2026-10-20 - Education Committee

Summary

Captions look like live human captioning (all capitals, speaker-change markers); names, statute numbers and dollar figures are still sometimes garbled, and a few speaker introductions are unclear. Testimony about individual children is summarized in general terms and the families and students are not named.

Time on topic (from transcript timestamps; approximate, includes side talk):

Topic	Minutes	Share
Bullying, sexual harassment and sexual misconduct in Boston Public Schools	169	88%
Public comment	10	5%
Police involvement in Boston Public Schools	8	4%
Procedural and other business	6	3%

Tuesday, October 20, 2026.
Hearing of the Education Committee chaired by Councilor Mejia, called to order at 3:03 p.m. and adjourned at roughly 6:15 p.m. (about 3 hours 14 minutes of video; the captions begin at 0:51).
The whole meeting was a single hearing on Docket No. 0407, an order for a hearing on the prevention of and response to bullying, sexual harassment, sexual assault and sexual misconduct in Boston Public Schools (BPS).
No vote was taken; the docket stays in committee.

Bullying, sexual harassment and sexual misconduct in Boston Public Schools

2:58-13:00, 13:54-33:23, 35:19-1:20:05, 1:22:15-1:47:16, 1:53:03-2:21:40, 2:22:55-3:01:35, 3:11:50-3:14:04

Docket No. 0407 was sponsored by Councilor Mejia and referred to the committee on February 25, 2026. Present: Councilors Mejia (chair), Murphy and Flynn at the start, FitzGerald (about 12:45) and Culpepper (about 26:20). Councilor Louijeune sent a letter of absence that Mejia read into the record (about 7:00-8:35). Mejia said the hearing had been rescheduled from an earlier date because of World Cup events outside City Hall.
Councilor openings (2:58-13:00):
- Murphy said she filed a request for information in December 2023 about roughly 1,600 sustained sexual misconduct and bullying cases (figures garbled in the captions) and is concerned that thousands of reports were kept out of public view; she wants to know how reports are investigated and what was done to protect students.
- Flynn cited data showing over 2,000 reports of student-on-student sexual misconduct over about six years, said the information should be released without identifying survivors, and called for a task force of residents, parents and teachers.
- Mejia recalled her June 2022 hearing on the same subject, cited a school climate survey in which about 18% of students said it is quite or extremely difficult to get help from an adult if bullied, and said she wants solutions, metrics and commitments from BPS rather than another conversation.
- FitzGerald spoke as a parent of three and said he wanted to understand which procedures were followed or not followed.
Parent and advocate panel (13:54-45:58):
- Two parents described children harmed in Boston schools and on school buses, including a nonverbal student with a disability and a student who alleged sexual abuse by a staff member. They alleged the schools did not follow reporting procedures (police, a child abuse report, notice to the parent), that their families were later met with child welfare reports (51A filings) and a trespass notice, and that one child remained out of school. One asked for stronger licensure and training requirements and fair pay for staff who work with students with severe disabilities, cameras in classrooms with privacy safeguards, and an option for parents to use body cameras for nonverbal children. A third parent described sexual misconduct and assaults on her young child's school bus over two years and asked for action.
- Leon Smith (Citizens for Juvenile Justice) said research supports restorative practices, that state law already requires restorative and trauma-sensitive approaches and prompt reporting and investigation of bullying, and asked where the investigation documentation is; he also raised school police data (see below).
- Tatiana Sophia Gault (Massachusetts Coalition for Occupational Safety and Health) asked for bullying prevention to be funded as a public health priority, cited a 2023 state youth health survey (45% of middle schoolers and about 25% of high schoolers reported bullying or cyberbullying) and one school psychologist for every 686 students against a recommended 1 to 500, and requested a 90-day coordinated implementation plan and annual public reporting.
- Kim Clay (Boston Education Justice Alliance) cited a 2016 federal civil rights finding that Boston Latin School mishandled racial harassment complaints, a 2024 BPS investigation of student sexual misconduct and bullying at the Gardner Pilot Academy, and a news investigation reporting 131 students disciplined for sexual assault between 2013 and 2022 (69 Black, 58 Hispanic, 3 white). She asked for measurable standards, multilingual reporting, protection from retaliation and student and family participation.
Councilor questions to the panel (46:05-1:20:05): Murphy asked what immediate protections should exist while an investigation is pending; parents pointed to qualified bus monitors and supervision, and Murphy noted the last budget cut hundreds of paraprofessionals, bus monitors and cafeteria staff. Flynn said the Council's request for the data was denied and it became public only after a reporter went to Suffolk Superior Court. A panelist cited a federal Dear Colleague Letter saying a bullied child with a disability should trigger an IEP team meeting and said the city could write an ordinance or policy from it; the panelist described the state bullying law's words "immediately" and "promptly". FitzGerald asked what the procedures are and where they failed. Culpepper asked each person what is needed; one parent said her child, out of school after surgery and ongoing recovery, would now be best served by a tutor or a small, personalized school. Mejia thanked the panel and said a working session would follow.
BPS administration panel (1:22:15-2:21:40): Corey McCarthy (Chief of Student Support) introduced himself with Christine Travis (as heard; title unclear, a senior advisor to the superintendent for specialized services) and another BPS staff member whose name the captions did not catch.
- McCarthy described the district's Bullying Prevention and Intervention Plan (Superintendent Circular SSS-18): staff must report immediately; safety measures begin before the investigation ends; families are notified within 24 hours and told the outcome within five school days; bullying specialists complete 12 hours of training; a hotline and a trusted-adult route exist. He said a restorative justice practices team and a safe and welcoming schools team (about eight or nine people) work with cohorts of schools and the district is in year three of a five-to-seven-year rollout.
- A second BPS speaker described sexual assault and harassment cases as handled concurrently under Title IX (federal law), the student code of conduct (currently being revised in its three-year cycle) and consultation with the Boston Police, including a sexual assault unit and a crimes against children unit. The district apologized to families, said staff who fall short are disciplined under collective bargaining agreements and licensure is being reviewed, and said it is legally limited in what it can share about individual cases.
- McCarthy proposed four improvements: expand prevention beyond classrooms to athletics and locker rooms, a 60-day family assurance protocol after bullying is substantiated, more student voice, and measuring accountability. He offered to serve on a task force or committee.
- Flynn said he did not believe BPS had been transparent or accountable, noting that sexual assaults were barely addressed in the opening remarks (see the police item below for his exchange on the memorandum of understanding). FitzGerald asked what the biggest missteps were; the district walked through the Title IX process and acknowledged it has been poor at communicating status to families and that trust is fractured.
- Mejia asked how the district ensures cases do not fall through the cracks, how success is measured, what accountability exists for the district's investigations, and how recent personnel cuts and a bullying prevention grant (about $34,000 in FY25, falling sharply afterward; figures garbled in the captions) affect the work. The administration said the grant funds had paid for training and stipends and the team continues without them. She asked whether BPS would accept an independent oversight committee not handpicked by the district; McCarthy said he would need more detail but was willing to work with the Council on a committee rooted in action. Mejia and Murphy also raised 51A reports filed against parents who advocate; the district said mandated reporting is an individual decision and did not answer the retaliation concern directly.
- Culpepper asked the district to work with a parent to get her child back to learning, even through home tutoring. McCarthy said he could not promise tutoring but would look into it and build a plan with the family on re-enrollment. McCarthy also offered restorative justice training for councilors.
Youth panel (2:22:55-2:59:30): Three young people (a community college student and two high school students) told councilors about school lunches and trained counselors, one counselor for a whole grade, the fear of being labeled a snitch and of retaliation, the need for anonymous reporting, cyberbullying, victim blaming and the need to limit gossip during investigations. Asked about a hotline, none knew of one; Mejia confirmed a BPS hotline exists and said BPS needs to publicize it, and students asked for text and web options, 24-hour or at least school-hours coverage and follow-through. Mejia asked about a student app once monitored by the district, which she said felt invasive. Councilors asked about holding bystanders accountable and the role of the principal versus other trusted adults. Mejia said she was bullied as a child and thanked the students.
Closing (3:11:50-3:14:04): Mejia thanked families, partner organizations and the district, said the docket stays in committee, and said she wants working sessions to produce a work plan, a crisis action team including youth, educators and families, and a transparent oversight body. She said she will hold a second hearing on questions the administration did not fully answer.
Follow-ups mentioned: a panelist to provide the Dear Colleague Letter to Culpepper; BPS to share the Superintendent Circular and look into tutoring for one family; Culpepper asked Kim Clay for her prevention and accountability standards.

Public comment

3:01:35-3:11:50

Remaining public testimony came from a MassCOSH labor and training organizer who wrote the group's anti-bullying curriculum, three students and a recent graduate. They urged more counselors and mental health spaces, especially in low-income schools, mental health classes and restorative circles, and one graduate said a threat reported to a teacher was dismissed with "you know how he is." Bruce Smith, youth program leader at MassCOSH Teens Lead at Work, thanked the committee and said young people should lead these conversations.

Police involvement in Boston Public Schools

33:23-35:19, 1:47:16-1:53:03

Leon Smith said the state education department lists Boston with zero school-based arrest or court referrals for 2024-25, which he said is not credible, and that BPS may be claiming the reporting requirement applies only to school resource officers; he asked the Council to consider an ordinance closing any loophole so the public knows how often police are called to schools.
Flynn said he has asked for three years for the memorandum of understanding between BPS and the Boston Police Department. A BPS speaker said it is signed on the BPS side but not by the police department, that BPS operates within its guidelines, and that the document is not with BPS now. Flynn asked whether a 17F request would produce it; the speaker was not sure. Flynn wants to see in writing how BPS and police coordinate when a sexual assault occurs, for example on a school bus.

Procedural and other business

0:51-2:57, 13:01-13:54, 1:20:05-1:22:15, 2:21:40-2:22:55

Chair's opening: recording and broadcast notice, how to submit written comments and testify (two minutes each in person or by video), and the docket reading. The chair set three-minute limits for the first panel and ordered the day as community panel, administration panel, youth panel and public testimony.

Agenda

Hearing on Docket No. 0407.

Sources

Video

Watch the video

Transcript

Captions look like live human captioning; names may still be misspelled.

Transcript

00:51GOOD.

01:03>> TIME IS 303.

01:11UM.

01:12TODAY'S HEARING IS UM BEING

01:17RECORDED AND IT IS ALSO BEING

01:18LIVE STREAMED AT

01:22BOSTON.GOV/CITY COUNCIL DASH TV

01:24AND BROADCASTED ON FINITY

01:26CHANNEL EIGHT RCN CHANNEL UH 82

01:30FILES CHANNEL 964 WRITTEN

01:33COMMENTS MAY BE SENT TO THE

01:35COMMITTEE EMAIL AT TCC AT DOT

01:40 [email protected] AND WILL

01:41BE MADE PART OF THE RECORD AND

01:42AVAILABLE TO ALL COUNCILORS.

01:44PUBLIC TESTIMONY WILL BE AT THE

01:46END OF THIS HEARING UM OR AND

01:49SPRINKLED THROUGHOUT DEPENDING

01:51ON HOW THINGS ARE FLOWING UM

01:53AND INDIVIDUALS WILL BE CALLED

01:54IN THE ORDER IN WHICH THEY HAVE

01:56BEEN SIGNED UP UH TO SPEAK AND

01:58THEY HAVE TWO MINUTES TO

02:00TESTIFY.

02:01UM, IF YOU ARE INTERESTED IN

02:04TESTIFYING IN PERSON, PLEASE

02:05ADD YOUR NAME TO THE SIGN UP

02:08SHEET AT THE ENTRANCE OF THE

02:10CHAMBER.

02:11UM AND IF YOU ARE LOOKING TO

02:12TESTIFY VIRTUALLY, PLEASE EMAIL

02:14OUR CENTRAL STAFF LIAISON MEGAN

02:19 [email protected] FOR THE

02:20LINK AND YOUR NAME WILL BE

02:22ADDED TO THE LIST.

02:23TODAY'S HEARING IS ON DOCKET

02:290407 AND ORDER FOR A HEARING UH

02:31TO REVIEW THE PREVENTION AND

02:32RESPONSE TO BULLYING, SEXUAL

02:35HARASSMENT, SEXUAL ASSAULT AND

02:37SEXUAL MISCONDUCT IN OUR BOSTON

02:39PUBLIC SCHOOLS.

02:40THIS MATTER WAS SPONSORED BY

02:43COUNCILOR JULIA MEJIA AND WAS

02:44REFERRED TO THE COMMITTEE ON

02:46FEBRUARY THE 25TH, 2026.

02:48IN ORDER OF ARRIVAL I HAVE BEEN

02:50JOINED BY COUNCILOR MURPHY AND

02:53COUNCILOR FLYNN.

02:55UM AND AND JUST TO NOTE FOR THE

02:58RECORD THAT I UNDERSTAND THAT

03:00WE HAVE A LOT TO DISCUSS AND

03:03UM, I'M GOING TO ALLOW EACH

03:06OF MY COLLEAGUES TO HAVE UM,

03:09SOME OPENING UH, REMARKS.

03:13SO COUNCILOR MURPHY, YOU HAVE

03:14ONE MINUTE AND THE FLOOR.

03:15OKAY.

03:16THANK YOU.

03:17THANK YOU FOR FILING AND

03:20HOLDING THIS HEARING.

03:21I KNOW IT'S SOMETHING A HEARING

03:24SIMILAR WE'VE HAD OVER THESE

03:26PAST FEW YEARS ON THE

03:27COUNCIL AND AS A MOM FORMER

03:30TEACHER THIS THIS MATTERS

03:32RIGHT?

03:33IT MATTERS A LOT AND IT MATTERS

03:34THAT WE LISTEN TO OUR STUDENTS

03:37AND OUR FAMILIES AND THANK YOU

03:38FOR PUTTING THEM FIRST AND

03:40THANK YOU FOR FEELING SAFE AND

03:43BEING WILLING TO SPEAK UP AND

03:44SHARE TO ME IT'S ALWAYS

03:47IMPORTANT ESPECIALLY A TOPIC

03:49THAT IS AS SERIOUS AS THIS THAT

03:52HOW ARE WE NOT JUST REVIEWING

03:54AND REPORTING BUT PREVENTING

03:57AND WHAT ARE WE DOING FOR

03:58STUDENTS?

03:59AND I OFTEN SAID AS A TEACHER,

04:01UM, IF WE PUT OUR KIDS IN A

04:03SITUATION WHERE THE VICTIM THEN

04:06BECOMES THE ONE WHO IS IN

04:07TROUBLE, IT'S A CYCLE WHERE IT

04:09NEVER GETS BETTER.

04:11BUT THERE IS CONCERN FOR

04:14ME WHEN A SYSTEM IS HIDING THE

04:17INFORMATION RIGHT WHEN NOTHING

04:19IS HAPPENING OR IN SOMETIMES

04:20YOU CAN FEEL LIKE NOT ENOUGH IS

04:22HAPPENING.

04:22BUT WHEN WE KNOW WHEN RECENT

04:24REPORTING HAS BEEN TELLING US

04:25THAT YOU KNOW THOUSANDS

04:30OF REPORTS ARE JUST HIDDEN AND

04:32TRYING TO HIDE AWAY IN A COURT

04:34SYSTEM THAT SAYS A LOT ABOUT,

04:35YOU KNOW, WHAT ARE WE WHAT ARE

04:37WE AFRAID TO TALK ABOUT?

04:38WHY ARE WE NOT SHARING THE

04:39TRUTH?

04:40AND BACK IN DECEMBER 2023 I HAD

04:44FILED A 17 F TO GET ANSWERS ON

04:47WHAT AT THAT POINT WAS 1633

04:51SUSTAINED SUBSTANTIAL CASES

04:53OF SEXUAL MISCONDUCT AND

04:55BULLYING WITH 32% OF THE

04:57INCIDENTS IN ONE SCHOOL YEAR

04:59WERE COMMITTED, 25% IN THE NEXT

05:01YEAR.

05:02SO WE SHOULDN'T BE DOING THAT.

05:04WE SHOULD BE LISTENING TO THOSE

05:06WHO ARE, YOU KNOW, VICTIM TO

05:09THIS AND BE SUPPORTING.

05:11SO THANK YOU FOR BEING HERE.

05:12LOOKING FORWARD TO THIS HEARING

05:13.

05:13THANK YOU.

05:14>> THANK YOU.

05:14AND I DIDN'T KNOW HOW TO USE.

05:16THIS UH I MADE A MISTAKE SO I

05:18GAVE YOU EXTRA TIME.

05:20OKAY.

05:20WAIT, COUNSELOR FLYNN, GIVE

05:22ME A MINUTE TO.

05:24OKAY.

05:24GO.

05:25THANK YOU, MADAM CHAIR.

05:29I AM TROUBLED BY DATA.

05:31I AM LOOKING AT THAT SAYS THAT

05:34THERE WERE OVER 2000 REPORTS

05:36OF STUDENT ON STUDENT ASSAULTS

05:40,UH, THAT HAPPEN TO BE SEXUAL

05:41MISCONDUCT.

05:44FOR A PERIOD OF TIME OF SIX

05:47YEARS.

05:49WHAT WHAT I'M ASKING FOR IS FOR

05:51US TO BE TRANSPARENT, TO

05:55RELEASE THE INFORMATION WITHOUT

05:57OBVIOUSLY RELEASING ANY

05:59IDENTIFICATION OF THE OF THE

06:02SURVIVORS OF THESE ASSAULTS.

06:03BUT I DO THINK THE PUBLIC NEEDS

06:06TO KNOW EXACTLY WHAT'S

06:08HAPPENING IN BOSTON PUBLIC

06:10SCHOOL SYSTEM HIDING DATA

06:14DOESN'T DO ANYTHING BUT ALLOW

06:17IT TO CONTINUE.

06:19WHAT I'M CALLING FOR IS A TASK

06:22FORCE TO ADDRESS THESE ISSUES.

06:26IF WE'RE HIDING DATA, THE

06:27PEOPLE THAT ARE RESPONSIBLE FOR

06:29THESE ISSUES REALLY HAVE LOST

06:31THE CREDIBILITY TO LEAD.

06:33THAT'S WHY I'M CALLING FOR A

06:34TASK FORCE THAT RESIDENTS

06:38PARENTS, TEACHERS CAN COME

06:41TOGETHER AND DISCUSS THESE

06:42INCIDENTS, DISCUSS THESE ISSUES

06:44,HOW WE MOVE FORWARD.

06:45BUT I HAVE LOST CONFIDENCE, UM,

06:48WHEN THERE ARE 2000 SEXUAL

06:50ASSAULTS AGAINST STUDENTS AND

06:52WE'RE COVERING THAT INFORMATION

06:53UP.

06:54THANK YOU, MADAM CHAIR.

06:55UH, THANK YOU, COUNCILOR.

06:58UH, FLYNN AND I JUST WANT TO

07:00NOTE FOR THE RECORD THAT MY,

07:02UM, COUNCIL COLLEAGUE

07:04COUNCILOR LOUIJEUNE HAS

07:04SUBMITTED A LETTER OF ABSENCE

07:06UH, WHICH THE, UH DEAR

07:08COMMITTEE ON EDUCATION, I

07:10SINCERELY REGRET TO INFORM YOU

07:11THAT BECAUSE OF A LONG STANDING

07:13PRIOR ENGAGEMENT, I WILL BE

07:14UNABLE TO ATTEND THE CITY

07:15COUNCIL'S COMMITTEE UM,

07:17EDUCATION HEARING ON DOCKET

07:18ZERO UH 407A HEARING TO REVIEW

07:21THE BOSTON PUBLIC SCHOOLS

07:23POLICIES, PROCEDURES, TRAINING

07:25AND STAFFING DATA SYSTEMS AND

07:27ACCOUNTABILITY MEASURES RELATED

07:28TO THE PREVENTION OF AND

07:30RESPONSE TO BULLYING, SEXUAL

07:32ASSAULT AND HARASSMENT AND

07:34SEXUAL MISCONDUCT INVOLVING

07:35STUDENTS INCLUDING STUDENTS TO

07:36STUDENT AND ADULT TO STUDENT

07:38INCIDENTS.

07:39I BELIEVE EVERY CHILD, EVERY

07:40STUDENT DESERVES TO FEEL SAFE

07:42AT SCHOOL AND CONFIDENT THAT

07:44WHEN THEY REPORT CALM, ADULTS

07:46WILL TAKE THEM SERIOUS AND

07:47RESPOND WITH CARE.

07:48THIS IS WHY FROM MY FIRST YEAR

07:50ON THE CITY COUNCIL AND EACH

07:51YEAR SINCE I HAVE FILED AND

07:52SPONSORED AND OR HELD A HEARING

07:55ON BOSTON'S RESPONSE TO

07:56DOMESTIC VIOLENCE AND SEXUAL

07:56ASSAULT WORKING ALONGSIDE

07:58ADVOCATES AND SURVIVORS UM AND

08:00SERVICE PROVIDERS FOR OUR

08:01STUDENTS PROTECTIONS AND

08:03PROTOCOLS MUST BE

08:04UNDERSTANDABLY AND DEPENDABLE.

08:06STUDENTS AND FAMILIES SHOULD

08:07KNOW WHOM TO CONTACT, WHAT

08:08HAPPENS AFTER REPORT AND WHAT

08:10SUPPORT IS AVAILABLE WHILE AN

08:12INVESTIGATION PROCEEDS.

08:14THANK YOU TO THE STUDENTS,

08:15FAMILIES, EDUCATORS AND

08:16ADVOCATES FOR SHARING THEIR

08:17EXPERIENCES TODAY AND I LOOK

08:19FORWARD TO REVIEWING THEIR

08:20TESTIMONY AND WORKING WITH THE

08:21COMMITTEE MY STAFF WILL BE

08:22ATTENDING AND I WILL THOROUGHLY

08:24REVIEW THE VIDEO HEARING

08:25MINUTES AND PUBLIC TESTIMONY

08:26SHOULD YOU OR ANY MEMBER OF THE

08:28PUBLIC HAVE ANY QUESTIONS OR

08:29CONCERNS, PLEASE DO NOT

08:30HESITATE TO REACH OUT TO MY

08:31OFFICE DIRECTLY AT

08:35(617) 635-4376 AND SO.

08:37JUST WANTED TO JUST.

08:39UH, READ THAT INTO THE RECORD

08:41SO I'LL JUST BEGIN.

08:42UM, FIRST OF ALL I JUST WANT TO

08:44SET THE STAGE THAT I KNOW SOME

08:47OF THESE CONVERSATIONS COULD BE

08:48TRIGGERING AND I WANT TO BE

08:50SUPER MINDFUL OF THE TRAUMA

08:52THAT WE ALL CARRY INTO THE

08:54SPACES OF PLACES THAT WE WALK

08:55INTO.

08:56AND SO HOPEFULLY YOU'LL WALK

08:58INTO UNDERSTANDING THAT THIS IS

09:00I CAN'T SAY IT'S A SAFE SPACE

09:02BECAUSE EVERYONE'S SAFETY LOOKS

09:04DIFFERENT, BUT I AM GOING TO

09:06TRY TO DO MY BEST TO CREATE THE

09:08CONTAINER IN WHICH YOU COULD BE

09:10FULLY EXPRESSED.

09:11SO THAT IS MY COMMITMENT TO YOU

09:13ALL WHILE YOU'RE HERE.

09:14OKAY.

09:15UM SO ON JUNE THE 16TH, 2022 I

09:19HELD A HEARING ON BULLYING AND

09:21SEXUAL ABUSE AND HARASSMENT IN

09:23BOSTON PUBLIC SCHOOLS AND SINCE

09:25THEN ADVOCATES, PARENTS AND

09:27STUDENTS HAVE CONTINUED TO

09:28RAISE CONCERNS AND HAVE SHARED

09:31THEIR LIVED EXPERIENCE

09:32DEMONSTRATING THE NEED FOR MORE

09:34TRANSPARENT, ACCOUNTABLE AND

09:36STRONGER RESPONSES FROM THAT

09:39ARE ROOTED IN BEST PRACTICES,

09:42SUPPORT COMMUNICATIONS AND

09:45COMPLIANCE WITH EXISTING LAWS.

09:48STUDENTS CONTINUE TO REPORT

09:50FEELING UNSAFE AND WORRYING

09:52ABOUT VIOLENCE IN THEIR SCHOOLS

09:54.

09:54THIS PAST SCHOOL YEAR, STUDENTS

09:56HAVE ASKED HOW DIFFICULT IT IS

09:58FOR THEM TO GET THE HELP FROM

10:00AN ADULT IF THEY WERE BULLIED

10:02AND AROUND 18% OF STUDENTS SAID

10:05IT WAS QUITE OR EXTREMELY

10:08DIFFICULT THIS THIS NEEDS TO

10:12CHANGE FULL STOP THE CLIMATE

10:13SURVEY SHOWS DISCONNECTS

10:15BETWEEN PARENTS, STUDENTS AND

10:16EDUCATORS IN TERMS OF HOW OFTEN

10:18BULLYING AND VIOLENCE HAPPENS

10:20WITHIN SCHOOLS AND THE

10:21COMFORT LEVEL STUDENTS HAVE IN

10:23REACHING OUT TO ADULTS FROM

10:25VULNERABLE STUDENTS WHOSE

10:26TEACHERS ARE UNDER UM ACTIVE

10:29INVESTIGATIONS FOR ALLEGED

10:30CHILD ABUSE AND NEGLECT TO

10:31STUDENTS NEEDING TO GO TO THE

10:33E.R. BECAUSE OF BULLYING.

10:36WE HAVE HEARD FROM THE

10:37COMMUNITY THAT WE NEED TO

10:39CHANGE AND CHANGE IS REQUIRED

10:41NOW FOR MANY OF OUR STUDENTS,

10:43SCHOOL IS A SAFE HAVEN FOR THEM

10:45AND ALLOWS THEM TO HAVE ACCESS

10:47TO FOOD, WARMTH, COMMUNITY AND

10:49CARE FOR SCHOOL STAFF FROM

10:50SCHOOL STAFF AND THEIR

10:52CLASSMATES.

10:53HOWEVER, THAT SAFE HAVEN IS

10:55THREATENED IF PROPER MEASURES

10:57ARE NOT TAKEN INTO TO PREVENT

10:58AND HANDLE CASES OF BULLYING,

11:00SEXUAL ABUSE, HARASSMENT,

11:02PHYSICAL ABUSE AND OTHER FORMS

11:04OF VIOLENCE AND STUDENTS

11:06WELL-BEING DOES NOT UM END WITH

11:09THEIR PHYSICAL SAFETY UM BUT

11:11ALSO THEIR EMOTIONAL AND

11:13PSYCHOLOGICAL SAFETY.

11:15UM SCHOOLS SHOULD BE A SAFE

11:17ENVIRONMENT FOR STUDENTS,

11:18EDUCATORS AND STAFF.

11:19MATCH COSTS TO LAW CITIZENS FOR

11:21UH JUVENILE JUSTICE THE

11:23COALITION OF AMERICAN ISLAMIC

11:25RELATIONS LATINA AND THE

11:27ENTIRETY OF BADGER COALITION

11:29AND MORE HAVE USED

11:31EVIDENCE-BASED ANTI-BULLYING

11:33CURRICULUMS AND PROGRAMING TO

11:35FULLY ADDRESS BULLYING, UM

11:38ABUSE AND HARASSMENT IN OUR

11:39SCHOOLS AND WE MUST ACKNOWLEDGE

11:41THEIR WORK AND WORK IN

11:44COLLABORATION.

11:45THAT MEANS THAT THE DISTRICT

11:46MUST WORK WITH ORGANIZATIONS

11:48WHO ARE ON THE GROUND DOING THE

11:50WORK AND DOING IT WELL WITH

11:52FAMILIES.

11:53IN THIS HEARING I HOPE TO

11:54CONTINUE THE CONVERSATION WE

11:55HAD FOUR YEARS AGO AND WE'VE

11:56DONE THIS HEARING.

11:59MY HOPE IS TO NOT HAVE THIS

12:02HEARING ANYMORE.

12:03MY HOPE IS THAT THIS TIME I AM

12:05GOING TO PUT THIS TO THE SIDE

12:07AND SINCE PEOPLE MY HEART REAL

12:08QUICK IS THAT MY HOPE IS THAT

12:10WE ARE ABLE TO UNDERSTAND WHAT

12:12THE MOMENT IS CALLING FOR AND

12:13WALK OUT OF HERE WITH SOLUTIONS

12:15AND SOME METRICS OF HOW WE'RE

12:17GOING TO MEASURE SUCCESS

12:18BECAUSE WHAT WE'RE NOT GOING TO

12:21DO IS CONTINUE TO HAVE THE SAME

12:22CONVERSATION AND EXPECT CHANGE

12:25IF WE'RE NOT WILLING TO HAVE

12:26THAT CHANGE.

12:27SO WALKING OUT OF HERE WITH

12:28SOME COMMITMENTS FROM BOTH IN

12:29TERMS OF HOW WE'RE GOING TO

12:30MOVE DIFFERENTLY BECAUSE WE

12:31HAVE TO RESTORE TRUST AND THE

12:33BEST WAY TO DO THAT IS TO WORK

12:35IN PARTNERSHIP WITH THOSE WHO

12:36ARE ALWAYS UM.

12:40ENCOURAGING US TO STEP IT UP.

12:41UH, SO.

12:42WITH THAT I SEE THAT WE HAVE

12:44ALSO BEEN JOINED BY

12:45COUNCILOR FITZGERALD.

12:46DO YOU HAVE SOME OPENING

12:47REMARKS?

12:49UH, THANK YOU, MADAM CHAIR.

12:50AND THANK YOU FOR EVERYONE'S

12:51TIME HERE.

12:52UM, AS A PARENT OF THREE KIDS

12:54MYSELF, UH, JUST HERE TO HEAR

12:55SOME EXPLANATIONS AND

12:56UNDERSTAND PROCEDURES AND HOW

12:58THEY WERE FOLLOWED OR NOT

12:59FOLLOWED AND UH, LOOKING

12:59FORWARD TO HEARING FROM

13:00EVERYBODY.

13:00THANK YOU.

13:01THANK YOU.

13:02>> AND SO I WILL KNOW FOR THE

13:04RECORD WE HAVE A LARGE PANEL.

13:07Y'ALL EACH HAVE THREE MINUTES

13:09AND THAT'S THERE.

13:11SO Y'ALL PRACTICE THAT RIGHT.

13:13AND THEN MY COLLEAGUES ARE

13:14GOING TO ASK QUESTIONS SO THAT

13:15IF YOU DIDN'T GET TO SAY

13:17EVERYTHING IN YOUR THREE

13:18MINUTES.

13:19NO THAT YOU WILL.

13:20IN YOUR ANSWERS BE ABLE TO TO

13:21SPEAK TO A POINT THAT YOU MAY

13:23HAVE FORGOTTEN IS THAT COOL?

13:24DOES EVERYONE FEEL COMFORTABLE

13:25WITH THAT?

13:26AND THEN THE OTHER PIECES.

13:27THAT I JUST WANT TO BEGIN WITH

13:29AN APOLOGY TO EVERYONE WHO HAS

13:31BEEN A VICTIM TO THE PARENTS

13:33WHO HAVE BEEN UM 51 AID BECAUSE

13:37THE SCHOOLS DON'T WANT YOU

13:38WALKING IN THEIR CLASSROOMS,

13:40YOU KNOW, TELLING THEM LIKE IT

13:42IS.

13:43SO I JUST WANT.

13:43TO SAY I AM SORRY AND WE ARE

13:46HERE TO DO THE.

13:47WORK UM TOGETHER.

13:48OKAY.

13:50SO WITH THAT I AM GOING TO

13:51WE'RE GOING TO.

13:52GO WE'RE GOING TO GO THIS WAY

13:53OKAY.

13:54GOOD EVENING.

13:55MY NAME IS TAISSA SANTIAGO.

13:57I'M HERE TODAY.

13:58AS A.

13:59>> MOTHER AND AN ADVOCATE FOR

14:00CHILDREN WHO CAN OFTEN WHO

14:02CANNOT ALWAYS SPEAK FOR

14:03THEMSELVES.

14:05MY SON IS ISAN WILSON.

14:08HE'S AUTISTIC AND NON-VERBAL.

14:10HE WAS INJURED AT A BOSTON

14:11PUBLIC SCHOOL AND THIS

14:14EXPERIENCE.

14:15RAISES SERIOUS CONCERN FOR

14:17ME ABOUT STUDENT SAFETY,

14:19STUDENT STAFF QUALIFICATION AND

14:22ACCOUNTABILITY.

14:23CHILDREN LIKE MY SON DEPEND ON

14:25ADULTS AROUND THEM TO PROTECT

14:26THEM, UNDERSTAND THEIR NEEDS

14:28AND KEEP THEM SAFE.

14:30AS A PARENT, WE SHOULD BE ABLE

14:32TO TRUST THE PEOPLE RESPONSIBLE

14:34FOR OUR CHILDREN TO HAVE PROPER

14:36QUALIFICATIONS, TRAINING AND

14:37LICENSES TO DO THEIR JOBS.

14:40I'M ASKING FOR STRONGER

14:42REQUIREMENTS TO ENSURE TEACHERS

14:44AND STAFF WORKING WITH CHILDREN

14:46,ESPECIALLY CHILDREN WITH

14:46SEVERE DISABILITIES HAVE PROPER

14:49CURRENT LICENSES AND TRAINING.

14:52I ALSO BELIEVE THAT TEACHERS

14:53AND CAREGIVERS WHO ARE

14:55DEMANDING RESPONSIBILITIES

14:58OF CARING FOR THESE CHILDREN

15:00WITH SPECIFIC DISABILITIES

15:02DESERVE FAIR PAY.

15:04THE WORKERS PLAY AN IMPORTANT

15:06PART IN OUR CHILDREN'S LIVES

15:08AND WE MUST INVEST IN THE

15:10PEOPLE WHO ARE CARING FOR THEM

15:11AS WELL AS THE CHILDREN

15:13THEMSELVES.

15:15I AM ALSO ASKING FOR CAMERAS TO

15:17BE INSTALLED IN CLASSROOMS AND

15:20OTHER APPROPRIATE AREAS

15:22OF SCHOOL WITH SAFEGUARDS TO

15:24PROTECT CHILDREN'S, STATE OR

15:26CHILDREN'S STUDENT AND

15:28CHILDREN'S PRIVACY.

15:31CAMERAS COULD HELP PROVIDE

15:33FLAHERTY WHEN AN INCIDENT

15:34OCCURS HELP ENSURE THAT

15:37CONCERNS ARE ADDRESSED PROPERLY

15:39APPROPRIATELY.

15:41IN ADDITION, I WOULD LIKE

15:43PARENTS TO HAVE THE OPTION TO

15:44PURCHASE OR USE BODY CAMERAS

15:47FOR THEIR CHILDREN WHEN WANTED

15:49AND NEEDED SUBJECT TO

15:53APPROPRIATE SCHOOL POLICIES AND

15:55PRIVACY PROTECTIONS.

15:57THIS COULD BE ESPECIALLY

15:59IMPORTANT FOR NONVERBAL

16:00CHILDREN WHO MAY NOT BE ABLE TO

16:02EXPLAIN WHAT HAPPENED TO THEM.

16:05EVERY CHILD DESERVES TO FEEL

16:07SAFE.

16:07>> AT.

16:08SCHOOL REGARDLESS OF THE

16:09DISABILITY OR ABILITY TO

16:11COMMUNICATE.

16:11EVERY PARENT DESERVES TO KNOW

16:13THAT THEIR CHILD IS SAFE.

16:18PROTECTED, RESPECTED AND CARED

16:20FOR BY QUALIFIED PUPIL.

16:23I'M SPEAKING TODAY NOT ONLY FOR

16:27MY SON BUT FOR OTHER FAMILIES

16:29WHO MAY BE AFRAID TO.

16:31SPEAK OR FEEL UNHEARD.

16:36OR ARE STRUGGLING TO GET

16:38ANSWERS BY DPS.

16:41I HOPE THAT WE CAN MOVE

16:44TOGETHER TOWARDS MEANINGFUL

16:46CHANGES THAT IMPROVE SCHOOL

16:48SAFETY STRENGTHENING

16:50ACCOUNTABILITY, SUPPORT

16:53TEACHERS AND GIVE PARENTS

16:55GREATER PEACE OF MIND.

16:57OUR CHILDREN DESERVE PROTECTION

16:59.

16:59THEY DESERVE QUALIFIED

17:02CAREGIVERS AND THEY DESERVE TO

17:04BE HEARD EVEN WHEN.

17:06>> THEY CANNOT SPEAK.

17:07FOR THEMSELVES.

17:09THANK YOU FOR TAKING THE TIME

17:12TO LISTEN.

17:16NEXT TO UM.

17:20GOOD AFTERNOON EVERYONE.

17:22MY NAME IS MONICA MURCHISON.

17:24I AM A PARENT UM OF A CHILD

17:26THAT.

17:27WAS IN BOSTON PUBLIC SCHOOLS.

17:29UM MY CHILD'S NAME IS AMAZING

17:31GRACE AND DURING SCHOOL HOURS

17:33MY CHILD WAS FORCEFULLY RAPED

17:35BY A STAFF MEMBER DURING SCHOOL

17:38IN WHICH SHE REPORTED THE

17:39INCIDENT WHICH SHOULD HAVE BEEN

17:41DEALT WITH IMMEDIATELY AND

17:43FOLLOWED PROTOCOL SHOULD HAVE

17:45BEEN FOLLOWED.

17:46POLICE BEING CALLED A 51 AID

17:48BEING FILED, ME BEING CONTACTED

17:50AS THE PARENT AND THE INCIDENT

17:52REPORT.

17:53UM BECAUSE THAT IS BP'S POLICY

17:55.

17:56NONE OF THAT HAPPENED.

17:58MY CHILD INCIDENT WAS SWEPT

18:00UNDER THE RUG.

18:01I HAD NO KNOWLEDGE ABOUT IT.

18:02SO I CONTINUED TO SEND MY CHILD

18:04TO SCHOOL EVERY SINGLE DAY

18:05UNTIL SHE EVENTUALLY HAD A

18:07MELTDOWN BECAUSE I WAS PUTTING

18:08HER INTO THE ARMS OF THE ABUSER

18:10.

18:10UM, EVENTUALLY WHEN YOU KNOW IT

18:13DID COME TO LIGHT I DID WHAT

18:14ANY PARENT WOULD DO WHICH IS

18:16YOU KNOW, TRY TO GET MORE

18:18INFORMATION ABOUT WHAT IT IS

18:19THAT MY CHILD HAS COMMUNICATED

18:21TO ME.

18:21AT THAT POINT I WAS MET WITH

18:23NOTHING BUT UM, A DISCONNECT

18:25FROM THE SCHOOL.

18:26YOU KNOW, UM, THEY THEY ALREADY

18:28KNEW THE SCHOOL ALREADY KNEW

18:30THAT THEY WERE TRYING TO

18:31COVER UP THE INCIDENT.

18:32UM, AND THAT WAS THE REASON

18:35THAT THEY WERE BEGINNING TO

18:37RETALIATE AGAINST ME AS A

18:38PARENT.

18:39UM, EGREGIOUS BEHAVIOR ENSUED

18:42ON ME AND MY FAMILY.

18:43THINGS LIKE 51 DAYS BEING

18:44FILED.

18:46UM, AND I THINK THAT YOU GUYS

18:49SHOULD REALLY FOCUS ON THAT

18:51BECAUSE DCF IS BEING USED TO

18:54DESTROY FAMILIES AND THE SCHOOL

18:56IS A HUGE SOURCE OF IT.

18:57YOU KNOW, THEY WILL TELL THEM

18:59WHATEVER THEY NEED TO.

19:00AND WHEN YOU'RE GETTING THESE

19:01UM, 51 A'S FILED IN, YOU HEAR

19:03FROM YOU KNOW, PEOPLE LIKE

19:05TEACHERS THEY TEND TO BELIEVE

19:07THEM MORE RIGHT?

19:08SO UM, NOBODY INVESTIGATES TO

19:11SEE IF THE ALLEGATIONS ARE

19:13TRUE.

19:13THEY COME AND TALK.

19:14BUT IT'S KIND OF LIKE IF

19:15SOMEONE WHO'S A MANDATED

19:17REPORTER SAYS IT AND IT HAS TO

19:18BE TRUE.

19:19UM, WHEN IN FACT IN MY

19:23SITUATION, UM, YOU KNOW, I HAD

19:25TO FILE MY OWN 51 TO DO MY OWN

19:26POLICE REPORT AND ALL THE RULES

19:28TO MAKE ANYBODY AWARE.

19:29UM, I IMMEDIATELY AFTER, UM,

19:32YOU KNOW, STARTED GOING ABOVE

19:34AND EVEN REACHED OUT TO THE

19:36CITY COUNCILORS, THE MAYOR

19:37HERSELF, SENATORS, EVERYBODY

19:39THAT I COULD TO MAKE THEM AWARE

19:40THAT YES THIS HAPPENED TO MY

19:43CHILD BUT THE THE BIGGER PART

19:45FOR ME WAS THE COVER UP.

19:47UM YOU KNOW WHY YOU KNOW, LIKE

19:48BOTH YOU COUNCILORS SAID

19:50EARLIER WHY ARE WE NOT ALLOWED

19:51TO TALK ABOUT IT?

19:52WHY ARE WE NOT ALLOWED TO GET

19:53ANSWERS IN THE MINUTE THAT WE

19:55DEMAND THESE ANSWERS AS WE

19:57SHOULD AS PARENTS?

19:59WE'RE MET WITH RETALIATION

20:01TACTICS.

20:01I WAS THEN TRESPASS OUT OF THE

20:03SCHOOL.

20:04UM, AMAZING HAS TWO YOUNGER

20:06SIBLINGS THAT WERE STILL

20:07STUDENTS AT THE SCHOOL.

20:09UM, AND SO WHY SHOULD I FEEL

20:11SAFE SITTING MY KIDS TO A

20:12SCHOOL WHERE NUMBER ONE THE

20:14ABUSER STILL ROAMING AROUND

20:15AMONGST MY KIDS AND OTHER KIDS

20:17AS WELL.

20:18BUT THEN NUMBER TWO A SCHOOL

20:19THAT DOES NOT WANT TO

20:20COMMUNICATE WITH ME OR HELP

20:22ME SORT OUT ANY YOU KNOW ME AND

20:24MY CHILD IS THE VICTIM.

20:25WE SHOULDN'T BE MET WITH

20:26RESISTANCE FROM A SCHOOL.

20:29UM SO I ENDED UP ULTIMATELY

20:31PULLING MY KIDS OUT OF SCHOOL

20:33AND HOMESCHOOLING.

20:34IN ORDER TO DO THAT I HAD TO

20:35RESIGN FROM MY CAREER.

20:37AND I HAD JUST STARTED A

20:38BUSINESS.

20:38I'M A CERTIFIED CHEF.

20:40I HAD JUST STARTED A CATERING

20:41BUSINESS THAT WAS DOING PRETTY

20:42OKAY.

20:43UM AND I LOST ALL OF THAT.

20:46SO ON TOP OF ME DEALING WITH

20:48WHAT WAS GOING ON WITH MY

20:49CHILD, I NOW AM IN A POSITION

20:52WHERE I HAVE TO BE A TEACHER

20:53FOR THREE DIFFERENT KIDS ON

20:55THREE DIFFERENT GRADE LEVELS

20:56WITH NO EXPERIENCE AND I HAVE

20:58NO MONEY.

20:59SO HOW DO YOU LIVE AND SUPPORT

21:01YOUR FAMILY IN A WORLD WHERE

21:03WE'RE LIVING RIGHT NOW WITH THE

21:04COST OF LIVING IS EXTREMELY

21:05HIGH EVEN FOR PEOPLE WITH GOOD

21:07PAYING JOBS?

21:09SO MY MY FAMILY JUST CONTINUED

21:11TO SPIRAL BACKWARDS.

21:12UM, AFTER ABOUT ONE FULL SCHOOL

21:15YEAR OF ME.

21:17I HAVE I ENDED UP UM HAVING

21:18ANOTHER CHILD WHO WAS BORN WITH

21:20A HEART DEFECT.

21:21HER HEART ENDED UP FEELING IN

21:23IN SEPTEMBER.

21:24YOU KNOW WHEN THE SCHOOL YEAR

21:25STARTED THIS WOULD HAVE BEEN

21:26LAST SCHOOL YEAR.

21:26SO I PUT MY CHILD INTO A

21:28CHARTER SCHOOL HOPING THAT

21:30THINGS WILL GET BETTER BECAUSE

21:31IT'S NOT A PUBLIC SCHOOL.

21:32SHE WAS THEN BEING BULLIED FOR

21:34SIMPLY BEING THE NEW KID AT

21:35SCHOOL, AND THE BULLYING

21:37ESCALATED TO THE POINT WHERE MY

21:39CHILD ENDED UP WITH A SEVERE

21:40CONCUSSION AS WELL AS A

21:42DISLOCATED SHOULDER TO SHOULDER

21:44CONTINUE TO DISLOCATE 11

21:45DIFFERENT OCCASIONS BECAUSE

21:47OF THE DAMAGE DONE TO IT.

21:49EACH TIME THAT I WOULD TAKE HER

21:50TO THE HOSPITAL TO GET THE ARM

21:52PLEASE BACK IN THE HOSPITALS

21:54GIVING MY CHILD FITTING ALL

21:56MORPHE KETAMINE WHICH IS A

21:57HORSE TRANQUILIZER TO SET THE

21:59ARM AND THEN SEND HER HOME ON

22:01OXYGEN.

22:02SO THEN I HAVE TO DEAL WITH A

22:03CHILD WHO IS NOW, YOU KNOW,

22:06HAVING THESE, UM, NARCOTICS AND

22:08OPIOIDS IN HER SYSTEM AS WELL

22:10AS THE EFFECTS OF WHEN SHE'S

22:12HAVING TO BE WEANED OFF

22:13OF THEM.

22:13YOU KNOW, NOW WE HAVE TO DEAL

22:15WITH SUICIDE AND HALLUCINATIONS

22:18AND, UM, MENTAL HOSPITAL STAYS.

22:20AND I JUST WANT TO SIDE NOTE

22:22AND POINT OUT MY CHILD NEVER

22:23HAD ANY ISSUES MENTALLY.

22:26BEHAVIORALLY, NO.

22:28UM, UM, WHAT DO THEY CALL

22:30THOSE, UH, HALLUCINATIONS?

22:32NO, NO, NOT LIKE THE IEP OR,

22:35YOU KNOW, FIVE OR NOTHING.

22:37SO THIS ALL STEMMED FROM

22:40INCIDENCES THAT ARE REALLY

22:41SERIOUS.

22:41LOOK AT WHAT I TOLD YOU GUYS ON

22:43A YOUNG CHILD WITH NO TYPE

22:46OF ASSISTANCE.

22:46UM, AND I YOU KNOW I KNOW I'M

22:48ON TIME, SO I JUST WANT TO KIND

22:50OF GET TO WHERE WE'RE AT NOW.

22:52MY CHILD IS STILL CURRENTLY

22:54SITTING AT HOME RIGHT NOW.

22:55SHE'S STILL OUT OF SCHOOL

22:57BECAUSE AFTER THE INCIDENT WITH

22:58THE ARM AND EVERYTHING SAYING I

23:01WAS MET WITH THE SAME EXACT

23:03RESISTANCE FROM THAT SCHOOL AND

23:04THIS IS A CHARTER SCHOOL.

23:06SO YOU KNOW WE SAME THING.

23:08I ENDED UP PULLING HER OUT

23:09OF SCHOOL BECAUSE THE SCHOOL

23:10STARTED FILING 51 DAYS NOT

23:12TELLING THEM THAT THE CHILD WAS

23:14HURT ON THE GROUND AND THAT

23:15ME AS A PARENT I'M GIVING

23:17DOCTORS NOTES THAT SAYING OH I

23:20FORGOT THAT WE HAD A WHOLE UM,

23:22SLIDESHOW SO THAT I CAN SHOW

23:23PROOF OF WHAT I'M TALKING

23:24ABOUT.

23:26UM DOCTOR'S NOTES, THINGS LIKE

23:28THAT THAT THEY DISREGARDED AND

23:30THEY DIDN'T INCLUDE IF YOU GUYS

23:32UM, LOOK UP AT THE SCREEN YOU

23:34CAN SEE UM, THE TRESPASS

23:36NOTICES.

23:37UM, THERE'S A SLIDE HERE.

23:39YEAH, THERE'S A THERE'S A SLIDE

23:42THERE SHOWING THE ACTUAL

23:44INJURIES.

23:46UM THIS IS THAT WE HAVE.

23:48YEP.

23:49SO THEN WE HAVE UM.

23:50THE FIRST HOURGLASS.

23:52YEAH.

23:52>> I REQUEST THAT TO THIS DAY

23:54BY LAW THEY'RE SUPPOSED TO

23:55PROVIDE ME WITH EVERYTHING I

23:56REQUESTED.

23:56TO THIS DAY I NEVER GOT IT AND

23:58EVERYTHING IS TIME STAMPED AND

24:00DATED.

24:00THAT'S YOU LOOKING AT THE

24:02INCIDENT OF WHAT HAPPENED.

24:04IT'S TWO SENTENCES LONG.

24:06IT'S OVER A MONTH LATER.

24:08YOU KNOW THEY TRY TO LIKE THAT

24:10DATE WHAT YOU ASKED FOR.

24:12UM, THEY HAD AN OUTSIDE AGENCY

24:14COME IN AND SPEAK WITH MY

24:15CHILD, WROTE A STATEMENT AND

24:16HAD HER SIGNED IT WITHOUT MY

24:18KNOWLEDGE.

24:19SHE'S A MINOR CHILD.

24:20NOBODY SHOULD BE MEETING WITH

24:21HER.

24:21BUT WE'RE WHERE WE'RE AT TODAY.

24:24MY CHILD IS STILL OUT OF SCHOOL

24:25NO MATTER WHO I HAVE WENT TO.

24:27AND I COME HERE REGULARLY

24:28TRYING TO TALK TO THE MAYOR AND

24:29GET A MEETING WITH HER.

24:31UM, BECAUSE BY LAW MY CHILD

24:33SHOULD BE EDUCATED.

24:35THERE'S NO REASON WHY SHE CAN'T

24:36GET A TUTOR.

24:37THERE'S NO REASON WHY SHE

24:38DOESN'T HAVE A CHROMEBOOK.

24:40A PACKET OF, YOU KNOW, PAPERS

24:42FROM SCHOOL.

24:43THEY WILL NOT WORK WITH ME.

24:46AND A LOT OF PEOPLE SAY GET AN

24:47ATTORNEY.

24:48WE DID THAT.

24:48THEY DON'T WORK WITH THE

24:49ATTORNEY EITHER.

24:50AND SO LIKE I SAID, UM I WANT

24:52TO POINT ALL OF THIS OUT

24:53BECAUSE A LOT OF PEOPLE TALK

24:55ABOUT WHAT HAPPENED IN SCHOOL.

24:56WE KNOW THAT.

24:57WHAT ABOUT THE AFTERMATH

24:58OF WHAT THE FAMILY HAS TO DEAL

25:00WITH?

25:01YOU KNOW, AFTER THIS, YOU KNOW

25:04THERE'S NO.

25:05HOW WOULD YOU GUYS WHO ALL SAY

25:07YOU ALL A PARENT HOW WOULD YOU

25:08DEAL WITH SEEING YOUR CHILD

25:09GOING IN AND OUT OF MENTAL

25:10HOSPITALS WHEN YOU KNOW WHAT

25:11CAUSED IT?

25:12HOW DO YOU HEAL THAT TRAUMA

25:14ESPECIALLY WHEN THE MORE THAT

25:16YOU SPEAK THE MORE PEOPLE

25:18RETALIATE AGAINST YOU AND TRY

25:19TO DEFEND YOUR CHARACTER.

25:20THEY NEVER CALL YOU WHAT YOU

25:22ARE WHICH IS A CONCERNED

25:23PARENT, A MOM WHO'S TRAUMATIZED

25:26.

25:26MY CHILD'S NOT THE ONLY ONE

25:28WHO'S TRAUMATIZED.

25:29AND SO MOVING FORWARD I THINK

25:31WE NEED TO FOCUS ON THE MORE

25:32SERIOUS NESS OF THINGS LIKE

25:34THAT THAT THERE'S A CHILD HOME

25:36RIGHT NOW WHO I'VE BEEN

25:38PLEADING WITH FOR THE LAST TWO

25:39YEARS FOR HELP WITH EDUCATING

25:42HER.

25:42ALL RIGHT.

25:43>> SO THANK YOU.

25:44I WANT TO KNOW FOR.

25:45>> THE RECORD.

25:45ALL OF Y'ALL DON'T THINK YOU'RE

25:46GOING.

25:47>> TO.

25:47GET AS MUCH TIME AS MONICA DID,

25:48OKAY?

25:49SO DON'T EVEN TRY IT.

25:51I JUST KNOW THAT AND EVERY

25:53VOICE HERE IS IMPORTANT.

25:55I JUST WANT TO ACKNOWLEDGE THAT

25:56BOTH OF THESE PARENTS HAVE BEEN

25:59AT THIS FOR A FEW YEARS FROM

26:01FOR YEARS WORKING WITH OUR

26:03OFFICE, BRINGING THIS TO OUR

26:04ATTENTION.

26:06AND IT TAKES A LOT OF COURAGE

26:07TO SPEAK TRUTH TO POWER AND

26:09SOMETIMES WE JUST HAVE TO SIT

26:10AND LISTEN AND AND JUST BE IN

26:14THE SPACE.

26:15SO THANK YOU MONICA.

26:16AND I WANT TO ACKNOWLEDGE.

26:17>> THAT WE ALSO HAVE.

26:18>> BEEN JOINED BY A COUNSELOR

26:19CALLED PEPPER WHEN IT'S TIME

26:21FOR QUESTIONS.

26:22>> YOU COULD.

26:22HAVE SOME REMARKS.

26:23>> SO.

26:24WE CAN KEEP THINGS.

26:26NO I DIDN'T DO THAT.

26:27I'M THE CHAIR.

26:30ALL RIGHT SO.

26:32WE GET TWO MINUTES.

26:34WHO WANTS TO GO NEXT?

26:37DON'T BE TRYING.

26:38Y'ALL GOT THREE.

26:39>> MINUTES TO YOU DON'T TRY.

26:41SOMEBODY GET THE.

26:42PERSONAL CUFF JOB.

26:43YOU'RE MESSING UP MY SHOW HERE.

26:44OKAY.

26:45ALL RIGHT.

26:46>> LET'S GO.

26:47WHO WANTS TO GO NEXT?

26:48OH.

26:49GO FIRST.

26:49OH, SORRY.

26:49NO, I DIDN'T KNOW.

26:50OKAY.

26:51>> YOU GOOD?

26:52>> YEP.

26:52OKAY.

26:54UM, SO I'M HERE TODAY SPEAKING

26:57.

26:57UM, FROM A DIFFERENT A FEW

26:58DIFFERENT PERSPECTIVES.

26:59UM.

27:00>> FIRST OF ALL, AS A PARENT

27:01WHO'S BEEN IMPACTED, UM.

27:03>> MY DAUGHTER IS EIGHT YEARS

27:05OLD.

27:05UM, AND THERE WAS SEXUAL.

27:07MISCONDUCT ON HER BUS UM.

27:08>> TWO.

27:09YEARS IN A ROW.

27:11UM, SHE HAS BEEN PHYSICALLY

27:12ASSAULTED ON NUMEROUS OCCASIONS

27:14.

27:14BULLIED ON NUMEROUS OCCASIONS.

27:16UM, SHE IS THE SWEETEST GIRL.

27:19UM, ALWAYS GETTING STAR TICKETS

27:21IN HER CLASS.

27:21UH, SHE LOVES TO HELP.

27:23UM, AND LIKE MONICA WAS SAYING

27:26LIKE THIS HAS A LONG, UM, LONG

27:28IMPACT LIKE LONG LASTING IMPACT

27:30ON THE CHILDREN AND ON THE

27:32PARENTS.

27:33OF COURSE WE'RE ALL PARENTS AND

27:35WE KNOW WHAT IT FEELS LIKE WHEN

27:36WE WANT TO PROTECT OUR BABIES

27:38AND TO FEEL POWERLESS UM, TO

27:41NOT FOR THE TRANSPARENCY, NOT

27:43TO BE THERE.

27:43UM, FOR THE FOR YOU NOT TO

27:45RECEIVE THE SUPPORT WHEN YOU'RE

27:47TAKING ALL THE PROPER STEPS AND

27:49CHANNELS.

27:50UM IT'S VERY IT'S VERY HARD.

27:52UM, MY DAUGHTER HAS A TRAUMA

27:54HISTORY ALREADY.

27:55UM, DUE TO DOMESTIC VIOLENCE,

27:57UM, AGAINST ME FROM HER FATHER

27:59AND EMOTIONAL, UM, ABUSE

28:01TOWARDS HER AS A AS A BABY.

28:02SHE WAS A BABY AND STUFF THAT

28:04SHE STILL HAS THERAPY.

28:05SHE'S GOTTEN SUPPORT THROUGHOUT

28:07THE YEARS AND I WANT HER TO

28:09CONTINUE TO MAKE PROGRESS,

28:10WHICH IS HARD WHEN SHE'S BEING

28:13IMPACTED.

28:13UM, JUST SIMPLY FOR GOING TO

28:15SCHOOL AND SHE HAS SUCH A JOY

28:17ABOUT SCHOOL.

28:18SHE LOVES SCHOOL AND I DON'T

28:20WANT THAT TO BE TAINTED FOR HER

28:21.

28:22I WANT HER TO FEEL PASSIONATE.

28:23I WANT HER TO FEEL LIKE SHE CAN

28:25DO ANYTHING SHE PUTS HER MIND

28:26TO.

28:26AND SO WE'RE WE'RE TALKING

28:28ABOUT THE THE QUALITY OF LIFE

28:30THAT OUR CHILDREN HAVE THAT

28:31MAKE THEM BECOME CONTRIBUTING

28:32MEMBERS OF SOCIETY WHEN THEY

28:34GET OLDER.

28:35UM AND SO WE WANT TO TAKE CARE

28:37OF THEM IN THESE MOMENTS, UM,

28:39BECAUSE WE KNOW WE'RE WE'RE

28:41RAISING THE NEXT GENERATION TO

28:42COME BEHIND US.

28:43UM, AND WE WANT STRONG, STRONG

28:46GENERATION TO COME BEHIND US.

28:48UM, AND I ALSO WORK WITH

28:49CHILDREN AS WELL AS A FAMILY

28:51PARTNER AT THE HOME FOR LITTLE

28:52WANDERERS AND AN INTENSIVE HOME

28:54BASED THERAPEUTIC CARE MODEL.

28:56UM, AND A LOT OF OUR CHILDREN

28:57THEY'RE THEY ALREADY HAVE THEIR

28:59OWN UM, YOU KNOW, BEHAVIORAL

29:01ISSUES OR OR DIFFERENT ISSUES

29:02THAT THEY'RE FACING.

29:04UM, AND WHEN THEN THEY'RE NOW

29:06ON TOP OF THAT DEALING WITH THE

29:07BULLYING AND ASSAULTS AND

29:09DIFFERENT TYPES OF THINGS IN

29:10THEIR SCHOOLS.

29:11UM, IT GETS VERY IT'S HARD FOR

29:14THEM TO MAKE THE PROGRESS THAT

29:15THEY NEED SO THAT THEY CAN

29:16TRANSITION TO GO BACK HOME WITH

29:18THEIR FAMILIES.

29:19UM, SO IT'S ON A LOT

29:20OF DIFFERENT LEVELS.

29:21UM, IN IN EVEN HERE AT CITY

29:23HALL ON YOUR ON YOUR FOOTSTEPS

29:24AS I WAS WALKING UP ONE OF YOUR

29:26VOLUNTEERS HERE HELP ME TO GET

29:28UPSTAIRS AND SHE WAS JUST

29:29TALKING TO ME ABOUT HOW HER

29:32GRANDCHILD UM, IS IMPACTED BY

29:34THIS AND HOW THERE NEEDS TO BE

29:36CHANGE.

29:37UM, SO EVEN HERE AT YOUR OWN

29:39FOOTSTEPS AT CITY HALL IT'S

29:40HAPPENING.

29:41AND THIS IS WHERE NOT THE

29:43ANOMALY THE US WHO ARE TALKING

29:44TODAY.

29:45WE ARE NOT THE EXCEPTION TO THE

29:46RULE.

29:47THIS IS HAPPENING IS VERY

29:48PERVASIVE.

29:49UM AND CONCERNING AND WE NEED

29:51TO ADDRESS IT.

29:52UM AND I BELIEVE IN EVERYTHING

29:53THAT HAS BEEN SAID SO FAR.

29:55THANK YOU.

29:56COUNCIL MEMBERS.

29:57UM, YOU GUYS HAVE EVERYTHING

29:58YOU HAVE SAID HAS BEEN SPOT ON

29:60.

30:00UM, AND WE APPRECIATE THE

30:01SUPPORT AND WE DEMAND THAT LIKE

30:03THERE'S ACTUAL ACTION.

30:04WE'VE BEEN TALKING ABOUT THIS

30:06FOR A WHILE BUT SOMETHING NEEDS

30:07TO BE DONE.

30:09UM MOVING FORWARD.

30:11SO I THANK YOU FOR YOUR TIME.

30:15OKAY.

30:15>> ALL RIGHT.

30:16UM, SO WHO WANTS WHAT'S GOING

30:18NEXT?

30:19UH.

30:20>> I'M HAPPY TO GO, COUNCIL.

30:21SO GOOD AFTERNOON.

30:23>> MY NAME IS LEON SMITH.

30:24I'M AN.

30:24ATTORNEY AND EXECUTIVE DIRECTOR

30:25.

30:25AT CITIZENS FOR JUVENILE

30:26JUSTICE.

30:27WE'RE A RESEARCH AND POLICY

30:28ORGANIZATION THAT FOCUSES ON

30:29YOUTH NEED AND ON ENSURING THAT

30:32THERE'S TRANSPARENCY IN ALL

30:34INSTITUTIONS TO SUPPORT YOUNG

30:35PEOPLE.

30:36I WANT TO THANK PARENTS FOR

30:37SPEAKING AND I JUST WANT TO

30:38SIMPLY STATE THAT RESEARCH

30:40BACKS UP WHAT YOU ARE SAYING.

30:42STUDIES FROM THE.

30:43NATIONAL INSTITUTE ON CHILD

30:44HEALTH AND HUMAN DEVELOPMENT

30:45AND THE AMERICAN PSYCHOLOGICAL

30:47ASSOCIATION POINT OUT BULLYING

30:49DOESN'T JUST NEGATIVELY IMPACT

30:51YOUNG PEOPLE IN THE MOMENT.

30:52IT HAS AN ONGOING IMPACT THAT

30:54FOLLOWS YOUNG PEOPLE INTO

30:56ADULTHOOD.

30:56IT HAS BEEN ESTABLISHED THAT

30:58YOUNG PEOPLE WHO ARE BULLIED

30:59SUFFER DEPRESSION, PTSD AND

31:02HIGHER RATES OF SUBSTANCE USE

31:03AND EVEN SYSTEM INVOLVEMENT

31:06INTO ADULTHOOD.

31:08I ALSO NEED TO POINT OUT THAT

31:09YOUNG PEOPLE WHO ENGAGE IN

31:10BULLYING OFTEN HAVE BEEN

31:12VICTIMIZED THEMSELVES, NEVER

31:14GOTTEN SUPPORT AND THEN THEY GO

31:16FROM BEING VICTIMIZED TO BEING

31:18THE VICTIM.

31:19SO WE NEED TO BE VERY

31:21THOUGHTFUL ABOUT HOW WE

31:22INTERVENE.

31:24IT CANNOT SIMPLY BE ABOUT

31:25INTERVENING AFTER THE FACT.

31:27WE HAVE TO FOCUS ON SMART

31:29APPROACHES INCLUDING PREVENTION

31:31.

31:32WE HAVE TO GET TO THIS EARLY

31:33AND KEEP IT FROM ESCALATING AND

31:35STOP THIS HARM FROM HAPPENING.

31:37AND RESEARCH FORTUNATELY GIVES

31:40US SOME GUIDANCE THERE.

31:41UM, THERE HAVE BEEN FOUR PEER

31:43REVIEW STUDIES CONDUCTED OVER.

31:44>> THE.

31:44LAST 12 YEARS WHICH HAVE

31:45HIGHLIGHTED THAT THE USE

31:46OF RESTORATIVE PRACTICES

31:48REDUCES VICTIMIZATION

31:50OF BULLYING AND CYBERBULLYING.

31:52SO IN THE END THOSE STUDIES

31:54SHOW THAT WHERE THERE'S

31:55MEANINGFUL FAITHFUL

31:56IMPLEMENTATION INVOLVED DOING

31:58RESTORATIVE PRACTICES YOU HAVE

31:59FEWER INCIDENTS OF VIOLENT

32:01BEHAVIOR AGGRESSION, OVERALL

32:03VIOLENCE AND BULLYING IN

32:06SCHOOLS.

32:07SO COUNCILOR MAHI, I KNOW YOU

32:08HAVE PUT SOME RESTORATIVE

32:09PRACTICES IN OUR SCHOOLS BEFORE

32:11IT'S TIME TO RESUME THAT PUSH

32:13BECAUSE THE RESEARCH SHOWS THAT

32:15THAT IS AN IMPORTANT

32:17INTERVENTION.

32:18BUT I ALSO WANT TO POINT OUT

32:19THAT THOSE.

32:20RESTORATIVE PRACTICES MEDIATION

32:23,CONFLICT RESOLUTION AND

32:24TRAUMA SENSITIVE LEARNING

32:26MODELS ARE ALREADY REQUIRED

32:28UNDER STATE LAW.

32:29MASS GENERAL LAW CHAPTER 71,

32:31SECTION 37.75 REQUIRES THOSE AS

32:35A WAY TO REDUCE SCHOOL

32:37EXCLUSION.

32:37BUT IF WE WERE REALLY BUYING IN

32:39AND ABIDING BY THEM, I BELIEVE

32:40THAT WE WOULDN'T HAVE THESE

32:42ISSUES OF BULLYING BECAUSE

32:43THOSE ARE ALSO BEST PRACTICES

32:45FOR ADDRESSING BULLYING.

32:47WE NEED ACCOUNTABILITY TO

32:48ENSURE THAT BP AS IS FOLLOWING

32:50THE LAW THERE.

32:52WE ALSO HAVE A STATE BULLYING

32:54STATUTE CHAPTER 71 SECTION 37 O

32:57,WHICH REQUIRES SCHOOL STAFF

32:58MEMBERS TO IMMEDIATELY REPORT

33:00ANY INCIDENTS OF BULLYING OR

33:02RETALIATION FOR REPORTING

33:04BULLYING TO CONDUCT AN

33:06INVESTIGATION AND TAKE ACTION.

33:09WHERE IS.

33:10>> THE DOCUMENTATION.

33:10OF THOSE INVESTIGATION AND THE

33:12ACTIONS THAT ARE TAKEN?

33:14I BELIEVE THAT THAT SHOULD BE

33:15PUBLIC FACING EVERY PARENT,

33:17EVERY COMMUNITY MEMBER AND YOU

33:19ALL SHOULD HAVE ACCESS TO THOSE

33:22INVESTIGATIONS AND THE RESULT.

33:23AND ONE OTHER POINT THAT I.

33:25REALLY WANT TO.

33:25>> ADDRESS QUICKLY IF I MAY.

33:27UM AND THIS IS A

33:28COUNCILOR FLINT'S POINT TO WHAT

33:30DEGREE IS LAW ENFORCEMENT BEING

33:32USED AS A AS A RESPONSE TO

33:34BULLYING?

33:35WE DON'T KNOW.

33:37I WENT TO THE DEPARTMENT

33:38OF ELEMENTARY AND SECONDARY

33:39EDUCATION'S WEBSITE AND I

33:40LOOKED AT 2425 ZERO AND IT SAYS

33:42THAT BOSTON HAS ZERO SCHOOL

33:44BASED ARREST REFERRALS.

33:47>> TO COURT.

33:48AND WE KNOW THAT THAT IS SIMPLY

33:49NOT TRUE.

33:50FOR YEARS WE HAVE TRACKED THIS

33:52DATA.

33:53BOSTON ALWAYS REPORTS ZERO.

33:55CHAPTER 71 SECTION £0.37

33:58REQUIRES IT ANNUALLY NO LATER

33:59THAN AUGUST 1ST.

34:01SCHOOLS ARE SUPPOSED TO BE

34:02REPORTING THE NUMBER OF SCHOOL

34:04BASED ARREST CITATIONS AND

34:05REFERRALS TO COURT.

34:06WE ARE SUPPOSED TO.

34:07KNOW THE NUMBER.

34:08>> OF TIMES LAW ENFORCEMENT IS

34:09BEING CALLED INTO OUR SCHOOLS

34:10AND WE DON'T HAVE THAT

34:12INFORMATION.

34:13THERE ARE SOME WITHIN BP'S WHO

34:14BELIEVE THAT THEY DON'T HAVE TO

34:16BECAUSE THAT REQUIREMENT IS

34:18WITHIN THE SRO STATUTE.

34:21I PERSONALLY DISAGREE, BUT IF

34:22THAT'S A LOOPHOLE THAT'S BEING

34:23EXPLOITED TO NOT HAVE

34:25TRANSPARENCY, THIS BODY SHOULD

34:27FILE AN ORDINANCE TO CLOSE THAT

34:29LOOPHOLE SO WE KNOW AND

34:31UNDERSTAND JUST.

34:32>> HOW.

34:32MUCH POLICE INTERACTION IS

34:34HAPPENING IN OUR SCHOOLS.

34:35THIS IS ABOUT TRANSPARENCY.

34:37IT'S ABOUT EVERYONE HAVING THE

34:38RIGHT TO KNOW AND ABOUT TAKING

34:40BEST PRACTICES.

34:42LEGALLY WE'RE SUPPOSED TO

34:44ALREADY BE DOING AND MAKING

34:45SURE THAT THEY'RE DONE.

34:46THANK YOU.

34:47CAN YOU TELL US ESOL SRO SO.

34:49>> THAT FOR.

34:50FOLKS WHO DON'T KNOW THE

34:51ACRONYM SRO.

34:53OUR SCHOOL RESOURCE OFFICER SO

34:55BOSTON DOES NOT HAVE SCHOOL

34:56RESOURCE OFFICERS IN THEIR

34:57SCHOOLS?

34:58UM, BUT TO THE EXTENT THAT

35:01POLICE ARE STILL BEING CALLED

35:03WE SHOULD KNOW HOW.

35:05OFTEN ARE THEY BEING CALLED,

35:06WHAT IS THE INTERACTION ARE

35:07THEY BEING ARREST AND WHAT'S

35:09HAPPENING BECAUSE AGAIN IT'S

35:10JUST TRANSPARENCY SO THAT WE

35:11KNOW HOW CAN WE TALK ABOUT

35:13SCHOOL SAFETY IF WE DON'T KNOW

35:15THE.

35:15DEGREE TO WHICH POLICE ARE

35:18BEING INVOLVED.

35:18>> MHM.

35:19THANK YOU.

35:21I SAID THREE MINUTES BECAUSE I

35:23KNOW A LOT OF Y'ALL GOING TO GO

35:24I SHOULD HAVE SAID A MINUTE.

35:28THANK YOU.

35:29OKAY SO NEXT.

35:32GOOD AFTERNOON CHAIR.

35:34AND MEMBERS OF THE COUNCIL.

35:35MY NAME IS TATIANA SOPHIA GAULT

35:37AND I SERVE AS THE EXECUTIVE

35:39DIRECTOR OF MASCOT

35:40MASSACHUSETTS COALITION FOR

35:41OCCUPATIONAL SAFETY AND HEALTH.

35:42NOW LET ME REALLY REINTRODUCE

35:45MYSELF SO WE CAN ALL GET

35:47ACQUAINTED.

35:48I AM THE DAUGHTER OF PABLO

35:49ANTONIO BILL DUKE, LEBANESE MAN

35:51RAISED IN ARGENTINA, DAUGHTER

35:53OF TERESINA THE SANTOS

35:53RODRIGUEZ ANTONIO BRAZILIAN

35:55NATIONAL INHERITED FROM

35:56PORTUGAL AND SPAIN AND I'M A

35:58PROUD MOTHER OF SOPHIA JAMILA

36:00ANTONIO PERUVIAN BORN AND DAVID

36:03OR DEBBIE BERNARD US BORN

36:05IMMIGRANT TO MY.

36:06CORE NOW USED TO BULLYING FROM

36:10DIFFERENT NATIONALITIES RACE TO

36:11BE RESILIENT AND A VERY CURIOUS

36:13ADVOCATE FOR THE LITTLE CHILD I

36:14LEFT BEHIND IN EVERY NEW SCHOOL

36:16IN EVERY NEW TABLE WHERE SNACKS

36:19WERE DENIED WHAT EVERY PETTY

36:21COMMENT ABOUT SHOES I DIDN'T

36:23HAVE OR A CAR MADE UP SHIFT BOW

36:26HANDMADE SO BY MY MOTHER.

36:28SO WITH THAT IN MIND I WANT TO

36:29HELP YOU RECONCILE DATA AND I

36:31ALSO WANT TO RECONCILE MY

36:33EXPERIENCE AND WHY I AM SO

36:35FIERCELY ADVOCATE FOR EVERY

36:37SINGLE CHILD AND PARENT.

36:38HERE A I'M A PARENT BE I'M ALSO

36:44EXPERT IN CHILDHOOD

36:45DEVELOPMENT.

36:47SO LET'S WORK ON THAT.

36:48WORKER SAFETY AND HEALTH BEGINS

36:50WITH THE INTERSECTION OF ALL

36:51HEALTHY MINDS, HEALTHY BODIES

36:53AND HEALTHY SCHOOLS.

36:54THE SCHOOLS ARE WORKPLACES

36:56WHERE EDUCATORS,

36:58PARAPROFESSIONALS, CUSTODIANS,

36:59CAFETERIA WORKERS AND OTHER

37:01STAFF.

37:01THEY ARE ALSO WHERE YOUNG

37:02PEOPLE DEVELOP EXPECTATIONS

37:03ABOUT DIGNITY AND AUTHORITY,

37:06BELONGING AND THE RIGHT TO

37:07SPEAK UP WHEN SOMETHING IS

37:08WRONG.

37:09WE CANNOT BUILD SAFE WORKPLACES

37:11WHILE ALLOWING INTIMIDATION AND

37:13HUMILIATION TO BECOME ORDINARY

37:14PARTS OF GROWING UP.

37:17I AM ASKING BOSTON TO MAKE A

37:19BULLY PREVENTION, A FUND AND A

37:21FUNDING PUBLIC HEALTH PRIORITY

37:23SUPPORTED BY SOCIAL EMOTIONAL

37:25LEARNING, EARLY INTERVENTION

37:27AND CAREFULLY IMPLEMENTED

37:28RESTORATIVE PRACTICES.

37:29YOU'RE GOING TO ASK WHY?

37:31BECAUSE WE KNOW WHAT TO DO AND

37:33HOW TO DO IT.

37:34SO WE'RE GOING TO BREAK IT DOWN

37:35FOR YOU.

37:36SO THE MASSACHUSETTS EVIDENCE

37:38BASE DEMANDS OUR ATTENTION

37:40SIMILAR TO MY COLLEAGUE I'M

37:41GOING TO GIVE YOU GUYS DATA SO

37:43YOU CAN ELABORATE MOVING

37:45FORWARD.

37:45ACCORDING TO THE DEPARTMENT

37:46OF PUBLIC HEALTH IN 2023

37:48MASSACHUSETTS YOUTH HEALTH

37:50SURVEY 45% OF THE MIDDLE SCHOOL

37:52STUDENTS REPORTED BULLYING

37:53CYBER BULLYING IN PREVIOUS

37:55YEARS AMONGST HIGH SCHOOL

37:56STUDENTS, APPROXIMATELY 25%

37:58REPORTED BULLYING.

37:59THE BURDEN WAS ESPECIALLY

38:01PRONOUNCED AMONG THE NONBINARY

38:02YOUTH, TRANSGENDER SPECIAL ED

38:05OR SPECIAL NEEDS STUDENTS WITH

38:07DISABILITIES AND NEARLY 75%

38:09OF THE NONBINARY AND OTHER

38:11GENDERS AND MIDDLE SCHOOL

38:12STUDENTS REPORTED BULLYING OR

38:14CYBER BULLYING.

38:15THESE FINDINGS ARE STATE WIDE

38:17FUNDINGS FINDINGS BUT THEY

38:19SHOULD BE AND THEY SHOULD CALL

38:21FOR BOSTON'S URGENCY.

38:25WE ARE THE BLUEPRINT FOR THE

38:26REST OF THE STATE.

38:27WE SHOULD DO BETTER.

38:28WE HAVE MORE RESOURCES AND WE

38:30HAVE ONE OF THE BRIGHTEST MINDS

38:31HERE.

38:33THIS DISPARITIES MUST GUIDE US

38:35WHERE TO INVEST.

38:38I SEE THIS MORE NAMI

38:40MASSACHUSETTS FACT SHEET

38:42COMPILED USING DATA AVAILABLE

38:43IN MARCH OF 2025.

38:45SO THE REPORTS THAT 14% OF THE

38:48CHILDREN AGES 0 TO 17 HAS

38:50EXPERIENCED AT LEAST TWO

38:52ADVERSE CHILDHOOD EXPERIENCES

38:53THAT ALSO REPORT APPROXIMATELY

38:55ONE SCHOOL PSYCHOLOGIST FOR

38:57EVERY 686 PUBLIC SCHOOL

39:01STUDENTS, WHICH IN REALITY THE

39:04RECOMMENDED RATIO IS 1 TO 500.

39:07SO WE ARE IN A SHORTAGE.

39:09SO WE MUST MATCH OF EXPECTATION

39:10OF THE SCHOOLS WITH THE

39:12STAFFING NEEDED TO MEET THEM.

39:13I'M ONLY.

39:14VALIDATING THEIR STATEMENT.

39:16WE DID NOT COMBINE WE DID NOT

39:18REHEARSE.

39:19SO MASSACHUSETTS THE DEPARTMENT

39:21OF PUBLIC HEALTH HEAL FRAMEWORK

39:24EXPLICITLY EMPHASIZES ON THE

39:25PREVENTION OF VIOLENCE BEFORE

39:27IT BEGINS IS TRAINING THE YOUNG

39:29PEOPLE SKILLS, SUPPORTING

39:30HEALTHY RELATIONSHIPS AND

39:31IMPROVING THE COMMUNITY

39:32CONDITIONS TO PROTECT.

39:33AND IT IS FRAMEWORK RECOGNIZES

39:36INTERVENTION AFTER HARM.

39:38WHAT MY COLLEAGUE JUST STATED

39:40IS PRECISELY.

39:40THAT WE ARE FUNDED BY DPA.

39:43WE DO IT.

39:44WE HAVE SEEN HOW IT WORKS AND

39:46YOU WILL HEARD MY YOUTH.

39:47THEY ARE FAR MORE WILLING THE

39:50MY EXPERIENCE CAN ACTUALLY

39:51DICTATE NOW SOCIAL EMOTIONAL

39:54LEARNING BELONGS WITH THE

39:56STRATEGY IS TEACH PRACTICAL

39:58SKILLS AND RECOGNIZE.

40:00SO MY CALL OF ACTION IT WILL BE

40:01FIRST FUND SUSTAIN PREVENTION

40:04SUPPORT THE RECURRING SOCIAL

40:05EMOTIONAL LEARNING

40:06ANTI-BULLYING AND EDUCATION

40:07DIGITAL CITIZENSHIP BYSTANDER

40:09SKILL PAID TRAINING FOR FOUR

40:11SCHOOL STAFF INCLUDE ACCESSIBLE

40:14MULTILINGUAL FAMILY ENGAGEMENT

40:15AND COMMUNITY ORGANIZATIONS

40:16WITH TRUSTED RELATIONSHIPS AND

40:18AMPLIFY THE CURRENT PEER LEADER

40:21TRAINING MODEL THAT HAS WORKED

40:23FOR MY GOSH OUR TEENS LEAD OUR

40:25WORK.

40:26SECOND, MAKE EARLY HELP

40:30ACCESSIBLE AND PREVENTION THE

40:32STANDARD NOT REMEDIATION.

40:34THIRD, ESTABLISH A CONSISTENT

40:36RESPONSE TO HARM.

40:37I WILL ACTUALLY CALL UH

40:40COUNCIL MEMBER FLYNN IF YOU

40:41WANT TO HAT UH STEERING

40:43COMMITTEE.

40:44WE'RE HAPPY TO SUPPORT YOU ON

40:45THAT NOW.

40:47FOURTH, GIVE YOUNG PEOPLE AND

40:49WORKERS A MEANINGFUL ROLE

40:50INCLUDE STUDENTS, FAMILIES,

40:51SCHOOL EMPLOYEES, UNIONS,

40:53DISABILITY ADVOCATES AND

40:54COMMUNITY PARTNERS IN DESIGNING

40:56THIS ASSESSMENT.

40:58IF IT ISN'T FOR US, DO IT WITH

41:01US NOW.

41:02FIFTH MEASURE SAFETY RATHER

41:04THAN SIMPLY COUNTING

41:05PUNISHMENTS.

41:07REQUEST A COORDINATED

41:08IMPLEMENTATION PLAN FOR 90 DAYS

41:10AND FIVE RESPONSIBLE AGENCIES

41:12STAFFING NEEDS, COSTS AND

41:13MILESTONES SEEK ANNUAL PUBLIC

41:15REPORTING ON A STUDENT

41:16REPORTING BULLY.

41:18THEN AGAIN.

41:19AND THAT'S IT.

41:20EVERYBODY HAS SAID ALREADY I'M

41:21JUST AMPLIFYING AND REPLICATING

41:23ON BEHALF OF MY TEAM GROUP

41:26ADVISORY AND EVERY YOUNG

41:27REPRESENTATIVE WE BRING TODAY.

41:29WE WELCOME THE OPPORTUNITY TO

41:30WORK ALONGSIDE EACH AND EVERY

41:32ONE OF YOU TO ENSURE THAT THIS

41:34BECOMES A NEW NORM.

41:35THANK YOU.

41:38>> OKAY.

41:38OKAY.

41:39I'M HERE.

41:40I DIDN'T COME HERE TO PLAY.

41:40NO.

41:41>> THAT'S WHAT THEY LIKE.

41:43OKAY.

41:44>> DON'T BE SHY.

41:45OH.

41:45>> WE HAVE THREE MINUTES

41:46BECAUSE I.

41:47WILL DEFINITELY.

41:47THAT'S IT.

41:48THREE MINUTES.

41:49>> I KEEP SAYING THAT Y'ALL

41:51JUST THE MORE YOU TALK THE LESS

41:53QUESTIONS WE'RE GOING TO ASK.

41:54SO YOU KNOW AND COLLEAGUES GET

41:57YOUR QUESTIONS.

41:59GOT THREE MINUTES FOR QUESTIONS

42:00AND THAT'S IT.

42:02GO.

42:03>> NO NO THERE WE GO NOW WE GO.

42:05>> ALL RIGHT.

42:06UM, APOLOGIES FOR MY.

42:08UM, EXHAUSTION.

42:09I'M ALSO IN THE PROCESS

42:11OF BECOMING A PARENT MYSELF AND

42:12BOSTON PUBLIC SCHOOLS.

42:13YEAH, I'M ADOPTING MY, UM, 14

42:15YEAR OLD LITTLE COUSIN WHO'S.

42:16INVOLVED IN.

42:17>> THE SYSTEM, UM, FROM

42:18CALIFORNIA.

42:19SO I'VE BEEN DEALING WITH THAT

42:21A LOT.

42:21SO HEARING A LOT OF THE

42:22TESTAMENTS UM, FROM OUR.

42:24PARENTS ALSO DOES WORRY ME NOW

42:26THAT I'M CONSIDERING BOSTON

42:26PUBLIC SCHOOLS FOR MY LITTLE

42:28COUSIN.

42:29UM, BUT LET'S GET STARTED.

42:31SO GOOD AFTERNOON,

42:33COUNCIL COUNCILOR MEJIA AND

42:34MEMBERS OF THE COMMITTEE, UM,

42:35AND OTHER COMMUNITY MEMBERS

42:35HERE AND OUR COALITION MEMBERS

42:38,OF COURSE.

42:38AND SINCE THIS WE'RE DOING OUR

42:40JUSTICE.

42:41I AM KIM CLAY, EXECUTIVE

42:42DIRECTOR OF THE BOSTON

42:44EDUCATION JUSTICE ALLIANCE.

42:45I'M A ALUM AS WELL AS A FORMER

42:48STUDENT REP ON THE BOSTON

42:49SCHOOL COMMITTEE.

42:51UM, I'M HERE BECAUSE STUDENTS

42:52CAN NOT LEARN, THRIVE OR REACH

42:54THEIR FULL POTENTIAL IN

42:54ENVIRONMENTS WHERE THEY DO NOT

42:56FEEL SAFE, RESPECTED AND

42:57PROTECTED.

42:58AND WE HAVE TO BE HONEST.

43:00STUDENT SAFETY IS INSEPARABLE.

43:01FROM HOW.

43:02>> OUR INSTITUTIONS RESPOND TO

43:04RACISM, BULLYING, HARASSMENT

43:06AND SEXUAL MISCONDUCT.

43:08IN 2016 WHEN I WAS STARTING MY

43:10STINT ON THE BOSTON SCHOOL

43:11COMMITTEE, A FEDERAL CIVIL

43:12RIGHTS INVESTIGATION FOUND THAT

43:13BOSTON LAND SCHOOL MISHANDLED

43:14BLACK STUDENTS COMPLAINTS

43:16INVOLVING RACIAL SLURS AND UM,

43:19THREATS OF LYNCHING.

43:20THIS WAS NOT A SIMPLE CONFLICT

43:22BETWEEN STUDENTS.

43:23IT WAS A FAILURE

43:24OF INSTITUTIONAL

43:25ACCOUNTABILITY.

43:26BUT THIS CONVERSATION CANNOT

43:28STOP AT ANTI-BLACK RACISM.

43:29LATINO STUDENTS AND FAMILIES

43:30MUST ALSO BE PROTECTED FROM.

43:34HARASSMENT.

43:35>> XENOPHOBIA, BIAS BASED

43:36VIOLENCE, UM AND BIAS BASED

43:38VIOLENCE.

43:39EVERY STUDENT DESERVES THE SAME

43:41PROTECTIONS REGARDLESS OF THEIR

43:42RACE, ETHNICITY AND LANGUAGE

43:44OUR IMMIGRATION BACKGROUND.

43:46WE MUST ALSO CONFRONT SEXUAL

43:48MISCONDUCT IN OUR SCHOOLS.

43:49IN 2024, BOSTON PUBLIC SCHOOLS

43:51INVESTIGATED SERIOUS

43:52ALLEGATIONS OF STUDENTS ON

43:54STUDENT SEXUAL MISCONDUCT AND

43:56BULLYING AT THE GARDNER PILOT

43:57ACADEMY.

43:58THIS CASE RAISED TROUBLING

43:59QUESTIONS ABOUT HOW SCHOOL

44:00LEADERS RESPONDED WHEN STUDENTS

44:02REPORT HARM AND WHEN THE

44:04INSTITUTIONS FAIL.

44:05THE FAILURES ALLOWED THE HARM

44:07TO CONTINUE.

44:07NASA DATA REINFORCES THE

44:10URGENCY.

44:11UM AND WHEN THE MOST RECENT

44:12REPORTS FROM THE CDC IN 2024,

44:15UM 45.9 BLACK HIGH SCHOOL

44:16STUDENTS HAD EXPERIENCED RACISM

44:18IN SCHOOLS.

44:20UM MEANWHILE, BOSTON 25

44:21INVESTIGATES REPORTED 131

44:23STUDENTS WERE DISCIPLINED FOR

44:25SEXUAL ASSAULTS BETWEEN 2013

44:28AND 2022, INCLUDING 69 BLACK 58

44:30HISPANIC STUDENTS AND ONLY

44:31THREE OF THEM BEING WHITE

44:33STUDENTS.

44:34THOSE THIS THOSE THOSE

44:37DISCIPLINARY UM FIGURES ARE NOT

44:39A MEASURE OF ALL ASSAULTS BUT

44:41THEY DEMAND SCRUTINY OF STUDENT

44:42SAFETY, INVESTIGATIVE PRACTICES

44:44AND RACIAL DISPARITIES AND

44:45DISCIPLINE.

44:46WE MUST PROTECT SURVIVORS.

44:48HOLD THOSE RESPONSIBLE

44:49ACCOUNTABLE AND ENSURE OUR

44:51RESPONSES DO NOT REPRODUCE THE

44:53INEQUALITIES, THE INEQUITIES WE

44:55ARE TRYING TO DISMANTLE.

44:57THIS MEANS MOVING BEYOND

44:58POLICIES ON PAPERS.

44:59THIS MEANS ACCESSIBLE

45:01MULTILINGUAL REPORTING SYSTEMS.

45:03TRAUMA INFORMED SUPPORT.

45:04TRAUMA INFORMED SUPPORT.

45:05PROTECTION FROM RETALIATION.

45:07TIMELY INVESTIGATION AND

45:09TRANSPARENT REPORTING ON

45:10OUTCOMES.

45:12WE ALSO NEED MEANINGFUL STUDENT

45:13AND FAMILY PROTECT

45:15PARTICIPATION.

45:15AS A FORMER STUDENT

45:16REPRESENTATIVE ON THE SCHOOL

45:17COMMITTEE, I KNOW YOUNG PEOPLE

45:18ARE NOT SIMPLY, UM, RECIPIENTS

45:20OF SCHOOL POLICY.

45:21THEY HAVE A CENTRAL INSIGHT

45:23INTO THEIR OWN EXPERIENCES AND

45:24MUST HELP SHAPE THE SYSTEMS

45:25DESIGNED TO PROTECT THEM.

45:28BASIA CALLED ON THE BOSTON

45:29PUBLIC SCHOOLS AND THE CITY

45:30COUNCIL TO ESTABLISH MEASURABLE

45:31STANDARDS FOR PREVENTION AND

45:33ACCOUNTABILITY.

45:34EVALUATE HOW SCHOOL POLICIES

45:35AFFECT DIFFERENT STUDENT

45:37POPULATIONS AND ENSURE FAMILIES

45:39CAN REPORT HARM AND ACCESS

45:41STUDENT SUPPORT IN THEIR

45:42PREFERRED LANGUAGE.

45:43WE SHOULD NOT HAVE TO WAIT FOR

45:45FEDERAL INVESTIGATION A PUBLIC

45:46SCANDAL OUR FAMILY GOING TO THE

45:48MEDIA BEFORE STUDENTS SAFETY

45:49BECOMES OUR PRIORITY.

45:50SAFETY IS NOT A PRIVILEGE.

45:52STUDENT DIGNITY IS NOT

45:54NEGOTIABLE.

45:54AND ACCOUNTABILITY IS NOT AN

45:56OPTION.

45:58THANK YOU.

45:59OKAY.

46:00THANK YOU.

46:01OKAY.

46:02THANK YOU.

46:04GOOD JOB.

46:05UM ALL RIGHT, SO I AM GOING TO

46:08UM, EACH OF MY.

46:09COLLEAGUES JUST BECAUSE WE HAVE

46:12IT'S A NONTRADITIONAL.

46:14I JUST I WANT TO KNOW FOR THE

46:15RECORD BEFORE ANYONE STARTS.

46:18YOU KNOW.

46:19>> CREATING SCENARIOS THAT DO

46:20NOT EXIST IS THAT WE WANT TO

46:22MAKE SURE THAT WE GET THROUGH

46:24THIS HEARING AND WE HAVE A BIG

46:27PANEL OF COMMUNITY ADVOCATES.

46:28WE HAVE THE ADMIN PANEL AND

46:30THEN WE HAVE A YOUTH PANEL.

46:31AND SO WE WANT TO MAKE SURE

46:33THAT WE HONOR THE YOUTH AND

46:34THEY'RE THE ONES THAT WE REALLY

46:36WANT TO CENTER A LOT OF THIS

46:37CONVERSATION WITH.

46:37BUT WE GOT TO GET TO THEM.

46:39SOME OF THEM ARE ON THEIR WAY

46:40FROM SCHOOL.

46:41SO I JUST WANT TO HONOR TIME.

46:43AND KEEP.

46:44>> EVERYONE ON TIME SO YOU EACH

46:45GET THREE MINUTES FOR YOUR

46:47QUESTIONS AND I'M GOING TO WAVE

46:49MY QUESTIONS SO THAT WE CAN

46:50KEEP ON TIME.

46:50JUST SO YOU ALL KNOW.

46:54UM AND I'M GOING TO GO IN THE

46:55ORDER.

46:55>> OF ARRIVAL.

46:56SO IT'S COUNCILOR MURPHY

46:57FOLLOWED BY FLYNN.

46:59FITZGERALD AND THEN CULPEPER.

47:01YOU EACH GET THREE MINUTES.

47:03COUNCILOR MURPHY, YOU HAVE THE

47:05FLOOR.

47:06UM, THANK YOU FOR YOUR

47:08TESTIMONY.

47:09IT'S IMPORTANT TO HEAR IT AND

47:10GET.

47:11>> IT.

47:11ON THE RECORD.

47:12SOME OF THIS I SAID IN MY ONE

47:14MINUTE OPENING STATEMENT BUT I

47:15JUST WANT TO REITERATE THAT

47:16WHAT I WANT FROM THIS HEARING

47:18IS A CLEAR EXPLANATION OF WHY I

47:20FOUGHT FOR YEARS TO KEEP

47:22THOUSANDS OF SEXUAL MISCONDUCT

47:24RECORDS.

47:24>> FROM THE.

47:25PUBLIC, HOW REPORTS ARE AND.

47:27>> WERE.

47:28INVESTIGATED AND WHAT WAS DONE

47:30TO PROTECT OUR STUDENTS.

47:31TO ME THAT'S THE MOST IMPORTANT

47:32PART.

47:34I CANNOT KEEP HIDING BEHIND

47:35STUDENT PRIVACY TO AVOID

47:37ACCOUNTABILITY.

47:38I DO AGREE WHOLEHEARTEDLY THAT

47:40PROTECTING STUDENTS IDENTITIES

47:42IS ESSENTIAL, BUT WE CAN DO

47:44THAT WHILE GIVING REAL ANSWERS

47:46TO TOUGH QUESTIONS THAT CAN'T

47:48BE A REASON FOR NOT GIVING

47:49ANSWERS WHEN INCIDENTS ARE

47:51MISSING FROM THE DATA.

47:52HOW CAN FAMILIES OR THIS

47:54COUNCIL EVALUATE WHETHER BEPS

47:55IS RESPONDING EFFECTIVELY?

47:58I RAISED THESE CONCERNS BACK IN

48:002023.

48:01I SAID I HAD A 17 EFF OUT WITH

48:03ABOUT.

48:031600 SEXUAL MISCONDUCT UM

48:06REPORTS THAT HAD NO

48:08EXPLANATIONS AND NOW WE'RE

48:09HEARING THAT, YOU KNOW,

48:10THOUSANDS.

48:11OF REPORTS WITHOUT ANY

48:13EXPLANATION.

48:14SO TO ME SOME QUESTIONS MAYBE.

48:17REALLY UM, TO YOU IS WHAT

48:21IMMEDIATE PROTECTIONS DO YOU

48:23FEEL?

48:24AND I THINK SOME OF YOU ALREADY

48:25SAID THIS IN YOUR STATEMENTS

48:27BUT ARE AVAILABLE WHILE AN

48:30INVESTIGATION IS PENDING

48:32INCLUDING CLASSROOM ON BUSSES,

48:34SCHOOL ACTIVITIES YOU KNOW

48:36CAFETERIA THERE'S MANY TIMES

48:38STUDENTS ARE OUTSIDE OF THEIR

48:39CLASSROOM TEACHERS I SO HOW DO

48:42YOU FEEL AS PARENTS WHO HAVE

48:43GONE THROUGH THIS AND MAYBE THE

48:45ANSWERS THERE AREN'T BUT OR

48:47WHAT PROTECTIONS WOULD YOU HAVE

48:49HOPED WERE THERE AND MAYBE

48:50WOULD BE A BETTER WAY TO ASK.

48:51THAT MAYBE HAVING TEACHING SOME

48:55TYPE OF CURRICULUM.

48:56ABOUT ABUSE AND WHAT.

48:57ABUSE LOOKS LIKE AND REPORTING

48:59ABUSE INSIDE OF AND TELLING

49:03THAT TELLING THE KIDS THAT IT'S

49:05OKAY TO REPORT ABUSE.

49:09HOW WOULD YOU REACT TO IT?

49:11WELL AS.

49:12>> I ALREADY STATED IN MY YOU

49:14KNOW WE TEACH OUR KIDS THEY

49:15KNOW THE DRUGS YOU KNOW, STAY

49:17AWAY FROM STRANGERS, STAY IN

49:18SCHOOL.

49:19YOU KNOW, WE TEACH THEM ABOUT

49:20WHAT'S A GOOD TOUCH A BAD

49:22TOUCH.

49:23SO IN MY CHILD'S CASE SHE DID

49:24WHAT WE RAISED HER TO DO WHICH.

49:26IS TELL.

49:27WHETHER IT WAS A STUDENT

49:28BECAUSE I HEAR A LOT ABOUT THE

49:30STUDENT ON STUDENT.

49:31SO WHAT HAPPENS WHEN IT'S A

49:32TEACHER?

49:33AN ADULT WHO KNOWS BETTER?

49:34BUT THE BIGGER PROBLEM IS THAT

49:36YOU HAVE THE OTHER ADULTS IN

49:38THIS SITUATION WHO ARE WORKING

49:40WITH THEM TO COVER IT UP.

49:44SO IT'S IT'S REPORTED IT'S

49:47THERE.

49:47BUT IF NOBODY'S MAKING THE

49:49INCIDENT REPORT CALLING THE

49:50POLICE ANYTHING LIKE THAT THEN

49:51.

49:52NOT THIS IS WHY THE NUMBERS ARE

49:54OFF.

49:54WHEN WE TALK ABOUT THE DATA

49:56BECAUSE WE THE KID TOLD WE KNOW

49:59THAT.

50:00BUT IF THE ADULT WHO'S SUPPOSED

50:01TO REPORT THAT TO THE PROPER

50:03AUTHORITIES IS NOT DOING THAT

50:04BECAUSE THEY'RE COVERING FOR

50:05THEIR COLLEAGUE, THAT'S WHEN A

50:07BIGGER ISSUE YOU KNOW.

50:09I THINK THAT THEY THINK THAT

50:10THEY HAVE MORE IMMUNITY.

50:12THEY FEEL.

50:14>> LIKE THEY'RE PROTECTED AND

50:15NO ONE'S TAKING.

50:16ACCOUNTABILITY FOR CERTAIN.

50:17THINGS THAT HAVE HAPPENED.

50:18AND THEN I WOULD ALSO ADD.

50:20TO UM, WHAT YOU WERE SAYING

50:22LIKE THERE'S NO FOLLOW THROUGH

50:23SOUNDS LIKE THERE'S NO FOLLOW

50:24THROUGH.

50:25LIKE ONCE YOU REACH A CERTAIN

50:26POINT YOU CAN'T GET ANY FURTHER

50:28PAST THAT AND WITHOUT THERE'S

50:30NO ACCOUNTABILITY AND

50:31TRANSPARENCY.

50:32UM AND THEN I WANTED TO ADD IN

50:34ALSO IN TERMS OF LIKE THE

50:36BUSSES HAVING QUALIFIED BUS

50:38MONITORS THEY NEED THERE NEEDS

50:40TO BE SUPERVISION ON THE BUS.

50:42UM WHEN YOU TALK WITH THE

50:44SCHOOL ABOUT IT THE SCHOOL IS

50:45LIKE WELL THAT'S NOT OUR

50:46RESPONSIBILITY.

50:47IT'S THAT WE USED TO HAVE OUR

50:48OUR BUS MONITORS ON THE BUS.

50:50UM BUT THEN NOW BP DOESN'T WANT

50:52OUR BUS MONITORS ON THE BUS AND

50:53THEY HAVE THEIR OWN BUT THEY

50:54ARE NOT QUALIFIED.

50:55THEY'RE NOT TRAINED.

50:57THEY ARE UH THEY JUST ARE ILL

50:59AND THEN THEY'RE NOT EVEN ON

51:00THE BUSSES.

51:01THAT'S ONLY IF YOU GET UM IF

51:02YOU HAVE A CHILD WHO THEN

51:04THEY'RE ASSIGNED TO BUT THEN ON

51:06THE OTHER BUSSES THAT THEY

51:07DON'T HAVE THAT ASSIGNMENT

51:08THERE'S NO BUS MONITORS AND YOU

51:10CAN FOLLOW THEM IN TRAFFIC AND

51:12YOU SEE THEM THROWING STUFF OUT

51:13THE WINDOW.

51:13THEY'RE JUMPING ON TOP OF EACH

51:14OTHER FIGHTING.

51:16UM, IT'S A LOT OF US AND THE

51:17BUS DRIVER CAN'T POSSIBLY

51:19MANAGE THAT.

51:21UM, SO I THINK HAVING LIKE

51:23SUPERVISION BECAUSE AS PARENTS

51:24WE WOULD NOT BE ABLE TO DO THAT

51:26WITH OUR CHILDREN.

51:26>> COULD YOU IMAGINE DRIVING

51:27THROUGH TRAFFIC.

51:28>> AND YOU SEE IT WOULDN'T BE

51:30TOLERATED.

51:31SO THANK YOU COUNCIL ME HERE

51:32FOR MY EXTRA SECONDS.

51:33I'LL JUST END WITH THE

51:34STATEMENT THAT THIS PAST BUDGET

51:37CYCLE THOUGH THE BUDGET PASSED

51:40I DIDN'T SUPPORT IT.

51:41BUT YOU KNOW HUNDREDS

51:43OF TEACHERS MANY OF THEM PARAS

51:44THAT WE'RE GOING TO BE WORKING.

51:45>> WITH NONVERBAL STUDENTS.

51:47BUS MONITORS, CAFETERIA SUPPORT

51:49WERE CUT.

51:50FROM AND THAT DOESN'T HELP

51:51THIS.

51:51SITUATION AT ALL.

51:52NO THANK YOU THAT'S REALLY

51:53YEAH.

51:54SO I JUST WANT TO KNOW FOR THE

51:55RECORD TWO THINGS.

51:55ONE IS THAT.

51:57I LET MY COLLEAGUES.

51:58GO LONGER THAN.

51:59>> THE ONE.

52:00>> MINUTE.

52:00OPENING AND TWO I'VE LET THEM

52:01GO LONGER IN THEIR QUESTION.

52:03AND SO I HOPE YOU UNDERSTAND

52:04THAT WE'RE TRYING TO DO OUR

52:05BEST TO.

52:06MANAGE ALL OF THIS.

52:08SO UM BECAUSE THIS IS SUCH AN

52:09IMPORTANT TOPIC SO I APPRECIATE

52:11EVERYBODY'S PATIENCE.

52:12YEAH.

52:13>> UM.

52:15COUNCILOR FLYNN, YOU HAVE THE

52:16FLOOR.

52:17THANK THANK YOU, MADAM CHAIR.

52:21COUNCILOR MURPHY REFERENCED A

52:2217 F WHICH IS A BASICALLY A

52:25REQUEST FOR INFORMATION FROM

52:26THE CITY COUNCIL TO THE CITY

52:28ADMINISTRATION.

52:29WE FILE THAT HOPING TO GET THE

52:31DATA ON BULLYING, SEXUAL

52:34ASSAULTS, HARASSMENT

52:36OF STUDENTS.

52:36UM, WE NEVER GOT THAT.

52:38UM, IT WAS DENIED THAT.

52:40>> SO.

52:40UM, OUR REQUEST WAS DENIED.

52:43UM, THERE WAS A REPORTER THAT

52:45WENT TO HAD TO GO TO COURT

52:47RECENTLY AND HE GOT THE

52:48INFORMATION BASICALLY WE WERE

52:50WE WERE REQUESTING HE GOT IT

52:52FROM SUFFOLK SUPERIOR COURT.

52:55UM AND IT HIGHLIGHTED ABOUT

52:582000 ASSAULTS, BULLYING, SEXUAL

53:02HARASSMENT, SEXUAL VIOLENCE

53:04AGAINST STUDENT ON STUDENTS,

53:05TEACHER ON STUDENTS.

53:09UM BUT THAT DATA WOULD NOT HAVE

53:11BEEN PUBLIC WITHOUT THIS

53:14REPORTER GOING TO COURT.

53:15BUT THE BUT THE INFORMATION

53:17SHOULD HAVE BEEN GIVEN WHEN

53:19MYSELF AND COUNCILOR MURPHY

53:21ASKED FOR IT SEVERAL YEARS AGO

53:23.

53:24UM, WE'RE NOT HELPING PEOPLE.

53:26WE'RE NOT HELPING STUDENTS.

53:28WE'RE NOT HELPING FAMILIES.

53:29WE'RE NOT HELPING THE COMMUNITY

53:32.

53:32WHEN WE DENY THAT THERE'S A

53:33PROBLEM, WE HAVE TO ACKNOWLEDGE

53:35THAT THERE IS A MAJOR.

53:38MAJOR PROBLEM.

53:39AND DEAL WITH IT TRANSPARENTLY

53:41.

53:42BUT TO SAY THAT WE DON'T HAVE A

53:44PROBLEM AND DENY EVERYBODY THE

53:47ACCESS TO THE INFORMATION.

53:49I BELIEVE THIS INFORMATION

53:50SHOULD BE PUBLIC.

53:52AS I SAID IN MY OPENING

53:53STATEMENT, MAKING SURE THAT WE

53:56TAKE OUT THE PERSON'S NAME OR

53:58ANY IDENTIFY IDENTIFICATION

54:00IDENTIFICATION.

54:01INFORMATION ON A CHILD UM BUT

54:04BEFORE WE BEFORE WE ARE ABLE TO

54:07SOLVE A PROBLEM, UH, WE HAVE

54:09TO.

54:09KNOW THAT THERE IS A PROBLEM

54:10AND IN THIS 2000 INCIDENTS.

54:14THESE AREN'T ISOLATED.

54:15CASES IN A LOT OF THESE CASES.

54:19DON'T GET REPORTED AS WELL.

54:21I LISTEN CLOSELY.

54:22TO EVERY SINGLE WORD FROM THE

54:24PUBLIC.

54:25TESTIMONY AND.

54:27AND AS.

54:28>> A PARENT.

54:31I UNDERSTAND.

54:31THE THE TRAUMA YOU AND YOUR

54:33FAMILY ARE GOING THROUGH

54:35ESPECIALLY.

54:36STUDENTS WITH DISABILITIES

54:39NONVERBAL CHILDREN THEY GO TO

54:43SCHOOL BECAUSE.

54:46THEY NEED.

54:47SERVICES AND AN EDUCATION.

54:48AND THEY WEREN'T GETTING THAT

54:50THEY WEREN'T.

54:51GETTING THAT EDUCATION IN A

54:53SAFE ENVIRONMENT.

54:54BUT I DO THINK YOU COME TO THE

54:56CITY COUNCIL.

54:58FOR RESULTS FOR ANSWERS BECAUSE

55:02SOMEONE ASKED YOU KNOW, WHAT

55:03ABOUT FOR YOUR CHILD?

55:04WHAT WOULD YOU DO ABOUT IT?

55:06AND IT GOES NOTHING YOU DID UM

55:08WHAT I WOULD DO.

55:09ABOUT IT IS I WOULD GO DIRECTLY

55:11TO THE SUPERINTENDENT IF IT WAS

55:13MY CHILD.

55:13BUT NOT EVERYONE CAN DO THAT.

55:15THAT'S WHY YOU COME TO THE CITY

55:17COUNCIL TO GET SOME JUSTICE FOR

55:19YOUR FAMILY.

55:20AND IT SHOULDN'T TAKE A COURT

55:24CASE AT SUFFOLK SUPERIOR COURT

55:27TO UNDERSTAND THAT WE.

55:28>> HAVE.

55:29SIGNIFICANT PROBLEMS.

55:30WE NEED TO LISTEN TO THE

55:31MOTHERS.

55:31THAT ARE.

55:32>> EXPRESSED TO THEM EXPRESSING

55:34THEMSELVES PERFECTLY HERE

55:36ELOQUENTLY HERE ABOUT THEIR

55:38CHILDREN AND THE TRAUMA THEIR

55:41CHILDREN ARE GOING GOING

55:42THROUGH BECAUSE WE AS ITS AS A

55:45CITY DID NOT SUPPORT THEM.

55:48UM WE WE HAVE TO MAKE SURE THAT

55:51THESE CHILDREN AND THESE

55:53FAMILIES ARE TREATED WITH

55:55RESPECT AND DIGNITY AND THEY'RE

55:57NOT GETTING IT.

55:58YOU'RE NOT GETTING IT.

56:00AND I THINK YOU HERE AT THE

56:01CITY COUNCIL.

56:03FOR FOR SOME SUPPORT FOR SOME

56:05JUSTICE AND I THINK I THINK WE

56:07HAVE A RESPONSIBILITY MAYBE A

56:09MORAL RESPONSIBILITY TO DO OUR

56:12BEST TO SUPPORT THESE MOTHERS

56:13AND SUPPORT THESE FAMILIES AND

56:14CHILDREN.

56:15THANK YOU, MADAM CHAIR.

56:16THANK YOU, COUNCILOR FLYNN.

56:18UM.

56:19I'M GOING TO MOVE ON.

56:21WHAT I LOVE ABOUT THE WORK THAT

56:23I DO IS THAT EVERY SINGLE MOM

56:25THAT IS HERE I KNOW PERSONALLY

56:26AND I HAVE WORKED WITH SO TO

56:28ME I AM NO STRANGER TO THIS

56:30CONVERSATION.

56:31THIS TO ME IS PERSONAL AS A

56:32SURVIVOR MYSELF AND AS A

56:34MOTHER.

56:35OKAY.

56:36I KNOW HOW HARD IT IS TO SHOW

56:38UP AND FIGHT FOR OUR KIDS.

56:39AND SO THIS IS NOT POLITICS FOR

56:42ME.

56:42WE'RE HERE TO LISTEN AND

56:45HOPEFULLY IT'S NOT JUST ABOUT

56:47THIS THIS THIS THIS AND THIS

56:49THIS THIS THIS WE NEED TO GET

56:50TO A PLACE WHERE WE'RE GOING TO

56:51DELIVER.

56:52CORRECT.

56:52AND THAT'S IT.

56:53THAT'S THE BOTTOM LINE.

56:54TODAY IS DONE.

56:55WE'RE WALKING OUT OF HERE WITH

56:57SOME SOLUTIONS SOME SOLUTIONS.

56:59I AM TIRED OF HEARING BLA BLA

57:02BLA BLA.

57:03I WANT TO KNOW WHAT IT IS.

57:04>> WE'RE GOING TO DO ABOUT IT

57:05AND HOW WE'RE GOING TO FIGHT

57:06FOR THOSE THINGS AND THAT'S IT.

57:08SO COUNSELOR, IF I COULD

57:10ADDRESS ONE THING IF I COULD

57:12ADDRESS ONE PIECE.

57:13UM, COUNCILOR FLYNN, YOU

57:15MENTIONED STUDENTS WITH

57:16DISABILITIES AND WE'RE LOOKING

57:17FOR SOLUTIONS.

57:19THERE'S A DEAR COLLEAGUE LETTER

57:20FOR THE UNITED STATES

57:21DEPARTMENT OF EDUCATION'S

57:22OFFICE OF SPECIAL EDUCATION AND

57:24REHABILITATIVE SERVICES THAT

57:25FOCUSES EXCLUSIVELY ON BULLYING

57:27WITH STUDENTS WITH DISABILITIES

57:29BECAUSE AS THIS MOTHER SO WELL

57:31LAID OUT, THESE ARE OUR KIDS

57:32WHO ALREADY NEED MORE AND THE

57:35TRAUMATIC IMPACT OF BULLYING IS

57:36ONLY GOING TO PUSH THESE KIDS

57:38FURTHER BEHIND BECAUSE OF HER

57:39INABILITY TO FOCUS.

57:40AND IT SAYS THAT ANY TIME A

57:44CHILD WITH A DISABILITY IS

57:46BULLIED, THAT SHOULD

57:47IMMEDIATELY TRIGGER THAT IEP

57:49TEAM TO MEET DETERMINE THE

57:51IMPACT OF THE BULLYING AND IF

57:53THAT CHILD'S NEEDS ARE GREATER

57:55IN THE AFTERMATH THE IEP SHOULD

57:58BE ADAPTED TO HELP.

57:59SO WHETHER THAT CHILD ISN'T

58:01SHOWING UP AND MISSES TIME IN

58:02THEIR BEHIND OR DOES A

58:03TRAUMATIC IMPACT WHEN.

58:05>> A.

58:05CHILD WITH A DISABILITY IS

58:06BULLIED AND BEARS THE BRUNT.

58:08>> OF THAT?

58:09WE HAVE TO FIGURE OUT HOW DO WE

58:11WORK WITH THAT CHILD'S PLAN TO

58:13ENSURE THEY DON'T FALL BEHIND

58:15BASED UPON THAT?

58:16NOW DEAR COLLEAGUE LETTERS ARE

58:18THEY ARE RELEASED BY OUR

58:20FEDERAL GOVERNMENT TO BE

58:21ADVISORY.

58:21THERE IS NOTHING PREVENTING AT

58:23THE CITY LEVEL USING THAT TO

58:25CRAFT AN ORDINANCE OR A POLICY

58:28THAT WOULD THEN GUIDE WHAT OUR

58:29SCHOOL SYSTEM DOES.

58:31THAT'S AN EXAMPLE.

58:31THERE ARE SOLUTIONS THAT ARE

58:33OUT THERE.

58:33I JUST BELIEVE THEY NEED TO BE

58:35IMPLEMENTED HERE AT THE CITY

58:37LEVEL THAT WE CAN THEN USE

58:38THOSE FOR ACCOUNTABILITY.

58:40I JUST WANTED TO ADDRESS THAT.

58:42I JUST WANT TO KNOW FOR THE

58:43RECORD YOUR TIME WAS MORE THAN

58:45FIVE MINUTES JUST BECAUSE WE

58:46GOT SOME ANSWERS AND JUST SO

58:47THAT EVERYBODY WAS PAYING

58:49ATTENTION I JUST WANT.

58:50>> TO KNOW FOR THE RECORD.

58:52COUNCILOR FITZGERALD, YOU HAVE

58:54THREE MINUTES.

58:54THANK YOU.

58:55>> CHAIR.

58:55>> I DON'T WANT TO.

58:56>> TAKE.

58:57UP TOO MUCH TIME, BUT I JUST

58:58WANT TO SAY THANK YOU AND A

59:00PROFUSE APOLOGY TO ALL THAT YOU

59:02KNOW, FOR WHAT FOLKS HAVE HAD

59:03TO GO THROUGH FOR THIS.

59:04AND, UM.

59:05I ASK.

59:06>> YOU.

59:06TO FORGIVE MY NATURE.

59:07MY QUESTION WILL BE A VERY

59:08PROCEDURAL ONE BECAUSE I KNOW

59:09WE WANT TO GET OUT OF HERE WITH

59:10SOME SOLUTIONS, BUT I JUST WANT

59:12YOU TO KNOW THAT MY BEST AGAIN

59:13AS A PARENT OF THREE KIDS WHO

59:14ARE JUST REACHING THAT AGE

59:15WHERE I'M GOING TO BE CONCERNED

59:18ABOUT BULLYING AND OTHER

59:20ACTIVITIES MYSELF.

59:21UM, YOU KNOW, IT'S CERTAINLY

59:23UH, NOT THE HEARING YOU WANT TO

59:24BE AT RIGHT NOW.

59:26UM, WHAT IS YOUR UNDERSTANDING

59:29.

59:30OF THE PROCEDURES AND PROTOCOLS

59:31THAT'S SUPPOSED TO HAPPEN AFTER

59:34A BULLYING INCIDENT OR A SEXUAL

59:35ASSAULT INCIDENT?

59:36AND WHAT DO.

59:38>> YOU.

59:38UNDERSTAND THOSE PROCEDURES AND

59:39PROTOCOLS TO BE AND WHERE DO

59:41YOU THINK THEY WENT WRONG?

59:43I JUST WANT TO MAKE SURE

59:43OF WHAT WAS SKIPPED MISSED OR

59:45NOT EVEN UH, BROUGHT UP TO

59:47BEGIN WITH IN WHAT YOU SAW IN

59:49YOUR ISSUES YOU DID TOUCH UPON

59:51SOMETHING THAT YOU KIND OF JUST

59:52ANSWERED A LITTLE BIT THAT UH

59:53WHEN YOU ANSWERED THE LAST

59:54QUESTION BUT THAT WAS SORT

59:55OF MY QUESTION FOR THIS AND

59:57THAT'S ALL I HAVE.

59:57THANK YOU CHAIR.

59:58I'LL QUICKLY STATE THE LAW AND

59:59GET OUT OF THE WAY SO THAT

1:00:00PARENTS CAN SPEAK.

1:00:01CHAPTER 71 SECTION 37 OF THE

1:00:03BULLYING STATUTE.

1:00:05IT'S EMBEDDED WITH WORDS THAT

1:00:06MATTER IMMEDIATELY AND

1:00:08PROMPTLY.

1:00:08SO A STAFF MEMBER IS SUPPORT

1:00:11SHALL IMMEDIATELY REPORT ANY

1:00:15INSTANCE OF BULLYING WHICH THEN

1:00:17TRIGGERS THE PRINCIPAL ORDERED

1:00:19DESIGNEE TO PROMPTLY CONDUCT AN

1:00:23INVESTIGATION.

1:00:24SO AS A LAWYER WHO'S

1:00:25REPRESENTED PARENTS LIKE THIS

1:00:27UM AT TIMES WHEN I'VE GOTTEN

1:00:29INVOLVED I'VE SEEN OKAY IS A

1:00:32BULLYING INTERVENTION PLAN

1:00:33WE'RE GOING TO CHANGE KIDS

1:00:34SCHEDULE TO KEEP THEM FROM

1:00:36INTERACTING.

1:00:37IT SHOULDN'T.

1:00:37TAKE A LAWYER TO HAVE THAT

1:00:38HAPPEN.

1:00:40EVERY SINGLE INCIDENTS

1:00:41OF BULLYING SHOULD HAVE THAT

1:00:43SAME URGENCY OF IMMEDIATE

1:00:45REPORTING AND PROMPT

1:00:47INVESTIGATION.

1:00:47AND I THINK THESE PARENTS.

1:00:48STORY SHOW.

1:00:49THAT THAT'S NOT HAPPENING.

1:00:54SO FROM ADVOCACY PERSPECTIVE

1:00:56WHAT WE HAVE SEEN UH, BECAUSE

1:00:58WE GET THE YOUTH AFTER THEY GO

1:01:00TO SCHOOL AND THEY COME BACK

1:01:01THEY DON'T TRUST THE SYSTEM IS

1:01:04A SYSTEM FAILURE IS A

1:01:05STRUCTURAL FAILURE IS A DEMAND

1:01:07FAILURE IS A PREPAREDNESS

1:01:08FAILURE IS A STIGMA IS A

1:01:10CULTURAL ISSUE.

1:01:11UH IT GOES BEYOND THEY SHOULD

1:01:12HAVE A TRUSTED ADULT TO GO AND

1:01:15CONFIDE IN.

1:01:15THEY DON'T WHEN THEY GO TO THE

1:01:17PEER TO PEER IS NOT PREPARED OR

1:01:19HAVE NOT BEEN GIVEN THE TOOLS

1:01:21AND THE SKILLS OR SOFT SKILLS

1:01:22NECESSARY FOR TRAINING AND

1:01:23THERE IS NO CULTURE

1:01:26OF COMPREHENSIVE SORT OF ADULT.

1:01:28SO A PROBLEM IS ONLY A PROBLEM

1:01:30WHEN IT HAS A SOLUTION.

1:01:31YOU HAVE STATED THE PROBLEM.

1:01:33WE DON'T HAVE TO FIND OUT THE

1:01:35PROBLEM.

1:01:35MR FLYNN YOU HAVE SAID 2000.

1:01:38YOU HAVE A NUMBER AND WE HAVE

1:01:40THE DATA TO BACK IT UP AND WE

1:01:42HAVE THE SOLUTION.

1:01:43THEY ARE ACTUALLY SAYING THE

1:01:45SOLUTION WE WANT TO DECREASE

1:01:47RECIDIVISM.

1:01:47THAT'S WHAT WE SAY IN CRIMINAL

1:01:48JUSTICE REFORM RIGHT.

1:01:50WE WANT TO DECREASE RECIDIVISM

1:01:52OF A CLIENT.

1:01:53NOW WE HAVE FINANCIAL

1:01:55REPERCUSSIONS OF WHAT IT COST.

1:01:57WHAT IS THE COST TO A WHOLE

1:01:59FAMILY TO A WORKER?

1:02:00UH, SO IT'S A WHOLE LOT MORE.

1:02:03IT'S ABOUT STAFFING IS ABOUT

1:02:06TRAINING IS ABOUT

1:02:07COMPREHENSIVE.

1:02:07OKAY.

1:02:08>> THE PARENTS IT'S ABOUT

1:02:11HAVING THE PROPER.

1:02:11TRAINING AND HAVING THE PROPER

1:02:14PEOPLE TO BE ABLE TO WORK.

1:02:15MY SON WAS ASSAULTED.

1:02:17HE HAD HIS HEAD PUT IN A WALL

1:02:19BY, UH, TEACHER PRAYER WHO WAS

1:02:22UNLICENSED OR WAS HAD AN

1:02:24EXPIRED LICENSE.

1:02:27WHERE'S THE FAILURE THERE.

1:02:29WHO'S HELD RESPONSIBLE?

1:02:34SO MY SON FOR A WHOLE YEAR

1:02:36DIDN'T WANT TO GO TO SCHOOL.

1:02:38I WORK.

1:02:39I HAVE THREE OTHER CHILDREN.

1:02:41I HAVE TO WORK.

1:02:42I'M THE SOLE CUSTODIAN PARENT

1:02:45FULL CUSTODY OF ALL MY

1:02:46CHILDREN.

1:02:46I HAVE TO WORK.

1:02:47I HAVE TO BE ABLE TO MAKE AN

1:02:48INCOME.

1:02:48SO I NEED SCHOOL.

1:02:50I NEED TO BE ABLE TO BELIEVE.

1:02:54IN THE SCHOOL.

1:02:55I WAS A BOSTON PUBLIC SCHOOL

1:02:57CHILDREN.

1:02:58I LOVE SCHOOL.

1:02:59I DON'T JUST SEEING WHAT HAS

1:03:01HAPPENED IN THE BOSTON PUBLIC

1:03:04SCHOOL SYSTEM THE FAILURE, THE

1:03:07THINGS I DON'T UNDERSTAND.

1:03:09MAYBE YOU GUYS CAN EXPLAIN

1:03:11BETTER TO ME, BUT A LOT

1:03:13OF THINGS, UM, ARE BEING SWEPT

1:03:14UNDER THE RUG.

1:03:15DCF IS BEING USED.

1:03:16HOW THIS YOUNG LADY BECAUSE IT

1:03:18WAS USED AGAINST ME.

1:03:20UM, THEY FAILED TO REPORT

1:03:23ANYTHING.

1:03:25OKAY.

1:03:27THEY.

1:03:31TO ME I CERTAIN UM INDIVIDUALS

1:03:35THAT HAVE THE KNOWLEDGE

1:03:38OF DOING THINGS BECAUSE THEY

1:03:39FEEL THAT THERE ARE IMMUNITY

1:03:41AND WHAT SAY BECAUSE THEY WORK

1:03:43UNDER THE BOSTON PUBLIC SCHOOL

1:03:44SYSTEM UM THEY FEEL LIKE THEY

1:03:47ARE ALLOWED TO DO CERTAIN

1:03:48THINGS THAT THERE ARE NO

1:03:50REPERCUSSIONS OR AN

1:03:51ACCOUNTABILITY TO DOING CERTAIN

1:03:52THINGS HOW CHILDREN ARE BEING

1:03:55RAPED, BULLIED.

1:03:56UM, A LOT OF A LOT OF THE THE

1:03:58PEOPLE THERE THEY KNOW THAT

1:03:59THERE'S BULLYING GOING ON AND

1:04:01THEY DON'T REPORT IT.

1:04:02HOW HE SAID A LOT OF THINGS ARE

1:04:06BEING JUST NOT.

1:04:08AND THEN THE ADULTS ARE NOT

1:04:09SAYING NOTHING OR NOT SPEAKING

1:04:11UP BUT THEY CAN GO AND CALL AND

1:04:12FILE THE 51 A ON THE CONCERNED

1:04:14PARENT THAT'S COMING IN AND AND

1:04:16IS VERY MAYBE UPSET MAYBE

1:04:18CUSSING AT THEM MAYBE HAVING A

1:04:20PARENT MOMENT.

1:04:20WHY?

1:04:21BECAUSE THEY'RE THEY'RE

1:04:22EXPECTING THE SCHOOL TO DO

1:04:23THEIR JOB AND THEY'RE NOT DOING

1:04:25THAT AND THEN THEY I FEEL A LOT

1:04:30OF FAMILIES THAT ARE LOW INCOME

1:04:34OR UM MINORITIES OR BEING

1:04:36TARGETED ALSO WHICH THAT'S

1:04:38TERRIBLE.

1:04:42I FEEL LIKE I FEEL THAT THE

1:04:44SYSTEM HAS FAILED BOSTON PUBLIC

1:04:46SCHOOL SYSTEM THERE HAS TO BE A

1:04:48LOT OF THINGS CHANGE IN YOUR

1:04:50SCHOOL SYSTEM AND YOU GUYS HAVE

1:04:51THE FUNDING TO DO SO.

1:04:54OKAY.

1:04:55AND YOUR CHILDREN ARE

1:04:56ATTENDING.

1:04:57YOU NEED TO MAKE SURE YOU KNOW

1:04:58THAT THE THE TEACHER WHO'S

1:05:00THERE IS NOT A PEDOPHILE IS NOT

1:05:02A CHILD PREDATOR THAT THEY'RE

1:05:05LICENSED.

1:05:05THE PEOPLE WHO ARE CARING FOR

1:05:07CHILDREN WITH DISABILITIES THAT

1:05:08THEY THEY'RE THAT THEY ACTUALLY

1:05:09CARE THAT THEY'RE NOT JUST

1:05:11THERE FOR A CHECK ALSO BUT MAKE

1:05:13SURE THAT THEY'RE PAID BECAUSE

1:05:14GUESS WHAT THEY'RE NOT BEING

1:05:15PAID PROPERLY.

1:05:18>> ALSO YEAH.

1:05:22I.

1:05:22THANK YOU.

1:05:23>> ALL RIGHT.

1:05:23TO ANSWER YOUR QUESTION,

1:05:24COUNCILMAN, BECAUSE I THINK UH

1:05:26YOU ASKED LIKE UM WHAT IS OUR

1:05:28UNDERSTANDING OF UM PROCEDURES

1:05:30OR WHAT WHAT ARE WE LOOKING

1:05:32FOR.

1:05:33>> THE SCHOOLS TO DO?

1:05:34THAT'S SIMPLE TO ANSWER.

1:05:35UM, AS THIS PARENTS SAID, THEIR

1:05:36JOB WE'RE NOT ASKING FOR OUR

1:05:38KIDS TO BE TREATED.

1:05:39YOU KNOW, SPECIAL CIRCUMSTANCES

1:05:42OR TREATED LIKE THE, YOU KNOW,

1:05:44PRINCE OF SOME ISLAND OR

1:05:45PRINCESS OF.

1:05:46SOME ISLAND.

1:05:47WE'RE JUST SIMPLY ASKING THAT

1:05:48THEY ARE THAT THEY FEEL SAFE,

1:05:51THAT THEY FEEL THAT THEY'RE

1:05:53GETTING A PROPER EDUCATION.

1:05:55AND IF FOR WHATEVER REASON THAT

1:05:57INCIDENCES LIKE THIS DO ARISE

1:06:00THAT WE DEAL WITH IT

1:06:01ACCORDINGLY.

1:06:02UM SO MY UNDERSTANDING WOULD BE

1:06:05JUST WHAT THIS GENTLEMAN SAID.

1:06:06I MEAN THERE ARE FEDERAL LAWS

1:06:08THE FEDERAL LAWS THAT PROTECT

1:06:10OUR KIDS.

1:06:11THERE ARE POLICIES, YOU KNOW,

1:06:13EVEN IF IT'S NOT A LAW THAT THE

1:06:14SCHOOL.

1:06:14GIVES YOU A HANDBOOK.

1:06:15AT THE BEGINNING OF THE YEAR.

1:06:17SO AGAIN THIS IS THEIR WORDS,

1:06:18RIGHT?

1:06:19I WROTE A QUOTE, UM THAT I WANT

1:06:21TO READ REALLY QUICK BECAUSE

1:06:22SHE BROUGHT IT UP.

1:06:23I STOOD HERE AND I TESTIFIED

1:06:25FOR THE FISCAL YEAR 23 UM DPS

1:06:30BUDGET LIKE I LITERALLY STOOD

1:06:31THERE AND I TESTIFIED AS BEFORE

1:06:32ANYTHING HAPPENED WITH MY

1:06:33CHILD.

1:06:34SO I KNOW FOR A FACT YOU KNOW,

1:06:35FOLLOWING UP WITH THAT, THE

1:06:37FISCAL YEAR 23 SCHOOL BUDGET

1:06:40WAS A RECORD OF 1.33 BILLION.

1:06:43WOULD IT BE DOLLARS IN FUNDING

1:06:45TO SUPPORT STUDENTS AT DPS?

1:06:48THIS IS NOT PARENTS SPEAKING

1:06:49THIS THIS THIS IS A QUOTE THAT

1:06:51I'M READING THAT YOU KNOW IT

1:06:53WAS PUBLIC INFORMATION.

1:06:55SO IF THIS MONEY IS TO SUPPORT

1:06:57STUDENTS AT THE CPS THEN THEN

1:06:58THE QUESTION SHOULD BE WHY IS

1:07:01MY CHILD AT HOME RIGHT NOW

1:07:03GETTING DENIED EDUCATION

1:07:05BECAUSE LIKE A LOT OF THE

1:07:06PARENTS THAT YOU KNOW AND SAID

1:07:07IF WE WERE TO DO THAT BY CHOICE

1:07:09WE I WAS JUST LAZY DON'T WANT

1:07:11TO GET UP PUT MY KID IN SCHOOL.

1:07:12THERE'S CONSEQUENCES FOR THAT.

1:07:14THEY COME IN AND THEY DON'T

1:07:15TAKE DCF DOESN'T TAKE ONE

1:07:17CHILD.

1:07:18I'M A MOTHER OF SEVEN.

1:07:20MY FIRST THREE ARE ADULT SO

1:07:21THEY CAN'T TOUCH THEM BUT MY

1:07:22OTHER FOUR YOU KNOW AMAZING

1:07:24WHAT I'M TALKING ABOUT THE TWO

1:07:26THAT WAS YOU KNOW IN SCHOOL

1:07:28WITH HER.

1:07:28AND THEN I ALSO HAVE A ONE YEAR

1:07:31OLD CHILD SO THAT'S THE ONE

1:07:32THAT HAD THE HOT SURGERY.

1:07:35SO WHY SHOULD ALL OF MY KIDS BE

1:07:37TAKEN RIGHT.

1:07:38LIKE I'M A PARENT STANDING HERE

1:07:41CRYING FOR HELP TO GET MY CHILD

1:07:42EDUCATED RIGHT AND I HAVE I

1:07:44CONTINUOUSLY HAVE TO DEAL WITH

1:07:46DCF AND NOT JUST DCF.

1:07:47THE SCHOOL GOES AND FILE SERIES

1:07:49TWO.

1:07:50OH THE KID MISSED THIS MANY

1:07:51DAYS OR THIS MANY DAYS BUT WHEN

1:07:53I'M TRYING TO SET UP A MEETING

1:07:54TO SAY ALL I WANT IS A SAFETY

1:07:56PLAN IN PLACE FOR YOU TO ASSURE

1:07:58THE RETURN OF MY CHILD.

1:08:00HOW ARE YOU GOING TO KEEP HER

1:08:01SAFE MOVING FORWARD?

1:08:03I THINK THAT I'M ALLOWED TO DO

1:08:04SO.

1:08:05YOU KNOW AND YES, THERE ARE

1:08:06TIMES I CAN ADMIT THAT A LOT

1:08:08OF Y'ALL KNOW ME FOR THAT.

1:08:09UM, I CAN ADMIT THAT YES.

1:08:12THERE'S TIMES THAT I'VE RAISED

1:08:13MY VOICE THIS TIME THAT I'VE

1:08:14CAUSED BUT AGAIN AS A PARENT

1:08:16SAYING THIS TO ANOTHER PARENT

1:08:18YOU SAID YOU HAVE THREE IF YOUR

1:08:19DAUGHTER WALKED HOME AND BROKE

1:08:21DOWN AND TOLD YOU DADDY THIS,

1:08:23WOULD YOU BE HAPPY ABOUT IT?

1:08:24NO.

1:08:24WOULD YOU GO OH SWEETIE, LET'S

1:08:26GO.

1:08:27>> ON TO THE SCHOOL AND LET'S

1:08:28ASK A FEW QUESTIONS.

1:08:29IT'S HUMAN NATURE FOR YOU TO BE

1:08:31UPSET.

1:08:31SURE.

1:08:32>> YEAH, THAT THAT'S WHAT THEY

1:08:33HAVE TO DEAL WITH.

1:08:34KIDS THAT ARE UPSET.

1:08:35KIDS THAT ARE CRYING.

1:08:36KIDS THAT HAVE EMOTIONAL

1:08:38BEHAVIORAL ALL KINDS OF THINGS

1:08:39.

1:08:39SO IF YOU WANT TO BE TECHNICAL

1:08:40THEY'RE TRAINED TO DEAL WITH

1:08:42THESE SITUATIONS.

1:08:43THEY'RE LITERALLY.

1:08:44TRAINED TO DEAL WITH THESE

1:08:45SITUATIONS.

1:08:46NOW I'M GOING TO GO BACK TO MY

1:08:48CASE BECAUSE NOW WE'RE GOING

1:08:50BACK TO YOUR CASE MONICA WHAT

1:08:52WE THE ALMOST WHAT THE TEACHER

1:08:55AGAIN HE DIDN'T HAVE A WAY WHEN

1:08:58I DID GO ON THAT SEE TO DO MY

1:08:59LITTLE HOMEWORK AND THE

1:09:00PRINCIPAL BECAUSE IT'S REALLY

1:09:02HER WHO DIDN'T REPORT THE

1:09:03INCIDENT WHY WOULD THE TEACHER

1:09:04TELL TELLING AND SO IT'S THE

1:09:05PRINCIPAL.

1:09:06SHE CAME FROM ANOTHER SCHOOL

1:09:07WAS THE.

1:09:08ACTING PRINCIPAL TWO WEEKS

1:09:10PRIOR TO THAT BECAUSE SHE WAS

1:09:11JUST ON A NEWS FOR A DIFFERENT

1:09:13INCIDENT WITH ANOTHER KID AT A

1:09:14DIFFERENT SCHOOL.

1:09:15IT'S ABOUT THEM BEING IN THE

1:09:16UNION AND THEY JUST MOVE THEM

1:09:18AROUND LIKE PINBALLS THE MINUTE

1:09:19SOMETHING HAPPENS TO COVER THIS

1:09:21UP AND WHEN YOU GET PARENTS

1:09:22LIKE ME TO SAY NO, I'M HERE

1:09:24BECAUSE I'M SMARTER THAN

1:09:25AVERAGE B I'M GOING TO PULL THE

1:09:27WOOL THE VEILS COMING OFF AND

1:09:28WE'RE GOING TO EXPOSE ALL

1:09:30OF THIS.

1:09:30I GOT TO GET MY KIDS TAKEN.

1:09:32I GOT TO STAND IN COURT.

1:09:33THEY USED THE EVERYTHING THEY

1:09:34KNOW THAT YOU CARE ABOUT

1:09:35AGAINST YOU.

1:09:36ALL RIGHT.

1:09:37I'M NOT A BAD PARENT.

1:09:38I'M JUST A TRAUMATIZED.

1:09:39PARENT WHO'S STILL.

1:09:40CRYING FOR HELP BECAUSE THIS IS

1:09:42YES, THE INCIDENT DIDN'T HAPPEN

1:09:43THIS SCHOOL YEAR BUT THE

1:09:45EFFECTS.

1:09:46>> OF IT.

1:09:46MY FAMILY.

1:09:47HAS NO MONEY.

1:09:48WE'RE STILL STRUGGLING.

1:09:49Y'ALL DON'T KNOW WHAT IT'S LIKE

1:09:50TO GET UP.

1:09:50ALL RIGHT, I HAVE TO GO TO THE

1:09:51SUB SHOW.

1:09:51I GOT TO LOOK AT NAPKINS.

1:09:52OH, MONICA'S.

1:09:53JUST TO HAVE TISSUE AND.

1:09:55>> I THANK YOU.

1:09:56Y'ALL DON'T KNOW ABOUT THINGS

1:09:57LIKE THAT SO I WANT TO KNOW

1:09:59ABOUT RESULTS NOT ABOUT

1:10:00POLICIES OR NOT.

1:10:01WE ALL KNOW THAT.

1:10:02AND IF WE DON'T WE CAN READ IT

1:10:04AND LEARN IT BY THE END OF THE

1:10:05DAY.

1:10:05ALL RIGHT.

1:10:05>> THANK YOU.

1:10:06UH, I KNOW THIS IS HARD AND I

1:10:08KNOW CULPEPER COUNCIL.

1:10:10YOU'VE BEEN VERY PATIENT

1:10:11WAITING FOR YOUR TURN.

1:10:13AND THESE ARE THE HARDEST

1:10:16HEARINGS TO FACILITATE BECAUSE

1:10:19WE HAVE TO HEAR THINGS THAT

1:10:21SOMETIMES MAKE A LOT OF PEOPLE

1:10:22FEEL UNCOMFORTABLE.

1:10:23BUT THE TRUTH IS, IS THAT YOU

1:10:25CAN'T DENY THE TRUTH

1:10:28OF SOMEBODY'S EXPERIENCE.

1:10:29AND SO IT'S HARD TO BRUSH YOU

1:10:33BRUSH ANYONE.

1:10:34SO I JUST WANT YOU TO KNOW THAT

1:10:36IT'S NOT BECAUSE.

1:10:38I WANT TO DO THAT IS JUST

1:10:40PROCEDURALLY WE DO HAVE TIME

1:10:42CONSTRAINTS HERE.

1:10:44SO I JUST JUST WANT TO

1:10:46ACKNOWLEDGE THAT UM SO

1:10:48COUNCILOR CULPEPER YOU HAVE THE

1:10:50FLOOR AND THEN WE'RE.

1:10:51GOING TO MOVE ON.

1:10:52TO THE ADMIN.

1:10:53PANEL AND THEN THE YOUTH PANEL.

1:10:55OKAY.

1:10:55>> THANK YOU, MADAM PRESIDENT.

1:10:57UH, MADAM CHAIR, FOR BRINGING

1:10:59THIS IMPORTANT HEARING FOR AND

1:11:02FOR TODAY'S HEARING.

1:11:03I WANT TO ALSO THINK THAT

1:11:05PARENTS AND THE PANELISTS TO

1:11:07COME THE EDUCATORS, FAMILIES

1:11:09AND MEMBERS OF THE PUBLIC WHO

1:11:11PARTICIPATE IN THIS DISCUSSION

1:11:12,EVERY STUDENT BOSTON PUBLIC

1:11:15SCHOOL DESERVES TO FEEL SAFE,

1:11:18RESPECTED, SUPPORTED IN THE

1:11:20LEARNING ENVIRONMENT BULLYING,

1:11:22SEXUAL HARASSMENT, SEXUAL

1:11:24ASSAULT SEXUAL MISCONDUCT CAN

1:11:26HAVE LASTING CONSEQUENCES FOR

1:11:28STUDENTS MENTAL HEALTH.

1:11:29AND THAT'S WHAT I HEARD FROM

1:11:31YOU THE ACADEMIC SUCCESS AND

1:11:33OVERALL WELL-BEING AND IT'S

1:11:36CRITICAL TO BE IT BE AS CLEAR

1:11:40ACCESSIBLE REPORTING

1:11:41PROCEDURES, EFFECTIVE

1:11:41PREVENTION STRATEGIES AND

1:11:43APPROPRIATE SUPPORT SYSTEM FOR

1:11:44STUDENTS WHO EXPERIENCE HARM.

1:11:47STUDENTS AND FAMILIES MUST HAVE

1:11:49CONFIDENCE THAT WHEN THEY

1:11:51REPORT AN INCIDENT THEIR

1:11:52CONCERNS WILL BE TAKEN

1:11:54SERIOUSLY, INVESTIGATED

1:11:56APPROPRIATELY AND ADDRESSED

1:11:57WITHOUT FEAR OF RETALIATION.

1:12:00WE ALSO NEED TO ENSURE THAT

1:12:01STUDENTS WHO EXPERIENCED TRAUMA

1:12:03ARE SUPPORTED RATHER THAN

1:12:04PUNISHED FOR THEIR BEHAVIORS OR

1:12:07ACADEMIC CHALLENGES RESULTING

1:12:08FROM THEIR TRAUMA.

1:12:09THIS REQUIRES ADEQUATE SCHOOL

1:12:11BASED RESOURCES, PROPERLY

1:12:12TRAINED STAFF, MEANINGFUL

1:12:15COMMUNICATION WITH FAMILIES AND

1:12:16FROM MY PERSPECTIVE MUCH OF OUR

1:12:19COMMUNITY IS TRAUMA JUST FROM

1:12:21THE VIOLENCE IN OUR COMMUNITY.

1:12:22OUR ENTIRE COMMUNITY IS TRAUMA

1:12:24.

1:12:25I GET TRAUMATIZED FROM DEALING

1:12:27WHEN WE WERE IN THIS STREET

1:12:29DEALING WITH THE YOUNG FOLKS

1:12:30AND THE VIOLENCE WAS AT ITS

1:12:32HEIGHT.

1:12:33AND SO WHEN WE THINK ABOUT IT,

1:12:35WE NEED TO ENSURE THAT STUDENTS

1:12:36WHO EXPERIENCED TRAUMA THAT

1:12:38THEY SUPPORTED THAT THEIR

1:12:40BEHAVIOR, THE ACADEMIC

1:12:42CHALLENGES RESULTING FROM THAT

1:12:44TRAUMA THIS REQUIRES ADEQUATE

1:12:45SCHOOL BASED RESOURCES,

1:12:48PROPERLY TRAINED STAFF AND

1:12:50MEANINGFUL COMMUNICATION WITH

1:12:52FAMILIES.

1:12:53I LOOK FORWARD TO DISCUSSING

1:12:54THIS HOW WE CAN STRENGTHEN

1:12:56ACCOUNTABILITY, IMPROVE

1:12:57PREVENTION AND RESPONSE EFFORTS

1:12:59AND ENSURE THAT EVERY STUDENT

1:13:01IN BOSTON PUBLIC SCHOOLS HAS A

1:13:03SAFE AND SUPPORTIVE LEARNING

1:13:05ENVIRONMENT.

1:13:06I KNOW MY TIME IS PASSING

1:13:08QUICKLY.

1:13:09I JUST WANT TO ASK SOME

1:13:11QUESTIONS FROM EACH OF YOU.

1:13:13MADAM PRESIDENT, IF I MAY JUST

1:13:15ASK TWO QUESTIONS OF EACH

1:13:15OF THEM AND THEN THEY CAN

1:13:17NUMBER YOUR TIME HERE.

1:13:18THANK YOU.

1:13:19WELL, YOU KNOW I MEAN, LOOK,

1:13:20LET'S BE FAIR ABOUT IT.

1:13:22YOU KNOW, THEY HAD A LOT

1:13:23OF TIME, RIGHT?

1:13:23THE TIMING WASN'T EVEN ON.

1:13:25I JUST WANT TO GET TO THESE

1:13:27QUESTIONS.

1:13:27I WANT TO ASK THESE PARENTS

1:13:28THESE QUESTIONS AND THEN THEY

1:13:30CAN ANSWER THEM DO.

1:13:31WHATEVER Y'ALL WANT.

1:13:32Y'ALL DO IT ANYWAY SO.

1:13:33>> GO.

1:13:33AHEAD.

1:13:33THANK YOU.

1:13:34THAT'S NOT TRUE MONICA ARE YOU

1:13:38TELLING US THAT ALL YOU NEED IS

1:13:40A SAFETY PLAN TO ENSURE THAT

1:13:43YOUR CHILD WOULD BE SAFETY AND

1:13:44YOU COULD BRING YOUR CHILD BACK

1:13:46TO SCHOOL?

1:13:48THAT'S A YES OR NO.

1:13:50THAT WAS TRUE AT ONE TIME

1:13:52BEFORE YOU KNOW WE GOT WILL

1:13:54RIGHT.

1:13:55NOW THAT WOULD HAVE BEEN WHAT

1:13:56THAT WHAT IS SO WHAT DO.

1:13:58>> WE NEED TO DO TO GET YOUR

1:13:59CHILD BACK TO SCHOOL NOW?

1:14:02UM THAT'S IT.

1:14:03BUT THAT'S THE QUESTION I'M

1:14:04GOING TO ASK EACH PARENT THE

1:14:05QUESTION AND THEN WE'LL COME

1:14:06BACK TO YOU.

1:14:07THAT'S YOUR QUESTION MONICA

1:14:09TIA, WHAT NEEDS TO BE CHANGED?

1:14:11YOU TALKED ABOUT CHANGE WHAT

1:14:13NEEDS TO BE CHANGED.

1:14:14THAT'S YOUR QUESTION, ASTRID.

1:14:16YOUR QUESTION IS FROM THE STATE

1:14:19LAWS YOU GAVE ME BULLYING

1:14:20CHAPTER 71 SECTION 3704

1:14:25REPORTING CHAPTER 71 SECTION

1:14:28£0.37 THERE WAS ONE OF THOSE

1:14:30LAWS THAT I DIDN'T GET.

1:14:31WHAT WAS IT?

1:14:33SO UM THANK YOU, COUNSELOR 37.

1:14:36OH IS THE STATE BULLYING I

1:14:38START WITH.

1:14:38YOU I GOT THAT I CHAPTER.

1:14:4271 £0.37 SUBSECTION D IS THE

1:14:44SCHOOL GROUP FOR REST

1:14:45REPORTING.

1:14:46>> THERE WAS THE FIRST ONE YOU

1:14:47GAVE ONE THAT I DIDN'T GET.

1:14:49THERE AND THEN.

1:14:50THERE THE QUESTION IS CAN YOU

1:14:52FINISH TALKING ABOUT

1:14:53RESTORATIVE PRACTICES TALK

1:14:54ABOUT MEDICATION MANAGEMENT

1:14:57MEDIATION SURE TRAINER

1:15:00SENSITIVE LEARNING MODELS.

1:15:01AND THERE WAS ONE MORE I DIDN'T

1:15:02GET.

1:15:03CHAPTER 71 SECTION 37 H AND

1:15:08ORDERS AND IT'S MEDIATION

1:15:12CONFLICT RESOLUTION RESTORATIVE

1:15:14JUSTICE COLLABORATIVE PROBLEM

1:15:17SOLVING AND TRAUMA SENSITIVE

1:15:20LEARNING MODELS ALL OF WHICH

1:15:22ARE REQUIRED AS A PART OF THAT

1:15:25STATUTE AND THE STATUTES INTENT

1:15:27WAS LET'S REDUCE IT SUSPENSION

1:15:30AND EXCLUSION OF KIDS WHO WERE

1:15:32HAVING TRAUMATIC BEHAVIORS.

1:15:34BUT THOSE SAME BEST PRACTICES

1:15:37ARE AFFIRMED BY THE RESEARCH AS

1:15:38BEING HIGHLY EFFECTIVE AT

1:15:41REDUCING BULLYING.

1:15:42I THINK.

1:15:43I GOT THAT PART AND THE OTHER

1:15:45THING CAN YOU GIVE US A COPY

1:15:46OF OUR DEAR COLLEAGUE LETTER?

1:15:49IF YOU CAN PROVIDE US A COPY

1:15:51OF THAT, I.

1:15:51WOULD BE MORE THAN HAPPY TO

1:15:52PROVIDE THAT.

1:15:53SO JUST WANTED TO AND EVERYONE.

1:15:54GREAT THANK YOU.

1:15:56YES I WANT TO HEAR FROM MONICA

1:15:58AND THEN FROM TIA AND UH Q I

1:16:04WANTED TO I KNOW YOU DON'T HAVE

1:16:07THEM NOW BUT I'D LIKE TO SEE

1:16:09WHAT YOUR STANDARDS FOR

1:16:11PREVENTION AND ACCOUNTABILITY

1:16:12LOOK LIKE IN YOUR OPINION I

1:16:14KNOW YOU DON'T HAVE THEM BUT

1:16:15WHEN YOU GET A CHANCE THROUGH

1:16:17THE CHAIR IF YOU WOULD JUST

1:16:18PROVIDE THEM TO US.

1:16:20>> JUST SAY YES.

1:16:20YES.

1:16:21THANK YOU.

1:16:23YEAH.

1:16:23>> MONICA HAD A SHOW UP IN

1:16:24THESE SPACES.

1:16:25WHAT WOULD.

1:16:26>> WHAT NEEDS TO HAPPEN TO GET

1:16:27YOUR CHILD BACK TO SCHOOL?

1:16:28UM AT THIS POINT.

1:16:29COULD YOU GIVE HER THE MIC

1:16:30PLEASE?

1:16:31AT THIS POINT, UM.

1:16:32COUNSELOR CO PEPPER DUE TO.

1:16:34JUST THE TRAUMA.

1:16:35IN THE ARM THAT I MENTIONED SHE

1:16:37HAD, UM, SURGERY.

1:16:38SHE ULTIMATELY ENDED UP HAVING

1:16:40TO HAVE SURGERY BECAUSE OF THE

1:16:4211 DISLOCATIONS.

1:16:42SHE HAD UM, SURGERY BACK IN

1:16:44JUNE AND IS STILL RECOVERING IN

1:16:46PHYSICAL THERAPY TWICE A WEEK.

1:16:49UM, SHE HAS TWO DIFFERENT

1:16:50THERAPISTS AND SHE'S DOING

1:16:51THOSE EACH TWICE A WEEK AS WELL

1:16:53AS A THERAPEUTIC MENTOR.

1:16:54SO I THINK TO.

1:16:56ANSWER YOUR QUESTION AT THAT

1:16:57TIME, WOULD IT HAVE SUFFICED TO

1:16:59GET HER BACK IN AND HAVE HER

1:17:01HAVE A SENSE OF NORMALCY

1:17:02AMONGST HER PEERS AND THINGS?

1:17:04IT PROBABLY WOULD HELPED, BUT

1:17:05HER MENTAL.

1:17:06HEALTH CONTINUE TO.

1:17:08DECLINE AND HER PHYSICAL

1:17:09HEALTH.

1:17:09CONTINUE TO DECLINE.

1:17:10SO WHERE WE'RE AT RIGHT NOW A

1:17:12TUTOR WOULD BE BEST OR OKAY IF

1:17:14WE WERE TO GET HER BACK INTO

1:17:15SCHOOL NOT SUCH A HUGE SETTING

1:17:18YOU KNOW, LIKE A PUBLIC SCHOOL

1:17:19MAYBE SOMETHING A.

1:17:20LITTLE BIT.

1:17:21>> MORE SMALLER AND

1:17:21PERSONALIZED YOU KNOW, A

1:17:23SMALLER CLASSROOM.

1:17:24THAT'S MY.

1:17:25>> GROUP AND LET'S TALK ABOUT

1:17:26THIS MORE.

1:17:28>> AFTER AFTER THE AFTER THIS.

1:17:29NOT NOW YOU ARE YOU PUSHING ME?

1:17:31YOU DON'T WANT ME TO GET UP MY

1:17:32MOM?

1:17:33>> UM, NO.

1:17:33I DON'T WANT YOU TO GET ABOUT

1:17:35YOU SEE THAT ONE.

1:17:37CALL BUT RIGHT NOW YOU ARE LIKE

1:17:38YOU ARE PUSHING IT RIGHT NOW TO

1:17:41YOU GO AHEAD TO YOU AND THAT'S

1:17:42IT.

1:17:43OKAY?

1:17:44>> SO REALLY.

1:17:47THERE IT GOES.

1:17:48UM SO WHAT NEEDS TO CHANGE?

1:17:50UM I WOULD SAY THE PREVENTION

1:17:54ACCOUNTABILITY UM PROPER

1:17:56INVESTIGATIONS.

1:17:57UM IN MY SITUATION.

1:17:58>> WITH THE.

1:17:59PHYSICAL BULLYING UM THE SEXUAL

1:18:01MISCONDUCT ON THE BUSSES AGAIN

1:18:04I MENTIONED EARLIER HAVING UM

1:18:05BUS MONITORS TO.

1:18:07SUPERVISE THAT ARE.

1:18:08QUALIFIED UM TO BE ON THE

1:18:10BUSSES.

1:18:11I THINK ALSO WHEN IT COMES TO

1:18:12THE PREVENTION LIKE WE NEED TO

1:18:14BE WORKING ON PREVENTION

1:18:16STRATEGIES AS WELL AS HOW DO WE

1:18:18HANDLE WHEN STUFF IS ACTUALLY

1:18:19OCCURRED.

1:18:20WHAT HAPPENS AFTER THAT?

1:18:22UM, TO MAKE SURE THAT THIS IS

1:18:24NOT HAPPENING LIKE THE

1:18:25RECIDIVISM WAS HAPPENING OVER

1:18:26AND OVER AGAIN LIKE MY DAUGHTER

1:18:28EVERY YEAR HAS HAD AN ISSUE AND

1:18:29SHE'S ONLY EIGHT YEARS OLD AND

1:18:32SHE STARTED AT THAT SCHOOL IN

1:18:34KINDERGARTEN AND IT DOESN'T

1:18:35MAKE SENSE THAT SHE EVERY YEAR

1:18:36HAS ISSUES OVER AND OVER AGAIN

1:18:39JUST IN A DIFFERENT WITH A

1:18:40DIFFERENT CHILD.

1:18:41UM SO I THINK THAT AND LIKE

1:18:42EVEN WHEN YOU REQUEST THE TAPES

1:18:44TO BE PULLED TO FIND OUT WHEN A

1:18:46CHILD HAS HAS REPORTED BEING

1:18:48ATTACKED SOMETIMES YOU DON'T

1:18:49GET THOSE TAPES AND THEN THOSE

1:18:51ARE DESTROYED.

1:18:52THEY ONLY HAVE THEM FOR A

1:18:53CERTAIN AMOUNT OF TIME.

1:18:55SO TO EVEN FOR THEM TO DO A

1:18:56PROPER INVESTIGATION, THEY

1:18:58CAN'T DO THAT WHEN THEY DON'T

1:18:59EVEN HAVE THE TAPES AS.

1:19:00A RECORDING.

1:19:01OR WHEN SOMETHING HAPPENS WITH

1:19:02THE BUS DRIVERS.

1:19:04UM MY MY DAUGHTER.

1:19:05WAS FORCEFULLY TOLD TO GET OFF

1:19:07THE BUS AND WALK HOME BY

1:19:08HERSELF.

1:19:09SHE'S EIGHT YEARS OLD AND

1:19:10THERE'S DOMESTIC VIOLENCE SO

1:19:11THERE'S SAFETY CONCERNS THERE

1:19:12AND I RAISE THAT AS AN ISSUE

1:19:14AND THE ONLY INVESTIGATION THEY

1:19:16DO IS THEY ASK THE BUS DRIVER

1:19:17WHAT HAPPENED.

1:19:18I SAID IF SOMEONE PUT THEIR

1:19:19HAND IN A COOKIE JAR, THEY'RE

1:19:20NOT GOING TO SAY THAT THEY PUT

1:19:21THEIR HAND IN THE COOKIE JAR.

1:19:22THAT'S NOT AN INVESTIGATION.

1:19:24TO FIND OUT WHY HE FORCEFULLY

1:19:25TOLD MY DAUGHTER TO WALK HOME

1:19:26AND I WAS RIGHT THERE AND HE

1:19:28JUST TOOK OFF AND TOLD HER TO

1:19:30GET OFF.

1:19:30SO THAT'S NOT SAY I MEAN A

1:19:32CHILD DIED LAST YEAR.

1:19:33FIVE YEAR OLD DIED LAST YEAR UH

1:19:35RUN OVER BY THE SCHOOL BUS.

1:19:37SO WHEN ONE LIFE LOST IS TOO

1:19:39MANY, ONE LIFE IMPACTED IS TOO

1:19:41MANY.

1:19:42>> YEAH.

1:19:42THANK YOU.

1:19:43>> THANK YOU, MADAM CHAIR.

1:19:46THAT'S RIGHT.

1:19:46WE GET YOUR BOY.

1:19:48GET YOUR BOY OUT MY CHAMBER

1:19:49RIGHT NOW I'M GOING TO PLAY

1:19:52THAT TAPE OVER.

1:19:53AND I'M.

1:19:54>> GOING TO DO A TEE TIME ON

1:19:55YOUR BEHAVIOR IN MY CHAMBER.

1:19:59UM, UNTIL.

1:20:01ALL RIGHT.

1:20:01OKAY.

1:20:02UH HUH.

1:20:03ALL RIGHT.

1:20:05WE'RE MOVING ON.

1:20:06WE REALLY DO APPRECIATE YOU ALL

1:20:09DO NOT GO BECAUSE I'M SURE YOU

1:20:11ARE GOING TO HAVE SOME

1:20:13QUESTIONS.

1:20:14UM, AND I'M GOING TO ASK THE

1:20:16ADMINISTRATION TO MAKE THEIR

1:20:17WAY DOWN.

1:20:18THANK YOU ALL.

1:20:19I KNOW IT WAS NOT AN EASY THING

1:20:21TO DO FOR THOSE FOLKS WHO WERE

1:20:23HERE TO SPEAK TRUTH TO POWER

1:20:24THE WAY THAT YOU DID, BUT WE

1:20:26REALLY DO APPRECIATE IT AND SO

1:20:27THAT IT TOOK SO LONG.

1:20:28BUT LAST TIME WE HAD THE

1:20:29SCHEDULED THEY WERE HAVING THE

1:20:30WORLD CUP SITUATION OUTSIDE AND

1:20:32I DID NOT WANT THAT TO COMPETE

1:20:34WITH WHAT WAS HAPPENING INSIDE

1:20:35HERE.

1:20:36SO I DO APPRECIATE YOUR

1:20:37PATIENCE AS WE RESCHEDULED

1:20:38THIS.

1:20:39SO THANK YOU SO MUCH FOR

1:20:40SHOWING UP AND WE LOOK FORWARD

1:20:42TO HEARING FROM THE

1:20:43ADMINISTRATION AND THEN

1:20:44THINKING ABOUT A WORKING

1:20:46SESSION FOR WHAT ARE WE GOING

1:20:48TO DO ABOUT IT?

1:20:49LIKE LEON AND I TALKED ABOUT

1:20:50HAVING A DASHBOARD WE HAVE SOME

1:20:52IDEAS BECAUSE WE'RE NOT GOING

1:20:54TO KEEP HAVING THESE

1:20:55CONVERSATIONS LIKE.

1:20:55THIS ACTION TEAM.

1:20:57YEAH WE'RE GOING TO WE TALKED

1:20:58ABOUT THIS IN OUR PREVIOUS

1:21:00SESSION.

1:21:00SO WE'RE GOING TO BE BRINGING

1:21:01IN SOME FOLKS TO ACTUALLY COME

1:21:03UP WITH SOME SOMETHING ACTUALLY

1:21:04TANGIBLE.

1:21:05SO THANK YOU.

1:21:06THANK YOU.

1:21:07ALL RIGHT.

1:21:08COME ON BEEPS YOU'RE THE NEXT

1:21:11CONTESTANT ON THE HEARING IS

1:21:14RIGHT THIS.

1:21:15>> IS MY ORGANIZATION.

1:21:18LET'S GO SEE.

1:21:21SO THIS IS OUR.

1:21:23ALL RIGHT.

1:21:32OKAY SO.

1:21:44OKAY JUST WANT.

1:21:46>> TO GET YOUR BAG.

1:21:47ALL RIGHT BUT WHAT I AM

1:21:50LEARNING.

1:21:51IS WE ALWAYS LEAD WITH

1:21:52COMMUNITY VOICE AND THEN WE GO

1:21:53TO THE ADMINISTRATION.

1:21:55BUT THEN BY THE TIME THE

1:21:56ADMINISTRATION GOES SO SOME

1:21:58OF MY COLLEAGUES ARE NOT HERE

1:21:59TO ASK QUESTIONS SO I DON'T

1:22:01KNOW I THINK I MIGHT HAVE TO

1:22:02SWITCH IT UP A LITTLE BIT

1:22:03BECAUSE OFTENTIMES SO MUCH

1:22:06OF THE ANSWERS ARE RIGHT HERE

1:22:07WITH THE ADMINISTRATION.

1:22:09AND SO I THINK I'M GOING TO

1:22:10HAVE TO SWITCH THINGS UP JUST A

1:22:13LITTLE BIT SOMETIMES BECAUSE.

1:22:14WE NEED A LITTLE.

1:22:15BIT MORE TIME WITH Y'ALL.

1:22:17ALL RIGHT SO LET'S UH OH HOW

1:22:20LONG IS HOW LONG.

1:22:22HOW MUCH TIME Y'ALL NEED?

1:22:26WHATEVER YOU ALL NEED UM,

1:22:29OBVIOUSLY WANT TO GET TO THE

1:22:30YOUTH.

1:22:30THAT'S RIGHT.

1:22:32>> RIGHT ANSWER.

1:22:34SO DO YOU GUYS WANT TO GO JUST

1:22:36INTO QUESTIONS OR DO YOU WANT

1:22:37TO SHOW US A LITTLE BIT ABOUT

1:22:38WHAT YOU BEEN UP TO?

1:22:40HOW DO YOU HOW DO YOU WANT TO

1:22:42USE YOUR TIME?

1:22:42SURE I DO I THINK I WANT TO

1:22:45JUST LEVEL SET UM.

1:22:47YOU KNOW, I THINK WE SHOULD

1:22:49START WITH INTRODUCTIONS.

1:22:49COREY MCCARTHY CHIEF OF STUDENT

1:22:50SUPPORT.

1:22:51YEAH.

1:22:53>> CHRISTINE TRAVIS, TONY

1:22:53SENIOR.

1:22:54ADVISOR TO THE.

1:22:55>> SUPERINTENDENT FOR

1:22:56SPECIALIZED SERVICES.

1:22:57I'LL TALK TO YOU.

1:22:58THE PEANUT SOUP RETURN OF FOR

1:23:00BOTH PUBLIC SCHOOLS.

1:23:01I THINK COUNCIL WOULD START OFF

1:23:02SOME.

1:23:02BRIEF OPENING.

1:23:03>> REMARKS AND THEN WE CAN JUMP

1:23:04INTO QUESTIONS.

1:23:05THAT'S WHY WE'RE HERE TO SET

1:23:06THE STAGE FOR WHATEVER MAKES

1:23:07YOU APPRECIATE.

1:23:08MOST COMFORTABLE.

1:23:09OKAY.

1:23:09UM, AS A CHIEF OF STUDENT

1:23:11SUPPORT, UM, THE BULLYING

1:23:15PIECE, UM, THE ISSUES

1:23:18OF BULLYING, THE REPORTING THAT

1:23:19FALLS INTO MY PURVIEW.

1:23:21UM, I WANT FOLKS TO KNOW I I

1:23:25WANT YOU ALL TO KNOW AND I

1:23:28REALLY APPRECIATE, UM, THAT

1:23:30YOU'RE BRINGING ATTENTION TO AN

1:23:32ISSUE THAT, YOU KNOW, THAT'S,

1:23:33UH, THAT GOES THAT'S AT THE

1:23:35HEART OF PUBLIC EDUCATION.

1:23:36UH, EVERY EVERY CHILD HAS A

1:23:38RIGHT TO FEEL SAFE, UM,

1:23:40RESPECTED AND PROTECTED.

1:23:43AND OUR WORK IN STUDIO SUPPORT

1:23:46IS WE TRY TO FUNCTION AS IF WE

1:23:47ARE THE UNION FOR THE YOUTH.

1:23:49UM, MY LEADERSHIP IN THAT TIME

1:23:53IN THE SINCE 2024 IN THIS BEING

1:23:55IN THE ROLE REFLECTS THAT UH I

1:23:57WANT TO BEGIN WITH THE STUDENTS

1:23:58AND FAMILIES WHO HAVE

1:23:59EXPERIENCED BULLYING,

1:24:01HARASSMENT OR UM OR FEAR IN OUR

1:24:04SCHOOLS.

1:24:05UM, I WANT YOU TO HEAR CLEARLY

1:24:07THAT WE HEAR YOU AND UH, WE

1:24:09YOUR EXPERIENCE MATTERS AND NO

1:24:11CHILD SHOULD HAVE TO CONVINCE

1:24:13AN ADULT THAT THEIR SAFETY

1:24:14DESERVES ANY OF OUR ATTENTION.

1:24:16UH, YOU KNOW, MANY OF US SPENT

1:24:18OUR CAREER WORKING WITH YOUNG

1:24:20PEOPLE IN CLASSROOMS, IN

1:24:21SCHOOLS AND NOW WITH STUDENT

1:24:23SUPPORT IN THE BOSTON PUBLIC

1:24:24SCHOOLS AND THROUGH ALL THOSE

1:24:26ROLES, UM, YOU KNOW, WE'RE

1:24:28GUIDED BY THE BELIEF THAT

1:24:30EVERYTHING MUST BEGIN AND END

1:24:32WITH CARE AND NOT A SLOGAN UM,

1:24:35BUT CARE THAT A STUDENT IN A

1:24:37FAMILY CAN ACTUALLY FEEL.

1:24:40UM AND THAT IS PRONOUNCED IN

1:24:42THE TEACHER WHO NOTICES THE

1:24:43CHILD WHO IS BECOMING WITHDRAWN

1:24:46UM THE COUNSELOR WHO MAKES ROOM

1:24:48FOR FOR THE CHILD TO TALK

1:24:50HONESTLY UH, THE SCHOOL LEADER

1:24:52WHO CALLS A FAMILY AND LISTENS

1:24:53WITHOUT DEFENSIVENESS AND TAKES

1:24:56RESPONSIBILITY FOR WHAT HAPPENS

1:24:57NEXT AND PERHAPS MORE

1:24:59IMPORTANTLY REALLY CHECKING

1:25:01BACK AFTER THE INVESTIGATION TO

1:25:02MAKE SURE THAT THE HARM IS IT

1:25:05HAS STOPPED.

1:25:06UM, YOU KNOW, WHEN A FAMILY

1:25:08REPORTS BULLYING, UM, IT'S NOT

1:25:11TREATED AS A COMPLAINT.

1:25:12THEY ARE TRUSTING US WITH THEIR

1:25:13CHILDREN, WITH THEIR CHILD AND

1:25:15WE MUST HONOR THAT THROUGH

1:25:16ACTION.

1:25:18UM, DPS HAS CLEAR POLICIES AND

1:25:21RESOURCES.

1:25:22STUDENTS OF FAMILIES CAN SPEAK

1:25:24TO A TRUSTED ADULT, USE OUR

1:25:25SAFE SPACE AND BULLYING

1:25:27PREVENTION HOTLINE OR REPORT

1:25:29CONCERNS THROUGH DISTRICT

1:25:30SYSTEMS.

1:25:32SCHOOL LEADERS THEN ARE

1:25:33RESPONSIBLE FOR INVESTIGATING

1:25:34THESE ALLEGATIONS,

1:25:36COMMUNICATING WITH FAMILIES AND

1:25:37PROTECTING STUDENTS AS CONCERNS

1:25:39ARE BEING REVIEWED THROUGH

1:25:41SUCCEED BOSTON SCHOOL UM SCHOOL

1:25:44COUNSELORS, SOCIAL WORKERS

1:25:45RESTORATIVE PRACTICES TEAMS AND

1:25:46I'LL GET INTO THAT.

1:25:48UM I THINK MR SMITH ALLUDED TO

1:25:50THAT.

1:25:50UM, IF HE'S STILL HERE.

1:25:52ON LEAVE.

1:25:55UM, THEY THEY LEAD OUR

1:25:56PREVENTION PROGRAMS AND WE ALSO

1:25:58CREATE OPPORTUNITIES FOR YOUNG

1:25:59PEOPLE TO TALK, SUCCEED BOSTON,

1:26:01BUILD EMPATHY, LEARN

1:26:02RESPONSIBLE BEHAVIOR AND GET

1:26:03HELP.

1:26:04THAT INCLUDES SUPPORT FOR CYBER

1:26:06BULLYING.

1:26:07WHICH IS.

1:26:07>> CRITICAL RIGHT?

1:26:08IT HAPPENS EVERY DAY WITH UH

1:26:10JUST THAT MIGHT BE A WHOLE

1:26:11NOTHER HEARING FOR WORKING

1:26:13HEARING UM AND THE DIGITAL

1:26:16SPACE IS WHERE MUCH OF OUR

1:26:17STUDENT LIFE TAKES PLACE.

1:26:18BUT A POLICY IS NOT THE SAME

1:26:20THING AS SAFETY.

1:26:22UH, COMPLETED REPORT IS NOT

1:26:24PROOF THAT A STUDENT FEELS

1:26:25PROTECTED AND INVESTIGATION

1:26:27ALONE UH, DOES NOT MEAN THAT

1:26:30HARMFUL BEHAVIOR HAS STOPPED AS

1:26:31WE HEARD EVIDENCED BY HOW

1:26:33PEOPLE FEEL CALLED TODAY.

1:26:35UH, WE HAVE TO IF THE CHILD CAN

1:26:37RIDE A SCHOOL BUS WITHOUT FEAR

1:26:40OR THE BATHROOM WITHOUT ANXIETY

1:26:42AND WHEN OUR RESPONSE IS NOT

1:26:44FALLS SHORT, WE HAVE TO SAY SO

1:26:46WE HAVE TO CORRECT IN AND

1:26:47FOLLOW THROUGH.

1:26:48IF YOU KNOW ANYTHING ABOUT THIS

1:26:51WORK THAT WE'VE INVESTED IN AND

1:26:54I'VE INVESTED IT PERSONALLY,

1:26:54THAT'S THE WAY WE OPERATE.

1:26:56I BELIEVE IN RESTORATION AND

1:26:58CAPACITY OVER THE YOUNG PEOPLE

1:27:00TO GROW AND RESTORATIVE

1:27:03PRACTICES.

1:27:04I AND OUR AND WE REFER TO THEM

1:27:06AS RESTORATIVE JUSTICE

1:27:07PRACTICES.

1:27:07THIS IS A DISTINCTION AND I

1:27:08WILL GET TO UM YOU KNOW IT IT'S

1:27:13IT CAN'T MINIMIZE HARM AND

1:27:15REPLACE SAFETY WITH AN

1:27:16ACCOUNTABILITY RIGHT.

1:27:20UM I WILL SAY THAT WE HAVE

1:27:22IMPROVED OUR UM, ABILITY TO BE

1:27:25RESPONSIVE IF YOU SPEAK TO

1:27:27FAMILIES WHO HAVE REACHED OUT,

1:27:29THEY'VE GOTTEN A CALL BACK,

1:27:30THEY'VE GOTTEN AN ACTION.

1:27:32I EVEN WENT TO HOUSES

1:27:34PERSONALLY AND WE ARE BUILDING

1:27:37OUR WE HAVE BUILT UM UNDER THE

1:27:39LEADERSHIP OF UM OF THE OF POOR

1:27:43UM VALERIA MIRANDA FREDERICK UM

1:27:46JAMILA MY GRANDSON WHO'S HERE

1:27:47AT THE SCENE DIRECTOR OF 60

1:27:48BOSTON.

1:27:49WE HAVE BUILT UH RESTORATIVE

1:27:51PRACTICES JUSTICE PRACTICES

1:27:53TEAM AND SAFE AND WELCOMING

1:27:54SCHOOLS TEAM.

1:27:55UM, WE HAVE EIGHT AND NINE

1:27:57TOTAL INDIVIDUALS UM, INCLUDING

1:28:00THE LEADERSHIP WHO UH AND THIS

1:28:02IS WHEN I FIRST CAME BACK TO

1:28:03THE DISTRICT, UM, CHAIR MEJIA.

1:28:06THIS IS SOMETHING THAT YOU WERE

1:28:07EMPHASIZING THAT TEAM NOW HAVE

1:28:09COHORTS OF SCHOOLS WHO WHO

1:28:11CONSTANTLY WORKS WITH WORK WITH

1:28:15SCHOOL TEAMS TO INTERROGATE

1:28:17PRACTICES THAT IS NOT REMOTELY

1:28:20ARE NOT SOLELY FOCUSED ON

1:28:23SOMETHING HAPPENING TO THE

1:28:24CHILD.

1:28:25IT HAS TO WORK ON THE RESPONSE

1:28:27AND IT HAS TO WORK WITH THE

1:28:29INDIVIDUAL WHO COMMITTED THE

1:28:30HARM.

1:28:31AND I THINK THAT'S THAT'S

1:28:32SOMETHING THAT IS ANOTHER

1:28:34CONVERSATION.

1:28:35UH, RESTORATIVE JUSTICE

1:28:36PRACTICES IS NOT A STRATEGY WE

1:28:38USE WHEN SOMETHING GOES WRONG

1:28:39IS A PHILOSOPHY THAT INFORMS

1:28:40HOW WE BUILD A COMMUNITY,

1:28:42ADDRESS HARM AND HOLD PEOPLE

1:28:44ACCOUNTABLE.

1:28:45I WANT TO BE CLEAR, UM, THIS IS

1:28:48NOT AN ABSENCE OF CONSEQUENCES

1:28:49WHEN WE ARE DOING THAT.

1:28:51UM IT IS JUST RESTORATIVE

1:28:54JUSTICE IS WHAT WE BELIEVE.

1:28:56UH THE PRACTICES WHAT WE DO IN

1:28:57RESTORATIVE OUTCOMES IS WHAT WE

1:28:58MEASURE AND THOSE MEMBERS AND

1:29:02WE'RE WILLING TO MEET WITH

1:29:03ANYONE YOU KNOW, I'M WILLING TO

1:29:05MEET AND SIT DOWN WITH ANYONE.

1:29:07UM, BUT WE DO HAVE RESTORATIVE

1:29:09PRACTICES SAFE AND WELCOMING

1:29:10SCHOOL SPECIALISTS WHO PARTNER

1:29:11WITH SCHOOL LEADERS AND THEIR

1:29:13DESIGNEES ON THE IMPLEMENTATION

1:29:14OF THE DISTRICT'S BULLYING UH

1:29:16PREVENTION INTERVENTION.

1:29:19UM.

1:29:19,THE BULLYING AND PREVENT

1:29:20INTERVENTION SPECIALIST UM AND

1:29:22THE SCHOOL BASED LEVEL HAVE TO

1:29:24COMPETE COMPLETE TO DAY

1:29:26BULLYING PREVENTION TRAININGS

1:29:27IN ORDER TO BE IN THIS ROLE IN

1:29:29THE SCHOOL BASED LEVEL.

1:29:30AND SO THIS IS ON TOP OF THE

1:29:31RESTORATIVE JUSTICE PRACTICES,

1:29:34UM AND SAFE AND WELCOMING

1:29:34SCHOOLS FOLKS UNDER THE BOSTON

1:29:36PUBLIC SCHOOLS BULLYING

1:29:38PREVENTION AND INTERVENTION

1:29:39PLAN SS 18 UH

1:29:43SUPERINTENDENT CIRCULAR WE

1:29:43DETERMINE WHETHER SOMETHING IS

1:29:44BULLYING INTO A FORMAL

1:29:46INVESTIGATION.

1:29:47UH, NOT BECAUSE THE STUDENT

1:29:49PARENTS USES THE WORD BULLYING.

1:29:51WE WE OPEN UP A FULL

1:29:52INVESTIGATION.

1:29:53UH, THE KEY DISTINCTION IS NOT

1:29:56EVERY CONFLICT, ARGUMENT AND

1:29:57HURTFUL INTERACTION MEETS THE

1:30:00DEFINITION OF BULLYING.

1:30:01BUT EVERY REPORTED CONCERN

1:30:02DESERVES A RESPONSE.

1:30:02RIGHT?

1:30:03LIKE WE HAVE TO RESPOND TO

1:30:04EVERYTHING AND AND ONCE AGAIN I

1:30:07KNOW I'M TALKING A LOT BUT I'M

1:30:08LEVEL SETTING.

1:30:09UM, THREE PRIMARY FACTORS WE

1:30:11EXAMINED THE POWER IMBALANCE

1:30:12REPEATED BEHAVIOR AND

1:30:14INTENTIONAL AND TARGETED

1:30:15BEHAVIOR WHICH WE WEREN'T HAPPY

1:30:16TO GET INTO.

1:30:17UM.

1:30:20HOW THE DETERMINATION IS MADE.

1:30:23UH, WE RECEIVE AND DOCUMENT THE

1:30:25ALLEGATIONS.

1:30:26ANY STAFF MEMBER WHO BECOMES

1:30:28AWARE OF POSSIBLE BULLYING MUST

1:30:30REPORT IT IMMEDIATELY TO THE

1:30:31SCHOOL LEADER OR DESIGNEE.

1:30:33UM.

1:30:34>> THEN IT MUST BE ASSESSED

1:30:35IMMEDIATELY.

1:30:37IMMEDIATELY.

1:30:38UM AND WE FOR SAFETY IN

1:30:39CONTACTING FAMILIES THAT.

1:30:40HAS TO HAPPEN.

1:30:41SAFETY MEASURES BEGIN BEFORE

1:30:43THE INVESTIGATION CONCLUDES.

1:30:46FAMILY NOTIFICATION IS REQUIRED

1:30:47WITHIN 24 HOURS BUT IT'S

1:30:49IMMEDIATELY UH YOU THEN THE

1:30:51SCHOOLS THEN HAVE TO GATHER

1:30:52EVIDENCE, INTERVIEW THE

1:30:53TARGETED STUDENT, THE ALLEGED

1:30:55AGGRESSOR WITNESSES AND AND

1:30:57RELEVANT ADULTS AND REVIEW THE

1:30:59AVAILABLE DOCUMENTATION OR

1:31:00DIGITAL EVIDENCE WHICH DIGITAL

1:31:02EVIDENCE IS ALWAYS COMING UP

1:31:03THESE DAYS UM APPLY THE POLICY

1:31:06CRITERIA UM EXAMINE THE POWER

1:31:09IN THOSE THREE PIECES IS THERE

1:31:10POWER IMBALANCE, REPETITION,

1:31:12TARGETED CONDUCT, HARMFUL

1:31:14IMPACT OR ANY PROTECTED CLASS

1:31:16CONSIDERATIONS?

1:31:17THAT MEANS STUDENTS WITH

1:31:17DISABILITIES UM STUDENTS WHO UM

1:31:22ARE EXPERIENCING UH WHO TEND TO

1:31:25BE DOWN TO SPEAK MULTIPLE

1:31:26LANGUAGES ETC. UM DOCUMENT THE

1:31:28FINDINGS AND INTERVENTIONS

1:31:30UNDER THE

1:31:31SUPERINTENDENT CIRCULAR WHICH I

1:31:32THINK YOU GUYS HAVE ACCESS TO.

1:31:33WE COULD SHARE UM, THE SCHOOL

1:31:34LEADER OR DESIGNEE MUST

1:31:35COMPLETE THE INVESTIGATION,

1:31:37NOTIFY FAMILIES WITHIN FIVE

1:31:38SCHOOL DAYS THE FOLLOW THROUGH

1:31:43UM IMPLEMENT THE APPROPRIATE AS

1:31:45A RESULT UM YOU IMPLEMENT THE

1:31:47APPROPRIATE INTERVENTIONS

1:31:49PROTECT AGAINST RETALIATION

1:31:51WHICH HAS BEEN MENTIONED HERE

1:31:53AND CONFIRM WHETHER OR NOT THE

1:31:54STUDENT FEEL SAFE AND THE

1:31:55CONCERNING BEHAVIOR HAS STOPPED

1:31:56.

1:31:57UM YOU KNOW I WANT ONE THING IS

1:31:59AN IMPORTANT DISTINCTION IS NOT

1:32:01EVERY HARMFUL INTERACTION

1:32:03BETWEEN STUDENTS LEGALLY

1:32:04QUALIFIES AS BULLYING, BUT WE

1:32:05STILL INVESTIGATE UM IF IF YOU

1:32:08FEEL IF YOU BELIEVE THE NUMBERS

1:32:10ARE HIGH THE NUMBERS ARE HIGH

1:32:11BASED ON REFERRALS.

1:32:13BUT IF YOU IF THE NUMBER WAS

1:32:14TEN IT'S STILL HIGH.

1:32:16SO THERE SHOULD BE ZERO AND WE

1:32:17AND I RECOGNIZE THAT UM BUT

1:32:21EVERY THE REFERRALS ARE HIGH

1:32:22BECAUSE WE HAVE A STRONGER

1:32:23PROCESS UM WE HAVE A GREATER

1:32:26DEMAND ON A SCHOOL BASED LEVEL

1:32:27FOR TRANSPARENCY.

1:32:29UM.

1:32:30>> AND YOU KNOW, WE ALSO WANT

1:32:33TO MAKE SURE THAT WHEN AN

1:32:35INVESTIGATION DETERMINES AN

1:32:36INCIDENT WAS NOT BULLYING, IT

1:32:38DOES NOT MEAN NOTHING HAPPENED

1:32:41AND THAT'S ANOTHER DISTINCTION.

1:32:43UM, A CHILD MAY STILL HAVE BEEN

1:32:46HUMILIATED, INTIMIDATED,

1:32:47THREATENED OR MADE TO FEEL

1:32:48UNSAFE AND IT'S OUR OBLIGATION

1:32:51TO THAT CHILD.

1:32:53UM.

1:32:53>> TO MAKE SURE THAT CHILD DOES

1:32:55NOT DISAPPEAR BECAUSE AN

1:32:56INCIDENT FAILS TO MEET A

1:32:57PARTICULAR DEFINITION.

1:32:59THAT DETERMINATION TELLS US HOW

1:33:01TO CLASSIFY THE INCIDENT.

1:33:03UM, OUR COMMITMENT TO CARE AND

1:33:08IT HAS PRODUCED AND THAT LEVEL

1:33:11AND THAT INTENTION AND THAT

1:33:13VEHICLE HAS ALLOWED US TO

1:33:14CREATE SPACES, ADDITIONAL

1:33:15SPACES IN THE DISTRICT WHERE

1:33:17FAMILIES COULD FEEL COMFORTABLE

1:33:19REPORTING UM THESE PIECES

1:33:22REPORTING INCIDENT HOMELESSNESS

1:33:23ABILITY REPORTING, HUNGER

1:33:26REPORTING UM IF SOMETHING IS

1:33:28NOT WORKING OUT FOR THEM AND WE

1:33:31ARE UH A PUBLIC SCHOOL SYSTEM

1:33:33AND I REALIZE THAT MY LENS HAS

1:33:36TO BE CONTINUOUS IMPROVEMENT

1:33:37AND OBVIOUSLY WE HAVE SOME

1:33:38RECOMMENDATIONS THAT'S THAT'S

1:33:40ALREADY BEEN IN PLACE UM, UNDER

1:33:42THE LEADERSHIP OF SAM AND MARY

1:33:44SKIPPER, WE HAVE REDESIGNED UM

1:33:47AND MADE SOME SIGNIFICANT

1:33:48SHIFTS AROUND WHAT WE'RE DOING.

1:33:49UM, THIS IS NOT AN ARGUMENT

1:33:51BACK AND FORTH IN TERMS OF IF

1:33:53THIS IS IF WE ARE IT'S NOT US

1:33:54AGAINST THESE FAMILIES.

1:33:55IT'S UM I NEED TO SIT DOWN WITH

1:33:58EVERY EVERY SINGLE PERSON HERE

1:33:59IF I HAVE.

1:34:00IF I HAVE TO UM, BUT EVERY

1:34:03SINGLE REPORT AND YOU KNOW THE

1:34:05I'LL SAY THESE LAST TWO THINGS

1:34:07EVERY SINGLE REPORT CLEARLY

1:34:08DOCUMENT WHERE THE BULLYING WAS

1:34:10SUBSTANTIATED.

1:34:11WHETHER THE CONDUCT OCCURRED

1:34:13INCLUDED CONFLICT, HARASSMENT,

1:34:14RETALIATION OR CODE OF CONDUCT

1:34:16BY A VIOLATION.

1:34:16THIS IS ONLY BULLYING.

1:34:17I'M TALKING ABOUT WHAT SUPPORTS

1:34:20OR OR INTERVENTIONS WERE

1:34:21PROVIDED REGARDLESS OF THE

1:34:23DETERMINATION.

1:34:23SO YOU MAY IT MAY BE UNFOUNDED

1:34:25BUT YOU STILL MAY NEED AN

1:34:28INTERVENTION OR PLAN.

1:34:30UM AND WHO WILL FOLLOW UP WITH

1:34:32THAT STUDENT AND FAMILY AND

1:34:33WHEN AND I ALWAYS APPRECIATE

1:34:36WHEN PARENTS ARE VOCAL BECAUSE

1:34:37UH, YOU KNOW, I THINK THE TWO

1:34:40STRONGEST ENTITIES IN THE CITY

1:34:41ARE ORGANIZED PARENTS AND

1:34:43ORGANIZED YOUNG PEOPLE.

1:34:44UM, AND WE DO HAVE STAFF

1:34:46TRAININGS AND FOLKS SAY WHAT

1:34:48OUR THINK WHAT STAFF IS DOING

1:34:50OTHER THAN THE TWO DAY BULLYING

1:34:51PIECE UH WE HAVE ALL STAFF

1:34:53TRAININGS, WE HAVE NEW TEACHER

1:34:54HIRING, BULLYING PREVENTION

1:34:55TRAINING.

1:34:55UH WE HAVE THE BULLYING

1:34:57PREVENTION INTERVENTION

1:34:59SPECIALIST TRAINING WHICH IS A

1:35:0012 HOUR TRAINING BULLYING

1:35:02PREVENTION WORKSHOPS FOR

1:35:03PARENTS AND STUDENTS WITH

1:35:04DISABILITIES.

1:35:04UM, WHICH MAKES ME THINK IS OUR

1:35:06MESSAGING STRONG ENOUGH SO THAT

1:35:08OUR PARENTS ARE DO ALL OF OUR

1:35:09PARENTS GIVE ACCESS TO OUR KNOW

1:35:11THIS HAPPENS AND I'LL BEFORE I

1:35:14GO TO MY COLLEAGUES AND ANSWER

1:35:16ANY QUESTIONS YOU KNOW OUR

1:35:17IMPACT WILL BE FOUND IN HOW WE

1:35:19TREAT PEOPLE.

1:35:20IT'S BEEN SAID UM ESPECIALLY

1:35:21WHEN THEY ARE VULNERABLE NEED

1:35:23US THE MOST.

1:35:23EVERY FAMILY DESERVES A

1:35:25RESPONSE GROUNDED IN CARE AND

1:35:26ACCOUNTABILITY.

1:35:28UM SO I'M I'M GRATEFUL THAT WE

1:35:32COULD HAVE THIS DISCUSSION AND

1:35:33THINK ABOUT AND WANT TO BE A

1:35:35PART OF ANYTHING OR ANY ORG

1:35:37THAT THAT WANTS TO DO THIS WORK

1:35:39.

1:35:40UM I AGREE WITH MR SMITH AND

1:35:42AND THE FAMILIES UM,

1:35:45RESTORATIVE PRACTICES IS THE

1:35:47WAY WE HAVE INVESTED IN

1:35:49RESTORATIVE JUSTICE PRACTICES.

1:35:51I WANT TO BE CLEAR, UH, WE'VE

1:35:52MET WITH THE PEOPLE WE MET WITH

1:35:55MULTIPLE PEOPLE EVELYN AQUINO

1:35:57MICHELLE, UH, NATIVE AMERICANS

1:35:59WHO WHO FOUNDED RESTORATIVE

1:36:01JUSTICE PRACTICES.

1:36:02WE MET WITH TEAMS AND IT IS A 5

1:36:05TO 7 YEAR PROCESS.

1:36:06WE ARE YEAR THREE TO FULLY

1:36:08INTEGRATE OUR DISTRICT RIGHT

1:36:10NOW WE HAVE A COHORT IF YOU

1:36:11WANT TO SEE ON WITNESS WHAT

1:36:14THAT LOOKS LIKE, HOW IT FEELS,

1:36:17UM THE GOAL IS FOR STUDENTS YES

1:36:20TO TO THE GOAL IS FOR US TO

1:36:23UNDERSTAND THAT HARM HAPPENS

1:36:24BUT THE RESPONSES JUST LIKE

1:36:26STUDENTS HAVE TO WE HAVE TO

1:36:28MEASURE STUDENTS SOMETIMES BY

1:36:29YES IF THEY MAKE A BAD

1:36:30DECISION.

1:36:31BUT DO WE CREATE THE CONDITIONS

1:36:33FOR THEM TO.

1:36:34NOT MAKE THAT POOR DECISION

1:36:36AGAIN?

1:36:37AND THAT'S THAT'S US THAT'S

1:36:38ME I WAS.

1:36:39I MADE SO MANY BAD DECISIONS I

1:36:41DON'T KNOW HOW I GOT HERE BUT.

1:36:43I IT'S MY JOB AND OUR ROLE TO

1:36:45MAKE SURE THAT WE ARE THE

1:36:48PEOPLE THAT OUR KIDS.

1:36:49WANT THAT I NEEDED WHEN I GREW

1:36:51UP WHEN I WAS GROWING UP.

1:36:57UH THANK YOU FOR THAT.

1:36:58UM AND THANK YOU COUNCIL WHO

1:36:59OPPOSING UM TODAY'S SESSION

1:37:01HEARING AND THANK YOU, UH,

1:37:02COUNCIL MEMBERS FOR JOINING US

1:37:03THIS EVENING.

1:37:03THE ONLY THING I'LL ADD TO WHAT

1:37:05UM, CHIEF MCCARTHY UM, ALLUDED

1:37:07TO WAS JUST TO THANK THE

1:37:08FAMILIES, UM, FOR COMING AND

1:37:11SHARING THE EXPERIENCES.

1:37:11AND I ALSO WANT TO, UM,

1:37:13PERSONALLY JUST SAY THAT I'M

1:37:15SORRY FOR THEIR EXPERIENCES,

1:37:16WHAT THEY WENT THROUGH BECAUSE

1:37:18UM.

1:37:18UH.

1:37:19>> JUST HEARING THE TESTIMONY

1:37:21JUST MADE MY BLOOD BOIL TO KNOW

1:37:23THAT, UM, WE FELL SHORT IN SOME

1:37:25OF THESE SITUATIONS, UM, AND

1:37:28OUR POLICIES AND PROCEDURES

1:37:29WEREN'T EFFECTIVE THERE AND FOR

1:37:31THE PUBLIC HERE TO KNOW THAT,

1:37:33UM, IF YOUR CHILD, UM, HAS BEEN

1:37:35SUBJECT TO ANY SEXUAL

1:37:37HARASSMENT, BULLYING, SEXUAL

1:37:38MISCONDUCT UM, IT ALSO MAKES

1:37:40ME BOIL TO KNOW THAT, UM, OUR

1:37:42SYSTEM HAS FAILED YOU AND WE

1:37:43ARE TRYING TO DO BETTER AND WE

1:37:45NEED TO DO BETTER.

1:37:46UM, I ALSO WANT TO JUST STATE

1:37:48THAT, UM, THE RESPONSE THAT WE

1:37:50HAVE BEEN WORKING TOWARDS OVER

1:37:51THE LAST COUPLE OF YEARS HAS

1:37:53JUST GOTTEN STRONGER BASED ON

1:37:54THE COLLABORATION THAT WE DO DO

1:37:56WITH FAMILIES AND PARENTS.

1:37:58UM, WE ARE CURRENTLY IN THE

1:37:59PROCESS OF UPDATING OUR CODE OF

1:38:00CONDUCT AND FOR THOSE FOLKS

1:38:01THEY KNOW WE GO THROUGH A CYCLE

1:38:03EVERY THREE YEARS OR UPDATE ON

1:38:04CODE OF CONDUCT AND WE TAKE

1:38:06VERY GREAT INTENTIONALITY IN

1:38:07MEETING WITH PARTNERS AND

1:38:09CAREGIVERS, PARENTS, STUDENTS

1:38:10TO GIVE US FEEDBACK ON OUR

1:38:12POLICIES AND PROCEDURES AS IT

1:38:13RELATES TO THAT AS A DISTRICT,

1:38:15WE'RE ALWAYS LOOKING AT OUR

1:38:16PRACTICES TO SEE WHERE WE CAN

1:38:17DO BETTER FROM SCHOOL SUPPORT

1:38:19SERVICE WORK TO OPERATIONAL

1:38:21WORK UM TO UH COORDINATING WITH

1:38:24DIFFERENT PARTNERS.

1:38:25WE ALWAYS SEEK TO GET BETTER

1:38:26WHERE WE'RE FALLING SHORT.

1:38:27YOU HAVE OUR COMMITMENT TO KEEP

1:38:29WORKING TOWARDS THAT AND WE'RE

1:38:31OPEN TO MEET WITH ANYONE HERE

1:38:32AND HE ADVOCATES HERE.

1:38:33I'VE KNOWN EARLY ON FOR YEARS

1:38:34IN THIS WORK.

1:38:35THANK YOU LEON FOR ALL YOUR

1:38:36WORK OVER THE YEARS IN

1:38:37INFORMING WHAT WE DO

1:38:38DIFFERENTLY.

1:38:39UM AND WE'LL CONTINUE TO DO

1:38:40THAT.

1:38:41SO I ALSO WANT TO LET THE

1:38:42PUBLIC KNOW THAT WHERE WE DO

1:38:43FALL SHORT AND IF OUR POLICY IS

1:38:45NOT FOLLOWED BY CERTAIN STAFF,

1:38:48WE WILL HOLD STAFF ACCOUNTABLE

1:38:49FOR THEIR UM, ERRORS, YOU KNOW,

1:38:52IN OUR POLICIES AND UM, WE WANT

1:38:55TO MAKE SURE WE'RE LOOKING

1:38:56CAREFULLY AT LICENSURE.

1:38:57THE CERTIFICATIONS STAFF ARE IN

1:38:59DIFFERENT PLACES WITH THEIR

1:39:00CERTIFICATIONS AND LICENSES.

1:39:01SO WE TAKE THAT VERY SERIOUSLY

1:39:02AS WELL.

1:39:04UM AND WE'LL CONTINUE TO

1:39:05MONITOR THAT AND GET BETTER

1:39:06WITH WORKING WITH OUR STAFF TO

1:39:07MAKE SURE THEY HAVE THE

1:39:08APPROPRIATE LICENSES AND IF

1:39:10THEY'RE IN THE PROCESS

1:39:10OF OBTAINING LICENSURE, IT'S

1:39:11BECAUSE THERE IS A GROUP

1:39:12OF STAFF THAT ARE IN THOSE

1:39:13CATEGORIES THAT WE CONTINUE TO

1:39:14SUPPORT THEM AS WE WANT TO MAKE

1:39:16SURE WE HAVE A HAVE WE MAINTAIN

1:39:17A DIVERSE WORKFORCE?

1:39:18UM, LASTLY, I'LL JUST SAY

1:39:21AROUND SOME OF OUR PROCEDURES I

1:39:22WANT TO JUST KIND OF CLARIFY

1:39:23THAT, UM, THE WAY I WOULD

1:39:26DESCRIBE OUR RESPONSE AND

1:39:27PROTOCOLS MAY BE A LITTLE

1:39:29CONFUSING, BUT I WANT TO MAKE

1:39:30SURE WE LOOK AT IT AS LIKE SOME

1:39:33OF OUR PROCEDURES HAVE TO RUN

1:39:35CONCURRENTLY BASED ON

1:39:36SATISFYING FEDERAL LAW IN OUR

1:39:38STATE AND LOCAL POLICIES.

1:39:39WHAT I MEAN BY THAT IS TITLE

1:39:41NINE DICTATES, UH, A CERTAIN

1:39:43SPECIFIC SET OF REQUIREMENTS.

1:39:45I STILL.

1:39:46SUPPORT WORK UH CODE OF CONDUCT

1:39:48WORK UM, FOLLOW CERTAIN STATE

1:39:50REQUIREMENTS STATE LAWS IN

1:39:52BOSTON POLICE WILL FOLLOW UP

1:39:54WITH ANY LAWS THAT THEY HAVE TO

1:39:55ABIDE BY AS FAR AS DIFFERENT

1:39:56INFRACTIONS THAT GO ON.

1:39:57SO THESE DIFFERENT ENTITIES

1:39:59HAVE TO WORK CONCURRENTLY AND

1:40:00SIMULTANEOUSLY.

1:40:02UM, SO AS DIFFERENT THINGS

1:40:03HAPPEN EACH OF THOSE LITTLE

1:40:05ARMS AND LEGS HAVE TO UM BE

1:40:07WORKING IN THE SAME DIRECTION

1:40:09SO THAT THE RIGHT OUTCOME CAN

1:40:10BE MADE FOR FAMILIES.

1:40:12SO IT DOES OCCUR WE WANT TO

1:40:14MAKE SURE THAT IMMEDIATELY IS

1:40:15BEING REPORTED ADDRESSED AT THE

1:40:16SCHOOL LEVEL SAFETY PLANS ARE

1:40:18PUT IN PLACE, COMMUNICATION IS

1:40:19HAPPENING WITH FAMILIES AND

1:40:20WE'RE STABILIZING THE

1:40:22ENVIRONMENT IN THE CLASSROOM

1:40:23AND THE SCHOOL AS A ITSELF AS A

1:40:24WHOLE AND IF WE NEED TO A NEED

1:40:26BE IN THE COMMUNITY BECAUSE WE

1:40:27ALSO KNOW THAT SOME OF THIS

1:40:28SPILLS INTO THE COMMUNITY AND

1:40:29THAT'S WHY WE WORK CLOSELY WITH

1:40:30OUR PARTNERS OUTSIDE.

1:40:31SO WE TAKE THAT WORK VERY

1:40:32SERIOUSLY IN THAT ARM WHEN WE

1:40:34NEED TO INVESTIGATE.

1:40:35TITLE NINE INVESTIGATION IS A

1:40:37PROCESS FOR THAT THAT OCCURS AS

1:40:38WELL.

1:40:39SIMULTANEOUSLY WHILE WE'RE

1:40:40STABILIZING THE SCHOOL, THE

1:40:41STUDENTS AND THE FAMILIES AND

1:40:42HOLD THE APPROPRIATE FOLKS

1:40:43ACCOUNTABLE, THEN WE ALWAYS ARE

1:40:46IN CONSULTATION WITH BOSTON

1:40:47POLICE.

1:40:48SO IN ANY OF THESE INSTANCES

1:40:49WHEN THEY OCCUR WE CONSTANTLY

1:40:51CONSTANTLY CONSTANTLY CONSULT

1:40:52WITH BOSTON POLICE BOSTON

1:40:54POLICE HAS A SEXUAL ASSAULT UM

1:40:56SO SEXUAL UM I'M NOT SURE THE

1:40:58QUITE NAME IT BUT THEY HAVE A

1:41:00SEXUAL ASSAULT UNIT THAT WORKED

1:41:01CLOSELY WITH CHIEF UM AS HE,

1:41:03MORELLO AND HIS TEAM THE SCHOOL

1:41:05UNIT HAS IT ON THAT HELPS US

1:41:06SUPPORT WITH THAT KIND OF WORK

1:41:07AND WE CONSULT WITH THEM

1:41:08REGULARLY.

1:41:09UM, AND THEN THERE'S A CRIMES

1:41:11AGAINST CHILDREN UNIT THAT WE

1:41:12WORK CLOSELY WITH VERY CLOSELY

1:41:13AND SO I'M THAT IS FOR CHILDREN

1:41:14UNDER THE AGE OF 12 THAT WORK

1:41:17IS CONSTANTLY HAPPENING.

1:41:18SO WHEN YOU HEAR ABOUT OUR

1:41:19POLICIES AND PROCEDURES I WOULD

1:41:21LOOK AT IT AND DESCRIBE IT AS

1:41:22THERE ARE CONCURRENT PROCESSES

1:41:23THAT HAVE TO HAPPEN IN EACH

1:41:25OF THE DIFFERENT ARMS THAT

1:41:26HAPPEN TO SUPPORT THE STUDENTS

1:41:28AND FAMILIES IN DIFFERENT

1:41:29AVENUES AND DIFFERENT

1:41:30PERSPECTIVES.

1:41:30AND THAT'S WHAT I'LL CONTINUE

1:41:31TO DO.

1:41:32AND AGAIN WE'RE OPEN FOR

1:41:33FEEDBACK.

1:41:34UM, WE WELCOME FEEDBACK AND

1:41:35DISAGREEMENT.

1:41:36IF FOLKS HAVE SUGGESTIONS ON

1:41:37HOW WE CAN DO BETTER WE'RE

1:41:38HAPPY TO DO BETTER.

1:41:39AND AGAIN I JUST APOLOGIZE FOR

1:41:41ALL THE UM, STUDENTS THAT HAVE

1:41:43HAD ISSUES THAT HAVE GONE

1:41:44UNRESOLVED.

1:41:45BUT OUR INTENT IN OUR

1:41:46COMMITMENT IS TO DO THAT.

1:41:47I'LL JUST CLOSE BY SHARING JUST

1:41:48ONE ANECDOTAL EXAMPLE OF JUST

1:41:51ME PERSONALLY I WAS AT THE

1:41:52MURPHY SCHOOL LAST WEEK UM AND

1:41:54WE WERE THERE FOR A NATIONAL

1:41:55SCHOOL LUNCH EVENT.

1:41:56WHY WERE WE IN LINE?

1:41:58UM, THERE WAS A SECOND GRADER

1:42:01CRYING AND JUST CRYING AND

1:42:02BECOME AN EMOTIONAL WATCH.

1:42:03SHE'S IN LINE.

1:42:05SO UNFORTUNATELY, UM, I WAS THE

1:42:07CLOSEST ADULT THERE.

1:42:08UM, AND NO ONE FROM THE SCHOOL

1:42:09WAS THERE, UH, WHO MAY HAVE

1:42:10KNOWN THIS GIRL.

1:42:11SO I TOOK IT UPON MYSELF TO

1:42:13JUST GET UP, MOVE FROM WHERE I

1:42:15WAS, STEP RIGHT INTO THE LINE

1:42:17AND INTRODUCED MYSELF TO HER

1:42:18TOTAL WHO I WAS AND STARTED A

1:42:20CONVERSATION WHERE SHE TOLD

1:42:21ME THAT SHE WAS CRYING BECAUSE

1:42:22SHE WAS BEING BULLIED.

1:42:24I SAID OKAY WELL THANKS FOR

1:42:25SHARING THAT WITH ME.

1:42:26LET ME LET ME CALL A SCHOOL

1:42:28LEADER TO DISCUSS THIS WITH

1:42:29YOU.

1:42:30SO I FLAGGED OVER THE SCHOOL

1:42:31LEADER.

1:42:31HE IMMEDIATELY CAME OVER AND

1:42:33THEN I ASKED HER WHAT WAS GOING

1:42:34ON WITH THE PEOPLE INVOLVED

1:42:35WHILE THE SCHOOL WAS COMING

1:42:36OVER SHE TOLD ME TWO STUDENTS

1:42:37NAMES AND NOW WHEN THE

1:42:39PRINCIPAL CAME OVER I WAS ABLE

1:42:40TO CONNECT THE PRINCIPAL WITH

1:42:41THE STUDENT AND THEY WERE ABLE

1:42:42TO DRESS.

1:42:43HE WAS HE RECOGNIZED THE

1:42:44STUDENTS RIGHT AWAY.

1:42:45HE KIND OF WAS GOING ON AND HE

1:42:47SAID HE WILL CALL HER HER

1:42:49PARENTS AND LET HER KNOW WHAT'S

1:42:50GOING ON, THAT HE'LL FOLLOW UP

1:42:52WITH THEM TO MEET IMMEDIATELY.

1:42:53IMMEDIATELY AFTER LUNCH

1:42:54PARTICIPANTS WERE IN THE

1:42:55LUNCHROOM AT THE TIME AND THEN

1:42:56AFTER THAT I STAYED WITH THE

1:42:58STUDENT GUY IN LINE WITH THE

1:42:59STUDENT CONNECTED WITH HER

1:43:01DE-ESCALATED HER, SAT WITH HER

1:43:02ON FRIENDS, HAD LUNCH AND GOT

1:43:04INTO A BIT OF SPACE AND THEN

1:43:06THE PRINCIPAL CAME OVER AND UH

1:43:08PROVIDED A QUICK UPDATE TO HER

1:43:09AND THEN SHE THEY WERE

1:43:10STABILIZED AND THERE WAS A PLAN

1:43:11IMMEDIATELY DEVELOPED.

1:43:13I PLAN ON GOING BACK THERE NEXT

1:43:14WEEK JUST TO CHECK ON THE

1:43:15STUDENT AND MAKE SURE SHE'S

1:43:16OKAY, BUT THAT'S THE LEVEL

1:43:17OF CARE YOU CAN EXPECT FROM ME,

1:43:19MY TEAM, MY STAFF AND MY

1:43:20COLLEAGUES EVERY DAY AND WHERE

1:43:23WE FALL SHORT WE WILL HOLD

1:43:24PEOPLE ACCOUNTABLE.

1:43:24THANK YOU FOR.

1:43:27I'M GOING TO BE VERY BRIEF.

1:43:28I'M MINDFUL OF TIME AND REALLY

1:43:29WOULD LIKE TO HEAR FROM THE

1:43:31STUDENTS AS WELL.

1:43:33UM I THINK THAT YOU KNOW, WE

1:43:35SHARE UM THE COUNCIL'S

1:43:38DEDICATION TO STUDENTS TO

1:43:39SAFETY, FAMILY AND SUPPORT AND

1:43:41ENSURING THAT THERE'S PROMPT

1:43:43RESOLUTION.

1:43:44I APPRECIATE SO MUCH HEARING

1:43:45FROM THE FAMILIES AND UM AGAIN

1:43:49OFFER OUR OUR SINCERE APOLOGY

1:43:51FOR ANYTHING THAT ANYONE

1:43:53EXPERIENCED.

1:43:54UM, AS MY COLLEAGUES MENTIONED,

1:43:57WE ARE BOOTS ON THE GROUND FOR

1:43:58IMMEDIATE ACTION.

1:43:59WE HAVE ALL BEEN TO SCHOOLS TO

1:44:01RESPOND TO THINGS TO SUPPORT

1:44:03AND TO ENGAGE AND WE'RE

1:44:04COMMITTED TO THIS WORK.

1:44:05WE'VE PUT SOME SYSTEMS IN PLACE

1:44:07WHICH I'M LOOKING FORWARD TO

1:44:08TALKING TO YOU ABOUT AND WE'RE

1:44:11LOOKING FORWARD TO WORKING WITH

1:44:12YOU TO ENSURE THAT WE'RE

1:44:14MEETING THE NEEDS OF ALL OF OUR

1:44:15STUDENTS FAMILIES.

1:44:18OKAY.

1:44:19>> YOU WANT TO SAY SOMETHING

1:44:20ELSE I CAN TELL YOU WE'RE

1:44:22GOING.

1:44:22TO SAY SOMETHING.

1:44:23SO SO I'VE BEEN AROUND LONG

1:44:26ENOUGH AND HERE IN FRONT OF YOU

1:44:28ALL LONG ENOUGH TO YOU KNOW, I

1:44:30TALK TO ENOUGH YOUNG PEOPLE

1:44:32ESPECIALLY IN PREPARATION.

1:44:34UM, SOME OF THE PIECES THAT I'M

1:44:36GOING TO MENTION ARE IN THE

1:44:37WORKS.

1:44:38UM.

1:44:39>> SO FOLKS, I WANT TO COME

1:44:42HERE AND JUST LEAVE WITHOUT

1:44:43ACTION.

1:44:43RIGHT.

1:44:44I THINK NUMBER ONE LIKE IF

1:44:46THERE'S GOING TO BE A

1:44:47SUBCOMMITTEE, A TASK FORCE OR

1:44:48HAPPY TO BE ON IT UM, HAPPY TO

1:44:50TALK TO IT COULD BE IT SHOULD

1:44:53BE ON MULTIPLE LEVELS.

1:44:54IT SHOULD BE ONE FOR PARENTS

1:44:55THAT SHOULD BE ONE FOR YOU.

1:44:56ALL RIGHT.

1:44:57I THINK THAT'S IMPORTANT.

1:44:57BECAUSE I THINK THERE'S A

1:45:00THERE'S A GAP IN COMMUNICATION

1:45:01AND WHAT THAT THROUGH LINE

1:45:02LOOKS LIKE.

1:45:03BUT SOME OF THE FOUR THINGS

1:45:04THAT I THINK THAT WE ARE

1:45:07CURRENTLY WORKING ON UM AND

1:45:09HAVE BEEN UM ESPECIALLY IN THIS

1:45:11SORT OF LIKE REDESIGN UM, IS

1:45:14RELATIVE TO BULLYING

1:45:16PREVENTION, UM AND OUR

1:45:17RESPONSES.

1:45:18UM.

1:45:19>> I BELIEVE WE CAN STRENGTHEN

1:45:21OUR WORK IN FOUR MEANINGFUL

1:45:22WAYS.

1:45:23UH.

1:45:23AND YOU KNOW, YOU GUYS THIS.

1:45:25>> ON ON THE RECORD SO WHEN YOU

1:45:26PULL TOGETHER, UM, HOLD US HOLD

1:45:29US ACCOUNTABLE TO THE THINGS

1:45:30THAT WE SAID WE ARE GOING TO

1:45:31DO, I THINK WE SHOULD EXPAND

1:45:33THE PREVENTION PIECES BEYOND

1:45:35UM, CLASSROOM SETTINGS.

1:45:37I THINK ONE THING THAT DID NOT

1:45:38COME UP UH, EVERYBODY LOVES

1:45:39SPORTS HERE BUT IS BULLYING AND

1:45:42HARASSMENT OF THOSE PIECES

1:45:43WITHIN THE SPORTS AND ATHLETICS

1:45:45IS SOMETHING THAT.

1:45:46THAT THAT THAT HAPPENS.

1:45:48>> RIGHT IN UM IN LOOKING AT

1:45:51OUR LOCKER ROOMS EXTRA

1:45:52CURRICULAR ACTIVITIES AND OTHER

1:45:52SPACES WHERE STUDENTS BUILD

1:45:54RELATIONSHIPS AND COMMUNITY UH

1:45:56,YOU.

1:45:56>> KNOW, WE.

1:45:57ARE WE'VE WORKED WITH HIM I

1:45:58HAVE MULTIPLE STUDENTS ON THE

1:46:00ON THE PANELS TO.

1:46:01AND IN THEIR.

1:46:02>> WORKSHOPS AND TO LEAD

1:46:04WORKSHOPS ON ON ANTI-BULLYING.

1:46:06UM I THINK THIS ONE IS THE MOST

1:46:08IMPORTANT ONE ESPECIALLY GIVEN

1:46:10THE TEMPERATURE IN THE ROOM

1:46:11TODAY.

1:46:12UH, I WOULD LIKE US TO

1:46:13ESTABLISH A 60 DAY FAMILY

1:46:15ASSURANCE PROTOCOL WHEN WHEN

1:46:16BULLYING IS SUBSTANTIATED.

1:46:18BOUND UH, OUR RESPONSIBILITY,

1:46:21UM.

1:46:22SHOULD NOT.

1:46:23END WITH THE INVESTIGATION.

1:46:25UH, WE SHOULD RECONNECT WITH

1:46:26STUDENTS AND FAMILIES AND

1:46:27ASSESS WHETHER OUR.

1:46:28INTERVENTION HAS WORKED.

1:46:29UH, WE.

1:46:30>> DO.

1:46:30THAT NOW BUT.

1:46:31WITH MORE EMPHASIS AND ENSURE

1:46:33THAT STUDENT CONTINUES TO TO

1:46:34FEEL SAFE.

1:46:35UM.

1:46:36>> THREE UH, ELEVATING STUDENT

1:46:38VOICE UH, YOUNG YOU KNOW, UH,

1:46:40WE DID UH, INTERVENTION ONE

1:46:42TIME TO GET MORE KIDS TO COME

1:46:44TO SCHOOL AND WE HAD THE YOUNG

1:46:45PEOPLE LEAN IT LEAD IT.

1:46:47UM OH, I'M ON THE CLOCK.

1:46:49OOPS.

1:46:49SORRY.

1:46:50I THOUGHT YOU WERE GOING TO

1:46:50SAY.

1:46:51ONE THING.

1:46:51>> OH, NO.

1:46:52YOU ASKED WHERE YOU GOT IT SO

1:46:53CREATED MORE SPACES FOR

1:46:54STUDENT.

1:46:54VOICE NOW STUDENT.

1:46:56VOICE AND THEN MEASURE.

1:46:58ACCOUNTABILITY.

1:46:58>> OKAY GREAT BECAUSE I THOUGHT

1:46:59YOU WANT TO SAY ONE MORE.

1:47:00THING BECAUSE MY COLLEAGUES

1:47:01HAVE BEEN PATIENTLY WAITING.

1:47:03SORRY.

1:47:03>> UM, AND THEN YOU WENT ON AND

1:47:06ON AND ON.

1:47:06LET ME FIND OUT ALL OF YOUR.

1:47:08AFTER SCHOOL DETENTION.

1:47:10COUNSELOR.

1:47:11>> FLYNN I'M.

1:47:12>> GONNA.

1:47:12GIVE YOU.

1:47:13FIVE MINUTES.

1:47:13HOW ABOUT THAT, FITZGERALD?

1:47:15FIVE MINUTES.

1:47:16>> THANK YOU, MADAM CHAIR.

1:47:18THANK YOU TO THE TEAM THAT IS

1:47:20HERE.

1:47:21ALTHOUGH I DO DISAGREE WITH THE

1:47:25COMMENTS MADE THAT YOU ARE

1:47:26BEING TRANSPARENT, RESPONSIBLE

1:47:29AND ACCOUNTABLE, I DON'T I

1:47:32DON'T BELIEVE THAT I LISTEN

1:47:34CLOSELY TO THE TO THE MOTHERS

1:47:36UM, IN THEIR PUBLIC TESTIMONY

1:47:40AND TALKING ABOUT THEIR

1:47:41CHILDREN AND THAT'S NOT THEY'LL

1:47:44LIVED EXPERIENCE THEY DON'T

1:47:45FEEL LIKE US HAS BEEN

1:47:48TRANSPARENT.

1:47:48THEY DON'T FEEL LIKE US IS

1:47:50ACCOUNTABLE AND RESPONSIBLE.

1:47:53I'M NOT GOING TO I'M NOT GOING

1:47:54TO SIT HERE AND TELL YOU UM I

1:47:56AGREE WITH YOU IF I IF I

1:47:58DISAGREE WITH YOU, UM,

1:48:03TRANSPARENCY BP'S DIDN'T WANT A

1:48:07LOT OF THIS INFORMATION

1:48:08RELEASED TO THE PUBLIC ABOUT

1:48:10SEXUAL ASSAULTS.

1:48:13WE DID IN THE OPENING COMMENTS

1:48:15THERE WERE A LOT OF COMMENTS

1:48:16ABOUT BULLYING BUT SEXUAL

1:48:19ASSAULTS WASN'T REALLY

1:48:20COVERED ALL THAT MUCH.

1:48:22UM.

1:48:23SO I AM CHALLENGING THE BPA.

1:48:25I AM CHALLENGING TODAY THAT I

1:48:29DON'T FEEL CONFIDENT THEY THAT

1:48:30THEY ARE BEING TRANSPARENT,

1:48:32ACCOUNTABLE AND RESPONSIBLE.

1:48:3512 BP'S FAMILIES AND STUDENTS

1:48:38MY COLLEAGUES MAY DISAGREE WITH

1:48:40ME.

1:48:40BUT THAT'S THAT'S MY OPINION.

1:48:42UM.

1:48:47WE DIDN'T DISCUSS SEXUAL

1:48:49ASSAULTS IN YOUR OPENING

1:48:51COMMENTS.

1:48:52WE GLOSSED OVER IT.

1:48:55THERE'S PROBABLY SEVERAL

1:48:57HUNDRED IT COULD BE THOUSANDS

1:48:59OF ASSAULTS THAT HAVE TAKEN

1:49:00PLACE.

1:49:01OVER THE LAST FIVE.

1:49:02SIX YEARS.

1:49:05IT TOOK.

1:49:05>> A REPORTER TO GET THEM FROM

1:49:09SUFFOLK SUPERIOR COURT EVEN

1:49:11THOUGH PREVIOUSLY I REQUESTED

1:49:13THAT INFORMATION.

1:49:15UM SO I'M NOT I'M NOT HAPPY

1:49:18ABOUT THAT.

1:49:20UM, CONSULTATION BETWEEN BP'S

1:49:26IN BOSTON PUBLIC IN BOSTON

1:49:28POLICE DEPARTMENT CONSULTATION

1:49:31WHEREAS THE MEMORANDUM

1:49:33OF UNDERSTANDING BETWEEN BOSTON

1:49:36POLICE IN BOSTON PUBLIC SCHOOLS

1:49:38THAT I'VE BEEN ADVOCATING RIGHT

1:49:40SAM FOR FOR THREE YEARS TO GET

1:49:43IT SIGNED IS THAT SIGN NOW UH

1:49:45IS SIGNED ON OUR END BUT NOT ON

1:49:47THE BUS POLICE DEPARTMENT.

1:49:48HOWEVER WE ARE STILL OPERATING

1:49:49UNDER THE NO BUT BUT BUT BUT

1:49:52SAM, MY POINT IS, AS YOU KNOW,

1:49:54I WANT TO SEE HOW WE'RE

1:49:56CONSULTING BETWEEN BOSTON

1:49:58PUBLIC SCHOOLS, BOSTON POLICE.

1:49:59THERE'S A.

1:50:00>> MEMORANDUM OF UNDERSTANDING

1:50:01THAT HASN'T BEEN SIGNED YET

1:50:03THAT WILL STATE HOW BPA

1:50:07COMMUNICATES WITH THE PUBLIC

1:50:08SCHOOL SYSTEM.

1:50:09THAT DOCUMENT HASN'T BEEN

1:50:11RELEASED.

1:50:11THAT DOCUMENT HASN'T BEEN

1:50:14SIGNED.

1:50:14DOES THE CITY COUNCIL DESERVE

1:50:17TO LOOK AT THAT AND REVIEW IT?

1:50:18I THINK THEY DO TO PARENTS

1:50:20DESERVE TO LOOK.

1:50:21>> AT IT.

1:50:22AND REVIEW IT.

1:50:26I THINK THEY DO.

1:50:29THREE YEARS I'VE ASKED THAT

1:50:31QUESTION FOR THREE YEARS.

1:50:32>> WHERE IS THAT MEMORANDUM OF.

1:50:34UNDERSTANDING AND I ALWAYS I

1:50:36ALWAYS GET THE SAME.

1:50:37ANSWER PRETTY SOON WE'RE GOING

1:50:38TO HAVE IT FOR YOU AT.

1:50:42I DON'T KNOW WHAT YOU MEAN BY

1:50:45CONSULTATION BETWEEN THE BOSTON

1:50:46PUBLIC SCHOOLS.

1:50:47AND THE.

1:50:48BOSTON POLICE DEPARTMENT.

1:50:49I WANT TO SEE IT IN WRITING.

1:50:51I WANT TO KNOW IF THERE'S A

1:50:53SEXUAL ASSAULT ON A SCHOOL BUS

1:50:56THAT THE BOSTON POLICE UH,

1:50:59CONTACTED IMMEDIATELY.

1:51:02I DON'T THINK THEY ARE.

1:51:05I WANT TO KNOW IF THERE'S AN

1:51:07ASSAULT AT BP'S THAT IT'S

1:51:11INVESTIGATED.

1:51:11IT'S DOCUMENTED PARENTS ARE

1:51:13CALLED.

1:51:14THERE WAS ONE MOTHER HERE OF A

1:51:17SPECIAL NEEDS CHILD THAT WAS

1:51:22NONVERBAL.

1:51:23HE COULDN'T EXPRESS HIMSELF AND

1:51:25TELL HIS MOTHER WHAT WAS

1:51:27HAPPENING.

1:51:30SO AGAIN I'M GOING TO PUSH BACK

1:51:33ON TRANSPARENCY, ACCOUNTABILITY

1:51:34AND RESPONSIBILITY BECAUSE

1:51:36BECAUSE I DON'T THINK WE'RE

1:51:37DOING THAT AND I AM

1:51:39DISAPPOINTED IN BP'S FOR COMING

1:51:41HERE AND JUST TELLING ME THAT

1:51:45WE ARE WORKING ON.

1:51:47PROGRAMS TO ADDRESS THESE

1:51:49ISSUES.

1:51:49HOW CAN WE ADDRESS THE ISSUES

1:51:51IF YOU'RE NOT TRANSPARENT ABOUT

1:51:53WHAT THE ISSUES ARE?

1:51:58SAM, WHEN AM I GOING TO GET THE

1:52:00MEMORANDUM OF UNDERSTANDING?

1:52:01I'M NOT SURE COUNSELOR BECAUSE

1:52:03THE THE THE IT'S NOT WITH US AT

1:52:05THIS MOMENT.

1:52:05UM BUT LIKE I MENTIONED EARLIER

1:52:07WE ARE OPERATING WITHIN THE

1:52:07GUIDELINES OF IT AND TO CLARIFY

1:52:09WHAT COUNCIL CAN.

1:52:10>> I CAN I READ IT.

1:52:12CAUSE IT'S NOT EXECUTED.

1:52:13YES I'M NOT BUT BUT SAM.

1:52:15>> I SPENT THREE YEARS I'M A

1:52:17FORMER PROBATION OFFICER FOR

1:52:19NINE YEARS I WAS IN THE NAVY

1:52:21FOR 24 YEARS.

1:52:22I UNDERSTAND EXACTLY WHAT

1:52:25CONSULTATION MEANS BETWEEN A

1:52:26SCHOOL DEPARTMENT IN A LAW

1:52:28ENFORCEMENT AGENCY.

1:52:29I KNOW EVERY WORD I NEED TO

1:52:31READ IT.

1:52:31MAYBE I CAN PROVIDE SOME GOOD

1:52:33SUGGESTIONS GUIDANCE BASED ON

1:52:35MY LIVED EXPERIENCE BUT I CAN'T

1:52:37DO THAT IF YOU WON'T SHOW

1:52:39ME THE DOCKET DOCUMENT I.

1:52:41CAN.

1:52:42>> IF I DID A 17 F12 COULD I

1:52:45GET IT?

1:52:46I'M NOT SURE COUNSELOR.

1:52:47YOU CAN FILE IT AND UH, I'LL

1:52:49LET THE BUT BUT.

1:52:49BUT UH, HELP US RESPOND TO

1:52:51THAT.

1:52:52I'M NOT SURE.

1:52:52UM, I WANT TO BE RESPECTFUL

1:52:53OF THE TIME.

1:52:54I'M GOING TO END MY.

1:52:55QUESTIONS HERE.

1:52:56MADAM CHAIR, I APOLOGIZE FOR

1:52:57GOING OVER.

1:52:57FOR 30S.

1:52:59>> THANK YOU.

1:53:00I WASN'T KEEPING TRACK, I

1:53:01DIDN'T STOP YOU.

1:53:01KNOW I WANT TO BE RESPECTFUL TO

1:53:03YOU TO THE TO THE COMMITTEE, TO

1:53:06MY COLLEAGUES AND TO THE YOUNG

1:53:07PEOPLE THAT ALSO WANT TO

1:53:08TESTIFY.

1:53:09THANK YOU, MADAM CHAIR.

1:53:10THANK YOU.

1:53:10>> I JUST I JUST WANT TO BE

1:53:11REALLY CLEAR.

1:53:12I'M TRYING REALLY HARD TO GIVE

1:53:13EVERYONE THEIR TIME.

1:53:14I I KNOW YOU.

1:53:15HAVEN'T DO THAT BECAUSE I KNOW

1:53:17WHAT IT'S LIKE TO BE INSIDE

1:53:18OF THIS CHAMBER.

1:53:18FITZGERALD.

1:53:20FIVE MINUTES.

1:53:20WE'RE HERE.

1:53:21THANK YOU.

1:53:23UM, THANK YOU ALL FOR BEING

1:53:25HERE.

1:53:26UH UH, I DO WANT TO GET TO THE

1:53:28YOUTH, SO I'LL JUST ASK THE

1:53:29SAME QUESTION I ASKED THE LAST

1:53:30PANEL.

1:53:31UH, COREY, I THINK YOU DID A

1:53:32GOOD JOB OF EXPLAINING AT LEAST

1:53:33UNDER BULLYING WHAT THE CURRENT

1:53:35PROCEDURES AND PROTOCOLS ARE.

1:53:37UH, BUT WE DIDN'T TALK ABOUT I.

1:53:39I DO AGREE WITH THAT.

1:53:40WE DIDN'T TALK ABOUT

1:53:40NECESSARILY SEXUAL HARASSMENT

1:53:42PROTOCOLS AND PROCEDURES.

1:53:44WHAT IN THE, UH YOU KNOW, THIS

1:53:46THESE 2000 CASES THAT THAT I

1:53:48KNOW ARE OUT THERE NOW UH, OR

1:53:51IN ANY BULLYING.

1:53:51WHAT DO.

1:53:53>> WE SEE AS THE BIGGEST

1:53:54MISSTEP IN SOME OF THESE FOR

1:53:56THE FOR THE PARENTS THAT FEEL

1:53:58THAT THE PROCESS WASN'T

1:53:59FOLLOWED AND YOU HEARD WHERE

1:54:00THEY FELT IT WASN'T FOLLOWED?

1:54:02WHAT WHAT ARE YOU GUYS

1:54:04IDENTIFYING AS UH, POTENTIAL

1:54:06CORRECTIONS TO THESE PROCEDURES

1:54:08TO BE DONE?

1:54:08YOU SAID SOME THINGS WERE IN

1:54:10THE WORKS ALREADY.

1:54:11UM, BUT DO THOSE NECESSARILY

1:54:13ADDRESS ALL OF THE ISSUES THAT

1:54:14WE HEARD HERE TODAY?

1:54:15AND I RELATE THAT TO BOTH UH,

1:54:18BULLYING AND SEXUAL ASSAULT?

1:54:20UH, BECAUSE I WANT TO MAKE SURE

1:54:22I UNDERSTAND WHAT THE CORRECT

1:54:23PROCEDURE OR THE PROCEDURE AT

1:54:24LEAST YOU ARE SUPPOSED TO

1:54:25FOLLOW WHAT HAS BEEN FOLLOWED,

1:54:27WHAT HASN'T BEEN FOLLOWED AND

1:54:29WHAT ARE WE WORKING ON TO MAKE

1:54:31SURE THAT IT'S A COMPLETE, UH,

1:54:33PROTOCOL.

1:54:33THANK YOU.

1:54:34SO WE CAN MAP OUT THE TITLE

1:54:35NINE PROCESS.

1:54:36WE CAN TALK ABOUT THE CODE OF

1:54:37CONDUCT PROCESS AND WE CAN TALK

1:54:39ABOUT CONSULTATION WITH THE

1:54:40POLICE WHEN SEXUAL ASSAULTS OR

1:54:42MIS CONDUCT UH, OCCUR AND UM UH

1:54:44HOPEFULLY THAT HELPS IN.

1:54:45YOUR QUESTION.

1:54:45>> I'LL TRY TO BE BRIEF.

1:54:47UM, FOR TITLE NINE IS ANYTHING

1:54:49RELATED TO SEXUAL ASSAULT OR

1:54:51SEXUAL HARASSMENT?

1:54:54UM WE ONCE IT IS REPORTED SO

1:54:56TYPICALLY IS REPORTED EITHER BY

1:54:58UM THE SCHOOL TYPICALLY THE

1:54:59SCHOOL LEADER OR A COMPLAINANT

1:55:01THERE'S A PHONE NUMBER THAT THE

1:55:03SCHOOL LEADER WOULD CALL FOR

1:55:04SCHOOL PERSONNEL.

1:55:05THERE'S ALSO AN EMAIL ADDRESS.

1:55:07IT'S CALLED TITLE NINE AT

1:55:09BOSTON PUBLIC SCHOOLS.ORG.

1:55:10IT'S ON THE WEBSITE THAT A

1:55:12COMPLAINANT CAN ALSO FILE AND

1:55:15UM WE TRIED TO HAVE A MEDIA

1:55:17SUPPORTIVE MEASURES.

1:55:18SO WITHIN THAT FIRST TIME

1:55:19OF THE REPORT WE WORK WITH THE

1:55:21SCHOOLS TO ENSURE THAT THERE

1:55:22ARE SUPPORTIVE MEASURES AND

1:55:23SAFETY PLAN IN PLACE TO MAKE

1:55:25SURE THAT UM THERE'S A PLAN IN

1:55:28PLACE TO SUPPORT THE CHILD.

1:55:29UM, WHILE WE INVESTIGATE THESE

1:55:31ARE ALL REQUIRED UNDER THE

1:55:33FEDERAL LAW.

1:55:34UM THE SCHOOL LEADER ALSO

1:55:36REPORTS TO THE UM.

1:55:38TO THE PARENTS SO THAT THEY'RE

1:55:41AWARE OF WHAT'S HAPPENING.

1:55:42IT GOES TO THE TITLE NINE.

1:55:44UH, THE THE PERSON IN CHARGE

1:55:45OF THE TITLE NINE THE

1:55:46COORDINATOR UM, THEY WILL

1:55:49REVIEW IT TO DETERMINE IF THIS

1:55:50IS A TITLE NINE OR NOT.

1:55:51REACH OUT TO THE COMPLAINANT IN

1:55:54THE UM RESPONDENT TO SEE WHAT'S

1:55:57HAPPENING TO DETERMINE WHAT

1:55:58HAPPENS NEXT.

1:55:59AND THEN IT'S A IT'S A

1:56:01COLLABORATIVE PROCESS WHAT'S

1:56:03NEEDED SOMETIMES IT COULD BE UM

1:56:06CHANGING SOMEONE'S SCHEDULE ARE

1:56:08WE'RE AFRAID WHILE WE'RE

1:56:09INVESTIGATING.

1:56:10THIS UNLESS.

1:56:11>> IT'S A SERIOUS OBVIOUSLY A

1:56:12SERIOUS SITUATION WE DEAL WITH

1:56:13THAT IMMEDIATELY.

1:56:15UH, WE PUT SOME OF THOSE

1:56:16SUPPORTIVE MEASURES IN PLACE.

1:56:17IT'S WORKED WITH THE COMPLAINT

1:56:19TO MAKE SURE.

1:56:20IS THIS ENOUGH FOR YOU TO AGREE

1:56:21WITH THIS?

1:56:22IF THE SPECIAL EDUCATION

1:56:23STUDENTS THEY WORK WITH THE

1:56:25ASSISTANT DIRECTOR IN SPECIAL

1:56:26EDUCATION TO MAKE SURE THAT,

1:56:29UM, IT'S ALIGNED WITH ALL UM

1:56:31THINGS IN THE STUDENTS IEP AND

1:56:32RELATED TO THE DISABILITY AND

1:56:34THEN THERE'S A FORMAL IF THE

1:56:36COMPLAINT WANTS TO GO THROUGH

1:56:37WITH THAT PROCESS THERE'S A

1:56:39FORMAL INVESTIGATION WHICH UM

1:56:41INVOLVES UH COMMUNICATING WITH

1:56:43FAMILIES DOING ALL THE

1:56:45INVESTIGATIONS AND THEN COMING

1:56:46UP WITH A PROCESS.

1:56:47IT CAN BE A LENGTHY PROCESS.

1:56:49SOMETHING THAT I WILL MAKE WE

1:56:51HAVE NOT BEEN GOOD AT IN THE

1:56:52PAST AND ARE REALLY TRYING TO

1:56:54GET BETTER AT THIS YEAR WITH A

1:56:56FOCUS IS THAT COMPASSION WHEN

1:56:57WE'RE TALKING TO FAMILIES AND

1:56:59UNDERSTANDING THE IMPACT

1:57:00OF THIS WHILE WE INVESTIGATE

1:57:02FOR BOTH THE THE STUDENT WHO

1:57:05MAY HAVE BEEN INVOLVED IN THE

1:57:06SITUATION IN THE FAMILY OF THE

1:57:08STUDENT WHO UM IS THE

1:57:12COMPLAINANT OR MAYBE THE

1:57:14AGGRESSOR IN THIS SITUATION.

1:57:15IT'S A DIFFICULT THING FOR

1:57:17EVERYBODY AND I DON'T BELIEVE

1:57:18THAT WE'VE BEEN VERY GOOD ABOUT

1:57:20COMMUNICATING AND LETTING

1:57:21PEOPLE KNOW WHERE ARE WE IN THE

1:57:23PROCESS?

1:57:23WHAT'S HAPPENING?

1:57:24WORKING CLOSELY WITH THE

1:57:26SCHOOLS.

1:57:26FAMILIES WILL OFTEN GO TO THE

1:57:28SCHOOLS FIRST BECAUSE THAT'S

1:57:29WHERE THEY FEEL MOST CONFIDENT

1:57:30.

1:57:30AND THAT IS SOMETHING THAT

1:57:31WE'VE PUT UH BETTER IN PLACE AT

1:57:34THIS TIME.

1:57:34AND THE ONLY THING AND THE ONLY

1:57:36THING I'LL ADD TO THAT IS LIKE

1:57:38I MENTIONED EARLIER AND

1:57:39SIMULTANEOUSLY WHILE THAT'S

1:57:40HAPPENING, THE SCHOOL AND

1:57:41SCHOOL STAFF IS ALSO ADDRESSING

1:57:43THE MATTER FROM THE CODE OF

1:57:44CONDUCT PERSPECTIVE.

1:57:45SO IF THERE NEEDS TO BE

1:57:46EMERGENCY REMOVALS FOR EXAMPLE,

1:57:47THAT HAPPENS IF THERE NEEDS TO

1:57:49BE SOME PEER MEDIATION OR

1:57:51CONVERSATIONS THAT NEED TO

1:57:52HAPPEN IT HAPPENS.

1:57:53UM AND THEY DEAL WITH THAT

1:57:54PIECE SIMULTANEOUSLY WHILE THIS

1:57:56WHOLE NINE PROCESS IS GOING ON

1:57:57WHILE THAT'S HAPPENING.

1:57:58THE SCHOOL NEED ALSO CONSULTS

1:58:00WITH OUR OPERATIONAL LEADERS

1:58:01UH, IN OFFICE OF DATA SERVICES,

1:58:03UH, TO MAKE SURE THAT THEY'RE

1:58:05PROVIDING THEM THE MOST UP TO

1:58:06DATE INFORMATION ABOUT THE

1:58:07SITUATION IN UM IS IT WILL UH,

1:58:09HIS TEAM WILL CONSULT WITH, UH,

1:58:12UH, BOSTON POLICE AROUND THE

1:58:14MATTER JUST SO THEY CAN GIVE A

1:58:15HEADS UP OF WHAT HAPPENED,

1:58:16WHAT'S WHAT OCCURRED AND GET

1:58:17THEIR INITIAL THINKING ADVICE

1:58:18ON THE MATTER AS WELL.

1:58:20UM, BECAUSE IF THEY NEED TO BE

1:58:21FURTHER, UH, POLICE ACTION THAT

1:58:23THAT ROUTE WILL PROCEED AS

1:58:25NECESSARY.

1:58:26SO THAT'S THE ONE THING I WOULD

1:58:27ASK THAT SORT OF AGAIN IS THE

1:58:28PROCESS THAT HAPPENED BETWEEN

1:58:30TITLE NINE CODE OF CONDUCT IN

1:58:32OUR CONSULTATION WITH LOTS

1:58:33OF POLICE.

1:58:36AS FAR AS BULLYING I THINK.

1:58:40UM WE HAVE TO UNDERSTAND THAT

1:58:42THERE'S A SOMETIMES INHERENTLY

1:58:44THERE'S A FRACTURED TRUST

1:58:45BETWEEN THE COMMUNITY AND THE

1:58:46SCHOOL SYSTEM AND IN EFFORT TO

1:58:50MITIGATE SOME OF THOSE ISSUES,

1:58:51WE HAVE TO BUILD STRONGER

1:58:53RELATIONSHIPS WITH FAMILIES.

1:58:54AND I THINK FOLKS ARE MORE UM,

1:58:58FAMILIES ARE MORE UM THEY WILL

1:59:01COME FORWARD MORE IF THEY FEEL

1:59:02LIKE THEY'RE WORKING WITH

1:59:03CREDIBLE MESSENGERS.

1:59:06UM, IF THEY FEEL THAT THEY'RE

1:59:08SPACES WHERE THEY COULD BE

1:59:10HONORED AND VALUED.

1:59:11I'M NOT SAYING THEY DON'T BUT

1:59:13ALL BUT IT DOESN'T ALWAYS

1:59:15HAPPEN.

1:59:15UM, I'M NOT GOING TO SIT HERE

1:59:16AND SAY THAT IT DOES.

1:59:18UM, AND THEN THE NEXT PIECE IS

1:59:20REALLY ESTABLISHING LIKE HAVING

1:59:23STRONGER UM THAT YOU CAN ALWAYS

1:59:26TIGHTEN UP YOUR DOCUMENTATION,

1:59:27YOU KNOW, UM SCHOOLS THE SAME

1:59:31THE SAME REPORTING THAT IS DONE

1:59:34FOR THE UH, FOUND UM, BULLYING

1:59:38SHOULD PROBABLY THE STILL THE

1:59:40SAME STRATEGY SHOULD BE APPLIED

1:59:42TO WHEN THAT'S NOT UM THAT'S

1:59:43SOMETHING WE COULD DEFINITELY

1:59:44LOOK INTO.

1:59:45UH, BUT FROM A RELATIONAL

1:59:48STANDPOINT I THINK WE HAVE TO

1:59:51LOOK AT HOW WE ARE WE ARE

1:59:53ADDRESSING THAT AS WELL.

1:59:54LIKE UM WE ARE WORKING ON A UM

1:59:56CULTURE AND CLIMATE IMPROVEMENT

1:59:59UM GUIDANCE AND FRAMEWORK UM,

2:00:01THAT ALLOWS US TO SORT OF SEE

2:00:03LIKE WHAT ARE THE ADULT MOVES

2:00:05THAT NEEDS TO HAPPEN FOR KIDS

2:00:07TO EXPERIENCE SCHOOL BETTER AND

2:00:10THEN BEING MORE INCLUSIVE

2:00:11OF STUDENT VOICE SO THAT THEY

2:00:14COULD BE THE CREDIBLE

2:00:15MESSENGERS THEMSELVES?

2:00:16UM, THE BOSSES TO THE ADVISORY

2:00:19COUNCIL IS WITHIN UM STUDENT

2:00:20SUPPORT AND WE'RE GOING TO WORK

2:00:23WITH THEM TO MAKE SURE THAT

2:00:24THEY ARE UM OUR CONNECTORS IN

2:00:27THE SCHOOL COMMUNITY, UH, WHERE

2:00:30THEY COULD SORT OF HELP

2:00:31STUDENTS NORMALIZE AND

2:00:32SOCIALIZE HOW WE REPORT AND UM,

2:00:35INTERROGATE UM, BULLYING IN THE

2:00:37SCHOOL.

2:00:38AND ONE THING WE DID NOT

2:00:39MENTION IS WE MENTIONED

2:00:41BULLYING.

2:00:41BUT I THINK ONE OF THE PIECES

2:00:44THAT WE'VE BEEN STRONG AT IS

2:00:46WORKING WITH THE ACTUAL PERSON

2:00:47WHO COMMITTED THE BULLYING.

2:00:49UM AND WE HAVE GOT WE HAVE

2:00:53INVESTED IN THEM AS WELL AND AS

2:00:55FAR AS LIKE VOLUNTEER WORK JOB

2:00:58OPPORTUNITIES COMING TO OUR

2:00:59PROGRAMS ETC. AND I THINK THOSE

2:01:01ARE THE AREAS THAT HAVE JUST

2:01:02GOT US STRENGTHENED,

2:01:03STRENGTHENED THAT THAT SORT

2:01:05OF FRACTURED TRUST THAT THAT

2:01:07THAT EXISTS.

2:01:08THANK YOU.

2:01:09OKAY.

2:01:09JUST A STATEMENT ON THAT.

2:01:11UM BUT I DO JUST WANT TO SAY

2:01:13THAT I HEARD IT TODAY AND I'VE

2:01:15HEARD IT BEFORE IN RELATION TO

2:01:17BEEPS AND IT'S THE COMMENT THAT

2:01:19THINGS GET SWEPT UNDER THE RUG.

2:01:21I HEAR THAT USED A LOT WITH

2:01:23BEEPS.

2:01:24SO I JUST ENCOURAGE YOU GUYS TO

2:01:26UNDERSTAND THAT THAT IS THE

2:01:27IMAGE THAT IS OUT THERE AND I

2:01:29HOPE IN ANY FUTURE PROCEDURAL

2:01:32PROTOCOLS UH EXTERNAL INTERNAL

2:01:34WHATEVER IT MAY BE PLEASE ASK

2:01:36YOURSELF, YOU KNOW, LOOKING

2:01:37BACK WHEN FUTURE INCIDENTS

2:01:39OCCUR AND LOOKING BACK ON OUR

2:01:40PAST INCIDENTS THAT HAVE

2:01:41HAPPENED.

2:01:42DID WE SWEEP THIS UNDER THE

2:01:43RUG?

2:01:43ARE WE SWEEPING THIS UNDER THE

2:01:45RUG BECAUSE THAT IS THE LENS AT

2:01:47WHICH A LOT OF PEOPLE ARE

2:01:48VIEWING IT.

2:01:49AND I THINK IF WE ASK OURSELVES

2:01:50THAT BEFORE MAKING THE

2:01:52DECISION, I THINK YOU GUYS WILL

2:01:53START TO FORM THE RIGHT

2:01:54POLICIES AND PROCEDURES AND ADD

2:01:55TO WHAT IS CURRENTLY GOOD TO

2:01:57MAKE SURE WE ADDRESS SOME

2:01:58OF THE ISSUES THAT WE HEARD

2:01:59TODAY.

2:01:59I REALLY APPRECIATE THAT

2:02:00COMMENT AND I APPRECIATE THAT.

2:02:02UM THAT'S SUPER HELPFUL ADVICE

2:02:04AND I ALSO THINK UM I SHOULD

2:02:06TAKE A MINUTE JUST UH, NOTE ON

2:02:08THAT POINT THAT THAT LEGALLY

2:02:10WE'RE UM VERY LIMITED ON WHAT

2:02:13WE CAN SHARE PUBLICLY

2:02:13ESPECIALLY WHEN IT INVOLVES

2:02:15SOME OF THESE CASES.

2:02:16UM, SO BUT I DO HEAR YOU IF I

2:02:19PROCEDURES AND POLICIES OUTSIDE

2:02:21THE LAW I CAN ADDRESS THAT

2:02:23PIECE.

2:02:23WE DEFINITELY WILL TAKE THAT

2:02:24INTO CONSIDERATION.

2:02:25SO THANK YOU.

2:02:25OKAY SURE.

2:02:26>> THAT'S IT.

2:02:27CAN WE KNOW FAMILIES?

2:02:29I HAVE.

2:02:30MY I JUST WANT THEM TO KNOW

2:02:31THEY COULD REACH OUT EVERY

2:02:33EVERY TRANSPARENCY SIDE EVERY

2:02:36THAT'S MY PERSONAL NUMBER IN MY

2:02:38EMAIL IT'S MY YOU AND THERE'S

2:02:41NO ONE IN THIS BUILDING THAT

2:02:43WILL TELL YOU THAT I DO NOT

2:02:44PICK UP THE PHONE WHEN THEY

2:02:45CALL.

2:02:46THAT'S TRUE.

2:02:46AND YOU PICK UP THE CALL AT ANY

2:02:48HOUR OF THE DAY AND NIGHT AND

2:02:50MORNING AND YOU ARE OUT IN THE

2:02:52STREETS.

2:02:53COREY AND IT IS SO UNFORTUNATE

2:02:56THAT YOU HAVE TO BE INSIDE THAT

2:02:57BUILDING, BUT WE ARE SO

2:02:58GRATEFUL THAT YOU ARE THERE

2:03:00BECAUSE AT THE VERY LEAST WE

2:03:01CAN COUNT ON SOMEBODY TO SHOW

2:03:04UP FOR OUR FAMILIES.

2:03:05SO THANK YOU FOR THAT.

2:03:07UM ALL RIGHT SO I'M GOING TO GO

2:03:09ON TO MY QUESTIONS IF YOU DON'T

2:03:11MIND.

2:03:11I WAVED MY FIRST ROUND AND I

2:03:14KNOW WE HAVE YOUNG PEOPLE WHO

2:03:15HAVE BEEN PATIENTLY WAITING.

2:03:17I MEAN YOU CAN BLAME THE ADULTS

2:03:19THAT ARE HERE FOR HAVING TO

2:03:20WAIT LONGER, BUT IT'S MY TURN

2:03:22NOW.

2:03:23UM, AND SO I HAVE SOME CONCERNS

2:03:28AROUND SOME OF THE DISCONNECT

2:03:29BECAUSE WHAT WHEN I WHAT I

2:03:31HEARD FROM THE FAMILIES SIMILAR

2:03:33TO WHAT COUNCILOR FLYNN I

2:03:34TALKED ABOUT IN TERMS OF THE

2:03:36WHAT PARENTS REPORTED HERE

2:03:38BASED ON WHAT WE HEAR FROM YOU

2:03:40ALL IN TERMS OF YOUR PROTOCOLS,

2:03:41POLICIES AND PROCEDURES THERE

2:03:42SEEMS TO BE A DISCONNECT.

2:03:44SO I'M JUST CURIOUS HOW DO YOU

2:03:46ENSURE THAT EVERY INCIDENT IS

2:03:48PROPERLY ADDRESSED?

2:03:49WHY DO CASES FALL THROUGH THE

2:03:51CRACKS?

2:03:52UM AND WHY DO WE CARE?

2:03:52AND THEN YOU KNOW, HOW DO YOU

2:03:54TRACK ALL OF THESE CASES TO

2:03:56ENSURE THAT THE DISTRICT IS

2:03:57DOING A GOOD JOB?

2:03:57LIKE HOW DO YOU MEASURE

2:03:58SUCCESS?

2:03:59HOW DO YOU KNOW THAT YOU'RE

2:03:59DOING A GOOD JOB IF WHAT WE'RE

2:04:01HEARING HERE DOESN'T SEEM TO

2:04:03ALIGN?

2:04:04THAT'S ONE QUESTION YOU'RE NOT

2:04:06ANSWERING IT RIGHT NOW.

2:04:06THE OTHER QUESTION IS WHAT

2:04:08ACCOUNTABILITY MEASURES, IF ANY

2:04:09,EXISTS WITHIN THE DISTRICT TO

2:04:11ENSURE THAT ALL CASES

2:04:13INVESTIGATED BY BPD ARE FULLY

2:04:14AND HONESTLY INVESTIGATED.

2:04:18THAT IS SOMETHING THAT I THINK

2:04:20IS REALLY IMPORTANT AND THAT I

2:04:21WOULD LIKE TO GET THAT ON THE

2:04:22RECORD THEN I ALSO I'M VERY

2:04:24CONCERNED ABOUT THE 51 A'S THAT

2:04:26GET UM, REPORTED ON PARENTS WHO

2:04:29FEEL RETALIATED AGAINST JUST

2:04:31BECAUSE THEY'RE ADVOCATING FOR

2:04:32THEIR CHILDREN THAT IS CREATING

2:04:35A VICIOUS CYCLE OF HARM.

2:04:36AND THIS ONE IS PARTICULARLY

2:04:37FOR SAM.

2:04:39THIS IS AN OPERATIONAL THING.

2:04:41THIS IS YOU'RE WORKING WITH

2:04:42BPD.

2:04:43I DON'T KNOW HOW OR WHAT IS

2:04:44HAPPENING, BUT A LOT OF OUR

2:04:46PARENTS ARE ENDING UP WITH

2:04:48CASES THAT THEY SHOULD NOT HAVE

2:04:50JUST BECAUSE THEY'RE FIGHTING

2:04:51FOR THEIR CHILDREN AND I JUST I

2:04:54NEED TO UNDERSTAND WHAT THAT

2:04:56DYNAMIC LOOKS LIKE BECAUSE WHAT

2:04:59IT DOES IS IT CREATES AN

2:05:00ENVIRONMENT IN WHICH FAMILIES

2:05:01DO NOT FEEL SAFE EVEN REPORTING

2:05:03THINGS BECAUSE THEY BELIEVE

2:05:05THEY'RE GOING TO BE TARGETED

2:05:06THAT IS MANIFESTING MORE HARM.

2:05:10AND THEN I'M ALSO CURIOUS ABOUT

2:05:15UM, SOME OF THE IDEAS WE'VE

2:05:16BEEN WORKING IN PARTNERSHIP

2:05:17BECAUSE IN OUR OFFICE WE HAVE A

2:05:19CORE GOVERNANCE MODEL.

2:05:20EVERYTHING THAT WE DO IS IN

2:05:22COLLABORATION WITH COMMUNITY

2:05:23AND WE'VE BEEN TALKING ABOUT

2:05:25ESTABLISHING AN OVERSIGHT

2:05:27COMMITTEE IN WHICH WE HAVE

2:05:29FAMILIES, PEOPLE WHO ARE DOING

2:05:30THE WORK LIVING THE REALITIES,

2:05:32WORKING IN PARTNERSHIP IN DEEP

2:05:34PARTNERSHIP WITH PEOPLE NOT IN

2:05:37CONFLICT WITH OR IN

2:05:39CONFRONTATION OF BUT IN

2:05:42COLLABORATION RIGHT TO ADDRESS

2:05:45SOME OF THESE ISSUES AND TO BE

2:05:47REAL THOUGHT PARTNERS AND I'M

2:05:49CURIOUS WHAT THAT APPETITE

2:05:52LOOKS LIKE IN TERMS OF REAL

2:05:54TRUST BUILDING EXERCISES HERE.

2:05:56SO WE'LL HAVE CITY

2:05:58COUNCIL INVOLVED.

2:05:59WE'LL HAVE WE'LL HAVE FAMILIES

2:06:01,WE'LL HAVE COMMUNITIES.

2:06:02WE'LL HAVE ORGANIZATIONS WHO

2:06:03ARE DOING THIS WORK AS AN

2:06:05OVERSIGHT COMMUNITY, AS A REAL

2:06:06CHECKS AND BALANCES TO MAKING

2:06:08SURE THAT WHAT WE ARE SAYING

2:06:10WE'RE ACTUALLY MEASURING AND

2:06:12DELIVERING ON THAT'S THE LEVEL

2:06:14OF LIKE UH, COMMITMENTS THAT

2:06:16WE'RE LOOKING FOR FROM YOU ALL

2:06:18AS WE CONTINUE TO NOT WANT TO

2:06:20HAVE ANOTHER CONVERSATION ABOUT

2:06:21ANOTHER CONVERSATION.

2:06:22AND THEN LASTLY, YOU KNOW, HOW

2:06:25WILL THE RECENT PERSONNEL CUTS

2:06:27AFFECT UM SUPPORT STAFF?

2:06:29UM, THE TASK AROUND PREVENTING

2:06:32AND HANDLING THESE CASES AND

2:06:34THE FY 25 UM BUDGET THE

2:06:37DISTRICT RECEIVE A 34,000 UM

2:06:40GRANT FOR BULLYING PREVENTION

2:06:41AND INTERVENTION IN FY 26 THERE

2:06:43WAS $2,394 AND THAT SAME BUDGET

2:06:48FOR UM AND THAT WAS THE SAME

2:06:50THING BUDGETED FOR FY 27.

2:06:52HOW HAS THE THREE $32,000

2:06:55BUDGET DECREASE AFFECTED

2:06:56STUDENTS LIKE I DON'T KNOW WHO

2:06:57GOT THE MONEY HERE BUT WHOEVER

2:06:59UNDERSTAND HOW THESE DOLLARS

2:07:00ARE IMPACTING THE OUTCOMES.

2:07:03I'D LIKE TO HEAR FROM YOU ABOUT

2:07:06THAT AND THAT IS ALL UNTIL I

2:07:10MIGHT BE INSPIRED TO ASK SOME

2:07:12MORE DAILY.

2:07:17UM I'LL TAKE A STAB AT UM THE

2:07:19ONES UH I BELIEVE I CAN ANSWER

2:07:20AND THEN I'LL FOR YOU GUYS BUT

2:07:22UM, AS FAR AS THE KIND

2:07:24OF BUILDINGS THAT ARE IN PLACE

2:07:25FOR STAFF, THE UM FALL SHORT

2:07:30OF IMPLEMENTING THE PROCEDURES

2:07:31AS WE PRESCRIBE THEM AND AS

2:07:33THEY'RE TRAINING THEM.

2:07:34UM, IT WOULD DEPEND ON THEIR

2:07:36THEIR, UH, COLLECTIVE

2:07:37BARGAINING AGREEMENT WITH THEIR

2:07:38MANAGER EMPLOYEES.

2:07:39SO WE HAVE PROGRESSIVE

2:07:40DISCIPLINE PROCEDURES IN PLACE

2:07:41FOR ALL STAFF AND WHAT WE WOULD

2:07:43DO IS IMMEDIATELY INVESTIGATE

2:07:45AN INCIDENT THAT FELL SHORT

2:07:46OF OUR EXPECTATIONS AND REALLY,

2:07:49UH, TAKE A MINUTE AND

2:07:50OPPORTUNITY WITH RELATION TO

2:07:51DIVISION WHAT I CHILD

2:07:52DEPARTMENTS WILL BE

2:07:53INVESTIGATING WHAT THE STAFF

2:07:54PERSON'S ROLE WAS.

2:07:55IT WAS NOT IN THAT

2:07:57INVESTIGATION VERY SIMILAR TO

2:07:58HOW WE WOULD INVESTIGATE

2:07:59DOCUMENTED HIMSELF AND BASED ON

2:08:01THAT INFORMATION OF WHAT WE

2:08:03LEARN WE FIND OUT WHETHER OR

2:08:05NOT UH SOMEONE UH DOCTOR

2:08:07PROPERLY OR NOT AND THEN WE

2:08:09WOULD IMPOSE A RANGE

2:08:09OF EMPLOYEE DISCIPLINE ON THE

2:08:11PERSON, UH, IN ACCORDANCE WITH

2:08:13THE COLLECTIVE BARGAINING

2:08:13AGREEMENT.

2:08:14SO EVERYBODY THAT'S

2:08:15PARTICIPATING ARE EMPLOYEES AND

2:08:19ASSOCIATED WITH THE DISTRICT.

2:08:21UH, FOLKS THAT ARE IMPLEMENTING

2:08:23ARE BULLYING, SEXUAL HARASSMENT

2:08:24AND SEXUAL MISCONDUCT POLICIES

2:08:25AND EVERYTHING WE NEED TO TALK

2:08:26ABOUT.

2:08:27YES, IT WOULD BE PRETTY MUCH

2:08:28MAINLY.

2:08:29SO I WOULD RECOMMEND WE NEED AN

2:08:30OUTSIDE THIRD PARTY.

2:08:31SO TO HELP SUPPORT SOME OF THIS

2:08:33WORK BECAUSE INDEPENDENT

2:08:35DOESN'T SOUND REALLY

2:08:36INDEPENDENT WHERE EVERYBODY IS

2:08:38INVOLVED WITH.

2:08:40THAT'S WHY PEOPLE ALWAYS THINK

2:08:41THAT WE'RE NOT BEING HONEST AND

2:08:43EVERYTHING'S BEING SWEPT UNDER

2:08:44THE RUG BECAUSE THE PEOPLE WHO

2:08:46ARE IDENTIFYING OR DETERMINING

2:08:48WHETHER SOMETHING WAS A

2:08:50MISCONDUCT UH, I JUST WANT TO

2:08:52MAKE GIVE YOU AN OPPORTUNITY TO

2:08:54CLARIFY THAT FOR ME.

2:08:55WELL, LIKE I MENTIONED,

2:08:56COLLECTIVE BARGAINING, UM,

2:08:58REQUIREMENTS ARE AT PLAY HERE.

2:08:59SO UM, IN OUR OPINION THE THIRD

2:09:01PARTY WOULD BE THE COLLECTIVE

2:09:03BARGAINING, UH, GROUP THAT

2:09:05THESE MEMBERS MAY BELONG TO AND

2:09:06.

2:09:07THAT'S FOR PROTECTING THE CHILD

2:09:08IN THE FAMILY.

2:09:09IT'S OUR COLLECTIVE JOB TO BE

2:09:10BOTH ANY MEMBERS IN THE SCHOOL

2:09:12WITH REGARDLESS OF WHAT UNION

2:09:13THEY BELONG TO.

2:09:14ANYONE WITH SCHOOL BUILDING IS

2:09:16THEIR RESPONSIBILITY FROM THE

2:09:17CAFETERIA MANAGER TO THE

2:09:18CUSTODIAN TO THE TEACHER, TO

2:09:19THE SECRETARY, TO THE SCHOOL

2:09:21LEADER, TO THE SCHOOL

2:09:22ADMINISTRATION.

2:09:22SO THERE'S A BUNCH OF PEOPLE

2:09:23THAT I CAN DESCRIBE AS

2:09:24RESPONSIBLE AND EXTERNAL

2:09:25CENTRAL OFFICE ONLY.

2:09:26JUST BECAUSE MY TIME IS SHORT

2:09:28AND WE ARE HERE TO LISTEN TO

2:09:29YOUNG PEOPLE, I'M NOT GOING TO

2:09:31KEEP GOING BACK AND FORTH.

2:09:32I WILL BE HOSTING A SECOND

2:09:33HEARING SO I CAN FURTHER

2:09:35INVESTIGATE THIS.

2:09:36SO GO AHEAD I HAVE OTHER

2:09:37QUESTIONS.

2:09:38>> I JUST WANTED TO ADD THAT UM

2:09:40IN DEVELOPING SOME OF THESE

2:09:41POLICIES WE HAVE WORKED WITH

2:09:42PARENTS OUTSIDE AGENCIES UM AND

2:09:45COMMUNITY MEMBERS TO SUPPORT

2:09:46THAT.

2:09:47I KNOW IN PARTICULAR WITH

2:09:48REGARDS TO BULLYING AND

2:09:49STUDENTS WITH DISABILITIES.

2:09:51THERE WAS AN UM PARENTS

2:09:54OF STUDENTS WITH DISABILITIES

2:09:55WERE UM ENGAGED TO BE PART

2:09:57OF THE CONVERSATION IN

2:09:58DEVELOPING THAT.

2:10:00I WOULD SAY IT'S SOMETHING THAT

2:10:01WE ALWAYS DO PERFECTLY, BUT WE

2:10:03HAVE BEEN TRYING TO WORK WITH

2:10:04UM, A VARIETY OF OUTSIDE

2:10:06SUPPORTS AND FAMILIES TO HAVE

2:10:08THAT HAPPEN.

2:10:08>> THE QUESTION WAS WOULD YOU

2:10:10BE WILLING TO AN OPEN TO HAVING

2:10:14AN INDEPENDENT OVERSIGHT

2:10:16COMMITTEE THAT IS NOT

2:10:18HANDPICKED BY BP BUT THAT IS

2:10:20INDEPENDENT OF THE DISTRICT AND

2:10:23CREATES OPPORTUNITIES FOR A

2:10:25DIFFERENT TYPE OF UH, OVERSIGHT

2:10:28?

2:10:29I'D HAVE TO GET MORE FLAHERTY

2:10:31ON WHAT YOU MEAN BY THAT.

2:10:33EXACTLY.

2:10:34>> WE'RE GOING TO CREATE IT

2:10:34TOGETHER.

2:10:35THAT'S IT.

2:10:37LET ME LET ME JUST REITERATE I

2:10:38WANT TO MAKE SURE WE HAVE A

2:10:40CONVERSATION ABOUT WHAT THAT

2:10:41MEANS AND WHAT THAT LOOKS LIKE

2:10:42BECAUSE WE DO HAVE A LOT

2:10:43OF FORMS TO UM UM TO THE POINT

2:10:46WHERE WE DO ENGAGE FAMILIES ON

2:10:48DIFFERENT ASPECTS OF OUR

2:10:49WORKING.

2:10:49SYSTEMS ARE BROKEN SYSTEM.

2:10:51SO WE'RE WILLING TO WORK WITH

2:10:52YOU TO BE PART OF THOSE AND

2:10:53MAKE THEM BETTER.

2:10:54ALL RIGHT.

2:10:54JUST BECAUSE MY TIME YEAH.

2:10:56I ALSO YOU KNOW WHAT WE'RE

2:10:57TALKING ABOUT OVERSIGHT I THINK

2:10:59IT'S IMPORTANT TO WORK TOGETHER

2:11:00BUT WE REALLY HAVE TO BE

2:11:02MINDFUL OF THE POLICIES AROUND

2:11:04PROPER AND TITLE NINE AND

2:11:06DISCUSSING ANY INDIVIDUAL UH,

2:11:08SPECIFIC STUDENT OR COMPLAINTS

2:11:10OR ACTIVE CASES UM IN THE

2:11:12VIOLATION OF HARBOR.

2:11:13THANK YOU FOR THAT.

2:11:14I THINK IT MUST BE TARGETED UM

2:11:16WHEN WHEN WE ARE HAVING THOSE

2:11:18PIECES I THINK OVERSIGHT FEELS

2:11:19A LITTLE BIT EVALUATIVE

2:11:21EVALUATIVE TO FOLKS.

2:11:22BUT HOWEVER I'M WILLING TO BE

2:11:24ON ANY COMMITTEE ROOTED IN

2:11:26ACTION TO PROBLEM SOLVE.

2:11:28UM, WELL, I THINK SOMETIMES,

2:11:30YOU KNOW, STRATEGICALLY IS I

2:11:33THINK WE HAVE TO LEAN IN ON A

2:11:34COMMUNITY A LITTLE BIT MORE

2:11:35WITH MORE STRATEGIC STANDPOINT.

2:11:37UM, AND THEN TO YOUR OTHER

2:11:39QUESTION, OUR GOAL IS LIVE IN

2:11:41THE PREVENTION SPACE AND NOT

2:11:42THE RESPONSIVE SPACE.

2:11:44UM, AND I KEEP GOING BACK TO

2:11:46WHAT MISS UM, MR SMITH SAID

2:11:48LIKE THE IT'S THE SAME THING

2:11:50WITH YOU VIOLENCE, RIGHT?

2:11:51LIKE YOU'VE GOT TO BUT

2:11:54SOMETIMES THINGS FEEL SO FEEL A

2:11:55CERTAIN WAY THAT YOU END UP IN

2:11:57A CONSTANT STATE OF UM,

2:11:59RESPONSIVENESS AND THAT'S WE

2:12:00NEED TO LIVE IN THE SPACE

2:12:02OF PREVENTATIVE PREVENTATIVE

2:12:02WORK.

2:12:03AND THEN THE NEXT QUESTION WE

2:12:04MANAGE AS FAR AS THOSE FUNDS WE

2:12:06ARE MANAGING WITHOUT THE FUNDS

2:12:07UM THEY WERE USED PREVIOUSLY

2:12:08FOR TRAINING THE STIPENDS BUT

2:12:10WE HAVE A REALLY GOOD TEAM UM

2:12:12AND OUR TEAM IN BOSTON UM WE WE

2:12:15DO WHAT WE CAN AND UNDERSTAND

2:12:17UH THOSE THOSE DYNAMICS UM IF

2:12:20CHOSEN IF OTHERWISE OTHER

2:12:22DECISIONS CAN BE MADE AND WE DO

2:12:23NOT WANT TO COMPROMISE PEOPLE

2:12:24BECAUSE WE NEED THE PEOPLE.

2:12:26AND THEN FINALLY THE SWEPT

2:12:27UNDER THE RUG PIECE I THINK

2:12:29OVER COMMUNICATING IS CRITICAL

2:12:30.

2:12:30I THINK SOMETIMES PARENTS GET

2:12:32ANNOYED THAT UM THAT WE'RE

2:12:34CALLING AND WE JUST WANT TO

2:12:36KNOW LIKE WE JUST WANT TO CHECK

2:12:37IN.

2:12:37I THINK WE HAVE TO MAKE THAT A

2:12:39COMMON PRACTICE.

2:12:40EVERY CONVERSATION IS AN

2:12:41OPPORTUNITY TO LEAN IN ON

2:12:42SUPPORT AND RESOURCES WILL

2:12:42POINT THEM IN THE RIGHT

2:12:43DIRECTION THE SAME PROCESS.

2:12:44YEAH.

2:12:45>> SO I'LL JUST NOTE TWO

2:12:46THINGS.

2:12:46ONE IS IT HAS TO BE ROOTED IN

2:12:48RESTORATIVE JUSTICE.

2:12:48I THINK WHATEVER WORK WE DO IS

2:12:50THAT AND THEN I JUST REALLY

2:12:52REALIZED THAT NONE OF YOUR

2:12:53ANSWER TO MY QUESTION AROUND

2:12:54THE 51 A AS AN ISSUE THAT IS A

2:12:56BIG CONCERN TO ME BECAUSE

2:12:58PARENTS ARE HAVING THEIR

2:12:59CHILDREN LITERALLY SNATCHED UP

2:13:00JUST BECAUSE THEY'RE PROTECTING

2:13:02OR TRYING TO FIGHT.

2:13:04WELL I TOLD.

2:13:05SOMEONE JUST.

2:13:06JUST ALL RIGHT SO AS FAR AS THE

2:13:0850 AS FAR AS THE 51 DAYS RIGHT

2:13:09I THINK SOMETIMES I THINK THE

2:13:12NEXT STAGE OF THIS AND THIS IS

2:13:14LIKE ACROSS THE CITY ACROSS THE

2:13:18COUNTRY THE NEXT STAGE

2:13:20OF UNDERSTANDING CULTURAL

2:13:21COMPETENCY IS AROUND IT IS

2:13:25INFUSING THAT INTO HOW 51 A'S

2:13:27ARE ARE DECIDED.

2:13:29UM AND BECAUSE AND WHEN I SAY

2:13:32CULTURAL COMPETENCY THERE ARE

2:13:34SO MANY FAMILIES FROM DIFFERENT

2:13:35PLACES AND WE'RE SO DIVERSE

2:13:38THAT SOMETIMES BEHAVIORS ARE

2:13:40INTERPRETED AS SOMETHING THAT

2:13:42THEY'RE NOT AND IT COULD BE

2:13:44MISINTERPRETED AS HARM.

2:13:45AND I THINK WE HAVE TO NAME

2:13:47THAT AND SO AND SOCIALIZE HOW

2:13:51WE ARE HOW WE ARE WHATEVER THE

2:13:53PROTOCOLS ARE BEFORE THOSE 51

2:13:54DAYS ARE CALLED.

2:13:56SO THAT'S YOUR POINT.

2:13:57BUT UNDERSTANDING THAT THERE IS

2:13:59SOME CULTURAL COMPETENCY THAT'S

2:14:00DEEPLY INVOLVED IN THAT.

2:14:02THAT'S RIGHT.

2:14:02AND LOCK.

2:14:03>> UP ALL YOU WANT TO TALK TO

2:14:04MORE THEM GO AHEAD.

2:14:05>> I MEAN IF YOU ALLOW ME TO

2:14:06HAVE YOU TO HELP LOWRY.

2:14:07>> AND NOT BECAUSE COP HAS

2:14:08ALREADY GIVEN ME THE SIDE I SO

2:14:09I'M NOT TRYING TO DEAL WITH

2:14:10THIS ONE.

2:14:11SORRY.

2:14:11YEAH.

2:14:12>> THE ONLY THING I WOULD ADD

2:14:13TO UM, UM, MR MCCARTHY SAID WAS

2:14:15THAT UM THERE ARE LAWS AROUND

2:14:17MANDATED REPORTING AND UH, AS

2:14:21AN INDIVIDUAL OR EVEN AS A

2:14:22DISTRICT WE CANNOT PROVIDE

2:14:24GUIDELINES OR RECOMMENDATIONS

2:14:26ON WHO SHOULD OR SHOULDN'T LIKE

2:14:28551 DAYS BECAUSE THAT'S AN

2:14:29INDIVIDUAL PERSON DECISION TO

2:14:30DO THAT.

2:14:31YEAH.

2:14:31UM SO.

2:14:32I THINK YOU'RE MISUNDERSTANDING

2:14:33MY POINT.

2:14:34MY POINT IS IS THAT THE

2:14:35DISTRICT IS UTILIZING 51 A'S TO

2:14:38KEEP OUTRIGHT PARENTS OFF

2:14:40OF THEIR GROUNDS BECAUSE

2:14:41THEY'RE TRYING TO PROTECT THEIR

2:14:42CHILDREN.

2:14:43SO THAT IS WHAT I'M REFERRING

2:14:44TO AND MANDATING REPORTING IN

2:14:46THE SAY THAT IS IS A WHOLE

2:14:48DIFFERENT KIND OF ONES AND

2:14:50THAT'S IT NOT WHEN I'M GOING TO

2:14:52GO TO COUNCILOR CULPEPER AND

2:14:54YOU HAVE FIVE MINUTES I'LL.

2:14:56>> BE BRIEF THAT'S YOU YOU.

2:14:57YOU THAT'S WHAT YOU ALWAYS SAY

2:14:59I DO FIVE MINUTES.

2:15:00UM UH THAT THE THE PEANUT UH

2:15:03AND I KNOW YOUR COMMITMENT.

2:15:07UM BUT WHAT I WOULD LOVE TO SEE

2:15:10IS FOR ME THIS TO WORK WITH

2:15:13MONICA MERCHANTS AND TO GET HER

2:15:18CHILD BACK TO SCHOOL EVEN IF IT

2:15:20MEANS TUTORING WHATEVER IT

2:15:22TAKES TO WORK WITH HER TO GET

2:15:25THAT CHILD BACK TO STUDY AND

2:15:27BACK TO LEARNING THAT I KNOW

2:15:30THAT WE ALL WANT AND SO

2:15:32WHATEVER IT TAKES AND UH, I

2:15:35KNOW YOU'LL DO WHATEVER IT

2:15:36TAKES, BUT LET'S GET THAT CHILD

2:15:39BACK TO LEARNING BACK TO SCHOOL

2:15:41EVEN IF IT MEANS IN THE

2:15:43BEGINNING SOME HOME TUTORING TO

2:15:46GET HER BACK TO LEARNING.

2:15:49I'M HAPPY TO WORK WITH MONICA

2:15:50ON GETTING HER, UH, CHILDREN

2:15:52BACK TO BOSTON PUBLIC SCHOOLS

2:15:53AND UH, LIKE I SAID, I'M, UH,

2:15:55DISAPPOINTED WITH WHAT HAPPENED

2:15:57IN UM UM UM, HAPPY TO MAKE SURE

2:15:59WE PUT SUPPORTS IN PLACE FOR

2:16:00CHILDREN IF THEY DO COME BACK.

2:16:01UM, BUT I CAN'T COMMIT TO

2:16:03TUTORING BECAUSE THE

2:16:04REQUIREMENTS AROUND THE

2:16:05TUTORING I CAN'T JUST SAY YES,

2:16:06I CAN PROVIDE TUTORING, BUT WE

2:16:07CAN DO IS MAKE SURE THAT WHEN

2:16:09THEY DO REENROLL WE WORK WITH

2:16:11MONICA TO DEVELOP A PLAN FOR

2:16:12EACH STUDENT UH, AT ANY SCHOOL

2:16:14THAT THEY GO TO TO MAKE SURE

2:16:16THEY'RE MAKING ACADEMIC

2:16:17PROGRESS IN HAVING THE THE

2:16:19TRAUMA SAFETY UH, PIECES

2:16:21ADDRESSED AS WELL, YOU KNOW,

2:16:22WORK VERY CLOSELY WITH HER.

2:16:23>> CAN YOU LOOK INTO THE

2:16:24TUTORING?

2:16:25UH, I CAN DEFINITELY LOOK INTO

2:16:27IT, BUT I JUST KNOW THAT

2:16:28THERE'S, UH, PARAMETERS AROUND

2:16:29IT.

2:16:30I JUST CAN'T COMMIT TO IT.

2:16:31NO, NO I CAN'T, BUT IF YOU LOOK

2:16:33INTO IT.

2:16:33AND HAPPY LOOK INTO IT NOT A

2:16:35QUESTION.

2:16:35>> TO THE, UH TO THE.

2:16:36CHAIR AND MONICA MY NUMBER

2:16:4561759473416175947341 I'M HAPPY

2:16:46TO TAKE A NUMBER AFTER THIS

2:16:47HEARING AS WELL.

2:16:48I PUT UP TO OUR GROUP CHAT

2:16:49WHICH ARE BOTH UH THAT I'LL

2:16:51MONITOR THE SITUATION AND MAKE

2:16:52SURE IT'S HAPPENING.

2:16:53>> THANK YOU CONSTANTLY.

2:16:54JUST MAKING SURE THAT'S THE

2:16:56NUMBER I GOT THAT.

2:16:57>> YOU MIGHT HAVE MY PERSONAL

2:16:58NUMBER SO.

2:17:01I GOT IT.

2:17:02UH THE OTHER THING THAT AND

2:17:04THIS IS MY FINAL QUESTION,

2:17:06MADAM CHAIR AND EITHER OF YOU

2:17:07CAN SPEAK TODAY ASTRID

2:17:10HERNANDEZ TALKED ABOUT

2:17:12RESTORATIVE PRACTICES AND HE

2:17:13GAVE US A LIST OF THOSE.

2:17:15CAN YOU JUST TALK ABOUT HOW

2:17:17MUCH YOU, UH, FOCUS ON AND

2:17:21IMPLEMENT THE RESTORATIVE

2:17:22PRACTICES THAT, UH, ASTRID

2:17:26REMAINS TO TALK ABOUT?

2:17:27>> IT WAS JUST THE ANSWER THAT.

2:17:29THEY BOTH IT WAS.

2:17:30>> ABOUT I DON'T KNOW I THINK

2:17:32IT WAS I.

2:17:33KNOW LEANNE BROUGHT IT UP FOR

2:17:34SOMEONE SUPPOSED TO BE TALKING.

2:17:35SO THEN, UH, MADAM CHAIR IS

2:17:37ALWAYS RIGHT.

2:17:39SHE'S ALWAYS RIGHT.

2:17:42UH, THANK YOU,

2:17:44COUNCILOR CULPEPPER I WE ARE IN

2:17:45YEAR THREE OF OUR 3 TO 7 YEAR

2:17:48STRATEGIC PLAN AROUND

2:17:49IMPLEMENTING RESTORATIVE

2:17:49PRACTICES.

2:17:50UH, WHAT WAS APPROPRIATELY

2:17:51CALLED RESTORATIVE JUSTICE

2:17:53PRACTICES.

2:17:54UM.

2:17:55>> I THINK WHEN YOU ARE TRYING

2:17:58TO SHIFT A CULTURE THAT HAS

2:18:00BEEN PREDICATED ON

2:18:02TECHNICALITIES, CONSEQUENCES.

2:18:04UM.

2:18:05>> YOU KNOW, YOU IT REQUIRES A

2:18:07LOT OF TRAINING.

2:18:09IT REQUIRES A LOT OF, UM,

2:18:10THOUGHT PREPARATION.

2:18:12UH, IT REQUIRES UH A LOT

2:18:15OF BUYING UM, YOU KNOW, I'LL

2:18:17GIVE YOU AN EXAMPLE SOMETIMES

2:18:19WHEN THE YOUNG YOUNG CULPEPPER

2:18:21MAY HAVE GROWN SOMETHING ONE

2:18:23DAY TRYING TO HIT THE TRYING TO

2:18:25YOU KNOW, WE ALL USED TO YELL

2:18:28COVID OR JORDAN OR SOMETHING

2:18:29LIKE THAT AND IT HIT SOMEBODY A

2:18:30PIECE OF PAPER HIT SOMEONE.

2:18:31UM.

2:18:33>> SOMETIMES THERE'S

2:18:37HISTORICALLY THERE'S AN URGE TO

2:18:38WANT TO DO SOMETHING.

2:18:39SOMETHING HAS TO HAPPEN TO THAT

2:18:40PERSON WHO MADE A DECISION AND

2:18:42FOR US AND WE ARE ROOTED IN

2:18:45RESTORATIVE JUSTICE PRACTICES.

2:18:46YOU HAVE TO LOOK AT WHO WAS

2:18:48IMPACTED RIGHT.

2:18:50UM, WHAT IS THE NATURE AND THE

2:18:51DEPTH OF THE IMPACT AND THEN

2:18:54LOOKING AT THE PERSON, UM, WHO

2:18:58MADE THE POOR DECISION AND THEN

2:19:00CREATING A SPACE WHERE THEY

2:19:01COULD INDIVIDUALLY RESPOND TO

2:19:02THAT AND THEN IN A LARGER PIECE

2:19:06I THINK THE THE THE TOUGHEST

2:19:08PART OF INTEGRATING RESTORATIVE

2:19:10JUSTICE PRACTICES.

2:19:12IS REALLY HELP MAKING IT BE.

2:19:14DIGESTIBLE TO THE COMMUNITY.

2:19:15UM.

2:19:16>> IT IT SOUNDS GOOD, FEELS

2:19:18GOOD BUT THE DOING UM BECOMES

2:19:21PRETTY DIFFICULT AND IS REALLY

2:19:22JUST ROOTED IN FAIRNESS AND

2:19:24IT'S HARD IT'S HARD TO DO THAT

2:19:25WHEN YOU HAVE HUNDREDS AND

2:19:26HUNDREDS OF YEARS OF A

2:19:27PARTICULAR PRACTICE.

2:19:30WHAT ABOUT THE TRAINING

2:19:32OF SENSITIVE LEARNING MODELS?

2:19:34IT'S RELATIVE TO RESTORATIVE

2:19:35JUSTICE PRACTICES.

2:19:37UM, WE HAVE TO TRAIN A TRAINER

2:19:40UM TRAININGS.

2:19:41UM, ACTUALLY IF THE

2:19:41COUNCIL WOULD LIKE TO DO SOME

2:19:42RESTORATIVE JUSTICE TRAINING,

2:19:43DR. MILLER WILL BE HAPPY TO SET

2:19:45THOSE UP WITH THE SAFE, UM,

2:19:47WELCOMING SCHOOLS.

2:19:48I THINK THAT'S IMPORTANT SO YOU

2:19:50GUYS CAN KNOW WHAT TO LOOK FOR

2:19:51IS AH, WHEN YOU GO TO SCHOOLS,

2:19:52UH, WE ALL KNOW THERE'S A

2:19:53THERE'S A SERIOUS DIFFERENCE

2:19:55WHEN THE YOUR SCHOOL IS

2:19:57PRACTICING THEN WHEN IT'S NOT

2:19:59ONE BECOMES TECHNICAL AND THE

2:20:00OTHER ONE FEELS IT MORE

2:20:02ADAPTIVE AND INCLUSIVE.

2:20:03SO THIS IS THE CHAIRS

2:20:04COMMITTEE.

2:20:05IF SHE AGREES TO IT I'LL DO IT

2:20:07I WOULD LIKE TO DO IT BUT THIS

2:20:09IS THE CHAIRS COMMITTEE SO YOU

2:20:10COULD DO.

2:20:11WHATEVER YOU WANT.

2:20:11ARE YOU A DISTRICT SEVEN?

2:20:12DID YOU HEAR WHAT SHE SAID?

2:20:13SHE'S I CAN DO WHATEVER I WANT.

2:20:15>> WHENEVER YOU'RE READY 515

2:20:16HYPERCARS.

2:20:17OKAY THEN IF YOU DON'T DO HE'S

2:20:19GOING TO BLAME ME.

2:20:20UH, YOU COULD DO WHATEVER.

2:20:22>> YOU WANT.

2:20:22UM.

2:20:23>> PUT ME ON YOUR BUSINESS.

2:20:25ALL RIGHT.

2:20:27ARE YOU HAVING A GOOD TIME?

2:20:29YOU KNOW YOU LIKE MY HEARINGS.

2:20:31EVERYBODY LIKES MY HEARINGS.

2:20:33Y'ALL HAVING FUN?

2:20:34THAT'S WHAT'S Y'ALL HAVING FUN

2:20:36TOO?

2:20:37OH, Y'ALL.

2:20:37Y'ALL.

2:20:40I GET TOO EXCITED.

2:20:41ALL RIGHT, SO I'M NOT GOING TO

2:20:44HOLD YOU A HOSTAGE.

2:20:45BUT I WOULD LIKE IF YOU HAVE

2:20:46THE TIME TO IF YOU WE HAVE A

2:20:49YOUTH PANEL IF YOU COULD STAY

2:20:51TO LISTEN AND IF YOU CAN'T IT

2:20:53IS BEING RECORDED.

2:20:54SO IF IF PEOPLE HAVE TO GO

2:20:56DON'T THINK THAT THEN THEY

2:20:57DON'T HAVE AN OPPORTUNITY TO SO

2:20:58HERE YOUNG PEOPLE THERE WILL BE

2:21:00ANOTHER WAY TO DO THAT.

2:21:02BUT I JUST WANT TO SAY THANK

2:21:03YOU AND WE WILL BE REACHING OUT

2:21:06TO YOU ALL TO CREATE THIS

2:21:07OVERSIGHT UM COMMITTEE I KNOW

2:21:09IT SOUNDS PUNITIVE BUT I REALLY

2:21:11DO BELIEVE THAT PEOPLE WANT

2:21:12SOMETHING THAT FEELS LIKE IT

2:21:14HAS TEETH TO IT.

2:21:15RIGHT?

2:21:16SO IT'S NOT SOMETHING LIKE OH,

2:21:17IT'S AN ADVISORY COMMITTEE.

2:21:18NO, WE WANT TO CREATE SOMETHING

2:21:19THAT WE'RE GOING TO HOLD

2:21:20OURSELVES ACCOUNTABLE TO.

2:21:21BUT THERE'S ALSO A ROLE FOR

2:21:22COMMUNITY TO PLAY.

2:21:23SO IT'S NOT JUST WHAT WE CAN

2:21:24DO.

2:21:25THERE'S SOME THINGS THAT

2:21:26PARENTS CAN DO TOO.

2:21:27THERE'S SOME THINGS THAT

2:21:28STUDENTS CAN DO AND I THINK

2:21:29THAT WHAT WE HAVE TO START

2:21:31LEARNING HOW TO REALIZE IS THAT

2:21:32EVERYBODY'S ACCOUNTABLE FOR

2:21:34COMMUNITY SAFETY AND

2:21:35EVERYBODY'S ACCOUNTABLE FOR HOW

2:21:36STUDENTS FEEL AND WE ALL NEED

2:21:38TO OWN THAT.

2:21:38AND THAT'S THE TYPE

2:21:40OF LEADERSHIP THAT I WANT TO

2:21:41BRING TO THIS CONVERSATION IS

2:21:43MAKING SURE THAT EVERYBODY'S

2:21:44PLAYING THEIR ROLE.

2:21:46UM, AND WE'RE HERE TO SERVE

2:21:48STUDENTS AND DOING IT

2:21:50COLLECTIVELY.

2:21:51I APOLOGIZE TO THE YOUNG

2:21:52PEOPLE.

2:21:53I WILL TRY TO STAY AS LONG AS I

2:21:54CAN.

2:21:54I DO HAVE SOME CHILDCARE

2:21:55ISSUES, BUT I WILL BE HERE AS

2:21:57LONG AS I CAN.

2:21:58AND YOU CAN BLAME

2:22:00COUNCIL CULPEPPER FOR HOW LONG

2:22:01THE YOUNG PEOPLE HAD TO WAIT TO

2:22:02SPEAK.

2:22:03ALL RIGHT, Y'ALL, CAN I GET THE

2:22:05YOUTH DOWN HERE?

2:22:07UM, WE HAVE YOUNG PEOPLE, UH,

2:22:11WHO ARE HERE FROM VARIOUS

2:22:14SCHOOLS.

2:22:15UM.

2:22:18SO COME ON DOWN AND YOU EACH

2:22:23HAVE THREE MINUTES.

2:22:32AND, UM, WE APPRECIATE YOU

2:22:36BEING HERE REPRESENTING Y'ALL

2:22:38EACH GET YOUR OWN MICROPHONE

2:22:41OKAY?

2:22:42OKAY.

2:22:42>> THAT'S RIGHT.

2:22:44UH, SO YOU GOT TO LIKE STAND IN

2:22:48THAT POWER.

2:22:52YES OKAY.

2:22:53ALL RIGHT, SO WHO WANTS TO GO

2:22:55FIRST?

2:22:57I WILL GO WITH YOU.

2:22:58THAT'S RIGHT.

2:22:59BECAUSE YOU GAVE ME EYE CONTACT

2:23:00.

2:23:00THAT'S WHAT YOU GET THREE

2:23:01MINUTES.

2:23:02UM, OKAY.

2:23:03MY NAME IS EMPRESS.

2:23:05UM, I GO TO BUNKER HILL

2:23:06COMMUNITY COLLEGE BUT I HAVE

2:23:07WENT TO.

2:23:08MULTIPLE SCHOOLS UM, THROUGHOUT

2:23:11MY YEARS AND I THINK I REALLY

2:23:13WANT TO TALK ABOUT IS LIKE

2:23:17NOURISHING BECAUSE A LOT

2:23:18OF TIMES I FEEL LIKE ME FORGET

2:23:19ABOUT ME, MAKE THESE POLICIES

2:23:20OKAY?

2:23:21THESE ARE CHILDREN AND WE

2:23:23SHOULD BE IMPLEMENTING MORE

2:23:25THINGS LIKE GOOD LUNCHES

2:23:26BECAUSE A LOT OF TIMES KIDS.

2:23:28DO DON'T FEEL COMFORTABLE WHEN

2:23:30YOU LUNCHES AND WE LIKE MAKING

2:23:34SURE PEOPLE ARE FED MAKING SURE

2:23:35PEOPLE ARE HAVING A GOOD

2:23:37ENVIRONMENT BECAUSE I CAN HELP

2:23:39THAT AS WELL.

2:23:40UM AS WELL HAVING TRAINED

2:23:42PEOPLE.

2:23:43TO LIKE HELP.

2:23:44WITH TRAINED COUNSELORS TO HELP

2:23:46UM KIDS WHO ARE GOING THROUGH

2:23:47SOMETHING I THINK JUST HAVING

2:23:48LIKE TEACHERS DO THAT ALL THE

2:23:50HELP IS NOT GOING TO BE

2:23:51BENEFICIAL.

2:23:52AND YEAH.

2:23:56OKAY.

2:23:57>> OH THAT'S.

2:23:58YEAH I WOULD YOU SURE OKAY.

2:24:03OH HELLO GUYS MY.

2:24:05NAME IS JEN MILES AND I'M 17

2:24:08YEARS OLD AND I GO TO MATCH

2:24:10CHARTER PUBLIC.

2:24:11HIGH SCHOOL.

2:24:12AND I'M HERE TODAY BECAUSE I

2:24:14WANT.

2:24:14>> TO.

2:24:15TALK ABOUT.

2:24:15HOW LIKE BULLYING AND

2:24:17RETALIATION TRUTHFULLY AFFECTS

2:24:20YOUNG PEOPLE.

2:24:21UM, I KNOW LIKE YOU KNOW LIKE

2:24:24THIS WHOLE HEARING HAS BEEN

2:24:25ABOUT LIKE HEARING STORIES BUT

2:24:27I WANT LIKE YOU TO UNDERSTAND

2:24:29FROM LIKE A MORE PSYCHOLOGICAL

2:24:31MENTAL LEVEL LIKE HOW IT

2:24:34AFFECTS PEOPLE.

2:24:36UM, I HAVE BEEN IN PROGRAMS

2:24:39LIKE PARTIAL HOSPITALS LIKE I

2:24:41HAVE LIKE MISS SCHOOL FOR

2:24:44MONTHS.

2:24:44I TAKE LIKE A BREAK FOR MY

2:24:46MENTAL HEALTH AND I MET A LOT

2:24:49OF OTHER STUDENTS FROM AGES.

2:24:51I WOULD SAY.

2:24:52>> FROM GRADE SEVEN TO SENIORS

2:24:55THAT ALL LIKE REPORT KIND

2:24:57OF THE SAME THING.

2:24:57THEY ALL HAVE ISSUES WITH GOING

2:24:59TO SCHOOL BECAUSE THEY FIND THE

2:25:01CLIMATE LIKE UNBEARABLE TO BE A

2:25:04AND IT.

2:25:06>> WAS LIKE UM.

2:25:08LIKE FROM ALL DIFFERENT

2:25:09BACKGROUNDS LIKE.

2:25:11UM I THINK THE YOUNGEST THERE

2:25:13WAS SEVEN.

2:25:14FROM SEVENTH GRADE.

2:25:16AND EVEN LIKE SENIORS ALSO

2:25:18REPORT LIKE THAT THEY DON'T

2:25:19REALLY WANT TO DO OR ENGAGE IN

2:25:21ANY SENIOR ACTIVITIES BECAUSE

2:25:23OF HOW UM THEY DON'T GET ALONG

2:25:26WITH THEIR.

2:25:27COHORTS AND THEY DON'T FEEL

2:25:30SUPPORTED BY THEIR OWN TEACHERS

2:25:32TO GO BACK TO SCHOOL.

2:25:34AND UM.

2:25:35>> JUST LIKE HEARING ABOUT

2:25:36THEIR EXPERIENCE AND MAKES

2:25:38ME FEEL LIKE THE BULLYING

2:25:41SITUATION HASN'T BEEN ADDRESSED

2:25:42ENOUGH BECAUSE UM, EVEN NOW

2:25:46THERE'S THAT.

2:25:47PARTIAL HOSPITAL IS.

2:25:48STILL RUNNING AND THERE'S STILL

2:25:50VERY MUCH PEOPLE THERE THAT

2:25:52FEEL AS IF THEY CAN'T GO TO

2:25:54SCHOOL OR THEY DON'T WANT TO GO

2:25:56TO SCHOOL BECAUSE OF BULLYING.

2:25:59AND I FEEL AS IF LIKE.

2:26:03UM LIKE.

2:26:04IT'S KIND OF LIKE.

2:26:05>> UH, PUT YOURSELF IN THEIR

2:26:07SHOES.

2:26:08UM, I DON'T THINK THAT I WOULD

2:26:10WANT TO GO TO SCHOOL EITHER IF

2:26:12I WAS GETTING.

2:26:13HARASSED IN THE HALLWAY FOR

2:26:14BEING LGBTQ PLUS OR BEING FROM

2:26:17A DIFFERENT RACE OR ETHNICITY

2:26:20AND YEAH.

2:26:22YOU CAN'T.

2:26:25TALK TO TALK.

2:26:27UM.

2:26:28>> HI, MY NAME IS EMANUELE

2:26:29MARTIN.

2:26:30I GO TO EVERETT HIGH SCHOOL AND

2:26:32I'M 15.

2:26:33UM, SOMETHING I MOSTLY WANT TO

2:26:35TALK ABOUT IS STUDENT MENTAL

2:26:36HEALTH, WHICH I FEEL LIKE IS A

2:26:38VERY BIG PROBLEM ESPECIALLY,

2:26:40UM, AROUND THE HIGH SCHOOL

2:26:43PERIOD BUT IT MOSTLY STARTS

2:26:45AROUND MIDDLE SCHOOL TO ME.

2:26:47UM, I FEEL LIKE YES, AT SCHOOLS

2:26:49WE DO HAVE HELP FOR MENTAL

2:26:51HEALTH BUT UM A LOT OF IT

2:26:55SOMETIMES STUDENTS DON'T KNOW

2:26:56ABOUT UM SOMETHING THAT MOST

2:27:00UNDERSTAND ABOUT IT IS THEIR

2:27:01COUNSELORS BUT THAT'S ABOUT ALL

2:27:02.

2:27:03AND SOMETIMES STUDENTS DON'T

2:27:04TRUST THEIR COUNSELORS BECAUSE

2:27:05THEY KNOW THAT THE INFORMATION

2:27:06WILL BE SHOWN TO THEIR PARENTS

2:27:08AND SOMETIMES STUDENTS JUST

2:27:09DON'T WANT THEIR PARENTS TO UM

2:27:13,ACKNOWLEDGE OR KNOW THAT

2:27:14THEY'RE STRUGGLING.

2:27:15YOU KNOW, IT MAY BE A VARIOUS

2:27:17DIFFERENT REASONS.

2:27:18IT MIGHT BE BECAUSE THEY'RE

2:27:20EMBARRASSED OR BECAUSE THEY

2:27:21COME FROM A BACKGROUND THAT

2:27:22LIKE.

2:27:23BEING OR FEELING A CERTAIN WAY

2:27:26IS WRONG.

2:27:27SO UM.

2:27:28YEAH YEAH.

2:27:31YOU GUYS READY FOR QUESTIONS?

2:27:34YEAH.

2:27:34READY.

2:27:35OKAY.

2:27:36>> WE'RE GOING.

2:27:37>> TO GO FIRST TO COUNSELOR

2:27:38FLYNN, THEN.

2:27:39FITZGERALD AND.

2:27:41THEN COUNCILOR CULPEPPER, THEN

2:27:42MYSELF AND I JUST WANT TO SAY

2:27:43THANK YOU LADIES IT IS NOT EASY

2:27:45TO SHOW UP IN THIS CHAMBER AND

2:27:47SPEAK TRUTH TO POWER AND DONE

2:27:48THAT.

2:27:49SO I JUST WANT TO ACKNOWLEDGE

2:27:50THAT.

2:27:50FOR THAT.

2:27:52COUNSELOR, UH, COUNSELOR FLYNN,

2:27:54YOU HAVE UH, THE FLOOR.

2:27:55THANK YOU, MADAM CHAIR.

2:27:57AND THANK YOU TO THE YOUNG

2:27:59WOMEN THAT ARE HERE AND FOR

2:28:02YOUR EXCELLENT TESTIMONY AND

2:28:04PROFESSIONAL POISED AND, UM.

2:28:08SPEAKING EXCEPTIONALLY WELL ON

2:28:10BEHALF OF YOUR PEOPLE YOUR AGE.

2:28:12SO THANK YOU FOR BEING HERE.

2:28:15YOUR TESTIMONY IS HELPING US AS

2:28:20WE DISCUSS THIS MAJOR PROBLEM,

2:28:22BUT IT'S GIVING US IDEAS ON HOW

2:28:25WE CAN MOVE FORWARD.

2:28:26SO YOUR TESTIMONY WAS WAS

2:28:29PERFECT.

2:28:30WELL LET ME LET ME JUST ASK A.

2:28:32QUESTION TO ANYONE THAT WANTS

2:28:35TO RESPOND.

2:28:36BUT IF A YOUNG PERSON IN SCHOOL

2:28:40IS BULLIED.

2:28:40WHAT DO YOU THINK THE PROPER

2:28:44STEPS SHOULD BE FOR THAT YOUNG

2:28:46PERSON TO COMMUNICATE TO THE

2:28:49SCHOOL LEADER ABOUT IT.

2:28:52OR OR IF THEY IF THEY HEAR

2:28:54ABOUT IT FROM ANOTHER PERSON?

2:28:57UM BUT BUT BUT WHAT SHOULD IT

2:28:59BE IF IF A YOUNG PERSON IS

2:29:02BULLIED UH HOW SHOULD THEY GO

2:29:04ABOUT TRYING.

2:29:05TO UM.

2:29:06DEAL WITH THE SITUATION?

2:29:10UM I WOULD SAY.

2:29:11FIRST UM LIKE WHAT THE MO WAS

2:29:15SAYING IT MIGHT BE HARD TO

2:29:18REPORT BULLYING BECAUSE WELL

2:29:20NOWADAYS LIKE I FEEL LIKE

2:29:23CHILDREN MIGHT BE LABELED AS A

2:29:26SNITCH OR THEY MIGHT BE.

2:29:29UM THEY MIGHT WANT TO GO

2:29:32ANONYMOUSLY FIRST AND REPORT IT

2:29:35TO LIKE A SAFE DESIGNATED SAFE

2:29:37TRUSTED ADULT UM FOR LIKE.

2:29:42CHILDREN THAT DON'T.

2:29:43AREN'T REALLY SOCIAL OR THEY

2:29:44DON'T REALLY HAVE LIKE A SOCIAL

2:29:46LIFE OR FRIENDS OR THEY MIGHT

2:29:48FIND IT HARD TO EVEN SPEAK UP

2:29:50BECAUSE LIKE LIKE WE'VE HEARD

2:29:52THERE ARE CASES WHERE.

2:29:54UM.

2:29:55>> NONVERBAL STUDENTS CAN'T

2:29:56REALLY REPORT THE ABUSE THAT

2:29:58THEY'RE FACING.

2:29:59I WOULD.

2:30:00SAY HAVING DESIGNATED LIKE

2:30:03WE'RE TRAINING SAFE TRUSTED

2:30:06ADULTS.

2:30:06BUT ALSO MAKING SURE THAT

2:30:09STUDENTS CAN REPORT ANONYMOUSLY

2:30:11.

2:30:12JUST OF THE FEAR.

2:30:12THAT THERE MIGHT BE RETALIATION

2:30:14LIKE A FIGHT OR UM, LIKE ANY

2:30:18PHYSICAL PUNISHMENT TOWARDS

2:30:20THEM BECAUSE THEY STOOD UP FOR

2:30:22THEMSELVES.

2:30:24SO FIRST HAVING THEM DO IT

2:30:26ANONYMOUSLY AND YEAH.

2:30:29EXCELLENT EXCELLENT ANSWER.

2:30:32UM IS IS THERE A IS THERE AN

2:30:37OPPORTUNITY FOR A YOUNG PERSON

2:30:38A STUDENT TO IF THEY DON'T.

2:30:41NECESSARILY WANT TO GO.

2:30:42TO SEE THE SCHOOL PRINCIPAL BUT

2:30:43COULD THEY GO TO A SCHOOL

2:30:46GUIDANCE COUNSELOR OR A SCHOOL

2:30:48NURSE, A SCHOOL SOCIAL WORKER

2:30:51OR EVEN A CLASSMATE THAT WOULD

2:30:54BE UNDERSTANDING AND MAYBE GIVE

2:30:55THAT.

2:30:56YOUNG PERSON.

2:30:57SOME GOOD ADVICE ON HOW TO HOW

2:30:59TO MOVE FORWARD WITH IT.

2:31:00WHAT ARE YOUR THOUGHTS ON THAT?

2:31:02UM, I WILL SAY THAT I KNOW

2:31:04MOSTLY BECAUSE A LOT OF TIMES

2:31:05THOSE COUNSELORS ARE NOT BUILT

2:31:07TO HANDLE THOSE PROBLEMS AS

2:31:09WELL BECAUSE THEY'RE NOT

2:31:09TRAINED.

2:31:10BUT ALSO A LOT OF THOSE KIDS

2:31:11PROBABLY WOULD FEEL ALONE

2:31:13MAKING THAT THEY DON'T GO TO

2:31:14THOSE PEOPLE AND A LOT OF TIMES

2:31:16THERE'S NOT ENOUGH TIME.

2:31:17A LOT OF TIMES IT'S DISMISSED

2:31:19AS THEIR OH, WHICH IS ANOTHER

2:31:20PROBLEM WHERE JUST TWO STUDENTS

2:31:21ARE NOT GETTING ALONG AND I

2:31:22FEEL LIKE PEOPLE DON'T REALLY

2:31:26THEY JUST THINK OH YOU DID YOU

2:31:27JUST TALK TO EACH OTHER AND

2:31:28THEY'LL BE OKAY INSTEAD

2:31:30OF ACTUALLY GOING TO WHY IS

2:31:31THIS HAPPENING?

2:31:32WHAT CAN WE DO TO FIX IT?

2:31:34UM CAN WE OFFER ANY PROGRAMS

2:31:35GOING TO HELP THAT CAN HELP

2:31:36THAT UM THAT PROBLEM BECAUSE

2:31:38USUALLY WHEN IT COMES TO

2:31:39BULLYING IT'S JUST LIKE THAT

2:31:41PERSON MIGHT NOT HAVE THE BEST

2:31:42HIGH AND OR THAT PERSON MIGHT

2:31:43HAVE NOT HAD THE BEST UM HOME

2:31:45LIFE INSTEAD OF LIKE THEY CAN

2:31:46THEY CAN'T REALLY GO TO

2:31:48COUNSELORS TO LIKE HELP THAT

2:31:49AND THEY MIGHT ALSO SO JUDGE AS

2:31:50WELL BECAUSE WE COME FOR A

2:31:51SOCIETY THAT JUDGES PEOPLE WHO

2:31:52ARE LOWER THAN US WHO ARE DON'T

2:31:54HAVE A LOT OF UM OPPORTUNITIES.

2:31:57SO I WOULD SAY IN DPS HAS NOT

2:31:59BEEN THE BEST AT DOING THAT

2:32:00BECAUSE USUALLY IT'S NOT UM

2:32:03IT'S NOT SEEN AS A BIG PROBLEM

2:32:06WITH SOMEONE'S ACTUALLY GETTING

2:32:07HURT.

2:32:07DON'T YOU LIKE TRY TO DO THINGS

2:32:09WHEN SOMEONE'S HURT OR THERE'S

2:32:11A BIG FIGHT OR IT'S ON THE

2:32:12NEWS AND STUFF WHERE IT'S LIKE

2:32:13OKAY, NOW DAMAGE CONTROL THAT'S

2:32:15WHEN THEY ACTUALLY WANT TO COME

2:32:17IN AND FIX THE PROBLEM.

2:32:18AND YEAH I DON'T THINK THEY DO.

2:32:21AND AGAIN ALSO I DON'T THINK WE

2:32:22SHOULD PUT A LOT OF LIKE

2:32:23PRESSURE ON COUNSELORS A LOT

2:32:24OF TIMES THEY DO NOT HAVE THE

2:32:26TRAINING TO SUPPORT PEOPLE WITH

2:32:27MENTAL HEALTH.

2:32:28UM WE SHOULD ACTUALLY GET

2:32:30THERAPISTS PEOPLE WHO ARE

2:32:31ACTUALLY GOOD WITH THOSE THINGS

2:32:33BECAUSE A LOT OF PEOPLE A LOT

2:32:35OF ADULTS ALSO ARE NOT THE BEST

2:32:36THE JUDGE OR THE CHILDREN AS

2:32:38WELL ESPECIALLY THEY MIGHT LOOK

2:32:40DOWN TO THAT CHILD ESPECIALLY

2:32:41IF THEY'RE NOT LIKE THE BEST

2:32:43BEHAVIOR.

2:32:44SO YES THAT'S ME.

2:32:46I THINK THE THE ANSWER.

2:32:47>> WAS EXCELLENT.

2:32:48MADAM CHAIR, MAY I CONTINUE

2:32:49WITH ONE MORE QUESTION?

2:32:50SURE.

2:32:51UM THANK YOU.

2:32:52UM.

2:32:54JUST.

2:32:56IS IS IT.

2:32:57REALLY CRITICAL FOR THE FOR THE

2:33:00STUDENTS TO KNOW THEIR SCHOOL

2:33:03LEADER, THEIR SCHOOL PRINCIPAL

2:33:05BUT TO HAVE A A TRUSTING

2:33:08RELATIONSHIP IN THE SCHOOL LEAD

2:33:10A PRINCIPAL SO THAT THEY CAN GO

2:33:11FORWARD WITH ANY ISSUES AND

2:33:14KNOW KNOWING THAT THE SCHOOL

2:33:16PRINCIPAL WILL LISTEN TO THEM

2:33:17AND PROVIDE SOME GOOD GOOD

2:33:20GUIDANCE OR RECOMMENDATIONS.

2:33:21I THINK SALT LAKE YES, BUT ALSO

2:33:24THAT.

2:33:24>> LIKE THE.

2:33:25PRINCIPAL CANNOT BE THE ONLY

2:33:26PERSON UM THAT THEY CAN GO TO.

2:33:28I THINK THERE SHOULD BE A WIDE

2:33:29VARIETY OF THOSE PEOPLE AND

2:33:31ALSO THE PRINCIPAL SHOULD BE

2:33:33THE ONES AND NOT LIKE PUTTING

2:33:34IN THE SYSTEM SO KIDS CAN FEEL

2:33:36COMFORTABLE IN HOW MANY PEOPLE

2:33:37TO GO TO.

2:33:39UM SO THEY FEEL LIKE THERE'S

2:33:40MULTIPLE ADULTS THAT ACTUALLY

2:33:41CARE FOR ME.

2:33:42THERE'S MULTIPLE PROGRAMS I

2:33:43CARE ABOUT.

2:33:43I CAN GO TO A NURSE IF I GET IT

2:33:45AND FEEL COMFORTABLE TELLING

2:33:47HER ABOUT THE SITUATION.

2:33:48SO YES, I THINK THE PRINCIPAL

2:33:50OR LIKE THE ADMIN SHOULD BE THE

2:33:51PERSON WHO IS UM THAT THAT

2:33:53PERSON BUT AT THE SAME TIME

2:33:55THEY SHOULDN'T THAT THE

2:33:56PRINCIPAL SHOULDN'T BE THE ONLY

2:33:57WERE THE ONLY ONE.

2:34:01BULLYING.

2:34:01>> YEP.

2:34:03UM PERSONALLY AT MY SCHOOL A

2:34:05DEAN OR A PRINCIPAL SOMETIMES

2:34:07IS SEEN AS OH, IF YOU GET IN

2:34:08TROUBLE, THAT'S WHERE YOU GO.

2:34:10UM, I DON'T THINK DEANS OR

2:34:11PRINCIPAL SHOULD BE SEEN AS

2:34:12THAT EITHER.

2:34:14SO MAYBE IF THERE WAS UM, SOME

2:34:16TYPE OF WAY TO CHANGE STUDENTS

2:34:18UM, WAYS OF SEEING DEANS OR

2:34:20PRINCIPAL AS LIKE YOU KNOW, A

2:34:22SCARY PLACE TO GO OR SOMEWHERE

2:34:24THAT YOU GO WHEN YOU'RE IN

2:34:25TROUBLE OR SOMEONE YOU CAN'T

2:34:26TRUST.

2:34:26THERE SHOULD BE A DIFFERENT WAY

2:34:29TO SHOW STUDENTS AND LET THEM

2:34:30KNOW OH, YOUR DEAN ISN'T HERE

2:34:33ONLY WHEN YOU'RE IN TROUBLE.

2:34:34YOUR DEAN IS HERE FOR LIKE

2:34:35OTHER STUFF TOO.

2:34:36THANK THANK YOU, MADAM CHAIR.

2:34:39UM THANK THANK YOU FOR GIVING

2:34:40ME THE EXTRA MINUTE.

2:34:41I WANT TO SAY THANK THANK YOU

2:34:43TO THESE YOUNG PEOPLE FOR THEIR

2:34:44EXCELLENT TESTIMONY.

2:34:45UM.

2:34:46I REALLY LEARNED A LOT BY

2:34:48LISTENING TO THEM AND I KNOW

2:34:50THEY MADE THIS HEARING MUCH

2:34:51BETTER BECAUSE OF THEIR

2:34:52TESTIMONY.

2:34:53THANK YOU, MADAM CHAIR.

2:34:54THANK YOU, COUNCILOR FLYNN.

2:34:56UH.

2:34:57COUNCILOR FITZGERALD.

2:34:58YOU NOW HAVE THE FLOOR.

2:35:00THANK YOU, MADAM CHAIR.

2:35:02UH, AND THANK YOU ALL FOR BEING

2:35:03HERE TODAY.

2:35:04UH, I THINK IT'S AWESOME THAT

2:35:05YOU TOOK THE TIME TO COME DOWN.

2:35:07UM.

2:35:08ONE THING.

2:35:08>> I WANT TO ADDRESS IS DIGITAL

2:35:10BULLYING.

2:35:10RIGHT?

2:35:11BECAUSE I FEEL LIKE NOWADAYS IT

2:35:13MIGHT HAPPEN ON A SCREEN AND

2:35:16THEN PERCOLATES INTO THE

2:35:18CLASSROOM AND THEN THAT'S AND

2:35:19THEN THAT'S WHERE AN INCIDENT

2:35:20MIGHT OCCUR AND SOMEONE YEAH,

2:35:21THEY MIGHT NOT HAVE ALL THE

2:35:22FACTS OR AT LEAST TEACHERS AND

2:35:24GUIDANCE COUNSELORS ETC. MIGHT

2:35:25NOT KNOW WHAT HAS LED UP TO

2:35:26THAT.

2:35:27WHAT DO YOU GUYS.

2:35:29THINK WOULD BE A GOOD WAY, UH,

2:35:31YOU KNOW, TO HOW DO YOU FEEL IN

2:35:33REPORTING THAT IF SOMETHING IS

2:35:35ON SOCIAL MEDIA OR AI OR

2:35:37SOMETHING'S FLOATING AROUND OR

2:35:38IT'S A GROUP TEXT AND IT MIGHT

2:35:40NOT HAPPEN IN THE SCHOOL,

2:35:41RIGHT.

2:35:41BUT IT SORT OF LEADS TO THE

2:35:43SCHOOL INCIDENT.

2:35:45IS THERE A WAY THAT YOU GUYS

2:35:46WOULD FEEL BETTER.

2:35:48>> UH.

2:35:48REPORTING THAT.

2:35:49OR UH, YOU KNOW, IF THERE'S

2:35:50SOME OTHER ANONYMOUS I KNOW YOU

2:35:51TALKED ABOUT DOING IT

2:35:52ANONYMOUSLY.

2:35:53,BUT EVEN WHEN DO YOU SEE

2:35:54THAT.

2:35:54>> STUFF HAPPENING IN A GROUP

2:35:55CHAT OR THINGS ARE FLOATING

2:35:56AROUND I IMAGES OR WHATEVER IT

2:35:58MAY BE?

2:35:59UM.

2:35:59YOU KNOW, WHAT CAN WE DO TO.

2:36:01MAKE SURE THAT YOU ALL FEEL

2:36:03COMFORTABLE.

2:36:04>> IN HOW YOU REPORT IT AND WHO

2:36:05YOU REPORT IT TO US.

2:36:07YEAH.

2:36:08>> YOU GOT IN THERE.

2:36:09I WOULD WHAT I WOULD SAY IS

2:36:10THAT I THINK THAT INSTEAD

2:36:12OF UM, PAYING THE BLAME ON THE

2:36:13VICTIM FOR SETTING LIKE

2:36:16SOMETHING THAT'S A LITTLE

2:36:17INAPPROPRIATE, I THINK WE

2:36:18SHOULD INSTEAD, UM, PUT MORE

2:36:20FALL ONTO THE PERSON WHO

2:36:21EXPOSED THOSE IMAGES.

2:36:22WHO THE PERSON WHO IS BULLYING

2:36:23THAT PERSON I SEE I WHEN I SEE

2:36:26PEOPLE BEING CYBER BULLYING I

2:36:28ALWAYS SEE LIKE ADULTS SAY THAT

2:36:31OH WHY DID YOU DO THIS OR WHY

2:36:33CAN'T YOU JUST LOG OFF AND I

2:36:34THINK UM WHEN IT'S HANDLING

2:36:36CYBER BULLYING THEY SHOULD BE

2:36:37ABLE THEY SHOULD HOLD

2:36:39ACCOUNTABLE THE PEOPLE ONLINE

2:36:40BUT ALSO MAKE A SAFE SPACE FOR

2:36:42THAT VICTIM INSTEAD OF JUST

2:36:43VICTIM BLAMING ON THE PERSON

2:36:45AND SAYING YOU KNOW THIS IS

2:36:47YOUR FAULT OR LIKE HERE'S WHAT

2:36:48YOU SHOULD LIKE TO MAKE IT SEEM

2:36:50LIKE SHE SHOULD HAVE DID

2:36:51SOMETHING DIFFERENT.

2:36:51AND I THINK THAT UM INSTEAD WE

2:36:54SHOULD JUST MAKE MORE OF A JUST

2:36:55KEEP IN MIND THAT LIKE THERE'S

2:36:57STILL A VICTIM AND WE SHOULD BE

2:36:59ASKING OURSELVES WHY DID THAT

2:37:01PERSON DO THAT TO IN THE FIRST

2:37:02PLACE?

2:37:02WHY DID THAT UM PERSON LEAK

2:37:05THOSE PICTURES IN THE FIRST

2:37:06PLACE AND HOW CAN WE FIX THAT?

2:37:07HOW FAST CAN LIKE CAN WORK WITH

2:37:09THE UM THE POLICE TO GET THOSE

2:37:10PICTURES SCRUBBED OFF THE

2:37:11INTERNET, UM OFF THE TEXT

2:37:13MESSAGES AND THINGS LIKE THAT.

2:37:15THANK YOU.

2:37:15>> GOOD.

2:37:17UM, I THINK JUST A BIG WAY TO

2:37:20SOLVE ALL THIS WOULD BE TO

2:37:21PREVENT RETALIATION IF

2:37:23RETALIATION WAS PREVENTED AFTER

2:37:25THE CYBERBULLYING OR DIGITAL

2:37:27BULLYING HAPPENED.

2:37:29UM, MAYBE STUDENTS WEREN'T BE

2:37:31SO AFRAID TO REACH OUT TO

2:37:32SOMEONE AND LET SOMEONE HIGHER

2:37:34IN POWER KNOW ABOUT IT.

2:37:36A LOT OF STUDENTS DON'T REPORT

2:37:37SUCH THINGS BECAUSE THEY'RE

2:37:38SCARED OF RETALIATION

2:37:39THEMSELVES.

2:37:40SO I THINK UM, IF THERE COULD

2:37:42BE A WAY TO FIND A WAY TO

2:37:44PREVENT RETALIATION SO NOT ONLY

2:37:46THE PERSON WHO UM TELLS THE

2:37:50PERSON IN POWER IS A NOMINEE

2:37:53BUT ALSO THEY DON'T GET IN

2:37:54TROUBLE FOR IT BY WHOEVER DID

2:37:57SUCH AND SUCH TO THE VICTIM.

2:38:01UM, I ALSO THINK ANOTHER PART

2:38:03IS THEY MIGHT NOT WANT TO

2:38:04REPORT IT BECAUSE UM, KIND

2:38:08OF LIKE.

2:38:09>> WHAT EMMA WAS SAYING.

2:38:10THERE'S LIKE A BACK AND FORTH

2:38:12THAT TYPICALLY HAPPENS WITH

2:38:14CYBERBULLYING THAT LEADS TO

2:38:15LIKE EITHER PHYSICAL

2:38:17CONFRONTATION UH UH SCHOOL AND

2:38:20THEN THERE'S ALSO ANOTHER LIKE

2:38:22FACTOR WHERE OTHER STUDENTS

2:38:24THAT ARE LIKE BYSTANDERS THOUGH

2:38:26LIKE EGG IT ON JUST FOR LIKE

2:38:28ENTERTAINMENT.

2:38:30BUT I.

2:38:31THINK THAT THERE ALSO MIGHT BE

2:38:35LIKE IT LIKE IF SHE'S REPORTING

2:38:38IT BECAUSE OF LIKE PARENTS OR

2:38:41HOME LIFE AS WELL LIKE THEY

2:38:43MIGHT NOT FEEL LIKE WHAT I LIKE

2:38:45FOR EXAMPLE IF THEY KNEW THAT

2:38:47THEY WERE UM SAYING SOMETHING

2:38:49BACK OR THEY WERE ALSO.

2:38:52KIND OF LIKE.

2:38:55LET'S SAY FOR EXAMPLE A STUDENT

2:38:58WAS POSTING SOMETHING ON

2:38:59INSTAGRAM THEN BECAUSE THAT

2:39:01STUDENT SAW THAT THE STUDENT

2:39:02THAT WAS BULLIED THEN THEY ALSO

2:39:06UM THEY WENT BACK AND FORTH ON

2:39:08INSTAGRAM.

2:39:08THEY MIGHT FEEL LIKE I DON'T

2:39:10WANT TO REPORT THAT BECAUSE THE

2:39:11SCHOOL MIGHT CALL MY PARENTS

2:39:13AND TELL THEM THAT UM THAT I

2:39:15WAS DOING SOMETHING WRONG WHEN

2:39:18REALLY THEY WERE JUST DEFENDING

2:39:20THEMSELVES.

2:39:20YEAH.

2:39:22INTERESTING.

2:39:24>> UM.

2:39:24>> DO YOU THINK IT WOULD BE

2:39:25HELPFUL TO.

2:39:26HAVE LIKE.

2:39:27I MEAN.

2:39:28AGAIN, I DON'T KNOW THE FULL

2:39:29LEGALITY OF ALL OF THIS BUT

2:39:31LIKE.

2:39:31YOU KNOW, THERE'S LIKE GOOD.

2:39:32SAMARITAN LAWS WHERE I THINK

2:39:34ABOUT WHEN YOU MENTIONED PEOPLE

2:39:36EGGING BUT YOU KNOW, STANDING

2:39:37AROUND EGGING IT ON AND IF WE

2:39:39HOLD THE FOLKS ACCOUNTABLE THAT

2:39:41DON'T TAKE ACTION SAY THERE IS

2:39:42A FIGHT IN THE HALLWAY, SAY

2:39:44THERE IS BULLYING GOING ON AND

2:39:45THE OTHER FOLKS JUST SORT OF,

2:39:47YOU KNOW, STAND AROUND AND LET

2:39:48IT HAPPEN.

2:39:49I FEEL LIKE IF WE HELD EVERYONE

2:39:52ACCOUNTABLE IN THE SITUATION,

2:39:53IF YOU WITNESS IT AND.

2:39:54>> DO NOTHING, AREN'T YOU SORT

2:39:55OF COMPLICIT IN IT REALLY AND

2:39:57HOW CAN WE HELP FOLKS TO.

2:39:59>> SORT OF.

2:40:00ALL COME.

2:40:01TOGETHER TO MAKE SURE HEY, I

2:40:02DON'T WANT TO GET IN TROUBLE.

2:40:04I'M GOING TO STEP IN.

2:40:05RIGHT?

2:40:05AND IF EVERYONE HAD THAT

2:40:07FEELING I FEEL LIKE IT WOULD BE

2:40:08A LOT MORE UH.

2:40:10IT MIGHT BE A LOT LESS BULLYING

2:40:11BUT A LOT MORE CONTROL.

2:40:12OVER THAT AS WELL.

2:40:14UM, I'M.

2:40:15>> JUST THINKING THAT WAS JUST.

2:40:16>> FROM TORTURE.

2:40:16>> BUT THIS IS WHY IT'S.

2:40:17>> SO GREAT THAT YOU GUYS ARE

2:40:18HERE, UH, AND TALKING TO US

2:40:20LIKE THIS BECAUSE WHAT IT DOES

2:40:21IS IT GETS OUR MINDS WORKING

2:40:22RIGHT?

2:40:23I'VE BEEN OUT OF HIGH SCHOOL

2:40:23FOR A LONG TIME AND

2:40:25CYBERBULLYING DIDN'T EXIST, UH

2:40:27,WHEN I WAS THERE.

2:40:28SO IT IS A NEW THING TO ME AND

2:40:30I THINK IT'S A NEW THING TO A

2:40:31LOT OF US HERE THAT WE'RE SORT

2:40:33OF HOW DO WE GET ON YOUR

2:40:34WAVELENGTH AND UNDERSTAND HOW

2:40:36YOU ALL WANT TO RESPOND AND HOW

2:40:38IT AFFECTS YOU.

2:40:38SO I JUST WANT TO THANK YOU

2:40:39AGAIN FOR TAKING THE TIME TO

2:40:41COME HERE TO EDUCATE US.

2:40:42UM, IT WAS REALLY IMPORTANT AND

2:40:44LIKE COUNCILOR FLYNN TIME WE

2:40:45LEARNED A LOT.

2:40:46SO CHAIR THANK YOU SO MUCH FOR

2:40:47HAVING THEM AND THANK YOU FOR

2:40:48SHARING THIS HEARING.

2:40:49THANK YOU THANK.

2:40:50>> YOU THANK YOU THANK YOU.

2:40:52I APPRECIATE YOU.

2:40:53BEING HERE.

2:40:54COUNCILOR FITZGERALD

2:40:55COUNCIL CULPEPER YOU HAVE FIVE

2:40:58MINUTES.

2:40:59>> IS COMPROMISED DATA.

2:40:59TREATMENT.

2:41:00IS THAT IN THAT AREA?

2:41:01>> UM.

2:41:05AND THIS IS WHERE EITHER ONE.

2:41:07>> OF YOU WAIT ONE SECOND.

2:41:08RIGHT.

2:41:14AS MUCH AS I DON'T WANT TO HEAR

2:41:16EVERYTHING I SAY, I KNOW THAT

2:41:17YOU CAN BE HEARD.

2:41:22THANK YOU FOR.

2:41:28YEAH.

2:41:28>> THANK YOU.

2:41:30UM.

2:41:32>> SO AND THIS IS FOR EITHER

2:41:37ONE OF YOU.

2:41:38UM.

2:41:41>> SO WHAT.

2:41:43WHAT NEEDS TO BE ADDED TO OR

2:41:46CHANGED WITH REGARD TO THE

2:41:50REPORTING AND THE INVESTIGATING

2:41:54FOR BULLYING AND SEXUAL

2:41:55HARASSMENT, SEXUAL MISCONDUCT

2:41:58AND WHAT IMPROVEMENTS ARE

2:41:59NEEDED TO ENSURE THAT STUDENTS

2:42:03AND THE FAMILIES FEEL

2:42:04COMFORTABLE COMING FORWARD?

2:42:07UM.

2:42:08>> I WOULD SAY FIRST THE

2:42:10RETALIATION IS A REALLY BIG

2:42:12PART.

2:42:13UM AND ALSO FROM MY EXPERIENCE

2:42:16I KNOW WHEN MY MOM TRIED TO

2:42:18REPORT AN ISSUE THAT MY SISTER

2:42:20WAS HAVING ON THE BUS, SHE

2:42:22WASN'T CALLED BACK LIKE THERE

2:42:24WAS NO IT WAS STAGNANT, THERE

2:42:26WAS NO PROGRESS AND THE STUDENT

2:42:28WASN'T TAKEN OFF THE BUS.

2:42:30MY SISTER STILL RODE ON THE BUS

2:42:32WITH THAT SAME STUDENT AND I

2:42:36WOULD SAY UM GETTING TO THE

2:42:39ACTUAL PROBLEM AND HANDLING IT

2:42:42LIKE EFFICIENTLY BECAUSE

2:42:43USUALLY THESE THINGS TAKE TIME

2:42:45BUT OVER THE LIKE OVER THAT

2:42:48TIME THAT THEY'RE TAKING TO

2:42:49ADDRESS THESE ISSUES IT'LL KEEP

2:42:51ON HAPPENING BECAUSE

2:42:54OF RETALIATION.

2:42:56UM AND CAN.

2:42:57>> YOU.

2:42:57REPEAT THE FIRST PART OF YOUR.

2:42:58QUESTION THE SO YOU HAVE AN

2:43:03IDEA OF THE CURRENT PROCEDURES

2:43:05FOR REPORTING AND

2:43:07INVESTIGATING.

2:43:08I WANTED TO KNOW WHAT

2:43:09IMPROVEMENTS ARE NEEDED.

2:43:13UM.

2:43:15>> DO YOU GUYS WANT YOU.

2:43:17TO TO MAKE YOU FEEL MORE

2:43:18COMFORTABLE?

2:43:20OH, UM, I WOULD.

2:43:22SAY TO.

2:43:23>> UM, FIRST FOR LIKE THE

2:43:26MANDATED REPORTER PART I KNOW

2:43:29LIKE IT CAN BE SCARY WHEN

2:43:31YOU'RE IN AN OFFICE LIKE KIND

2:43:32OF GETTING INTERROGATED AND

2:43:34THERE'S SOMEONE SAYING THAT

2:43:36THEY'RE GOING TO CALL YOUR MOM

2:43:37AND THESE THINGS ARE GOING TO

2:43:38HAPPEN.

2:43:39IT MIGHT MAKE YOU FEEL

2:43:40DISCOURAGED.

2:43:41FROM.

2:43:42>> UH, TELLING THE TRUTH OR

2:43:43LIKE TELLING WHAT HAPPENED.

2:43:45UM, THE STUDENT MIGHT FEEL

2:43:47REGRET OR SHAME BECAUSE I THINK

2:43:49THERE'S ALSO VICTIM BLAMING

2:43:51THAT HAPPENS UM, WHERE IT'S

2:43:53IT'S LIKE WHAT DID YOU DO OR

2:43:55LIKE HOW DID YOU RESPOND TO

2:43:56THIS?

2:43:57AND I WOULD SAY MAKING THEM

2:43:59FEEL.

2:44:01UM CONFIDENT.

2:44:02THAT THEY CAN BE HEARD AND THAT

2:44:04THEY CAN BE UNDERSTOOD UH, ALSO

2:44:07SO THAT LIKE THEY CAN FEEL

2:44:09CONFIDENT AS WELL THAT

2:44:10SOMETHING WILL BE ADDRESSED AT

2:44:11THE END OF THE DAY AND THERE'S

2:44:13LIKE A STEP TO PROGRESS.

2:44:15HOW DID YOUR MOM FEEL WHEN SHE

2:44:18DIDN'T GET THE CALL BACK?

2:44:19DID SHE EVER GET A CALL BACK

2:44:21WHEN THE SITUATION WITH THE

2:44:24ASSISTANT NEVER ADDRESSED?

2:44:25UH THE SITUATION.

2:44:27WASN'T ADDRESS MY.

2:44:29IT WAS UM, ADDRESSED.

2:44:31BY LIKE MY SISTER HAVING LIKE

2:44:33TO GO TO UM, A COUNSELOR AND

2:44:35TALK ABOUT HER FEELINGS.

2:44:36BUT THAT WAS ONLY FOR ONE DAY.

2:44:39UM, I REMEMBER THAT DAY MY, UH.

2:44:41WELL, WHAT HAPPENED WAS, UM, A

2:44:43STUDENT ON THE BUS WAS LIKE

2:44:45BEATING HER WITH THE SHOE AND

2:44:48MY SISTER CAME HOME LIKE.

2:44:51SHE WAS.

2:44:52SHE'S REALLY, UM LIKE SHE HAS

2:44:55ADHD.

2:44:56SHE KNOWS SHE'S VERY LIKE

2:44:57EMOTIONAL.

2:44:59AND WHAT WAS SUPPOSED TO HAPPEN

2:45:00WAS THAT THERE WAS SUPPOSED TO

2:45:02BE LIKE A BUS MONITOR THERE

2:45:04LIKE SITTING NEXT TO HER OR

2:45:06LIKE BASICALLY MAKING SURE THAT

2:45:09THE BUS FEELS SAFER.

2:45:11BUT THERE WAS NO BUS.

2:45:13MONITOR AND I KNEW THAT BECAUSE

2:45:16I WENT ON THE.

2:45:17BUS UM, THE MORNING I HAD LIKE

2:45:20DROPPED HER TO SCHOOL SO THAT I

2:45:21COULD TALK TO THE STUDENT AND

2:45:23OR TALK TO THE BUS DRIVER AND

2:45:24ASK HIM LIKE WHAT HAPPENED AND

2:45:26WHAT DID HE SEE?

2:45:27THERE WASN'T ANY LIKE HE HAD

2:45:30TOLD ME THAT UH, HE DIDN'T SEE

2:45:32ANYTHING AND THAT THERE WAS

2:45:34REALLY NOTHING AND THEN I

2:45:35NEEDED TO GET OFF SO THERE

2:45:37WASN'T REALLY MUCH THAT I COULD

2:45:39DO AND UM, REALLY MY MOM COULD

2:45:41DO WAS CALL THE SCHOOL BUT

2:45:42THERE WAS NO PROGRESS THAT

2:45:44HAPPENED.

2:45:46THANK YOU.

2:45:46UH.

2:45:47>> I WOULD ALSO LIKE TO ADD,

2:45:48UM, MAKING SURE THAT THEY'RE,

2:45:51UH THEY CAN COME TO THE PERSON

2:45:52AND UM, ANONYMOUSLY BUT ALSO

2:45:54LIKE MAKING SURE THAT THEY KNOW

2:45:57THAT THERE'S RESOURCES OUT

2:45:58THERE FOR A COUNSELOR THAT THEY

2:46:00CAN TALK TO BUT THERE'S

2:46:01MULTIPLE COUNSELORS.

2:46:02I HAVE ONE I WHEN I WAS AT TECH

2:46:04BOSTON WE ONLY HAD ONE

2:46:05COUNSELOR FOR THE WHOLE GRADE

2:46:08AND A LOT OF TIMES THERE'LL BE

2:46:09OTHER STUDENTS IN THE COUNSELOR

2:46:11LIKE IN THE ROOM AND I FEEL

2:46:12LIKE THAT IT CAN REALLY ALLOW

2:46:14LIKE A SAFE SPACE BECAUSE

2:46:15THERE'S SO MANY KIDS LEARNING

2:46:17ONE THING FROM THIS ONE

2:46:18COUNSELOR.

2:46:18AND I THINK IF THEY KNOW THAT

2:46:20THERE'S MULTIPLE PEOPLE THAT

2:46:21THEY CAN GO TO WHO ARE TRAINED

2:46:23BUT ALSO THAT CAN ACTUALLY HELP

2:46:25THEM, I THINK THEY'LL MAKE YOU

2:46:26KNOW, MORE COMFORTABLE WHILE

2:46:29ALSO REMAINING ANONYMOUS AND

2:46:31BEING LIKE OKAY, I DON'T UM IF

2:46:33SOMEONE IF THEY KNOW THAT I

2:46:34SAID SOMETHING I'M NOT GOING TO

2:46:36GET IN TROUBLE.

2:46:36I'M NOT GOING TO BY OTHER

2:46:38STUDENTS I FEEL LIKE I'M A

2:46:39LOSER.

2:46:39FIRSTENERGY AND BECAUSE SNITCH

2:46:40CULTURE IS A REALLY BIG DEAL

2:46:42ESPECIALLY IN LOW INCOME AREAS

2:46:43AND WITH LIKE.

2:46:43>> BLACK.

2:46:44PEOPLE AS WELL.

2:46:44SO I THINK MAKING SURE THAT YOU

2:46:46KNOW, THEY KNOW THAT THEY'RE

2:46:48ABLE TO COME TO MULTIPLE PEOPLE

2:46:50INSTEAD OF JUST ONE PERSON AND

2:46:51FEEL LIKE THEY CAN BE ANONYMOUS

2:46:52ANONYMOUS WHILE DOING IT.

2:46:54SO YOU KNOW.

2:46:54EMPRESS.

2:46:55YEAH.

2:46:56EMPRESS.

2:46:57DID YOU SAY THAT THERE WERE

2:46:58OTHER PEOPLE IN THE ROOM WHEN

2:46:59THEY MET WITH THE COUNSELOR?

2:47:00YEAH.

2:47:01>> USUALLY THE KIDS WILL NEED

2:47:02SOMETHING AS WELL LIKE OH

2:47:03THEY'LL BE LIKE I WILL.

2:47:05I'VE BEEN IN THE ROOM WHERE

2:47:06THERE'S BEEN LIKE TWO FIGHTS

2:47:07HAPPENING OR JUST ONE KID JUST

2:47:08NEED SOMETHING LIKE, YOU KNOW,

2:47:10SANITARY OR JUST LIKE REALLY

2:47:11TALK TO SOMEBODY OR SOMETIMES

2:47:13SOME KIDS DON'T WANT TO HAVE A

2:47:14PHONE SO THEY'LL USE A

2:47:15COUNSELOR'S PHONE, THINGS LIKE

2:47:16THAT AND THAT COUNSELOR THEN

2:47:18THAT WOULD NOT ONLY JUST BE

2:47:19OVERWHELMED, IT WOULD ALSO BE

2:47:21LIKE THEY CAN'T HANDLE EACH

2:47:23KID'S PROBLEMS.

2:47:25LIKE EFFECTIVELY.

2:47:26AND EFFICIENTLY.

2:47:28UM AND THE ONLY TIME THEY'LL BE

2:47:29LIKE PROBLEMS EFFICIENTLY WOULD

2:47:31BE WHEN SOMEONE GOT IN A FIGHT

2:47:34OR SOMETHING REALLY BIG LIKE

2:47:35BIG HAPPENED INSTEAD OF LIKE I

2:47:37THINK IF THAT WAS KID WAS ABLE

2:47:39TO GO TO MULTIPLE COUNSELORS

2:47:41THE PROBLEM WON'T BE STOPPED

2:47:43SOON.

2:47:44SO THANK YOU.

2:47:45UM I WOULD ALSO LIKE.

2:47:47TO PRONOUNCE YOUR NAME.

2:47:48YOU ARE NO GOING.

2:47:51YOU CAN CALL ME.

2:47:52YES.

2:47:52>> EMANUELE.

2:47:53OKAY.

2:47:54>> UM, I WOULD LIKE TO ADD THAT

2:47:56ANOTHER WAY THAT I THINK COULD

2:47:58HELP SOLVE WOULD BE TRYING TO

2:48:00MINIMIZE GOSSIP DURING, UM,

2:48:03INVESTIGATION.

2:48:04I KNOW GOSSIP CAN'T REALLY BE

2:48:05STOPPED BUT AT LEAST TRYING TO

2:48:07MINIMIZE IT I THINK WOULD HELP

2:48:09BECAUSE, UM, I THINK GOSSIP IS

2:48:11REALLY WHAT STARTS A BULLYING

2:48:13AND ESPECIALLY IF, UH, THERE'S

2:48:15AN INVESTIGATION HAPPENING AND

2:48:18A STUDENT FINDS OUT THERE'S

2:48:19GOSSIP.

2:48:20THAT'S WHAT WAS TALKING ABOUT

2:48:21THEM IN THE MIDDLE

2:48:23INVESTIGATION IT MIGHT LEAD TO

2:48:24A BIGGER CONFLICT.

2:48:25THAT'S ALL I'D LIKE TO SAY.

2:48:26GOOD NOT TO NAME AGAIN.

2:48:28EMMANUELLA OR EMMA.

2:48:29OKAY.

2:48:30>> SO CULPEPER YOU YOUR TIME

2:48:33WENT UP TWO MINUTES AGO AND I'M

2:48:35JUST.

2:48:35KIND OF IT'S.

2:48:36>> ALMOST 6:00.

2:48:37>> IT'S ALMOST 6:00.

2:48:38WE STILL HAVE PUBLIC TESTIMONY

2:48:38AND I STILL HAVE ASKED

2:48:40QUESTIONS AND I'VE BEEN

2:48:41INCREDIBLY GENEROUS.

2:48:42SO ONE MORE QUESTION AND OKAY.

2:48:43JUST ONE FINAL QUESTION.

2:48:44THANK YOU, MADAM CHAIR.

2:48:46UM.

2:48:47>> I JUST HOPE YOU DO THE SAME

2:48:48FOR ME WHEN IT'S MY TURN.

2:48:49I DID LAST WEEK.

2:48:50I MEANT TO TALK.

2:48:51BUT WE'RE NOT DOING THAT RIGHT

2:48:52NOW.

2:48:52GO.

2:48:55IS THERE A HOTLINE?

2:48:57THERE'S THE BOSTON PUBLIC

2:48:58SCHOOL SYSTEM.

2:48:59HAVE A HOTLINE THAT YOU CAN

2:49:00CALL AND CONFIDENTIALLY AND,

2:49:04ANONYMOUSLY REPORT SOMETHING

2:49:06THAT HAS TO DO WITH WHETHER

2:49:08IT'S SEXUAL HARASSMENT

2:49:10OF BULLYING OR SEXUAL

2:49:12MISCONDUCT.

2:49:12IS THERE A HOTLINE?

2:49:14UM I NOT THAT I KNOW OF UM IF

2:49:17THERE WAS IT'S NOT UM IT'S NOT

2:49:20SAID OUT LOUD FOR A LOT

2:49:21OF STUDENTS TO SAY AND ALSO

2:49:22LIKE IS IT BECAUSE THIS IS JUST

2:49:25LIKE A FOLLOW UP QUESTION TO

2:49:26YOU IS THIS LIKE A HOTLINE THAT

2:49:28THEY CAN CALL OR LIKE TEXT

2:49:29BECAUSE A LOT OF KIDS DON'T

2:49:30FEEL COMFORTABLE WITH LIKE

2:49:31CALLING SOMETIMES AND ALSO

2:49:33COMFORTABLE TEXT LIKE IS THIS A

2:49:34HOTLINE THAT ALSO INCLUDES

2:49:36PSYCHOLOGISTS AS WELL AS A JUST

2:49:37A HOTLINE THEY CAN CALL AND IS

2:49:38THIS OPEN 24 SEVEN OR IS IT

2:49:41JUST LIKE A HOTLINE?

2:49:42WILL YOU TELL ME WHAT YOU'D

2:49:44LIKE TO SEE?

2:49:44I PERSONALLY WOULD LIKE TO SEE

2:49:46A HOTLINE THAT IS AVAILABLE AND

2:49:48CALLING AVAILABLE AND TEXTING

2:49:49BUT ALSO OPEN 24 SEVEN AT LEAST

2:49:51ARE OPEN UM DURING SCHOOL HOURS

2:49:55BECAUSE AND ALSO PROMOTED TO

2:49:56OTHER STUDENTS BECAUSE I

2:49:57PERSONALLY DID NOT KNOW THAT I

2:49:59DID NOT KNOW IF THERE'S A

2:50:00HOTLINE OR NOT UM BECAUSE IT'S

2:50:02NOT PROMOTED AND I DO THINK

2:50:03THAT CAN HELP A LOT OF KIDS AS

2:50:04WELL.

2:50:05BUT AFTER THE HOTLINE I WOULD

2:50:06LIKE TO SEE THAT WHEN THAT KID

2:50:08CALLS IT DOES GET HANDLED AFTER

2:50:10THAT NOT JUST OH YEAH, I DID MY

2:50:12PART.

2:50:12THE STUDENT CALLED AND IT'S

2:50:14LIKE OKAY, THEY TALK TO

2:50:15SOMEBODY NOT LIKE IT ACTUALLY

2:50:17IS HANDLED.

2:50:17IT'S ACTUALLY FIGURED OUT

2:50:19INSTEAD OF JUST FEELING LIKE

2:50:20OKAY I CALL BUT NOTHING

2:50:21HAPPENED BECAUSE A LOT OF KIDS

2:50:22CAN FEEL THAT WAY AND THAT

2:50:23MAKES THE DOES NOT WANT TO COME

2:50:24FORWARD.

2:50:24SO GREAT.

2:50:26>> EMMA I REALLY.

2:50:27DO NOT KNOW I JUST WANT IT'S I

2:50:30.

2:50:30MEAN IF YOU.

2:50:31>> ARE OH.

2:50:32I KNOW I UNDERSTAND BUT IT'S

2:50:34OBVIOUS RIGHT THAT THERE IS A.

2:50:36NEED FOR A HOTLINE WOULD YOU.

2:50:38LET THEM SO.

2:50:40AT LEAST LET THEM SAY IT.

2:50:41YEAH BECAUSE.

2:50:42THE TAXI FOR THE HOTLINE IS

2:50:45CRITICAL.

2:50:46I WOULDN'T HAVE THOUGHT ABOUT

2:50:47THAT.

2:50:47YOU WOULDN'T HAVE TO TELL US

2:50:48WHAT KIND OF HOTLINE YOU'D LIKE

2:50:50TO SEE.

2:50:50UH.

2:50:51>> I WOULD LIKE TO SEE TEXTING

2:50:53THAT'S LIKE PERSONALLY WHERE

2:50:54I'M MORE COMFORTABLE WITH UM, I

2:50:56KNOW OTHER STUDENTS IN MY GRADE

2:50:57WOULD ALSO FEEL COMFORTABLE

2:50:59TEXTING SINCE IT'S, UM I FEEL

2:51:02LIKE IT'S EASIER TO SPEAK YOUR

2:51:03MIND AND SEE HOW YOU FEEL IN

2:51:04TEXT BECAUSE OTHER PEOPLE MIGHT

2:51:06FEEL.

2:51:07LIKE THEY KIND OF CHOKED UP

2:51:10WHEN THEY TALK ABOUT IT ON CALL

2:51:11.

2:51:12AND ALSO FOR.

2:51:13THE KIDS THAT CAN'T TALK AS

2:51:14WELL TEXTING IS BETTER AS WELL

2:51:18.

2:51:18I MIGHT YOU MIGHT AS WELL

2:51:19ANSWER IT BECAUSE I KNOW CALL

2:51:20PREP WAS NOT GOING TO LET YOU

2:51:21NOT YOU KNOW NOT GO AWAY

2:51:22WITHOUT SAYING IT TOO SOUNDS GO

2:51:24AHEAD CULPEPPER THAT'S YOUR

2:51:25LAST QUESTION.

2:51:26UM I'D ALSO LIKE TEXTING BUT I

2:51:27THINK I'D ALSO LIKE A CERTAIN

2:51:29WEBSITE BECAUSE I FEEL LIKE

2:51:31WITH A WEBSITE, UM, THERE'S A

2:51:33WAY TO LIKE BLOCK OUT THE PHONE

2:51:36NUMBER BECAUSE IF THAT PERSON'S

2:51:37PHONE NUMBER DOES GET LEAD

2:51:39SOMEHOW PEOPLE MIGHT FIND OUT

2:51:41WHO THAT PERSON IS AND IT'S

2:51:43GONNA NO LONGER BE AN OMINOUS.

2:51:45UM THANK YOU.

2:51:46THANK YOU, MADAM CHAIR.

2:51:48I HAVE NO FURTHER QUESTIONS.

2:51:49WELL, YOU CAN BECAUSE YOUR TIME

2:51:51WAS UP.

2:51:51THREE MINUTES AGO AND I'M GOING

2:51:53TO BE TAKE A TEAM.

2:51:55JUST WANT YOU ALL TO KNOW WE'RE

2:51:57GOING TO.

2:51:57WE'RE GOING TO WE'RE GOING TO

2:51:59ANALYZE THE WAY UM THE

2:52:00SITUATION PLAYED OUT TODAY I

2:52:03FEEL LIKE I'VE BEEN BULLIED.

2:52:06>> YEAH.

2:52:06ONE THING YOU KNOW, UM.

2:52:09I SEE YOUR TIME IS DONE AND IF.

2:52:11>> YOU HAVE ANY.

2:52:12>> OTHER FINAL COMMENTS YOU CAN

2:52:13GO TALK TO PEEPS TO MAKE IT

2:52:14HAPPEN.

2:52:15OKAY.

2:52:16UM.

2:52:17>> I'VE BEEN INCREDIBLY

2:52:18PATIENT.

2:52:20OKAY.

2:52:22SO THERE.

2:52:22>> IS AN EXISTING HOTLINE.

2:52:23JUST SO.

2:52:24>> YOU KNOW, FOR THE RECORD.

2:52:25AND I DO LOVE THE IDEA.

2:52:26OF ADDING TEXT AND I THINK IT'S

2:52:29REALLY IMPORTANT FOR.

2:52:30ITSELF AS WELL.

2:52:32>> SO Y'ALL BETTER DO Y'ALL.

2:52:33NEEDS BETTER.

2:52:34Y'ALL NEED TO DO A BETTER JOB

2:52:35AT LETTING EVERYONE KNOW THESE

2:52:36THINGS EXIST BECAUSE THESE.

2:52:38>> YOUNG PEOPLE.

2:52:39DIDN'T EVEN KNOW.

2:52:40SO WE NEED SOME MONEY IN THE

2:52:41PSA DEPARTMENT SO THAT WE CAN

2:52:44LET THE WORLD KNOW WHAT BPAS

2:52:45HAS.

2:52:46OKAY OKAY THERE YOU GO.

2:52:48THAT'S HOW YOU MAKE THINGS

2:52:50HAPPEN.

2:52:51WATCH EM.

2:52:52UM, BECAUSE YOU GO TO EVERETT

2:52:54I'M GOING TO START WITH YOU

2:52:55FIRST.

2:52:56OKAY?

2:52:57SO CAN YOU TALK TO ME A LITTLE

2:52:59BIT.

2:52:59ABOUT WHAT ARE SOME OF THE

2:53:00THINGS THAT.

2:53:01THEY'RE DOING AT YOUR SCHOOL

2:53:02THAT WORK REALLY WELL THAT YOU

2:53:04THINK BPA SHOULD MODEL?

2:53:08UM, AT MY SCHOOL I'M NOT SURE

2:53:10IF THEY HAVE THIS OR NOT, BUT

2:53:12AT MY SCHOOL WE HAVE CULTURE

2:53:14DAYS OR FLAG DAYS.

2:53:16UM, BASICALLY EVERY STUDENT

2:53:19GETS TO SHOW OFF WHERE THEY'RE

2:53:21FROM AND EVEN THOUGH I FEEL

2:53:24LIKE A LOT OF BULLYING DOES

2:53:25COME FROM WHERE YOU'RE

2:53:27ORIGINALLY FROM, I PERSONALLY

2:53:28IN MY SCHOOL I DON'T SEE MUCH

2:53:30OF IT.

2:53:30I THINK EVERYONE'S VERY UM THEY

2:53:33LIKE TO SHOW OFF WHERE THEY'RE

2:53:34FROM AND PEOPLE JUST THINK IT'S

2:53:36COOL TO BE FROM DIFFERENT

2:53:37PLACES AND THEY LIKE TO LEARN.

2:53:39UM, FOR EXAMPLE, I'M BRAZILIAN

2:53:41AND A LOT OF MY FRIENDS LOVE

2:53:43TRYING DIFFERENT FOODS FROM

2:53:44BRAZIL AND THEY LOVE LEARNING

2:53:46NEW LANGUAGES AND I'D SAY WE

2:53:48HAVE A PRETTY GOOD UM, LANGUAGE

2:53:50PROGRAM OVER THERE.

2:53:52UM, AND IT'S HELPING STUDENTS

2:53:55IMPROVE AND TO LEARN NEW

2:53:56LANGUAGES.

2:53:57OKAY, GREAT.

2:53:59NOW UM.

2:54:01THE AND I'M NOT SURE HOW MUCH

2:54:04YOU GUYS KNOW ABOUT THE

2:54:06STUDENTS UM APP THERE WAS A

2:54:09STUDENT APP THAT WAS CREATED BY

2:54:12UM I THINK IT WAS BEE SAC BACK

2:54:14IN THE DAY BOSTON PUBLIC

2:54:16SCHOOLS CREATED THIS APP.

2:54:18HOW ARE YOU FAMILIAR WITH IT?

2:54:19HAVE YOU ARE YOU GUYS FAMILIAR

2:54:21WITH ANY OF YOU OKAY.

2:54:24UM AND BUT.

2:54:24AND IT WAS MONITORED THOUGH THE

2:54:26PROBLEM WAS THAT I BELIEVE IT

2:54:28WAS MONITORED BY THE DEPARTMENT

2:54:29OF EQUITY AND ENGAGEMENT.

2:54:32AND WHILE WE DID RECEIVE

2:54:34REPORTS, THE FACT THAT I THINK

2:54:36IT WAS MONITORED BY MONITORED

2:54:39BY BEEPS IT FEELS A LITTLE.

2:54:41>> BIT INVASIVE.

2:54:42>> SO I THINK THAT AS.

2:54:43WE CONTINUE TO.

2:54:44WATCH IT.

2:54:46>> YOU WANT TO COME BACK ON THE

2:54:47STAND OKAY.

2:54:48BECAUSE YOU ARE YOU'RE.

2:54:49MAKING THIS.

2:54:50OKAY BECAUSE YOUR NONVERBALS

2:54:52ARE SPEAKING A LOT OF THEM.

2:54:54UM BUT I APPRECIATE IT.

2:54:56I JUST THINK THAT WE NEED TO

2:54:57REVISIT THE APP AND MAKE IT A

2:54:58LITTLE BIT MORE STUDENT

2:55:00FRIENDLY AND WORK ALONGSIDE TO

2:55:03TO DO THAT AND I'D LOVE FOR YOU

2:55:05ALL.

2:55:06TO IF YOU CAN MAKE A COMMERCIAL

2:55:08A PSA UM AROUND.

2:55:13WHAT STUDENTS CAN DO TO HELP

2:55:15SUPPORT STUDENTS WHO ARE BEING

2:55:18BULLIED WHAT WHAT WOULD YOUR

2:55:20MESSAGE BE.

2:55:21AND OR.

2:55:23WHAT MESSAGE WOULD.

2:55:24>> YOU HAVE FOR.

2:55:24ADULTS AND EDUCATORS ON WHAT

2:55:27THEY NEED TO DO TO BETTER

2:55:28SUPPORT STUDENTS?

2:55:30SO IT'S EITHER WHAT MESSAGE

2:55:31WOULD YOU HAVE FOR STUDENTS.

2:55:32>> TO BETTER.

2:55:33UM, SUPPORT STUDENTS WHO ARE

2:55:35EXPERIENCING BULLYING AND OR

2:55:37WHAT MESSAGE WOULD YOU HAVE FOR

2:55:39ADULTS SO THAT THEY CAN BETTER

2:55:40SUPPORT STUDENTS WHO ARE BEING

2:55:41BULLIED?

2:55:42WHAT'S YOUR MESSAGE?

2:55:43I JUST ALSO WANT TO ADD THERE

2:55:45SHOULD ALSO BE A MESSAGE FOR

2:55:46LIKE BYSTANDERS AS WELL THAT IT

2:55:49LIKE THEY SEE SOMETHING SAY

2:55:50SOMETHING THAT THEY SEE

2:55:52SOMETHING SAY SOMETHING AND I

2:55:54THINK FOR ADULTS AS WELL

2:55:57BECAUSE A LOT OF ADULTS CAN BE

2:56:00BYSTANDERS AND THEY FAIL TO

2:56:02REPORT BULLYING AS WELL LIKE UM

2:56:05I WOULD SAY.

2:56:07FOR ADULTS UM.

2:56:10PRETTY MUCH THE.

2:56:11SAME BUT ALSO WATCH OUT FOR THE

2:56:14MORE PASSIVE BULLYING THE

2:56:16BULLYING THAT IS NOT FULLY UP

2:56:18FRONT LIKE TEASING NAME CALLING

2:56:20IT UM HAVING A STUDENT BE

2:56:23ISOLATED OR EXCLUDED FROM THEIR

2:56:26PEERS HOW CAN YOU AS AN ADULT

2:56:28LIKE HELP THEM BASICALLY UM I

2:56:33GUESS FIT IN WITH LIKE THEIR

2:56:35PEERS OR MAKE SURE THAT THEY

2:56:37CAN USE LIKE SCHOOL TO EXPRESS

2:56:41THEMSELVES OR THEY CAN FIND A

2:56:42SPACE TO EXPRESS THEMSELVES.

2:56:44AND I WOULD SAY FOR STUDENTS UM

2:56:49TO HAVE CONFIDENCE SHARING LIKE

2:56:51HARD LIKE TRUST UM SHARING BUT

2:56:55I FEEL LIKE FOR THAT AS WELL

2:56:57THERE WILL NEED TO BE PROOF

2:56:58THAT THERE IS TRUST AND THAT

2:57:00THERE IS SOMETHING THAT WILL BE

2:57:02DONE AT THE END OF THE DAY.

2:57:04UM BECAUSE A LOT OF STUDENTS

2:57:05FEEL LIKE WELL WHAT'S THE POINT

2:57:07IF NOTHING'S GOING TO BE DONE,

2:57:08IF IT'S JUST GOING TO ESCALATE

2:57:09THINGS MORE?

2:57:10I FEEL LIKE THERE SHOULD BE

2:57:12SOME EVIDENCE OR SOME PROOF OR

2:57:15SOME LIKE NUMBER THAT SHOWS

2:57:16THAT THIS ACTUALLY GO IT

2:57:19DOESN'T GO UNNOTICED AND THAT

2:57:21THEY'RE HEARD THINKING AND

2:57:23EMBARRASSED.

2:57:24YOU WERE A DPS STUDENT.

2:57:28UM AND I'M CURIOUS JUST WHAT

2:57:30WOULD WHAT WOULD YOUR MESSAGE

2:57:31BE TO THE DISTRICT?

2:57:33WHAT ADULTS OR STUDENTS?

2:57:36UM, I WILL SAY FOR PARENTS AND

2:57:39ADULTS I WOULD SAY THAT MAKE

2:57:40SURE YOU HOLD YOUR KID

2:57:41ACCOUNTABLE WHEN THEY ARE THE

2:57:43PERSON WHO'S BULLYING THE KID.

2:57:45UM I WOULD SAY FOR TEACHERS DO

2:57:46NOT DISMISS.

2:57:47>> THE PROBLEM AS TWO CHILDREN

2:57:49OR AS A CHILDISH UM THINK THAT

2:57:51CHILDREN AS HAVING UM AND I FOR

2:57:55THE DISTRICT IN GENERAL.

2:57:56I WOULD SAY THAT STOP FOCUSING

2:57:59ON GRADES AND TEST SCORES.

2:58:02UM AND START ACTUALLY IMPROVING

2:58:03THAT LIKE LOW INCOME SCHOOLS AS

2:58:05WELL.

2:58:06SO I FEEL LIKE LOW INCOME

2:58:07SCHOOLS DON'T GET A LOT

2:58:09OF FUNDING AND THOSE KIDS FROM

2:58:10LOW INCOME SCHOOLS DON'T FEEL

2:58:11COMFORTABLE AND NOT HAVE THE

2:58:13BEST ENVIRONMENT TO BE IN

2:58:14BECAUSE OF SCHOOLS NOT BEING

2:58:15OPEN FUNDED WHICH CAN I FEEL

2:58:16LIKE IN MY OPINION LEADS TO

2:58:17MORE BULLYING BECAUSE THERE'S

2:58:18NOT A LOT OF UM, OPTIONS FOR

2:58:20THOSE KIDS TO ACTUALLY EXPRESS

2:58:22THEMSELVES OR THERE'S MOST TIME

2:58:24THERE'S NOT A LOT

2:58:24OF COUNSELORS.

2:58:25TO FOR KIDS TO GO TO.

2:58:27SO INSTEAD OF ALWAYS JUST

2:58:28FOCUSING ON TEST SCORES AND YOU

2:58:31KNOW, LIKE WHO HAS THE BEST

2:58:33GRADES ACTUALLY PUT TIME INTO

2:58:35THE STUDENTS AND LET THEM BE

2:58:37UM, HAVE TIME TO EXPRESS

2:58:38THEMSELVES AND.

2:58:39YEAH, UM THANK YOU FOR THAT.

2:58:42AND I WANT TO BE MINDFUL THAT

2:58:43IT IS 6:00 AND I DON'T WANT TO

2:58:45UH, GO I ALREADY, YOU KNOW, GO

2:58:48OVER MY TIME.

2:58:49UH, I WILL AND I KNOW I BELIEVE

2:58:52WE HAVE PUBLIC TESTIMONY.

2:58:53DID WE HAVE FOLKS SIGNED UP FOR

2:58:55PUBLIC TESTIMONY?

2:58:57SO I JUST WANT TO SAY THANK YOU

2:58:58FOR CARRYING THE VOICES

2:59:00OF YOUNG PEOPLE INTO THIS SPACE

2:59:02,UM, AND FOR BRINGING SO MUCH

2:59:04UNIQUE PERSPECTIVE.

2:59:05AND I'M HOPING THAT, YOU KNOW,

2:59:07THOSE WHO ARE LISTENING, UH,

2:59:08AND WHO HAVE THE POWER TO MAKE

2:59:10THINGS HAPPEN WILL ACTUALLY DO

2:59:11JUST THAT AND WE'LL INVITE YOU

2:59:13ALL TO BE PART OF THE WORK, UM,

2:59:15THAT WE ARE ABOUT TO EMBARK ON

2:59:17AND I JUST WANT TO THANK UM

2:59:20BOTH MASH KOSH AND LAW FOR

2:59:22BRINGING YOUNG PEOPLE INTO THIS

2:59:25CONVERSATION AND CREATING SPACE

2:59:26FOR THEM TO FEEL NOT ONLY HEARD

2:59:28BUT AFFIRMED.

2:59:29SO I JUST WANNA SAY THANK YOU.

2:59:31Y'ALL DID A GREAT JOB.

2:59:32YOU ALSO SHOULD FEEL REALLY

2:59:34PROUD.

2:59:34THANK YOU.

2:59:35AND.

2:59:38YEAH WE'RE NOT DONE YET.

2:59:41ABSOLUTELY.

2:59:41YOU ALREADY DOING WHATEVER YOU

2:59:44WANT.

2:59:44>> GO AHEAD YOU.

2:59:46SO YOUR TESTIMONY WAS REALLY

2:59:48HELPFUL TO HEAR THE THE REAL

2:59:53WORLD PERSPECTIVE FROM UH,

2:59:55YOUNG FOLKS AND HOW YOU FEEL

2:59:57AND HOW YOU SEE IT AND HOW YOU

3:00:00THINK IT SHOULD BE.

3:00:01AND IT'S REALLY HELPFUL TO BE

3:00:03ABLE TO TAKE THE NOTES DOWN AND

3:00:06TO GO BACK AND READ THEM AND

3:00:07AND SO START WORKING OUT SOME

3:00:08OF THE THINGS YOU SUGGESTED.

3:00:10UH AND SO I JUST WANT TO

3:00:11COMMEND YOU FOR HAVING THE

3:00:14COURAGE AND THE THE CONFIDENCE

3:00:16TO COME AND SPEAK BEFORE THE

3:00:18COUNCIL AND UH IF YOU EVER NEED

3:00:19ANYTHING, JUST GIVE COUNSELOR

3:00:22CULPEPPER CALL AND, UH, I'M AT

3:00:25YOUR BECK AND CALL.

3:00:26THANK YOU SO MUCH.

3:00:27THANK YOU.

3:00:27YOU'RE WELCOME.

3:00:28UM, YEAH.

3:00:29WHY YOU GUYS GET UP AND THAT WE

3:00:31GET READY FOR PUBLIC TESTIMONY

3:00:32,Y'ALL.

3:00:33I'LL JUST SAY THAT FOR ME.

3:00:34THIS IS PERSONAL.

3:00:35I WAS ONE OF THOSE KIDS THAT

3:00:36WAS BULLIED.

3:00:37UM, MY MOM AND I BOUNCED FROM

3:00:39PLACE TO PLACE, UM, BECAUSE WE

3:00:41WERE TOO POOR TO LIVE IN ONE

3:00:42NEIGHBORHOOD LONG ENOUGH FOR

3:00:43ME TO STAY IN ONE SCHOOL.

3:00:45SO I WAS ALWAYS THAT KID THAT

3:00:46WENT TO SCHOOL MID-YEAR.

3:00:48SO WHAT HAPPENS TO THE NEW KID?

3:00:50THEY ALWAYS GET PICKED ON AND

3:00:51THEN I DIDN'T SPEAK ENGLISH.

3:00:53MY WE WERE.

3:00:54VERY POOR.

3:00:55I DIDN'T HAVE THE BEST OF THE

3:00:56BEST.

3:00:56SO I HAD TO LEARN HOW TO FIGHT

3:00:58AND I HAD TO FIGHT LITERALLY TO

3:01:03LITERALLY FIGHT PEOPLE JUST TO

3:01:05UM, GET BY.

3:01:07AND SO YOU WANT TO TALK ABOUT

3:01:09TRAUMA THAT STUFF CARRIES INTO

3:01:10YOUR ADULT LIFE BECAUSE THEN

3:01:12YOU DON'T KNOW WHO TO TRUST.

3:01:13AND SO BULLYING HAS A LONG

3:01:15IMPACT, UM, EFFECT ON YOUNG

3:01:18PEOPLE THAT LAST A LIFETIME.

3:01:19SO I'M SO INCREDIBLY GRATEFUL

3:01:21FOR YOU ALL AS YOUNG PEOPLE TO

3:01:23UTILIZE YOUR MY YOUR MICROPHONE

3:01:25AND THE WAY THAT YOU DID TODAY.

3:01:26THANK YOU.

3:01:27I WISH I HAD THE COURAGE TO DO

3:01:29THAT WHEN I WAS YOUR AGE SO

3:01:30THANK YOU.

3:01:31ALL RIGHT, LET'S GO.

3:01:35Y'ALL GOT TWO.

3:01:36DON'T BE TRYING IT.

3:01:37Y'ALL GOT TWO MINUTES EACH

3:01:38OKAY?

3:01:39I WILL PUT THIS I'M AT THE

3:01:41MICROPHONE REALLY LOUD SO YOU

3:01:42CAN HEAR THE TIMER.

3:01:44IT'S A TIMER.

3:01:45YOU SEE ONE THAT SAYS TWO.

3:01:46THAT'S IT.

3:01:48TWO MINUTES.

3:01:49UM UH GOOD AFTERNOON COUNSELORS

3:01:52.

3:01:52UH, MY NAME IS OPRAH FATIMA.

3:01:54I'M THE LEAD LABOR AND TRAINER

3:01:56ORGANIZER AT MATH.

3:01:57GOSH.

3:01:57UM, I WROTE THE ANTI-BULLYING

3:01:59CURRICULUM WHICH

3:02:01COUNCIL COUNCILWOMAN MAY I

3:02:02MENTIONED AND, UH, WE USE IT

3:02:05WITH YOUNG PEOPLE AND ADULTS

3:02:06WITH FUNDING.

3:02:06FROM THE DEPARTMENT OF PUBLIC

3:02:07HEALTH.

3:02:08UM, THIS SUMMER OUR TEENS

3:02:11TRAINED OTHER YOUNG PEOPLE

3:02:12THEMSELVES.

3:02:13UM, AND WATCHING A 15 YEAR OLD

3:02:15AND A 17 YEAR OLD EXPLAINED.

3:02:17TO A ROOM OF PEERS HOW TO SPOT

3:02:20BULLYING.

3:02:21UM AT WORK WAS ONE OF THE MOST

3:02:22FULFILLING, UH, MOMENTS OF MY

3:02:24JOB.

3:02:25BUT LET'S FACE IT IT'S NOT

3:02:27ALWAYS, UH, WITHIN THE COLORS

3:02:29THAT, UH, THESE YOUNG PEOPLE

3:02:31CAN STAND UP AND REALLY, REALLY

3:02:33ADVOCATE FOR THEMSELVES.

3:02:35BECAUSE THE TOOLS AND THE

3:02:36RESOURCES.

3:02:36THAT ARE REQUIRED FOR THAT IS

3:02:38VERY, VERY EMINENTLY UM,

3:02:41LACKING.

3:02:42UM, AND IN OUR RESTORATIVE

3:02:44JUSTICE CIRCLES ONE OF THE MOST

3:02:46EFFECTIVE WAYS WE KNOW HOW TO

3:02:47PREVENT AND REDUCE HARM

3:02:49TOGETHER WHICH WAS ALSO UM

3:02:51SHAPED AND BUILT WITH THE HELP

3:02:53OF UH DEPARTMENT OF PUBLIC

3:02:54HEALTH.

3:02:55SOME OF THESE YOUNG PEOPLE

3:02:56SHARED REAL HARM AND TRAUMA.

3:02:58SOME TOLD US HOW DEEPLY IT HAD

3:03:01SEEPED INTO THE WAY THEY SEE

3:03:02THEMSELVES.

3:03:03IT IS HARD TO SEPARATE WHO YOU

3:03:05ARE FROM THAT HARM THAT CAN

3:03:07STAY FOR AS LONG AS YOU LIVE.

3:03:10AND WE UNDERSTOOD THAT A BIG

3:03:11BARRIER TO SAFETY, UM, IS THAT

3:03:14MANY YOUTH CAN'T IDENTIFY

3:03:15WHAT'S HAPPENING TO THEM AND

3:03:16EVEN WHEN THEY CAN THEY

3:03:18STRUGGLE TO ARTICULATE INTO

3:03:20WORDS ALONGSIDE FUNDING FOR THE

3:03:22TOOLS AND KNOWLEDGE YOUNG

3:03:23PEOPLE NEED TO TACKLE HARM.

3:03:25THEY NEED ADULTS WHO CAN

3:03:27RECOGNIZE IT TOO.

3:03:28SO OUR MISSION IS VERY SIMPLE.

3:03:31WE GIVE YOUNG PEOPLE THE WORDS

3:03:32FOR WHAT THEY'RE LEAVING

3:03:34THROUGH AND WE MAKE SURE THAT

3:03:36ADULTS IN THEIR LIVES

3:03:37UNDERSTAND THOSE WORDS AS WELL.

3:03:40WHEN WE TALK ABOUT CERTAIN

3:03:41CULTURES BECAUSE EVERY CULTURE

3:03:42IS DIFFERENT WHEN WE TALK ABOUT

3:03:44CULTURAL COMPETENCY, IT IS ALSO

3:03:46IMPORTANT TO RECOGNIZE WHAT IT

3:03:47MEANS TO GROW UP IN DIFFERENT

3:03:48DYNAMICS AND TO CATER TO THOSE

3:03:50DYNAMICS IS SOMETHING VERY,

3:03:52VERY IMPORTANT AND OFTEN LOOKED

3:03:55UM NOT LOOKED OUT FOR.

3:03:58SO EVERY CHILD UNDERSTANDING

3:04:00HOW EVERY CHILD IS DIFFERENT,

3:04:01SPECIAL.

3:04:02>> AND CURIOUS.

3:04:03WE ALSO HAVE TO UNDERSTAND HOW

3:04:05WE CAN PROVIDE FOR THEM IN THE

3:04:06BEST POSSIBLE CAPACITY.

3:04:08SO TODAY.

3:04:09I WANT TO THANK YOU ALL AND

3:04:12WANT TO ENCOURAGE YOU TO WORK

3:04:13WITH US, UM, SO THAT WE CAN

3:04:15MAKE SURE THAT BULLYING IS NOT

3:04:17JUST A PROBLEM THAT WE ARE

3:04:19SOLVING BUT IT IS SOMETHING

3:04:21THAT WE ARE BUILDING AGAINST

3:04:23TOO.

3:04:24THANK YOU SO MUCH.

3:04:25OKAY.

3:04:27OKAY Y'ALL.

3:04:29SHE WENT OVER TWO MINUTES.

3:04:30THIS.

3:04:32>> GO AHEAD.

3:04:34UM MY NAME IS SUPREME.

3:04:35GOOD EVENING COUNSELORS AND I

3:04:37GO TO BOSTON NAVAL ACADEMY.

3:04:38I'M 16 AND I WANT TO TALK ABOUT

3:04:41THE LACK OF SUPPORT THAT

3:04:42STUDENTS HAVE WHEN IT COMES TO

3:04:44MENTAL HEALTH.

3:04:44AND SOME SCHOOLS ARE ONLY ONE

3:04:45COUNSELOR FOR HOMELESS STUDENTS

3:04:47AS THE STUDENTS HERE HAVE

3:04:48TALKED ABOUT AND IT REALLY HAVE

3:04:50A BIG AFFECT NOT GETTING YOUR

3:04:51WANTS AND FEELINGS OUT THERE

3:04:52AND THERE'S ONLY ONE COUNSELOR

3:04:54WHO'S OVERWHELMED BY THE

3:04:55CONSTANT OVER HERE AND IT CAN

3:04:58JUST LEAD TO MULTIPLE PROBLEMS

3:04:59FOR THAT STUDENT IF ADDING A

3:05:01MORE SURE HEY I CAN'T GET OUT

3:05:02AND TALK TO NOBODY BECAUSE ONLY

3:05:03ONE COUNSELOR OR THERE'S A LACK

3:05:05OF SUPPORT WHEN IT COMES TO LOW

3:05:06INCOME SCHOOLS AND PLACES

3:05:08BECAUSE MOST OF THE PEOPLE WHO

3:05:09HAVE PROBLEMS ARE GOING TO LOW

3:05:10INCOME PLACES COME FROM A LOW

3:05:12INCOME FAMILIES.

3:05:13SO I JUST FEEL LIKE WE SHOULD

3:05:14START CARING MORE ABOUT THE

3:05:16STUDENT INSTEAD OF JUST

3:05:17WORRYING ABOUT WHAT'S GOING ON

3:05:19OVER HERE LIKE WHAT'S GOING ON

3:05:20AT HOME.

3:05:20WE SHOULD REALLY FOCUS ON

3:05:21WHAT'S HAPPENING INSIDE THE

3:05:22HOUSE AND INSIDE OF SCHOOL AND

3:05:23WHAT HAPPENED INSIDE THEIR MIND

3:05:24BECAUSE A LOT GOING THROUGH A

3:05:26YOUNG PERSON'S MIND AND I COULD

3:05:27SEE MYSELF I HAD PROBLEMS AND I

3:05:29FEEL LIKE I HAD NO TALK TO

3:05:31BECAUSE NOBODY THANK YOU JUST

3:05:32THE KID YOU HAVE YOU HAVE

3:05:33CERTAIN THINGS TO WORRY ABOUT

3:05:34TO WORRY ABOUT SCHOOLS THAT ARE

3:05:34WORRYING ABOUT, YOU KNOW,

3:05:36CERTAIN THINGS HAPPENING

3:05:36OUTSIDE OF SCHOOL, YOU GETTING

3:05:37BULLIED.

3:05:38SO I THINK THAT WE NEED TO

3:05:39START HAVING A BIGGER IMPACT

3:05:40WHEN IT COMES TO MORE

3:05:41COUNSELORS AND MORE MENTAL

3:05:43HEALTH SPACES AND MORE PEOPLE

3:05:44WHO ARE UM, EITHER YOU'RE

3:05:46EITHER BLACK OR YOU ARE A

3:05:48MINORITY OR YOU'RE A PERSON

3:05:49OF COLOR OR YOU HAVE A

3:05:50DIFFERENT SEXUALITY SOMEBODY

3:05:52ELSE IF YOU'RE NOT NORMAL OR

3:05:53AVERAGE PERSON.

3:05:54SO I THINK THAT WE SHOULD START

3:05:57TO FOCUS MORE ON THEIR MENTAL

3:05:58AND FOCUS MORE ON WHO THEY ARE

3:05:59SICK OF JUST PUTTING THEM DOWN

3:06:01AND KNOWING THEM BECAUSE

3:06:01THEY'RE KIDS.

3:06:02SO THANK.

3:06:03>> YOU FOR HAVING ME AND HAVE A

3:06:04NICE EVENING.

3:06:04THANK YOU.

3:06:05>> GOOD JOB.

3:06:06ALL RIGHT.

3:06:08WELL YOU GO IN NOW.

3:06:09YOU CAN'T BE HOLDING HOSTAGE

3:06:11EVERYBODY AND THEN LEAVE.

3:06:12YOU WON'T WAIT TO EVERYBODY

3:06:13FINISH SPEAKING.

3:06:14YOU FIND OUT YOU OUT HERE JOHN

3:06:16LEE.

3:06:16>> YOU SEE.

3:06:17>> HOW THEY DO GO.

3:06:19GOOD EVENING, CITY COUNCILORS.

3:06:22GOOD EVENING.

3:06:23MY NAME IS NINA JEAN PIERRE AND

3:06:25TODAY I'M HERE WITH TEENS LEAD

3:06:26OUR WORK.

3:06:27I CURRENTLY GO TO.

3:06:27BOSTON LATIN SCHOOL AND TODAY I

3:06:29WANTED TO FOCUS ON BULLYING AND

3:06:30ITS.

3:06:31IMPACT ON STUDENTS.

3:06:31MENTAL HEALTH.

3:06:32>> BULLYING CAN.

3:06:33AFFECT STUDENTS.

3:06:34MORE THAN PEOPLE REALIZE, AS IT

3:06:35CAN MAKE STUDENTS FEEL BAD

3:06:36ABOUT THEMSELVES AND MAKE IT

3:06:38HARDER FOR THEM.

3:06:38>> TO FEEL COMFORTABLE AT

3:06:39SCHOOL.

3:06:40I BELIEVE THAT STUDENTS.

3:06:41SHOULDN'T HAVE.

3:06:42>> TO DEAL.

3:06:42WITH THAT WHEN SCHOOL IS

3:06:43SUPPOSED TO BE A PLACE.

3:06:45WHERE THEY CAN LEARN AND BE

3:06:46SAFE.

3:06:46STUDENTS WHO HAVE EXPERIENCES

3:06:48WITH.

3:06:48BULLYING DESERVE.

3:06:49>> TO BE TAKEN SERIOUSLY AND

3:06:50SUPPORTED.

3:06:51AND AS CITY COUNCILORS, I URGE

3:06:53YOU TO SUPPORT PROGRAMS THAT

3:06:55PREVENT BULLYING AND INCREASE

3:06:57ACCESS TO MENTAL HEALTH.

3:06:58HELP FOR YOUNG PEOPLE.

3:07:00YOU WANT TO SEE PROTECTION FOR

3:07:02OUR HEALTH AND SAFETY FOR ALL

3:07:03STUDENTS.

3:07:04THANK YOU FOR YOUR TIME AND TO

3:07:05LISTENING TO MY CONCERNS.

3:07:07THANK YOU.

3:07:08>> GREAT JOB.

3:07:08THANK YOU.

3:07:10ALL RIGHT.

3:07:11NEXT.

3:07:12>> HI.

3:07:14I WON'T TAKE TOO MUCH TIME BUT.

3:07:16MY NAME IS.

3:07:17CHANEL AND, UM, I USED TO GO TO

3:07:19MADISON BUT I RECENTLY

3:07:20GRADUATED.

3:07:21UM, THERE WAS THIS TIME WHERE I

3:07:24WAS THREATENED BY, UM, ANOTHER

3:07:26STUDENT WHO IT WAS LIKE REALLY

3:07:29BAD AND LIKE REALLY HARMFUL AND

3:07:30IT WAS REPORTED BUT THE TEACHER

3:07:32SAID YOU KNOW HOW HE IS AND YOU

3:07:35JUST GOT TO LET HIM BE.

3:07:37LEAVE HIM BE.

3:07:37AND I WAS JUST LIKE, WHY ARE WE

3:07:39?

3:07:39YOU KNOW, AT FIRST I WAS LIKE

3:07:41WHY ARE WE LIKE MENDING TO

3:07:42THESE BAD BAD STUDENTS?

3:07:43YOU KNOW IF THEY SAY SOMETHING

3:07:45WHY DON'T WE.

3:07:45ACTUALLY TAKE.

3:07:46ACTION INTO.

3:07:47WHAT THEY HAD SAID BECAUSE IT

3:07:49WASN'T THE RIGHT IT WAS NOT

3:07:51BULLYING.

3:07:51IT WAS A THREAT.

3:07:52UM.

3:07:53>> BUT THEN I ALSO LIKE HEARING

3:07:55WHAT SUPREME HAD SAID ABOUT

3:07:56LIKE MENTAL HEALTH.

3:07:57UM, HE WAS LIKE A STUDENT THAT

3:07:59KIND OF HAD LIKE OUTBURST AT

3:08:01TIMES.

3:08:02SO I JUST FEEL LIKE I FEEL LIKE

3:08:04HIS THING WAS LIKE AN INNER

3:08:05THING, YOU KNOW, I'M LIKE ALL

3:08:06ABOUT LIKE NOT BEING LIKE

3:08:07CLOSED MINDED BUT I JUST FEEL

3:08:09LIKE IF WE COULD DO LIKE MORE

3:08:10LIKE MENTAL HEALTH SUPPORT

3:08:11CLASSES BECAUSE WE GOT ALL

3:08:13THESE HOURS IN SCHOOL

3:08:14OF LEARNING MATH AND ENGLISH,

3:08:15BUT WE'RE NOT TEACHING PEOPLE

3:08:17ABOUT MENTAL HEALTH AND HOW TO

3:08:19SUPPORT THEMSELVES AND HOW TO

3:08:21SPEAK OUT FOR THEMSELVES.

3:08:23SO THAT'S REALLY ALL I HAD TO

3:08:25SAY AND THANK YOU FOR YOUR

3:08:26TIME.

3:08:26BECAUSE I STILL HAVE SOME YOU

3:08:27HAVE TIME SO I WANT TO USE YOUR

3:08:29TIME.

3:08:29MHM.

3:08:29HOW DID IT.

3:08:30FEEL WHEN THE ADULTS SAID WELL

3:08:34YOU KNOW HOW HE IS LIKE HOW DID

3:08:35YOU FEEL ABOUT THAT WHEN YOU

3:08:38REPORTED SOMETHING THAT MADE

3:08:39YOU FEEL UNCOMFORTABLE.

3:08:40IT HONESTLY JUST FELT LIKE I

3:08:42WAS JUST BEING LIKE PUSHED OUT

3:08:44LIKE LIKE OH SWEPT UNDER THE

3:08:45RUG I GUESS I COULD SAY IT BUT

3:08:47IT IT JUST.

3:08:48DIDN'T MAKE ME FEEL HEARD.

3:08:50IT DIDN'T MAKE ME FEEL LIKE ANY

3:08:51TYPE OF ACTION WOULD HAVE BEEN

3:08:52TAKING TOWARDS THIS PERSON.

3:08:54LIKE THERE WAS MULTIPLE TIMES

3:08:56IN MADISON WHERE THERE'S PEOPLE

3:08:58WHO REPORTED SOMETHING BUT IT

3:09:00JUST GOES TO OH YOU KNOW HOW

3:09:01THIS PERSON IS, YOU KNOW HOW

3:09:03THEY ARE.

3:09:03IT JUST DOESN'T MAKE ANY SENSE

3:09:05TO ME.

3:09:05I FEEL LIKE WE SHOULD TALK TO

3:09:07THE VICTIMS AND NOT JUST TALK

3:09:08TO.

3:09:08>> THE.

3:09:09PEOPLE THAT DID.

3:09:10THE HARM.

3:09:10WHAT WOULD YOU HAVE LIKED TO

3:09:12HAVE HEARD?

3:09:13I WOULD HAVE LIKED TO HAVE

3:09:14HEARD THAT HE'S GOING TO GET

3:09:15HANDLED WITH IT.

3:09:15BECAUSE I.

3:09:16>> SAW HIM.

3:09:17>> AT GRADUATION AND IT'S LIKE

3:09:18YOU PUT ON A THREAT.

3:09:19>> THAT WAS VERY HARMFUL.

3:09:20IF YOU SIT ON THE STREET THE

3:09:21POLICE WOULD HAVE CAME AND

3:09:23HANDLED THAT.

3:09:23SO IT'S JUST I DON'T KNOW.

3:09:25I WOULD HAVE JUST.

3:09:26LIKED FOR.

3:09:28MORE AGGRESSION I GUESS TOWARDS

3:09:30WHAT HE HAD SAID TO ME BECAUSE

3:09:32IF HE HE CAME AT ME AGGRESSIVE

3:09:34I FEEL LIKE HE SHOULD HAVE GOT

3:09:35THAT BACK.

3:09:36BUT THEN.

3:09:37>> AGAIN IT'S ALSO ABOUT HIS

3:09:38HEALTH SO I UNDERSTAND TO.

3:09:40YEAH THANK YOU.

3:09:42THANK YOU.

3:09:42>> AND NORMALLY THAT WE DON'T

3:09:43WE'RE NOT.

3:09:44SUPPOSED TO ASK QUESTIONS.

3:09:44BUT I.

3:09:45I HAD EXTRA TIME SO.

3:09:47THANK YOU.

3:09:49GOOD JOB.

3:09:50THANK YOU.

3:09:51GOOD EVENING CITY COUNSELOR.

3:09:53THANK YOU.

3:09:54>> AGAIN SO MUCH FOR JUST.

3:09:55PUTTING ON THIS OPPORTUNITY FOR

3:09:56THE YOUNG PEOPLE TO COME IN AND

3:09:57TALK ABOUT ANTI-BULLYING

3:09:59RESTORATIVE PRACTICES.

3:10:00I'M HAPPY TO JUST BE TALKING

3:10:01TO.

3:10:02YOU AND YOUR TEAM.

3:10:02>> I FEEL LIKE THAT'S

3:10:03DEFINITELY A GREAT CONCLUSION

3:10:04OF THIS HEARING AND I CAN ONLY

3:10:07SAY FOR MYSELF AS THE MY NAME

3:10:09IS BRUCE SMITH, I'M THE YOUTH

3:10:10PROGRAM LEADER AT MUSCOGEE

3:10:11TEENS LEAD AT WORK FOR SURE AND

3:10:13THE YOUNG PEOPLE KILLED IT

3:10:14TONIGHT.

3:10:15THEY SHOWED TRUE UM HONOR.

3:10:17THEY SHOWED RIGOR.

3:10:17THEY SHOWED CONFIDENCE.

3:10:18THEY SHOWED JUST THEIR

3:10:19EXPERIENCES TO HOW WE CAN MAKE

3:10:22REHABILITATION WITHIN OUR

3:10:23SCHOOLS.

3:10:23RIGHT.

3:10:23HOW DO WE SEE THE ROOT

3:10:24OF DISORDER BEFORE USING A

3:10:26PUNITIVE ACTION?

3:10:27SO HERE AT TI LAW WE HAVE OUR

3:10:29YOUNG PEOPLE TRAINING AND

3:10:30UNDERSTANDING ANTI-BULLYING

3:10:31PRACTICES IN THE WORKPLACE BUT

3:10:32ALSO TRANSITIONING THAT INTO

3:10:34OUR SCHOOLS, INTO OUR

3:10:35COMMUNITIES, INTO PLACES LIKE

3:10:36THIS.

3:10:37THEY NEED TO BE AT THE

3:10:38FOREFRONT OF CONVERSATIONS LIKE

3:10:39THIS.

3:10:39YOU AND I BOTH KNOW THAT OUR

3:10:41TEAM KNOWS THAT.

3:10:41BUT HOW DO WE GET THE SCHOOLS

3:10:43TO KNOW THAT?

3:10:44WHERE'S THE SUPERINTENDENT?

3:10:45YOU KNOW WHAT I MEAN?

3:10:45HOW ARE WE MAKING SURE THAT OUR

3:10:47FAMILIES ARE FEELING THAT

3:10:47THEY'RE PART OF THE

3:10:48CONVERSATION WITH OUR YOUNG

3:10:49PEOPLE AS CHANGEMAKERS, AS

3:10:51COLONIZERS AND ADULTS, AS

3:10:53SUPPORTERS IS WE GOT TO RETIRE

3:10:55THAT THAT CONVERSATION THAT WE

3:10:56KNOW EVERYTHING.

3:10:57I HAVEN'T BEEN IN HIGH SCHOOL

3:10:58IN ABOUT TEN YEARS, YOU KNOW

3:10:59WHAT I MEAN?

3:10:59BUT MY YOUNG PEOPLE EVERY

3:11:00SINGLE DAY THEY TELL ME AND

3:11:02THEY TEACH ME SO MANY NEW

3:11:03THINGS ABOUT HOW TO MAKE

3:11:05RESTORATIVE PRACTICES, WHAT

3:11:06THINGS THEY NEED TO FEEL

3:11:08EMPOWERED TO FEEL CONFIDENT AND

3:11:10WE'RE THE ONES THAT ARE

3:11:11SUPPOSED TO CREATE THAT

3:11:12EVIDENCE THAT'S SUPPOSED TO

3:11:13WORK DUE TO LEAD TO RESEARCH,

3:11:14TO DRAFT DATA, TO HAVE

3:11:16TRAININGS AND GIVE THEM THAT

3:11:17SUPPORT.

3:11:18SO I HOPE THAT YOU GOT A LITTLE

3:11:19INSIGHT IN WHAT YOUNG PEOPLE

3:11:20ARE DOING HERE IN BOSTON TO

3:11:22REALLY CREATE THESE FRAMEWORKS

3:11:23RIGHT FOR RESTORATIVE PRACTICES

3:11:25AND MAKE SURE THEY FEEL

3:11:26SUPPORTED AND I DON'T KNOW I

3:11:28JUST FEEL VERY FULL.

3:11:29I DON'T KNOW IF ANYONE ELSE

3:11:30FEELS THE SAME WAY, BUT.

3:11:31THEY'RE GOING TO TAKE OVER IT

3:11:32AND THEY'RE GOING TO LEAD THESE

3:11:34CONVERSATIONS AND I HAVE A LOT

3:11:35OF TRUST IN THEM.

3:11:36SO THANK YOU SO MUCH FOR JUST

3:11:37OFFERING THEM THE OPPORTUNITY.

3:11:38THE PANEL WENT REALLY WELL AND

3:11:41WE'RE GOING TO CONTINUE DOING

3:11:41OUR WORK TO MAKE SURE THAT OUR

3:11:43YOUNG LEADERS FEEL ARE

3:11:44SUPPORTED AND SAFE AS POSSIBLE

3:11:45NOT ONLY IN THEIR SCHOOLS,

3:11:46THEIR COMMUNITIES BUT IN THE

3:11:49WORKPLACE.

3:11:49SO HAVE A GOOD EVENING.

3:11:50THANK YOU.

3:11:51YES OKAY I KNOW RIGHT.

3:11:55AND THIS WAS THE JOB THERE WAS

3:11:57THIS A GREAT HEARING I DON'T

3:11:58KNOW I THOUGHT IT WAS GREAT I

3:12:00ALWAYS LOVE BEING WITH.

3:12:01PEOPLE.

3:12:02>> UM SO I WILL SAY THIS IS

3:12:05THAT THE FOLKS WHO HELPED US

3:12:06PLAN THIS YOU KNOW, FROM.

3:12:08THE PARENTS WHO BROUGHT IT TO

3:12:09OUR ATTENTION.

3:12:10TO THE ORGANIZATIONS.

3:12:11THAT HAVE BEEN LEADING IN THIS

3:12:13SPACE TO UH, THE DISTRICT FOR

3:12:15SHOWING UP AND.

3:12:16,YOU KNOW.

3:12:17APOLOGIZING BECAUSE IT REALLY

3:12:19IS.

3:12:19NOT AN EASY THING TO DO TO

3:12:22APOLOGIZE AND ACKNOWLEDGE HARM.

3:12:23SO I JUST WANT TO SAY THANK YOU

3:12:25TO YOU ALL FOR ACKNOWLEDGING

3:12:26THE HARM THAT HAS BEEN CAUSED.

3:12:28IT IS NOT EASY TO SHOW UP IN

3:12:29THIS CHAMBER.

3:12:30UM DOCTOR OPINION YOU DO IT ALL

3:12:32THE TIME SO I JUST WANT TO SAY

3:12:34THANK YOU FOR THAT.

3:12:35UM AND.

3:12:36I WANT.

3:12:37>> TO THANK Y'ALL LIKE YOU

3:12:38REALLY.

3:12:38SHOWED UP.

3:12:39>> AND OUR.

3:12:40PLANNING PARTNERS, OUR

3:12:41COALITION.

3:12:41YOU KNOW, ALL YEAR.

3:12:44I KEEP CALLING YOU BE SAFE, BUT

3:12:46I KNOW YOU ARE NOW BASIA.

3:12:47BASIA BE SAD.

3:12:48>> YOU KNOW MASH KOSH YOU KNOW

3:12:50EVERY SINGLE, UH, CITIZENS UH

3:12:53JUVENILE FOR CITIZENS.

3:12:54YOU JUVENILE.

3:12:54FOR JUSTICE.

3:12:57UM.

3:12:57EVERY SINGLE ONE OF Y'ALL.

3:12:59UM AND MORE.

3:13:00IMPORTANTLY THE YOUNG PEOPLE

3:13:02AND WE.

3:13:02I JUST WANT TO KNOW.

3:13:03FOR THE RECORD THAT WE ENDED

3:13:04WITH YOUNG PEOPLE BECAUSE WE

3:13:06WANTED TO GIVE THEM TIME TO

3:13:07GET.

3:13:07HERE NOT BECAUSE WE DIDN'T

3:13:09BELIEVE YOUR VOICES SHOULD BE

3:13:11FIRST.

3:13:11SO I JUST.

3:13:11WANT YOU KNOW, YES, WE'RE.

3:13:13>> GOING TO TAKE A PHOTO.

3:13:14UM, AND BEFORE I END, UH, WE'RE

3:13:17GOING TO KEEP.

3:13:18THIS DOCKET IN COMMITTEE.

3:13:19WE ARE GOING TO DEFINITELY BE

3:13:20DOING SOME WORK IN SESSIONS

3:13:21CREATING.

3:13:22THE WORK.

3:13:23>> UM.

3:13:24>> PLAN BECAUSE WE'RE NOT GOING

3:13:26TO HAVE ANY.

3:13:27>> MORE CONVERSATIONS ABOUT,

3:13:27UM, A CONVERSATION WE'RE

3:13:28ACTUALLY GOING TO DO THINGS

3:13:29ABOUT IT AND WE'RE GOING TO DO

3:13:30IT IN PARTNERSHIP WITH THE

3:13:31DISTRICT.

3:13:31UM, BECAUSE THAT'S WHAT THIS

3:13:33MOMENT IS CALLING FOR.

3:13:33HOPING WE CAN CREATE A CAP A

3:13:36CRISIS ACTION TEAM THAT

3:13:38INVOLVES EVERYONE.

3:13:39THAT IS AT.

3:13:40>> COLLECTIVE POWER WITH THE

3:13:41YOUTH AS WELL AS THE EDUCATORS

3:13:43AND AN OVERSIGHT THAT IS

3:13:46ACTUALLY TRANS, UH, YOU KNOW,

3:13:47TRANSPARENT FOR.

3:13:48EVERYONE ESPECIALLY AS A PARENT

3:13:50THAT IS OUT THERE.

3:13:51YEAH.

3:13:54SO NORMALLY THE WAY.

3:13:55>> THESE HEARINGS ENDS WE ALL

3:13:57HAVE A BUT UM.

3:13:58THIS HEARING ON THE DOCKET

3:14:010407.

3:14:01IS ADJOURNED.

3:14:03THERE WE GO.

3:14:04>> YEAH WE DELAY.