
five
up
to
six
hour
staff
that
you
were
talking
about,
that
you
asked
about
earlier.
E
C
C
You
know
the
other
thing
I
think,
just
if
I
could
a
little
bit
because
we
dealt
with
this
at
south
philadelphia
high
a
decade
ago.
One
of
the
warnings
that
we
had
from
the
department
of
justice
is
that
if
we
say
that
everybody
does
it,
then
in
fact
it's
not
an
accurate
or
it's
it's
not
an
necessarily
appropriate
designation,
of
course
internally.
We
believe
everybody
should
be
responsible
for
the
climate,
the
health
and
well-being
of
us,
of
every
child
and
of
the
entire
school.
C
C
What
we
hear
from
young
people
time
and
time
again
is
that
if
they
don't
know
how
to
access
the
conflict
resolution,
a
harassment,
complaint
or
a
bullying
complaint,
then
even
if
a
policy
exists,
it
didn't
happen
for
them.
So
you
know.
I
just
hope
that
we
can
recommit
ourselves.
You
know
as
we
as
we
go
on
this
road
on
the
conflict
resolution.
I
hope
we
can
also
recommit
ourselves
to
reviewing
the
school
district's
anti-harassment
policy,
ensuring
that
there
are
complaints
and
abilities
for
young
people
to
either
access.
C
You
know
I've
had
a
couple
of
situations
where
young
people
themselves
are
piloting
their
own
reporting
protocols
on
these
things
so
because
they
there
is
no
other
means
for
they're,
not
sure
how
to
do
it.
Whatever
is
happening
at
the
school-based
level,
it's
not
happening
for
them,
so
I
would
just
encourage
us
to
really
be
thoughtful
and
to
to
go
back
to
young
people,
and
you
know
review
whether
harassment
complaints
have
been
filed.
Whether
you
know
conflict
resolution
has
actually
been
sought,
it
does.
C
The
lack
or
absence
of
it
does
not
necessarily
mean
the
absence
of
conflict.
It
may
actually
mean
people,
don't
know
what
to
do
so.
You
know
just
to
be
attentive
through
this
process.
Another
reason
why
you
know
the
designated
individual
is
such
an
important
aspect
of
this,
so
I
will
conclude
my
questions.
I
want
to
thank
the
council
chair
for
the
committee
chairwoman,
for
for
letting
me
ask
these
questions.
Thank
you.
A
Thank
you
thank
you
and
doc
yeah,
dr
great
just
you
know,
I
know
in
part
of
your
presentation,
you
mentioned
an
app
to
the
councilwoman
gibbs
point.
You
know
how
are
we
using
technology
gap
and
and
the
app
as
a
as
a
vehicle
for
like
information
sharing,
but
also
potentially
for
what
she's
speaking
to
you
know,
people
someone
being
able
to
report
and
then
that
initiating
whatever
navigation
system
within
your
system.
E
So
so
a
couple
things
on
that
what
first
I
I
I
certainly
agree
with
council
member
kim
that
it
is.
It
is
critical
that
there
be
a
sort
of
a
clear
path
for
students
or
parents
to
report
incidents,
and
to
that
end
we
have
invested
significantly.
We
have
a
new
district-wide
system
that
was
just
rolled
out
really
over
this
past
year,
and
so
it's
you
know
next
year
will
be
a
much
wider
roll
out
of
this.
E
That
is
called
hipster
that
is
for
documenting
and
ensuring
adequate
follow-up
on
bullying
and
harassment
incidents.
It
makes
it
easy
to
report
it
makes
parents
can
easily
report,
it
can
all
be
done
online.
It
ensures
consistent
communication
with
family
members.
It
signs
tasks
in
terms
of
follow-up
on
those
incidents,
so
we
really
have
invested
in
improving
that
that
that
process
to
ensure
good,
follow-through
and
follow-up
and
documentation
of
every
incident,
I
would
say
on
in
terms
of
sort
of
who
has
ownership
of
this
type
of
programming
at
the
school.
E
Now,
I'm
forgetting
what
that
question
was
oh
the
app
so
so
we
have
sort
of
our
documentation
and
accountability
and,
like
follow-up
system
separate
from
that,
we
have
tools
that
we
use
technology
to
help,
make
it
easier
for
teachers
to
do
all
this
stuff.
So
what
the
app
looks
like-
and
I'm
actually
extremely
excited
about
this,
like
very
excited
about
it-
we've
been
working
all
year
with
a
consultant
to
develop
this
thing,
and
it's
now
ready
we're
going
to
pilot
it
during
summer
school
and
then
roll
it
out
over
the
school
year.
E
But
it's
basically
like
you
know
going
on
amazon
and
ordering
pants.
So
you
basically
you
go
on.
You
click!
I'm
a
second
grade
teacher.
I
want
to
focus
on
conflict
resolution
during
my
community
meeting
or
anytime
during
the
school
day,
and
I
want
to
integrate
it
in
with
my
english
language.
Arts
programming
boom
boom
boom
and
up
comes
all
kinds
of
that.
Actually
pre-made
slides
activities,
content
that
they
can
just
drag
and
drop
into
their
into
their
slides
that
they'll
use
with
the
school
with
a
class.
E
Additionally,
in
there
they
can
click
on
a
link
and
they
can
go
to
videos
of
our
own
teachers,
demonstrating
these
practices.
We've
been
collecting
videos
all
year
of
community
meeting
at
all
grade
levels.
We
we
recognized
in
our
in
our
implementation
science
research
that
the
self-efficacy
teachers
sort
of
belief
that
they
can
and
know
how
to
do.
This
work
was
the
biggest
barrier
that
we
needed
to
address.
So
we
rolled
out
this
app
to
make
it
easy
and
show
them
models
of
teachers
like
them
doing
this
work.
A
C
Yes,
so
just
very
briefly,
I
just
wanted
to
clarify
that.
I
think
you
know
the
interest
was
making
sure
that
there's
a
point
of
accountability,
not
so
much
like
a
point
of
contact,
but
I
appreciate
that
clarification,
and
the
last
thing
I'll
say
is
that
it's
clear
that
the
district's
changeover
in
reporting
harassment
complaints
has
made
a
huge
difference
in
the
years
between
2012
to
2019.
C
It
is.
It
means
that
our
system's
working,
the
the
increase
in
complaints,
is
not
something
we
should
be
afraid
of.
It's
actually
something
that
we
should
be
helping
young
people
to
work
out.
They'll
echo
it
in
other
parts
of
their
lives,
it's
extremely
difficult.
I
know
it
feels
overwhelming,
but
I
just
want
to
thank
the
district,
because
I
think
we've
seen
that
we
just
need
to
help
children,
young
people,
not
children,
young
people,
access
it
and
exercise.
You
know
their
abilities
and
grow
from
it.
B
I
I
would
join
thank
you
quickly,
sorry,
matt
and
chair
councilwoman.
I
I
would
share
that.
I
agree
with
you
100
that
the
training
is
an
ongoing
process
that
that
has
to
occur
and
always
looking
for
ways
to
get
young
people
to
get
input
on
the
process
and
learn
more
about
the
process
is
definitely
a
priority.
Thank
you.
A
Yeah,
so
I
would
encourage
you,
those
videos,
you
know-
to
give
young
people
an
opportunity
to
also
produce
their
own
around
how
they're
are
dealing
with
conflict
resolution,
because
you
know
the
same
way.
We
want
teachers
to
have
modeling
behavior.
We
want
young
people
to
not
only
participate
in
that,
but
also
provide
those
opportunities
for
other
young
people
to
see
that
so
yeah,
I
think
including
them
in
that
process.
It's
helpful.
It
allows
all
of
us
to
hear
you
know
and
definitely
understand
the
young
people's
perspective
council,
member
gilmore,
richardson.
D
Yes,
thank
you
so
much,
madam
chair,
and
again
special
thanks
to
you
and
to
our
vice
chair,
councilmember,
gammon
councilmember
brooks
for
the
questions
this
morning
and
to
dr
gray
and
karen
lynch
and
the
entire
team
at
the
district,
as
well
as
to
our
partners
in
this
effort.
When
we
move
towards
those
in
between
steps
to
tier
three
dbh
ids.
I
just
wanted
to
say
thank
you.
D
A
If,
if
there's
no
one
else-
and
there
are
no
other
further
questions,
I
want
to
thank
you-
count
councilmember
gilmore
richardson.
We
will
continue
this
conversation.
I
think
the
information
is
very
important
around
the
connectivity,
the
operations
and,
obviously
the
accountability
as
we
move
forward.
So
there
being
no
other
questions
from
members
in
the
committees
to
test
the
file
I'll
ask
if
there's
anyone
else
here
today,
hearing
none.
A
I
want
to
thank
our
panel,
our
guest,
mrs
gray,
and
obviously
karen
lynch,
the
director
for
participating
today.
This
concludes
the
business
before
this
committee
on
education.
Today,
the
resolution
will
be
held
to
the
call
of
the
chair
and
the
bill
and
the
resolution
sponsor.
Thank
you
every
everyone
very
much.
I
know
some
of
this
conversation
will
continue
in
tomorrow's
continuing
gun,
violence
and
children
and
youth
committee,
and
I
encourage
folks
to
also
participate
in
that.
Thank
you
all
very
much.