►
Description
The Joint Special Committee on Gun Violence Prevention & Committee on Children and Youth of the Council of the City of Philadelphia held a Public Hearing on Wednesday, April 7, 2021, at 10:00 AM, in a remote manner using Microsoft® Teams to hear testimony on the following items:
200524 Resolution authorizing the Committees on Gun Violence Prevention and Children and Youth to conduct joint hearings to examine the need for universal access to trauma counseling for Philadelphia’s youth.
A
This
is
the
joint
hearing
of
the
special
committee
on
gun,
violence,
prevention
and
children
and
youth
regarding
resolution
number
two:
zero:
zero.
Five,
two
four.
I
understand
the
state
law
currently
required
that
the
following
announcement
be
made
at
the
beginning
of
every
remote
public
hearing
due
to
the
current
public
health
emergency
city.
Council
committees
are
currently
meeting
remotely.
A
We
are
using
microsoft
teams
to
make
this
remote
hearing
possible
and
instructions
for
how
the
public
may
view
and
offer
public
testimony
and
public
hearings
of
council
committees
are
included
in
the
public
hearing,
notices
that
are
published
in
the
daily
news,
inquire
and
legal
intelligence
prior
to
the
hearing
and
can
also
be
found
on
phl
counsel
dot
com.
What
a
clerk
please
call
the
road
to
take
attendance
members
that
are
in
attendance
will
please
indicate
that
they
are
present
when
their
names
are
called.
A
C
A
B
B
We
had
a
youth
roundtable
in
partnership
with
five
extremely
important
organizations
who
are
working
directly
with
young
people
in
our
city.
They
were
yeah,
philly,
the
youth
sentencing
and
reentry
project,
the
youth
arts
and
self-empowerment
project,
the
juvenile
law
center
and
the
village
of
arts
and
humanities.
B
One
of
the
most
important
things
that
you've
told
us
is
the
importance
of
trusting
relationships
in
their
lives
when
we're
talking
about
grief
when
we're
talking
about
trauma
when
we're
talking
about
vulnerabilities
and
violence.
Youth
are
not
simply
going
to
go
to
people
because
they
have
the
title
they're
going
to
go
to
the
people
that
they
trust
people
with
whom
they've
been
in
relationship
with,
and
this
has
been
an
important
aspect,
an
important
aspect
of
how
we
talk
to
young
people
about
violence.
B
And
finally,
we
heard
about
the
importance
of
housing,
stability,
the
need
to
potentially
relocate
when
situations
become
untenable
and
most
important
of
all
the
youth
expressed
to
us
that
they're
watching
that
they
understand
that
there
are
decisions
that
that
are
made,
but
ultimately,
if
they
don't
feel
those
decisions,
then
they
don't
actually
exist
for
them.
I'm
hoping
that
this
hearing
will
expand
upon
our
dialogue
from
yesterday
to
hear
from
you
from
people
who
are
working
inside
systems,
institutions
and
organizations.
B
B
Our
city
has
to
do
better.
We
heard
that
we
have
to
do
more
and
we
have
to
do
better,
and
that
does
not
impugn
anything
that
has
come
before
us.
But
this
is
a
time
for
us
to
rise
to
the
occasion
to
meet
the
demands
of
our
young
people
and
to
to
give
them
a
city
that
they
truly
deserve.
So
I
want
to
thank
councilmember
johnson
and
thank
you
very
much
look
forward
to
the
hearing.
A
Thank
you
very
much
helen,
and
I
just
want
to
thank
you
for
your
advocacy
around
making
sure
we
are
supporting
and
empowering
and
making
sure
we're
fighting
for
our
young
people,
and
this
issue
is
very
near
and
dear
to
me
primarily
because,
as
before
I
became
elected
official
always
I
was
always
in
the
space
of
working
in
my
neighborhood
as
a
community
organizer.
But
after
listening
to
the
young
men
who
were
talking
about
their
experiences
yesterday,
it
always
bring
me
about.
A
A
lot
work
bad
or
negative,
early
on
in
spite
of
coming
from
a
good
foundation,
but
nevertheless,
the
pearls
of
the
street
life
kind
of
pulled
me
in
different
directions,
and
it
was
individuals
like
not
to
really
that's
the
word.
I
want
to
say.
I'm
gonna
give
us
his
proper
credit
that,
as
I
always
do,
is
people
like
curtis
jones.
A
It's
not
normal
for
an
individual
to
don't
think
that
they're
going
to
see
the
age
of
18,
and
that
was
my
lifestyle
when
I
attended
high
school,
but
so
many
examples
of
other
young
men
that
live
all
throughout
neighborhoods
in
the
city
of
philadelphia.
It's
abnormal
to
live
in
the
neighborhood.
Where
you
see
half
of
your
friends
die
right
literally
see
them
die,
as
relates
to
the
issue
of
gun,
violence,
and
so.
A
A
C
Yes,
I
placed
in
the
chat,
I
had
a
very
quick
comment.
I
just
wanted
to
thank
you
and
council
member
kim
for
this
hearing
today
and
I
especially
thank
councilmember
kim
for
pulling
together
the
round
table
of
the
young
people
yesterday,
and
I
really
was
struck
by
a
lot
of
the
information
that
was
shared
and
appreciated.
Having
the
opportunity
to
hear
directly
from
young
people.
C
They
need
to
help
them
thrive
here
in
the
city
of
philadelphia,
and
I
just
I'm
still
replaying
a
lot
of
what
I
heard
yesterday,
but
it
was
very
clear
from
what
we
heard
that
we
have
to
do
more,
that
we
have
to
prioritize
what
the
young
people
are
asking
us
for.
They
are
crying
out
to
have
opportunities.
C
You
know
to
have
safe
spaces.
They
are
crying
out
to
ensure
that
when
there
are
conflicts
in
their
communities
that
they
have
the
opportunity
to
relocate,
that
was
so
poignant,
and
I
heard
that
on
that
call.
So
I
just
wanted
to
say
thank
you
to
you,
but
especially
the
councilmember
kim
for
providing
that
opportunity
yesterday,
and
we
are
looking
forward
to
also
our
upcoming
a
hearing
on
conflict
resolution
and
releasing
the
report,
which
will
be
next
week
on
wednesday
april
14th
at
10
a.m.
C
A
C
Before
we
begin
to
hear
testimony
from
the
witnesses
we
have
for
today,
everyone
who
has
been
invited
to
the
meeting
to
testify
should
be
aware
that
this
is
a
public
hearing
and
it
is
being
recorded
because
the
hearing
is
public.
Participants
and
viewers
have
no
reasonable
expectation
of
privacy
and
by
continuing
to
be
in
the
meeting,
you
are
consenting
to
being
recorded
additionally
prior
to
recognizing
any
questions
or
comments
from
the
members
that
they
have
for
witnesses.
C
I
I
I
also
have
with
me
dr
tamara
williams,
deputy
chief
clinical
officer
children's
services
for
community
behavioral
health.
Thank
you
for
this
opportunity
to
testify
in
response
to
resolution
number
200524,
which
authorizes
hearings
to
examine
the
need
for
universal
access
to
trauma.
Counseling
for
philadelphia's
youth.
I
I
will
share
some
of
the
resources
available
through
dbhids
community
behavioral
health
and
the
vast
provider
network
and
share
information
on
established
strategies
and
partnerships
that
help
us
mobilize
supports
trauma
poses
a
significant
threat
to
the
overall
health
and
well-being
of
our
city.
It
affects
not
only
survivors
of
traumatic
experiences
but
impacts.
Family
members,
friends
and
communities
in
2020
philadelphia
had
the
highest
number
of
homicides
in
30
years
and
in
2021
we
continue
to
see
increased
incidents
of
gun
violence,
many
frequently
involving
young
people.
I
I
Aces
are
linked
to
chronic
physical
health
problems,
mental
illness
and
substance
misuse
in
adulthood
and
can
negatively
impact
education
and
job
opportunities
working
together
to
support
parents
and
caregivers.
We
can
lessen
the
impact
of
aces
on
children
by
assuring
safe,
stable,
nurturing
relationships
and
environments.
I
I
One
promising
trauma
informed
care
practice
for
intervention
and
prevention
of
future
violence
is
warm
handoffs
in
the
hospital's
emergency
departments.
Healing
hurt
people
provides
trauma-informed
case
management
services,
peer
mentoring
and
referral
linkages
for
individuals
between
10
and
29
years
of
age.
I
I
We
offer
a
full
continuum
of
supports
for
children
in
schools,
as
well
as
the
community
cbh
contracts
with
27
agencies
to
provide
school-based
behavioral
health
services
in
246
schools
across
46.
Zip
codes
providers
have
already
been
engaged
in
cognitive,
behavioral
therapy
training
and
will
ultimately
be
trained
as
well
in
cognitive,
behavioral,
intervention
for
trauma
in
schools
or
c
bits
and
bounce
back,
which
is
group
therapy
for
elementary
age.
Children
who
are
experiencing
traumatic
stress
other
supports
provided
by
dbhids
in
schools,
include
school-based
prevention
services.
I
I
Trauma
impacts
our
minds,
our
bodies,
our
relationships
and
our
communities
addressing
trauma
means
finding
ways
to
prevent
it,
enhancing
systems
that
relieve
it
and
supporting
treatments
that
alleviate
it.
Dbhids
hosts
trainings
that
work
to
create
trauma-reducing
systems
throughout
the
city
of
philadelphia.
I
I
I
Exposure
to
adverse
childhood
experiences
and
prolonged
trauma
can
negatively
affect
people's
life
trajectories.
Together,
we
can
work
to
reduce
these
traumatic
events
and
their
impacts,
so
that
philadelphians
affected
by
trauma
can
get
their
life
trajectories
back
on
track.
Thank
you
to
all
the
members
of
city
council
for
holding
hearings
on
this
very
important
issue.
We
hope
that
the
viewing
public
will
be
encouraged
to
connect
to
support
as
a
result
of
this
platform.
I
A
H
H
Okay,
so
I
appreciate
the
thumbs
up
because
about
that
is
encouraging,
and
it
gives
me
a
sense
of
what
more
is
needed.
Thank
you.
Thank
you.
Councilmember
johnson
again,
my
name
is
karen
lynch
and
I
am
the
chief
of
student
support
services
with
the
school
district
of
philadelphia,
I'm
here
today
representing
dr
william
height,
who
is
our
superintendent
and
also
the
school
district.
H
H
H
The
loss
of
so
many
young
lives
to
gun
violence
is
a
crisis.
It's
senseless.
It's
alarming.
Each
time
we
receive
news
of
another
child
lost
to
gun
violence.
I
think
about
the
mothers,
the
fathers,
the
brothers
sisters,
cousins,
classmates
teachers,
relatives,
I
think
about
the
loss
of
the
possibilities.
H
No
prom
no
driver's
license.
No
graduation,
no
workplace
experience,
college
marriage,
children,
grandchildren,
all
lost
a
future
lost.
I
think
about
the
growing
poverty
of
hope
among
our
young
people,
and
I
wonder
about
a
shooter
and
what
it
takes
to
reach
this
level
of
violence
and
to
take
action
that
ends
another's
life.
H
H
H
While
we
are
eager
willing
and
more
than
able
to
join
the
effort,
we
cannot
lead
this
effort,
and
so
we
turn
to
other
agencies
within
our
community
in
order
to
ensure
that
we
are
part
of
their
efforts.
I'm
extremely
pleased
that
we
had
the
opportunity
that
I
had
the
opportunity
this
morning
to
speak
after
dr
jill
bole.
H
I
am
not
going
to
repeat
all
of
what
she
said
and
I'm
not
going
to
speak
to,
although
it's
all
in
my
comments,
I
am
not
going
to
speak
to
the
many
many
resources
to
which
the
school
district
is
partnering,
with
cvh
and
dbihfids
on
providing
both
trauma.
Mental
health
and
behavioral
health
supports
today,
I'm
going
to
share
the
school
district
of
philadelphia's
protocol
when
there
is
a
crisis.
H
H
H
H
H
H
H
We
believe
that
it's
extremely
important
that
young
people,
as
well
as
adults,
learn
how
to
resolve
conflict
when
they
see
it
with
young
people,
and
so,
if
there's
to
be
conflict
resolution
training,
we
would
hope
that
there
are
adults
that
also
receive
conflict
resolution
training
so
that
when
they
are
engaging
with
you
in
resource
locate,
resource
centers
community
locations,
they
too
are
prepared
to
help
resolve
the
issues.
Lastly,
I
just
want
to
highlight
several
things
that
we're
about
doing
next.
H
I've
shared
very
often
in
these
comments
how
we
will
continue
to
work
with
our
city
partners
and
our
city
agency
and
other
city
agencies.
I've
named
several,
and
we
will
continue
that
work
and
we're
going
to
work
together
with
these
agencies.
But,
as
I
said,
it's
probably
not
that
we
can
leave
the
effort,
but
gun
violence
is
extremely
important
to
everyone
and
we
have
to
be
heard
as
we
particularly
look
at
the
frequency
in
which
young
black
boys
and
young
black
men
are
dying
at
an
alarming
rate
within
our
city.
H
Along
with
other
child
serving
agencies,
we
have
to
find
ways
to
better
support
children
who
have
been
involved
in
gun
violence.
Our
evidence
shows
that
homicide
reviews
of
those
children
that
we
have
lost
shows
that
at
some
point,
many
have
been
involved
in
an
instance
of
gun
violence,
and
if
we
engage
these
children
before
a
homicide
occurs,
engage
them
with
supports,
including
mentoring
and
ways
to
deal
with
their
anger
and
ways
to
deal
with
their
emotions
and
become
more
in
tune
with
their
emotions.
It's
a
sitting
effort.
H
G
Great
thanks
so
much
my
name
is
tanya
walford,
I'm
chief
for
evaluation,
research
and
accountability,
and
I'm
going
to
present
some
information
on
shooting
victim
and
shooting
victims
enrollment
in
the
philadelphia
public
school
system.
Today,
the
philadelphia
police
department
provides
us
directly
through
our
office
of
school
safety,
with
identifying
information
on
school-age
shooting
victims,
and
that
to
this
point
has
been
victims
that
are
between
the
ages
of
6
and
22..
G
G
This
slide
also
intersects
the
data
across
those
different
groups
with
information
on
types
of
schools.
They
were
rolled
enrolled
in
the
last
record
that
we
have
for
those
students,
as
I
just
previously
described
next
slide.
Please
can
you
go
back
to
the
what
back
one
please!
Thank
you.
So
this
first,
the
first
section
with
the
orange
box
around
it
is
the
total
number
of
students
and
what
percentage
of
those
victims
or
students
involved
in
incidents
were
enrolled
in
the
different
sectors.
G
G
G
next
slide,
please.
So
the
second
part
of
this
graph
is
then
looking
at
these
other
two
breakdowns
of
active
students
and
exited
students,
which
that
280
plus
473
equals
the
total
students
that
I
just
referred
to.
But
if
we're
looking
at
active
and
exited
students
for
all
of
the
sectors
and
all
of
the
categories,
you
can
see
that
the
numbers
of
exited
students
are
higher
and
again.
G
Lastly,
this
slide.
Can
you
see
the
bottom
of
the
slide,
because
I
can't
see
it
and
okay?
Thank
you.
Lastly,
this
slide
provides
last
enrolled
record
by
school,
and
these
are
schools
with
the
top
number
of
students
overall
that
were
involved
in
incidents
and
it's
25
schools
that
represent
over
50
percent
of
the
enrollments
for
the
victims,
so
stated
otherwise.
G
Over
50
percent
of
the
victims
had
a
last
school
of
record
as
one
of
the
25
schools
shown
here
and
again,
we
provide
the
breakdown
between
total
number
of
students
that
were
ever
that
were
enrolled
at
some
point,
as
well
as
active
students
in
in
the
different
schools,
the
legend
at
the
bottom
just
to
highlight.
You
can
also,
then
see
blue
schools
or
district
schools.
G
G
And
that
is
my
presentation
on
the
distribution
of
enrollments
I'd
be
happy
to
take
any
questions
I'll
say
in
advance.
If
I'm
not
able
to
provide
you.
If
there
are
additional
data
questions,
I
will
be
able
to
follow
up,
we'll,
be
able
to
take
those
questions
and
follow
up
on
pulling
or
finding
the
the
data
that
you
may
be
interested
in.
That's
not.
G
J
Thank
you,
member
johnson.
I
want
to
thank
you
and
council
member
again
for
bringing
such
a
timely
conversation
in
this.
I
just
thought
it
was
really
important
if
jill
can
speak
to
this
really
quickly,
the
kind
of
work
that's
been
done
over
the
last
few
years,
around
behavioral
health
and
the
school
district
is,
unlike
anything,
we've
done
before
and
unfortunately
covet
hit
us
in
the
middle
of
us
institutionalizing.
J
Some
of
the
work
that's
been
done.
I
think
it's
important
and
jill.
If,
if
you
don't
have
the
the
specifics,
but
then,
if
you
can
provide
it
for
the
record
in
this
particular
hearing,
I
think
it
would
be
critical,
the
selection
of
which
behavioral
health
agencies
and
their
alignment
with
school-based
providers
and
the
amount
of
investment
both
from
the
from
the
your
behavioral
department
to
the
school
district.
I
think
it's
important
as
we
talk.
J
J
There
are
clearly
some
neighborhoods
that
require
more
than
others,
and
I
think
part
of
what
we're
trying
to
get
to
is
a
line
where
we
had
hot
spots
and
align
that
with
the
school
district's
plans
for
summer
opening
and
some
additional
information.
So
if
you
don't
have
that
readily
available,
but
if
you
could
speak
to
the
intensity
of
the
investment
that
you're
making
on
the
school
by
school
basis,
I
think
it's
important
for
the
record.
I
Thank
you,
council
member.
I
don't
have
those
specifics
in
front
of
me,
but
we
certainly
can
can
get
them,
and
I
do
have
dr
williams
on
the
phone
on
the
call
and
she
may
be
able
to
say
some
more,
but
I
do
want
to
say
it's.
27
providers
across
all
of
the
schools
and
the
idea
of
having
this
available
for
in
every
school
is
really
a
critical
component
and
it
both
provides
the
opportunity
for
the
evidence-based
practice
to
be
available
that
is
known
to
mitigate
against
the
traumatic
effects
of
aces.
I
In
addition,
there
is
work
that
is
done
with
the
school
and
with
the
teachers
in
the
classroom
that
helps
to
address
challenging
behaviors
or
challenging
conflicts,
so
conflict
resolution,
etc.
That
can
happen
in
the
classroom
or
can
happen
in
terms
of
skill
building
for
for
teachers
and
to
help
with
some
of
the
interactions
in
the
classroom.
So
it's
a
it's
a
enormous
undertaking
and
wide
reaching
and
that
we
are
just
beginning
to
even
see
the
impact
that
this
approach
can
have
on
the
the
children
in
the
schools.
I
I
do
want
to
see
if
dr
williams
would
like
to
say
some
more.
She
has.
She
is
the
the
children's
services
lead
at
community
behavioral
health
and
is
very
actively
working
with
the
school
district
on
the
intensive
behavioral
health
services,
the
ibhs
program
so
I'll
see
if
dr
williams
would
like
to
say
a
few
words
in
response
to
council
member
question.
K
K
It's
a
strategy
that
we've
used
with
other
types
of
behavioral
health
services,
but
essentially
providers
are,
are
sort
of
assigned
to
particular
zip
codes
where
schools
are
located
and
they're
considered.
The
lead,
behavioral
health
agency
for
those
schools,
so
principals
have
a
go-to
lead
mental
health
agency
that
they
can
contact
when
they
believe
that
a
student
is
having
some
behavioral
health
challenges.
K
And
so
you
know
in
this
way.
We
really
wanted
to
also
not
just
increase
the
communication
between
behavioral
health
providers
and
schools,
but
also
to
be
able
to
increase
the
community
links
so
making
sure
that
providers
who
are
serving
the
communities
and
those
zip
codes
are
also
communicating
with
other
resources
in
those
areas
to
provide
really
more
holistic
supports
to
students
and
families
who
need.
J
Help,
if
you
can
just
give
the
information
for
the
record,
because
I
think
as
we
move
on
as
this
conversation
carries
on-
and
I
definitely
want
to
let
councilmember,
johnson
and
kim
who
are
hosting
this
and
been
working
on
this.
I
just
want
to
make
sure
that,
because
of
covid,
some
of
the
work
that
we
initially
thought
was
going
to
happen
didn't
happen,
but
I
want
to
make
sure
that
we're
connecting
this
and
involving
this
to
meet
the
really
challenging
immediate
needs
right
now.
So
thank
you
very
much.
Thank
you.
Councilmember
johnson.
A
Thank
you
very
much.
I
just
had
one
question
regarding
the
liaisons
that
work
with
the
school
district.
This
was
for
dr
lynch
just
want
to
get
an
idea
of
the
number
of
schools
that
are
assigned
per
liaison
and
then
also
what
is
their
certification
in
terms
of
training
and
background
regarding
this
work
that
they
are
doing.
H
A
Okay,
all
right,
thank
you
very
much
and
that's
it
for
you,
dr
lynch,
not
a
question
for
dr
joe
bolden
regarding
a
network
of
neighbors
that
I
know
my
colleague
councilwoman
andrew
brooks
was
very
close
with
as
well,
and
so
dr
bolton,
I
just
want
to
get
an
idea.
I
remember
doing
a
workshop
with
neighborhood
networking
neighbors
and
they
were
talking
about
how
they
go
out
to
the
community
and
provide
trauma-informed
training
to
community
members
who
would
like
to
participate
at
that
particular
time.
A
The
ground
frontline
work
right
regarding
gun
violence.
I
want
to
get
an
idea,
so
what's
the
future
plan
in
turning
expanding
a
level
of
services
that
are
available,
particularly
with
network
of
neighbors,
because
every
when
I
had
the
workshop
and
and
point
breeze
and
I'm
like
you
know-
and
I
felt
that
there
was
only
two
staff
members
and
underwear
on
a
trajectory
at
that
time,
they
hit
500
homicides.
I
was
trying
to
really
get
the
idea
of
how
their
work
could
be
taken
to
scale
in
terms
of
really
bringing
out
there
and
being
effective.
A
And
again,
I
know
when
I
talk
to
you
when
you
and
I
met
it
was
mentioned.
There
are
other
services
that
the
city
of
philadelphia
also
provides,
but
my
specific
interest
is
network
of
neighbors,
because
I
kind
of
do
see
them
on
the
ground.
Doing
like
the
hard
work
in
terms
of
training
community
members,
so
just
want
to
get
some
feedback
from
you.
I
So
first
I
want
to
say
thank
you.
It
is
a
a
really
excellent
program
and
I
appreciate
highlighting
it
and
therefore
the
director
of
the
program
yolanza
hughes
is
on
here
with
me,
and
I
will
ask
her
to
help
explain
the
approach
of
the
network
of
neighbors
and
why
you
know
a
small
group
of
leaders
through
gbhadas
can
create
a
very
wide
group
of
leaders
in
the
community.
And
so
I.
H
I
22
budget-
and
I
do
want
to
just
say
that
we
looked
at
some
of
the
data
on
the
number
of
communities
that
was
served
by
network
of
neighbor
nurbert
neighbors,
and
so
we
compare
the
january
through
march
2020
quarter,
one
which
is
the
pre-pandemic
quarter
of
2020
with
the
current
year
quarter.
One
2021
so
we're
looking
at
january
through
march
of
2020
versus
january,
through
march
of
2021,
and
there's
a
over
65
percent
increase
in
the
number
of
communities
served
by
network
of
neighbors.
I
So
you're
talking
about
29
communities
served
in
the
beginning
of
2020
and
48
communities
served
the
beginning
of
2021.
So
we
really
do
appreciate
the
attention
and
focus
and
understanding
of
the
importance
of
this
program.
So
I'm
going
to
turn
it
over
to
yolanda
hughes,
the
director
for
a
network
of
neighbors,
who
can
be
more
explicit
about
the
philosophy
and
the
way
in
which
the
program
works.
C
C
So
when
we
go
out
to
support
communities
a
couple
things
that
happen,
one
we
operate
from
a
premise
called
the
ask
model
afk,
which
really
means
that
communities
have
to
invite
us
in,
and
that's
really
important,
because
when
communities
have
been
impacted
by
trauma
right,
their
sense
of
safety
and
trust
has
been
taken
away
taken
away
from
them.
So
when
we
are
asking
communities
to
invite
us
in
that
means,
they
are
driving
the
process.
Their
voice
is
leading
the
way.
So
we
are
getting
a
lot
of
information.
C
We
spend
a
lot
of
time
with
triaging
and
assessing
communities
so
pretty
much
what
that
means.
We
are
working
with
communities
to
really
establish
their
trust
because,
as
councilwoman
kim
spoke
about
when
she
talked
about
young
people
yesterday,
we're
asking
young
people
and
people
in
the
community
to
tell
their
story
about
how
something
has
impacted
them.
So
if
we
don't
have
an
invitation
to
come
into
that
community,
it
will
not
make
them
feel
safe
right,
so
that
differentiates
us
from
crisis
response.
So
crisis
response
they
rush
out
and
they
support
communities.
C
But
what
we're
really
doing
is
building
a
relationship
with
communities
that
have
been
impacted
to
help
them
talk
about
how
trauma
is
affecting
them
and
what
I
really
love
about
the
network
is
it's
a
gateway,
it
really
exposes.
People
to.
This
is
what
it
looks
like
to
be
in
a
safe
space
to
have
a
conversation.
C
So
if
I
continue
to
have
symptoms
and
things
continue
to
escalate
for
me,
then
I
will
seek
out
more
intensive
behavioral
health
services
if
needed
right.
So
when
we
talk
about
training
communities
in
the
community
members,
what's
really
important
is
we
feel
that
community
members
trust
individuals
in
their
own
community
they're
more
likely
to
have
that
conversation.
C
So
we
offer
a
training
usually
twice
during
the
fiscal
year,
where
we
train
anyone
who's
interested
to
learn.
The
interventions
that
we
use,
the
intervention
that
we
use
is
called
post,
traumatic,
stress
management
and
it's
a
group
intervention,
and
we
love
this
intervention
because
it
has
worked
with
different
cultures,
different
neighborhoods
and
the
reason
is
because
we
are
gathering
people
which
is
natural
for
them
to
come
together
as
a
group
from
the
same
community
to
talk
about
how
they
have
been
impacted.
C
Everything
that
we
do
is
free
and
we
help
communities
organize
as
well.
So,
for
example,
if
a
community
leader
contacts
us
to
say
yes,
my
group
has
been
impacted
by
gun
violence.
I
want
to
get
youth
together
things
of
that
nature.
We
go
the
extra
step
in
the
sense
of
if
you
want
us
to
help,
you
create
a
flyer
to
pass
out
to
the
community.
We
will
do
that.
We
want
to
make
sure
that
the
messaging
comes
from
the
community
and
it
doesn't
come
from
us
right.
A
A
That
was
very,
very
helpful
and
I'm
just
interested,
but,
most
importantly,
just
inspired
by
y'all
work,
because
separate
from
the
crisis
response
is
the
actual
deep
dive
perspective
of
actually
just
dealing
with
trauma
that
individuals
experience
that
relates
to
the
gun,
violence
that
we're
saying,
but
also
the
community,
because
I
think
sometimes
we
forget
that
not
only
one
is
a
shooting
on
a
murder
inside
a
neighborhood,
not
just
the
immediate
family.
Members
are
impacted,
but
the
community
is
impacted.
A
B
Thank
you
very
much,
mr
chair.
I
really
appreciate
it.
I
wanted
just
to
very
briefly
talk
about
a
few.
You
know,
just
as
we
go
into
this
conversation
just
you
know
some
comments
that
were
made
by
young
people
last
night,
because
I
you
know,
none
of
this
is
intentional
for
us,
but
it's
important
to
hear
how
they
are
seeing
things.
So
one
of
the
things
that
they
talked
about
is
when
you
punish
violence.
B
What
they
said
was
you
need
to
invest
in
our
humanity.
You
need
to
invest
in
places
where
we
can
get
help
that
isn't
a
lockdown
facility.
You
need
to
invest
in
the
therapy
that
comes
out
of
relationships
that
reflects
culture
and
lived
experiences,
and
I
think
that
this
is
a
little
bit
of
what
council
member
quinone
sanchez
was
talking
about
and
that
one
of
the
young
people
said
you
have
to
look
at
the
why
young
people
are
doing
things
like
you
know.
The
grieving
process
is
long
term,
but
understanding
this.
B
Why
is
going
to
fix
a
lot
of
things?
So
I
hope
that
everybody
can
stay
on
to
listen
to
some
of
the
testimony
that
you're
going
to
hear
later,
especially
from
school
principals,
because
it's
incredibly
powerful
and
to
karen
lynch
in
particular,
you
and
I
have
been
on
the
phone
for
a
long
time.
We've
talked
about
things
after
the
immediacy.
B
I
know
this
is
like
deeply
personal
and
deeply
personally
felt,
and
I
know
you
understand,
like
what
your
principles
are
going
through
each
and
every
day,
but
it's
very
clear
that,
when
we're
hearing
the
testimony
from
principals,
we
also
did
a
survey
of
you
know
people
online,
including
a
lot
of
teachers
who
talked
about
what
it's
like
to
scan
the
news.
You
know.
H
B
Go
through
all
of
this
and
read
and
pray
that
your
students
or
former
students
aren't
on
that
list,
but
I
think
one
of
the
things
that
comes
out
the
most
is
the
feeling
and
from
both
young
people
and
from
educators
on
the
ground
that
they
need
more
in
their
school
on
a
regular
and
daily
basis,
and
that
you
know
we're
they're
talking
about
the
social
workers
trauma,
specialists,
counselors
assistant
principals,
some
service
days.
You
know
for
teachers
and
staff,
so
they
can
help
deal
with
some
of
the
aftermath.
B
And
so
I
guess
one
of
the
questions
for
karen
lynch
and
for
the
school
district
is:
what
are
we
doing
to
increase
these
resources
at
the
school
level?
Knowing
that
the
relationships
are
what
matters
not
so
much
the
service?
That's
provided,
but
the
service
is
delivered
through
the
vehicle
of
a
relationship.
That's
how
it
continues.
That's
how
it
kind
of
gets
going,
and
maybe
that's
how
you
know
it
may
ultimately
be
transferred
off,
but
but
young
people
don't
feel
like
they
can
access
these
services
unless
they're
like
basically
committed
to
them
or
they're.
B
What
can
we
do
to
expand
and
to
really
make
a
real
shift
in
this
time
period
with
so
many
young
people
being
impacted,
I'm
staggered
by
the
numbers
I'll
talk
about
that
in
a
little
bit,
but
just
to
get
to
those
schools
that
are
that
are
deeply
impacted
for
trauma
and
violence.
Now,
if
we
can't
do
it
at
every
school,
you
know,
can
we
make
a
commitment
that
every
single
one
of
the
schools
that
showed
up
on
that
list
will
have
a
step
team
assigned
to
it.
H
Thank
you
councilmember.
I
think
history
is
really
important
and
so
just
very
quickly.
I
would
share
that
10
years
ago,
when
the
superintendent
arrived,
we
had
prevention
and
intervention
liaisons.
We
did
not
have
counselors
in
every
school.
We
did
not
have
school
nurses
in
every
school
and
part
of
the
reason
was
funding
and
the
way
that
funding
had
been
used
to
fund
positions
and
when
money
was
lost,
there
wasn't
an
opportunity
to
be
able
to
sustain
those
positions.
H
It's
one
of
the
reasons
why
we
have
reached
out
to
community
partners
who
see
children
also
within
the
community
like
as
it
you
know,
as
I
indicated,
children
and
families,
jill's
agency
and
others
that
have
the
primary
responsibility
for
providing
these
services.
We
also
recognize
that
providing
these
services
within
our
schools
to
help
students
have
closer
access
is
extremely
important,
so
we've
invited
these
partners
to
actually
actively
participate
within
our
schools
and
become
part
of
the
school
team
and
augment
the
services
and
the
relationship.
Building
that
we
have.
H
I
think
jill
and
the
two
colleagues
that
she
mentioned
are
about
the
process
of
working
with
providers
who
are
constant
not
coming
and
going
within
our
school,
so
that
they
do
have
the
opportunity
to
build
relationships
and
bring
services.
But
in
addition
to
all
of
that,
I
want
to
highlight
that
in
the
last
few
years
we've-
and
you
pointed
this
out
through
the
step
program-
we
have
hired
and
again.
This
is
another
program
that
cvh
is
paying,
for.
H
The
individuals
are
in
fact,
district
employees
and
the
support
team
for
educational
partnerships
is
actually
one
where,
while
it
does
not
exist
in
every
school,
we
have
based
on
the
data,
place
these
resources
and
more
than
the
21
schools
that
we
originally
started
with
so
schools,
based
on
their
data
and
based
on
their
school
improvement
claims
and
what
they
plan
to
address
moving
forward
do
have
some
of
the
support
teams
in
them
and
moving
forward.
I
know
factually
that
you're
absolutely
right.
H
We
are
looking
for
ways
to
ensure,
so
so
several
of
our
schools
have
said
we'd
like
to
have
more
social
workers
or
we'd
like
to
have
a
social
worker.
We'd
like
to
have
counselors
so
to
put
the
same
resources
in
every
single
school
is
not
something
that
is
not
the
direction
that
I
think
we're
moving
in.
But
the
direction
of
addressing
the
needs
of
the
students
that
are
within
the
schools
is
the
direction
that
we're
moving
in
step
is
intended
to
be
a
tier
two
support
and
very
very
frequently.
H
Students
need
a
tier
three
support,
and
it's
not
intended
for
that
purpose.
Idhs
is
probably
closer
to
that
effort,
and
so
I
you
know,
I
wouldn't
make
a
blanket
statement
about
step
going
into
every
school
as
much
as
I
would
say
that,
where
there
is
a
high
need,
resources
have
to
be
provided
and
that's
what
we
have
been
doing
over
the
last
10
years
and
what
we're
going
to
continue
to
do.
Moving
forward.
B
What
what
are
those
schools
getting
specifically
I
mean
we
can.
We
could
even
go
to
like
there
25
schools
we
can
take.
We
can
look
at
50
of
the
shooting
victims
in
the
16
month
period,
which
you
know
again
like
just
shocking
right.
753,
young
people-
and
you
know
it's
it's
it's
a
shocking
number
in
general,
but
but
if
50
of
them
are
in
just
25
schools
tell
me
what
those
25
schools
are
getting
will
they
have?
Does
every
single
one
of
them
minus
I
mean.
B
H
B
H
B
H
Alternative
schools
have
a
prevention
and
intervention
liaison
that
is
assigned
to
the
alternative
schools.
The
alternative
schools
I
will
highlight
are
not
they're
contracted
and
so
all
of
the
services
that
might
be
available.
Some
services
come
through
contracts,
so
they
might
have
social
workers
or
additional
staff
that
are
provided
not
necessarily
directly
from
the
school
district,
but
through
the
contract
and
the
contracted
services
that
the
contracted
entity
has
determined
to
provide
the
services
that
we're
talking
about
are
not
services
that
are
available
in
charter
schools.
B
So
among
the
25
I
mean,
I
guess
one
question
is
like
you
know,
part
of
what
the
data
should
show
us
is
an
ability
to
understand
how
to
allocate
some
of
these
supports,
and
you
know
what
what
I'm
part
of
part
of
it
is
the
I
understand
that
the
prevention
and
intervention
liaisons
are
assigned
to
schools,
but
there's
only
one
prevention
and
intervention
liaison
assigned
to
the
alternative
schools.
Is
that
what
you're
saying?
B
H
Looking
at,
let's
just
take
the
alternative
schools
as
an
example,
we
recognize
that
prevention
and
intervention
liaisons
have
a
great
role
in
responsibility
and,
as
more
has
happened
in
those
goals.
Looking
at
the
data,
increasing
the
numbers
of
prevention
and
intervention,
liaisons
that
are
serving
those
goals
is
important.
H
I
think
we
shared
that
with
you
that
came
as
a
result
of
the
rtf
discussions
that
we
had
so
we've
increased
that
number
and
they're
going
to
focus
on
those
schools
like
mlk
and
overgrowth
that
have
the
greatest
number
of
transitioning
students,
students
coming
and
going,
and
so
we're
in
the
process
of
hiring
those
individuals
right
now.
So
yes,
you're,
absolutely
right.
B
A
B
It
is
on
a
broader
school
community
and
one
of
the
things
that
we're
most
concerned
about
especially
around
prevention
and
intervention,
is
that
you
don't
want
things
to
continue
to
expand
and
spread
that
young
people
who
have
many
young
people
around
them
impacted
by
shootings,
in
particular,
by
gun.
Violence
can
be
deeply
impacted
by
that.
So
the
questions
still
remains
that
the
school
community,
the
school
community,
needs
the
help,
in
addition
to
the
young
person
in
the
schools.
It's
not
just
that
the
young
person
goes
to
school
to
receive
those
services.
B
It's
that
we're
creating
a
community
around
young
people
that
is
better
equipped
to
help
them
deal
with
broader
issues
and
their
immediate
networks
of
individuals
or
other
young
people
that
they
interact
with.
So
I
wanna
I'm
gonna
like
hold
on
that
for
a
minute,
because
I
I'm
I
wanna
press
on
that
because
I
think
that's
really
important,
but
I
don't
I'm
not
gonna.
B
I
B
B
Time
is
like
humanity
for
them
yeah
when
you're
14
years
old
right,
so
you
know
like
not
responding
means
you
don't
care,
even
if
it's
not
like
intentional
or
anything
like
that.
But
what
we
hear
over
and
over
again
is
we
hear
a
lot
of
anecdotes.
We
don't
actually
know
the
scope,
and
so
I
guess
one
question
would
be
whether
you
have
a
sense
of
the
wait
times.
K
K
So
those
have
been
removed,
and
I
would
also
say
that,
because
in
philadelphia
we
have
the
regionalized
model,
referrals
and
access
to
ibhs
should
be
almost
immediate
because
every
student
is
assigned
to
an
ibhs
provider.
So
there
is
no
weight
and
we
to
date
have
not
received
any
complaints
related
to
access
or
weights
for
ibhs.
B
It's
definitely
not
what
we're
hearing
we're
hearing
a
more
consistent
concern
about
wait
times
and
referrals
and
access,
so
I
I
may
not
doubt
that
a
child
may
be
referred
to
a
provider,
I'm
just
saying
by
the
time
the
provider
gets
to
the
child.
It
may
be
a
very
long
time,
and
I
guess
I'm
wondering
if
part
of
ibhs
can
be
collecting
data
on
wait
times
and
ask
if
maybe
you
could
come
back
to
the
chair
or
to
the
committee
with
a
little
bit
more
information
about.
B
That
would
be
helpful
and
then
I
think
I'll,
just
close
out
here
by
just
saying
you
know,
50
of
the
shootings
in
the
last
six
months
has
involved
a
young
person
at
25
schools,
whether
they
are
charter,
whether
they
are
alternative
schools,
whether
under
district
control
or
not.
We
have
to
drive
resources
to
those
schools.
B
We
have
to
figure
out
how
to
engage
the
school
communities,
the
young
people
and
be
listening
in
particular
to
the
school
leadership,
principles,
educators,
parents
and
school
staff,
as
well
as
young
people.
I
think
that
this
is
a
very
important
issue.
It's
not
just
you
know,
data!
Isn't
there
just
for
us
to
like
kind
of
look
at
it
and
marvel
it's
actually
there
for
us
to
re-uh.
B
It
should
help
us
either
ask
more
questions
or
redirect
resources
right
now.
The
principals
and
the
educators
and
the
students
at
those
schools
tell
us
they
do
not
have
the
resources
that
they
need
to
handle
their
current
population.
On
top
of
the
gun,
violence
that
they're
dealing
with
right
now,
we
need
to
get
them
the
help
that
they
need
we'll
try
to
make
this
a
more
central
aspect
of
our
work,
but
mr
charles
exceeds
my
time
for
for
other
yeah.
A
Madam
chair,
I
want
to
do
two
two
things
because
I
see
we
have
councilman
brooks
waiting
next,
but
I
want
to
be
quick
and
have
two
particular
things
addressed
karen.
You
can
respond
because
I
see
you
have
your
hand
up,
but
also
madam
chair,
you
talked
about
pressing
before
you
pivoted
and
talked
to
ibhs,
and
so
on
a
particular
topic.
Did
you
get
to
your
point
regarding
with
karen
and
karen
glenn
respond.
H
Thank
you.
So
I
think
I
think
that
the
councilwoman
asked
in
which
of
the
schools
that
are
on
the
list
is
their
step
services
and
I'm
provided
with
the
information,
and
I
want
to
share
that.
So
king
has
a
step
team
at
president.
Bartram
has
a
step
team
that
has
an
overbooked
as
a
step
team.
At
president.
Frankfurt
has
a
step
team.
H
Philadelphia
has
a
step
team
at
present.
Dobbins
has
a
step
team,
as
president
lincoln
has
a
step
team
and
south
philadelphia.
High
school
also
has
a
step
team.
In
addition,
each
of
these
schools
has
counselors,
I
think,
the
only
school
district
school.
That's
on
this
list
that
doesn't
have
a
step
team
is
ben
franklin
and
the
resources,
in
addition
that
we're
providing
for
that
school.
H
That's
the
school
that
we're
looking
to
to
see
the
additional
resources
and
whether
or
not
the
step
team
or
some
other
service
that
you
need,
but
there
are
other
services
that
are
available
each
of
these
goals.
So
before
you
close
the
record,
I
wanted
to
be
able
to
share
that
information,
because
I
believe
that
that
was
what
you
asked
me.
Thank
you.
Thank.
J
A
K
A
A
L
Thank
you
so
much
councilman
johnson.
Thank
you
for
your
patience.
Well,
no
problem!
I
am.
I
have
a
lot
of
emotions
on
this
particular
issue
right
now,
so
I'm
just
start
off
there
and
I
just
want
to
kind
of
ground
it
with
the
conversation
from
last
night
with
one
of
the
young
persons,
and
my
question
to
him
is:
if
he
had
access
to
services
before
he
was
incarcerated.
L
L
Even
though
you
know,
I
understand
that
a
large
number
of
the
folks
that
are
involved
in
that
are
coming
from
high
schools.
What
are
the
investments
into
young
people?
I'm
talking
about
the
feeder
schools
that
feed
into
these
high
schools,
because
the
majority?
When
I
looked
on
that
list,
I
live
in
1914,
zip
code,
every
school
charter
and
public
should
have
behavioral
health
services
trauma
informed.
L
1914
zip
code
and
the
reason
I'm
so
emotional,
because
I
say
constantly
my
kids
have
buried
more
friends
in
a
lifetime
than
I
could
ever
understand
and
listening
to
everyone.
That
has
something
to
do
with
disinvestment
in
young
people
10
years
ago.
This
blood
is
on
your
hands
and
we
need
to
make
sure
that
we're
investing
in
our
babies
and
I
don't
care
how
much
it
costs
because
lives
make
a
difference.
The
next
generation
of
black
men
are
in
prison
or
in
the
ground
and
that's
unacceptable.
L
So
I
want
to
know
what
investment
is
needed
to
make
sure
we
have
these
services,
starting
in
kindergarten,
buffoon,
steel,
cleveland,
all
of
these
schools
feed
into
grass
mastery
or
martin
luther
king
or
ben
franklin,
whatever
school.
What
schools
are
we
investing
in?
We
need
to
invest
in
our
babies
immediately.
We
can't
talk
about
data
from
10
years
ago
when
we're
burying
kids
every
day
in
our
city.
So
I
I
just
need
a
clear
understanding.
What
is
the
plan
for
the
school
district
that
every
school
and
these
zip
codes?
L
Another
statistic:
let
me
bring
up
11
zip
codes,
have
the
largest
zip
mass
incarceration
in
our
city.
All
of
those
zip
codes.
We
need
investments,
whether
it's
from
dbih
department
of
educa.
I
mean
education
as
well
as
parks
and
rec.
It's
all
hands
on
deck.
Our
kids
are
dying,
and
I
just
don't
hear
that
I
hear.
L
Things
being
put
together,
but
not
with
the
sense
of
urgency
that
I
see
in
the
streets
that
I
saw
in
the
prisons
and
the
trauma
that
my
kids
are
experiencing
because
keep
in
mind.
I
have
kids
from
ages
13
to
31,
and
when
you
put
that
math
in
my
in
my
head,
it
immediately
triggered
why
they're
losing
all
their
friends
and
my
heart
goes
out
to
the
teachers,
because
the
teachers
are
suffering
as
well.
L
We
talk
about
building
community
community
means
that
everyone
in
the
community
gets
the
services
that
they
need,
and
so
yolanda
I
love
you.
She
has
showed
up
every
time.
We've
called
her
around
trauma,
but
the
wreath-
and
I
have
an
open
door
now
that
I'm
just
I've
worked
with
her
before
I
was
a
council
person.
L
We
need
to
do
more
of
that.
When
we
had
a
murder
in
my
community,
we
called
jalan.
It
took
a
week
for
the
school
district
to
open
up
a
building
for
us
to
have
a
meeting.
That's
unacceptable
a
week
after
a
shooting
when
people
were
traumatized
immediately,
we
need
to
have
some
emergency
response
teams
available.
An
emergency
is
24
hours.
L
We
need
to
make
sure
these
community-based
organizations
have
access
to
our
school
buildings,
we're
not
a
whole
bunch
of
red
tape.
I
understand
about
liability
and
all
of
that,
but
if
we
want
the
services
we
have
to
allow
them
to
come
into
the
building
and
we
have
to
make
sound
like
we
have
to
invest
in
our
babies,
because
we
can't
talk
about
10
years
10
years
from
now,
because
we're
not
going
to
see
better.
If
we
don't
do
real
prevention
and
it
can't
be
lip
service,
it
has
to
be
real.
L
L
So
I
need
I
need
to
answer
for
like
the
next
week
of
80
degree
weather,
because
that's
what
I
heard
from
the
young
people
last
night
on
that
call,
they're
begging
us
for
support,
and
they
said
they're
sick
of
us
meeting
every
week
every
month
and
not
seeing
any
results,
they're
saying
they
need
trauma,
informed
they're,
saying
they
have
ptsd
what
what's
the
answer?
What
are
we
supposed
to
tell
them?
L
H
H
I
feel
a
deep
sense
of
urgency
when
I
go
into
a
prison
and
I
see
black
males
in
prison,
and
I
know
that
those
are
my
sons.
Those
are
my
husbands,
those
are
my
children.
Those
are
my
fathers.
I
recognize
there
is
a
sense
of
hurt.
I
I
speak
with
a
sense
of
urgency.
If
that
hasn't
been
conveyed
in
this
conversation,
then,
please
know
that.
I
think
this
is
an
urgent
matter.
H
When
I
see
the
children
who
are
dying,
they
are
young
black
males
that
are
dying,
they're
young
black
males
that
are
dying
within
our
communities.
So,
looking
at
me
and
knowing
what
I
have
produced
know
that
I
have
a
sense
of
urgency,
because
these
are
my
sons,
these
are
my
cousins.
These
are
my
nephews.
This
is
our
future,
so
I
feel
a
sense
of
urgency
that
nobody
can
take
from
me
as
a
black
woman.
I
feel
it.
I
understand
it
and
I
work
towards
it.
H
Other
schools
throughout
the
district
have
stepped
other
elementary
k
through
eights
have
step
programs
they
have
behavioral
health
supports.
So
I
want
to
clarify
that
my
reference
to
10
years
ago
was
to
show
that
from
that
time
forward,
we've
done
a
tremendous
job
as
a
community,
not
just
the
school
district
of
philadelphia
but
filling
the
need.
We
have
more
counselors
than
yes
filling
the
need.
We
have
more
counselors
in
our
schools.
We
have
more
nurses
in
our
schools.
H
Every
single
one
of
our
schools
has
a
nurse
and
that
nurse
is
part
of
the
team
that
we're
talking
about,
because
that
nurse
is
also
providing
trauma
support.
Those
counselors
are
also
providing
trauma,
support
the
behavioral
health
staff
that
we
have
is
much
larger
today,
school
district
of
philadelphia
staff
much
larger
today
than
it
was
10
years
ago.
So
there
is
a
sense
of
urgency
and
that
staff
is
growing.
That's
the
other
thing
that
I
wanted
to
convey,
and
I'm
still
conveying
this
conversation
that
staff
was
growing.
H
We
didn't
have
social
workers
in
our
schools
10
years
ago.
We
have
social
workers
in
our
schools.
Today
we
didn't
have
behavioral
health
experts
and
clinical
coordinators.
We
didn't
even
have
a
director
of
trauma,
support
in
our
schools
before
developing
a
plan
for
trauma
and
teaching
our
teachers
and
teaching
our
school-based
staff
how
to
engage
with
children.
H
H
It's
an
effort
on
this
child's
part
to
deal
with
their
own
trauma
and
deal
with
their
trauma
in
a
way
that
a
child
deals
with
trauma,
and
very
often
that
is
acting
out,
and
very
often
that
is
an
experience
that
many
of
us
look
at.
We
say
it's
poor,
behavior
and
we've
taught
our
teachers
and
we're
continuing
to
teach
a
school-based
staff
that
that
is
not
the
case
and
that
these
children
are
experiencing
trauma,
have
experienced
trauma
and
that
post-traumatic
stress
and
chronic
chronic
trauma
leads
to
behavior
that
need
to
be
addressed.
H
This
is
why
we
put
standards
into
our
schools
through
our
pbis
efforts.
This
is
why,
when
we
talk
to
kids,
we
talk
and
reinforce
the
positive
behaviors
that
we
that
children
have-
and
this
is
why
building
relationships
is
extremely
important,
because
children
need
to
know
who
they
can
trust,
who
they
can
confide
in
and
where
they
can
go
for
resources
and
in
our
k-8.
This
is
something
we're
engaging
with
all
the
time,
including
services
that
say
to
students.
H
How
do
you
feel
today,
what's
going
on
with
you
today
and
we're
infusing
all
of
that
into
the
curriculum,
and
it's
absolutely
important
for
people
to
know
how
they
feel
and
for
young
children
to
know
how
they
address
the
problems
that
they
have?
How
do
I
they
address
the
crisis
that
they
have
and
how
do
they
express
their
emotions
and
how
do
they
say,
I'm
not
having
a
great
day
and
I
need
help,
and
so
the
things
that
you
talked
about
absolutely
important.
H
The
fact
that
we've
been
doing
this
for
the
better
part
growing
these
services
for
the
better
part
of
the
last
10
years.
I
think
it's
important
for
you
to
know
the
the
last
thing
that
I
will
say
to
address
the
comments
that
you
offer.
Is
you
ask
what
is
in
every
single
school,
and
what
can
you
count
on?
I
would
say:
ibhs
is
in
every
single
school
that
didn't
exist
more
than
two
years
ago.
More
than
a
year
ago,
ibhs
is
a
way
to
train
our
teachers.
H
That
will
help
their
child
to
have
a
much
better
experience
to
deal
with
their
trauma,
exposing
parents
to
what
trauma
actually
is
and
how
to
address
the
needs
of
students.
So
we're
training,
school-based
staff
through
ibhs
or
engaging
on
a
one-to-one
with
children
with
ibhs
and
ibhs
is
also
the
service
that
can
provide.
The
one-to-one
supports
that
you
previously
saw
that
were
provided
through
sts
to
students
that
have
the
need
to
have
a
one-to-one
support
within
the
school.
H
It's
intended
to
be
able
to
continue
the
supports
not
just
in
the
school
but
in
the
community
and
in
the
home,
so
the
children
are
in,
and
families
aren't
engaging
with
different
providers
and
you
can
see
a
building
of
the
skills
and
the
information
and
knowledge
that's
essential.
This
is
all
part
of
what's
available
today.
H
A
B
Thank
you
very
much,
mr
chair.
I
just
wanted
to
clarify
that
and
to
council
member
brooks's
point.
I
think
what
I
I'm
certainly
talking
about,
and
I
think
what
I
heard
from
council
member
brooks
a
little
bit
is:
there's
no
question
that
our
young
people
need
mental
health
supports
all
across
the
board.
Every
single
school
should
be
entitled
to
it.
We've
got
25
schools
where
50
of
the
shootings
are
happening
to
those
children
and
then
those
those
schools
also
have
feeder
schools
that
go
into
them.
B
We
need
a
clearer
plan
for
young
people
who
are
and
schools
that
are
directly
and
overly
impacted
by
violence
that
is
over
and
above
what
the
district
is
doing.
We
full-heartedly
support
it,
whether
it's
ibhs
or
step.
We
want
that.
We
want
to
make
that
clear,
but
the
the
question
today
on
the
table.
We
are
having
this
hearing
because
thousands
of
young
people
have
been
shot.
B
B
It's
it's
not
just
you,
it's
also
a
dbh
and
darn
sure
dhs
is
going
to
be
be
here
on
this
conversation
as
well,
but
we
need
something
over
and
above
what
every
other
child
needs
and
deserves,
and
that's
what
we're
not
hearing
right
now.
We
need
to
know
for
these
schools
tell
us
how
we're
helping
them
end
cycles
of
violence
and
deal
with
the
trauma
that
they're
facing
right
now.
They're.
H
H
In
fact,
that's
in
my
budget
request
for
this
year
to
school,
so
that
the
schools
that
need
it
are
going
to
receive
the
social
service
supports.
We
have
made
the
request
to
increase
the
services
and
the
review
of
those
residential
treatment
facilities
and
children
that
are
transitioning
back
from
detention,
so
that
we
can
better
prepare
them
for
the
transition,
but,
more
importantly,
so
that
we
can
look
at
the
education
that
they
are
receiving
in
these
locations.
H
H
In
addition,
I
also
point
out
that
these
schools
and
their
school
improvement
plans
have
requested
and
received
additional
positions
that
I'm
not
readily
prepared
to
speak
to
today.
But
it's
all
part
of
their
plan
for
increasing
and
improving
the
climate,
the
culture
and
education
within
their
schools.
So
several
have
asked
for
additional
counselors.
Some
have
asked
for
behavioral
health
support
in
addition
to
what
they
have.
L
I
don't
know
which
gun
violence
meeting
I've
been
on,
but
we
keep
talking
about
all
hands
on
deck
and
to
me
all
hands
on
deck,
meaning
having
a
systemic
plan
that
accomplishes
that
accomplishes
this
across
schools
across
the
district,
and
I
just
need
to
hear
so
like
some
principles
answer
it
and
some
principles
ask
for
that.
Have
we
identified
the
right
mixture
for
this
to
be
right?
Does
this
also
include
smaller
class
sizes?
Does
it
also
you
know?
L
Is
there
a
menu
of
options?
Is
there
funding
available
for
a
principal
to
have
multiple
resources
in
your
school?
So
if
they
want
to
do
pbis
and
they
want
to
do
restorative
practice-
and
they
want
to
do
trauma
informed
and
if
they
wanted
to
do
conflict
resolution
or
whatever,
can
they
get
all
four
or
you
have
this
pot
of
money,
and
you
only
can
pick
two
so
for
me,
all
hands
on
deck
means
that
they
have
all
four
in
their
schools
ready
to
roll
out
next
week.
L
You
know
like
for
as
soon
as
we
can
hire
folks
up.
It
doesn't
mean
you
know.
This
is
a
lot
of
money
that
you're
getting
and
that's
it
so
that
that's
what
I'm
trying
to
hear.
I
need
to
hear
what
what
this
path
looks
like,
because
that's
not
what
I'm
here
and
I
don't
know-
maybe
some
of
my
council
members
might
be
hearing
something
different,
but
I
don't
hear
that
the
all
hands
on
deck
that
we're
talking
about
with
clergy,
community-based
organizations
and
communities.
L
H
The
services
that
we
offer
that
I've
described
related
to
crisis
and
crisis
response
would
address
what
happens
when
students
are
in
theater
schools
and
the
services
that
have
to
be
provided
within
the
feeder
schools,
but
that,
aside,
every
single
one
of
our
schools
engages
in
a
school
improvement
plan
process.
That
process
includes
annually.
H
Looking
at
the
data
that
exists
in
the
school
and
I'm
talking
about
all
the
data,
both
the
academic
data,
as
well
as
the
climate
data
where
incidents
occur
within
the
school.
What
the
suspensions
look
like,
what
are
the
students
in
the
school
that
have
trauma
issues?
What
are
the
students?
What
are
the
behavioral
health
reports
within
the
school?
It's
a
variety
of
data
elements
that
exist
every
single
year.
We
look
at
this
and
we
sit
down.
There
are
evidence-based
programs
that
the
state
has
identified.
H
H
That's
provided
essentially
school
signs
up
for
pbis,
based
on
their
data
and
based
on
what
it
is
that
we
recognize
collectively
that
needs
to
be
achieved
in
the
school
and
that's
the
service
that
they
receive
restorative
practices,
youth
court,
all
of
these
services-
and
it's
and
it's
timely,
because
we're
constantly
looking
at
this
data
and
we're
constantly
looking
at
what
needs
to
happen
within
the
school
to
move
forward.
The
staff
services
that
you
see
in
the
majority
of
schools
that
I
just
mentioned
that
are
on
this
list
are
services
that
were
received
through
that
process.
H
We
moved
step
into
the
schools
because
we
looked
at
the
data
we
saw
what
was
taking
place
with
young
people
and
we
put
step
into
those
schools.
We
said
to
the
school
leaders.
This
is
what
this
service
is
for,
and
this
is
what
this
service
is
going
to
help
provide.
So
that's
what
I
mean
when
I
say
the
plan
that
is
serving
the
individuals
within
the
school
and
is
addressing
the
immediate
needs,
and
these
are
services
that
are
provided
from
the
central
office
and
coached
and
trained
from
the
central
office.
A
Thank
you,
councilwoman
kendrick
brooks
I
want
to
ask
for.
I
know
he
said
he'd
defer,
but
I'm
still
gonna
give
him
an
opportunity
in
case
he
wants
to
I'm
isaiah
thomas.
I
just
had
a
quick
question
because
council
councilman
brooks
talked
about
it
and
we
had
a
preliminary
conversation
about
the
services
that
are
provided
to
the
district
schools
versus
charter
schools
right
and
from
the
statistics
that
I
just
recently
saw.
A
We
have
a
significant
population
of
young
people
dying
in
alternative
schools
as
well
as
charter
schools,
which
constituents
I
represent
as
well,
and
so
at
some
point
in
time.
In
this
team,
like
we
have
two
parallel
tracks.
Obviously,
the
school
district
are
focusing
on
school
district
children,
but
I'm
going
to
do
a
follow-up,
madam
chair,
to
look
at
a
deeper
dive
with
on
the
head
of
the
charter
office
to
see
what
is
the
plan
and
how
are
they
organizing
around
those
charter,
schools
which
still
report
to
the
philadelphia
school
district?
A
I
mean
I'm
sorry
school
board
at
the
end
of
the
day
and
the
district,
because
the
district
made
the
decisions
of
who
stays
open
and
who
closes.
But
for
me
I
don't
get
into
the
nuances
of
of
that
aspect,
but
for
me
at
the
end
of
the
day,
and
they
still
just
kids,
kids
dying,
that's
all
I
see
I
mean
the
kid
go
to
prep
charter
school
got
murdered.
I
remember
he
got
murdered
his
parents
didn't
call
me
and
say
well.
This
is
a
district
child.
A
This
woman
just
said:
what
are
you
doing
to
help
my
family
bottom
line,
real,
simple,
no
different
than
the
kids
got
murdered
outside
or
in
reed
high
school
out
in
grace,
fury
in
tasca
in
my
area
they
didn't
call
me
and
say
you
know:
is
it
public
school
or
a
charter
school
and
so
somewhere?
We
got
to
figure
this
out
separate
from
the
oversight
politics,
because
there's
still
children
dying
and
it
seems
like
from
the
stats
I
saw
today
right.
A
F
Councilman
johnson,
can
you
hear
me?
Yes,
I
can
hear
you
okay.
So
thank
you
again
for
this
conversation.
I
I
think
you
know
in
the
midst
of
listening
to
everything,
I
think
what
council
member
brooks
was
asking
for,
and
I
get
all
the
things
that's
been
done
in
the
past,
but
just
in
the
midst
of
listening
to
things,
I
think
what
she's
saying
is
in
these
schools,
where
we
know
that
the
young
people
have
a
higher
likelihood
of
being
involved
in
negative
activity
and
having
these
gunshot
situations
take
place
like
why?
F
What
would
it
and
I'll
come
at
it
a
different
way?
What
would
it
cost
for
us
to
have
more
climate
staff
in
every
single
one
of
those
schools
right?
So
we're
talking
about
mtas,
we're
talking
about
people
pushing
those
schools,
councilmember
brooks
talked
about
teacher
classroom
sizes.
What
would
it
take
to
do
that?
What
if
we
had
extended
day
what,
if
we
looked
at,
changing
their
curriculum
and
having
it
mandatory
for
them
to
participate
in
maybe
some
type
of
mental
health
support?
F
So
it's
not
optional,
looking
at
possibly
providing
workshops
for
families
and
for
other
people
who
live
in
the
community,
maybe
in
three
block
radius
option,
maybe
for
dinner,
extracurricular
activities.
These
are
just
some
examples
of
things
that
I
would
like
to
see
specifically
in
the
schools
right
like
not
in
any
other
schools,
but
in
the
schools,
whether
they're,
public
or
chartered,
like
council
member
johnson,
said
where
we
are
showing
the
people
in
that
neighborhood
that
they
specifically
are
a
priority
right.
F
So,
if
that's
not
in
the
works,
because
I
do
think
that
a
lot
of
the
measures
that
you
talked
about
as
far
as
case
work
and
social
work
and
things
like
that
are
important
right.
But
those
are
things
that
you
need.
After
something
traumatic
happens,
one
of
the
things
that
we
talked
about
on
the
call
last
night
was
high
school
is
returning
back
to
school.
What
does
that
feel
like
and
look
like
after
being
off
for
a
year
like?
F
That's
that
those
are
things
that
I
think
we
are
all
worried
about
and
to
be
honest
with
you,
councilmember
johnson.
The
reason
I
just
put
like
never
mind
in
the
questions
is
because
what
council
member
brooks
is
asking
for.
The
basic
answer
is
no
like
the
real
answer
is
no
based
on
what
I'm
hearing
like.
No,
we
don't
have
anything
special
for
these
particular
schools
and
the
things
that
I'm
hearing
are
just
general
things
that
have
been
done
that
are
actually
bare
necessities.
F
All
these
things
that
I'm
hearing
are
things
that
schools
should
already
have
in
place.
I
think
what
we're
asking
for
is
a
spark
something
special
in
these
particular
schools.
We
have
a
a
plethora
of
money
coming
from
the
federal
government
and
20
of
those
dollars
that
are
coming
to
the
school
district
must
go
to
addressing
this
education
gap.
A
We
have
to
proactively
make
sure
that
we're
addressing
this
issue
as
as
aggressively
and
making
sure
it's
a
a
priority
and,
most
importantly,
supporting
our
youth
as
best
that
we
can.
But
I
do
thank
all
the
parents
for
taking
time
out
of
your
schedule
and
thank
you
for
being
here.
Will
the
clerk
please
call
the
next
panel,
I'm
sorry
councilman.
J
Yes,
council,
president
again,
I
I
and
again
I
I
appreciate
all
the
conversation.
My
my
initial
question
to
ms
jill
bowman
was
specifically
around
the
service
providers
and
the
intervention
strategies,
because
we
never
saw
the
work
of
behavioral
health
being
in
in
isolation
of
the
school
district
right,
and
I
think
that
we
still
don't
see
the
connectivity
between
the
services
and
the
school
district,
which
is
why
I
think
council
member
brooks
is
so
frustrated
right,
so
miss
bowman
or
miss
williams.
J
Can
you
be
more
specific
around
the
scope
of
services
these
behavioral
health
people
are
supposed
to
be
providing
for
the
schools,
an
incident
happens.
What
does
the
provider
do?
What
services
do
they
provide
the
the
the
child
right
and
what
recommendations
do
they
make
to
school
districts
staff?
I
think
that's
what
we're
asking
for
something
happened
yesterday
today
the
kids
go
to
school.
What
happens.
A
Thank
you.
I
wanted
to
do
this,
just
just
real
quick,
you
got.
Can
you
super
ride?
Can
you
summarize
and
be
direct
because
I
really
do
have
to
move
on
to
the
next
panel.
We've
been
here
for
two
hours
on
one
panel,
and
so
I
do
want
to
get
to
the
root
of
councilman
sanchez's
question,
but
also
I
have
to
move
on
and
so.
I
Okay,
I
I
do
want
to
say
that
council
members
brooks
comments
are
very
much
along
the
line
of
the
urgency,
the
triggering
that
is
happening
across
the
board,
and
I
think
that
we
need
to
convey
that
at
dbhids.
We
are
talking
today
about
a
few
programs
that
are
part
of
a
comprehensive
approach.
There
is
a
system
and
you'll
receive
some
of
that
material
after
the
the
hearing,
because
it's
really
hard
to
get
all
of
that
out,
but
it
is
intentional.
I
It
is
both
responsive
and
also
upstream.
So
what
we're
doing
in
the
schools
is
one
piece
of
an
overall
approach
that
includes
upstream
preventive.
So
this
response
to
the
trauma,
there's
prevention
and
there
is
treatment
and
so
want
to
be
able
to
convey
that
there
is
a
tremendous
amount
of
effort
even
beyond
the
the
network
of
neighbors
there's
a
whole,
a
whole
number
of
approaches
that
are
working
together
to
address
prevention.
I
I
I
would
say
of
what
is
possible
through
ibhs,
which
is
more
than
connecting
to
treatment,
but
connecting
to
treatment
is
essential.
So
if
you
want
to
hear
those
specifics
in
response
to
council
member
sanchez,
maybe
dr
williams
can
in
a
very
brief,
maybe
one
to
two
sentences
say
more
about
the
prevention
efforts
in
the
schools,
the
the
climate
addressing
and
as
along
with
the
connection
to
the
community
and
the
parents
and
the
home
that
are
part
of
this
effort
that
is
centered
in
the
school
but
goes
beyond
the
school.
K
Yeah
sure
I
can
just
take
one
minute
I
I
do
want
to
acknowledge
that
the
school
does
offer
trauma-informed
training
for
their
teachers
and
that
step
also
provides
critical
prevention
and
first-line
supports.
So
ibhs
is
considered
a
tier
three
treatment
intervention
for
those
who
are
showing
significant
clinical
symptoms,
but
we
know
that
kids
start
to
demonstrate
some
behaviors
that
quite
honestly
often
are
mistaken
as
acting
out
behaviors,
and
the
response
is
punitive
and
so
step
is
really
there
to
sort
of
be
the
front
line.
Support
in
sort
of
identifying
those
students.
K
Ibhs,
however,
offers
a
holistic
approach.
The
providers
are
able
to
work
with
children
and
families
in
their
homes,
as
well
as
in
other
community
settings,
as
well
as
in
the
schools,
so
I'll
leave
it
at
that.
There's
a
lot
more
that
we
could
say
in
terms
of
prevention
as
well
as
treatment,
but
I
want
to
respect
the
time.
I
The
number
of
providers
that
have
this
skill
set
this
this
incredible,
evidence-based
skill
set
specifically
for
the
children
of
philadelphia
and
what's
really
important,
especially
in
these
times,
is
to
elevate
the
connection
that
people
know
about
the
services
that
are
available.
What
troubles
me
is
that
there
is
so
much
and
we
still
are
working
hard.
I
The
whole
point
behind
boost
and
the
the
trauma
specific
laying
in
boost
is
to
try
and
connect
up
for
people
that
this
is
there,
because
there
are
folks
who
are
not
making
those
connections
and
it's
on
us
as
well
to
work
to
find
ways.
And
we
we
seek
your
assistance
too,
and
we
work
with
the
kids
and
we
do
have
youth
move
and
other
programs
that
work
directly
with
the
kids
to
to
help
advise.
But
we
have
all
of
this
and
still
need
to
help
make
those
connections
elevate.
That.
A
And
your
team,
this
could
provide
the
services
that
are
provided
to
the
district
in
writing
to
both
chairs,
so
we
can
distribute
amongst
members
who
want
may
want
additional
information
for
follow-up.
That
would
be
very,
very
awful
and
harrison
for
me.
That
would
be
in
writing.
This
is
our
plan.
This
is
exactly
what
we're
doing
to
address
your
issues,
and
then
we
can
also
do
a
follow-up
for
feedback.
A
B
Before
we
just,
I
had
a
very
brief
comment
and
my
hope
will
be
that.
Thank
you,
dr
bowen,
and
the
school
district
dbh
and
anybody
else
who's
on
the
city
might
continue
to
listen
in
on,
especially
the
testimony
that
comes
afterwards.
One
of
the
things
that
is
hopeful
if
we
feel
like
you,
have
providers
that
meet
requirements.
B
You
can
train
as
many
people
as
you
want,
but
if
you
don't
have
staff
on
the
ground
in
the
schools,
it's
really
overwhelming
and
I
think
you'll
hear
some
gaps
about
what
it
is
that
principals
and
school
staff
may
need-
and
I
hope
we
can
take
it
from
a
place
of
not
being
defensive
but
continuing
to
evolve
programs
so
that
they
actually
get
the
outcomes
that
we
say
that
we
want
for
the
young
people.
So
thank
you
very
much,
mr
chair.
I
understood.
M
So
I
want
to
first
say
that
when
I
became
the
principal
of
bethune,
I
was
coming
from
being
the
assistant
principal
at
south
philadelphia,
high
school,
and
so
in
my
time
at
south
philadelphia,
high
school.
We
have
been
so
impacted
by
gun,
violence
and
the
loss
of
life
of
young
people
that
it
was
a
truly
a
saturating
experience.
M
M
We
have
issues
with
the
lack
of
permanent
housing
for
many
of
our
families
and,
as
we
are
not
necessarily
a
official
community
school.
One
of
the
true
I
guess
underpinnings
that
I
got
from
being
an
assistant
principal
at
south
philadelphia.
High
school,
which
is
a
community
high
school,
is
that
schools
need
to
be
hubs
and
community,
and
so
I
went
and
worked
on
getting
some
partners
to
help
support
us
in
this
very
important
work.
M
So
in
order
for
our
children
to
thrive
and
not
just
survive
in
the
need
for
academic
success,
we
have
to
remove
all
barriers
and
all
barriers
are
not
just
those
that
work
with
just
our
basic
content
information.
So
one
of
our
partners
for
bethune
is
temple
phases,
part
of
what
we
work
with
with
temple
phases.
We
really,
I
really
have
to
thank
karen
lynch
because
she
was
pivotal
from
our
district
standpoint
in
supporting
and
helping
navigate
our
mou
and
relationship
to
get
temple
faces
on
board
with
us
as
a
partner.
M
All
partners
are
not
necessarily
approved.
It
has
to
go
through
a
series
of
vetting
processes
to
make
sure
that
organizations
learning
institutions,
especially
hospitals,
medical
team
members,
are
not
doing
things
that
will
be
adverse
to
already
fragile
communities
of
students
and
families,
and
so
through
the
vetting
process.
When
all
was
approved,
we
began
working
with
trauma
101..
M
What
I
realized
very
quickly
after
getting
here
was
that,
in
order
for
us
to
work
with
trauma
with
students,
we
first
had
to
work
with
trauma
with
adults.
So
it
goes
back
to
the
the
adage
of
if
you're,
on
an
airplane.
First,
you
need
your
own
oxygen
before
getting
oxygen
to
others,
or
you
won't
be
able
to
make
it.
M
And
so
it's
compounding
trauma.
It
is
that
someone
is
being
shot.
But
someone
was
the
shooter
and
many
times
both
are
in
your
family
organization
of
school,
and
so
how
do
you
mitigate
those
things,
and
so
we
really
started
working
with
temple
to
have
trainings
for
our
staff
on
what
is
the
safety
plan?
How
do
you
invoke
your
safety
plan?
What
are
some
of
those
issues
that
come
up
and
then
how
do
you
rectify
that?
If
we
don't
have
money
in
the
budget
for
fidgets
and
other
different
tools
that
we
know
our
children's
need?
M
How
do
we
then
work
with
partners
like
temple
to
produce
those
types
of
resources
so
that
we
can
be
best
outfitted?
I
think
it's
also
important
to
note
that
urban
trauma
responsive
schools
that
exist
in
the
way
in
which
we
are
here
at
bethune.
There
is
not
a
national
model,
for
here
are
all
the
steps
so
that
you
can
become
this
complete
trauma
informed
school,
so
we're
working
towards
something
that
does
not
necessarily
exist
and
we're
doing
that
with
all
different
kinds
of
partnerships
to
respond
to
what
is
needed
for
this
community
of
learners.
M
So
the
teaching
of
children
in
poverty
and
the
teaching
of
black
and
brown
children
in
particular,
although
I
would
say
I'm-
definitely
not
a
politician,
but
our
teaching
of
our
children
has
always
been
political.
And
so
what
we
have
to
remember
is
that
our
activism,
my
activism
as
a
principal,
is
really
from
the
seat
of
making
sure
that
this
community
does
not
stay
disenfranchised
and
that
this
zip
code
is
as
worth
as
many
resources
and
accolades
as
any
other.
M
And
so
we
champion
around
making
sure
that
we
can
kind
of
support
and
do
those
different
initiatives
to
make
sure
we
can
be
as
successful
as
possible
for
our
children,
because
we
believe
here
at
bethune
that
each
and
every
student
here
is
worth
it.
And
so
we
work
in
partnership
to
make
sure
that
we
can
give
the
teachers
the
additional
supports.
We
go
to
conferences
that
our
partners
have
paid
for,
so
that
we
can
continue
getting
that
next
level.
M
M
They
have
been
approved
to
try
to
get
to
such
a
very
unprecedented
time
where
we
are
now
virtual,
and
many
of
our
students
are
just
not
doing
well
and
all
of
the
issues
that
they
were
facing
before
are
compounded
now
by
issues
that
have
come
with
this
pandemic,
and
so
we
really
stand
on
alert
to
support,
but
also
to
continue
to
reach
out
for
more
supports,
so
that
we
can
do
what
we
can
do.
That
is
best
for
this
community
that
we
serve.
Thank
you.
N
Thank
you
so
much
good
afternoon,
councilmember
kim
councilmember
johnson
members
of
the
committee
on
gun,
violence,
prevention,
children
and
youth,
I'm
john
rich.
I'm
a
primary
care
physician,
I'm
also
professor
of
health
management
and
policy
at
the
drexel
university
doernside
school
of
public
health,
where
I
also
direct
the
center
for
non-violence
and
social
justice,
and
I'm
here
to
speak
in
support
of
the
resolution
to
provide
access
to
universal
trauma.
Counseling
and
support
for
philadelphia.
N
But
we
also
know
that
these
young
people
have
incredible
potential,
even
if
it's
unrecognized
by
many
and
that,
if
they
don't
have
the
chance,
if
they
don't
have
a
chance
to
deal
with
these
traumas,
they
may
not
be
able
to
fully
flourish
and
we
all
suffer
as
a
city.
Because
of
that,
we
also
know
that
trauma
is
in
us
in
a
very
real
sense,
contagious
and
the
community
members
who
are
not
directly
harmed
by
that
violence
actually
also
manifest
these
symptoms
of
trauma
and
community
trauma
impacts
neighborhoods
across
philadelphia
negatively
affecting
health
and
well-being.
N
We've.
Also
found
that
healing
circles
where
groups
of
young
people
come
together
to
support
one
another
to
normalize
the
experience
of
healing
and
to
build
effective
community
is
also
a
powerful
way
to
help
young
people
heal
our
trained
social
work.
Staff
use
specific
trauma
supported
specific
therapies
such
as
trauma-focused
cognitive
behavioral
therapy
to
help
youth
who
have
been
victims
of
violence
to
manage
their
trauma
symptoms,
our
community
health
worker
peers,
young
people
that
we
train
up
through
a
nine
week.
N
Training
program
are
young
people
who
have
the
lived
experience
of
trauma
and
have
embarked
on
their
own
healing
journey,
and
they
work
as
a
part
of
the
team
to
help
traumatize
youth
find
healing
and
safety.
These
interventions
also
engage
family
members
who
themselves
are
impacted
by
vicarious
trauma.
N
N
Wherever
it
happens,
services
must
embody
anti-racist
principles
and
be
linguistically
and
culturally
acceptable
intentionally
so
that
we
have
to
focus
on
healing
and
not
stigmatizing
labels
that
really
are
dehumanizing,
so
that
survivors
are
not
re-traumatized
by
the
very
systems
that
are
there
to
help
them
healing
services
need
to
be
provided
in
conjunction
with
other
concrete
services
to
address
food
insecurity,
issues
of
housing
and
poverty.
That's
all
that's
a
key
way
to
draw
young
people
into
care.
N
N
N
We
believe
strongly
in
community
health
workers
and
certified
peer
specialists,
young
people
with
a
lived
experience
because
they're
a
critical
asset
in
helping
to
normalize
the
experiences
of
young
people,
and
we
have
there's
been
a
lot
of
talk
about
social
media.
Social
media
can
be
used
to
ignite
a
broader
conversation
in
philadelphia
about
trauma
and
healing,
and
we,
a
couple
of
years
ago,
launched
our
words
heal
a
social
media
campaign
to
really
create
a
space
where
community
members
are,
who
are
really.
N
A
O
Good
afternoon
my
name
is
caroline
mennopase
glavin.
I
am
the
trauma
assessment
specialist
for
the
children's
hospital
of
philadelphia,
violence,
intervention
program
and
chop's
healthier
together,
initiative
growing
resilience
in
teens
program.
We
work
with
youth
ages,
8
to
18
years
old,
to
address
social
determinants
of
health,
specifically
around
youth's
exposure
to
community
violence
and
trauma.
O
I
appreciate
the
opportunity
to
speak
today
on
this
very
important
issue
of
universal
trauma.
Services
for
young
victims
of
gun
violence,
I
hope
to
provide
insight
based
on
my
work
that
can
improve
access,
resources
and
policies
that
support
universal
trauma,
services
for
young
victims
of
gun
violence.
O
O
We
need
to
do
better.
We
need
to
come
together
to
prioritize
the
health
and
well-being
of
our
children,
while
no
one
program,
initiative
or
intervention
is
going
to
fix
the
crisis
that
our
children
face,
we
can
work
together
to
ensure
that
we
care
for
the
entire
family
to
provide
a
holistic
approach.
O
O
She
is
currently
enrolled
in
trauma-focused,
cbt
and
she's
processing
the
multiple
traumatic
experiences
she
has
been
through
by
engaging
in
this
trauma
therapy.
She
has
a
safe
space
to
discuss
her
experiences,
her
fears,
her
emotions
and
her
hopes
by
engaging
in
trauma
therapy.
Now
she
is
less
likely
to
experience
long-term
mental
or
physical
health
issues,
but
unfortunately,
in
our
current
landscape,
the
need
is
outpacing
the
available
services.
When
it
comes
to
mental
health
support,
there
is
a
necessity
for
more
readily
available
trauma,
therapy
and
services.
O
E
E
E
E
E
E
E
It's
not
a
it's,
not
a
hard
thing
to
see
that
it's
a
smart
thing
to
do
for
the
health
of
our
children,
and
it
should
be
something
we
can
absolutely
afford.
In
fact,
it's
something
we
cannot
afford
not
to
do
over.
Half
of
these
shootings
in
2018
occurred
in
these
six
police
districts
that
was
over
650
shootings
about
350
000
people
live
in
those
police
districts.
E
E
So
what
does
this
mean
for
our
children?
So
I
want
to
talk
just
a
little
bit
more
about
how
we
hope
to
help
support
our
youth
and
protect
them
from
being
negatively
impacted
by
violence
in
the
first
place,
and
no,
there
are
proven
models
that
work.
We
have
evidence
and,
like
any
other
epidemic,
we
need
to
reproduce
what
works
with
fidelity,
to
build
a
public
health
approach.
That's
centered
on
prevention
and
vaccination,
trauma-informed
public
health
spaces
work
to
address
trauma
and
decrease
violence.
E
A
trauma-informed
neighborhood
is
center,
is
centered
in
the
school
in
those
neighborhoods
and
it's
carried
through
into
the
local
community.
It
requires
significant,
evidence-based
intervention,
with
even
more
significant
returns
and
just
like
providing
the
best
treatment
for
heart
failure
for
cancer
or
for
covid19.
E
We
all
study
what
works,
and
then
we
produce
it
exactly
how
it
was
studied.
I
can't
say
this
enough:
we
know
when
we're
giving
moderna
or
pfizer.
We
know
the
right
dose
to
give,
and
we
know
that
it
must
be
given
twice.
We
would
never
decide
to
give
a
lesser
dose
because
we
didn't
have
enough
money
or
we'd
never
decide.
We
should
only
give
one
dose.
We
would
do
what
works,
but
sometimes
with
violence
and
sometimes
with
trauma.
E
Imagine
this
connected
to
street
teams
that
are
based
on
a
cure
violence
model
that
are
surrounding
these
schools,
working
to
decrease
neighborhoods
in
those
mod
in
those
in
those
communities
where
the
children
lived.
Imagine
healing
her
people
as
part
of
that
directly
counseling,
our
youth
imagine
principles
like
principal,
bradale
and
bradley
moving
through
that.
E
E
As
already
noted,
we've
been
working
with
dbhids
with
the
philadelphia
school
district,
which
we're
very
grateful
for
their
support
at
bassoon,
at
kenderton,
at
dobbins
and
at
mastery
grads
high
schools
and
we're
developing
a
stronger
and
stronger
relationship
with
healing
hurt
people
with
all
of
these
amazing
partners.
We
believe
philadelphia
can
create
trauma-informed,
neighborhoods
and
there's
no
doubt
this
trauma
informed
work
is
very
hard.
It
is
work
that
requires
expertise.
E
It
is
work
that
requires
all
stakeholders
to
be
engaged.
This
means
the
school
district,
the
teachers,
the
school
administrative
and
services
staff,
the
universities,
the
government,
the
mayor's
office
city
council,
the
hospitals,
the
children,
the
families,
everyone
must
be
engaged
and
we're
grateful
to
be
part
of
such
a
great
team.
E
This
is
what
needed
to
happen
with
kovid.
This
is
what
we
need
to
do
for
violence
and
we've
engaged
with
community
and
parents
around
describing
what
trauma
informed
is,
and,
to
be
honest,
this
made
us
really
nervous.
We
were
very
concerned
that
families
would
not
be
receptive
to
what
we're
saying,
but
that
isn't
what
happened?
The
caregivers
and
the
families
are
all
too
familiar
with
childhood
trauma
because
they
suffered
from
it
as
well.
E
E
So
why
do
we
think
trauma-informed
neighborhoods
work?
Again?
It's
science!
There
are
a
few
states
who
have
really
implemented
some
pilot
trauma-informed,
neighborhood
studies,
washington,
state,
wyoming,
massachusetts,
louisiana
and
california,
and
what
families
and
neighborhoods
have
seen
is
remarkable.
In
my
testimony
I
have
shared
with
you
over
20
references
where
such
public
health-driven
trauma-informed
work
has
led
to
less
violence
and
healthier
communities.
E
It's
the
only
we're
going
to
see
positive
outcomes
and
in
the
long
run
we
will
save
dollars
and
save
lives,
and
we
understand
as
we
move
forward,
we
must
look
at
sustainability
as
health
care
providers.
We
believe
in
the
long-term
trauma-informed
spaces
should
be
funded
with
public
and
health
care
dollars.
E
Department
of
health
and
human
services
will
save
significant
dollars
and
there's
plenty
to
invest
to
make
this
happen,
and
we
need
people
to
understand
investing
health
care
dollars
and
prevention
matters
right
now.
Medicaid
won't
pay
for
nutritional,
counseling
or
education
for
a
child
who
is
who
shows
signs
of
pre-diabetes
only
after
they
have
diabetes.
E
We
can't
wait
to
support
people
with
trauma-informed
programming
until
after
they've
been
traumatized
or
after
they're
a
perpetrator
or
a
victim
of
violence.
We
need
to
do
it
as
a
prevention
and
very
quickly
I'd
like
to
just
share
with
you
two
very
quick
stories
from
one
of
these
cities
that
implemented
a
trauma-informed
program,
a
trauma-informed
neighborhood.
The
first
is
michael,
so
michael
grew
up
in
the
inner
city.
He
had
a
brother
who
was
two
years
older
than
him.
Michael
and
his
brother
were
raised
by
their
grandmother
and
michael's
grandmother
was
a
wonderful,
hard-working
woman.
E
E
Michael
had
been
physically
abused
in
the
past
had
witnessed
a
lot
of
violence
in
his
neighborhood
and
when
michael
was
10,
his
brother
was
shot
and
killed
only
blocks
from
their
home
in
school.
Mike
michael
quickly
earned
a
reputation
of
being
a
bad
seed.
If
someone
bumped
into
him
in
the
hallway,
he
often
reacted
by
pushing
back
or
punching
the
other
student
one
day
in
a
seventh
grade.
Math
class,
the
student
next
to
him,
made
a
joke
because
michael
got
an
f
on
a
test.
E
Michael
picked
up
his
desk
and
threw
it
at
the
other
student.
The
teacher
grabbed
him
by
the
arm
physically
pulled
him
into
the
principal's
office.
The
police
were
called,
he
was
forced
to
leave
the
school,
he
was
suspended
and
his
grandmother
was
told
his
behavior
would
no
longer
be
tolerated
and
she
didn't
know
what
to
do.
E
E
E
Kelsey
didn't
often
feel
safe
and
experienced
and
witnessed
a
lot
of
trauma
during
her
childhood
as
well.
She
was
often
disruptive
in
school
and
her
current
school
thought.
It
was
detrimental
to
the
other
students
for
her
to
remain.
She
was
transferred
to
another
school
that
was
trying
something
new.
It
was
a
trauma-informed
school
in
a
trauma-informed,
neighborhood
kelsey
says
she
was
shocked
when,
after
participating
and
starting
a
violent
fight
with
another
girl
during
school,
she
wasn't
immediately
arrested
and
kicked
out
of
school.
E
E
E
Those
three
days
were
spent
keeping
her
up
with
her
schoolwork.
While
she
took
part
in
intense
sessions
with
trained
social
workers
who
helped
her
understand
the
trauma
graduated
with
a
4.0
gpa
and
now
is
in
community
college
she's,
pretty
clear
if
it
wasn't
for
that
transfer
she's,
not
sure
she
would
even
be
alive
today.
E
E
And
it's
scientific
and
the
last
example
I'll
give
you
imagine
you're
in
a
forest
and
a
bear
is
chasing
you,
your
adrenaline
and
your
cortisol
and
other
hormones
are
very
high,
because
now
you
don't
want
to
solve
a
math
problem.
You
don't
want
to
interact
with
someone
else.
You
want
to
run
or
you
want
to
fight
back.
E
E
E
B
Yeah
this
was
first
of
all.
I
want
to
thank
all
of
the
panelists
really
for
your
expertise.
We
spent
a
lot
of
time
with
a
number
of
you
talking
through
some
things,
and
you
know
I
think
dr
reeves,
your
testimony
really
did
lay
out
a
broader
vision
for
what
we
need
to
be
doing,
and
I
you
know,
would
love
to
continue
to
press
forward
on
on
some
of
the
things
that
you
raise.
B
My
first
question
is
for
dr
rich
and
to
ask
you
what
what
kind
of
a
rating
I
don't
know
if
you
do,
this
may
not
be
entirely
within
your
work,
but
what
kind
of
reading
would
you
give
the
city
of
philadelphia
and
our
ability
to
meet
the
needs?
The
trauma
needs
of
young
people,
given
what
we're
facing
right
now.
N
N
What
I
would
say
is
that
philadelphia
has
great
potential,
because
I
think
of
all
the
places
many
of
the
places
across
the
country
there
has
been
an
ongoing
conversation
about
trauma
and
healing
in
philadelphia
and
the
vision
of
a
trauma-informed
city
really
leading
the
nation.
I
think,
over
the
past
few
years
now.
Obviously,
implementation
of
that
is
key.
N
B
Important,
yes,
I
I
I
I
would
should
not
have
put
you
in
a
place
where
you
know
we.
You
heard
some
of
the
testimony
from
before
about
a
lot
of
us
have
been
in
this
space
for
a
very,
very
long
time.
We
work
with
a
lot
of
institutional
entities,
one
of
the
things.
I
guess
that
I
would
ask
just
because
you've
seen
a
lot
of
this
is
that
there
you
know,
even
though
there's
been
a
lot
of
explicit
commitment,
there's
a
clear
recognition.
B
We
aren't
really
no,
there
isn't
clarity
about
whose
responsibility
it
is
to
pull
these
elements
together.
So
we
can
have
a
school
district
that
has
a
lot
of
data
that
they
don't
they're,
not
in
a
formal,
binding
relationship
with
the
charter
schools,
except
in
the
most
you
know,
contractual
of
of
of
things.
You
know.
Maybe
we
have.
We
have
dbh
doing
their
work
within
a
broader
system
of
care.
You've
got
the
police
department,
you've
got,
you
know
different
agencies
and
others
are
you
seeing
something
like
do
we
do?
B
N
I
think
it's
critical
that
we
have.
We
don't
have
silos
in
this
trauma,
cuts
across
so
many
systems
when
a
child
leaves
a
school
and
walks
down
the
street.
We
can't
assume
that
that
child
has
left
the
umbrella
of
protection
of
the
city,
because
it's
now
passed,
the
baton
has
been
passed
to
the
police,
for
example.
So
I
do
think
that,
from
a
public
health
perspective,
we
need
to
coalesce
the
data.
N
So,
as
dr
reeves
was
saying,
we
need
the
data
to
drive
us
to
not
only
what
works,
but
where
the
key
confluence
of
issues
is
so,
I
would
say
we
do
need
a
larger
strategy
that
falls
under
a
public
health
approach,
not
a
not
a
criminal
justice
approach,
but
a
public
health
approach,
and
I
think
that,
but
we
also
can't
stop
doing
what
we're
doing.
This
is
the
challenge
to
both
to.
N
We
obviously
have
to
deal
with
the
emergent
needs
of
young
people
today
and
what
they're
facing,
but
I
think
we
can
do
both
at
the
same
time.
It
really
isn't
neat,
it's
not
an
either
or,
and
especially
as
you
point
out,
if
we
have
new
resources
coming
together
to
make
sure
that
we
are
the
best
stewards
of
those
resources
to
have
a
coordinated
strategy.
I
couldn't
agree
more
with
that.
B
B
Does
it
you
know
when
we
talk
about
healing
spaces?
Can
it
be
schools?
Are
you
talking
just
generally
that
all
spaces
could
be
healing
spaces
or
are
there
specific
spaces
that
we
need
to,
you
know,
make
sure
are
healing
spaces?
Should
they
exist
I.e?
You
know
a
rec
center,
a
a
school,
an
institutional
I'd.
You
know
an
institutional
anchor
of
some
sort
within
a
community.
E
So
I
think,
in
a
similar
way
that
violence
is
contagious,
so
can
healing
be,
and
I
think
if
we
so
schools,
you
know
we
are
a
city
of
neighborhoods
and
our
schools
are
central
to
that.
And
I
think
if
we
start
in
schools
and
then
move
out
to
the
other
primary
stakeholders,
but
we
need
people
involved
that
really
understand
the
communities.
There
are
amazing
community
organizations
out
there
with
infrastructure
that
can
do
amazing
thing
and
create
these
spaces.
E
There's
other
organizations
that
are
struggling.
That
would
need
more
support
before
they
could
do
that,
and
we
need
a
organized
way
to
evaluate
that
and
we're
also
a
city
with
great
poverty
without
with
great
violence
who
we
haven't,
been
able
to
implement
any
kind
of
after
school,
safe
haven,
weekend
summer
program,
and
I
think
that's
finding
a
way
to
build
spaces
in
schools,
safe
havens
after
school
programs
and
then
moving
them
to
bigger
organizations
having
those
bigger
organizations
help
the
smaller
organizations
and
then
eventually
it'll
will
help
the
families.
E
K
D
B
Have
you
thought
about
you
know?
I
think
you
made
this
extremely
compelling
argument
about
why,
even
though
we
may
see
many
of
the
high
schools
being
impacted
for
the
older
older
students
that
that
actually,
you
know,
we
really
need
to
think
about
the
feeder
schools
into
those
high
schools.
This
is
a
very
important
issue.
You're
looking
at
communities,
neighborhoods
high
schoolers
have
siblings,
as
has
been
well
noted,
and
how
important
it
is
now
you're
at
bethune
elementary,
you
are
a
k-8
school.
Is
that
right,
arcade.
B
M
I
think,
ideally,
some
things
that
would
some
positions
of
support
that
would
help
enhance
our
efforts,
would
be
definitely
a
social
worker
on
staff.
We
do
have
a
a
wonderful
counselor,
but
I
will
also
have
an
additional
counselor,
because
we
just
have
that
amount
of
trauma
that
is
impacting
our
community.
M
So
we've
lost
about
in
the
last
two
years
about
eight
former
bethune
students
to
gun
violence,
and
many
of
them
have
younger
cousins
and
family
members
still
here
at
the
school.
So
we
also
would
really
want
a
full-time
trauma,
specialist
one
who
really
knows
about
how
to
help
our
community
of
teachers,
support
staff
as
well
as
families
navigate
and
travel
water.
M
So
the
supports
that
we
do
have
from
dr
reeves
and
temple
phases
are
helpful,
but
we
can
share
those
resources
and
they
and
you
don't
necessarily
have
anyone
who
just
exclusively
lives
here
at
bassoon
and
believe
it
or
not.
We
will
also
then
really
love
to
have
other
community
liaison
kind
of
supports
someone
who
can
really
help
families
with
how
to
fill
out
for
bail
funds
and
food
scarcity,
and
and
and
all
of
these
things
that
as
academicians,
we
don't
know
what
to
do
with
having
a
community
liaison.
B
And
could
you
you
know
you?
You
spoke
about
how
many
students
and
former
students
of
bethune
have
been
harmed
by
gun
violence.
I
did
also
just
want
to
say
that
we
there
may
have
been
600
homicides,
but
there
are
far
more
shootings.
I
think
that
might
have
been
a
statistic
that
was
raised
yeah
only
four
or
five
four
times
more
shootings
that
are
involved,
but
the
and
you've.
Obviously
you
know
you've
been
at
south
philadelphia
high
school,
so
you
certainly
saw
this.
Can
you
walk
us
through
like
what
do
you?
B
M
M
We
do
then
evoke,
of
course,
first
and
foremost,
our
counselor,
who
has
a
myriad
of
supports
that
she
can
reach
out
to
outside
of
the
school
that
are
inclusive
in
district
supports
if
there
is
a
greater
need,
but
here
because
of
our
relationship
with
temple
phases,
we
also
reach
out
to
our
trauma,
support
that
we
have
there
if
the
family,
not
necessarily
the
student
because
of
the
protections
for
students
etc.
But
we
do
also
offer
families.
If
there
are
some
outside
supports
that
they
may
need.
M
So
you
know
we
really
try
to
be
very
responsive,
even
when
it's
not
a
current
student
but
someone
who
may
have
been
a
student
three
or
four
years
ago.
They
are
still
part
of
the
fulfillment
family,
and
so
these
things,
don't
you
know,
trauma,
doesn't
happen
in
isolation
and
so
oftentimes.
You
still
have
the
cousins,
the
little
people,
and
so
something
happens
in
a
high
school
and
it
reverberates
back
to
elementary,
where
many
of
the
younger
siblings
are
often
met
with
just
the
grief
of
it
without
a
proper
language
and
how
to
express
it.
M
So
we
just
jump
into
action
as
best
we
can
to
support
the
family
and
community.
We
also
do
like
yearly
a
balloon
release.
We
do
have
for
those
who
are
also
concerned
with
the
environment.
We
did
have
the
research
done.
These
are
the
types
of
balloons
that
then
evaporated
very
visibly
but
balloons
nonetheless,
but
we
do
a
release
type
of
ceremony,
with
support
with
counselors,
etc
to
help
our
children
kind
of
release,
some
of
the
pain
and
ain't,
and
we
have
additional
counselors
on
on
schedule
at
that
time.
M
B
M
Okay,
we
have
so
many
boots
on
the
ground.
We
really
do
those
things
really
come
right
back
to
the
school.
A
lot
faster,
perhaps
than
even
official
channels,
would
be
able
to
do.
You
know
I
get
texts
from
community
members
etc.
So
I
I
just
think
that
there
is
there's
so
much
pain
that
young
people
are
dealing
with
and
the
more
ways
that
we
can
get
on
hearings
and
calls
and
come
up
with
solutions
that
really
will
feed
into
direct
action
and
impact
on
our
constituents.
B
Are
you
outraged
to
by
you
know
any
other
agencies
either
akua
a
dhs
or
other
other
entities,
because
it
sounds
like
you're
dealing
with
trauma
you
know,
and
even
though
it's
not
directly
your
student,
who
is
directly
in
front
of
you,
you're
still
impacted
by
it
and
still
needing
to
provide
services
over
and
beyond
what
you
would
normally
do
during
the
school
day.
Is
that
fair?
Absolutely,
I
think
that.
M
M
We
do
have
also
other
district
supports
if,
in
fact,
there
is
something
that
is
overwhelming
or
out
of
the
purview
of
our
school
counselor
that
we
can
always
call
to
get
direction.
We
do
work
with
cool
workers,
of
course,
in
dhs,
but
not
necessarily
for
violence,
impacted
issues
that
come
up.
As
you
know,
one-off
situations,
we
work
with
them
all
the
time
as
they
have
cases,
of
course,
but
they're
really
to
my
knowledge,
are
not
a
lot
of
official
things
that
happen
with
the
feeder
schools.
B
M
B
A
P
P
The
great
part
is
that
what
I'm
hearing
is
my
colleagues
that
I've
worked
with,
we
are
all
still
doing
phenomenal
work
on
trauma
and
how
important
it
is.
Let
me
first
tell
you
that
I
wanted
founders
and
directors
of
media
healing
center,
which
started
behind
the
murder
of
my
brother,
emir
green,
which
occurred
in
1997,
and
I
will
tell
you
that
murder
and
violence
changed
the
dna
of
our
family
and
our
community.
P
The
the
dreams
and
opportunities
that
was
supposed
to
happen
would
completely
be
railroaded
that,
as
as
a
family,
we
always
believed
in
the
concept
of
the
african
proverb,
village,
and
so
we
always
acted
that
way.
So,
in
our
humble
beginnings
we
studied
when
we
decided
that
we
were
going
to
form
a
mere
healing
center,
which
stands
for
every
murder,
israel.
P
Our
families
will
be
in
trouble,
our
schools
will
be
in
trouble
and
we
know
that
the
evidence,
the
evidence
that
showed
the
exposure
to
this
level
of
violence
was
going
to
rip
at
the
pure
fabric
of
not
only
an
individual,
a
family,
a
neighborhood
in
a
city,
and
that
ripping
at
that
fabric
of
violence
would
cause
a
level
of
pain
and
trauma.
That
is
unheard
of.
I
will
tell
you
the
difference
between
war
is
that
when
it's
over,
then
we
flood
resources
to
rebuild
the
problem
is
that
our
war
is
not
over.
P
We
are
constantly
living
and
communities
are
constantly
living.
In
that,
I
don't
have
to
tell
you
a
lot
about
what
trauma
does
to
individuals
and
families,
because
it's
been
shared
by
a
lot
of
my
colleagues.
But
what
I
will
tell
you
is
that
on
that,
the
resolution
that
was
offered
about
us
having
trauma
throughout,
I
totally
support,
because
it's
necessary
for
us
all
to
reset
that
in
this
system
of
this
epidemic
of
violence,
that's
a
side
of
a
pandemic
that
that
we
will.
P
P
P
not
expected
to
do
that.
We
weren't
expected
to
be
at
that
type
of
level
of
of
working
with
young
people.
That's
been
experienced
that
had
suffered
from
homicide,
the
exposure
of
it
their
ability
to
no
longer
trust
systems
or
each
other
living
on
the
edge
in
the
state
of
hype,
flight
or
fight,
not
being
their
adrenaline
still
moving
teaching
them.
How
do
they
have
concrete
skills
and
in
healing
and
learning,
and
how
do
they
do
that
and
also
creating
changing
the
landscape?
P
We
know
that
coping
mechanisms
of
and
that
people
will
gravitate
towards
what
they
know
that
comforts
them,
and
if
comforting
them
is
food
or
alcohol,
then
they
will
do
that.
But
it's
that
small
window
that
when
something
happens,
a
very
small
window
that
we
have
the
opportunity
to
get
in
and
to
be
able
to
help
them
walk
differently
to
also
not
only
validate
their
pain
but
give
them
the
skill
set
so
that
they
can
move
forward
in
a
healthy
way
and
it's
and
it
needs
to
happen
all
over.
P
I
will
tell
you
about
our:
we
live
project.
Our
we
live
project
is
made
up
of
all
young
people
who
drive
the
messaging
of
hope
and
peace
of
love.
Understand,
learn
about
trauma,
learn
about
the
ills
that
young
people
go
through,
but
also
take
control
over
it.
It's
youth
led-
and
it's
adult,
supported
that
our
the
work
that
we're
doing
with
young
people
around
trauma
is
beneficial.
P
Not
only
is
it
beneficial
it's
necessary,
it
has
to
continue
throughout
our
city
that
our
continued.
What
we're
doing
in
the
northwest
is
that
we've
created
a
collective
and
in
that
collective
it
it
works
with
trauma.
Their
jobs
is
that
community
groups
have
come
together
to
have
a
trauma
informed
community
that
has
restorative
justice
behind
it,
and
what
does
that?
P
Look
like
that
looks
like
community
members
that
are
going
to
groups
that
work
on
the
education
groups
that
work
on
the
poverty
groups
that
work
on
economics
groups
that
work
on
home
ownership
is
that
we
all
come
together
and
we
teach
everyone.
My
mom
and
pop
pop
that
sits
on
the
porch.
What
trauma
looks
like
the
corner
store?
Guy
know
what
trauma
looks
like
and
how
to
relate
that.
P
The
that
the
funeral
home
director
connection
know
what
trauma
is
and
knowing
that
allows
p
and
giving
people
the
skill
set
to
engage
with
each
other
differently
is
too
important.
It
can't
be
from
a
level
of
learning
trauma
from
here
and
coming
down.
It
has
to
be
us
bringing
evidence
based
and
evidence
and
form
where
the
rubber
meets
the
road
right
here
and
we
drive
it
and
that
the
community
creates
that
narrative.
P
P
I
will
tell
you
that
we
were.
We
had
the
opportunity
to
do
a
healing
component
for
a
rec
center
who
had
a
shooting
at
a
pool
and
our
main
job
was
to
bring
young
people
in
to
not
only
teach
them
what
trauma
was
and
how
do
they
cope,
but
in
different
ways,
through
financial
literacy
through
activities
through
creating
messages
and
social
media
and
and
videos
to
all
those
things
that
are
required
to
have
a
healthy
neighborhood
and
we
are
successful
with
it.
P
But
what's
the
problem
is
that
there
needs
to
be
a
level
of
resources,
that's
committed
to
driving
that,
and
there
needs
to
be
a
level
of
commitment
that
connects
us
all
that
doesn't
leave
anyone
out,
because
it's
too
important,
because
it's
too
necessary
when
we're
looking
at
trauma
around
our
our
neighborhoods
and
our
schools.
It
is.
P
It
is
essential
that
not
only
do
educators
know
what
trauma
is
and
learn
about
it,
but
they're
able
to
implement
it,
because
I
do
believe
that
at
times
that
they're
so
overwhelmed
that
they
have
have
become
desensitized
and
so
getting
them
the
resources
as
well.
So
I
do
support
this
resolution
with
all
of
my
recommendations
that
we
are
able
to
do
this
and
I
believe
we
can,
because
we
are
together
doing
it.
A
Q
What
I
did
not
hear
was
schools
being
at
the
hub
of
the
community
oftentimes.
You
know,
organizations
making
decisions
about
schools
and
leaving
school
leaders,
teachers,
students
and
parents.
Out
of
the
conversation
in
regards
to
the
resources
that
we
need
as
a
school,
so
I'm
going
to
share
my
piece
with
you
all
that
I
was
asked
this
year
good
afternoon,
council
members,
councilwoman,
yem,
councilman
johnson.
Q
My
name
is
dr
khalia
lee
and
I
am
the
proud
principal
of
overbrook
high
school.
But,
like
many
of
you
here
today,
I
also
wear
many
other
hats.
As
a
mother
and
a
fellow
philadelphia
on
march
18
2021,
I
shared
a
very
brief
three-minute
testimony
at
the
school
district
of
philadelphia
board
monthly
meeting,
though
nothing
I
would
say,
was
especially
profound
about
what
I
said.
Q
I
heard
the
gas
of
air,
and
I
saw
the
shaking
of
heads
and,
as
I
continued
to
speak,
I
simultaneously
thought
oh
wow.
Are
there
really
people
who
do
not
believe
that
this
is
the
day-to-day
of
so
many
children
in
our
city
and
how?
It
is
very
unfortunate
that
this
is
our
reality
and
because
it
is
such
a
reality
of
our
children
and
what
they
face,
they
face
trauma
trauma
that
children
do
not
know
how
to
manage,
navigate
or
contain,
and
then
what
happens.
The
cycle
continues.
Q
Additionally,
this
trauma
the
weight
of
loss.
Angry
and
violence
is
carried
not
just
by
the
students,
but
by
the
staff
and
the
caretakers
and
the
entire
school
community,
but
sometimes
the
resources-
and
I
know
we
have
a
lot
of
resources.
I
heard
it,
you
heard
it,
but
they
are
not
necessarily
always
the
right
resources
or
they're,
not
enough
resources
or
the
resource
may
seem
not
reachable
to
students
that
may
need
to
that,
may
not
have
the
health
insurance
or
they
need
to
go
to
a
place
versus
having
people
go
to
them.
Q
Q
They
have
done
a
remarkable
job
when
our
young
people
call
in
the
middle
of
the
night
or
they
have
to
partner
with
our
counselor
counselor
poland
or
councillor
devonport,
to
go
reach
our
students
and
they
do
meet
with
our
dhs
worker
and
they
do
meet
with
our
cool
resources,
and
we
do
have
an
mou
with
the
intensive
behavioral
health
services.
We
do
have
those
things
but
they're
not
coming
in
the
middle
of
the
night
they're
not
coming
on
saturday
and
sundays.
Q
It
does
not
feel
like
a
partnership
when
we
are
not
the
ones
the
school
leaders
who
are
at
the
hub
of
basically
controlling
what
we
need
and
what
that
looks
like
for
our
young
people
and
our
students
as
a
school
as
a
principal.
It
feels
like
missed
resources,
and
so
I
share
with
you
about
gun
violence,
but
let
me
give
you
something
else
about
another
young
person
that
happened
on
march
20th.
Q
She
called
my
counselor
in
a
frantic
on
an
early
saturday
morning
on
the
20th
saying
she
was
violently
assaulted
by
girls
and
that
she's
now
stuck
in
ben
salem.
My
counselor
immediately
calls
me
and
she's
like
what
do
I
do
and
so
immediately
to
myself
I
say
who
do
I
call?
Where
do
she
go?
What
is
the
plan?
Where
do
I
go?
Where
do
I
as
the
school
leader
hi?
How
do
I
advise
my
counselor?
Where
do
we
go
for
help,
because
I
know
I
can't
leave
her
in
ben
salem?
Q
I
have
to
go
get
her.
I
have
to
go
be
with
her.
There
are
many
questions.
There
are
many
questions
and
decisions
I
have
to
deal
with
as
a
principal
following
the
death
of
a
student.
It
will
be
helpful
to
have
additional
information
and
support,
laying
out
how
certain
situations
will
be
handled
or
should
be
handled.
And
yes,
as
a
district,
we
do
have
a
flow
chart,
but
it's
just
not
a
district
issue.
Q
Q
Q
How
do
we
make
sure
that,
even
though
every
school
is
different,
but
we
have
templates
to
be
able
to
communicate
with
families
in
a
community
to
get
those
letters
and
that
communication
out
quickly
and
then
what
are
the
additional
safety
measures
that
can
be
put
in
place
to
help
establish
a
feeling
of
safety
in
schools?
So
we
talk
about
our
children,
but
we
also
have
teachers
and
other
members
in
this
school
that
me,
as
the
principal
is
responsible
for
making
sure
they
are
safe
people
everyone.
This
is
the
life
of
a
principal.
Q
This
is
my
life.
So
when
we
are
asking
for
counselors
or
assistant
principals
or
additional
support
or
climate
managers,
it
is
because
we
need
responsible,
competent
adults
who
will
help
us
as
principals
when
we
get
the
late
night
order
early
morning,
call
who
will
walk
with
us
for
blocks-
and
I
mean
blocks
so
to
protect
our
children
from
arms
way.
We're
doing
that
and
we,
our
children,
are
saying.
Can
you
just
help
me?
I
need
help
and
I
don't
know
where
to
turn
ap's
counselors
climate
managers.
Additional
support
are
those
same
individuals.
Q
I
call
to
do
grief.
Counseling
to
do
home
visits
with
me
when
we
experience
something
as
three
murders
in
five
months.
They
help
in
connecting
the
dots
to
students
and
families.
So
why
is
it
that
they're
not
at
the
court
as
work?
We
need
more
caring
adults
who
can
build
trusting
relationships
with
our
youth
and
families
who
can
help
not
only
respond
to
violence
but
to
also
engage
and
mentor
you
young
people
towards
opportunities
and
relationships
that
can
help
avoid
and
prevent
gun
violence.
Q
Let's
have
a
plan
that
outlines
as
a
school,
a
district
in
a
city
that
what
we
do
after
I
receive
a
white
paper
and
an
email
before
the
tears
come
trickling
down
my
eyes
to
say
that
we
lost
another
child
that
has
been
murdered
and
gunned
down
in
the
street
that
we
are
saying
that
we're
going
to
do
better,
and
this
is
not
to
say
that
schools
we
don't
that
we
don't
get
it
done.
We
get
it
done,
we're
very
good
at
being
responsive
reactive,
pulling
together
all
the
resources.
Q
We
do
that
very
very
well,
but
why
should
we
have
to
keep
doing
it
with
less
and
less?
And
then
I'm
going
to
conclude
with
this?
How
do
we
help
and
tell
our
fellow
philadelphians
that
every
time,
unfortunately,
that
we
lose
a
child
that
we
are
sorry
and
as
public
servants
in
this
city
that
we
will
do
better?
Thank
you
so
much
for
your
time
and
thank
you
for
inviting
me.
A
Just
for
the
sake
of
time,
I
want
to
call
on
my
colleagues
before
we
have
to
do
a
research,
because
we
do
have
a
hearing,
that's
coming
up
at
two
o'clock,
so
we
will
not
be
able
to
go
but
so
much
further.
But
prior
to
that,
I
just
want
to
check
with
my
clerk.
Is
there
anyone
else
on
this
particular
panel
before
I
allow
my
colleagues
to
ask
their
comments
and
questions.
A
D
D
D
They
were
so
outraged
that
they
had
the
courage
to
confront
it,
whether
it
was
the
the
mothers
mom
triples
and
roxanne
jones
and
louise
brookins,
who
stood
on
a
quarter
with
their
boobs.
I
ran
the
kids
off
the
corner
or
it
was
blessing.
That's
the
officials
like
lucas,
blackwell,
dave,
richardson,
harley
williams,
who
pressured
you
their
political
influence
and
pressure
city
government
back
then
to
fund
a
program
called
crisis
intervention.
D
D
Lastly,
this,
when
I
was
fortunate
enough
to
serve
in
the
cabinet-
and
we
started
the
first
effort
to
provide
community-based
services
with
some
focus
on
prevention,
budget
secretary
said
to
me.
Well
that
sounds
good,
but
nobody
is
advertising
that
the
governor
helped
keep
me
off
the
drugs
they
put
that
money
into
railroad
and
highways.
D
But
what
are
we
doing
to
prevent
the
next
traumatic
situation
from
the
country?
I'm
going
to
leave
it
there?
Council
people
in
hopes
that
some
of
this
makes
sense
to
you
and
allows
you
to
think
beyond
what
what
the
obvious
we
were
going
to
do
in
city
as
rich
as
discipline
and
the
services
provided
to
the
community.
D
We
ought
to
know
that
work,
we're
going
to
look
for
avenues
not
to
collaborate
but
to
coordinate
the
services
that
we're
providing
in
the
schools
or
the
paperwork
races
trauma.
It
is
an
uphill
battle.
You
take
one
step
forward,
two
steps
back
because
during
a
therapeutic
session,
you're
addressing
it
with
that
young
person
or
with
that
group-
and
then
they
go
home
and
later
that
night
they
heard
the
same
gunshots
that
they
put
made
them
feel
in
a
traumatic
situation.
D
D
D
A
F
L
Yes,
yes,
mr
chairman,
I
just
kind
of
just
wanted
to
thank
all
the
panelists
that
had
this
vote.
I
do
appreciate
him
confirming
my
earlier
passion
around
some
of
these
issues.
It
was
very
affirming
I'll,
be
very
passionate
about
this
issue
and
I
look
forward
to
the
next
one.
I
won't
do
any
questions
I'll
follow
up
with
several
principals
at
a
later
date.
C
Thank
you.
Thank
you
so
much
mr
chair.
I
too
will
follow
up
at
our
next
year
and
just
wanted
to
thank
you
and
councilmember
again
for
this
hearing,
but
also
thank
dr
lee
for
her
poignant
testimony
representing
overbrook
high
school.
I
taught
at
overbrook
high
school
early
on
in
my
career
and
recognize
the
challenges
that
are
still
faced
there
and
look
forward
to
working
with
her
and
all
those
who
have
testified
to
ensure
we
are
making
a
difference
for
our
young
people,
particularly
for
this
upcoming
school
year,
but
throughout
this
entire
summer.
A
You're
welcome
and
I'm
going
to
also
ask
if
there
are
any
of
the
panelists
who
already
testified,
who
has
an
interest
in
coming
back
next
thursday
april,
the
15th
at
1pm
to
do
a
follow-up
as
it
relates
to
their
comments,
because
some
members
may
have
some
burning
questions
that
they
may
want
to
address
in
the
public
and
the
transparent
setting
feel
free
to
follow
my
office.
I
want
to
turn
it
over
to
madam
chair,
helen
gill,.
B
Thank
you
very
much
colleague,
and
you
know
again
appreciate
your
tremendous
leadership
on
this
issue,
grateful
to
all
our
colleagues
who
joined
us
on
here
and
especially
to
our
panelists,
many
of
whom
waited
for
a
significant
amount
of
time
in
order
to
be
able
to
testify
to
lend
their
perspectives
and
expertise,
and
you
know,
dr
lee,
we
really
appreciate
your
testimony
as
a
principal.
I
think
you
drove
home.
B
What
many
of
us
feel
is
a
very
important
issue,
and
what
I
think
mr
white
also
said
is
is
our
responsibility
right
now.
You
know
you
asked,
after
after
a
horrible
incident
of
violence
whose
job
is
it
you
know,
and
and
the
fact
that
you
as
a
principal
of
a
school
that
is
clearly
at
the
epicenter
of
all
of
this
is
asking
that
question
means
we
have
to
do
more.
B
There's
no
question:
I
think
our
council
members
frustration
earlier
council
member
brooks
is
shared
by
many
of
us
who've
been
in
this
space
for
a
very
very
long
time,
and
that
we
need
to
be
purposeful
about
this
work.
I
think
we
need
to
spend
more
time
council.
Member
johnson.
I
think
we
need
to
spend
more
time
with
our
youth.
B
People
are
busy
they're
doing
their
work,
but
every
once
in
a
while.
We've
got
to
step
back
from
what
we're
doing
right
now
and
and
now
is
that
time
to
really
ask
ourselves:
is
this
going?
The
way
we
need?
Are
we
reaching
the
young
people
that
we
need
to
reach?
Are
we
saving
enough
lives,
and
that
answer
right
now
is
no,
no
matter
how
hard
we're
working?
The
answer
is:
no.
Our
young
people
are
telling
us.
No,
our
principals
and
our
educators
are
telling
us.
No.
B
So
it's
not
to
say
that
we're
not
well
intentioned
in
this
space
we're
not
working
hard
enough.
We
need
to
step
back
right
now
and
reassess
what
we're
doing.
We
got
to
get
support
to
those
schools
that
were
identified
and
council
member
johnson.
I
think
in
the
seven
days
that
we've
got
until
our
next
hearing,
we
want
to
get
more
information
from
the
school
district.
We
want
to
have
spend
some
more
time
with
those
principals
at
those
schools,
and
we
want
to
send
a
clear
message.
B
A
You're
welcome.
Thank
you
for
taking
time
all
of
you
for
being
here
on
this.
Probably,
if
you
ask
me
it's
one
of
the
most
critically
important
issues
that
we're
doing
that
we
are
addressing
right
now,
also
acknowledge
my
colleague
councilman
mark
squilla,
for
taking
time
on
this
schedule.
For
being
here,
we
see
a
lot
of
great
things
taking
place
here
in
the
city
of
philadelphia,
but
I
always
view
the
city
of
philadelphia
as
a
tale
of
two
cities
right.
A
We
see
great
development
taking
place
all
throughout
the
city,
but
we
also
see
a
city
in
crisis
right
now
and
so
on
top
of
a
pandemic,
we're
dealing
with
a
gun
crisis
where
we
could
possibly
use
the
whole
generation
of
young
people.
We
stay
on
continuously
on
this
path
that
we're
on
for
me
having
this
herring
lee
just
gets
to
the
heart
of
the
nature.
A
Why
we
do
the
work
that
we
do,
but
really
stepping
up
to
the
plate
and
rising
to
the
occasion
when
it
comes
to
saving
our
young
people,
but,
most
importantly,
doing
a
deeper
dive
and
addressing
the
root
cause
of
why
our
young
people
are
so
angry.
Why
our
young
people
are
picking
up
guns
in
the
first
place
and
deciding
to
take
the
lives
of
one
another
and
and
the
purpose
of
why
we're
having
this
issue?
A
A
For
the
sake
of
time
and
the
next
hearing,
we
are
going
to
recess
this
very
important
hearing
until
thursday
april.
The
15th
at
1pm
and
we'll
pick
up
right
where
we
started,
but
it
will
also
give
us
a
chance
within
this
next
week
to
continue
to
do
a
deeper
dive
to
have
additional
information
and
questions
prepared
for
the
next
hearing,
and
so
with
that
being
said,
this
hearing
is
recessed.
Madam
chair,
thank
you
also
for
your
partnership
on
this.
Thank
you
very
much.
Everyone
take
care.
Thank
you.