►
From YouTube: Committee on Education 11-12-2020
Description
The Committee on Education of the Council of the City of Philadelphiaheld a Public Hearing on Thursday, November 12, 2020, at 1:00 PM to hear testimony on the following items:
200395 Resolution authorizing the Committee on Education to conduct hearings to investigate curriculum realignment opportunities within the School District of Philadelphia to ensure preparedness for Post COVID 19 career opportunities based upon Philadelphia’s labor market forecast.
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
A
A
I
will
note
that
the
hours
come
the
clerk.
Will
you
please
call
the
to
take
attendance
members
that
are
in
attendance?
Will
please
indicate
that
you're
present
and
when
your
name
is
called
also,
please
say
a
few
brief
words
so
that
your
image
will
be
displayed
on
the
screen.
As
you
speak,
the
council.
D
F
A
Thank
you
having
established
quorum
being
present,
the
hearing
is
called
to
order.
This
is
the
public
hearing
on
the
committee
on
education
regarding
resolutions,
two
zero,
zero,
three,
nine
five
and
two
zero
zero.
Four,
three,
oh
will
the
clerk.
Please
read
the
title
of
both
bills
and
then
I
will
introduce
the
bill's
sponsor
for
brief
remarks
before
we
get
started.
H
Resolution
number:
two:
zero:
zero:
three:
nine
five
authorizing
the
committee
on
education
to
conduct,
hearings
to
investigate
curriculum,
realignment
opportunities
within
the
school
district
of
philadelphia
to
ensure
preparedness
for
post
covid,
19
career
opportunities
based
upon
philadelphia's
labor
market
forecast.
Resolution
number
two:
zero:
zero.
Four:
three:
zero
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
before
we
begin
to
hear
testimony
from
the
witnesses
we
have
here
today.
Everyone
who's
been
invited
to
this
meeting.
To
testify
should
be
aware
that
the
public
hearing
is
being
recorded
because
the
public
hearing
is
public
participants
and
viewers
have
no
reasonable
expectation
of
privacy.
By
continuing
in
the
meeting,
you
are
consenting
to
being
recorded
additionally
prior
to
recognizing
members
for
questions
or
comments
they
have
for
witnesses.
I
will
know
for
the
record
at
this
time
that
we
will
use
this.
A
The
chat
feature
available
on
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
ask
the
clerk
to
call
the
first
panel,
I
want
to
recognize
the
sponsor
of
two.
Today's
two
resolutions-
council
member
catherine
gilmore
richardson,.
B
So
I
want
to
thank
you
again,
madam
chair,
for
allowing
us
to
have
this
hearing
today.
We
really
want
to
to
focus
on
particularly
for
the
curriculum
realignment
resolution
around
how
we
create
those
multiple
pathways
to
sustainable,
fulfilling
family,
supporting
and
sustaining
career
opportunities.
That
will
help
to
lift
so
many
not
only
of
our
young
people
but
residents
out
of
poverty
and
ensure
that
our
economy
can
rebound
as
we
move
through
covet
19.
B
I
keenly
understand
and
am
aware
of
the
data
we
are
seeing
relative
to
violent
incidents
that
include
young
people
and
one
such
incident
that
I
read
about
that.
I
was
most
disturbed
about
was
a
few
months
ago
with
two
17
year
olds,
who
got
into
a
conflict
that
resulted
in
the
use
of
guns
over
a
cell
phone.
B
So
it's
it's
more
important
than
ever
that
we
help
our
young
people
understand
how
they
can
adequately
resolve
conflict
without
having
to
utilize
weapons,
and
one
thing
I
tried
to
do
is
help
our
young
people
understand
it
and
bring
it
to
their
level.
Why
this
is
important
and
one
of
my
favorite
african-american
philosophers
jay-z
stated
we're
all
screwed,
because
we
never
had
the
tools,
so
we
need
the
tools
to
be
able
to
adequately
resolve
conflict
and
help
our
young
people
learn
these
skills
throughout
the
duration
of
their
educational
career.
B
B
Over
the
last
hour,
I
was
able
to
read
a
number
of
the
testimonies
that
have
been
submitted
earlier,
so
we
we
have
read
your
testimony
if
you
can
ensure
that
you
summarize
your
remarks
so
that
we
can
get
through
all
of
the
questions
we
have
so
that
we
can
get
as
much
information
as
possible
for
for
moving
forward.
So
thank
you
again,
madam
chair,
and
thank
you
to
all
the
members
of
the
education
committee
and
I'm
looking
forward
to
hearing
the
testimony.
A
A
This
is
an
unprecedented
time
and
all
of
the
hard
work
and
going
beyond
the
call
of
duty.
Let
us
you
know
as
part
of
the
education
committee.
Let
let
us
say
thank
you.
Thank
you.
Thank
you.
I
particularly
want
to
recognize
that
the
committee
on
education
has
maintained
constant
communication
on
a
bi-weekly
basis,
with
both
dr
height
and
his
team,
as
well
as
dr
joyce
wilkerson
from
the
board,
and
we've
been
in
constant
communication
throughout
the
pandemic.
A
As
we've
looked
at
the
restart
as
we've
looked
at
the
rescheduling
and
all
of
those
things,
and
I
want
to
thank
dr
hayden
and
dr
joyce
and
joyce
wilkerson
and
others,
because
from
day
one
we
always
said,
the
health
professionals
would
lead
this
discussion
and
they
have
and
we
put
the
safety
of
our
children
and
teachers
and
stakeholders
first.
So
I
appreciate
I
want
to
shout
out
all
the
folks.
I
know
some
of
those
folks
will
be
testifying
later
in
the
hearing.
A
A
F
I
I
I
will
tell
you
right
now:
the
biggest
job
growth
is
in
e-commerce,
slash,
warehouse,
distribution,
each
and
every
day
we're
reading
more
and
more
warehouses
are
being
filled
up.
We
know
that
the
hillco
site
will
also
be
another
opportunity
for
warehouse
distribution,
so
that
is
one
opportunity
that
I
think
you
know
from
the
district's
perspective
could
be
helpful
and
we
at
the
workforce
board
would
be
more
than
happy
to
assist.
We
also
see
changes
in
health
care,
I.t,
mental
health
and
social
work.
I
We
also
see
an
opportunity
in
automotive
and
hvac
the
community
college
of
philadelphia,
which
I'm
a
board
member
of
is
doing
a
groundbreaking
next
week
on
a
brand
new
facility
in
west
philadelphia
that
will
be
a
state-of-the-art
automotive,
slash
diesel
advanced
manufacturing
facility.
So
we
are
poised
and
ready
to
assist
in
any
way
we
can
and
we
look
forward
to
being
a
good
partner.
A
E
Great
thank
you
good
afternoon,
councilwoman
richardson
and
members
of
the
committee
on
education.
My
name
is
catherine
wolfgang.
I'm
the
senior
director
of
workforce
policy
and
strategy
in
the
department
of
commerce
and
I'm
honored
today
to
read
testimony
submitted
by
sylvie
gallier
howard,
acting
director
of
commerce.
E
While
there's
still
a
good
deal
of
uncertainty
before
us,
a
few
things
are
immediately
clear.
The
pandemic
is
speeding
up
the
pace
of
automation
and
increasing
the
importance
of
post-secondary
education
and
training,
whether
it
be
to
save
money
or
to
prevent
exposing
frontline
workers
to
the
virus.
Employers
are
increasingly
motivated
to
rely
on
technology
to
perform
essential
tasks.
This
means
many
of
the
entry-level
low-skilled
jobs
lost
over
the
past.
Eight
months
may
not
be
coming
back,
making
it
hard
for
individuals
with
limited
skills
and
industry
credentials
to
find
family
sustaining
work.
E
The
good
news,
however,
is
that
future
job
growth
has
the
potential
to
include
a
greater
proportion
of
well-paying
middle-skill
jobs
that
provide
health
care
and
other
benefits
and
include
opportunities
for
ongoing
career
advancement
to
capitalize
on
these
opportunities.
Commerce
and
philadelphia
works
are
currently
investing
in
diverse
talent,
pipeline
development
and
technology
and
life
sciences.
E
The
department
of
commerce
is
currently
working
in
very
close
partnership
with
the
school
district,
philadelphia
works
and
others
to
build
the
infrastructure
required
to
ensure
students
can
participate
in
a
robust
array
of
career,
connected
learning
opportunities
that
blend
direct
real-world
experience
with
rigorous
and
relevant
classroom
learning.
This
includes
incorporating
internships,
job,
shadowing
and
other
forms
of
career
exposure
and
work
experience
into
the
curriculum
to
help
students
gain
an
understanding
of
growing
industries
and
workplace
expectations,
critical
to
their
long-term
success.
E
In
order
to
be
successful
in
providing
as
many
students
as
possible
with
quality
career
exposure
and
experience,
we
will
need
to
engage
as
many
of
our
employers
as
possible,
including
large
corporations
and
small
businesses.
We
ask
for
crimson's
partnership
and
reaching
out
to
employers
to
ensure
a
robust
pool
of
opportunities
for
our
young
people.
E
Thank
you
for
taking
the
time
to
explore
and
understand
this
critical
issue.
If
you
have
any
further
questions
on
the
future
of
philadelphia's
economy
or
how
you
can
support
our
career
connected
learning
initiative,
please
don't
hesitate
to
reach
out
to
me
and
most
especially,
to
sylvie
gallier
howard.
Thank
you
very
much
for
this
opportunity.
A
Thank
you
miss
wolfgang
and
before
I
turn
it
over,
I
want
to
also
recognize
that
council
member
brooks
has
also
joined
the
hearing
before
I
turned
it
over
to
to
our
resolution
sponsor
and
I'm
gonna
date
myself
here.
I
I
was
involved
in
this
workforce
development
space
many
many
years
ago,
when
we
had
school
to
career
at
the
school-based
level,
when
we
had
philadelphia
workforce
development
corporation
before
the
pyn
days.
Can
you,
mr
clancy,
tell
me
where
what
space
are
that?
A
I
Yeah,
thank
you
for
the
question.
So
there
is
a
formal
process
that
the
school
did.
The
school
district
of
philadelphia
is
on
our
workforce
board,
along
with
representatives
from
the
commerce
department
and
economic
development
generally
and
businesses.
So
that's
the
more
formal
one,
the
more
informal
slash
just
as
important
is.
Every
week
we
do
meet
with
the
commerce
department
and
pidc
and
on
occasion
when
we
need
to
we
bring
in
pyn
just
to
better
understand
what's
going
on,
but
we
are.
I
We
are
totally
committed
to
this
alignment
to
to
make
sure
that
opportunities
are
current
and
available
for
young
people
as
they
continue
to
go
through
their
academic
studies
but
yeah.
So
we
do
have
we
have
systems
in
place
so
that
we
don't
miss
an
opportunity,
especially
when
there's
new
businesses
coming
to
town-
and
I
think
one
example
was
the
hillco
example
how
we
all
convene
very
quickly
to
ensure
that
whatever
was
going
to
take
place
down
in
the
refinery
that
we
were
all
connected
and
that
we
all
played
our
our
specific
role.
A
So
one
of
the
conversations
we've
been
having
is
around
realignment
of
training
and
credentialing
right.
So
what
role
has
your
your,
the
philadelphia
workforce
played
and
some
of
the
curriculum
school
district
realignment
for
credentialing
folks
and
it
because
you're
using
health
healthco
as
a
great
example?
What
kind
of
resources
are
you?
Is
your
organization
going
to
be
able
to
put
on
the
table
to
ensure
the
type
of
training
folks
need
aligned
with
how
filco
built
out?
You
know?
I
I
Yeah,
so
we
are
committing
one
million
dollars
to
the
hilco
opportunity
over
a
two-year
period.
We
feel
comfortable
that
if
more
money
is
needed,
we
can
get
more
money.
We
believe
that
we
wanted
to
have
hilco
and
the
school
district
and
the
office
of
career
and
connected
learning
all
together,
so
that
those
opportunities
are
one
we
build
them
out
so
that
people
can
be
in
both
cte
programs
and
general
programs,
but
we
also
want
to
do
more
career
awareness,
more
job,
shadowing,
more
internships.
I
I
I
think
the
more
young
people
see
what's
out
there.
Then
they
can
make
better
decisions,
because
I
think
if
we
ask
anybody
what
what
do
you
think
about
a
warehouse
job,
they
may
not
know
be
very
similar
to
asking
people
what
they
thought
about
advanced
manufacturing.
You
know
these
warehouses
are
clean,
they're
highly
automated.
You
know
it's
going
to
be
more
robotics,
probably
more
and
more
as
we
continue
down
the
technology
advancement
path.
I
Far
too
many
times,
we
can
look
at
all
the
data
and
the
data
can
say
that
occupations
are
growing,
but
the
real
thing
is:
will
employers
hire
and
will
they
hire
in
the
city
and
in
the
region?
So
we're
not
just
relying
on
data
all
the
time.
We
are
now
making
sure
that
data
truly
aligns
with
employers
and
their
needs.
A
Thank
you
so
much,
I'm
going
to
turn
it
over.
I
so
much
appreciate
councilmember
gilmore
richardson
for
really
making
this
one
of
the
top
priorities
as
she
works
through
this
legislative.
It's
great
to
have
someone
with
a
city-wide
perspective
on
this
as
a
graduate
of
a
cte
program.
This
is
the
space
I
know
and
love,
and
I
really
look
forward
to
conversation
and
collaborating
with
her
councilmember.
B
Thank
you
so
much
madam
chair,
and
thank
you
to
pat
clancy
and
the
entire
team
at
philadelphia
works.
I
know
we
all
meet
very
often
so
I
just
have
to
say
for
the
record
thank
you
to
to
michael
joins
and
to
candice
woods
who
I'm
in
touch
with
multiple
times
throughout
the
week
relative
to
some
of
the
data
in
the
research
from
meg's.
B
So
I
just
wanted
to
put
that
on
the
record,
to
thank
you
for
all
the
the
research
and
the
tools
you
have
provided
to
us
to
help
better
inform
members
of
council
on
what's
happening
within
the
the
landscape.
But
I
wanted
to
quickly
actual
question
about
the
individuals
that
the
68
of
folks
who
file
for
initial
unemployment,
claims
the
ones
who
lack
high
school
degrees
or
equivalent.
B
How
is
your
office
working
and
thinking
about
this
population
and
around
the
services
we
can
provide
to
help
them
re-enter
the
job
market
and
then,
on
the
other
hand,
how
are
we
looking
at
how
the
the
employment
field
is
changing
as
a
result
of
covid
to
better
inform
the
efforts
of
the
district
around
the
type
of
cte
programs?
They
have.
I
So
the
goal
would
be
that
individuals
can
go
to
work
at
ups
without
a
high
school
diploma.
The
goal
will
be
that
we
can
mirror
both
opportunities
go
to
work
and
also
get
your
ged.
We
think
you
know,
individuals
that
are
that
have
been
laid
off
without
it
are
hard-working
people
and
so
not
always
having
the
time
to
just
dedicate
to
education,
so
we're
trying
to
do
hybrid
models.
The
other
one
we're
looking
at
is
working
with
the
community
college
or
really
integrating
both
the
ged
and
the
vocational
skills
training
component
together.
I
So
that
individuals
are
working
on
both
so
we're
trying
to
do
different
models,
but
I
think
the
one
part
is
just
educating
people
about.
There
are
resources
out
there
to
help
them
if
they
go
to
our
website
or
if
they
go
to
the
careerlinks
website.
That's
where
people
can
at
least
start
the
process,
and
we
really
want
to
figure
out.
I
I
also
would
say
that
we
know
that
a
lot
of
the
positions
you
know
for
as
long
as
covet
will
be
with
us
will
be
sort
of
the
front.
End
positions
right:
people
on
the
front
line
of
employment,
whether
it's
home
health
aides,
whether
it's
cnas,
you
know
so
individuals
that
you
know
we
still
see
those
positions
being
critically
needed.
I
The
the
challenge
is:
how
do
we
ensure
that
individuals
get
the
proper
protections
but
also
the
proper
recognition
that
those
those
positions
can
have
career
ladders
and
we're
trying
to
also
blend
in
opportunities
for
people
to
really
not
just
stay
at
a
specific
level,
but
really
look
upwards?
One
of
the
things
we're
working
on
and
we
should
be
rolling
out
hopefully,
within
the
next
couple
months,
is
a
learning
management
system,
an
online
system
for
city
residents
to
participate
in
and
actually
take
courses
for
free
in
various
sectors.
I
So
it
would
be
in
the
healthcare
sector,
the
it
sector,
entrepreneurial
skills
and
also
social
work.
So
we're
trying
to
finalize
some
of
those
plans
now,
because
we
think
look,
we
not
everybody
has
access
and,
I
think
that's
the
other
part
of
the
pandemic
is
you
know,
unfortunately,
not
everyone's
been
able
to
get
access
to
the
internet
for
those
that
can
and
feel
comfortable.
We
want
to
put
out
resources
for
them
at
no
cost
for
those
that
can't
get
to
those
you
know
resources.
B
Thank
you
so
much
and
and
one
last
thing
I
wanted
to
mention,
because
you
mentioned
around
career
ladders
and
creating
those
pathways
particularly
from
the
low-wage
industries
and-
and
I
was
struck
by
one
of
the
reports
that
your
office
shared
with
us-
that
one
of
the
fastest
low-wage
industries
in
philadelphia
was
the
the
home
health
aides.
And
I
was
really
struck
by
that.
And
I
have
been
thinking
about
it.
B
So
I
definitely
want
to
explore
that
more
with
you
and
look
forward
to
working
on
that,
because
I
think
that's
an
important
opportunity
because
of
our
location
with
the
number
of
healthcare
institutions.
We
have
in
our
city
that
we
can
particularly
capitalize
on
as
we
move
through
covet
19
and
beyond.
So
I
just
wanted
to
again
express
my
thanks
to
you
and
to
your
entire
team
for
the
work
that
you
all
do
and
in
the
research
and
the
data
that
helps
inform
the
decisions
we
are
making
in
city
council.
A
Thank
you,
council,
member,
gilmore,
richardson
and
we're
happy
that
we
still
have
some
workforce
investment
in
the
city.
I
know
that
in
the
beginning
of
our
budget
process,
that
was
a
touch
and
go,
and
so
I'm
glad
to
see
miss
wolfgang
and
our
comments
director
still
committed
to
playing
a
part
in
facilitating
workforce
development,
because
the
clerk
read
the
names
of
the
next
panel.
B
Madam
chair
point
of
clarification
really
quickly,
I
saw
for
this
panel
michael's
a
cagney,
our
hr
director
from
the
office
of
human
resources
submitted
written
testimony,
and
I
just
wanted
to
say
for
the
record
that
I
appreciate
their
work
around
some
of
the
realignment
for
the
entry-level
positions
that
now
align
with
some
of
the
cte
programs
at
the
district.
That
work
has
been
happening.
B
We've
been
having
meetings
with
their
it's
at
least
four
or
five
positions,
so
I
just
wanted
to
for
the
record
thank
our
hr
director,
the
office
of
human
resources
and
zakiyah
ali
for
their
continued
work
on
helping
us
align
some
of
those
entry-level
positions
like
street
aid,
with
some
of
the
programs
at
the
district.
So
thank
you
very
much.
A
A
J
J
J
J
We
have
landed
on
the
thought
that
all
students,
not
I
thought,
the
the
fact
that
we
know
that
all
students
need
to
have
an
opportunity
to
engage
with
experiences
and
skills
to
prepare
them
for
life
after
high
school.
We
are
going
to
ensure
that
career
and
education
work
standards
are
embedded
in
our
core
content
areas.
As
I
just
mentioned,
we
are
starting.
Our
curriculum
team
is
focusing
now
on
updating,
math
curriculum,
and
so
they
are
working
to
ensure
that
these
career
pieces
show
up
in
the
classroom
in
every
classroom.
J
And
then
we
also
are
focusing
student
engage.
We
are
focusing
on
student
engagement.
We
want
to
make
sure
that
our
students
with
special
needs
and
english
language
learners
are
accounted
for
as
we
develop
these
strategies
and
I
think,
most
importantly,
our
student
engagement
team
that
you
will
actually
hear
from
a
little
bit
later.
J
Today
we
have
a
team
of
students
who
reached
out
to
the
student
who
reached
out
specifically
to
dr
height,
with
some
thoughts
and
ideas
on
the
desires
that
they
have
in
terms
of
what
they
believe
they
need
to
be
prepared
for
when
they
leave
high
school
and
as
a
result,
they
have
created
a
committee
or
board,
as
you
will
call
yo
philly
and
a
few
of
those
students
will
testify
today
and
give
their
perspective
of
what's
happening.
How
covet
has
impacted
them
and
how
they
think
they
can
be
of
help
next
slide.
K
Strategy
we
go
what
we're
doing
and
we're
what
focus
on
this
year
is
to
ensure
that
all
of
the
programs
that
we
offer
throughout
the
school
district
and
currently
just
for
context.
We
currently
have
we
serve
about
5
700
students
throughout
the
school
district,
120
programs
in
every
council
medic
district.
And
what
are
we
doing
to
ensure
that
every
single
program
is
aligned
to
workforce
needs
and
college
and
career
standards?
Is
that
we
have?
We
have
looked
at
research,
national
research.
K
We
have
looked
at
and
worked
with
our
workforce
partners
as
our
partner
with
philip
fillerworks
already
stated.
We
work
with
them
intimately
to
understand
what
the
work
current
workforce
is
and
what
the
future
workforce
is
to
ensure
that
our
programs
align
we've
also
looked
at
what
are
those
standards?
K
What
are
those
elements
that
should
be
in
every
program,
regardless
of
what
zip
code
you're
in
or
what
school
you
in?
We
need
to
make
sure
that
every
single
program
that
we
offer
is
is
a
quality
program,
and
how
are
we
doing
that?
How
are
we
ensuring
that
that's
happening
at
the
school
level?
We
have
created
what
we
call
the
indicators
of
success.
It
is
we
know
what
the
what
should
be
at
all
about
programs.
K
We
have
already
looked
at
all
of
the
competency
lists
and
what
are
those
math
standards
that
align
to
it
and
we're
working
with
our
teachers,
not
only
our
cte
teachers
but
our
math
teachers
to
make
sure
that
we
show
the
alignment
to
our
students
and
that
we
make
sure
that
when
they
graduate,
they
understand
how
working?
How
understanding
the
math
content,
the
math
competencies
will
enhance
what
they're
doing
in
their
chosen
career
field.
K
We
are
working
as
you
can
see,
I'm
not
going
to
take
time
to
go
through
all
of
the
all
of
our
partners,
but
every
single
one
of
these
programs
or
these
partners
industry
partners
listed
here-
has
helped
us
in
some
way
shape
or
form.
They
have
helped
us
with
terms
of
curriculum
building.
They
have
helped
us
with
identifying.
What
are
those
industry
certifications
that
matter
in
the
real
world?
K
They've
also
helped
us
with
internships
when
we
were
in
person,
but
a
lot
of
them
have
stepped
up
to
plate
and
also
helped
us
with
doing
virtual
internships
and
guest
speakers.
So
what
we
do
in
ct
and
what
we
do
at
the
school
district
in
terms
of
preparing
our
young
people
for
the
workforce
is
we
we
depend
greatly
on
our
partners
and
they
have
been
a
great
help
in
ensuring
that
what
we're
preparing
meets
today's
standards
and
tomorrow's
standards
for
our
young
people.
K
J
So
we
understand
that
some
students
may
have.
They
may
actually
be
in
a
dual
enrollment
course
and
be
a
part
of
a
cte
program
or
they
might
be
taking
ap
courses
and
be
in
a
dual
enrollment
program,
and
so,
as
we
think
about
the
strategies
and
supports
that
we
need
to
put
in
place
to
not
only
ensure
that
the
content
that
these
students
are
getting
and
that
increases
and
improves.
J
We
definitely
have
been
informed
through
the
data
and
the
research.
That's
been
coming
out
over
the
past
few
months
that
the
less
education
students
had
they
were
more
likely
to
have
been
laid
off,
and
so
I
think
one
of
the
council
women
made
mention
to
the
largest
number
of
students
being
that
the
largest
number
of
people
who
applied
for
pandemic
unemployment
assistance
did
not
have
a
high
school
graduation
a
high
school
diploma.
J
So
that
is
part
of
the
reason
why
we're
focusing
on
ensuring
more
students
are
graduating
and
putting
those
structures
in
place
around
being
on
track
and
making
sure
that
they
can
obtain
credits
where
they've
lost
credits
and
ensuring
that
we
are
giving
them
the
content
that
they
need.
We
also
understand
that
automation
is
increasing,
and
so
we
are
definitely
focusing
on
increasing
access
and
resources
and
experiences.
J
Pat
from
philadelphia
works
mentioned,
the
partnership
with
hilco
and
the
partnership
that
we
have
with
the
city
of
philadelphia
around
the
career.
Connected
learning
work
supports
this
endeavor.
We
know
that
the
perkins
law,
the
perkins
federal
dollars,
which
funds
cte
also
now
support
cte
programs
or
career
readiness
from
programs
in
middle
school.
J
So
here
are
the
next:
the
paths
that
we
have
set
forth
and
I
think
most
folks
we
spoke
to
this.
Michelle
talked
to
this
definitely
preparing
students
to
succeed
in
the
career
of
their
choosing.
So
we
definitely
need
continued
investments
and
opportunities
for
this
rigorous
coursework
like
dual
enrollment
and
cte.
J
A
M
M
I
completed
my
undergraduate
and
graduate
studies
here
in
the
philadelphia
region.
While
I
have
only
worked
here
in
the
school
district
of
philadelphia
for
eight
years,
my
experience
offers
over
25
years
of
cte
instruction
and
leadership.
I
have
worked
in
urban
and
suburban
areas
of
the
commonwealth
and
have
served
on
committees
at
the
state
level
for
cte.
M
M
M
Each
and
every
one
of
our
programs
serves
a
dual
purpose:
to
prepare
students
to
go
directly
into
the
workforce,
with
industry
credentials
and
experience,
and
also
to
ensure
that
they
are
more
than
prepared
to
engage
at
the
collegiate
level.
Students
who
attend
dobbins
are
aware
upon
admissions,
that
we
are
a
college
prep
technical,
high
school.
M
M
M
M
M
Far
too
many
of
our
businesses
shy
away
from
employing
school-age
students
because
of
what
they
hear
and
see
on
the
media.
Unfortunately,
it
is
because
the
youth
have
these
have
nothing
to
do
after
school
that
we
see
these
unfortunate
scenarios
play
out.
We
strongly
believe
that
together,
the
city
and
the
school
district
can
make
a
huge
difference,
but
we
need
to
align
our
energies
and
efforts
in
support
of
our
students,
families
and,
in
turn,
the
entire
city.
M
N
N
Trying
to
turn
my
camera
on
there
we
go
good
afternoon.
My
name
is
otis
hackney
and
I'm
the
chief
education
officer
for
the
city
of
philadelphia,
I'd
like
to
begin
by
thanking
council
woman,
gilmore
richardson,
first
for
the
family,
feud
reference
and
the
members
of
the
education
committee
for
inviting
me
to
be
a
part
of
the
conversation
about
connecting
our
students
to
quality
career
pathways
in
philadelphia.
N
The
work
of
the
mayor's
office
of
education
is
to
advance
quality.
Education
for
all
education,
provides
a
door
to
possibilities
and
the
quality
of
the
experiences
we
provide
as
educators,
educators
will
shape
their
futures.
Of
course,
a
large
role
of
education
is
to
propel
young
people
on
the
path
to
economic
prosperity.
This
is
accomplished
through
a
comprehensive
continuum
of
academic,
technical
and
social
experiences
that
build
upon
each
other,
as
students
move
through
their
our
education
system.
N
N
My
office
has
been
working
closely
with
the
school
district
of
philadelphia
and
other
city
departments
to
ensure
that
our
investment
in
high
quality
education
continues
that
educators
in
schools
have
the
community
supports.
We
need
for
all
children
to
realize
their
potential
and
that
our
students
leave
our
public
schools
with
clear
options
for
post-secondary
education,
so
they
can
secure
the
jobs
of
the
future.
N
Specifically,
the
mayor's
office
of
education
is
working
alongside
the
department,
as
you've
heard
earlier,
the
department
of
commerce
and
supporting
the
school
district
as
it
infuses
career
exploration
and
work
readiness
supports
into
all
aspects
of
the
curriculum.
The
school
district
is
here
today
as
you've
heard
and
has
discussed
the
details
of
this
work.
I
would
like
to
emphasize.
However,
these
supports
are
that
these
supports
are
essential
for
all
students,
not
just
the
proportion
that
are
in
cte
programs.
N
Looking
at
our
own
careers
is
a
good
example
of
this.
I
would
imagine
that
all
of
you
like
me,
where
we
have
where
we
are
today
because
of
job
shadowing
internship
and
apprentice
and
apprentice
experiences
we've
all
had
such
experience
is
critical,
whether
you
are
on
a
traditional
ct
career
path
or
not.
N
F
N
Of
the
208
000
plus
philadelphians,
who
have
filed
for
the
first
time,
unemployment
claims
between
march
15th
and
july
4th
only
nine
percent
have
post-secondary
credentials.
Now,
more
than
ever,
we
need
to
ensure
our
public
school
graduates
understand.
The
pathway
to
a
career
must
include
post-secondary
education.
Stackable
post-secondary
opportunities
must
be
available
for
all
of
our
youth.
The
kaido
scholarship
provides
a
pathway
by
offering
first-time
full-time
cpe
students
with
last
dollar
tuition
and
funding
to
use
towards
basic
needs,
such
as
books,
food.
O
N
There
are
also
additional
staffing
supports
to
ensure
students
are
able
to
navigate
the
complexities
of
post-secondary
education.
Finally,
the
initiative
includes
dual
enrollment
slots
for
school
district
of
philadelphia
students,
a
proven
strategy
for
connecting
first
generation
and
underrepresented
students
to
college.
In
conclusion,
I'd
like
to
highlight
three
ways:
council
can
support
this
work.
This
important
work
one
ensure
adequate
and
equitable
funding.
This
work
requires
continued
investment.
N
We
must
ensure
adequate
and
equitable
funding
from
our
state
and
federal
governments
for
our
public
education
system,
so
that
all
students
have
the
experiences
they
need
for
the
jobs
of
the
future.
Two
continued
investment
in
post-secondary
pathways
and
dual
enrollment.
Now
more
than
ever,
we
need
to
help
our
students
get
to
and
through
post-secondary
education.
All
living
wage
careers
now
require
some
form
of
post-high
school
education.
N
Three
become
a
mentor
and
support
employers
who
do
the
same
careers
just
don't
happen.
They
are
nurtured
by
mentors.
We
must
all
step
up
and
play
our
role
by
mentoring,
providing
meaningful
internships
and
ensuring
that
every
young
person
we
come
in
contact
with
have
the
individual
cheerleaders
they
need
to
succeed.
Thank
you
for
your
time
today.
I
look
forward
to
continuing
the
conversations
about
this
important
topic.
I'm
happy
to
answer
any
questions
you
may
have.
A
Thank
you,
mr
hackney,
and
before
I
turn
it
over
again
to
my
colleague,
council
member
gilmore
richardson,
I
had
a
couple
of
questions
to
michelle
armstrong
and
alexandria
from
the
school
district.
Thank
you
both
very
much.
I
know
you've
been
working
really
hard
in
your
leadership
roles
in
in
these
offices
and
there's
been
a
lot
of
realignment
and
reorganization.
A
I'm
going
to
start
with
the
adult
component
and
get
to
the
youth
component
in
light
of
the
fact
that
we
have
so
many
adult
philadelphians
who
don't
have
a
high
school
diploma
and
may
have
been
out
of
school
for
many
many
years
and
getting
to
a
ged
testing
getting
through
a
ged
testing
module.
What,
if
anything,
are
you
considering?
I
know
so
many
adults
who,
like
dropped
out
in
12th
grade
11th
grade
only
needed
a
few
credits.
What
is
the
school
district
thinking
about
and
how?
A
A
Let
me
strongly
encourage
again
in
a
covet
world,
strongly
encourage
you.
This
is
one
of
the
points
again,
you
know
more
than
checking
off
the
boxes
is
connecting
the
dots
right,
and
I
think
this
is
a
space
that
the
school
district
along
with
philadelphia
workforce
should
look
at.
I
think
so.
You
know
I
used
to
run
an
alternative
high
school
for
the
school
district
in
my
previous
life
and
one
of
the
things
that
I
found
for
kessington
in
particular
because
in
the
kensington.
A
You
know
three
credit
for
credit
situation
that
we
could
help
along,
and
it
would
seem
to
me
that
that
kind
of
investment
will
have.
You
know
a
good
return
on
investment
for
for
adults.
These
are
you
know,
children
that,
unfortunately,
you
know-
and
I
know
people
get
defensive
when
I
say
that
when
I
say
this,
we
failed
them
when
they
dropped
out,
and
so
I
still
think
we
have
a
responsibility
to
them.
A
This
is
the
space
that
I
know
I
am
a
product
of
the
summer
employment
program.
I
am
a
product
of
cte
graduation.
I
didn't
think
I
was
going
to
go
to
college,
so
all
the
things
you're
dealing
with
all
of
plus,
plus
plus
plus
plus,
in
light
of
that
one
of
the
things.
What
is
the
the
future
vision
of
of
the
cte
program?
I'll
give
you
an
example-
and
you
know
I
appreciate
deceptive
work.
A
I
have
a
lamp
here
that
I
show
everybody
that
comes
into
my
office,
who
tells
me
my
cte.
Students
aren't
prepared
right.
The
welding
carpentry
electrical
shop.
Did
this
lamp
and
I'll
show
it
to
everybody,
and
anybody
who
will
give
me
the
opportunity
to
do
so?
How
are
we
going
to
work
at
realigning
the
curriculum
cte
so
when,
when,
when
the
young
people
graduate
that
they
can
go
right
in
and
get
their
licensing,
we
have
a
broader
conversation
with
the
building
trades
and
the
fact
that
they
keep
moving
their
goal
posts.
A
K
K
We
are
constantly
in
communication
with
our
partners
in
industry,
as
well
as
filler
works,
as
well
as
pyn
to
make
sure
that
what
we're
teaching-
and
I
mentioned
before
is
is
for
young
people
who
are
12th
graders
to
graduate
immediately
and
enter
into
the
work
world,
but
we
also
have
to
adjust
it
to
our
10th
graders,
who
have
two
three
years
before
they
enter,
have
the
ability
to
enter
into
the
work
world
that
we're
preparing
them.
So
we
are
constantly
looking
at
what
is
the
curriculum?
I
just
looked
at
in
preparation
for
this
meeting.
K
I
looked
at
those
industry
certifications
that
we
offered
last
year
in
the
comparison
to
what
we
offered
this
year.
Last
year
we
offered
67
industry
certifications
this
year,
we
offering
80
right,
and
that
is
a
direct
result
of
input
from
our
industry
partners,
input
from
post-secondary
education
input
when
I
say
post
second
education,
some
of
our
partners
do
give
young
people
advanced
credit
if
they
have
certain
certifications.
So
we
want
to
make
sure
that
we
allow
our
young
people
to
be
as
prepared
as
possible,
but
the
curriculum,
the
partners
that
we
have.
K
We
are
continuously
changing
them.
For
example,
next
year,
I'm
sorry
this
year
next
year
we
will
have
our
first
solar
program
right,
and
that
is
that
was
in
direct
partnership
with
our
industry
partners,
but
working
with
the
state,
because
we
recognize
that
solar
installation
is
an
upcoming
field,
that
our
young
people
can
get
livable
wages.
So
we
we
we've
done
that
we
have
allowed
for
different
types
of
delivery
models.
We
have
increased
the
amount
of
programming,
even
with
the
current
curriculum
that
we
have
based
on
when
covet
hit.
K
We
had
to
change
the
curriculum
immediately
to
reflect
what
are
those
health
and
safety
standards
that
our
young
people
are
now
going
to
have
to
face
when
they're
going
into
the
work
world?
What
are
those
customer
service
changes
that
they're
going
to
have
to
face
and
be
aware
of
and
master
before
they
go
in
and
what
are
those
technological
changes?
What's
so
those
changes
that
they're
going
to
have
to
be
aware
of
in
order
to
go
into
the
workforce?
K
A
K
The
in
the
email
that's
received
is
talking
about
how
it's
going
to
look
different
this
year,
it's
going
to
be
more
of
a
virtual,
because
we
can't
have
young
people
going
into
people's
homes
and
so
forth.
As
for
the
amount
of
young
people
that
have
been
hired,
I
can
tell
you
from
a
numerical
perspective.
K
On
average,
every
year
we've
had
about
a
dozen
young
people
participate
in
the
program,
and
I
can
share
that.
It's
been
a
capacity
right
that
we
it's
a
capacity
capacity
in
terms
of
supporting,
but
all
of
the
young
people
that
have
participated,
love
the
program
have
left
with
a
mentor
and
some
real
technical
skills
and
had
the
opportunity
to
interview
for
positions.
A
A
I
was
credit
ready
and
I
got
hired
for
cigna
paid
and
I
fought
really
hard
for
those
hundred
internships
to
be
paid,
and
I
think
we
really
really
have
to
move
in
this
space,
and
I
know
I
know
that
the
or
the
office
has
been
reorganizing
itself,
but
you
know
sometimes
when
we're
thinking
about
moving
forward.
Sometimes
it's
good
to
go
back
to
basics.
At
that
particular
time,
cte
programs
were
employing
kids,
who
were
credit
ready
on
the
job
to
to
principal
damon's
point
you
know
k.
A
This
was
an
opportunity
for
me
to
decide.
Am
I
going
right
into
the
workforce,
or
am
I
going
to
college
right
and
many
of
my
friends
who
are
mass
bombs,
went
to
the
federal
indus
supply
center
and
their
whole
careers
were
there
and
they
went
to
college
as
they
worked?
You
know
I
made
a
decision
to
go
to
college.
A
B
Now,
thank
you
so
much
madam
chair,
and
particularly
for
your
insight
on
this
issue.
I
know
we
talked
about
this
very
early
on
and
I
really
appreciate
a
lot
of
the
feedback
that
you
have
given,
and
it's
really
helped
to
inform
how
we
move
forward
on
this
issue.
So
I
really
want
to
say
thank
you
to
the
district.
B
The
councilman
already
addressed
one
of
my
questions
around
the
the
industry,
certifications
and
the
numbers,
and
you
address
that,
but
particularly
around
the
data
you
supply,
stating
that
around
20
of
12th
graders
are
in
cte
programs,
and
you
stated
also
there's
120
programs
that
are
throughout
every
council
district
in
the
city.
Can
you
talk
to
us
about
how
all
of
that
has
changed?
You
know
over
the
last
three
to
five
years,
so
we
have
120
cte
programs
now
about
20
of
12th
graders
in
that
program.
B
Is
there
any
historical
data
that
you
can
provide
to
the
committee
that
will
amplify
how
these
programs
have
changed,
meaning
if
there's
120
programs
now
five
years
ago
was
it?
You
know
110
programs
and
you
know,
did
the
subject
matter
of
the
programs
change
in
any
way.
For
instance,
if
it
was
an
automotive
program,
is
it
now
more
focused
on
the
automation
and
the
computer
skills
that
you
need
in
that
industry?
B
And
I
say
that
because
I
listened
to
dr
damon's
testimony
and
also
a
know
of
the
success
of
the
cte
programs
that
she
has
specifically
at
dobbins,
and
she
talked
about
how
this
is
not
your.
What
we
consider
the
vote.
The
original
vote,
tech
programs
like,
for
instance,
my
uncle,
was
a
diesel
mechanic
and
he
graduated
from
edison,
and
he
was
able
to
have
a
40
plus
year
career
in
that
industry
as
a
result
of
the
certification
he
received
as
a
student
in
the
school
district.
B
But
now
we're
dealing
with
programs
that
have
to
meet
a
variety
of
requirements
in
new
industries.
So
could
you
give
us
some
historical
data
on
how
the
the
cte
programs
have
changed
and
also
how
you
all
work
with
the
state
on
the
not
only
the
certifications
for
the
programs,
but
for
the
the
principals
and
the
leaders
in
this
area
at
the
district.
K
I
call
the
industry
matrix
industry,
industry,
certification
matrix,
which
outlines
all
of
the
programs
all
the
certifications
that
are
aligned
to
the
programs
and
what
year
in
which
they
are
the
students
are
to
take
it.
We
ensure
that
at
minimum
what
the
state
gives
us
every
student
takes,
but
we
have
worked
and,
as
I
mentioned
before,
in
testimony
we've
worked
with
our
partners
to
not
only
share.
Not
only
have
our
young
people
take
the
base,
I
call
it
the
base
certification
to
district.
K
The
state
will
give
us
credit,
for
we
give
our
students
additional
and
for
the
record,
I'd
like
to
say,
the
district
pays
for
every
single
student
to
take
the
industry
certification.
So
we
don't
ask
for
any
student
to
pay.
We
make
sure
and
that's
an
equity
in
an
access
issue
for
us,
so
we
pay
for
every
single
student
to
take
their
certification.
K
So,
in
addition
to
what
the
state
presents
or
shares
with
us,
we
add
additional
certifications
on
and
it's
really
based
on
what
industry
is
telling
us.
As,
as
you
know,
our
teachers
come
from
industry
right.
So
we
we
get
their
expertise,
we
get
their,
what
we
call
oac's
occupational
advisory
committees,
their
expertise
as
to
what
those
industry
and
we
we
compile-
that
we
look
at
it
and
based
on
their
recommendations.
K
We
order
them
and
we
pay
for
them
and
to
make
sure
that
every
young
person
in
ct
graduates
with
at
least
one
industry
certification
on
average
they
graduate
with
at
least
two
then
in
terms
of
the
curriculum
working
with
the
state.
I
believe
that
was
your
second
part
b,
part
the
the
district.
Over
the
couple
of
years.
K
We
have
become
really
good
partners
with
the
with
the
state,
I'm
sorry
with
the
state
as
well
and
with
the
state
we
it's,
it's
not
an
easy,
a
rapid
flowing
system
in
which
new
new
opportunity
arises
a
new
program
of
study
next
year.
Right,
so
that's
not.
However,
we
have
worked
with
them
to
get
a
timeline,
a
system
and
it's
a
new
opportunity
case
in
point,
our
new
solar
program.
K
They
work
with
us
to
share
with
us.
What
are
those
elements
necessary
in
order
to
create
the
program?
What
do
you
need?
They
have
been
a
great
partner
in
in
being
on
technical
assistance
for
that,
and
we
have
worked
to
open
up
that
program
also
with
our
health
programs.
I
was
in
a
meeting
yesterday
and
now
they
have
surgical
tech
right,
so
they
are
now
looking
at
also,
what
are
the
studies
showing?
K
Where
are
those
areas
in
which
we
need
to
pivot
our
programming
so
that
our
young
people
actually
have
and
could
have
life
sustaining
wages?
And
we
are
working
with
them
to
look
at?
What
are
the
competencies
that
are
in
our
existing
programs
and
how
do
we
make
that
more
rigorous
and
strengthen,
and
then
how
do
we
create
new
programs
to
align
with
what
industry
and
all
of
the
data
is
showing
us
not
just
philadelphia,
because
we
work
as
a
with
filler
works,
meg
and
I
or
bffs?
K
B
Thank
you
so
much
and
one
other
quick
question
I
had
was
relative
to
all
of
the
principles,
and
I
don't
know
maybe
dr
tony
damon
could
address
this
as
well,
but
what
type
of
certifications
are
necessary
for
principles
of
cte
schools
like?
Are
there
any
additional
certifications
that
are
necessary
for
those
leaders.
K
Not
all,
however,
a
significant
majority
are
currently
in
pill
courses
and
a
couple
years
ago
I
can
get
that
data
for
you
as
well.
A
couple
years
ago
we
did
have
a
district-wide
pill
in
which
we
invited
all
of
our
program
all
of
our
principals
to
participate,
but
specifically
today
I
will
have
to
get
that
information
for
you.
Okay,.
B
That'll
be
most
helpful
and
then
one
other
question
I
have
for
otis
hackney.
If
he's
still
here-
and
I
just
want
to
say-
I
appreciate
you
otis
and
working
with
you
over
the
years,
all
the
way
back
to
overbrook
high
school.
You
talked
about
three
recommendations
that
we
should
undertake
as
a
city,
and
but
I
wanted
to
specifically
drill
down
on
city,
council
and
specific
legislative
work
that
we
can
do
to
actually
help
young
people
who
are
in
the
district,
better
connect
with
job
opportunities,
particularly
city
job
opportunities.
N
Legislatively
we
can,
I
mean,
I
know
one,
what
many
council
members
do
and
I
think
I
referenced
it.
You
know
in
terms
of
serving
as
mentors
and
bringing
young
people
into
offices.
I
know
when
we
were
once
in
person.
There
would
be
many
times.
I
would
walk
into
a
council
member's
office
and
there
would
be
young
people
doing
internships
there
or
helping
to
staff
those
offices.
N
So
how
can
we
from
the
city
be
a
model
of
of
these
efforts
and
creating
more
of
those
spaces
and
opportunities
for
young
people
to
come
in
and
participate
to
shadow
and
learn
about
how
city
government
works
and
to
and
just
to
be
a
part
of
the
process?
So
they
see
one?
How
challenging
the
work
is
itself
and
they
grow
an
appreciation
for
what
people
do
every
day
that
work
in
city
hall
and
and
those
partners
associated
with
that
and
also
opportunities
to
not
just
create
mentorships
but
sponsors.
N
I
think
you
know
we
often
talk
about
mentors
the
piece
that
sometimes
people
forget
are
key
sponsors
and
those
are
the
people
that
open
doors
for
you
right.
So
a
mentor
can
give
you
you
know
advice
on
on.
You
know
on
a
regular
basis,
but
who
are
the
sponsors
and
how
do
we
create
sponsorship
opportunities
for
young
people
to
to
really
gain
access
to
say
this?
Is
my
person
make
sure
that
they
have
a
seat
at
the
table
or
an
opportunity
within
your
organization?
N
B
B
I
know
one
of
the
last
classes
in
the
police
academy.
You
know
from
our
understanding
was:
was
all
white
had
no
diversity
at
all
and
I
think
we
need
to
you
know,
figure
out
how
we
continue
to
have
a
a
a
workforce
in
philadelphia
that
reflects
the
demographics
of
our
population.
So
I
just
wanted
to
for
the
record
x
about
a
police
science
cte
program.
K
B
A
P
Hello,
thank
you
very
much.
I
wanted
to
hello
michelle
it's
great
to
see.
You
appreciate
your
work
so
much
as
you
know
I
wanted
you
know.
We've
had
some
conversations
about
about
ged
programs
and
you
know
what
can
be
done
for
young
people.
You
know
to
to
get
a
high
school
diploma,
but
I
am
wondering
if
the
district
and
and
if
otis,
if
you
could
talk
a
little
bit
about
what
opportunities
there
are
in
the
district,
to
get
the
actual
high
school
diploma.
P
So
geds
are
one
thing,
but
you
know
a
high
school
diploma
is
clearly
going
to
be.
You
know
more
perceived
as
differently
right,
and
so
it
would
be
good
to
hear
what
opportunities
actually
exist
for
education
options,
programs
for
for
young
people
or
adults
who
are
18
and
over
to
actually
get
a
full
high
school
diploma,
and
not
just
a
ged.
N
So-
and
I
could
probably
I
know
ali
is
on
the
call,
but
I
know
there
is
an
office
that
has
alternative
education
or
programs
for
students
that
would
like
to
attend
and
returns
such
as
like
their
eop
program
that
exists
in
many
schools,
and
then
they
have
other
programs
that
are
more
conducive
for
adults,
especially
within
the
some
of
sometimes
their
work
or
life
time
that
they
have
or
cycles
or
availability.
They
have
so.
N
But
there
are
various
programs
and
there's
a
full
office
that
that
offers
a
range
of
programs
and
we
can
provide
you
with
a
link
or
or
either
put
in
the
chat
or
send
that
information
to
your
office.
So
that
way
people
know
about
the
programs,
because,
yes,
I
I
do
agree
that
it's
great
for
those
that
need
to
go
into
ged
programs
or
get
some
type
of
equivalency
is
one
thing.
But
often
I
do
encourage
those
adults
that
can
get
into
a
high
school
diploma
program.
They
can
do
that.
N
Another
thing
is
also
with
community
college.
They
have
a
gateway
program,
and
so
that
is
a
really
good
space,
especially
for
adults
that
want
to
be
with,
I
think,
sometimes
it's
better
for
adults
to
be
with
other
adults
like
them
and
those
programs,
because
sometimes
you
know
with
your
30
something
in
your
class
with
you
know
a
19
year
old.
Sometimes
that
could
be
a
little
bit
of
a
challenge.
N
So
there
are
other
programs
where,
like
the
ccp
program
and
those
in
those
students,
once
they
get
their
high
school
diploma-
and
I
know
I'm
interested
in
my
testimony
with
the
the
caddo
scholarship
they
would
be
eligible
for
that.
This
is
not
just
for
this
is
for
any
reason,
any
high
school
graduate.
N
While
they
were
in
there,
you
know
as
full-time
students,
so
what
we
are
encouraging
adults
to
do,
I
mean
I
know
this
is
not
the
time
that
people
think
about
it
during
covet
in
these
spaces.
But
now
is
the
time
to
educate
yourself,
get
advantage,
take
advantage
of
programs
where
you
can
get
certifications.
N
If
you
are
underemployed
and
take
advantage
of
any
free
programs,
because
the
kaido
scholarship
will
be
a
free
program
to
to
to
the
residents
of
the
city
so
take
advantage
of
that,
while
you're
there
now,
we
can
connect
you
to
other
social
services
or
benefits
programs
that
that
you're
entitled
to,
while
you're
in
school,
to
make
sure
we
can
close
some
of
those
gaps.
So
that
way,
you
can
not
only
get
your
high
school
diploma,
but
come
out
of
this.
N
P
Yeah,
I
think
we
really
want
to
emphasize
this,
because
this
is
the
time
actually
to
be
talking
about
training
and
being
prepared
for
a
new
economy.
There
are
a
number
of
different
programs
that
are
available.
I
was
just
on
the
phone
with
oic.
That's
you
know
able
to
do
osha
certification,
for
example,
which
should
be
one
of
the
top
skill
sets
and
certifications
that
that
you
know
almost
everybody
would
would
want
to
have
right
now
to
be
able
to
maintain
clean,
healthy,
safe
workplaces
and
environments.
P
When
we,
you
know
either
now,
while
things
are
happening
or
as
we
start
to
come
back,
so
I
would
love
to
hear
you
know
I
I
understand
you'll
share
some
things
with
us,
but
since
you
know,
there's
an
audience
right
now,
if
anyone
can
kind
of
run
through
which
schools
or
what
the
available,
how
people
can
access
the
eop
programs
to
actually
get
a
full
high
school
diploma
and
or
connect
in
with
the
community
college
opportunities?
That
would
be
great.
J
Really
quickly
just
to
let
you
know
that,
just
to
confirm
hello
councilman
again
confirm
that
we
do
have
three
eop
sites.
I
can
actually
get
the
link,
put
it
in
the
chat
or
send
it
to
you
directly.
We
have
three
sites,
they
offer
programs
three
times
a
year
and
adults
can
get
up
to
six
credits
or
they
can
get
six
or
more
credits
towards
their
high
school
diploma,
and
so
those
programs
are
running
regularly.
J
A
O
O
Career
and
technical
education
fills
a
critically
important
role
at
community
college
of
philadelphia,
cte
prepares
students
by
providing
combination
of
core
academic
skills,
employability,
skills
and
technical
job
specific
skills
in
program
areas,
meeting
philadelphia,
employer
workforce
needs.
Our
work
at
community
college
of
philadelphia
involves
constant
assessment
of
our
credit
and
non-credit
curricula,
which
includes
more
than
70
workforce,
focused
programs
to
ensure
alignment
not
only
with
current
employer
needs,
but
also
labor
market
forecasts
in
philadelphia.
O
Post-Secondary
education
has
been
shown
to
lead
to
positive
economic,
health
and
labor
market
outcomes.
A
primary
goal
of
educational
programming
at
community
college
of
philadelphia
is
to
prepare
students
for
good
jobs
with
family,
sustaining
wages
leading
to
successful
careers
in
fields
that
meet
philadelphia.
Workforce
needs
to
accomplish
this.
A
pipeline
approach
has
been
taken
with
an
emphasis
placed
on
providing
equitable
access
for
all
philadelphians
delivering
quality
programs
that
reflect
current
advances
in
each
discipline,
facilitating
transfer
opportunities
when
appropriate
and
interacting
with
philadelphia
employers
to
understand
their
current
and
future
talent
needs.
O
Partnering
efforts
include,
but
are
not
limited
to
outreach
and
recruitment,
dual
enrollment
strategies,
program,
articulations
and
participation
in
advisory
bodies
for
both
high
school
and
community
college
of
philadelphia
and
educational
programming,
while
productive.
There
is
room
for
expansion
and
greater
proactive
collaboration
with
the
school
district
of
philadelphia,
while
concurrently,
making
stronger
connections
with
philadelphia
employers
to
ensure
preparedness
for
post
covet,
19
career
opportunities,
a
holistic
ecosystem
approach
to
collaborative
problem
solving
is
envisioned.
O
One
of
the
important
lessons
of
the
covet
19
response
is
that
a
systematic,
collaborative
community
approach
is
required
to
quickly
achieve
positive,
large-scale
community
outcomes.
Community
college
of
philadelphia
looks
forward
to
working
with
the
city,
the
school
district
of
philadelphia,
our
transfer
partners
and
philadelphia
employers
to
systematically
address
the
preparedness
of
philadelphia
citizens
for
a
postcode
at
19
career
opportunities.
I
am
open
to
take
any
questions
that
you
may
have.
H
Great
hi,
I'm
laura
virgelle,
I'm
the
solar
manager
at
the
philadelphia
energy
authority,
and
it's
great
to
be
here.
Thank
you,
sir
quinoa
sanchez
and
council
member
gilmore
richardson
for
the
invitation.
We're
excited
to
be
here.
School
district
of
philadelphia
set
a
new
first
for
philly.
This
fall
by
launching
pennsylvania's,
first
career
and
technical
education
solar
program.
The
new
program
is
the
most
intensive
high
school
solar
program
in
the
nation
and
is
part
of
the
philadelphia
energy
authority's
bright
solar
futures
initiative.
H
H
The
philadelphia
energy
authority
also
supported
powercore
phl
to
establish
a
new
bright
solar
futures
fellowship
in
the
spring
of
this
year,
to
offer
a
parallel
pathway
for
opportunity,
youth,
young
adults
aged
18
to
30,
who
are
on
or
underemployed
11
of
the
12
graduates.
From
this
new
bright,
solar
futures
fellowship
were
placed
into
employment
in
the
summer
of
this
year.
H
We
encourage
city
council
to
celebrate
and
learn
from
the
success
of
bright
solar
futures
to
support
programs
that
increase
the
rate
of
solar
adoption
and
to
connect
your
constituents
to
philadelphia's
robust
network
of
solar
training
programs.
I
look
forward
to
answering
any
questions
and
I'm
happy
to
provide
more
details
about
any
of
these
programs.
If
you
reach
out
to
me.
B
I
know
that
when
I
was
in
grad
school,
I
was
applying
to
your
nursing
program,
because
I
was
thinking
about
becoming
a
nurse,
because
I
was
a
unit
secretary
overnight
at
that
time,
and
I
know
it's
one
of
the
best
programs
we
have
in
the
city.
So
if
you
could
just
briefly
talk
about
what
that
expanded
center
will
mean
to
our
adult
cte
programs
that
will
be
available
in
the
city
and
thank
you
laura
so
much
for
our
first
cte
solar
program.
Thank
you.
B
O
So
we
have
a
lot
a
number
of
manufacturers
that
are
now
partnering
with
us.
We
have
already
started
a
partnership
with
nissan
and
nissan
will
be
providing
access
to
their
certifications
so
that
the
students
can
learn
on
nissan
cars.
They
can
learn
their
processes
and
procedures
and
actually
take
their
certifications
while
they're
in
school,
so
that
when
they
come
out,
they
are
ready
to
be
employed
by
them
and
in
many
cases
we'll
have
jobs
with
nissan
dealerships,
while
they're
in
school.
O
We
also
just
recently
signed
a
big
contract
for
a
toyota
t10
program,
and
that
program
is
also
going
to
be
work
based.
The
students
will
go
full
time
and
it'll
be
integrated,
they'll,
take
classes
and
then
they'll
also
be
working
at
toyota
dealerships
and
it's
the
same
type
of
activity
where
the
students
are
going
to
be
learning
on
toyota,
cars
with
toyota
curriculum
and
then
also
be
able
to
earn
certifications
in
the
toyota
space.
O
We
also
are
going
to
have
expansion
in
terms
of
having
a
diesel
technology
and
heavy
equipment
program
and
then
also
an
alternative
fuels
program.
So
so
it's
a
big
expansion
of
our
transportation
technologies
areas
and
then
also
on
the
non-credit
side,
we're
going
to
have
big
spaces
for
welding
program,
cnc
programming,
we're
going
to
have
a
nursing
assistant
and
also
dental
assistant.
So
there's
medical
areas
for
health
care,
especially
in
that
region.
There's
a
lot
of
opportunity
in
west
philadelphia
for
that
and
then
we're
also
going
to
have
a
fabrication
lab.
O
That's
going
to
be
open
that
community
members
will
be
able
to
come
and
learn
to
work
on
the
equipment
in
that
area.
There's
going
to
be
space
in
that
area
also
to
for
community
events,
there'll
be
enough
space
for
that,
so
we
really
look
at
trying
to
make
it
a
community-based
facility
and
and
purposely
even
the
architecture.
B
A
A
Folks,
don't
realize
that
we
have
a
fabulous
community
college
that
has
room
for
expansion
and
its
footprint
and
is
a
key
to
our
workforce
development
strategies.
And
so
I
look
forward
to
continuing
that
conversation
and
the
west
philly
campus,
I
know,
is
going
to
be
beautiful
and
reflective
of
the
kind
of
professionalism
we
want
to
bring
in
to
the
space.
So
we
thank
you
and
we
look
forward
to
working
with
you.
A
A
D
Good
afternoon
councilwoman
richardson
and
members
of
the
committee
of
education,
my
name
is
jeremy
miller
and
I'm
a
member
of
your
philly,
the
post-secondary
readiness
office
student
advisory
board.
Thank
you
for
allowing
me
to
provide
written
testimonial
resolution
number
200395,
as
a
senior.
I've
had
three
amazing
years
filled
with
various
opportunities
that
provided
experiences
in
their
own
respective
fields,
culinary
arts
events,
placement
known
as
ap
courses
and
jrotc,
based
on
the
experiences
that
I've
been
blessed
to
have
been
able
to
accumulate
paired.
D
D
I
believe
these
learning
groups
are
fine,
as
is
the
students
being
young
would
like
to
have
enticement
to
want
to
pursue
these
opportunities.
I
believe
once
students
get
into
any
of
these
types
of
courses,
they'll
be
fine.
Any
student
that
joins
the
course
willing
to
go
through
them
still
has
a
great
time
with
them
without
any
changes.
Of
course,
those
without
the
desire
to
continue
will
suffer
more.
D
D
It
is
my
belief
that
the
department
of
education
wanted
to
chat
based
on
the
need
for
more
workforce
education
and
normal
classes,
as
I've
never
only
had
normal
class,
since
I
would
not
be
the
best
choice
to
speak
on
this.
That's
have
no
comment
anyway.
Thank
you
all
for
your
time
and
allow
me
to
speak.
H
Good
afternoon
councilwoman,
richardson
and
members
of
the
committee
on
education,
my
name
is
kristen
brown
and
I'm
the
founding
member
of
your
philly,
the
post-secondary
readiness
office's
student
advisory
board.
Thank
you
for
allowing
me
to
provide
written
testimonial
resolution
number
two:
zero,
zero.
Three,
nine
five.
How
many
times
have
you
heard
an
adult?
Tell
a
child.
You
are
the
future.
H
I
know
in
my
youth
that
I've
heard
it
many
times,
but
I've
also
heard
adults
telling
us
that
we
don't
know
what
we
want,
or
I
know
what's
best
for
you.
But
times
have
changed
years
ago,
when
many
of
us
years
ago,
when
many
of
today's
adults
were
going
to
school
versus
me
going
to
school
now,
many
aspects
were
very
different.
Technology
has
advanced,
we
have
the
advantages
of
more
research
and,
most
importantly,
our
environment
has
evolved.
H
H
Parents
and
teachers
often
assume
that
children
are
okay
or
that
we
don't
know
what's
going
on
in
the
real
world,
which
is
a
valid
point,
but
truthfully
the
rules
are
reversed.
It
seems
that
adults
don't
tend
to
take
the
time
to
understand
our
world.
We
often
hear
they're
not
ready,
yet
you
don't
know
what
love
is
or
she's,
not
ready.
For
that
conversation,
they
don't
understand
us
the
way
we
understand
each
other.
H
H
H
Just
as
black
women
came
together
and
put
a
woman
of
color
in
the
office
of
vice
president,
I
reached
out
to
the
school
district
to
help
give
my
peers
a
say
in
our
figurative
office,
adults,
no
adults,
children,
no
children,
I'll,
acknowledge
the
fact
that
we
don't
know
every
single
thing
there
is
to
know
about
adult
life,
but
often
we
don't
have
opinions
and
choices
that
are
made
for
us.
Yes,
we
need
guidance.
Yes,
we
need
support,
but
our
personal
wants
should
be
as
devised
as
our
needs.
H
My
areas
in
the
classroom
heard
different
things
in
the
areas
of
your
principals
staff
and
educators.
As
I
work
with
your
philly
to
share
my
ideas
and
ideas
from
my
peers
with
the
set
with
the
post-secondary
readiness
office,
I
believe
that
we
can
build
strong
connections
between
staff
and
students.
Many
students
express
their
concern
for
life
skills.
They
should
be
taught,
including
financial
literacy
and
self-love.
We
want
to
show
care
to
the
goals,
talents
and
desires
of
our
youth.
We
are
working
together
with
student-led
ideas
and
insight.
H
We
plan
to
share
ideas
from
this
team
in
order
to
develop
sound
programming
and
resources
that
prepare
students
like
us
for
the
obstacles
that
we
may
encounter
in
life.
Your
philly
allows
our
youth
to
speak
up
and
have
a
voice
to
the
people,
who
often
don't
have
the
opportunity
to
hear
from
them.
Thank
you.
A
D
D
D
D
B
Thank
you,
madam
chair.
I
just
wanted
to
thank
all
of
our
young
people
and
all
of
the
students
for
their
testimony
and
for
providing
information
around
their
first-hand
experiences
in
these
programs
and-
and
I
wanted
to
just
personally
thank
to
sean
personally
thank
all
of
the
young
people,
kristin
and
also
jeremy
and
jeron,
who
was
with
us
earlier
for
providing
their
testimony
and
participating
in
council
this
afternoon.
Thank
you,
madam
chair.
A
C
P
C
All
right,
thank
you
very
much
nia
good
afternoon
members
of
council
and
thank
you
for
inviting
us
here
today
to
share
the
school
district
of
philadelphia's
work
in
the
area
of
conflict
resolution.
My
name
is
abby
gray,
I'm
the
deputy
chief
of
the
office
of
school
climate
and
culture
and
I'm
joined
today
by
two
of
my
colleagues.
Kevin
bethel
is
the
chief
of
school
safety
with
the
district
and
dr
jamie
banks
is
the
deputy
chief
of
the
office
of
prevention,
intervention
and
trauma
go
ahead.
India
next
slide.
Thank
you.
C
We
believe
that
preparing
preparing
our
students
for
success
and
keeping
them
safe
necessarily
includes
equipping
them
with
skills
for
conflict
resolution.
That's
a
general
term.
So
here
I
list
precisely
what
skills
research
tells
us
are
most
critical
for
avoiding
and
resolving
conflict.
These
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,
even
when
emotions
are
high.
C
The
school
district
is
following
an
approach
that
includes
explicitly
teaching
these
skills,
giving
students,
time
and
opportunity
to
practice
them
and
allowing
youth
to
lead
in
this
work
as
much
as
possible,
while
at
the
same
time
making
sure
that
all
the
adults
who
interact
with
students
at
high
stress
times
have
the
skills
to
effectively
support
them.
We
target
schools
for
services
based
on
data
from
the
schools
and
their
surrounding
communities.
C
We
carry
out
this
approach
through
the
implementation
of
our
core
climate
programs.
The
first
core
program
that
I
highlight
here
is
relationships
first
relationships.
First,
is
our
own
restorative
practices
model
developed
by
our
office,
and
it's
growing
fast
with
over
a
hundred
schools
receiving
support
from
our
office
to
implement
the
program
this
year
in
the
relationships
first
model
students
and
staff
members
sit
in
physical
studios
circles.
C
C
Secondly,
as
a
district,
we
are
now
more
focused
than
ever
on
social,
emotional
learning.
What
this
means
is
that
teachers
are
explicitly
teaching
critical
social
emotional
skills
like
recognizing
and
regulating
emotions
being
aware
of
others,
emotions
and
experiences
and
building
relationships.
We
are
actively
and
aggressively
building
our
capacity
to
support
this
work.
For
instance,
we're
partnering
with
an
organization
called
transforming
education
to
develop
and
provide
a
year-long
professional
development
series
on
social,
emotional
learning
for
all
teachers
that
began
in
august
and
is
spanning
throughout
the
year.
C
The
next
core
program
I'd
like
to
mention
is
positive.
Behavior
interventions
supports
or
pbis.
Our
office
has
grown
from
supporting
10
schools
with
pbis
training
and
coaching
six
years
ago
to
104
this
year.
Pbis
works
by
explicitly
teaching
expectations
like
respect
and
self-regulation
and
then
rewarding
students
for
complying
with
those
expectations.
C
Finally,
we
have
school-based
youth
courts
in
a
growing
number
of
schools.
Youth
courts
are
a
form
of
restorative
mediation
in
which
a
mock
legal
process
is
used
to
determine
constructive
resolutions
for
fights
or
other
behavioral
issues
in
youth
courts.
The
students
are
trained
and
fully
participate,
as
advocates
judges
and
members
of
the
jury.
Last
year,
our
youth
court
students
resolved
542
cases
peacefully.
The
majority
of
those
were
mutual
conflict,
that's
542
situations
that
would
have
otherwise
ended
in
suspensions
or
other
disciplinary
consequences
and
most
likely
lingering
conflict.
C
C
Thank
you.
There
are
many
other
examples
that
target
particular
schools
or
groups
of
schools
with
demonstrated
needs.
For
example,
the
youth
dialogue
project
is
a
collaboration
with
temple
university
that
is
focused
on
a
small
group
of
high
schools,
and
this
project
teaches
students
techniques
for
both
preventing
and
successfully
addressing
conflict
and
engages
them
in
using
social
media
as
a
tool
for
productive
dialogue
within
their
communities.
C
So
back
to
that
approach
that
I
identified
and
outlined
earlier
on
that
initial
slide
through
our
core
programs,
we
teach
the
students
these
skills.
Some
of
this
instruction
is
very
targeted.
For
instance,
a
teacher
may
deliver
a
lesson
that
is
all
about
empathy,
but
we're
also
helping
teachers
with
professional
development
and
resources
on
integrating
this
skilled
skill
building
with
academic
instruction.
C
Another
important
piece
of
our
approach,
as
I
mentioned
earlier,
is
giving
students,
time
and
opportunities
to
practice
the
skills
that
they're
learning
as
one
example
this
year.
For
the
first
time,
all
students
in
all
grades
have
30
minutes
in
their
daily
schedules.
For
community
meetings,
this
is
a
time
when
students
join
their
teacher
and
their
classmates
to
connect
and
discuss
things
that
are
important
to
them.
It's
a
best
practice
for
building
positive
relationships
and
strengthening
social
emotional
skills
in
relationship.
First
school
students
also
participate
in
community
building
circles
for
about
45
minutes
a
week.
C
In
addition,
we
encourage
schools
to
use
mediation
whenever
possible
to
resolve
conflicts
or
behavior
issues,
and
our
programs
are
designed
to
engage
students
in
the
mediation
process
in
fact
relationships.
First,
schools,
students
are
are
often
the
mediators
of
conflict
between
other
students
and
in
youth
courts.
That
is
always
the
case
by
building
in
ways
that
students
can
lead
and
truly
own.
These
experiences
we're
making
sure
that
these
skills
are
transferable
beyond
the
school
setting
next
slide.
C
C
E
E
The
focus
of
my
testimony
today
will
be
on
our
healing
together
initiative,
which
brings
together
the
work
of
my
colleagues
that
will
be
shared
today
and
also
includes
collaboration
amongst
many
offices.
At
the
district
in
august,
the
school
district
launched
healing
together,
our
students
and
staff,
have
experienced
a
lot
over
the
last
nine
months.
E
There's
been
a
lot
of.
Thank
you.
There's
been
a
lot
of
disruption
to
familiar
routines,
feelings
of
isolation,
separations
from
friends,
teachers
and
colleagues,
there's
also
our
students
and
staff,
who've,
experienced
pain
and
division
caused
by
the
racial
racial
injustice
healing
together
was
designed
to
address
the
needs
of
our
students,
staff
and
families.
In
the
wake
of
sustained
trauma,
healing
together
encompasses
an
in
an
intense
focus
in
four
areas:
mental
health
and
trauma
social,
emotional
learning
relationships
in
community
and
adult
wellness.
E
This
work
includes
a
commitment
to
addressing
trauma
as
both
a
result
and
a
root
cause
of
conflict
and
violence.
Many
schools
within
the
district
have
received
trauma,
training
from
the
office
prevention,
intervention,
lakeside
and
other
local
partners.
A
lot
of
this
is
more
than
just
your
one-off
training.
Much
of
this
training
also
includes
coaching
to
help
schools
to
really
consider
what's
going
on
in
their
schools
and
and
how
to
be
more
trauma.
E
Sensitive
trauma
informed
to
support
their
students
and
families,
teachers
and
counselors
we're
provided
with
training
on
how
to
identify
students
that
may
need
additional
support.
Virtually
this
training
include
interventions
that
teachers
can
utilize
and
what
to
do
they're
not
responding
to
those
interventions.
E
In
september,
community
waiver
health
launch
intensive
behavioral
health
service
ibhs.
For
the
first
time,
an
ibhs
provider
has
been
assigned
to
every
school
in
the
district.
This
continued.
This
service
continues
to
increase
access,
which
strengthens
our
ability
to
support
our
students
and
families.
E
We
believe
that
this
increased
level
of
access
to
these
services
will
benefit
our
students
that
require
additional
support.
Without
this
level
of
support,
the
students
may
engage
in
more
conflict.
Also,
this
service
can
also
help
strengthen
their
school,
their
skills
in
the
areas
of
conflict
management,
social
skills.
You
know
emotional
regulation.
E
In
addition
to
our
school
counselors
and
step
coordinators,
we
wanted
to
ensure
that
our
students
and
families
that
were
experienced
high
levels
of
stress
due
to
all
that
was
going
on
or
is
currently
going
on,
had
the
support
they
needed
to
assist
in
partnership
with
uplift
the
center
for
grieving
children,
the
philly
hope
line
was
created.
His
hopeline
is
a
helpline
that
students
and
families
can
utilize
to
receive
counseling
services
and
help
you
connect
it
to
other
resources.
E
We
also
stress
the
importance
that
we
must
take
care
of
our
adults
that
are
teaching
our
students.
The
goal
of
our
adult
wellness
strand
is
to
provide
staff
with
opportunities
to
receive
support
about
their
own
stress
and
trauma
and
to
assist
school
leadership
on
creating
a
culture
of
adult
wellness
for
their
teams.
E
Earlier
in
the
testimony,
dr
abby
gray
has
shared
her
office's
work
in
the
areas
of
social,
emotional
learning
and
relationship
community.
I
will
highlight
the
high
level
goals
as
it
relates
to
healing
together,
but
please
refer
to
her
testimony
for
in-depth
understanding,
so
the
goals
of
social
emotional
learning
strand
was
to
build
foundational
knowledge
about
social
emotional
learning
and
to
establish
community
meetings
district-wide
and
to
further
integrate
social,
emotional
learning
into
academic
content
and
not
seen
as
something
separate
with
relationships
with
relationships
and
community.
F
and
as
someone
who
spent
almost
three
decades
in
this
in
this
space,
you
know
I
can't
tell
you
that
our
young
people
need
to
be
taught
how
to
deal
with
conflict
and
really
how
to
resolve
these
issues
that
they
deal
with
on
a
daily
basis.
As
someone
who
born
and
raised
in
the
city,
I
was
fortunate
enough
and
went
to
bartram
high
school,
and
I
played
sports
and-
and
I
learned
that
that
conflict
resolution
through
sports
in
my
regard,
but
but
our
young
people
need
that
support.
You
know.
F
How
we're
really
their
work
is
really
informing
my
work
to
make
us
a
better
as
an
organization
and
also
support
the
school
district,
because
you
can
change
the
slide
and
yeah,
and
so
we
have
we've
created
a
five
pillar
strategy.
Our
strategy
is
rooted
in
these
pillars:
restorative
practices,
training
and
education,
recruitment,
community
outreach,
engagement,
really
being
data
driven
using
research
and
office
of
wellness
and
a
few
of
these
areas.
F
My
colleagues
touched
on,
but
today
I'm
just
going
to
really
focus
on
restorative
practices,
and
you
go
to
the
next
slide
in
here.
We
want
to
focus
on
our
resource
practices.
Is
this
really
serves
as
the
foundation
for
our
work?
It
aligns
with
the
work
of
the
committee
and
and
and
the
charge
of
your
committee,
and
it
also
relies
on
work
with
the
student
supports.
F
You
know.
Our
work
really
requires
that
the
school
safety
personnel
are
properly
trained
to
de-escalate
conflicts,
but
at
the
same
time
you
give
the
students
the
tools
to
constructively
solve
peer
conflicts
and
reserve.
You
know,
and
to
deal
with
the
trends
of
violence
that
we
deal
with
as
a
city
and
to
accomplish
this
task
we
have
really
embarked
on.
I
just
want
to
share
some
activities
with
you.
F
I
mean,
first
and
foremost,
we
began
with
changing
our
job
description,
to
integrate
restorative
justice
practices
and
de-escalation
and
those
key
components
that
we
think
the
persons
who
enter
our
organization
should
have.
You
know
those
new
highly
safety
officers
have
to
complete
and
they
have
the
complete
understanding
of
their
role.
The
importance
of
forcing
positive
relationships.
F
Both
student
and
staff
and
that's
a
change
for
us
right,
we're
no
longer
we're,
not
a
law
enforcement,
centric
organization,
we're
part
of
the
school
entity
to
really
engage
and
restore
the
work
and
work
with
our
young
people,
and
so
that's
a
really
key
part.
A
key
for
us
and
one
of
the
things
I
definitely
want
to
highlight.
F
Is
we
deal
with
the
conflict
which
oftentimes
often
rises
where
there
possibly
may
be
a
situation
of
arrest,
but,
as
many
of
you
know,
we've
partnered
with
the
philadelphia
police,
department
and
department
of
human
services
and
our
failure
of
the
school
diversion
program.
That
diversion
program
has
really
led
to
an
84
reduction
in
school
arrests
from
a
system
in
2014
that
was
doing
almost
1600
young
people
being
arrested
for
conflicts.
F
F
Even
to
the
point
that
the
commissioner
has
allowed
the
diversion
team
to
now
come
into
my
office
at
440.,
so
internally
we'll
be
able
to
really
work
inside
our
system
to
to
to
ensure
that
we're
not
arresting
young
people
be
able
to
divert
kids
in
our
program,
get
them
to
programs,
and
our
program
really
is
based
on
not
arrested.
We
don't
do
any
arrest
paperwork,
the
child
is
diverted
to
services
and
human
services
and
department
human
services,
and
their
team
has
done
an
amazing
job.
F
And
then
we
were
leading
to
arrest
and
we
really
are
avoiding
that
and
we
we
have
as
part
of
our
safety
all
of
us
program.
All
of
our
officers
are
required
to
go
through
a
safety
training
program
and
they're
recertified
every
year
they
get
extensive
hours
on
de-escalation
techniques
and
how
to
respond
appropriately.
How
to
understand
those
trauma
triggers,
and
so
we're
really
excited
about.
You
know
we
are
one
of
the
few
organizations
really
make
our
folks
and
men
and
women
go
through
that
process.
F
Some
other
key
areas
of
one
of
the
things
we're
really
excited
about
we're
par
presley
in
a
collaboration
with
drexel
university
university
of
pennsylvania,
the
national
institute
of
justice
to
develop
a
positive
state
school
safety
program.
This
program,
I
I
say
is-
is
is
the
first
kind
in
this
nation
where
we're
taking
our
school
safety
officers
and
giving
them
a
number
of
skills
around
trauma-informed
care,
aligning
them
with
the
positive
behavior
intervention
supports
that
my
colleagues
talked
about
to
really
allow
the
men
and
women
to
work
effectively
in
this
space.
F
We
have
30
officers
right
now
who
are
being
trained
upon
their
completion
of
training.
They
will
be
trained
to
trainers
and
then
they
will
start
to
teach
those
core
elements
to
the
rest
of
the
staff
around
creating
positive
relationships
with
students
promoting
positive,
behavior,
de-escalation
and
problem
solving.
So
really
excited
about
that,
and
I
hope
that
you
know
as
part
of
this
public
process
I
have
to
be.
F
I
want
to
express
my
gratitude
to
karen
lynch,
the
chief
of
student
services
and
my
colleagues
here
today,
dr
gray
and
dr
banks,
and
even
rachel
holtzman
who's,
not
part
of
the
testimony
who's,
but
a
part
of
the
team
who
oversees
the
student
rights
and
responsibility
because
they
have
been
immensely
supportive,
as
we've
been
going
through.
This
re-envisioning
work
that
we're
doing
you
know,
as
dr
gray
outlined
in
her
presentation,
we're
taking
full
advantage
of
the
relationship
first
program
to
train
all
of
our
personnel.
F
All
of
my
personnel
recently
went
through
the
restorative
circles:
training
with
dr
gray's
team.
That
training
is
critical,
for
our
work
enables
to
provide
a
safe
space
for
students
to
address
their
conflicts.
We
have
almost
270
officers
who
were
trained
in
that
program
and
now
we're
going
to
take
a
cohort
of
them
and
really
and
they're
going
to
get
four
additional
layers
of
that
training.
F
So
our
goal
as
an
agency
is
to
be
doing
circles
in
the
school
setting
on
a
regular
basis,
helping
to
deal
with
the
conflict
and
really
taking
the
work
that
dr
gray
and
the
team
and
students
of
services
have
really
done
to
really
expound
it.
I
actually
have
even
detailed
one
of
my
men
and
women
into
her
office
to
be
served
as
my
liaison
and
they're
training
that
individual
that
safety
officer
to
be
the
liaison
to
make
sure
we're
doing
this
effectively.
F
F
We
actually
started
that
in
march
before
the
covet,
where
we
have
4
40.,
we
said
we
set
up
a
youth
court
on
wednesday
night,
so
we're
referring
kids
into
our
youth
court
and
this
again
allies
with
their
work
that
dr
gray
and
the
team
is
doing
over
there
and
the
second
collaboration.
We.
We
are
partnering
with
the
strategic
partnerships
in
the
school
district
and
they
created
a
program
leadership
encouraging
achievement
and
development.
F
They
recognized
that
many
of
our
schools
needed
black
male
mentors,
and
so
many
of
my
men
about
15
20
of
my
officers,
men
african-american
men,
stood
up
and
said
we
will
do
that.
They
went
through
an
extensive
training
and
now
they're
doing
even
in
the
virtual
setting
we're
set
up
in
two
schools
where
we're
working
with
two
schools.
Now,
where
my
officers
are
mentoring,
they
actually
counseled
me.
You
would
even
last
look
last
week
they
got
on
the
call
the
kids
were
in
there
for
three
hours.
F
They
couldn't
even
get
them
off
the
phone
because
they
were
just
catching
up
and
talking
about
all
the
things
they
were
doing,
and
so
it's
just
so
exciting
to
see
them
doing
that
work,
and
so
so
I
I
submit
that
you
know
we
are
committed
to
engaging
in
a
comprehensive
process
to
ensure
that
my
office,
all
the
school
safety,
is
meeting
the
news
of
the
students
we
serve.
We
aim
to
be
effective
in
our
approach
and
and
work
in
a
development
informed
and
trauma-informed
lens,
and
that
is
the
key
for
us.
F
We
firmly
believe
that
restorative
practice,
the
lines
of
our
goals
of
the
resolutions
that
have
been
poured
forward
clearly
aligns
with
their
goals
of
dr
height
who's.
Really
given
me
the
charge
to
change
how
we
do
this
work
and
the
goals
of
the
district
and
the
board,
and
so
we're
really
excited
about
you
allowing
us
to
participate
in
this
process.
So
we
can
share
you
downstream
what
the
work
of
my
colleagues
are
doing
in
climate
and
doing
in
support
services
and
how
that
really
is
manifests
itself.
On
the
back
end.
F
Now
I'm
blessed
to
be
able
to
walk
in
and
got
three
phds
and
a
lawyer
and
all
kinds
of
folks
to
because
you
know
not
often
you
kind
of
feel
like
you're
on
an
island
by
yourself.
You
know
I
mean,
but
when
I
walked
in-
and
I
said
you
know,
I
want
to
do
restore
to
work,
to
be
able
to
walk
across
the
hall
and
have
an
entire
team
to
say:
hey,
you
know
what
kevin?
F
A
Thank
you
before
I
turn
it
over
to
catherine
gilmore
richardson.
Thank
you
also,
chief
bethel
I'll
always
be
my
chief
bethel
wherever
you
are,
and
I
appreciate
the
kind
of
the
collaboration,
so
I
guess
for
for
us,
you
know
how
do
we
make
sure
you
know?
I
saw
youth
courts
before
we
talked
about
restorative
justice.
A
I
actually
passed
the
restorative
justice
resolution
like
10
years
ago,
and
I
think
where
councilwoman
gilmer
richardson
is
today
is
how
do
we
make
sure
this
is
not
a
fad
that
it
really
gets
infused
ingrained,
supported,
integrated
supported.
You
know
school-based
policies
at
every
school.
You
know,
even
though
the
application
may
be
different.
What
is
it
that
we're
gonna
do
different
now
to
maintain
it
sustain
it,
support
it
and
build
it
in
as
part
of
the
culture.
C
So
yes,
I
I
definitely
understand
that
concern.
It
can
take
sort
of
a
series
of
bits
and
starts
for
something
like
this
to
take
hold
and
over
the
past
the
course
of
the
past
10
years
or
so.
We
have
learned
as
a
district,
along
with
many
other
urban
districts,
how
some
of
the
the
sort
of
dominant
models
that
have
been
attempted
of
restorative
practices
fall
short,
particularly
in
environments
like
ours.
This
is
my
area
of
research.
C
I
can
say
personally,
this
is
the
work
that
I
came
here
to
do.
I'm
tremendously
invested
in
it,
as
is
my
team,
as
I
know,
is
our
chief
karen
lynch,
as
are
others
in
the
district
who
are
driving
this
work
forward,
and
we
have
really
significant
momentum
with
now.
100
schools
and
more
schools
contacting
us
all
the
time
saying:
hey.
We
see
how
well
that's
working
over
there.
We
want
to
do
it
too.
So
I
would
say
there
is
there's
a
new
model.
C
That's
research
informed,
that's
responsive
to
the
ways
that
restorative
practices
have
failed
in
urban
environments.
Historically,
that
is
driven
by
an
increasingly
aligned
and
and
committed
team.
We
now
have
one
we've
gone
from
none
to
one
two,
three,
four:
four
full-time
coaches,
along
with
training
other
staff
members
to
support
this
work
as
well
as
kevin's
officer,
as
we
mentioned,
so
there's
really
a
more
a
considerable
investment
in
making
this
work.
Also,
I
think
it's
just
the
research
is
clearer
and
clearer.
C
F
F
So
it's
not
just
a
youth
court,
because
our
students
are
in
the
community
out
of
the
community,
whatever
they're
still
our
students,
and
so
we
want
to
have
a
process
where
police
department
can
also
send
their
students
to
youth
that
they
want
to
divert
into
our
youth
course.
So
we're
really
setting
ours
up
in
the
in
a
geographical
area
pretty
much
following
the
division
as
you're
aware
of
the
six
divisions
of
the
city.
So
we
would
have
a
youth
court
in
every
ear.
F
So
if
I'm
a
principal
at
barton-
but
I
don't
have
a
youth
court
and
and
abby-
is
still
working
to
do-
that-
they
could
still
have
some
place
to
refer
and
said
we're
also
partnered
with
the
philadelphia
youth
court
and
francine
daniels.
So
it's
a
group,
that's
embedded
in
the
city
who
who
know
the
kids,
who
have
been
training,
kids
for
quite
a
while.
So
even
when
we
set
out
to
charge
for
our
kids
to
come
in
to
be
a
part
of
ours,
they
were
already
pre-trained.
F
F
If
I
got
a
con,
that's
my
protection
that
really
peels
it
back
and
says
you
know
we
really
just
demonstrated
that
the
young
people
can
do
it,
they
understand
it
and
they
just
ask
some
very
basic
questions.
I
know
I'm
speaking
to
the
choir
when
I
talk
to
both
of
you,
but
but
I'm
just
excited
about
being
a
part
of
that
and
obviously
getting
the
support
from
from
dr
gray's
attempt
to
keep
it
going.
We
promise
you
we're
we're
going
to
go
down
that
road,
we're
not
turning
back.
That's
for
sure.
A
Catherine
gilmore,
richardson
and
then
councilmember
brooks
you
know
one
of
the
things
when
we're
back
in
the
buildings.
You
know
when
we
get
this
vaccine.
One
of
the
ways
I
like
for
you
to
be
able
to
come
back
to
us
and
tell
us:
how
will
this
be
reflective
outside
the
school
building
right?
One
of
the
challenges
that
we
found
in
the
past
is
we
have
a
lot
of
issues
that
happen
in
the
building.
If
it
happens,
a
block
away
and
the
school
doesn't
report
it.
It's
not
their
issue.
A
If
it
has
happens
at
the
bus,
stop
five
blocks
away.
Nobody
wants
to
own
it
and
report
it.
So
we
can
talk
about
that
later,
as
we
move
going
back
physically
into
the
building,
but
this
is
really
going
to
speak
to
whether
this
building
is
safe,
where
the
children
feel
safe
and
that
the
community,
the
community,
feels
that
safetyness
that
we've
created
in
the
school
building.
So
thank
you,
councilmember
gilmore,
richardson,.
B
My
question
is
centering
around
how
we
use
those
new
models
and
all
of
the
work
that
you
all
are
implementing.
You
talked
about
the
social,
emotional
learning,
the
harm
and
healing
mediation,
all
those
other
models.
How
do
we,
you
know,
put
them
all
together,
which
you
have
done,
obviously,
that
we've
seen
in
this
presentation
and
ensure
that
we
make
that
available
to
every
student
from
grade
k
through
top
through
12,
so
that
all
of
our
young
people
are
receiving
some
type
of
conflict
resolution
training
throughout
their
entire
academic
career?
B
C
That's
a
great
question
so
and
it
has
sort
of
two
two
levels
of
answers.
The
first
level
is
that
for
some
of
these
services
that
I've
described,
we
are
currently
providing
them
to
all
students,
the
social,
emotional
learning
initiatives,
the
community
meeting,
the
integration
of
social,
emotional
learning
and
academics.
That
is
a
district-wide
initiative.
C
So
all
students
now
have
an
opportunity
for
daily
community
meeting
in
their
schedule
and
we're
hearing
really
great
results
and
a
lot
of
enthusiasm
from
schools
and
students
and
teachers
about
how
that
is
going.
So
that
is
a
district-wide
initiative
for
all
students,
some
of
our
more
intensive
services.
C
We
determine
where
those
go
based
on
data,
so
we
identify
the
schools
where
the
greatest
need
are,
and
we
concentrate
the
greatest
the
services
there.
We
do
this
all
in
alignment
with
the
school's
comprehensive
planning
process
that
they
do
in
coordination
with
the
state.
So
we
understand,
for
example,
we
have.
We
have
a
preparation
time
to
sit
with
the
schools
members
of
my
team
members
of
other
teams
in
the
district
and
and
to
help
schools,
make
really
thoughtful
data-driven
decisions
about
what
kinds
of
interventions
training
and
supports
they
need.
B
Thank
you
for
responding
to
that
question,
but
I
think
really
what
I'm
trying
to
get
to
is
how
we
implement
citywide
conflict
resolution
training
for
our
young
people.
Do
you
know
how
much
you
will
spend
on
just
conflict
resolution
programming
and
its
availability
to
our
young
people
now,
and
is
it
a
funding
issue
or
you
know
what
would
prevent
us
or
preclude
us
from
implementing
a
city-wide
conflict
resolution
model
for
all
of
our
students.
C
I
think
the
biggest
barrier
there
well
there
are
a
couple
of
barriers.
One
one
is
more
that
we
we
have
tremendous
diversity
within
our
district.
As
you
know,
we
have
many
different
contexts.
We
have
many
different
populations
that
are
schools
served,
we
have
many
different
school
sizes,
and
so
the
part
of
what
we
offer
now
is
the
flexibility
for
schools
to
choose
approaches
and
models
that
make
sense
for
them.
So
having
that
sort
of
diversity
of
options,
I
believe,
is
extremely
important.
C
I
think
trying
to
shoehorn
kind
of
a
one
one
size
fits
all
approach
into.
All
schools
would
lead
to
a
lot
of
inconsistent
implementation.
I
think,
additionally,
I
mean
you,
you
definitely
alluded
to
one
of
our
great
challenges,
which
is
certainly
funding.
We
we
have
limited
staff,
we
have
limited
resources
and
for
that
reason
we
work
very
hard
to
target
these
services
to
where,
where
they
are
needed.
Most,
that
said,
as
kevin
is
saying,
we
are
pushing
all
schools
to
move
in
a
restorative
direction.
C
We
are
pushing
all
schools
to
emphasize
these
key
skills
that
underlie
conflict
resolution
and
in
those
you
know
when
you
say
you
ask
the
question,
which
is
a
great
question:
how
much
do
you
spend
specifically
on
conflict
resolution?
That's
really
hard
to
answer,
because
our
conflict
resolution
work
is
so
integrated
in
with
just
the
building
the
work
that
we
do
in
building.
B
Okay,
thank
you
for
that
response
and
I
think
what
I'm
trying
to
determine
or
ascertain,
because
what
you
say
that
the
school,
the
individual
school
will
choose
a
sort
of
the
the
model
they
use
around
conflict
resolution,
how
we
ensure
that
every
school
chooses
a
model
and
has
the
resources
to
adequately
implement
that
model.
I'm
just
trying
to
drill
down
on
this
a
little
more
because
you
know,
I
think,
for
us.
B
C
Well,
as
I
mentioned,
our
push
toward
district-wide
social
emotional
learning
does
address
that
need,
and
you
know,
if
you
look
on
my
slide,
if
you
one
of
my
first
slides
there,
where
I
did
that
sort
of
cross-section
of
the
skills,
the
social
emotional
learning
does
in
fact
address
the
core
skills
most
of
the
core
skills
that
underlie
conflict
resolution
work.
That
said,
we
have
provided
you
know
you.
You
asked
the
question:
how
do
we
give
schools
sort
of
a
clear
guidance
on
what
they
need
to
select
and
how
they
do
it?
C
This
coming
year,
we
sit
with
the
principals
and
the
leaders
of
the
school,
and
we
say:
okay,
here
are
the
options
for
the
programming
that
we're
going
to
support.
Let's
look
at
your
data:
let's
look
at
your
need:
let's
look
at
the
intensity
and
type
of
service
that
makes
sense
for
you
and
how
we
can
match
that,
with
the
supports
that
we
provide
in
our
office.
B
A
Okay,
I'm
just
for
the
for
the
purpose
of
the
record.
I
know
council
member
brooks
is
in
the
queue
I'm
gonna
ask
the
vice
chair
of
this
committee,
councilwoman
councilmember
kim,
who
also
has
a
question
to
finish
the
rest
of
the
conversation.
I
have
to
travel
to
a
four
o'clock,
so
thank
you
very
much.
Thank
you
to
all
the
members.
Thank
you
for
council
member,
gilmore
richardson
and
to
all
the
partners
here.
So
I'm
going
to
recognize
you
and
then
council,
member
again
will
facilitate
the
conversation
start
continuing
with
councilmember
brooks.
P
Q
Good
afternoon,
everyone,
I
am
really
excited
to
hear
about
the
programming
that
the
school
district
is
planning
around
restorative
practices,
social,
emotional
learning,
coming
from
being
a
restorative
practitioner
and
doing
trainings
around
the
country.
I
have
a
few
questions
in
relation
to
that.
One
of
my
questions
are
you
guys
doing
like
a
whole
school
change
model,
or
are
you
doing
like
a
segmented
framework
by
school,
meaning?
Q
C
Yes,
so
the
models
that
we
support
are
our
multi-tier
models,
so
in
the
case
of
say,
restore
of
relationships.
First,
the
restorative
model.
There
are
activities
that
happen
with
all
students,
and
there
are
activities
that
happen
when
conflicts
arise
or
for
small
group
interventions,
and
then
there
are
activities
that
happen
for
to
support
the
students
with
the
greatest
challenges.
C
So
these
may
be
students
that
have
had
criminal
justice
involvement
or
students
that
are
in
danger
of
you
know,
have
been
suspended
and
are
re-uh
joining
the
school
community,
so
there's
sort
of
multiple
tiers
of
services
and
that
model
does
in
fact
train
everyone.
So
we
have
differentiated
training.
For
example,
we
had
training
monthly
trainings
all
year
last
year
for
climate
managers
and
climate
staff
in
the
buildings,
so
that
they
would
understand
their
role
in
implementing
the
program.
C
Schools
that
are
implementing
that
program
also
receive
whole
staff
trainings
at
the
beginning
of
the
year,
coaching
that
goes
into
the
classrooms
and
helps
teachers
actually
implement
the
circles
we
are
working
on,
and
this
is
all
slowed
a
bit
by
covid
to
be
completely
transparent,
but
we
also
have
model
within
that
model.
Adult
circles
so
for
for
staff
to
meet
in
that,
in
that
restorative
circle
framework
or
for
staff
conflicts
to
be
addressed
through
a
similar
process,
so
it
really
becomes
part
of
the
blood
of
the
school
pbis.
C
C
If
it's
a
pbis
school,
that
means
it
it's
operating
on
the
principle
that
students
should
be
rewarded
and
incentivized
for
behaving
in
pro-social
ways,
and
so
everyone
in
the
building
needs
to
be
doing
that
when
the
kid
goes
into
the
lunchroom,
which
can
be
a
time
where
rowdy
behavior
happens,
we
want
to
have
the
staff
in
the
lunchroom
be
trained
and
equipped
to
support
positive
behavior
in
every
environment.
We
are
certainly
not
all
the
way
there,
but
we
are
working
on
that.
We
think
is
critical.
Q
I'm
glad
to
see
you
guys
moving
in
the
right
direction.
I
was
getting
down
to
the
lunch
people
as
well.
My
second
question:
you
said
that
you're
doing
things
differently
this
time
I
know
early
on
the
school
district
invested
a
large
amount
of
money
into
training
staff
around
restorative
practices
and
a
couple
other
models.
What
are
we
doing
differently
now
to
ensure
that
schools,
even
before
requested
by
the
principal,
are
equipped
with
you
know,
skills
or
something
within
your
menu
of
options?
Uh-Huh.
C
So
well
I'll
address
that
in
a
couple
of
ways,
one
there's
been
really
recent
research,
specifically
on
restorative
practices.
There
was
a
big
study
by
the
rand
corporation
about
two
years
ago,
out
of
pittsburgh,
public
schools
that
really
nicely
crystallizes
some
of
the
ways
that
restorative
practices
were
going
wrong
in
urban
environments.
One
of
the
ways
was
that
they
weren't
tiered
models.
C
Very
often
like
irp,
is
one
of
the
big
models
right,
so
they
would
go
in.
It's
not
a
tiered
approach.
Well,
everything
we
do
is
operating
around
a
tiered
approach
in
our
schools,
so
we
have
to
have
an
approach
that
addresses
both
that
addresses
all
students
and
the
you
know
smaller
groups
and
the
few-
and
that's
that's
that's
kind
of
a
basic
model
that
we
operate
in,
so
it
has
to
fit
within
that.
C
C
It
is
so
contextual
it
is
so
much
about
who
is
the
leader
and
what
challenges
are
the
students
facing
that
day
and
who's
the
teaching
staff
and
how
do
they
interact
with
each
other?
So
now
we
have
coaches
who
are
in
and
out
of
those
buildings
and
know
the
staff
of
those
buildings
and
so
we've.
We've
we've
decided
that
this
many
things
can
be
outsourced.
We
don't
think
this
work
can
be
as
effectively
outsourced.
Q
A
Q
I
I
mean
I
agree
with
what
you're
saying
and
I
have
one
about
this
implementation
process,
how
you
went
from
10
to
100
and
some
odd
number.
What
is
the
plan
to
beef
it
up
to
make
sure
that
we're
hitting
all
schools
and
I'm
really
excited
to
hear
and
I've
heard
my
children
participate
in
the
morning
meeting
pieces.
Q
So
that's
really
good.
That's
something!
I've
really
pushed
for
as
like
the
basis
to
build
community
in
schools.
But
what
is
the
plan
to
kind
of
beef
that
up
currently
and
as
well
as
when
we
enter
schools?
Again,
it's
one
thing:
when
we're
out
of
the
building
and
the
pressure
of
the
school
day,
isn't
there
like
trying
to
get
the
morning
circles
getting
the
kids
out
of
line
and
all
that?
C
Okay,
so,
as
far
as
as
our
return
plan
and
transitioning
back
into
schools,
I
actually
believe-
and
many
of
the
educators
have
said
this-
that
that
community
meeting
is
going
to
be
critical
to
that
transition
back
in.
I
also
believe
that
if
the
teacher
can
run
a
community
meeting
virtually
they
can
run
it.
C
C
What
are
the
extra
supports
that
are
needed
in
some
environments,
given
the
particular
challenges
that
those
kids
are
facing,
and
that's
where
we
put
that
work
as
well?
Now,
that's
not
to
say
that
that
that
another
school
might
not
say
hey.
We
want
to
do
restorative
practices.
We
think
everyone
should
do
restorative
practices
in
one
form
or
another.
However,
in
terms
of
the
really
focused
intensive
efforts
that
I'm
describing
here,
those
really
do
need
to
be
responsive
to
the
needs
of
the
of
the
community.
P
P
There's
been
a
lot
of
debate
nationally
about,
and
I
know
the
district
has
done
this
about.
You
know
really
changing
the
the
role
and
the
you
know
the
engagement
of
the
sros
with
young
people.
We
know
that
from
past
practice.
That
we've
done
is
that
you
know
different
organizations
and
groups
have
kind
of
met,
especially
youth
groups
have
met
with
sros
at
different
points
in
time
to
talk
about
training
and
ways
in
which
conflicts
go
wrong
between
an
interaction
between
the
school
resource
officer
and
student.
P
F
Yeah,
yes,
and
thank
you
for
the
opportunity
to
do
that.
First
I'll
start
by
saying
the
challenge
is
we're
not
school
sros
either
you
know
so
so
what
has
also
been
a
conflict?
A
kind
of
a
disconnect
is,
is
you
know
the
sro
is
a
sworn
sworn
officer
which
we
are
not,
and
obviously
the
police
officers
we.
We
have
always
been
school
safety
officers,
but
somehow
you
know
we
took
on
this
posture
and
used
the
name
police
and
have
done
that
for
almost
two
decades.
F
So
we
have
the
a
unique
opportunity
where
the
system
normally
have
to
do
it,
while
we're
in
motion
to
take
advantage
of
this
time
period
to
really
really
lay
into
our
work.
And
so
what
we
have
done
is
is
one
obviously
changed
the
name
you
know
formally
changing
the
name
to
school
safety
officers
and
and
who
we
are.
We
are
not
so
we
don't
have
a
power
to
arrest
anyone.
F
We
have
relied
on
the
philippine
police
department
to
do
that
and
then,
and
in
many
cases
should
not
have
been
doing
that
we
should
not
have
been
calling
our
colleagues
in
the
police
department
much
of
the
work
we
can
do
do
internally.
So
we
we
started
that
right
away,
changing
the
job
description,
we're
working
on
a
new
protocol
for
all
of
our
school
offices.
So
it's
consistent
across
all
of
the
schools
that
we're
in
what
do
we
want?
That
meant
that
person
him
or
her
to
be
in
that
school
setting?
F
You
know
restorative
work
and
and
conflict
resolution
work
and
always
looking
from
a
lens
of
trauma
and
looking
from
an
issue
of
atlas
development.
You
know
there
was
a
lot
of
argument
about
the
uniform
and
you're
spending
money
on
uniforms,
but
that
was
our
reality.
If
we
want
to,
then
we
have
to
display
it
right.
It
has
to
be
part
of
a
continuum.
Well,
it
wasn't
just
a
I'm
changing
your
uniform
and
all
of
a
sudden
things
are
going
to
change,
but
that's
not
going
to
happen.
So
we
go
to
a
software
uniform.
F
We
will
be
in
golf
shirts
and
khaki
pants.
We
have
a
nice
sky.
Blue
is
great
on
the
eyes
and,
and
hopefully
the
kids
will
love
it
right,
and
so
you
know,
and
so
they'll
come
in
looking
different.
We
even
looked
at
the
metal
detector.
It
was.
We
listened
to
the
voice
of
the
of
the
kids
around
the
metal
detector.
I
met
with
my
colleagues
in
the
philippine
police
department.
We
will
not
arrest
any
child
who
comes
into
school
with
a
weapon
unless
it's
a
gun,
all
those
kids
will
be
diverted.
F
We
made
a
hard
decision.
We
got
together
as
a
team
and
said
this
didn't
make
any
sense,
and
so
no
child
would
be
arrested
coming
into
school.
We
got
new
signage
and
about
when
they
come
in
amnesty
containers,
as
the
board
had
really
pushed
us
to
say
do
better
in
that
space,
so
we
have
amnesia
containers
and
then
we
really
started
to
move
down
that
track
of
revamping
our
policies.
I
was
able
to
bring
in
a
outside
consultant
who's
working
with
us
when
I'm
going
through
all
of
our
policies.
When
do
we
cuff?
F
Why
do
we
cuff
children?
Do
we
need
to
cuff
children
what
age
do
we
need
all
of
those
things
that
really
because
we
have
to
go
across
the
entire
platform
to
say
what
are
we
doing
and
how
are
we
physically
demonstrating
we're
different?
So
I
don't?
I
don't
need
a
chop
chop
cover
10
year
old
child
absolutely
not,
and
we
build
these
car
valves
well,
they're,
acting
in
a
way
that
may
what
do
you
mean
acting
in
a
way?
F
We
didn't
even
have,
as
my
colleagues
across
the
district
had
pde
days,
we
trained
on
the
days
it
was
off,
and
that
was
it
well.
How
can
you
keep
an
organization
really
focus
and
lean
into
that?
If
you
don't
and
so
the
training
that
I
described
in
my
testimony
with
with
drexel
university,
the
training
we're
doing
so,
dr
dr,
you
know
they
were
talking
about
earlier
about
dr
banks,
we're
talking
about
the
training
around
wellness.
F
We
never
even
use
data
to
drive
how
we
move,
what
what
decides
whether
we
put
an
officer
in
a
school.
Some
of
my
officers
are
in
the
school
council
movements
just
just
because
this
neighborhood's
unsafe
it
has
absolutely
nothing
to
do
with
the
schools.
The
school
is
phenomenal,
but
every
time
they
step
out
their
door,
they
walk
into
this
mess,
and
so
how
do
we
protect
them
from
the
outside
when
when,
when
they
get
in
there
to
feel
safe?
And
so
it
really
is
a
red
indoctrinated.
F
But
I
I
will
say
this
in
my
closing.
I
could
not
be
more
proud
of
the
men
and
women
who
are
working
for
me
now,
because
what
I
realized
when
I
came
here,
I
came
here
with
some
biases.
It's
going
to
be
this.
They
have
flipped
me
on
my
head,
because
what
they
recognize
is
we
don't
want
to
do
that?
We
never.
We
don't
want
to
be
a
law
enforcement
heavy.
We
want
to
work
with
kids,
the
majority
of
them
come
from
the
neighborhood.
The
majority
have
kids
who
go
to
our
schools,
the
majority.
F
A
lot
of
them
have
worked
in
the
school
setting
before
and
has
gone
from.
You
know
part-time
positions
because
they
were
looking
for
something
full-time,
and
so
when
I
open
up
that
lid-
oh
my
god,
it's
boiling
over,
I
can't
give
them
enough
training
and
enough
supports,
and
so
I
just
really
think
that
we're
in
a
good
place-
and
I
think
I've
made
this
push
to
say-
we
want
to
be
a
national
model.
P
P
You
know
a
tragic
situation
at
washington
high
school
after
witnessing
the
death
of
you
know
one.
You
know
an
individual,
a
counselor,
you
know
there's
been
a
lot
that
they
see
among
the
things
we
know
that
has
been
at
issue
with
the
police
department
is
just
making
sure
that
you
know
you
have
to
affirmatively.
Sometimes
you
know
if
there's
a
dramatic
situation.
P
You
know,
of
course,
like
you
know,
they're
required
to
go
in
and
see
somebody,
but
even
so,
like
we
usually
only
deploy
one
to
two
police
school
safety
officers
at
a
school.
They
have
to
deal
with
a
lot.
You
know,
obviously,
because
of
the
role
that
they
play.
It's
often
very
conflict
heavy.
It
can
be.
P
You
know
just
de-escalation
all
the
time
and
so
there's
a
lot
of
pressure
on
many
of
them,
and
so
if
there
are
ways
that
you
are
affirmatively
getting
them
an
opportunity
for
wellness,
so
it's
it
doesn't
happen
on
the
pd
days.
If
there's
like
a
protocol
that
kicks
in
every
time
like
an
incident,
a
major
incident
might
happen
at
a
school.
I
think
that
would
be
helpful
to
hear
about.
So
that
would
be
one
area.
I
think
the
other
area
that
I
wanted
to
say
is
whether
you're
doing
more
dialogue
with
students.
P
Again
like
I
said,
I
think
you
know
we
can
do
a
ton
of
training,
but
you
you
know
this.
Having
been
at
the
police
department
for
such
a
long
time,
you
don't
know
as
much
as
you
get
trained.
You
know
you
get
faced
with
situations
that
are
unexpected,
that
come
at
a
terrible
time,
you're
not
in
a
great
place
and
that
young
person
is
definitely
not
in
a
great
place
and
things
can
go
awry,
and
so
some
of
it
is
about.
P
Is
there
like
a
means
in
a
healthy
way
and
in
a
productive
way
to
review
practices
and
why
things
escalate
and
then
what
options?
Because
what
we
know
about
de-escalation
is:
it
goes
against
every
single
fiber
of
our
being
our
are
you
know,
overwhelmingly
you're
an
authoritari
authority
figure
you're
expected
to
you
know,
have
a
certain
amount
of
deference
and
here's
this
young
person
absolutely
not
doing
that,
and
you
know,
potentially
you
know
there's
others
who
are
watching.
This
is
not
just
one
individual.
This
is
not
a
one-to-one
interaction.
P
So
are
there
opportunities
for
your
team
members
now,
while
you
know
school's
not
in
full
session
right
now,
and
so
it's
not
just
a
constant,
you
know
like
one-to-one,
you
know,
engagement
are
there
opportunities
to
expand
and
increase
dialogue
with
young
students,
sometimes
ones
who
have
like
who
come
into
contact
with
your
team
members
more
frequently,
but
to
talk
about
how
de-escalation
and
escalation
kind
of
looks
from
different
perspectives
in
order
to
strategize
a
little
bit
better.
So
that
would
be
that
second
area.
F
Yeah,
so
I
think
I
think
those
are
all
good
points
and
things
that
we're
going
to
be
working
on,
but
just
give
you
an
example,
we
did
you
know
meet
with
when
we
were
developing
our
concept
around
the
metal
detectors
and
the
scientists
we
met
with
dr
height
has
an
advisory
group.
We
met
with
his
young
people.
We
actually
worked
with
doctor
with
dr
damon,
who
was
on
earlier,
but
from
her
some
of
her
kids
over
her
school.
We
worked
with
a
couple
of
other
groups
to
really
get.
F
We
brought
the
kids
down
here
to
have
to
get
them
to
inform
us
and
they
actually
even
participate
and
help
build
help
the
signage.
You
know
what
what's
the
design
look
like
you
know,
I
mean
now.
Some
of
the
signs
are
crazy,
but
we
we
worked
through
it
right,
but
so
we
recognized
that
that
you
voice.
I
met
with
irved
and
continued
to
to
to
work
with
them.
F
I
even
allowed
them
to
even
look
at
our
job
description
to
kind
of
get
a
sense
of
what
does
it
look
like
from
your
viewpoint
as
a
young
person,
a
student
union
I
mean,
even
though
they
offered
they
come
at
me,
but
I
also
reached
out
to
the
group
and
said
and
met
with
them,
and
dr
height
was
there
in
one
of
those
meetings
as
well.
We
recognize
that
that
you
voice
is
going
to
be
important.
F
So
as
we
go
through
this
just
re-envisioning
process,
we
we
clearly
believe
that
we're
going
to
be
using-
and
I
think
that's
a
great
opportunity,
even
in
that
space
councilwoman,
to
bring
them
in
to
talk
about
what
that
looks.
Like
there's
some
programming
out
there.
We
could
do,
but
we
definitely
see
that
as
part
of
our
charge
and
that
everything
we
do
comes
from
a
youth
base
and
their
youth
voice
is
important
and
we're
aligning
with
on
climate
side.
F
You
know
tyler
williams,
who's,
doing
a
lot
of
work
with
the
young
people
in
the
schools
aligning
with
his
work
to
make
sure
we
definitely
I
mean
we
even
talked
about
having
an
lgbtq
liaison
officer.
I
have
an
officer
who,
from
who's
from
the
community
who
who's
willing
to
step
forward,
to
say
you
know
how
do
we
look
at
it
from
that
lens,
and
so
we
have
a
lot
of
work
to
do,
but
that
is
great
and
then
to
your
earlier
question.
F
I
think
what
we
also
have
to
do
with
my
men
and
women
is
to
tell
them
you
know
before,
just
like
anything
else,
they
thought
they
had
to
do
it
by
themselves.
But
safety
is
a
is
a
total.
It's
an
everybody
thing,
and
so
my
men
and
women
in
that
space
have
to
start
to
rely
on
climate
and
other
services
in
the
space.
F
So
they
don't
sit
there
and
say
my
only
resolution
to
this
is
me
going
in
a
one-on-one
with
the
kid
when
I
have
partners
all
about
the
building,
we
didn't
do
a
good
job
of
system
mapping.
It's
like
what
else
is
here
besides
me,
and
I
think
because
of
that
we've
not
been
able
to
fill
that
gap,
and
so
I
think
the
more
we
educate
them
on
your
school
has
all
these
services.
F
You
can
go
down
and
talk
to
the
counselor
before
you
do
anything
with
this
kid
or
you
find
somebody
in
climate
who
has
a
relationship
or
a
teacher
is
a
better
process.
So
so
we
think
that
that's
a
good,
a
a
good
place
to
believe.
I
do
want
to
know
that
dr
banks
wants
to
jump
back
to
here
because
he
had
something
in
what
I
said
or
something
but
I'll
keep
going,
but
I
know
she
indicated
she
wanted
to
jump
back
in.
E
P
P
What
we
have
often
found
is
that
people
in
a
crisis
situation
don't
know
how
to
make
the
best
decisions,
no
matter
how
much
training
they
have
like
it
is
it's
really
hard
to
do
in
a
crisis
to
just
go
back
and
remember
your
training.
One
of
the
things
that's
been.
A
really
big
model
is
sort
of
the
is
the
approach
that
has
happened
through
emergency
rooms
and
ers,
where
the
death
rates
used
to
skyrocket.
P
But
now
you
know
everyone
knows
before
you
go
into
an
er.
You
take
your
temperature.
You
check
your
blood
pressure,
you
ask
x
y
and
z,
and
you
start
to
go
through
this
list
of
things.
Similarly,
I
feel
like
what's
been
lacking
at
many
of
our
comprehensive
and
neighborhood
high
schools,
where
we
see
or
tend
to
see
a
lot
more
conflicts
occur.
Is
that
it's
exactly
what
you
said?
P
The
teacher
should
know,
especially
because
many
of
them
know
who
the
students
are,
who
have
special
needs
or
have
might
have
a
past
history
or
all
of
this.
They
should
know
that
you
don't
immediately
pull
in
the
school
safety
officer
to
deal
with
the
situation
in
a
crisis.
That's
just
the
number
that
they
call
you
know,
and
so
it's
kind
of
like
you
want
some
kind
of
a
system
that
that
says
in
an
emergency.
These
are
the
five
things
that
we
should
like
try
to
figure
out
how
to
handle
within
a
crisis.
P
If
it's
a
fight
within
a
classroom
like
here's,
the
five
things
immediately
call
x,
y
and
z,
and
then
these
people
will
come
in.
So
it's
like.
We
want
a
team
to
come
in.
It's
why
we
funded
the
step
program.
Why
we
got
you
know
additional
counselors
and
a
school
psychologist
to
be
on
teams
at
a
number
of
different
schools.
P
P
they're,
dealing
with
this
at
the
end
of
the
day,
they're
they're,
no
matter
what
we
say,
they're
going
to
be
the
first
person
first
group
of
people
that
we
call
right
and
and
it's
why
I
feel
like
you're
our
best
shot
at
finally
getting
some
of
these
like
standard
protocols
through
that,
can
help
de-escalate
situations
and
don't
continue
to
escalate.
I
don't
want
to
continue.
P
You
know
too
long
on
this,
but
would
still
encourage
you
that,
12
years
after
south
philadelphia,
high
school
x,
number
of
years
after
mlk
after
george
washington,
high
school,
where
school
police
officer
had
a
heart
attack
after
you
know,
you
know,
after
a
huge
you
know,
melee
at
the
school.
We
still
don't
like
the
ways
in
which
we
handle
crisis
situations
in
schools
range
from
like
really
great
outcomes.
P
Teachers
need
reminders
like
this
is
the
protocol
that
we
follow
in
an
emergency
situation.
We
know
what
to
do
in
case
of
a
tornado.
We
know
what
to
do
in
case
of
an
intruder.
We
really
do
need
to
know
what
to
do
in
cases
of
like
our
children
are
in
distress,
and
we
need
to
know
like
what
are
some
of
the
standard
things
that
we
ought
to
be
engaging
in
so
I'll.
I
know
this
is
a
longer
conversation
that
we
have.
F
F
The
principals
assistant
principals
counselors
in
those
cases
where
a
kid
is
in
in
crisis-
and
they
say
I'm
going
to
blow
up
the
building
where
I'm
going
to
fe
what
I'm
going
to
do
that
we
now
respond
to
the
school
assess
that
determine
whether
it's
a
transient
threat
or
because,
when
we
looked
at
the
data,
95
percent
of
those
kids
were
not
not
getting
charged,
and
it
was
just
so.
We
now
to
your
point,
saw
that
there
was
50.
F
60
kids
were
being
arrested
every
year
for
a
threat
and
most
of
those
were
transient
threats,
and
so
this
year
we'll
be
able
to
divert
those
kids
respond
and
we
put
in
a
protocol
to
address
those.
So
we're
definitely
starting
to
do
what
you
said
pick
away.
Keeping
my
men
and
women
away
from
code
of
conduct
issues
is
the
first
point
of
we
should
be
in
those
code
of
conduct,
so
not
to
belabor
the
point,
but
we
are
going
down
that
path
and
you
raise
some
good
points
that
we
could
even
add
to
that
work.
P
B
Are
next?
Thank
you.
Yes,
thank
you
so
much,
madam,
by
share
and
all
really
important
points
that
I
think
we
need
to
further
elaborate
on,
as
you
stated,
and
I
just
wanted
to
again
thank
chief
bethel
for
his
work,
but
I
wanted
to
ask
you
a
very
quick
question
around
the
school
safety
offices
relative
to
mental
health
professionals.
Do
they
interface
with
actual
mental
health
specialists
and
professionals?
Just
for
the
record,
I
wanted
you
to
be
able
to
put
that
on
the
record.
Thank
you
so
much.
Madam
vice
chair.
F
Yeah,
so
we
definitely
see
that
as
a
gap.
We
are
looking
at
some
of
the
training.
I
know
some
of
my
men
and
women
get
mental
health
first
aid
for
it.
For
for
a
youth,
I
think
rachel
holtzman
and
members
of
the
team
on
the
climate
and
and
school
support
side
have
been
doing
that,
but
that
training
has
seemed
to
have
been
limited
to
my
new
officers
coming
in
and
not
to
the
entirety
of
the
organization.
So
we
will
be
opening
that
up
as
we
rebuild
our
training
and
now.
F
Actually,
the
virtual
space
has
really
been
a
blessing
for
us.
So
we
see
this
as
a
great
way
for
us
to
get
training,
because
my
offices
are
all
over
the
place
and
we
really
don't
have
a
training
headquarters,
but
we
definitely
saw
that
we
checked
that
as
a
place
that
we
really
need
to
and
lean
into
as
it
relates
to
mental
health
trauma
and
all
of
that,
and
so
every
wednesday
we'll
be
actually
having
pulling
them
off
the
road
and
giving
them
training
on
those
topics.
But
that
is
an
area
that
we
need
to
expand.
B
No
thank
you
very
much
for
that
response,
and
I
think
about
that
too,
because
as
we
and
we
don't
know
when
the
date
will
be
because
we've
had
such
an
uptick
in
in
covet
cases,
but
as
we
think
about
when
we
eventually
will
be
back
into
our
school
buildings,
everything
that
our
young
people
have
experienced
and
have
gone
through
as
a
result
of
covet,
19
and
sheltering
in
place
and
needing
potentially
needing
additional
supports.
I
just
wanted
to
to
put
that
out
there
for
the
record.
Thank
you
so
much.
Madam
vice
chair.
P
F
Yeah
well,
dr
banks
is
on
here,
so
we
we
get
the
initial
reporting
coming
into
the
from
the
police
department.
We
create
a
report
and
then
we
send
it
over
to
the
to
support
services,
karen's
team
and
dr
banks.
Maybe
if
you
want
to
jump
her
back
in
here,
they
didn't
know
to
activate
their
trauma
response
team.
I
don't
know
dr
banks,
if
you
still
there,
if
you
wanted
to
come.
H
F
And
then
I
have,
and
I
have
actually
today
we're
piloting.
I
have
some
of
my
officers
out
today
doing
wellness
checks
to
see
because
some
of
the
kids
are
not
engaged.
I
mean
some
are,
and
so
we
you
know
some
of
the
superintendents
looked
and
said:
hey.
You
know
we
have
some
some
of
our
folks.
We
just
got
not
engaged.
P
If
there's
one
that
I've
heard,
it's
been
a
lot
that
that
the
district
will
try
to
send
people
out
to
the
families,
especially
when
it
involves
a
school
district
child,
and
so
it's
interesting
because
I
think
it's
a
it
seems
like
a
very
interesting
model
compared
to
what
the
city's
doing-
and
I'm
wondering
you
know
like
I'd
love
to
keep
in
touch
with
you
about
that.
Are
these
briefings
daily
that
you
do
chief
bethel.
F
Yeah
every
every
incident
shooting
incident
any
we
get
that
immediate
notification
and
it
involves
a
child
student
charter
school
or
we
we
send
that
over
to
the
screen
of
the
team
and
charter
side,
but
every
every
every
incident
involving
a
a
student
and
we
go
up
into
an
extent
advanced
ages,
because
some
of
our
kids
go
up
and
you
know-
and
then
we
have
some
older
adults
as
well.
We're
involved
in
programming.
E
Right
so
then
we
also
take
it
another
level.
So
if
there
is
a
someone
in
their
late
twenties
who's,
a
victim
of
crime
mid
to
late
20s,
we
will
then
check
to
see
if
there's
any
siblings
related
to
that
victim,
even
though
they
aren't
currently
a
student
again.
Our
our
goal
is
to
help
students
as
best
as
possible.
P
P
Is
it
possible
to
aggregate
and
not
to
get
specifics?
We
don't
need
to
know
names
and
all
of
that,
but
is
it
possible
to
get
some
aggregated
data
on
the
number
of
young
people
involved
in
the
public
schools
on
either
like
a
bi-weekly
or
bi-monthly
basis,
for
the
education
committee?
Is
that
difficult
to
compile?
Are
you
does
that?
Does
that
violate
anything
it
should
it
doesn't
have
to?
P
C
C
P
Yeah,
I
think,
that's
a
great
model,
and
it's
one
that
we
it's
one
of
the
reasons
why
I'd
like
to
just
track
it
a
little
bit
more
closely
because
I
think
it
is
a
really
important.
I
think
you,
the
district,
has
been
you
know,
really
thoughtful
about
making
sure
they
know
which
students
are
impacted.
P
F
D
N
D
And
certainly
the
restorative
practices
really
talking
more
about
healing,
as
well
as
accountability
and
so
in
the
office
of
violence
prevention,
we're
certainly
supportive
and
appreciate
the
committee
as
well
as
council
member
gilman,
gilmore
richardson.
We
really
appreciate
you
bringing
this
issue
and
resolution
forward.
This
will
certainly
help
and
support
the
work
that
we're
trying
to
do
to
address
gun
violence.
As
many
of
you
know,
the
philadelphia
police
department
often
cites
an
argument
as
a
reason
for
the
shootings
that
we
see.
So
I
just
appreciate
the
time.
Thank.
G
Good
afternoon,
chairperson,
canada
sanchez
vice
chairperson,
gym
and
members
of
the
committee,
I
would
also
like
to
thank
councilwoman
catherine
gilmore
richardson,
for
the
invitation
to
provide
testimony.
I
too
will
will
make
my
testimony
brief.
My
name
is
kathleen
reeves.
I
am
a
professor
of
pediatrics
and
senior
associate
dean
for
health
equity
at
the
lewis
cat
school
of
medicine
at
temple
university.
G
G
G
G
G
It's
considered
so
well
studied
that
it
carries
strong
evidence,
a
strong,
evidence-based
descriptor
by
the
pew
foundation,
as
well
as
a
number
of
other
evidence-based
clearing
houses.
It
decreases
violence,
we
work
together,
city
and
university,
and
we
study
philadelphia
cure
violence
in
the
22nd
police
district.
We
saw
two
and
a
half
fewer
shootings
for
10
000
people
per
month.
That's
a
30
reduction.
G
Our
credible
messenger
outreach
workers
are
trained
in
conflict
resolution
to
de-escalate
high-risk
situations.
Our
outreach
workers
are
trained
by
the
people
who
developed
the
program
initially
like
we
have
done
together
in
the
past.
We
must
come
together
and
implement
evidence-based
programs
that
work,
and
we
must
reproduce
those
programs
with
fidelity.
G
What
about
our
schools?
Philadelphia,
experiences,
high
rates
of
school
violence
since
1998
medicine
has
known
that
children
who
experience
significant
trauma
are
more
likely
to
be
perpetrators
and
victims
of
violence.
These
are
not
bad
kids.
These
are
kids
who
bad
things
happen
to
centers
for
disease
control,
the
american
academy
of
pediatrics,
the
substance,
abuse
and
mental
health
services
administration.
G
G
G
These
are
substances
that
will
make
you
run
and
fight
it's
great.
To
have
this
happen
if
you're
in
a
forest
and
a
bear
is
chasing
you,
but
what,
if
that
equivalent
of
a
bear
comes
home
every
night?
You
have
fear
every
night.
You
have
that
response
every
day
when
a
young
brain
is
bathed
in
adrenaline
and
cortisol
it
changes.
We
see
these
changes
in
children
who
have
experienced
significant
trauma,
the
parts
of
the
brain,
most
important
in
learning
and
resolving
conflict
and
socializing
and
interacting
aren't
functioning
when
this
happens,
adult
or
child.
G
Temple
university
is
working
with
local
community
stakeholders
in
our
local
schools
to
create
and
implement
temple
phases,
philadelphia,
healthy
and
safe
schools
that
evidence-based
trauma-informed
conflict
resolution
program
directed
at
changing
this
landscape.
In
my
testimony,
I
highlighted
the
story
of
two
two
children
that
we
encountered.
G
G
G
G
G
That's
what
malia
remembered
even
the
school
cop
talked
to
me
calmly
and
helped
me
discuss
what
I
had
done.
Just
as
captain
bethel
had
said.
This
is
well
implemented,
trauma-informed,
con
quick
resolution
in
action
and
there
were
consequences.
She
had
a
three-day
in-school
suspension,
but
she
used
that
time
to
learn
about
why
she
acted
as
she
did
to
learn
about
the
trauma
that
she
experienced
and
to
keep
up
on
her
schoolwork,
and
now
she
is
a
school
leader
and
doing
extremely
well.
She
believes
she
is
worthy.
G
So
what
does
all
of
this
mean?
I
applaud
you
for
having
this
hearing
for
understanding
the
science
behind
violence.
It's
spread
the
damage
it
causes
and
the
role
conflict
resolution
plays
in
prevention,
intervention
and
treatment.
If
we
want
to
see
philadelphia,
streets
and
philadelphia
schools
to
be
safe,
we
have
to
deal
with
the
trauma
philadelphians
have
experienced.
G
We
have
to
model
and
teach
tools
to
resolve
conflict
in
a
trauma-informed
way
before
the
violence
erupts.
It's
imperative
that
we
produce
programs
like
cure
violence
and
techniques
like
trauma-informed
work
with
fidelity
quality
assurance,
an
ongoing
evaluation
constantly
staying
up
to
date
on
the
most
current
research.
G
While
we
contribute
our
own
experience
to
the
literature
so
that
other
schools
and
communities
can
benefit,
I
encourage
you
to
engage
and
partner
with
educators
providers.
Academicians
and
research
across
philadelphia
and
in
our
universities
to
support
this
important
work.
I
encourage
you
to
take
advantage
of
the
rich
academic
strength
in
health
care
and
an
education
that
is
part
of
philadelphia's
identity.
G
We
must
turn
to
proven
programs
and
techniques
that
work
in
the
same
way
we
have
for
the
treatment
of
any
other
disease
we
want
to
help
together.
We
must
provide
all
philadelphians
in
their
communities
and
in
their
schools
pre-k
through
12,
with
safe
spaces
filled
with
people
that
truly
understand
childhood
trauma,
adult
trauma
and
the
contagious
nature
of
violence.
Thank
you
very
much
for
this
opportunity
and
please
let
us
know
how
we
can
help.
Thank
you.
So.
D
D
D
D
How
we
go
through
our
cases
and
stuff
of
such
my
name
is
cadet
major
hedgehog
lawrence.
I
am
the
judge
for
the
youth
court
at
philadelphia
military
academy
here
at
philadelphia,
military
academy.
We
are
a
collective
group
of
students
10th
through
12th
grade,
who
have
come
together
to
help
students
better
themselves.
D
D
D
D
D
D
A
positive
example
of
something
that
happened
in
our
court
is
when
okay,
that
accepted
responsibility
and
apologized
for
his
actions.
After
conversating,
with
our
after
conversation
with
our
youth
court
members
and
analyzing
his
behavior,
he
decided
he
will
do
better
and
make
an
effort
and
complete
the
disposition
imposed
upon
him
by
the
court.
D
Although
this
is
our
first
year
in
youth
corps,
we
are
very
proud
of
our
accompli
accomplishments.
So
far,
we
look
forward
to
many
more
in
the
future.
Finally,
I
don't
just
want
to
take
up
all
of
our
time.
I'm
sorry,
youth
court
works
in
many
different
ways.
You
guys
can
come
and
sit
in
on
a
class
yourself.
If
you
would
like
it
is
ran
by
colonel
gallagher.
You
can
contact
mr
john
papiano
or
if
you
have
any
questions
again,
I
am
the
judge
for
youth
court.
D
P
H
I
am
12
years
old,
I'm
currently
in
seventh
grade
attending
junior
park
academy.
Two
years
ago,
our
school
started
a
group
session
that
offered
conflict
resolution
and
emotional
support.
My
life
has
not
been
easy.
After
I
lost
my
father
to
suicide.
I
felt
very
angry
and
did
not
know
how
to
express
my
feelings.
My
emotions
were
like
a
roller
coaster.
I
did
not
know
how
to
act
and
every
time
some
someone
spoke-
and
I
didn't
agree
I'll-
be
ready
to
fight
regardless
of
the
other
person
gender.
H
My
conflicts
with
other
people
were
getting
me
in
a
lot
of
trouble
in
school.
I
was
also
having
issues
with
completing
class
assignments
and
being
focused
in
class
when
I
was
invited
to
be
part
of
a
conflict
resolution
meeting
with
students
at
a
high
conflict
with
I
agreed,
because
I
wanted
another
opportunity
to
be
friends
with
some
of
the
people
who
I
had
accomplished
with.
I
did
not
have
an
idea
how
deep
in
health
and
complex
resolution
were
going
to
impact
me
in
my
future.
The
conflict
resolution
media
has
a
positive
influence
to
my
life.
H
I
was
able
to
put
all
my
conflicts
aside
with
a
positive
interaction
between
myself
and
other
people.
I
was
also
able
to
see
myself
as
a
totally
different
person
and
shape
my
personality
to
become
a
better
person.
I
had
a
chance
to
see
other
point
of
view
and
understand
other
people's
personalities
and
the
conflict
resolution,
meaning
I
was
able
to
trust
someone
who
was
my
enemy
by
spreading
my
feelings
and
thoughts
and
making
sure
I
stood
between
us
to
resolve
the
conflict.
H
I
was
able
to
heal
my
negativity
of
behavior
by
discovering
music
situations
to
the
conflicts
at
general
park
academy.
We
put
relationships
first
and
field
community
every
morning.
Every
class
begins
with
the
community
circles.
We
learn
about
each
other
and
our
feelings.
We
do
we
deal
with
our
feelings
and
talk
about
our
problems
and
issues
in
society.
We
learn
how
to
talk
to
one
another
and
respect
each
other's
thoughts
and
feelings.
One
huge
thing
I
learned
is
no
matter
how
angry
you
are
don't
take
it
on
other
people.
H
H
In
conclusion,
the
resolution
circle
and
commuter
meeting
I
became
a
model
in
dealing
with
problems,
fit
and
feelings.
In
my
life
and
many
others,
I
was
able
to
express
my
feelings
without
being
angry.
I'm
able
to
find
solutions
to
any
conflicts
that
life
presents,
I'm
also
able
to
help
others
to
find
solutions
to
their
problems.
I
am
a
leader
in
and
outside
of
the
school
environment.
I
have
the
love
of
a
better
relationship
with
people
surrounding
me.
H
Focus
on
community
building
and
resolution
circles
has
helped
us
to
decrease
the
drama,
conflicts,
suspensions
detentions
and
physical
assaults
in
our
school.
The
resolution
meeting
has
impacted
my
life
in
a
positive
way,
and
I
hope
that
it
can
do
the
same
for
other
children
in
other
schools.
Thank
you.
P
Thank
you
so
much
kaylee
we
just
I
know
there
might
be
another
panelist,
but
I
know
a
couple
of
council
members
just
wanted
to
send
a
special
word
to
you.
But
you
know
what
this
is
one
of
the
things
where
we
wish.
We
were
here
in
person
because
we
would
absolutely
just
shake
your
hand
high
five,
you
give
you
a
hug
for
the
tremendous
work
that
you've
done.
P
Kaylee
and
I
know
juniata
park
academy-
is
so
proud
to
have
you
there
and
we
are
just
really
honored
that
you
have
just
spoken
beautifully
to
the
work
that
you're
doing
and
how
you
think
about
things,
and
at
12
years
old,
just
like
going
out
there
and
speaking
your
voice
and
just
doing
so
with
so
much
confidence
gives
us
so
much
hope
and
joy
and
pride
in
our
city.
So
thank
you.
Kaylee
council,
member,
gilmore,
richardson,
and
I
know
council
member.
B
B
I
was
just
filled
with
emotion,
overwhelmed
listening
to
you
and
just
so
happy
that
you
could
join
us
this
afternoon
to
share
your
truth
and
to
share
your
story.
So
I
just
wanted
to
give
kudos
to
you
and
say
thank
you
and
know
that
if
there's
anything
that
we
can
do
for
you
at
any
time,
you
feel
free
to
reach
out
to
us
and
we
will
be
there.
We
want
to
wrap
our
arms
around
you
and
continue
to
support
you
as
you
move
forward
to
a
very
bright
future.
I
know
it's
real
bright.
B
Q
Yeah,
I
just
want
to
add-
I
was
too
so
very
moved
by
your
boldness
and
your
braveness
just
to
come
and
tell
your
story
and
talk
about
how
this
program
has
helped.
You
become
a
super
duper
young
person,
so
I
want
to
thank
you
so
much
and
let
you
know
we're
looking
forward
to
see
what
you
do
next
kaylee
and
I'll
be
paying
attention
over
there
juliana
park.
Some
great
things
are
coming
from
over
there.
Thank
you
thank.
P
P
L
L
L
My
name
is
marie
patterson,
I'm
a
proud
alumni
of
morel
dobbins
high
school,
a
parent
of
a
graduate
of
the
class
of
2020,
a
business
owner
in
the
community
and
the
chair
of
dobbins
advisory
committee.
I
am
here
to
give
you
testimony
on
behalf
of
the
diamonds
community
and
I
represent
all
the
affirmation
roles
for
the
past
five
years.
L
I've
had,
I
have
had
an
inside
view
of
what
instruction
is
like
for
the
career
and
technical
education
students
in
the
school
district
of
philadelphia.
I
have
witnessed,
as
the
criteria
for
admission
was
removed
in
2017,
the
arts,
humanity
and
other
elective
and
cte
courses
were
stripped
from
the
students
as
well
as
most
recently
scheduled
requirements
for
math
and
english
interventions
have
been
placed
on
some
of
the
cte
schools
as
a
businesswoman
in
the
city.
L
I
certainly
understand,
and
I
certainly
understand
how
and
why
we
lost
the
opportunity
to
welcome
amazon
to
the
city
of
philadelphia
is
simple.
We
do
not
operate
our
career
in
technical
education
as
it
should
be.
We
lack
the
ability
to
demonstrate.
We
are
preparing
the
next
generation
of
employees
in
philadelphia.
L
Cte
schools
are
treated
like
traditional
high
schools,
placing
the
primary
focus
on
academics.
Workforce
has
indicated
that
the
primary
skills
needed
for
future
jobs
will
require
skilled
laborers.
They
are
looking
for
individuals
who
possess
the
21st
century,
21st
century
skills
like
critical
thinking,
creativity,
collaboration,
communication,
information,
literacy,
media
literacy,
technology,
literacy,
flexibility,
leadership,
initiative,
productivity
and
social
skills.
L
I
recommend
that
if
we
I'm
sorry,
I
recommend
that,
if
there's
to
be
consideration
for
alignment
of
the
curriculum
to
support
post
cova
employment
as
well
as
as
well
as
constant
conflict
resolution,
you
offer
and
assist
the
school
district
with
the
following
things
number
one.
We
need
to
restore
the
minimal
criteria
for
admissions
to
cte.
L
This
will
ensure
that
students
who
enter
the
program
are
committed
to
preparing
for
the
workforce.
They
also
also
getting
the
credits
needed
for
college.
The
criteria
prior
to
its
removal
was
a
sea
average
good
attendance
and
no
serious
discipline
issues.
These
are
all
necessary
in
the
workplace
and
can
build
upon
and
as
they
matriculate
through
high
school
number,
two,
maybe
removing
the
strict
block
scheduling
that
focus
on
academic
remediation
interventions
in
the
9th
grade
and
10th
grade.
L
Allow
students
entering
cte
programs
as
freshmen
and
sophomore
the
opportunity
to
develop
and
create
an
innovation
that
originally
led
them
to
apply
for
the
career
in
technical
school
in
the
first
place.
Number
three
encourage
all
businesses
in
the
city
to
create
pay,
as
well
as
non-paid
internships
for
students
and
cte
throughout
the
school
philadelphia.
New
youth
network
has
programs
and
funding
to
support
this
and
cte
students
should
be
placed
first.
This
will
help
create
a
pipeline
of
experienced
workforce
and
help
to
keep
students
out
of
trouble.
L
We
have
seen
the
impact
of
not
having
meaningful
activities
for
youth
too
many
people
getting
shot.
We
have
had
two
to
three
diamonds,
this
school
year,
number
four
stop
testing,
11th
and
12th
grade.
Students
on
pointless
standardized
testing,
students
and
cte
should
be
focusing
on
the
nocti
test,
the
asvap,
the
sat
or
the
act
or
the
accuplacers.
L
These
are
assessments
that
will
yield
greater
return
for
the
students
and
their
families
rather
than
testing
on
keystone
assessment
and
stars,
given
only
to
further
increase
the
achievement
gap.
It
is
well
documented
that
these
standardized
tests
are
racially
and
culturally
biased,
yet
we
still
rank
them
and
file
with
students
in
school.
We
are
saying
our
children.
We
need
to
continue
call.
We
don't
need
to
continue
calling
our
children
below
and
basic
or
underperforming.
L
Lastly,
I
close,
I
close
with
pennsylvania.
Department
of
education
provides
cte
subsidy
as
early
as
ninth
grade,
and
now
I
learned
as
early
as
fifth
grade.
I
have
met
with
parents,
students
and
dobbins
roster,
chair
and
administrators.
Regarding
this,
there
is
no
reason
or
explanation
why
school
district
of
philadelphia
does
not
allow
9th
grade
students
at
the
cte
school
to
begin
their
cte
training
as
soon
as
they
start
high
school
benefits
of
this
move
far
outweigh
the
cost.
L
P
Thank
you
so
much
miss
patterson
and
thank
you
for
the
tremendous
work
that
you
do
at
dobbins,
along
with
principal
damon.
It
means
a
lot,
and
I
know
this
will
be
an
ongoing
conversation
that
we
have
with
the
district.
I
a
lot
of
us
are
keeping
this
in
mind,
especially
as
we
take
a
look
at
you
know
the
coming
the
coming
year.
I'm
not
sure
what
will
be
able
to
be
done.
P
B
Thank
you,
madam
vice
chair.
I
just
wanted
to
quickly
note
for
the
record
and
thank
tamir
harper
from
urban
education
advocates
for
his
work
around
conflict
resolution.
I
wanted
to
put
that
on
the
record.
I
know
he
had
to
go
and
also
to
the
pft
and
hillary
for
submitting
written
testimony
in
support
of
these
resolutions
and
the
continued
work
that
we
are
committed
to
doing
together,
particularly
with
our
our
students
and
our
teachers
in
mind,
and
also
wanted
to
thank
the
students.
B
B
So
we're
going
to
look
to
your
testimony
as
a
point
of
source
of
recommendation
as
we
move
forward.
So
I
just
wanted
to
thank
all
the
witnesses
who
hung
in
there
with
us.
I
know
this
was
a
very
long
hearing,
but
I
simply
wanted
to
say
thank
you
know
that
all
of
your
input
and
your
feedback
will
really
help
us
to
inform
the
work
that
we
focus
on
moving
into
the
the
spring
session
and
as
we
proceed
from
an
education
standpoint
in
our
city.
So
thank
you
very
much.
P
P
So
I
know
that
I
had
a
number
of
questions
for
for
theron,
pride
and
and
the
office,
but
I
think
it's
good
for
us
to
start
here
and
then
continue
on
and
and
expand
our
work
together
in
this
area,
because
this
issue
of
you
know,
saving
our
young
people's
lives
is
the
most
important
thing
that
we
can
do
right
now,
especially
with
all
that's
going
on
and
with
schools
being
virtual
for
the
foreseeable
coming
weeks.
So
I
want
to
thank
our
sponsor
catherine
gilmore
richardson.
P
I
want
to
thank
all
the
panelists
for
your
tremendous
expertise
and
testimony
and
a
huge
note
of
gratitude
to
the
this,
to
kaylie
to
her
teachers
and
her
her
loved
ones,
who
just
gave
such
a
spectacular
testimony
earlier
to
the
clerk.
Are
there?
Is
there
anyone
else
here
who
would
who
is
who
would
like
to
testify
on
either
of
the
resolutions
that
have
been
brought
forward.