Education on October 20, 2026
2026-10-20

[0:51] GOOD.
[1:03] TIME IS 303.
[1:11] UM.
[1:12] TODAY'S HEARING IS UM BEING
[1:17] RECORDED AND IT IS ALSO BEING
[1:18] LIVE STREAMED AT
[1:22] BOSTON.GOV/CITY COUNCIL DASH TV
[1:24] AND BROADCASTED ON FINITY
[1:26] CHANNEL EIGHT RCN CHANNEL UH 82
[1:30] FILES CHANNEL 964 WRITTEN
[1:33] COMMENTS MAY BE SENT TO THE
[1:35] COMMITTEE EMAIL AT TCC AT DOT
[1:40] EDUCATION@BOSTON.GOV AND WILL
[1:41] BE MADE PART OF THE RECORD AND
[1:42] AVAILABLE TO ALL COUNCILORS.
[1:44] PUBLIC TESTIMONY WILL BE AT THE
[1:46] END OF THIS HEARING UM OR AND
[1:49] SPRINKLED THROUGHOUT DEPENDING
[1:51] ON HOW THINGS ARE FLOWING UM
[1:53] AND INDIVIDUALS WILL BE CALLED
[1:54] IN THE ORDER IN WHICH THEY HAVE
[1:56] BEEN SIGNED UP UH TO SPEAK AND
[1:58] THEY HAVE TWO MINUTES TO
[2:00] TESTIFY.
[2:01] UM, IF YOU ARE INTERESTED IN
[2:04] TESTIFYING IN PERSON, PLEASE
[2:05] ADD YOUR NAME TO THE SIGN UP
[2:08] SHEET AT THE ENTRANCE OF THE
[2:10] CHAMBER.
[2:11] UM AND IF YOU ARE LOOKING TO
[2:12] TESTIFY VIRTUALLY, PLEASE EMAIL
[2:14] OUR CENTRAL STAFF LIAISON MEGAN
[2:19] KAVANAGH@BOSTON.GOV FOR THE
[2:20] LINK AND YOUR NAME WILL BE
[2:22] ADDED TO THE LIST.
[2:23] TODAY'S HEARING IS ON DOCKET
[2:29] 0407 AND ORDER FOR A HEARING UH
[2:31] TO REVIEW THE PREVENTION AND
[2:32] RESPONSE TO BULLYING, SEXUAL
[2:35] HARASSMENT, SEXUAL ASSAULT AND
[2:37] SEXUAL MISCONDUCT IN OUR BOSTON
[2:39] PUBLIC SCHOOLS.
[2:40] THIS MATTER WAS SPONSORED BY
[2:42] COUNCILOR JULIA MEJIA AND WAS
[2:44] REFERRED TO THE COMMITTEE ON
[2:46] FEBRUARY THE 25TH, 2026.
[2:48] IN ORDER OF ARRIVAL I HAVE BEEN
[2:50] JOINED BY COUNCILOR MURPHY AND
[2:53] COUNCILOR FLYNN.
[2:55] UM AND AND JUST TO NOTE FOR THE
[2:58] RECORD THAT I UNDERSTAND THAT
[3:00] WE HAVE A LOT TO DISCUSS AND
[3:03] UM, I'M GOING TO ALLOW EACH
[3:06] OF MY COLLEAGUES TO HAVE UM,
[3:09] SOME OPENING UH, REMARKS.
[3:13] SO COUNCILOR MURPHY, YOU HAVE
[3:14] ONE MINUTE AND THE FLOOR.
[3:15] OKAY.
[3:16] THANK YOU.
[3:17] THANK YOU FOR FILING AND
[3:20] HOLDING THIS HEARING.
[3:21] I KNOW IT'S SOMETHING A HEARING
[3:24] SIMILAR WE'VE HAD OVER THESE
[3:26] PAST FEW YEARS ON THE
[3:27] COUNCIL AND AS A MOM FORMER
[3:30] TEACHER THIS THIS MATTERS
[3:32] RIGHT?
[3:33] IT MATTERS A LOT AND IT MATTERS
[3:34] THAT WE LISTEN TO OUR STUDENTS
[3:37] AND OUR FAMILIES AND THANK YOU
[3:38] FOR PUTTING THEM FIRST AND
[3:40] THANK YOU FOR FEELING SAFE AND
[3:43] BEING WILLING TO SPEAK UP AND
[3:44] SHARE TO ME IT'S ALWAYS
[3:47] IMPORTANT ESPECIALLY A TOPIC
[3:49] THAT IS AS SERIOUS AS THIS THAT
[3:52] HOW ARE WE NOT JUST REVIEWING
[3:54] AND REPORTING BUT PREVENTING
[3:57] AND WHAT ARE WE DOING FOR
[3:58] STUDENTS?
[3:59] AND I OFTEN SAID AS A TEACHER,
[4:01] UM, IF WE PUT OUR KIDS IN A
[4:03] SITUATION WHERE THE VICTIM THEN
[4:06] BECOMES THE ONE WHO IS IN
[4:07] TROUBLE, IT'S A CYCLE WHERE IT
[4:09] NEVER GETS BETTER.
[4:11] BUT THERE IS CONCERN FOR
[4:14] ME WHEN A SYSTEM IS HIDING THE
[4:17] INFORMATION RIGHT WHEN NOTHING
[4:19] IS HAPPENING OR IN SOMETIMES
[4:20] YOU CAN FEEL LIKE NOT ENOUGH IS
[4:22] HAPPENING.
[4:22] BUT WHEN WE KNOW WHEN RECENT
[4:24] REPORTING HAS BEEN TELLING US
[4:25] THAT YOU KNOW THOUSANDS
[4:30] OF REPORTS ARE JUST HIDDEN AND
[4:32] TRYING TO HIDE AWAY IN A COURT
[4:34] SYSTEM THAT SAYS A LOT ABOUT,
[4:35] YOU KNOW, WHAT ARE WE WHAT ARE
[4:37] WE AFRAID TO TALK ABOUT?
[4:38] WHY ARE WE NOT SHARING THE
[4:39] TRUTH?
[4:40] AND BACK IN DECEMBER 2023 I HAD
[4:44] FILED A 17 F TO GET ANSWERS ON
[4:47] WHAT AT THAT POINT WAS 1633
[4:51] SUSTAINED SUBSTANTIAL CASES
[4:53] OF SEXUAL MISCONDUCT AND
[4:55] BULLYING WITH 32% OF THE
[4:57] INCIDENTS IN ONE SCHOOL YEAR
[4:59] WERE COMMITTED, 25% IN THE NEXT
[5:01] YEAR.
[5:02] SO WE SHOULDN'T BE DOING THAT.
[5:04] WE SHOULD BE LISTENING TO THOSE
[5:06] WHO ARE, YOU KNOW, VICTIM TO
[5:09] THIS AND BE SUPPORTING.
[5:11] SO THANK YOU FOR BEING HERE.
[5:12] LOOKING FORWARD TO THIS HEARING
[5:13] .
[5:13] THANK YOU.
[5:14] AND I DIDN'T KNOW HOW TO USE.
[5:16] THIS UH I MADE A MISTAKE SO I
[5:18] GAVE YOU EXTRA TIME.
[5:20] OKAY.
[5:20] WAIT, COUNSELOR FLYNN, GIVE
[5:22] ME A MINUTE TO.
[5:24] OKAY.
[5:24] GO.
[5:25] THANK YOU, MADAM CHAIR.
[5:29] I AM TROUBLED BY DATA.
[5:31] I AM LOOKING AT THAT SAYS THAT
[5:34] THERE WERE OVER 2000 REPORTS
[5:36] OF STUDENT ON STUDENT ASSAULTS
[5:40] ,UH, THAT HAPPEN TO BE SEXUAL
[5:41] MISCONDUCT.
[5:44] FOR A PERIOD OF TIME OF SIX
[5:47] YEARS.
[5:49] WHAT WHAT I'M ASKING FOR IS FOR
[5:51] US TO BE TRANSPARENT, TO
[5:55] RELEASE THE INFORMATION WITHOUT
[5:57] OBVIOUSLY RELEASING ANY
[5:59] IDENTIFICATION OF THE OF THE
[6:02] SURVIVORS OF THESE ASSAULTS.
[6:03] BUT I DO THINK THE PUBLIC NEEDS
[6:06] TO KNOW EXACTLY WHAT'S
[6:08] HAPPENING IN BOSTON PUBLIC
[6:10] SCHOOL SYSTEM HIDING DATA
[6:14] DOESN'T DO ANYTHING BUT ALLOW
[6:17] IT TO CONTINUE.
[6:19] WHAT I'M CALLING FOR IS A TASK
[6:22] FORCE TO ADDRESS THESE ISSUES.
[6:26] IF WE'RE HIDING DATA, THE
[6:27] PEOPLE THAT ARE RESPONSIBLE FOR
[6:29] THESE ISSUES REALLY HAVE LOST
[6:31] THE CREDIBILITY TO LEAD.
[6:33] THAT'S WHY I'M CALLING FOR A
[6:34] TASK FORCE THAT RESIDENTS
[6:38] PARENTS, TEACHERS CAN COME
[6:41] TOGETHER AND DISCUSS THESE
[6:42] INCIDENTS, DISCUSS THESE ISSUES
[6:44] ,HOW WE MOVE FORWARD.
[6:45] BUT I HAVE LOST CONFIDENCE, UM,
[6:48] WHEN THERE ARE 2000 SEXUAL
[6:50] ASSAULTS AGAINST STUDENTS AND
[6:52] WE'RE COVERING THAT INFORMATION
[6:53] UP.
[6:54] THANK YOU, MADAM CHAIR.
[6:55] UH, THANK YOU, COUNCILOR.
[6:58] UH, FLYNN AND I JUST WANT TO
[7:00] NOTE FOR THE RECORD THAT MY,
[7:02] UM, COUNCIL COLLEAGUE
[7:04] COUNCILOR LOUIJEUNE HAS
[7:04] SUBMITTED A LETTER OF ABSENCE
[7:06] UH, WHICH THE, UH DEAR
[7:08] COMMITTEE ON EDUCATION, I
[7:10] SINCERELY REGRET TO INFORM YOU
[7:11] THAT BECAUSE OF A LONG STANDING
[7:13] PRIOR ENGAGEMENT, I WILL BE
[7:14] UNABLE TO ATTEND THE CITY
[7:15] COUNCIL'S COMMITTEE UM,
[7:17] EDUCATION HEARING ON DOCKET
[7:18] ZERO UH 407A HEARING TO REVIEW
[7:21] THE BOSTON PUBLIC SCHOOLS
[7:23] POLICIES, PROCEDURES, TRAINING
[7:25] AND STAFFING DATA SYSTEMS AND
[7:27] ACCOUNTABILITY MEASURES RELATED
[7:28] TO THE PREVENTION OF AND
[7:30] RESPONSE TO BULLYING, SEXUAL
[7:32] ASSAULT AND HARASSMENT AND
[7:34] SEXUAL MISCONDUCT INVOLVING
[7:35] STUDENTS INCLUDING STUDENTS TO
[7:36] STUDENT AND ADULT TO STUDENT
[7:38] INCIDENTS.
[7:39] I BELIEVE EVERY CHILD, EVERY
[7:40] STUDENT DESERVES TO FEEL SAFE
[7:42] AT SCHOOL AND CONFIDENT THAT
[7:44] WHEN THEY REPORT CALM, ADULTS
[7:46] WILL TAKE THEM SERIOUS AND
[7:47] RESPOND WITH CARE.
[7:48] THIS IS WHY FROM MY FIRST YEAR
[7:50] ON THE CITY COUNCIL AND EACH
[7:51] YEAR SINCE I HAVE FILED AND
[7:52] SPONSORED AND OR HELD A HEARING
[7:55] ON BOSTON'S RESPONSE TO
[7:56] DOMESTIC VIOLENCE AND SEXUAL
[7:56] ASSAULT WORKING ALONGSIDE
[7:58] ADVOCATES AND SURVIVORS UM AND
[8:00] SERVICE PROVIDERS FOR OUR
[8:01] STUDENTS PROTECTIONS AND
[8:03] PROTOCOLS MUST BE
[8:04] UNDERSTANDABLY AND DEPENDABLE.
[8:06] STUDENTS AND FAMILIES SHOULD
[8:07] KNOW WHOM TO CONTACT, WHAT
[8:08] HAPPENS AFTER REPORT AND WHAT
[8:10] SUPPORT IS AVAILABLE WHILE AN
[8:12] INVESTIGATION PROCEEDS.
[8:14] THANK YOU TO THE STUDENTS,
[8:15] FAMILIES, EDUCATORS AND
[8:16] ADVOCATES FOR SHARING THEIR
[8:17] EXPERIENCES TODAY AND I LOOK
[8:19] FORWARD TO REVIEWING THEIR
[8:20] TESTIMONY AND WORKING WITH THE
[8:21] COMMITTEE MY STAFF WILL BE
[8:22] ATTENDING AND I WILL THOROUGHLY
[8:24] REVIEW THE VIDEO HEARING
[8:25] MINUTES AND PUBLIC TESTIMONY
[8:26] SHOULD YOU OR ANY MEMBER OF THE
[8:28] PUBLIC HAVE ANY QUESTIONS OR
[8:29] CONCERNS, PLEASE DO NOT
[8:30] HESITATE TO REACH OUT TO MY
[8:31] OFFICE DIRECTLY AT
[8:35] (617) 635-4376 AND SO.
[8:37] JUST WANTED TO JUST.
[8:39] UH, READ THAT INTO THE RECORD
[8:41] SO I'LL JUST BEGIN.
[8:42] UM, FIRST OF ALL I JUST WANT TO
[8:44] SET THE STAGE THAT I KNOW SOME
[8:47] OF THESE CONVERSATIONS COULD BE
[8:48] TRIGGERING AND I WANT TO BE
[8:50] SUPER MINDFUL OF THE TRAUMA
[8:52] THAT WE ALL CARRY INTO THE
[8:54] SPACES OF PLACES THAT WE WALK
[8:55] INTO.
[8:56] AND SO HOPEFULLY YOU'LL WALK
[8:58] INTO UNDERSTANDING THAT THIS IS
[9:00] I CAN'T SAY IT'S A SAFE SPACE
[9:02] BECAUSE EVERYONE'S SAFETY LOOKS
[9:04] DIFFERENT, BUT I AM GOING TO
[9:06] TRY TO DO MY BEST TO CREATE THE
[9:08] CONTAINER IN WHICH YOU COULD BE
[9:10] FULLY EXPRESSED.
[9:11] SO THAT IS MY COMMITMENT TO YOU
[9:13] ALL WHILE YOU'RE HERE.
[9:14] OKAY.
[9:15] UM SO ON JUNE THE 16TH, 2022 I
[9:19] HELD A HEARING ON BULLYING AND
[9:21] SEXUAL ABUSE AND HARASSMENT IN
[9:23] BOSTON PUBLIC SCHOOLS AND SINCE
[9:25] THEN ADVOCATES, PARENTS AND
[9:27] STUDENTS HAVE CONTINUED TO
[9:28] RAISE CONCERNS AND HAVE SHARED
[9:31] THEIR LIVED EXPERIENCE
[9:32] DEMONSTRATING THE NEED FOR MORE
[9:34] TRANSPARENT, ACCOUNTABLE AND
[9:36] STRONGER RESPONSES FROM THAT
[9:39] ARE ROOTED IN BEST PRACTICES,
[9:42] SUPPORT COMMUNICATIONS AND
[9:45] COMPLIANCE WITH EXISTING LAWS.
[9:48] STUDENTS CONTINUE TO REPORT
[9:50] FEELING UNSAFE AND WORRYING
[9:52] ABOUT VIOLENCE IN THEIR SCHOOLS
[9:54] .
[9:54] THIS PAST SCHOOL YEAR, STUDENTS
[9:56] HAVE ASKED HOW DIFFICULT IT IS
[9:58] FOR THEM TO GET THE HELP FROM
[10:00] AN ADULT IF THEY WERE BULLIED
[10:02] AND AROUND 18% OF STUDENTS SAID
[10:05] IT WAS QUITE OR EXTREMELY
[10:08] DIFFICULT THIS THIS NEEDS TO
[10:12] CHANGE FULL STOP THE CLIMATE
[10:13] SURVEY SHOWS DISCONNECTS
[10:15] BETWEEN PARENTS, STUDENTS AND
[10:16] EDUCATORS IN TERMS OF HOW OFTEN
[10:18] BULLYING AND VIOLENCE HAPPENS
[10:20] WITHIN SCHOOLS AND THE
[10:21] COMFORT LEVEL STUDENTS HAVE IN
[10:23] REACHING OUT TO ADULTS FROM
[10:25] VULNERABLE STUDENTS WHOSE
[10:26] TEACHERS ARE UNDER UM ACTIVE
[10:29] INVESTIGATIONS FOR ALLEGED
[10:30] CHILD ABUSE AND NEGLECT TO
[10:31] STUDENTS NEEDING TO GO TO THE
[10:33] E.R. BECAUSE OF BULLYING.
[10:36] WE HAVE HEARD FROM THE
[10:37] COMMUNITY THAT WE NEED TO
[10:39] CHANGE AND CHANGE IS REQUIRED
[10:41] NOW FOR MANY OF OUR STUDENTS,
[10:43] SCHOOL IS A SAFE HAVEN FOR THEM
[10:45] AND ALLOWS THEM TO HAVE ACCESS
[10:47] TO FOOD, WARMTH, COMMUNITY AND
[10:49] CARE FOR SCHOOL STAFF FROM
[10:50] SCHOOL STAFF AND THEIR
[10:52] CLASSMATES.
[10:53] HOWEVER, THAT SAFE HAVEN IS
[10:55] THREATENED IF PROPER MEASURES
[10:57] ARE NOT TAKEN INTO TO PREVENT
[10:58] AND HANDLE CASES OF BULLYING,
[11:00] SEXUAL ABUSE, HARASSMENT,
[11:02] PHYSICAL ABUSE AND OTHER FORMS
[11:04] OF VIOLENCE AND STUDENTS
[11:06] WELL-BEING DOES NOT UM END WITH
[11:09] THEIR PHYSICAL SAFETY UM BUT
[11:11] ALSO THEIR EMOTIONAL AND
[11:13] PSYCHOLOGICAL SAFETY.
[11:15] UM SCHOOLS SHOULD BE A SAFE
[11:17] ENVIRONMENT FOR STUDENTS,
[11:18] EDUCATORS AND STAFF.
[11:19] MATCH COSTS TO LAW CITIZENS FOR
[11:21] UH JUVENILE JUSTICE THE
[11:23] COALITION OF AMERICAN ISLAMIC
[11:25] RELATIONS LATINA AND THE
[11:27] ENTIRETY OF BADGER COALITION
[11:29] AND MORE HAVE USED
[11:31] EVIDENCE-BASED ANTI-BULLYING
[11:33] CURRICULUMS AND PROGRAMING TO
[11:35] FULLY ADDRESS BULLYING, UM
[11:38] ABUSE AND HARASSMENT IN OUR
[11:39] SCHOOLS AND WE MUST ACKNOWLEDGE
[11:41] THEIR WORK AND WORK IN
[11:44] COLLABORATION.
[11:45] THAT MEANS THAT THE DISTRICT
[11:46] MUST WORK WITH ORGANIZATIONS
[11:48] WHO ARE ON THE GROUND DOING THE
[11:50] WORK AND DOING IT WELL WITH
[11:52] FAMILIES.
[11:53] IN THIS HEARING I HOPE TO
[11:54] CONTINUE THE CONVERSATION WE
[11:55] HAD FOUR YEARS AGO AND WE'VE
[11:56] DONE THIS HEARING.
[11:59] MY HOPE IS TO NOT HAVE THIS
[12:02] HEARING ANYMORE.
[12:03] MY HOPE IS THAT THIS TIME I AM
[12:05] GOING TO PUT THIS TO THE SIDE
[12:07] AND SINCE PEOPLE MY HEART REAL
[12:08] QUICK IS THAT MY HOPE IS THAT
[12:10] WE ARE ABLE TO UNDERSTAND WHAT
[12:12] THE MOMENT IS CALLING FOR AND
[12:13] WALK OUT OF HERE WITH SOLUTIONS
[12:15] AND SOME METRICS OF HOW WE'RE
[12:17] GOING TO MEASURE SUCCESS
[12:18] BECAUSE WHAT WE'RE NOT GOING TO
[12:21] DO IS CONTINUE TO HAVE THE SAME
[12:22] CONVERSATION AND EXPECT CHANGE
[12:25] IF WE'RE NOT WILLING TO HAVE
[12:26] THAT CHANGE.
[12:27] SO WALKING OUT OF HERE WITH
[12:28] SOME COMMITMENTS FROM BOTH IN
[12:29] TERMS OF HOW WE'RE GOING TO
[12:30] MOVE DIFFERENTLY BECAUSE WE
[12:31] HAVE TO RESTORE TRUST AND THE
[12:33] BEST WAY TO DO THAT IS TO WORK
[12:35] IN PARTNERSHIP WITH THOSE WHO
[12:36] ARE ALWAYS UM.
[12:40] ENCOURAGING US TO STEP IT UP.
[12:41] UH, SO.
[12:42] WITH THAT I SEE THAT WE HAVE
[12:44] ALSO BEEN JOINED BY
[12:45] COUNCILOR FITZGERALD.
[12:46] DO YOU HAVE SOME OPENING
[12:47] REMARKS?
[12:49] UH, THANK YOU, MADAM CHAIR.
[12:50] AND THANK YOU FOR EVERYONE'S
[12:51] TIME HERE.
[12:52] UM, AS A PARENT OF THREE KIDS
[12:54] MYSELF, UH, JUST HERE TO HEAR
[12:55] SOME EXPLANATIONS AND
[12:56] UNDERSTAND PROCEDURES AND HOW
[12:58] THEY WERE FOLLOWED OR NOT
[12:59] FOLLOWED AND UH, LOOKING
[12:59] FORWARD TO HEARING FROM
[13:00] EVERYBODY.
[13:00] THANK YOU.
[13:02] AND SO I WILL KNOW FOR THE
[13:04] RECORD WE HAVE A LARGE PANEL.
[13:07] Y'ALL EACH HAVE THREE MINUTES
[13:09] AND THAT'S THERE.
[13:11] SO Y'ALL PRACTICE THAT RIGHT.
[13:13] AND THEN MY COLLEAGUES ARE
[13:14] GOING TO ASK QUESTIONS SO THAT
[13:15] IF YOU DIDN'T GET TO SAY
[13:16] EVERYTHING IN YOUR THREE
[13:18] MINUTES.
[13:18] NO THAT YOU WILL.
[13:19] IN YOUR ANSWERS BE ABLE TO TO
[13:21] SPEAK TO A POINT THAT YOU MAY
[13:23] HAVE FORGOTTEN IS THAT COOL?
[13:24] DOES EVERYONE FEEL COMFORTABLE
[13:25] WITH THAT?
[13:26] AND THEN THE OTHER PIECES.
[13:27] THAT I JUST WANT TO BEGIN WITH
[13:29] AN APOLOGY TO EVERYONE WHO HAS
[13:31] BEEN A VICTIM TO THE PARENTS
[13:33] WHO HAVE BEEN UM 51 AID BECAUSE
[13:37] THE SCHOOLS DON'T WANT YOU
[13:38] WALKING IN THEIR CLASSROOMS,
[13:40] YOU KNOW, TELLING THEM LIKE IT
[13:42] IS.
[13:43] SO I JUST WANT.
[13:43] TO SAY I AM SORRY AND WE ARE
[13:46] HERE TO DO THE.
[13:47] WORK UM TOGETHER.
[13:48] OKAY.
[13:50] SO WITH THAT I AM GOING TO
[13:51] WE'RE GOING TO.
[13:52] GO WE'RE GOING TO GO THIS WAY
[13:53] OKAY.
[13:54] GOOD EVENING.
[13:55] MY NAME IS TAISSA SANTIAGO.
[13:57] I'M HERE TODAY.
[13:58] AS A.
[13:59] MOTHER AND AN ADVOCATE FOR
[14:00] CHILDREN WHO CAN OFTEN WHO
[14:02] CANNOT ALWAYS SPEAK FOR
[14:03] THEMSELVES.
[14:05] MY SON IS ISAN WILSON.
[14:08] HE'S AUTISTIC AND NON-VERBAL.
[14:10] HE WAS INJURED AT A BOSTON
[14:11] PUBLIC SCHOOL AND THIS
[14:14] EXPERIENCE.
[14:15] RAISES SERIOUS CONCERN FOR
[14:17] ME ABOUT STUDENT SAFETY,
[14:19] STUDENT STAFF QUALIFICATION AND
[14:22] ACCOUNTABILITY.
[14:23] CHILDREN LIKE MY SON DEPEND ON
[14:25] ADULTS AROUND THEM TO PROTECT
[14:26] THEM, UNDERSTAND THEIR NEEDS
[14:28] AND KEEP THEM SAFE.
[14:30] AS A PARENT, WE SHOULD BE ABLE
[14:32] TO TRUST THE PEOPLE RESPONSIBLE
[14:34] FOR OUR CHILDREN TO HAVE PROPER
[14:36] QUALIFICATIONS, TRAINING AND
[14:37] LICENSES TO DO THEIR JOBS.
[14:40] I'M ASKING FOR STRONGER
[14:42] REQUIREMENTS TO ENSURE TEACHERS
[14:44] AND STAFF WORKING WITH CHILDREN
[14:46] ,ESPECIALLY CHILDREN WITH
[14:46] SEVERE DISABILITIES HAVE PROPER
[14:49] CURRENT LICENSES AND TRAINING.
[14:52] I ALSO BELIEVE THAT TEACHERS
[14:53] AND CAREGIVERS WHO ARE
[14:55] DEMANDING RESPONSIBILITIES
[14:58] OF CARING FOR THESE CHILDREN
[15:00] WITH SPECIFIC DISABILITIES
[15:02] DESERVE FAIR PAY.
[15:04] THE WORKERS PLAY AN IMPORTANT
[15:06] PART IN OUR CHILDREN'S LIVES
[15:08] AND WE MUST INVEST IN THE
[15:10] PEOPLE WHO ARE CARING FOR THEM
[15:11] AS WELL AS THE CHILDREN
[15:13] THEMSELVES.
[15:15] I AM ALSO ASKING FOR CAMERAS TO
[15:17] BE INSTALLED IN CLASSROOMS AND
[15:20] OTHER APPROPRIATE AREAS
[15:22] OF SCHOOL WITH SAFEGUARDS TO
[15:24] PROTECT CHILDREN'S, STATE OR
[15:26] CHILDREN'S STUDENT AND
[15:28] CHILDREN'S PRIVACY.
[15:31] CAMERAS COULD HELP PROVIDE
[15:33] FLAHERTY WHEN AN INCIDENT
[15:34] OCCURS HELP ENSURE THAT
[15:37] CONCERNS ARE ADDRESSED PROPERLY
[15:39] APPROPRIATELY.
[15:41] IN ADDITION, I WOULD LIKE
[15:43] PARENTS TO HAVE THE OPTION TO
[15:44] PURCHASE OR USE BODY CAMERAS
[15:47] FOR THEIR CHILDREN WHEN WANTED
[15:49] AND NEEDED SUBJECT TO
[15:53] APPROPRIATE SCHOOL POLICIES AND
[15:55] PRIVACY PROTECTIONS.
[15:57] THIS COULD BE ESPECIALLY
[15:59] IMPORTANT FOR NONVERBAL
[16:00] CHILDREN WHO MAY NOT BE ABLE TO
[16:02] EXPLAIN WHAT HAPPENED TO THEM.
[16:05] EVERY CHILD DESERVES TO FEEL
[16:07] SAFE.
[16:07] AT.
[16:08] SCHOOL REGARDLESS OF THE
[16:09] DISABILITY OR ABILITY TO
[16:11] COMMUNICATE.
[16:11] EVERY PARENT DESERVES TO KNOW
[16:13] THAT THEIR CHILD IS SAFE.
[16:18] PROTECTED, RESPECTED AND CARED
[16:20] FOR BY QUALIFIED PUPIL.
[16:23] I'M SPEAKING TODAY NOT ONLY FOR
[16:27] MY SON BUT FOR OTHER FAMILIES
[16:29] WHO MAY BE AFRAID TO.
[16:31] SPEAK OR FEEL UNHEARD.
[16:36] OR ARE STRUGGLING TO GET
[16:38] ANSWERS BY DPS.
[16:41] I HOPE THAT WE CAN MOVE
[16:44] TOGETHER TOWARDS MEANINGFUL
[16:46] CHANGES THAT IMPROVE SCHOOL
[16:48] SAFETY STRENGTHENING
[16:50] ACCOUNTABILITY, SUPPORT
[16:53] TEACHERS AND GIVE PARENTS
[16:55] GREATER PEACE OF MIND.
[16:57] OUR CHILDREN DESERVE PROTECTION
[16:59] .
[16:59] THEY DESERVE QUALIFIED
[17:02] CAREGIVERS AND THEY DESERVE TO
[17:04] BE HEARD EVEN WHEN.
[17:06] THEY CANNOT SPEAK.
[17:07] FOR THEMSELVES.
[17:09] THANK YOU FOR TAKING THE TIME
[17:12] TO LISTEN.
[17:16] NEXT TO UM.
[17:20] GOOD AFTERNOON EVERYONE.
[17:22] MY NAME IS MONICA MURCHISON.
[17:24] I AM A PARENT UM OF A CHILD
[17:26] THAT.
[17:27] WAS IN BOSTON PUBLIC SCHOOLS.
[17:29] UM MY CHILD'S NAME IS AMAZING
[17:31] GRACE AND DURING SCHOOL HOURS
[17:33] MY CHILD WAS FORCEFULLY RAPED
[17:35] BY A STAFF MEMBER DURING SCHOOL
[17:38] IN WHICH SHE REPORTED THE
[17:39] INCIDENT WHICH SHOULD HAVE BEEN
[17:41] DEALT WITH IMMEDIATELY AND
[17:43] FOLLOWED PROTOCOL SHOULD HAVE
[17:44] BEEN FOLLOWED.
[17:46] POLICE BEING CALLED A 51 AID
[17:48] BEING FILED, ME BEING CONTACTED
[17:50] AS THE PARENT AND THE INCIDENT
[17:52] REPORT.
[17:53] UM BECAUSE THAT IS BP'S POLICY
[17:55] .
[17:56] NONE OF THAT HAPPENED.
[17:58] MY CHILD INCIDENT WAS SWEPT
[18:00] UNDER THE RUG.
[18:01] I HAD NO KNOWLEDGE ABOUT IT.
[18:02] SO I CONTINUED TO SEND MY CHILD
[18:04] TO SCHOOL EVERY SINGLE DAY
[18:05] UNTIL SHE EVENTUALLY HAD A
[18:07] MELTDOWN BECAUSE I WAS PUTTING
[18:08] HER INTO THE ARMS OF THE ABUSER
[18:10] .
[18:10] UM, EVENTUALLY WHEN YOU KNOW IT
[18:13] DID COME TO LIGHT I DID WHAT
[18:14] ANY PARENT WOULD DO WHICH IS
[18:16] YOU KNOW, TRY TO GET MORE
[18:18] INFORMATION ABOUT WHAT IT IS
[18:19] THAT MY CHILD HAS COMMUNICATED
[18:21] TO ME.
[18:21] AT THAT POINT I WAS MET WITH
[18:23] NOTHING BUT UM, A DISCONNECT
[18:25] FROM THE SCHOOL.
[18:26] YOU KNOW, UM, THEY THEY ALREADY
[18:28] KNEW THE SCHOOL ALREADY KNEW
[18:30] THAT THEY WERE TRYING TO
[18:31] COVER UP THE INCIDENT.
[18:32] UM, AND THAT WAS THE REASON
[18:35] THAT THEY WERE BEGINNING TO
[18:37] RETALIATE AGAINST ME AS A
[18:38] PARENT.
[18:39] UM, EGREGIOUS BEHAVIOR ENSUED
[18:42] ON ME AND MY FAMILY.
[18:43] THINGS LIKE 51 DAYS BEING
[18:44] FILED.
[18:46] UM, AND I THINK THAT YOU GUYS
[18:49] SHOULD REALLY FOCUS ON THAT
[18:51] BECAUSE DCF IS BEING USED TO
[18:54] DESTROY FAMILIES AND THE SCHOOL
[18:56] IS A HUGE SOURCE OF IT.
[18:57] YOU KNOW, THEY WILL TELL THEM
[18:59] WHATEVER THEY NEED TO.
[19:00] AND WHEN YOU'RE GETTING THESE
[19:01] UM, 51 A'S FILED IN, YOU HEAR
[19:03] FROM YOU KNOW, PEOPLE LIKE
[19:05] TEACHERS THEY TEND TO BELIEVE
[19:07] THEM MORE RIGHT?
[19:08] SO UM, NOBODY INVESTIGATES TO
[19:11] SEE IF THE ALLEGATIONS ARE
[19:13] TRUE.
[19:13] THEY COME AND TALK.
[19:14] BUT IT'S KIND OF LIKE IF
[19:15] SOMEONE WHO'S A MANDATED
[19:17] REPORTER SAYS IT AND IT HAS TO
[19:18] BE TRUE.
[19:19] UM, WHEN IN FACT IN MY
[19:23] SITUATION, UM, YOU KNOW, I HAD
[19:25] TO FILE MY OWN 51 TO DO MY OWN
[19:26] POLICE REPORT AND ALL THE RULES
[19:28] TO MAKE ANYBODY AWARE.
[19:29] UM, I IMMEDIATELY AFTER, UM,
[19:32] YOU KNOW, STARTED GOING ABOVE
[19:34] AND EVEN REACHED OUT TO THE
[19:36] CITY COUNCILORS, THE MAYOR
[19:37] HERSELF, SENATORS, EVERYBODY
[19:39] THAT I COULD TO MAKE THEM AWARE
[19:40] THAT YES THIS HAPPENED TO MY
[19:43] CHILD BUT THE THE BIGGER PART
[19:45] FOR ME WAS THE COVER UP.
[19:47] UM YOU KNOW WHY YOU KNOW, LIKE
[19:48] BOTH YOU COUNCILORS SAID
[19:50] EARLIER WHY ARE WE NOT ALLOWED
[19:51] TO TALK ABOUT IT?
[19:52] WHY ARE WE NOT ALLOWED TO GET
[19:53] ANSWERS IN THE MINUTE THAT WE
[19:55] DEMAND THESE ANSWERS AS WE
[19:57] SHOULD AS PARENTS?
[19:59] WE'RE MET WITH RETALIATION
[20:01] TACTICS.
[20:01] I WAS THEN TRESPASS OUT OF THE
[20:03] SCHOOL.
[20:04] UM, AMAZING HAS TWO YOUNGER
[20:06] SIBLINGS THAT WERE STILL
[20:07] STUDENTS AT THE SCHOOL.
[20:09] UM, AND SO WHY SHOULD I FEEL
[20:11] SAFE SITTING MY KIDS TO A
[20:12] SCHOOL WHERE NUMBER ONE THE
[20:14] ABUSER STILL ROAMING AROUND
[20:15] AMONGST MY KIDS AND OTHER KIDS
[20:17] AS WELL.
[20:18] BUT THEN NUMBER TWO A SCHOOL
[20:19] THAT DOES NOT WANT TO
[20:20] COMMUNICATE WITH ME OR HELP
[20:22] ME SORT OUT ANY YOU KNOW ME AND
[20:24] MY CHILD IS THE VICTIM.
[20:25] WE SHOULDN'T BE MET WITH
[20:26] RESISTANCE FROM A SCHOOL.
[20:29] UM SO I ENDED UP ULTIMATELY
[20:31] PULLING MY KIDS OUT OF SCHOOL
[20:33] AND HOMESCHOOLING.
[20:34] IN ORDER TO DO THAT I HAD TO
[20:35] RESIGN FROM MY CAREER.
[20:37] AND I HAD JUST STARTED A
[20:38] BUSINESS.
[20:38] I'M A CERTIFIED CHEF.
[20:40] I HAD JUST STARTED A CATERING
[20:41] BUSINESS THAT WAS DOING PRETTY
[20:42] OKAY.
[20:43] UM AND I LOST ALL OF THAT.
[20:46] SO ON TOP OF ME DEALING WITH
[20:48] WHAT WAS GOING ON WITH MY
[20:49] CHILD, I NOW AM IN A POSITION
[20:52] WHERE I HAVE TO BE A TEACHER
[20:53] FOR THREE DIFFERENT KIDS ON
[20:55] THREE DIFFERENT GRADE LEVELS
[20:56] WITH NO EXPERIENCE AND I HAVE
[20:58] NO MONEY.
[20:59] SO HOW DO YOU LIVE AND SUPPORT
[21:01] YOUR FAMILY IN A WORLD WHERE
[21:03] WE'RE LIVING RIGHT NOW WITH THE
[21:04] COST OF LIVING IS EXTREMELY
[21:05] HIGH EVEN FOR PEOPLE WITH GOOD
[21:07] PAYING JOBS?
[21:09] SO MY MY FAMILY JUST CONTINUED
[21:11] TO SPIRAL BACKWARDS.
[21:12] UM, AFTER ABOUT ONE FULL SCHOOL
[21:15] YEAR OF ME.
[21:17] I HAVE I ENDED UP UM HAVING
[21:18] ANOTHER CHILD WHO WAS BORN WITH
[21:20] A HEART DEFECT.
[21:21] HER HEART ENDED UP FEELING IN
[21:23] IN SEPTEMBER.
[21:24] YOU KNOW WHEN THE SCHOOL YEAR
[21:25] STARTED THIS WOULD HAVE BEEN
[21:26] LAST SCHOOL YEAR.
[21:26] SO I PUT MY CHILD INTO A
[21:28] CHARTER SCHOOL HOPING THAT
[21:30] THINGS WILL GET BETTER BECAUSE
[21:31] IT'S NOT A PUBLIC SCHOOL.
[21:32] SHE WAS THEN BEING BULLIED FOR
[21:34] SIMPLY BEING THE NEW KID AT
[21:35] SCHOOL, AND THE BULLYING
[21:37] ESCALATED TO THE POINT WHERE MY
[21:39] CHILD ENDED UP WITH A SEVERE
[21:40] CONCUSSION AS WELL AS A
[21:42] DISLOCATED SHOULDER TO SHOULDER
[21:44] CONTINUE TO DISLOCATE 11
[21:45] DIFFERENT OCCASIONS BECAUSE
[21:47] OF THE DAMAGE DONE TO IT.
[21:49] EACH TIME THAT I WOULD TAKE HER
[21:50] TO THE HOSPITAL TO GET THE ARM
[21:52] PLEASE BACK IN THE HOSPITALS
[21:54] GIVING MY CHILD FITTING ALL
[21:56] MORPHE KETAMINE WHICH IS A
[21:57] HORSE TRANQUILIZER TO SET THE
[21:59] ARM AND THEN SEND HER HOME ON
[22:01] OXYGEN.
[22:02] SO THEN I HAVE TO DEAL WITH A
[22:03] CHILD WHO IS NOW, YOU KNOW,
[22:06] HAVING THESE, UM, NARCOTICS AND
[22:08] OPIOIDS IN HER SYSTEM AS WELL
[22:10] AS THE EFFECTS OF WHEN SHE'S
[22:12] HAVING TO BE WEANED OFF
[22:13] OF THEM.
[22:13] YOU KNOW, NOW WE HAVE TO DEAL
[22:15] WITH SUICIDE AND HALLUCINATIONS
[22:18] AND, UM, MENTAL HOSPITAL STAYS.
[22:20] AND I JUST WANT TO SIDE NOTE
[22:22] AND POINT OUT MY CHILD NEVER
[22:23] HAD ANY ISSUES MENTALLY.
[22:26] BEHAVIORALLY, NO.
[22:28] UM, UM, WHAT DO THEY CALL
[22:30] THOSE, UH, HALLUCINATIONS?
[22:32] NO, NO, NOT LIKE THE IEP OR,
[22:35] YOU KNOW, FIVE OR NOTHING.
[22:37] SO THIS ALL STEMMED FROM
[22:40] INCIDENCES THAT ARE REALLY
[22:41] SERIOUS.
[22:41] LOOK AT WHAT I TOLD YOU GUYS ON
[22:43] A YOUNG CHILD WITH NO TYPE
[22:46] OF ASSISTANCE.
[22:46] UM, AND I YOU KNOW I KNOW I'M
[22:48] ON TIME, SO I JUST WANT TO KIND
[22:50] OF GET TO WHERE WE'RE AT NOW.
[22:52] MY CHILD IS STILL CURRENTLY
[22:54] SITTING AT HOME RIGHT NOW.
[22:55] SHE'S STILL OUT OF SCHOOL
[22:57] BECAUSE AFTER THE INCIDENT WITH
[22:58] THE ARM AND EVERYTHING SAYING I
[23:01] WAS MET WITH THE SAME EXACT
[23:03] RESISTANCE FROM THAT SCHOOL AND
[23:04] THIS IS A CHARTER SCHOOL.
[23:06] SO YOU KNOW WE SAME THING.
[23:08] I ENDED UP PULLING HER OUT
[23:09] OF SCHOOL BECAUSE THE SCHOOL
[23:10] STARTED FILING 51 DAYS NOT
[23:12] TELLING THEM THAT THE CHILD WAS
[23:14] HURT ON THE GROUND AND THAT
[23:15] ME AS A PARENT I'M GIVING
[23:17] DOCTORS NOTES THAT SAYING OH I
[23:20] FORGOT THAT WE HAD A WHOLE UM,
[23:22] SLIDESHOW SO THAT I CAN SHOW
[23:23] PROOF OF WHAT I'M TALKING
[23:24] ABOUT.
[23:26] UM DOCTOR'S NOTES, THINGS LIKE
[23:28] THAT THAT THEY DISREGARDED AND
[23:30] THEY DIDN'T INCLUDE IF YOU GUYS
[23:32] UM, LOOK UP AT THE SCREEN YOU
[23:34] CAN SEE UM, THE TRESPASS
[23:36] NOTICES.
[23:37] UM, THERE'S A SLIDE HERE.
[23:39] YEAH, THERE'S A THERE'S A SLIDE
[23:42] THERE SHOWING THE ACTUAL
[23:44] INJURIES.
[23:46] UM THIS IS THAT WE HAVE.
[23:48] YEP.
[23:49] SO THEN WE HAVE UM.
[23:50] THE FIRST HOURGLASS.
[23:52] YEAH.
[23:52] I REQUEST THAT TO THIS DAY
[23:54] BY LAW THEY'RE SUPPOSED TO
[23:55] PROVIDE ME WITH EVERYTHING I
[23:56] REQUESTED.
[23:56] TO THIS DAY I NEVER GOT IT AND
[23:58] EVERYTHING IS TIME STAMPED AND
[24:00] DATED.
[24:00] THAT'S YOU LOOKING AT THE
[24:02] INCIDENT OF WHAT HAPPENED.
[24:04] IT'S TWO SENTENCES LONG.
[24:06] IT'S OVER A MONTH LATER.
[24:08] YOU KNOW THEY TRY TO LIKE THAT
[24:10] DATE WHAT YOU ASKED FOR.
[24:12] UM, THEY HAD AN OUTSIDE AGENCY
[24:14] COME IN AND SPEAK WITH MY
[24:15] CHILD, WROTE A STATEMENT AND
[24:16] HAD HER SIGNED IT WITHOUT MY
[24:18] KNOWLEDGE.
[24:19] SHE'S A MINOR CHILD.
[24:20] NOBODY SHOULD BE MEETING WITH
[24:21] HER.
[24:21] BUT WE'RE WHERE WE'RE AT TODAY.
[24:24] MY CHILD IS STILL OUT OF SCHOOL
[24:25] NO MATTER WHO I HAVE WENT TO.
[24:27] AND I COME HERE REGULARLY
[24:28] TRYING TO TALK TO THE MAYOR AND
[24:29] GET A MEETING WITH HER.
[24:31] UM, BECAUSE BY LAW MY CHILD
[24:33] SHOULD BE EDUCATED.
[24:35] THERE'S NO REASON WHY SHE CAN'T
[24:36] GET A TUTOR.
[24:37] THERE'S NO REASON WHY SHE
[24:38] DOESN'T HAVE A CHROMEBOOK.
[24:40] A PACKET OF, YOU KNOW, PAPERS
[24:42] FROM SCHOOL.
[24:43] THEY WILL NOT WORK WITH ME.
[24:46] AND A LOT OF PEOPLE SAY GET AN
[24:47] ATTORNEY.
[24:48] WE DID THAT.
[24:48] THEY DON'T WORK WITH THE
[24:49] ATTORNEY EITHER.
[24:50] AND SO LIKE I SAID, UM I WANT
[24:52] TO POINT ALL OF THIS OUT
[24:53] BECAUSE A LOT OF PEOPLE TALK
[24:55] ABOUT WHAT HAPPENED IN SCHOOL.
[24:56] WE KNOW THAT.
[24:57] WHAT ABOUT THE AFTERMATH
[24:58] OF WHAT THE FAMILY HAS TO DEAL
[25:00] WITH?
[25:01] YOU KNOW, AFTER THIS, YOU KNOW
[25:04] THERE'S NO.
[25:05] HOW WOULD YOU GUYS WHO ALL SAY
[25:07] YOU ALL A PARENT HOW WOULD YOU
[25:08] DEAL WITH SEEING YOUR CHILD
[25:09] GOING IN AND OUT OF MENTAL
[25:10] HOSPITALS WHEN YOU KNOW WHAT
[25:11] CAUSED IT?
[25:12] HOW DO YOU HEAL THAT TRAUMA
[25:14] ESPECIALLY WHEN THE MORE THAT
[25:16] YOU SPEAK THE MORE PEOPLE
[25:18] RETALIATE AGAINST YOU AND TRY
[25:19] TO DEFEND YOUR CHARACTER.
[25:20] THEY NEVER CALL YOU WHAT YOU
[25:22] ARE WHICH IS A CONCERNED
[25:23] PARENT, A MOM WHO'S TRAUMATIZED
[25:26] .
[25:26] MY CHILD'S NOT THE ONLY ONE
[25:28] WHO'S TRAUMATIZED.
[25:29] AND SO MOVING FORWARD I THINK
[25:31] WE NEED TO FOCUS ON THE MORE
[25:32] SERIOUS NESS OF THINGS LIKE
[25:34] THAT THAT THERE'S A CHILD HOME
[25:36] RIGHT NOW WHO I'VE BEEN
[25:38] PLEADING WITH FOR THE LAST TWO
[25:39] YEARS FOR HELP WITH EDUCATING
[25:42] HER.
[25:42] ALL RIGHT.
[25:43] SO THANK YOU.
[25:44] I WANT TO KNOW FOR.
[25:45] THE RECORD.
[25:45] ALL OF Y'ALL DON'T THINK YOU'RE
[25:46] GOING.
[25:47] TO.
[25:47] GET AS MUCH TIME AS MONICA DID,
[25:48] OKAY?
[25:49] SO DON'T EVEN TRY IT.
[25:51] I JUST KNOW THAT AND EVERY
[25:53] VOICE HERE IS IMPORTANT.
[25:55] I JUST WANT TO ACKNOWLEDGE THAT
[25:56] BOTH OF THESE PARENTS HAVE BEEN
[25:59] AT THIS FOR A FEW YEARS FROM
[26:01] FOR YEARS WORKING WITH OUR
[26:03] OFFICE, BRINGING THIS TO OUR
[26:04] ATTENTION.
[26:06] AND IT TAKES A LOT OF COURAGE
[26:07] TO SPEAK TRUTH TO POWER AND
[26:09] SOMETIMES WE JUST HAVE TO SIT
[26:10] AND LISTEN AND AND JUST BE IN
[26:14] THE SPACE.
[26:15] SO THANK YOU MONICA.
[26:16] AND I WANT TO ACKNOWLEDGE.
[26:17] THAT WE ALSO HAVE.
[26:18] BEEN JOINED BY A COUNSELOR
[26:19] CALLED PEPPER WHEN IT'S TIME
[26:21] FOR QUESTIONS.
[26:22] YOU COULD.
[26:22] HAVE SOME REMARKS.
[26:23] SO.
[26:24] WE CAN KEEP THINGS.
[26:26] NO I DIDN'T DO THAT.
[26:27] I'M THE CHAIR.
[26:30] ALL RIGHT SO.
[26:32] WE GET TWO MINUTES.
[26:34] WHO WANTS TO GO NEXT?
[26:37] DON'T BE TRYING.
[26:38] Y'ALL GOT THREE.
[26:39] MINUTES TO YOU DON'T TRY.
[26:41] SOMEBODY GET THE.
[26:42] PERSONAL CUFF JOB.
[26:43] YOU'RE MESSING UP MY SHOW HERE.
[26:44] OKAY.
[26:45] ALL RIGHT.
[26:46] LET'S GO.
[26:47] WHO WANTS TO GO NEXT?
[26:48] OH.
[26:49] GO FIRST.
[26:49] OH, SORRY.
[26:49] NO, I DIDN'T KNOW.
[26:50] OKAY.
[26:51] YOU GOOD?
[26:52] YEP.
[26:52] OKAY.
[26:54] UM, SO I'M HERE TODAY SPEAKING
[26:57] .
[26:57] UM, FROM A DIFFERENT A FEW
[26:58] DIFFERENT PERSPECTIVES.
[26:59] UM.
[27:00] FIRST OF ALL, AS A PARENT
[27:01] WHO'S BEEN IMPACTED, UM.
[27:03] MY DAUGHTER IS EIGHT YEARS
[27:05] OLD.
[27:05] UM, AND THERE WAS SEXUAL.
[27:07] MISCONDUCT ON HER BUS UM.
[27:08] TWO.
[27:09] YEARS IN A ROW.
[27:11] UM, SHE HAS BEEN PHYSICALLY
[27:12] ASSAULTED ON NUMEROUS OCCASIONS
[27:14] .
[27:14] BULLIED ON NUMEROUS OCCASIONS.
[27:16] UM, SHE IS THE SWEETEST GIRL.
[27:19] UM, ALWAYS GETTING STAR TICKETS
[27:21] IN HER CLASS.
[27:21] UH, SHE LOVES TO HELP.
[27:23] UM, AND LIKE MONICA WAS SAYING
[27:26] LIKE THIS HAS A LONG, UM, LONG
[27:28] IMPACT LIKE LONG LASTING IMPACT
[27:30] ON THE CHILDREN AND ON THE
[27:32] PARENTS.
[27:33] OF COURSE WE'RE ALL PARENTS AND
[27:35] WE KNOW WHAT IT FEELS LIKE WHEN
[27:36] WE WANT TO PROTECT OUR BABIES
[27:38] AND TO FEEL POWERLESS UM, TO
[27:41] NOT FOR THE TRANSPARENCY, NOT
[27:43] TO BE THERE.
[27:43] UM, FOR THE FOR YOU NOT TO
[27:45] RECEIVE THE SUPPORT WHEN YOU'RE
[27:46] TAKING ALL THE PROPER STEPS AND
[27:49] CHANNELS.
[27:50] UM IT'S VERY IT'S VERY HARD.
[27:52] UM, MY DAUGHTER HAS A TRAUMA
[27:54] HISTORY ALREADY.
[27:55] UM, DUE TO DOMESTIC VIOLENCE,
[27:57] UM, AGAINST ME FROM HER FATHER
[27:59] AND EMOTIONAL, UM, ABUSE
[28:01] TOWARDS HER AS A AS A BABY.
[28:02] SHE WAS A BABY AND STUFF THAT
[28:04] SHE STILL HAS THERAPY.
[28:05] SHE'S GOTTEN SUPPORT THROUGHOUT
[28:07] THE YEARS AND I WANT HER TO
[28:09] CONTINUE TO MAKE PROGRESS,
[28:10] WHICH IS HARD WHEN SHE'S BEING
[28:13] IMPACTED.
[28:13] UM, JUST SIMPLY FOR GOING TO
[28:15] SCHOOL AND SHE HAS SUCH A JOY
[28:17] ABOUT SCHOOL.
[28:18] SHE LOVES SCHOOL AND I DON'T
[28:20] WANT THAT TO BE TAINTED FOR HER
[28:21] .
[28:22] I WANT HER TO FEEL PASSIONATE.
[28:23] I WANT HER TO FEEL LIKE SHE CAN
[28:25] DO ANYTHING SHE PUTS HER MIND
[28:26] TO.
[28:26] AND SO WE'RE WE'RE TALKING
[28:28] ABOUT THE THE QUALITY OF LIFE
[28:30] THAT OUR CHILDREN HAVE THAT
[28:31] MAKE THEM BECOME CONTRIBUTING
[28:32] MEMBERS OF SOCIETY WHEN THEY
[28:34] GET OLDER.
[28:35] UM AND SO WE WANT TO TAKE CARE
[28:37] OF THEM IN THESE MOMENTS, UM,
[28:39] BECAUSE WE KNOW WE'RE WE'RE
[28:41] RAISING THE NEXT GENERATION TO
[28:42] COME BEHIND US.
[28:43] UM, AND WE WANT STRONG, STRONG
[28:46] GENERATION TO COME BEHIND US.
[28:48] UM, AND I ALSO WORK WITH
[28:49] CHILDREN AS WELL AS A FAMILY
[28:51] PARTNER AT THE HOME FOR LITTLE
[28:52] WANDERERS AND AN INTENSIVE HOME
[28:54] BASED THERAPEUTIC CARE MODEL.
[28:56] UM, AND A LOT OF OUR CHILDREN
[28:57] THEY'RE THEY ALREADY HAVE THEIR
[28:59] OWN UM, YOU KNOW, BEHAVIORAL
[29:01] ISSUES OR OR DIFFERENT ISSUES
[29:02] THAT THEY'RE FACING.
[29:04] UM, AND WHEN THEN THEY'RE NOW
[29:06] ON TOP OF THAT DEALING WITH THE
[29:07] BULLYING AND ASSAULTS AND
[29:09] DIFFERENT TYPES OF THINGS IN
[29:10] THEIR SCHOOLS.
[29:11] UM, IT GETS VERY IT'S HARD FOR
[29:14] THEM TO MAKE THE PROGRESS THAT
[29:15] THEY NEED SO THAT THEY CAN
[29:16] TRANSITION TO GO BACK HOME WITH
[29:18] THEIR FAMILIES.
[29:19] UM, SO IT'S ON A LOT
[29:20] OF DIFFERENT LEVELS.
[29:21] UM, IN IN EVEN HERE AT CITY
[29:23] HALL ON YOUR ON YOUR FOOTSTEPS
[29:24] AS I WAS WALKING UP ONE OF YOUR
[29:26] VOLUNTEERS HERE HELP ME TO GET
[29:28] UPSTAIRS AND SHE WAS JUST
[29:29] TALKING TO ME ABOUT HOW HER
[29:32] GRANDCHILD UM, IS IMPACTED BY
[29:34] THIS AND HOW THERE NEEDS TO BE
[29:36] CHANGE.
[29:37] UM, SO EVEN HERE AT YOUR OWN
[29:39] FOOTSTEPS AT CITY HALL IT'S
[29:40] HAPPENING.
[29:41] AND THIS IS WHERE NOT THE
[29:43] ANOMALY THE US WHO ARE TALKING
[29:44] TODAY.
[29:45] WE ARE NOT THE EXCEPTION TO THE
[29:46] RULE.
[29:47] THIS IS HAPPENING IS VERY
[29:48] PERVASIVE.
[29:49] UM AND CONCERNING AND WE NEED
[29:51] TO ADDRESS IT.
[29:52] UM AND I BELIEVE IN EVERYTHING
[29:53] THAT HAS BEEN SAID SO FAR.
[29:55] THANK YOU.
[29:56] COUNCIL MEMBERS.
[29:57] UM, YOU GUYS HAVE EVERYTHING
[29:58] YOU HAVE SAID HAS BEEN SPOT ON
[29:59] .
[30:00] UM, AND WE APPRECIATE THE
[30:01] SUPPORT AND WE DEMAND THAT LIKE
[30:03] THERE'S ACTUAL ACTION.
[30:04] WE'VE BEEN TALKING ABOUT THIS
[30:06] FOR A WHILE BUT SOMETHING NEEDS
[30:07] TO BE DONE.
[30:09] UM MOVING FORWARD.
[30:11] SO I THANK YOU FOR YOUR TIME.
[30:15] OKAY.
[30:15] ALL RIGHT.
[30:16] UM, SO WHO WANTS WHAT'S GOING
[30:18] NEXT?
[30:19] UH.
[30:20] I'M HAPPY TO GO, COUNCIL.
[30:21] SO GOOD AFTERNOON.
[30:23] MY NAME IS LEON SMITH.
[30:24] I'M AN.
[30:24] ATTORNEY AND EXECUTIVE DIRECTOR
[30:25] .
[30:25] AT CITIZENS FOR JUVENILE
[30:26] JUSTICE.
[30:27] WE'RE A RESEARCH AND POLICY
[30:28] ORGANIZATION THAT FOCUSES ON
[30:29] YOUTH NEED AND ON ENSURING THAT
[30:32] THERE'S TRANSPARENCY IN ALL
[30:34] INSTITUTIONS TO SUPPORT YOUNG
[30:35] PEOPLE.
[30:36] I WANT TO THANK PARENTS FOR
[30:37] SPEAKING AND I JUST WANT TO
[30:38] SIMPLY STATE THAT RESEARCH
[30:40] BACKS UP WHAT YOU ARE SAYING.
[30:42] STUDIES FROM THE.
[30:43] NATIONAL INSTITUTE ON CHILD
[30:44] HEALTH AND HUMAN DEVELOPMENT
[30:45] AND THE AMERICAN PSYCHOLOGICAL
[30:47] ASSOCIATION POINT OUT BULLYING
[30:49] DOESN'T JUST NEGATIVELY IMPACT
[30:51] YOUNG PEOPLE IN THE MOMENT.
[30:52] IT HAS AN ONGOING IMPACT THAT
[30:54] FOLLOWS YOUNG PEOPLE INTO
[30:56] ADULTHOOD.
[30:56] IT HAS BEEN ESTABLISHED THAT
[30:58] YOUNG PEOPLE WHO ARE BULLIED
[30:59] SUFFER DEPRESSION, PTSD AND
[31:02] HIGHER RATES OF SUBSTANCE USE
[31:03] AND EVEN SYSTEM INVOLVEMENT
[31:06] INTO ADULTHOOD.
[31:07] I ALSO NEED TO POINT OUT THAT
[31:09] YOUNG PEOPLE WHO ENGAGE IN
[31:10] BULLYING OFTEN HAVE BEEN
[31:12] VICTIMIZED THEMSELVES, NEVER
[31:14] GOTTEN SUPPORT AND THEN THEY GO
[31:16] FROM BEING VICTIMIZED TO BEING
[31:18] THE VICTIM.
[31:19] SO WE NEED TO BE VERY
[31:21] THOUGHTFUL ABOUT HOW WE
[31:22] INTERVENE.
[31:24] IT CANNOT SIMPLY BE ABOUT
[31:25] INTERVENING AFTER THE FACT.
[31:27] WE HAVE TO FOCUS ON SMART
[31:29] APPROACHES INCLUDING PREVENTION
[31:31] .
[31:32] WE HAVE TO GET TO THIS EARLY
[31:33] AND KEEP IT FROM ESCALATING AND
[31:35] STOP THIS HARM FROM HAPPENING.
[31:37] AND RESEARCH FORTUNATELY GIVES
[31:40] US SOME GUIDANCE THERE.
[31:41] UM, THERE HAVE BEEN FOUR PEER
[31:43] REVIEW STUDIES CONDUCTED OVER.
[31:44] THE.
[31:44] LAST 12 YEARS WHICH HAVE
[31:45] HIGHLIGHTED THAT THE USE
[31:46] OF RESTORATIVE PRACTICES
[31:48] REDUCES VICTIMIZATION
[31:50] OF BULLYING AND CYBERBULLYING.
[31:52] SO IN THE END THOSE STUDIES
[31:54] SHOW THAT WHERE THERE'S
[31:55] MEANINGFUL FAITHFUL
[31:56] IMPLEMENTATION INVOLVED DOING
[31:58] RESTORATIVE PRACTICES YOU HAVE
[31:59] FEWER INCIDENTS OF VIOLENT
[32:01] BEHAVIOR AGGRESSION, OVERALL
[32:03] VIOLENCE AND BULLYING IN
[32:06] SCHOOLS.
[32:07] SO COUNCILOR MAHI, I KNOW YOU
[32:08] HAVE PUT SOME RESTORATIVE
[32:09] PRACTICES IN OUR SCHOOLS BEFORE
[32:11] IT'S TIME TO RESUME THAT PUSH
[32:13] BECAUSE THE RESEARCH SHOWS THAT
[32:15] THAT IS AN IMPORTANT
[32:17] INTERVENTION.
[32:18] BUT I ALSO WANT TO POINT OUT
[32:19] THAT THOSE.
[32:20] RESTORATIVE PRACTICES MEDIATION
[32:23] ,CONFLICT RESOLUTION AND
[32:24] TRAUMA SENSITIVE LEARNING
[32:26] MODELS ARE ALREADY REQUIRED
[32:28] UNDER STATE LAW.
[32:29] MASS GENERAL LAW CHAPTER 71,
[32:31] SECTION 37.75 REQUIRES THOSE AS
[32:35] A WAY TO REDUCE SCHOOL
[32:37] EXCLUSION.
[32:37] BUT IF WE WERE REALLY BUYING IN
[32:39] AND ABIDING BY THEM, I BELIEVE
[32:40] THAT WE WOULDN'T HAVE THESE
[32:42] ISSUES OF BULLYING BECAUSE
[32:43] THOSE ARE ALSO BEST PRACTICES
[32:45] FOR ADDRESSING BULLYING.
[32:47] WE NEED ACCOUNTABILITY TO
[32:48] ENSURE THAT BP AS IS FOLLOWING
[32:50] THE LAW THERE.
[32:52] WE ALSO HAVE A STATE BULLYING
[32:54] STATUTE CHAPTER 71 SECTION 37 O
[32:57] ,WHICH REQUIRES SCHOOL STAFF
[32:58] MEMBERS TO IMMEDIATELY REPORT
[33:00] ANY INCIDENTS OF BULLYING OR
[33:02] RETALIATION FOR REPORTING
[33:04] BULLYING TO CONDUCT AN
[33:06] INVESTIGATION AND TAKE ACTION.
[33:09] WHERE IS.
[33:10] THE DOCUMENTATION.
[33:10] OF THOSE INVESTIGATION AND THE
[33:12] ACTIONS THAT ARE TAKEN?
[33:14] I BELIEVE THAT THAT SHOULD BE
[33:15] PUBLIC FACING EVERY PARENT,
[33:17] EVERY COMMUNITY MEMBER AND YOU
[33:19] ALL SHOULD HAVE ACCESS TO THOSE
[33:22] INVESTIGATIONS AND THE RESULT.
[33:23] AND ONE OTHER POINT THAT I.
[33:25] REALLY WANT TO.
[33:25] ADDRESS QUICKLY IF I MAY.
[33:27] UM AND THIS IS A
[33:28] COUNCILOR FLINT'S POINT TO WHAT
[33:30] DEGREE IS LAW ENFORCEMENT BEING
[33:32] USED AS A AS A RESPONSE TO
[33:34] BULLYING?
[33:35] WE DON'T KNOW.
[33:37] I WENT TO THE DEPARTMENT
[33:38] OF ELEMENTARY AND SECONDARY
[33:39] EDUCATION'S WEBSITE AND I
[33:40] LOOKED AT 2425 ZERO AND IT SAYS
[33:42] THAT BOSTON HAS ZERO SCHOOL
[33:44] BASED ARREST REFERRALS.
[33:47] TO COURT.
[33:48] AND WE KNOW THAT THAT IS SIMPLY
[33:49] NOT TRUE.
[33:50] FOR YEARS WE HAVE TRACKED THIS
[33:52] DATA.
[33:52] BOSTON ALWAYS REPORTS ZERO.
[33:55] CHAPTER 71 SECTION £0.37
[33:58] REQUIRES IT ANNUALLY NO LATER
[33:59] THAN AUGUST 1ST.
[34:01] SCHOOLS ARE SUPPOSED TO BE
[34:02] REPORTING THE NUMBER OF SCHOOL
[34:04] BASED ARREST CITATIONS AND
[34:05] REFERRALS TO COURT.
[34:06] WE ARE SUPPOSED TO.
[34:07] KNOW THE NUMBER.
[34:08] OF TIMES LAW ENFORCEMENT IS
[34:09] BEING CALLED INTO OUR SCHOOLS
[34:10] AND WE DON'T HAVE THAT
[34:12] INFORMATION.
[34:13] THERE ARE SOME WITHIN BP'S WHO
[34:14] BELIEVE THAT THEY DON'T HAVE TO
[34:16] BECAUSE THAT REQUIREMENT IS
[34:18] WITHIN THE SRO STATUTE.
[34:21] I PERSONALLY DISAGREE, BUT IF
[34:22] THAT'S A LOOPHOLE THAT'S BEING
[34:23] EXPLOITED TO NOT HAVE
[34:25] TRANSPARENCY, THIS BODY SHOULD
[34:27] FILE AN ORDINANCE TO CLOSE THAT
[34:29] LOOPHOLE SO WE KNOW AND
[34:31] UNDERSTAND JUST.
[34:32] HOW.
[34:32] MUCH POLICE INTERACTION IS
[34:34] HAPPENING IN OUR SCHOOLS.
[34:35] THIS IS ABOUT TRANSPARENCY.
[34:37] IT'S ABOUT EVERYONE HAVING THE
[34:38] RIGHT TO KNOW AND ABOUT TAKING
[34:40] BEST PRACTICES.
[34:42] LEGALLY WE'RE SUPPOSED TO
[34:44] ALREADY BE DOING AND MAKING
[34:45] SURE THAT THEY'RE DONE.
[34:46] THANK YOU.
[34:47] CAN YOU TELL US ESOL SRO SO.
[34:49] THAT FOR.
[34:50] FOLKS WHO DON'T KNOW THE
[34:51] ACRONYM SRO.
[34:53] OUR SCHOOL RESOURCE OFFICER SO
[34:55] BOSTON DOES NOT HAVE SCHOOL
[34:56] RESOURCE OFFICERS IN THEIR
[34:57] SCHOOLS?
[34:58] UM, BUT TO THE EXTENT THAT
[35:01] POLICE ARE STILL BEING CALLED
[35:03] WE SHOULD KNOW HOW.
[35:05] OFTEN ARE THEY BEING CALLED,
[35:06] WHAT IS THE INTERACTION ARE
[35:07] THEY BEING ARREST AND WHAT'S
[35:09] HAPPENING BECAUSE AGAIN IT'S
[35:10] JUST TRANSPARENCY SO THAT WE
[35:11] KNOW HOW CAN WE TALK ABOUT
[35:13] SCHOOL SAFETY IF WE DON'T KNOW
[35:15] THE.
[35:15] DEGREE TO WHICH POLICE ARE
[35:18] BEING INVOLVED.
[35:18] MHM.
[35:19] THANK YOU.
[35:21] I SAID THREE MINUTES BECAUSE I
[35:23] KNOW A LOT OF Y'ALL GOING TO GO
[35:24] I SHOULD HAVE SAID A MINUTE.
[35:28] THANK YOU.
[35:29] OKAY SO NEXT.
[35:32] GOOD AFTERNOON CHAIR.
[35:34] AND MEMBERS OF THE COUNCIL.
[35:35] MY NAME IS TATIANA SOPHIA GAULT
[35:37] AND I SERVE AS THE EXECUTIVE
[35:39] DIRECTOR OF MASCOT
[35:40] MASSACHUSETTS COALITION FOR
[35:41] OCCUPATIONAL SAFETY AND HEALTH.
[35:42] NOW LET ME REALLY REINTRODUCE
[35:45] MYSELF SO WE CAN ALL GET
[35:47] ACQUAINTED.
[35:48] I AM THE DAUGHTER OF PABLO
[35:49] ANTONIO BILL DUKE, LEBANESE MAN
[35:51] RAISED IN ARGENTINA, DAUGHTER
[35:53] OF TERESINA THE SANTOS
[35:53] RODRIGUEZ ANTONIO BRAZILIAN
[35:55] NATIONAL INHERITED FROM
[35:56] PORTUGAL AND SPAIN AND I'M A
[35:58] PROUD MOTHER OF SOPHIA JAMILA
[36:00] ANTONIO PERUVIAN BORN AND DAVID
[36:03] OR DEBBIE BERNARD US BORN
[36:05] IMMIGRANT TO MY.
[36:06] CORE NOW USED TO BULLYING FROM
[36:10] DIFFERENT NATIONALITIES RACE TO
[36:11] BE RESILIENT AND A VERY CURIOUS
[36:13] ADVOCATE FOR THE LITTLE CHILD I
[36:14] LEFT BEHIND IN EVERY NEW SCHOOL
[36:16] IN EVERY NEW TABLE WHERE SNACKS
[36:19] WERE DENIED WHAT EVERY PETTY
[36:21] COMMENT ABOUT SHOES I DIDN'T
[36:23] HAVE OR A CAR MADE UP SHIFT BOW
[36:26] HANDMADE SO BY MY MOTHER.
[36:28] SO WITH THAT IN MIND I WANT TO
[36:29] HELP YOU RECONCILE DATA AND I
[36:31] ALSO WANT TO RECONCILE MY
[36:33] EXPERIENCE AND WHY I AM SO
[36:35] FIERCELY ADVOCATE FOR EVERY
[36:37] SINGLE CHILD AND PARENT.
[36:38] HERE A I'M A PARENT BE I'M ALSO
[36:44] EXPERT IN CHILDHOOD
[36:45] DEVELOPMENT.
[36:47] SO LET'S WORK ON THAT.
[36:48] WORKER SAFETY AND HEALTH BEGINS
[36:50] WITH THE INTERSECTION OF ALL
[36:51] HEALTHY MINDS, HEALTHY BODIES
[36:53] AND HEALTHY SCHOOLS.
[36:54] THE SCHOOLS ARE WORKPLACES
[36:56] WHERE EDUCATORS,
[36:58] PARAPROFESSIONALS, CUSTODIANS,
[36:59] CAFETERIA WORKERS AND OTHER
[37:01] STAFF.
[37:01] THEY ARE ALSO WHERE YOUNG
[37:02] PEOPLE DEVELOP EXPECTATIONS
[37:03] ABOUT DIGNITY AND AUTHORITY,
[37:06] BELONGING AND THE RIGHT TO
[37:07] SPEAK UP WHEN SOMETHING IS
[37:08] WRONG.
[37:09] WE CANNOT BUILD SAFE WORKPLACES
[37:11] WHILE ALLOWING INTIMIDATION AND
[37:13] HUMILIATION TO BECOME ORDINARY
[37:14] PARTS OF GROWING UP.
[37:17] I AM ASKING BOSTON TO MAKE A
[37:19] BULLY PREVENTION, A FUND AND A
[37:21] FUNDING PUBLIC HEALTH PRIORITY
[37:23] SUPPORTED BY SOCIAL EMOTIONAL
[37:25] LEARNING, EARLY INTERVENTION
[37:27] AND CAREFULLY IMPLEMENTED
[37:28] RESTORATIVE PRACTICES.
[37:29] YOU'RE GOING TO ASK WHY?
[37:31] BECAUSE WE KNOW WHAT TO DO AND
[37:33] HOW TO DO IT.
[37:34] SO WE'RE GOING TO BREAK IT DOWN
[37:35] FOR YOU.
[37:36] SO THE MASSACHUSETTS EVIDENCE
[37:38] BASE DEMANDS OUR ATTENTION
[37:40] SIMILAR TO MY COLLEAGUE I'M
[37:41] GOING TO GIVE YOU GUYS DATA SO
[37:43] YOU CAN ELABORATE MOVING
[37:44] FORWARD.
[37:45] ACCORDING TO THE DEPARTMENT
[37:46] OF PUBLIC HEALTH IN 2023
[37:48] MASSACHUSETTS YOUTH HEALTH
[37:50] SURVEY 45% OF THE MIDDLE SCHOOL
[37:52] STUDENTS REPORTED BULLYING
[37:53] CYBER BULLYING IN PREVIOUS
[37:55] YEARS AMONGST HIGH SCHOOL
[37:56] STUDENTS, APPROXIMATELY 25%
[37:58] REPORTED BULLYING.
[37:59] THE BURDEN WAS ESPECIALLY
[38:01] PRONOUNCED AMONG THE NONBINARY
[38:02] YOUTH, TRANSGENDER SPECIAL ED
[38:05] OR SPECIAL NEEDS STUDENTS WITH
[38:07] DISABILITIES AND NEARLY 75%
[38:09] OF THE NONBINARY AND OTHER
[38:11] GENDERS AND MIDDLE SCHOOL
[38:12] STUDENTS REPORTED BULLYING OR
[38:14] CYBER BULLYING.
[38:15] THESE FINDINGS ARE STATE WIDE
[38:17] FUNDINGS FINDINGS BUT THEY
[38:19] SHOULD BE AND THEY SHOULD CALL
[38:21] FOR BOSTON'S URGENCY.
[38:25] WE ARE THE BLUEPRINT FOR THE
[38:26] REST OF THE STATE.
[38:27] WE SHOULD DO BETTER.
[38:28] WE HAVE MORE RESOURCES AND WE
[38:30] HAVE ONE OF THE BRIGHTEST MINDS
[38:31] HERE.
[38:33] THIS DISPARITIES MUST GUIDE US
[38:35] WHERE TO INVEST.
[38:38] I SEE THIS MORE NAMI
[38:40] MASSACHUSETTS FACT SHEET
[38:42] COMPILED USING DATA AVAILABLE
[38:43] IN MARCH OF 2025.
[38:45] SO THE REPORTS THAT 14% OF THE
[38:48] CHILDREN AGES 0 TO 17 HAS
[38:50] EXPERIENCED AT LEAST TWO
[38:52] ADVERSE CHILDHOOD EXPERIENCES
[38:53] THAT ALSO REPORT APPROXIMATELY
[38:55] ONE SCHOOL PSYCHOLOGIST FOR
[38:57] EVERY 686 PUBLIC SCHOOL
[39:01] STUDENTS, WHICH IN REALITY THE
[39:04] RECOMMENDED RATIO IS 1 TO 500.
[39:07] SO WE ARE IN A SHORTAGE.
[39:09] SO WE MUST MATCH OF EXPECTATION
[39:10] OF THE SCHOOLS WITH THE
[39:12] STAFFING NEEDED TO MEET THEM.
[39:13] I'M ONLY.
[39:14] VALIDATING THEIR STATEMENT.
[39:16] WE DID NOT COMBINE WE DID NOT
[39:18] REHEARSE.
[39:19] SO MASSACHUSETTS THE DEPARTMENT
[39:21] OF PUBLIC HEALTH HEAL FRAMEWORK
[39:24] EXPLICITLY EMPHASIZES ON THE
[39:25] PREVENTION OF VIOLENCE BEFORE
[39:27] IT BEGINS IS TRAINING THE YOUNG
[39:29] PEOPLE SKILLS, SUPPORTING
[39:30] HEALTHY RELATIONSHIPS AND
[39:31] IMPROVING THE COMMUNITY
[39:32] CONDITIONS TO PROTECT.
[39:33] AND IT IS FRAMEWORK RECOGNIZES
[39:36] INTERVENTION AFTER HARM.
[39:38] WHAT MY COLLEAGUE JUST STATED
[39:40] IS PRECISELY.
[39:40] THAT WE ARE FUNDED BY DPA.
[39:43] WE DO IT.
[39:44] WE HAVE SEEN HOW IT WORKS AND
[39:46] YOU WILL HEARD MY YOUTH.
[39:47] THEY ARE FAR MORE WILLING THE
[39:50] MY EXPERIENCE CAN ACTUALLY
[39:51] DICTATE NOW SOCIAL EMOTIONAL
[39:54] LEARNING BELONGS WITH THE
[39:56] STRATEGY IS TEACH PRACTICAL
[39:58] SKILLS AND RECOGNIZE.
[40:00] SO MY CALL OF ACTION IT WILL BE
[40:01] FIRST FUND SUSTAIN PREVENTION
[40:04] SUPPORT THE RECURRING SOCIAL
[40:05] EMOTIONAL LEARNING
[40:06] ANTI-BULLYING AND EDUCATION
[40:07] DIGITAL CITIZENSHIP BYSTANDER
[40:09] SKILL PAID TRAINING FOR FOUR
[40:11] SCHOOL STAFF INCLUDE ACCESSIBLE
[40:14] MULTILINGUAL FAMILY ENGAGEMENT
[40:15] AND COMMUNITY ORGANIZATIONS
[40:16] WITH TRUSTED RELATIONSHIPS AND
[40:18] AMPLIFY THE CURRENT PEER LEADER
[40:21] TRAINING MODEL THAT HAS WORKED
[40:23] FOR MY GOSH OUR TEENS LEAD OUR
[40:25] WORK.
[40:26] SECOND, MAKE EARLY HELP
[40:30] ACCESSIBLE AND PREVENTION THE
[40:32] STANDARD NOT REMEDIATION.
[40:34] THIRD, ESTABLISH A CONSISTENT
[40:36] RESPONSE TO HARM.
[40:37] I WILL ACTUALLY CALL UH
[40:40] COUNCIL MEMBER FLYNN IF YOU
[40:41] WANT TO HAT UH STEERING
[40:43] COMMITTEE.
[40:44] WE'RE HAPPY TO SUPPORT YOU ON
[40:45] THAT NOW.
[40:47] FOURTH, GIVE YOUNG PEOPLE AND
[40:49] WORKERS A MEANINGFUL ROLE
[40:50] INCLUDE STUDENTS, FAMILIES,
[40:51] SCHOOL EMPLOYEES, UNIONS,
[40:53] DISABILITY ADVOCATES AND
[40:54] COMMUNITY PARTNERS IN DESIGNING
[40:56] THIS ASSESSMENT.
[40:58] IF IT ISN'T FOR US, DO IT WITH
[41:01] US NOW.
[41:02] FIFTH MEASURE SAFETY RATHER
[41:04] THAN SIMPLY COUNTING
[41:05] PUNISHMENTS.
[41:07] REQUEST A COORDINATED
[41:08] IMPLEMENTATION PLAN FOR 90 DAYS
[41:10] AND FIVE RESPONSIBLE AGENCIES
[41:12] STAFFING NEEDS, COSTS AND
[41:13] MILESTONES SEEK ANNUAL PUBLIC
[41:15] REPORTING ON A STUDENT
[41:16] REPORTING BULLY.
[41:18] THEN AGAIN.
[41:19] AND THAT'S IT.
[41:20] EVERYBODY HAS SAID ALREADY I'M
[41:21] JUST AMPLIFYING AND REPLICATING
[41:23] ON BEHALF OF MY TEAM GROUP
[41:26] ADVISORY AND EVERY YOUNG
[41:27] REPRESENTATIVE WE BRING TODAY.
[41:29] WE WELCOME THE OPPORTUNITY TO
[41:30] WORK ALONGSIDE EACH AND EVERY
[41:32] ONE OF YOU TO ENSURE THAT THIS
[41:34] BECOMES A NEW NORM.
[41:35] THANK YOU.
[41:38] OKAY.
[41:39] I'M HERE.
[41:40] I DIDN'T COME HERE TO PLAY.
[41:40] NO.
[41:41] THAT'S WHAT THEY LIKE.
[41:43] OKAY.
[41:44] DON'T BE SHY.
[41:45] OH.
[41:45] WE HAVE THREE MINUTES
[41:46] BECAUSE I.
[41:47] WILL DEFINITELY.
[41:47] THAT'S IT.
[41:48] THREE MINUTES.
[41:49] I KEEP SAYING THAT Y'ALL
[41:51] JUST THE MORE YOU TALK THE LESS
[41:53] QUESTIONS WE'RE GOING TO ASK.
[41:54] SO YOU KNOW AND COLLEAGUES GET
[41:57] YOUR QUESTIONS.
[41:59] GOT THREE MINUTES FOR QUESTIONS
[42:00] AND THAT'S IT.
[42:02] GO.
[42:03] NO NO THERE WE GO NOW WE GO.
[42:05] ALL RIGHT.
[42:06] UM, APOLOGIES FOR MY.
[42:08] UM, EXHAUSTION.
[42:09] I'M ALSO IN THE PROCESS
[42:11] OF BECOMING A PARENT MYSELF AND
[42:12] BOSTON PUBLIC SCHOOLS.
[42:13] YEAH, I'M ADOPTING MY, UM, 14
[42:15] YEAR OLD LITTLE COUSIN WHO'S.
[42:16] INVOLVED IN.
[42:17] THE SYSTEM, UM, FROM
[42:18] CALIFORNIA.
[42:19] SO I'VE BEEN DEALING WITH THAT
[42:21] A LOT.
[42:21] SO HEARING A LOT OF THE
[42:22] TESTAMENTS UM, FROM OUR.
[42:24] PARENTS ALSO DOES WORRY ME NOW
[42:26] THAT I'M CONSIDERING BOSTON
[42:26] PUBLIC SCHOOLS FOR MY LITTLE
[42:28] COUSIN.
[42:29] UM, BUT LET'S GET STARTED.
[42:31] SO GOOD AFTERNOON,
[42:33] COUNCIL COUNCILOR MEJIA AND
[42:34] MEMBERS OF THE COMMITTEE, UM,
[42:35] AND OTHER COMMUNITY MEMBERS
[42:35] HERE AND OUR COALITION MEMBERS
[42:38] ,OF COURSE.
[42:38] AND SINCE THIS WE'RE DOING OUR
[42:40] JUSTICE.
[42:41] I AM KIM CLAY, EXECUTIVE
[42:42] DIRECTOR OF THE BOSTON
[42:44] EDUCATION JUSTICE ALLIANCE.
[42:45] I'M A ALUM AS WELL AS A FORMER
[42:48] STUDENT REP ON THE BOSTON
[42:49] SCHOOL COMMITTEE.
[42:51] UM, I'M HERE BECAUSE STUDENTS
[42:52] CAN NOT LEARN, THRIVE OR REACH
[42:54] THEIR FULL POTENTIAL IN
[42:54] ENVIRONMENTS WHERE THEY DO NOT
[42:56] FEEL SAFE, RESPECTED AND
[42:57] PROTECTED.
[42:58] AND WE HAVE TO BE HONEST.
[43:00] STUDENT SAFETY IS INSEPARABLE.
[43:01] FROM HOW.
[43:02] OUR INSTITUTIONS RESPOND TO
[43:04] RACISM, BULLYING, HARASSMENT
[43:06] AND SEXUAL MISCONDUCT.
[43:08] IN 2016 WHEN I WAS STARTING MY
[43:10] STINT ON THE BOSTON SCHOOL
[43:11] COMMITTEE, A FEDERAL CIVIL
[43:12] RIGHTS INVESTIGATION FOUND THAT
[43:13] BOSTON LAND SCHOOL MISHANDLED
[43:14] BLACK STUDENTS COMPLAINTS
[43:16] INVOLVING RACIAL SLURS AND UM,
[43:19] THREATS OF LYNCHING.
[43:20] THIS WAS NOT A SIMPLE CONFLICT
[43:21] BETWEEN STUDENTS.
[43:23] IT WAS A FAILURE
[43:24] OF INSTITUTIONAL
[43:25] ACCOUNTABILITY.
[43:26] BUT THIS CONVERSATION CANNOT
[43:28] STOP AT ANTI-BLACK RACISM.
[43:29] LATINO STUDENTS AND FAMILIES
[43:30] MUST ALSO BE PROTECTED FROM.
[43:34] HARASSMENT.
[43:35] XENOPHOBIA, BIAS BASED
[43:36] VIOLENCE, UM AND BIAS BASED
[43:38] VIOLENCE.
[43:39] EVERY STUDENT DESERVES THE SAME
[43:41] PROTECTIONS REGARDLESS OF THEIR
[43:42] RACE, ETHNICITY AND LANGUAGE
[43:44] OUR IMMIGRATION BACKGROUND.
[43:46] WE MUST ALSO CONFRONT SEXUAL
[43:48] MISCONDUCT IN OUR SCHOOLS.
[43:49] IN 2024, BOSTON PUBLIC SCHOOLS
[43:51] INVESTIGATED SERIOUS
[43:52] ALLEGATIONS OF STUDENTS ON
[43:54] STUDENT SEXUAL MISCONDUCT AND
[43:56] BULLYING AT THE GARDNER PILOT
[43:57] ACADEMY.
[43:58] THIS CASE RAISED TROUBLING
[43:59] QUESTIONS ABOUT HOW SCHOOL
[44:00] LEADERS RESPONDED WHEN STUDENTS
[44:02] REPORT HARM AND WHEN THE
[44:04] INSTITUTIONS FAIL.
[44:05] THE FAILURES ALLOWED THE HARM
[44:07] TO CONTINUE.
[44:07] NASA DATA REINFORCES THE
[44:10] URGENCY.
[44:11] UM AND WHEN THE MOST RECENT
[44:12] REPORTS FROM THE CDC IN 2024,
[44:15] UM 45.9 BLACK HIGH SCHOOL
[44:16] STUDENTS HAD EXPERIENCED RACISM
[44:18] IN SCHOOLS.
[44:20] UM MEANWHILE, BOSTON 25
[44:21] INVESTIGATES REPORTED 131
[44:23] STUDENTS WERE DISCIPLINED FOR
[44:25] SEXUAL ASSAULTS BETWEEN 2013
[44:28] AND 2022, INCLUDING 69 BLACK 58
[44:30] HISPANIC STUDENTS AND ONLY
[44:31] THREE OF THEM BEING WHITE
[44:33] STUDENTS.
[44:34] THOSE THIS THOSE THOSE
[44:37] DISCIPLINARY UM FIGURES ARE NOT
[44:39] A MEASURE OF ALL ASSAULTS BUT
[44:41] THEY DEMAND SCRUTINY OF STUDENT
[44:42] SAFETY, INVESTIGATIVE PRACTICES
[44:44] AND RACIAL DISPARITIES AND
[44:45] DISCIPLINE.
[44:46] WE MUST PROTECT SURVIVORS.
[44:48] HOLD THOSE RESPONSIBLE
[44:49] ACCOUNTABLE AND ENSURE OUR
[44:51] RESPONSES DO NOT REPRODUCE THE
[44:53] INEQUALITIES, THE INEQUITIES WE
[44:55] ARE TRYING TO DISMANTLE.
[44:57] THIS MEANS MOVING BEYOND
[44:58] POLICIES ON PAPERS.
[44:59] THIS MEANS ACCESSIBLE
[45:01] MULTILINGUAL REPORTING SYSTEMS.
[45:03] TRAUMA INFORMED SUPPORT.
[45:05] PROTECTION FROM RETALIATION.
[45:07] TIMELY INVESTIGATION AND
[45:09] TRANSPARENT REPORTING ON
[45:10] OUTCOMES.
[45:12] WE ALSO NEED MEANINGFUL STUDENT
[45:13] AND FAMILY PROTECT
[45:15] PARTICIPATION.
[45:15] AS A FORMER STUDENT
[45:16] REPRESENTATIVE ON THE SCHOOL
[45:17] COMMITTEE, I KNOW YOUNG PEOPLE
[45:18] ARE NOT SIMPLY, UM, RECIPIENTS
[45:20] OF SCHOOL POLICY.
[45:21] THEY HAVE A CENTRAL INSIGHT
[45:23] INTO THEIR OWN EXPERIENCES AND
[45:24] MUST HELP SHAPE THE SYSTEMS
[45:25] DESIGNED TO PROTECT THEM.
[45:28] BASIA CALLED ON THE BOSTON
[45:29] PUBLIC SCHOOLS AND THE CITY
[45:30] COUNCIL TO ESTABLISH MEASURABLE
[45:31] STANDARDS FOR PREVENTION AND
[45:33] ACCOUNTABILITY.
[45:34] EVALUATE HOW SCHOOL POLICIES
[45:35] AFFECT DIFFERENT STUDENT
[45:37] POPULATIONS AND ENSURE FAMILIES
[45:39] CAN REPORT HARM AND ACCESS
[45:41] STUDENT SUPPORT IN THEIR
[45:42] PREFERRED LANGUAGE.
[45:43] WE SHOULD NOT HAVE TO WAIT FOR
[45:45] FEDERAL INVESTIGATION A PUBLIC
[45:46] SCANDAL OUR FAMILY GOING TO THE
[45:48] MEDIA BEFORE STUDENTS SAFETY
[45:49] BECOMES OUR PRIORITY.
[45:50] SAFETY IS NOT A PRIVILEGE.
[45:52] STUDENT DIGNITY IS NOT
[45:54] NEGOTIABLE.
[45:54] AND ACCOUNTABILITY IS NOT AN
[45:56] OPTION.
[45:58] THANK YOU.
[45:59] OKAY.
[46:00] THANK YOU.
[46:01] OKAY.
[46:02] THANK YOU.
[46:04] GOOD JOB.
[46:05] UM ALL RIGHT, SO I AM GOING TO
[46:08] UM, EACH OF MY.
[46:09] COLLEAGUES JUST BECAUSE WE HAVE
[46:12] IT'S A NONTRADITIONAL.
[46:14] I JUST I WANT TO KNOW FOR THE
[46:15] RECORD BEFORE ANYONE STARTS.
[46:18] YOU KNOW.
[46:19] CREATING SCENARIOS THAT DO
[46:20] NOT EXIST IS THAT WE WANT TO
[46:22] MAKE SURE THAT WE GET THROUGH
[46:24] THIS HEARING AND WE HAVE A BIG
[46:27] PANEL OF COMMUNITY ADVOCATES.
[46:28] WE HAVE THE ADMIN PANEL AND
[46:30] THEN WE HAVE A YOUTH PANEL.
[46:31] AND SO WE WANT TO MAKE SURE
[46:33] THAT WE HONOR THE YOUTH AND
[46:34] THEY'RE THE ONES THAT WE REALLY
[46:36] WANT TO CENTER A LOT OF THIS
[46:37] CONVERSATION WITH.
[46:37] BUT WE GOT TO GET TO THEM.
[46:39] SOME OF THEM ARE ON THEIR WAY
[46:40] FROM SCHOOL.
[46:41] SO I JUST WANT TO HONOR TIME.
[46:43] AND KEEP.
[46:44] EVERYONE ON TIME SO YOU EACH
[46:45] GET THREE MINUTES FOR YOUR
[46:47] QUESTIONS AND I'M GOING TO WAVE
[46:49] MY QUESTIONS SO THAT WE CAN
[46:50] KEEP ON TIME.
[46:50] JUST SO YOU ALL KNOW.
[46:54] UM AND I'M GOING TO GO IN THE
[46:55] ORDER.
[46:55] OF ARRIVAL.
[46:56] SO IT'S COUNCILOR MURPHY
[46:57] FOLLOWED BY FLYNN.
[46:59] FITZGERALD AND THEN CULPEPER.
[47:01] YOU EACH GET THREE MINUTES.
[47:03] COUNCILOR MURPHY, YOU HAVE THE
[47:05] FLOOR.
[47:06] UM, THANK YOU FOR YOUR
[47:08] TESTIMONY.
[47:09] IT'S IMPORTANT TO HEAR IT AND
[47:10] GET.
[47:11] IT.
[47:11] ON THE RECORD.
[47:12] SOME OF THIS I SAID IN MY ONE
[47:14] MINUTE OPENING STATEMENT BUT I
[47:15] JUST WANT TO REITERATE THAT
[47:16] WHAT I WANT FROM THIS HEARING
[47:18] IS A CLEAR EXPLANATION OF WHY I
[47:20] FOUGHT FOR YEARS TO KEEP
[47:22] THOUSANDS OF SEXUAL MISCONDUCT
[47:24] RECORDS.
[47:24] FROM THE.
[47:25] PUBLIC, HOW REPORTS ARE AND.
[47:27] WERE.
[47:28] INVESTIGATED AND WHAT WAS DONE
[47:30] TO PROTECT OUR STUDENTS.
[47:31] TO ME THAT'S THE MOST IMPORTANT
[47:32] PART.
[47:34] I CANNOT KEEP HIDING BEHIND
[47:35] STUDENT PRIVACY TO AVOID
[47:37] ACCOUNTABILITY.
[47:38] I DO AGREE WHOLEHEARTEDLY THAT
[47:40] PROTECTING STUDENTS IDENTITIES
[47:42] IS ESSENTIAL, BUT WE CAN DO
[47:44] THAT WHILE GIVING REAL ANSWERS
[47:46] TO TOUGH QUESTIONS THAT CAN'T
[47:48] BE A REASON FOR NOT GIVING
[47:49] ANSWERS WHEN INCIDENTS ARE
[47:51] MISSING FROM THE DATA.
[47:52] HOW CAN FAMILIES OR THIS
[47:54] COUNCIL EVALUATE WHETHER BEPS
[47:55] IS RESPONDING EFFECTIVELY?
[47:58] I RAISED THESE CONCERNS BACK IN
[48:00] 2023.
[48:01] I SAID I HAD A 17 EFF OUT WITH
[48:03] ABOUT.
[48:03] 1600 SEXUAL MISCONDUCT UM
[48:06] REPORTS THAT HAD NO
[48:08] EXPLANATIONS AND NOW WE'RE
[48:09] HEARING THAT, YOU KNOW,
[48:10] THOUSANDS.
[48:11] OF REPORTS WITHOUT ANY
[48:13] EXPLANATION.
[48:14] SO TO ME SOME QUESTIONS MAYBE.
[48:17] REALLY UM, TO YOU IS WHAT
[48:21] IMMEDIATE PROTECTIONS DO YOU
[48:23] FEEL?
[48:24] AND I THINK SOME OF YOU ALREADY
[48:25] SAID THIS IN YOUR STATEMENTS
[48:27] BUT ARE AVAILABLE WHILE AN
[48:30] INVESTIGATION IS PENDING
[48:32] INCLUDING CLASSROOM ON BUSSES,
[48:34] SCHOOL ACTIVITIES YOU KNOW
[48:36] CAFETERIA THERE'S MANY TIMES
[48:38] STUDENTS ARE OUTSIDE OF THEIR
[48:39] CLASSROOM TEACHERS I SO HOW DO
[48:42] YOU FEEL AS PARENTS WHO HAVE
[48:43] GONE THROUGH THIS AND MAYBE THE
[48:45] ANSWERS THERE AREN'T BUT OR
[48:47] WHAT PROTECTIONS WOULD YOU HAVE
[48:49] HOPED WERE THERE AND MAYBE
[48:50] WOULD BE A BETTER WAY TO ASK.
[48:51] THAT MAYBE HAVING TEACHING SOME
[48:55] TYPE OF CURRICULUM.
[48:56] ABOUT ABUSE AND WHAT.
[48:57] ABUSE LOOKS LIKE AND REPORTING
[48:59] ABUSE INSIDE OF AND TELLING
[49:03] THAT TELLING THE KIDS THAT IT'S
[49:05] OKAY TO REPORT ABUSE.
[49:09] HOW WOULD YOU REACT TO IT?
[49:11] WELL AS.
[49:12] I ALREADY STATED IN MY YOU
[49:14] KNOW WE TEACH OUR KIDS THEY
[49:15] KNOW THE DRUGS YOU KNOW, STAY
[49:17] AWAY FROM STRANGERS, STAY IN
[49:18] SCHOOL.
[49:19] YOU KNOW, WE TEACH THEM ABOUT
[49:20] WHAT'S A GOOD TOUCH A BAD
[49:22] TOUCH.
[49:23] SO IN MY CHILD'S CASE SHE DID
[49:24] WHAT WE RAISED HER TO DO WHICH.
[49:26] IS TELL.
[49:27] WHETHER IT WAS A STUDENT
[49:28] BECAUSE I HEAR A LOT ABOUT THE
[49:30] STUDENT ON STUDENT.
[49:31] SO WHAT HAPPENS WHEN IT'S A
[49:32] TEACHER?
[49:33] AN ADULT WHO KNOWS BETTER?
[49:34] BUT THE BIGGER PROBLEM IS THAT
[49:36] YOU HAVE THE OTHER ADULTS IN
[49:38] THIS SITUATION WHO ARE WORKING
[49:40] WITH THEM TO COVER IT UP.
[49:44] SO IT'S IT'S REPORTED IT'S
[49:47] THERE.
[49:47] BUT IF NOBODY'S MAKING THE
[49:49] INCIDENT REPORT CALLING THE
[49:50] POLICE ANYTHING LIKE THAT THEN
[49:51] .
[49:52] NOT THIS IS WHY THE NUMBERS ARE
[49:54] OFF.
[49:54] WHEN WE TALK ABOUT THE DATA
[49:56] BECAUSE WE THE KID TOLD WE KNOW
[49:59] THAT.
[50:00] BUT IF THE ADULT WHO'S SUPPOSED
[50:01] TO REPORT THAT TO THE PROPER
[50:03] AUTHORITIES IS NOT DOING THAT
[50:04] BECAUSE THEY'RE COVERING FOR
[50:05] THEIR COLLEAGUE, THAT'S WHEN A
[50:07] BIGGER ISSUE YOU KNOW.
[50:09] I THINK THAT THEY THINK THAT
[50:10] THEY HAVE MORE IMMUNITY.
[50:12] THEY FEEL.
[50:14] LIKE THEY'RE PROTECTED AND
[50:15] NO ONE'S TAKING.
[50:16] ACCOUNTABILITY FOR CERTAIN.
[50:17] THINGS THAT HAVE HAPPENED.
[50:18] AND THEN I WOULD ALSO ADD.
[50:20] TO UM, WHAT YOU WERE SAYING
[50:22] LIKE THERE'S NO FOLLOW THROUGH
[50:23] SOUNDS LIKE THERE'S NO FOLLOW
[50:24] THROUGH.
[50:25] LIKE ONCE YOU REACH A CERTAIN
[50:26] POINT YOU CAN'T GET ANY FURTHER
[50:28] PAST THAT AND WITHOUT THERE'S
[50:30] NO ACCOUNTABILITY AND
[50:31] TRANSPARENCY.
[50:32] UM AND THEN I WANTED TO ADD IN
[50:34] ALSO IN TERMS OF LIKE THE
[50:36] BUSSES HAVING QUALIFIED BUS
[50:38] MONITORS THEY NEED THERE NEEDS
[50:40] TO BE SUPERVISION ON THE BUS.
[50:42] UM WHEN YOU TALK WITH THE
[50:44] SCHOOL ABOUT IT THE SCHOOL IS
[50:45] LIKE WELL THAT'S NOT OUR
[50:46] RESPONSIBILITY.
[50:47] IT'S THAT WE USED TO HAVE OUR
[50:48] OUR BUS MONITORS ON THE BUS.
[50:50] UM BUT THEN NOW BP DOESN'T WANT
[50:52] OUR BUS MONITORS ON THE BUS AND
[50:53] THEY HAVE THEIR OWN BUT THEY
[50:54] ARE NOT QUALIFIED.
[50:55] THEY'RE NOT TRAINED.
[50:57] THEY ARE UH THEY JUST ARE ILL
[50:59] AND THEN THEY'RE NOT EVEN ON
[51:00] THE BUSSES.
[51:01] THAT'S ONLY IF YOU GET UM IF
[51:02] YOU HAVE A CHILD WHO THEN
[51:04] THEY'RE ASSIGNED TO BUT THEN ON
[51:06] THE OTHER BUSSES THAT THEY
[51:07] DON'T HAVE THAT ASSIGNMENT
[51:08] THERE'S NO BUS MONITORS AND YOU
[51:10] CAN FOLLOW THEM IN TRAFFIC AND
[51:12] YOU SEE THEM THROWING STUFF OUT
[51:13] THE WINDOW.
[51:13] THEY'RE JUMPING ON TOP OF EACH
[51:14] OTHER FIGHTING.
[51:16] UM, IT'S A LOT OF US AND THE
[51:17] BUS DRIVER CAN'T POSSIBLY
[51:19] MANAGE THAT.
[51:21] UM, SO I THINK HAVING LIKE
[51:23] SUPERVISION BECAUSE AS PARENTS
[51:24] WE WOULD NOT BE ABLE TO DO THAT
[51:26] WITH OUR CHILDREN.
[51:26] COULD YOU IMAGINE DRIVING
[51:27] THROUGH TRAFFIC.
[51:28] AND YOU SEE IT WOULDN'T BE
[51:30] TOLERATED.
[51:31] SO THANK YOU COUNCIL ME HERE
[51:32] FOR MY EXTRA SECONDS.
[51:33] I'LL JUST END WITH THE
[51:34] STATEMENT THAT THIS PAST BUDGET
[51:37] CYCLE THOUGH THE BUDGET PASSED
[51:40] I DIDN'T SUPPORT IT.
[51:41] BUT YOU KNOW HUNDREDS
[51:43] OF TEACHERS MANY OF THEM PARAS
[51:44] THAT WE'RE GOING TO BE WORKING.
[51:45] WITH NONVERBAL STUDENTS.
[51:47] BUS MONITORS, CAFETERIA SUPPORT
[51:49] WERE CUT.
[51:50] FROM AND THAT DOESN'T HELP
[51:51] THIS.
[51:51] SITUATION AT ALL.
[51:52] NO THANK YOU THAT'S REALLY
[51:53] YEAH.
[51:54] SO I JUST WANT TO KNOW FOR THE
[51:55] RECORD TWO THINGS.
[51:55] ONE IS THAT.
[51:57] I LET MY COLLEAGUES.
[51:58] GO LONGER THAN.
[51:59] THE ONE.
[52:00] MINUTE.
[52:00] OPENING AND TWO I'VE LET THEM
[52:01] GO LONGER IN THEIR QUESTION.
[52:03] AND SO I HOPE YOU UNDERSTAND
[52:04] THAT WE'RE TRYING TO DO OUR
[52:05] BEST TO.
[52:06] MANAGE ALL OF THIS.
[52:08] SO UM BECAUSE THIS IS SUCH AN
[52:09] IMPORTANT TOPIC SO I APPRECIATE
[52:11] EVERYBODY'S PATIENCE.
[52:12] YEAH.
[52:13] UM.
[52:15] COUNCILOR FLYNN, YOU HAVE THE
[52:16] FLOOR.
[52:17] THANK THANK YOU, MADAM CHAIR.
[52:21] COUNCILOR MURPHY REFERENCED A
[52:22] 17 F WHICH IS A BASICALLY A
[52:25] REQUEST FOR INFORMATION FROM
[52:26] THE CITY COUNCIL TO THE CITY
[52:28] ADMINISTRATION.
[52:29] WE FILE THAT HOPING TO GET THE
[52:31] DATA ON BULLYING, SEXUAL
[52:34] ASSAULTS, HARASSMENT
[52:36] OF STUDENTS.
[52:36] UM, WE NEVER GOT THAT.
[52:38] UM, IT WAS DENIED THAT.
[52:40] SO.
[52:40] UM, OUR REQUEST WAS DENIED.
[52:43] UM, THERE WAS A REPORTER THAT
[52:45] WENT TO HAD TO GO TO COURT
[52:47] RECENTLY AND HE GOT THE
[52:48] INFORMATION BASICALLY WE WERE
[52:50] WE WERE REQUESTING HE GOT IT
[52:52] FROM SUFFOLK SUPERIOR COURT.
[52:55] UM AND IT HIGHLIGHTED ABOUT
[52:58] 2000 ASSAULTS, BULLYING, SEXUAL
[53:02] HARASSMENT, SEXUAL VIOLENCE
[53:04] AGAINST STUDENT ON STUDENTS,
[53:05] TEACHER ON STUDENTS.
[53:09] UM BUT THAT DATA WOULD NOT HAVE
[53:11] BEEN PUBLIC WITHOUT THIS
[53:14] REPORTER GOING TO COURT.
[53:15] BUT THE BUT THE INFORMATION
[53:17] SHOULD HAVE BEEN GIVEN WHEN
[53:19] MYSELF AND COUNCILOR MURPHY
[53:21] ASKED FOR IT SEVERAL YEARS AGO
[53:23] .
[53:24] UM, WE'RE NOT HELPING PEOPLE.
[53:26] WE'RE NOT HELPING STUDENTS.
[53:28] WE'RE NOT HELPING FAMILIES.
[53:29] WE'RE NOT HELPING THE COMMUNITY
[53:32] .
[53:32] WHEN WE DENY THAT THERE'S A
[53:33] PROBLEM, WE HAVE TO ACKNOWLEDGE
[53:35] THAT THERE IS A MAJOR.
[53:38] MAJOR PROBLEM.
[53:39] AND DEAL WITH IT TRANSPARENTLY
[53:41] .
[53:42] BUT TO SAY THAT WE DON'T HAVE A
[53:44] PROBLEM AND DENY EVERYBODY THE
[53:47] ACCESS TO THE INFORMATION.
[53:49] I BELIEVE THIS INFORMATION
[53:50] SHOULD BE PUBLIC.
[53:52] AS I SAID IN MY OPENING
[53:53] STATEMENT, MAKING SURE THAT WE
[53:56] TAKE OUT THE PERSON'S NAME OR
[53:58] ANY IDENTIFY IDENTIFICATION
[54:00] IDENTIFICATION.
[54:01] INFORMATION ON A CHILD UM BUT
[54:04] BEFORE WE BEFORE WE ARE ABLE TO
[54:07] SOLVE A PROBLEM, UH, WE HAVE
[54:09] TO.
[54:09] KNOW THAT THERE IS A PROBLEM
[54:10] AND IN THIS 2000 INCIDENTS.
[54:14] THESE AREN'T ISOLATED.
[54:15] CASES IN A LOT OF THESE CASES.
[54:19] DON'T GET REPORTED AS WELL.
[54:21] I LISTEN CLOSELY.
[54:22] TO EVERY SINGLE WORD FROM THE
[54:24] PUBLIC.
[54:25] TESTIMONY AND.
[54:27] AND AS.
[54:28] A PARENT.
[54:31] I UNDERSTAND.
[54:31] THE THE TRAUMA YOU AND YOUR
[54:33] FAMILY ARE GOING THROUGH
[54:35] ESPECIALLY.
[54:36] STUDENTS WITH DISABILITIES
[54:39] NONVERBAL CHILDREN THEY GO TO
[54:43] SCHOOL BECAUSE.
[54:46] THEY NEED.
[54:47] SERVICES AND AN EDUCATION.
[54:48] AND THEY WEREN'T GETTING THAT
[54:50] THEY WEREN'T.
[54:51] GETTING THAT EDUCATION IN A
[54:53] SAFE ENVIRONMENT.
[54:54] BUT I DO THINK YOU COME TO THE
[54:56] CITY COUNCIL.
[54:58] FOR RESULTS FOR ANSWERS BECAUSE
[55:02] SOMEONE ASKED YOU KNOW, WHAT
[55:03] ABOUT FOR YOUR CHILD?
[55:04] WHAT WOULD YOU DO ABOUT IT?
[55:06] AND IT GOES NOTHING YOU DID UM
[55:08] WHAT I WOULD DO.
[55:09] ABOUT IT IS I WOULD GO DIRECTLY
[55:11] TO THE SUPERINTENDENT IF IT WAS
[55:13] MY CHILD.
[55:13] BUT NOT EVERYONE CAN DO THAT.
[55:15] THAT'S WHY YOU COME TO THE CITY
[55:17] COUNCIL TO GET SOME JUSTICE FOR
[55:19] YOUR FAMILY.
[55:20] AND IT SHOULDN'T TAKE A COURT
[55:24] CASE AT SUFFOLK SUPERIOR COURT
[55:27] TO UNDERSTAND THAT WE.
[55:28] HAVE.
[55:29] SIGNIFICANT PROBLEMS.
[55:30] WE NEED TO LISTEN TO THE
[55:31] MOTHERS.
[55:31] THAT ARE.
[55:32] EXPRESSED TO THEM EXPRESSING
[55:34] THEMSELVES PERFECTLY HERE
[55:36] ELOQUENTLY HERE ABOUT THEIR
[55:38] CHILDREN AND THE TRAUMA THEIR
[55:41] CHILDREN ARE GOING GOING
[55:42] THROUGH BECAUSE WE AS ITS AS A
[55:45] CITY DID NOT SUPPORT THEM.
[55:48] UM WE WE HAVE TO MAKE SURE THAT
[55:51] THESE CHILDREN AND THESE
[55:53] FAMILIES ARE TREATED WITH
[55:55] RESPECT AND DIGNITY AND THEY'RE
[55:57] NOT GETTING IT.
[55:58] YOU'RE NOT GETTING IT.
[56:00] AND I THINK YOU HERE AT THE
[56:01] CITY COUNCIL.
[56:03] FOR FOR SOME SUPPORT FOR SOME
[56:05] JUSTICE AND I THINK I THINK WE
[56:07] HAVE A RESPONSIBILITY MAYBE A
[56:09] MORAL RESPONSIBILITY TO DO OUR
[56:12] BEST TO SUPPORT THESE MOTHERS
[56:13] AND SUPPORT THESE FAMILIES AND
[56:14] CHILDREN.
[56:15] THANK YOU, MADAM CHAIR.
[56:16] THANK YOU, COUNCILOR FLYNN.
[56:18] UM.
[56:19] I'M GOING TO MOVE ON.
[56:21] WHAT I LOVE ABOUT THE WORK THAT
[56:23] I DO IS THAT EVERY SINGLE MOM
[56:25] THAT IS HERE I KNOW PERSONALLY
[56:26] AND I HAVE WORKED WITH SO TO
[56:28] ME I AM NO STRANGER TO THIS
[56:30] CONVERSATION.
[56:31] THIS TO ME IS PERSONAL AS A
[56:32] SURVIVOR MYSELF AND AS A
[56:34] MOTHER.
[56:35] OKAY.
[56:36] I KNOW HOW HARD IT IS TO SHOW
[56:38] UP AND FIGHT FOR OUR KIDS.
[56:39] AND SO THIS IS NOT POLITICS FOR
[56:42] ME.
[56:42] WE'RE HERE TO LISTEN AND
[56:45] HOPEFULLY IT'S NOT JUST ABOUT
[56:47] THIS THIS THIS THIS AND THIS
[56:49] THIS THIS THIS WE NEED TO GET
[56:50] TO A PLACE WHERE WE'RE GOING TO
[56:51] DELIVER.
[56:52] CORRECT.
[56:52] AND THAT'S IT.
[56:53] THAT'S THE BOTTOM LINE.
[56:54] TODAY IS DONE.
[56:55] WE'RE WALKING OUT OF HERE WITH
[56:57] SOME SOLUTIONS SOME SOLUTIONS.
[56:59] I AM TIRED OF HEARING BLA BLA
[57:02] BLA BLA.
[57:03] I WANT TO KNOW WHAT IT IS.
[57:04] WE'RE GOING TO DO ABOUT IT
[57:05] AND HOW WE'RE GOING TO FIGHT
[57:06] FOR THOSE THINGS AND THAT'S IT.
[57:08] SO COUNSELOR, IF I COULD
[57:10] ADDRESS ONE THING IF I COULD
[57:12] ADDRESS ONE PIECE.
[57:13] UM, COUNCILOR FLYNN, YOU
[57:15] MENTIONED STUDENTS WITH
[57:16] DISABILITIES AND WE'RE LOOKING
[57:17] FOR SOLUTIONS.
[57:19] THERE'S A DEAR COLLEAGUE LETTER
[57:20] FOR THE UNITED STATES
[57:21] DEPARTMENT OF EDUCATION'S
[57:22] OFFICE OF SPECIAL EDUCATION AND
[57:24] REHABILITATIVE SERVICES THAT
[57:25] FOCUSES EXCLUSIVELY ON BULLYING
[57:27] WITH STUDENTS WITH DISABILITIES
[57:29] BECAUSE AS THIS MOTHER SO WELL
[57:31] LAID OUT, THESE ARE OUR KIDS
[57:32] WHO ALREADY NEED MORE AND THE
[57:35] TRAUMATIC IMPACT OF BULLYING IS
[57:36] ONLY GOING TO PUSH THESE KIDS
[57:38] FURTHER BEHIND BECAUSE OF HER
[57:39] INABILITY TO FOCUS.
[57:40] AND IT SAYS THAT ANY TIME A
[57:44] CHILD WITH A DISABILITY IS
[57:46] BULLIED, THAT SHOULD
[57:47] IMMEDIATELY TRIGGER THAT IEP
[57:49] TEAM TO MEET DETERMINE THE
[57:51] IMPACT OF THE BULLYING AND IF
[57:53] THAT CHILD'S NEEDS ARE GREATER
[57:55] IN THE AFTERMATH THE IEP SHOULD
[57:58] BE ADAPTED TO HELP.
[57:59] SO WHETHER THAT CHILD ISN'T
[58:01] SHOWING UP AND MISSES TIME IN
[58:02] THEIR BEHIND OR DOES A
[58:03] TRAUMATIC IMPACT WHEN.
[58:05] A.
[58:05] CHILD WITH A DISABILITY IS
[58:06] BULLIED AND BEARS THE BRUNT.
[58:08] OF THAT?
[58:09] WE HAVE TO FIGURE OUT HOW DO WE
[58:11] WORK WITH THAT CHILD'S PLAN TO
[58:13] ENSURE THEY DON'T FALL BEHIND
[58:15] BASED UPON THAT?
[58:16] NOW DEAR COLLEAGUE LETTERS ARE
[58:18] THEY ARE RELEASED BY OUR
[58:20] FEDERAL GOVERNMENT TO BE
[58:21] ADVISORY.
[58:21] THERE IS NOTHING PREVENTING AT
[58:23] THE CITY LEVEL USING THAT TO
[58:25] CRAFT AN ORDINANCE OR A POLICY
[58:28] THAT WOULD THEN GUIDE WHAT OUR
[58:29] SCHOOL SYSTEM DOES.
[58:31] THAT'S AN EXAMPLE.
[58:31] THERE ARE SOLUTIONS THAT ARE
[58:33] OUT THERE.
[58:33] I JUST BELIEVE THEY NEED TO BE
[58:35] IMPLEMENTED HERE AT THE CITY
[58:37] LEVEL THAT WE CAN THEN USE
[58:38] THOSE FOR ACCOUNTABILITY.
[58:40] I JUST WANTED TO ADDRESS THAT.
[58:42] I JUST WANT TO KNOW FOR THE
[58:43] RECORD YOUR TIME WAS MORE THAN
[58:45] FIVE MINUTES JUST BECAUSE WE
[58:46] GOT SOME ANSWERS AND JUST SO
[58:47] THAT EVERYBODY WAS PAYING
[58:49] ATTENTION I JUST WANT.
[58:50] TO KNOW FOR THE RECORD.
[58:52] COUNCILOR FITZGERALD, YOU HAVE
[58:54] THREE MINUTES.
[58:54] THANK YOU.
[58:55] CHAIR.
[58:55] I DON'T WANT TO.
[58:56] TAKE.
[58:57] UP TOO MUCH TIME, BUT I JUST
[58:58] WANT TO SAY THANK YOU AND A
[59:00] PROFUSE APOLOGY TO ALL THAT YOU
[59:02] KNOW, FOR WHAT FOLKS HAVE HAD
[59:03] TO GO THROUGH FOR THIS.
[59:04] AND, UM.
[59:05] I ASK.
[59:06] YOU.
[59:06] TO FORGIVE MY NATURE.
[59:07] MY QUESTION WILL BE A VERY
[59:08] PROCEDURAL ONE BECAUSE I KNOW
[59:09] WE WANT TO GET OUT OF HERE WITH
[59:10] SOME SOLUTIONS, BUT I JUST WANT
[59:12] YOU TO KNOW THAT MY BEST AGAIN
[59:13] AS A PARENT OF THREE KIDS WHO
[59:14] ARE JUST REACHING THAT AGE
[59:15] WHERE I'M GOING TO BE CONCERNED
[59:18] ABOUT BULLYING AND OTHER
[59:20] ACTIVITIES MYSELF.
[59:21] UM, YOU KNOW, IT'S CERTAINLY
[59:23] UH, NOT THE HEARING YOU WANT TO
[59:24] BE AT RIGHT NOW.
[59:26] UM, WHAT IS YOUR UNDERSTANDING
[59:29] .
[59:30] OF THE PROCEDURES AND PROTOCOLS
[59:31] THAT'S SUPPOSED TO HAPPEN AFTER
[59:34] A BULLYING INCIDENT OR A SEXUAL
[59:35] ASSAULT INCIDENT?
[59:36] AND WHAT DO.
[59:38] YOU.
[59:38] UNDERSTAND THOSE PROCEDURES AND
[59:39] PROTOCOLS TO BE AND WHERE DO
[59:41] YOU THINK THEY WENT WRONG?
[59:43] I JUST WANT TO MAKE SURE
[59:43] OF WHAT WAS SKIPPED MISSED OR
[59:45] NOT EVEN UH, BROUGHT UP TO
[59:47] BEGIN WITH IN WHAT YOU SAW IN
[59:49] YOUR ISSUES YOU DID TOUCH UPON
[59:51] SOMETHING THAT YOU KIND OF JUST
[59:52] ANSWERED A LITTLE BIT THAT UH
[59:53] WHEN YOU ANSWERED THE LAST
[59:54] QUESTION BUT THAT WAS SORT
[59:55] OF MY QUESTION FOR THIS AND
[59:57] THAT'S ALL I HAVE.
[59:57] THANK YOU CHAIR.
[59:58] I'LL QUICKLY STATE THE LAW AND
[59:59] GET OUT OF THE WAY SO THAT
[1:00:00] PARENTS CAN SPEAK.
[1:00:01] CHAPTER 71 SECTION 37 OF THE
[1:00:03] BULLYING STATUTE.
[1:00:05] IT'S EMBEDDED WITH WORDS THAT
[1:00:06] MATTER IMMEDIATELY AND
[1:00:08] PROMPTLY.
[1:00:08] SO A STAFF MEMBER IS SUPPORT
[1:00:11] SHALL IMMEDIATELY REPORT ANY
[1:00:15] INSTANCE OF BULLYING WHICH THEN
[1:00:17] TRIGGERS THE PRINCIPAL ORDERED
[1:00:19] DESIGNEE TO PROMPTLY CONDUCT AN
[1:00:23] INVESTIGATION.
[1:00:24] SO AS A LAWYER WHO'S
[1:00:25] REPRESENTED PARENTS LIKE THIS
[1:00:27] UM AT TIMES WHEN I'VE GOTTEN
[1:00:29] INVOLVED I'VE SEEN OKAY IS A
[1:00:32] BULLYING INTERVENTION PLAN
[1:00:33] WE'RE GOING TO CHANGE KIDS
[1:00:34] SCHEDULE TO KEEP THEM FROM
[1:00:36] INTERACTING.
[1:00:37] IT SHOULDN'T.
[1:00:37] TAKE A LAWYER TO HAVE THAT
[1:00:38] HAPPEN.
[1:00:40] EVERY SINGLE INCIDENTS
[1:00:41] OF BULLYING SHOULD HAVE THAT
[1:00:43] SAME URGENCY OF IMMEDIATE
[1:00:45] REPORTING AND PROMPT
[1:00:47] INVESTIGATION.
[1:00:47] AND I THINK THESE PARENTS.
[1:00:48] STORY SHOW.
[1:00:49] THAT THAT'S NOT HAPPENING.
[1:00:54] SO FROM ADVOCACY PERSPECTIVE
[1:00:56] WHAT WE HAVE SEEN UH, BECAUSE
[1:00:58] WE GET THE YOUTH AFTER THEY GO
[1:01:00] TO SCHOOL AND THEY COME BACK
[1:01:01] THEY DON'T TRUST THE SYSTEM IS
[1:01:04] A SYSTEM FAILURE IS A
[1:01:05] STRUCTURAL FAILURE IS A DEMAND
[1:01:07] FAILURE IS A PREPAREDNESS
[1:01:08] FAILURE IS A STIGMA IS A
[1:01:10] CULTURAL ISSUE.
[1:01:11] UH IT GOES BEYOND THEY SHOULD
[1:01:12] HAVE A TRUSTED ADULT TO GO AND
[1:01:15] CONFIDE IN.
[1:01:15] THEY DON'T WHEN THEY GO TO THE
[1:01:17] PEER TO PEER IS NOT PREPARED OR
[1:01:19] HAVE NOT BEEN GIVEN THE TOOLS
[1:01:21] AND THE SKILLS OR SOFT SKILLS
[1:01:22] NECESSARY FOR TRAINING AND
[1:01:23] THERE IS NO CULTURE
[1:01:26] OF COMPREHENSIVE SORT OF ADULT.
[1:01:28] SO A PROBLEM IS ONLY A PROBLEM
[1:01:30] WHEN IT HAS A SOLUTION.
[1:01:31] YOU HAVE STATED THE PROBLEM.
[1:01:33] WE DON'T HAVE TO FIND OUT THE
[1:01:35] PROBLEM.
[1:01:35] MR FLYNN YOU HAVE SAID 2000.
[1:01:38] YOU HAVE A NUMBER AND WE HAVE
[1:01:40] THE DATA TO BACK IT UP AND WE
[1:01:42] HAVE THE SOLUTION.
[1:01:43] THEY ARE ACTUALLY SAYING THE
[1:01:45] SOLUTION WE WANT TO DECREASE
[1:01:47] RECIDIVISM.
[1:01:47] THAT'S WHAT WE SAY IN CRIMINAL
[1:01:48] JUSTICE REFORM RIGHT.
[1:01:50] WE WANT TO DECREASE RECIDIVISM
[1:01:52] OF A CLIENT.
[1:01:53] NOW WE HAVE FINANCIAL
[1:01:55] REPERCUSSIONS OF WHAT IT COST.
[1:01:57] WHAT IS THE COST TO A WHOLE
[1:01:59] FAMILY TO A WORKER?
[1:02:00] UH, SO IT'S A WHOLE LOT MORE.
[1:02:03] IT'S ABOUT STAFFING IS ABOUT
[1:02:06] TRAINING IS ABOUT
[1:02:07] COMPREHENSIVE.
[1:02:07] OKAY.
[1:02:08] THE PARENTS IT'S ABOUT
[1:02:11] HAVING THE PROPER.
[1:02:11] TRAINING AND HAVING THE PROPER
[1:02:14] PEOPLE TO BE ABLE TO WORK.
[1:02:15] MY SON WAS ASSAULTED.
[1:02:16] HE HAD HIS HEAD PUT IN A WALL
[1:02:19] BY, UH, TEACHER PRAYER WHO WAS
[1:02:22] UNLICENSED OR WAS HAD AN
[1:02:24] EXPIRED LICENSE.
[1:02:27] WHERE'S THE FAILURE THERE.
[1:02:29] WHO'S HELD RESPONSIBLE?
[1:02:34] SO MY SON FOR A WHOLE YEAR
[1:02:36] DIDN'T WANT TO GO TO SCHOOL.
[1:02:38] I WORK.
[1:02:39] I HAVE THREE OTHER CHILDREN.
[1:02:41] I HAVE TO WORK.
[1:02:42] I'M THE SOLE CUSTODIAN PARENT
[1:02:45] FULL CUSTODY OF ALL MY
[1:02:46] CHILDREN.
[1:02:46] I HAVE TO WORK.
[1:02:47] I HAVE TO BE ABLE TO MAKE AN
[1:02:48] INCOME.
[1:02:48] SO I NEED SCHOOL.
[1:02:50] I NEED TO BE ABLE TO BELIEVE.
[1:02:54] IN THE SCHOOL.
[1:02:55] I WAS A BOSTON PUBLIC SCHOOL
[1:02:57] CHILDREN.
[1:02:58] I LOVE SCHOOL.
[1:02:59] I DON'T JUST SEEING WHAT HAS
[1:03:01] HAPPENED IN THE BOSTON PUBLIC
[1:03:04] SCHOOL SYSTEM THE FAILURE, THE
[1:03:07] THINGS I DON'T UNDERSTAND.
[1:03:09] MAYBE YOU GUYS CAN EXPLAIN
[1:03:11] BETTER TO ME, BUT A LOT
[1:03:13] OF THINGS, UM, ARE BEING SWEPT
[1:03:14] UNDER THE RUG.
[1:03:15] DCF IS BEING USED.
[1:03:16] HOW THIS YOUNG LADY BECAUSE IT
[1:03:18] WAS USED AGAINST ME.
[1:03:20] UM, THEY FAILED TO REPORT
[1:03:23] ANYTHING.
[1:03:25] OKAY.
[1:03:27] THEY.
[1:03:31] TO ME I CERTAIN UM INDIVIDUALS
[1:03:35] THAT HAVE THE KNOWLEDGE
[1:03:38] OF DOING THINGS BECAUSE THEY
[1:03:39] FEEL THAT THERE ARE IMMUNITY
[1:03:41] AND WHAT SAY BECAUSE THEY WORK
[1:03:43] UNDER THE BOSTON PUBLIC SCHOOL
[1:03:44] SYSTEM UM THEY FEEL LIKE THEY
[1:03:47] ARE ALLOWED TO DO CERTAIN
[1:03:48] THINGS THAT THERE ARE NO
[1:03:50] REPERCUSSIONS OR AN
[1:03:51] ACCOUNTABILITY TO DOING CERTAIN
[1:03:52] THINGS HOW CHILDREN ARE BEING
[1:03:55] RAPED, BULLIED.
[1:03:56] UM, A LOT OF A LOT OF THE THE
[1:03:58] PEOPLE THERE THEY KNOW THAT
[1:03:59] THERE'S BULLYING GOING ON AND
[1:04:01] THEY DON'T REPORT IT.
[1:04:02] HOW HE SAID A LOT OF THINGS ARE
[1:04:06] BEING JUST NOT.
[1:04:08] AND THEN THE ADULTS ARE NOT
[1:04:09] SAYING NOTHING OR NOT SPEAKING
[1:04:11] UP BUT THEY CAN GO AND CALL AND
[1:04:12] FILE THE 51 A ON THE CONCERNED
[1:04:14] PARENT THAT'S COMING IN AND AND
[1:04:16] IS VERY MAYBE UPSET MAYBE
[1:04:18] CUSSING AT THEM MAYBE HAVING A
[1:04:20] PARENT MOMENT.
[1:04:20] WHY?
[1:04:21] BECAUSE THEY'RE THEY'RE
[1:04:22] EXPECTING THE SCHOOL TO DO
[1:04:23] THEIR JOB AND THEY'RE NOT DOING
[1:04:25] THAT AND THEN THEY I FEEL A LOT
[1:04:30] OF FAMILIES THAT ARE LOW INCOME
[1:04:34] OR UM MINORITIES OR BEING
[1:04:36] TARGETED ALSO WHICH THAT'S
[1:04:38] TERRIBLE.
[1:04:42] I FEEL LIKE I FEEL THAT THE
[1:04:44] SYSTEM HAS FAILED BOSTON PUBLIC
[1:04:46] SCHOOL SYSTEM THERE HAS TO BE A
[1:04:48] LOT OF THINGS CHANGE IN YOUR
[1:04:50] SCHOOL SYSTEM AND YOU GUYS HAVE
[1:04:51] THE FUNDING TO DO SO.
[1:04:54] OKAY.
[1:04:55] AND YOUR CHILDREN ARE
[1:04:56] ATTENDING.
[1:04:57] YOU NEED TO MAKE SURE YOU KNOW
[1:04:58] THAT THE THE TEACHER WHO'S
[1:05:00] THERE IS NOT A PEDOPHILE IS NOT
[1:05:02] A CHILD PREDATOR THAT THEY'RE
[1:05:05] LICENSED.
[1:05:05] THE PEOPLE WHO ARE CARING FOR
[1:05:07] CHILDREN WITH DISABILITIES THAT
[1:05:08] THEY THEY'RE THAT THEY ACTUALLY
[1:05:09] CARE THAT THEY'RE NOT JUST
[1:05:11] THERE FOR A CHECK ALSO BUT MAKE
[1:05:13] SURE THAT THEY'RE PAID BECAUSE
[1:05:14] GUESS WHAT THEY'RE NOT BEING
[1:05:15] PAID PROPERLY.
[1:05:18] ALSO YEAH.
[1:05:22] I.
[1:05:22] THANK YOU.
[1:05:23] ALL RIGHT.
[1:05:23] TO ANSWER YOUR QUESTION,
[1:05:24] COUNCILMAN, BECAUSE I THINK UH
[1:05:26] YOU ASKED LIKE UM WHAT IS OUR
[1:05:28] UNDERSTANDING OF UM PROCEDURES
[1:05:30] OR WHAT WHAT ARE WE LOOKING
[1:05:32] FOR.
[1:05:33] THE SCHOOLS TO DO?
[1:05:34] THAT'S SIMPLE TO ANSWER.
[1:05:35] UM, AS THIS PARENTS SAID, THEIR
[1:05:36] JOB WE'RE NOT ASKING FOR OUR
[1:05:38] KIDS TO BE TREATED.
[1:05:39] YOU KNOW, SPECIAL CIRCUMSTANCES
[1:05:42] OR TREATED LIKE THE, YOU KNOW,
[1:05:44] PRINCE OF SOME ISLAND OR
[1:05:45] PRINCESS OF.
[1:05:46] SOME ISLAND.
[1:05:47] WE'RE JUST SIMPLY ASKING THAT
[1:05:48] THEY ARE THAT THEY FEEL SAFE,
[1:05:51] THAT THEY FEEL THAT THEY'RE
[1:05:53] GETTING A PROPER EDUCATION.
[1:05:55] AND IF FOR WHATEVER REASON THAT
[1:05:57] INCIDENCES LIKE THIS DO ARISE
[1:06:00] THAT WE DEAL WITH IT
[1:06:01] ACCORDINGLY.
[1:06:02] UM SO MY UNDERSTANDING WOULD BE
[1:06:05] JUST WHAT THIS GENTLEMAN SAID.
[1:06:06] I MEAN THERE ARE FEDERAL LAWS
[1:06:08] THE FEDERAL LAWS THAT PROTECT
[1:06:10] OUR KIDS.
[1:06:11] THERE ARE POLICIES, YOU KNOW,
[1:06:13] EVEN IF IT'S NOT A LAW THAT THE
[1:06:14] SCHOOL.
[1:06:14] GIVES YOU A HANDBOOK.
[1:06:15] AT THE BEGINNING OF THE YEAR.
[1:06:17] SO AGAIN THIS IS THEIR WORDS,
[1:06:18] RIGHT?
[1:06:19] I WROTE A QUOTE, UM THAT I WANT
[1:06:21] TO READ REALLY QUICK BECAUSE
[1:06:22] SHE BROUGHT IT UP.
[1:06:23] I STOOD HERE AND I TESTIFIED
[1:06:25] FOR THE FISCAL YEAR 23 UM DPS
[1:06:30] BUDGET LIKE I LITERALLY STOOD
[1:06:31] THERE AND I TESTIFIED AS BEFORE
[1:06:32] ANYTHING HAPPENED WITH MY
[1:06:33] CHILD.
[1:06:34] SO I KNOW FOR A FACT YOU KNOW,
[1:06:35] FOLLOWING UP WITH THAT, THE
[1:06:37] FISCAL YEAR 23 SCHOOL BUDGET
[1:06:40] WAS A RECORD OF 1.33 BILLION.
[1:06:43] WOULD IT BE DOLLARS IN FUNDING
[1:06:45] TO SUPPORT STUDENTS AT DPS?
[1:06:48] THIS IS NOT PARENTS SPEAKING
[1:06:49] THIS THIS THIS IS A QUOTE THAT
[1:06:51] I'M READING THAT YOU KNOW IT
[1:06:53] WAS PUBLIC INFORMATION.
[1:06:55] SO IF THIS MONEY IS TO SUPPORT
[1:06:57] STUDENTS AT THE CPS THEN THEN
[1:06:58] THE QUESTION SHOULD BE WHY IS
[1:07:01] MY CHILD AT HOME RIGHT NOW
[1:07:03] GETTING DENIED EDUCATION
[1:07:05] BECAUSE LIKE A LOT OF THE
[1:07:06] PARENTS THAT YOU KNOW AND SAID
[1:07:07] IF WE WERE TO DO THAT BY CHOICE
[1:07:09] WE I WAS JUST LAZY DON'T WANT
[1:07:11] TO GET UP PUT MY KID IN SCHOOL.
[1:07:12] THERE'S CONSEQUENCES FOR THAT.
[1:07:14] THEY COME IN AND THEY DON'T
[1:07:15] TAKE DCF DOESN'T TAKE ONE
[1:07:17] CHILD.
[1:07:18] I'M A MOTHER OF SEVEN.
[1:07:20] MY FIRST THREE ARE ADULT SO
[1:07:21] THEY CAN'T TOUCH THEM BUT MY
[1:07:22] OTHER FOUR YOU KNOW AMAZING
[1:07:24] WHAT I'M TALKING ABOUT THE TWO
[1:07:26] THAT WAS YOU KNOW IN SCHOOL
[1:07:28] WITH HER.
[1:07:28] AND THEN I ALSO HAVE A ONE YEAR
[1:07:31] OLD CHILD SO THAT'S THE ONE
[1:07:32] THAT HAD THE HOT SURGERY.
[1:07:35] SO WHY SHOULD ALL OF MY KIDS BE
[1:07:37] TAKEN RIGHT.
[1:07:38] LIKE I'M A PARENT STANDING HERE
[1:07:41] CRYING FOR HELP TO GET MY CHILD
[1:07:42] EDUCATED RIGHT AND I HAVE I
[1:07:44] CONTINUOUSLY HAVE TO DEAL WITH
[1:07:46] DCF AND NOT JUST DCF.
[1:07:47] THE SCHOOL GOES AND FILE SERIES
[1:07:49] TWO.
[1:07:50] OH THE KID MISSED THIS MANY
[1:07:51] DAYS OR THIS MANY DAYS BUT WHEN
[1:07:53] I'M TRYING TO SET UP A MEETING
[1:07:54] TO SAY ALL I WANT IS A SAFETY
[1:07:56] PLAN IN PLACE FOR YOU TO ASSURE
[1:07:58] THE RETURN OF MY CHILD.
[1:08:00] HOW ARE YOU GOING TO KEEP HER
[1:08:01] SAFE MOVING FORWARD?
[1:08:03] I THINK THAT I'M ALLOWED TO DO
[1:08:04] SO.
[1:08:05] YOU KNOW AND YES, THERE ARE
[1:08:06] TIMES I CAN ADMIT THAT A LOT
[1:08:08] OF Y'ALL KNOW ME FOR THAT.
[1:08:09] UM, I CAN ADMIT THAT YES.
[1:08:12] THERE'S TIMES THAT I'VE RAISED
[1:08:13] MY VOICE THIS TIME THAT I'VE
[1:08:14] CAUSED BUT AGAIN AS A PARENT
[1:08:16] SAYING THIS TO ANOTHER PARENT
[1:08:18] YOU SAID YOU HAVE THREE IF YOUR
[1:08:19] DAUGHTER WALKED HOME AND BROKE
[1:08:21] DOWN AND TOLD YOU DADDY THIS,
[1:08:23] WOULD YOU BE HAPPY ABOUT IT?
[1:08:24] NO.
[1:08:24] WOULD YOU GO OH SWEETIE, LET'S
[1:08:26] GO.
[1:08:27] ON TO THE SCHOOL AND LET'S
[1:08:28] ASK A FEW QUESTIONS.
[1:08:29] IT'S HUMAN NATURE FOR YOU TO BE
[1:08:31] UPSET.
[1:08:31] SURE.
[1:08:32] YEAH, THAT THAT'S WHAT THEY
[1:08:33] HAVE TO DEAL WITH.
[1:08:34] KIDS THAT ARE UPSET.
[1:08:35] KIDS THAT ARE CRYING.
[1:08:36] KIDS THAT HAVE EMOTIONAL
[1:08:38] BEHAVIORAL ALL KINDS OF THINGS
[1:08:39] .
[1:08:39] SO IF YOU WANT TO BE TECHNICAL
[1:08:40] THEY'RE TRAINED TO DEAL WITH
[1:08:42] THESE SITUATIONS.
[1:08:43] THEY'RE LITERALLY.
[1:08:44] TRAINED TO DEAL WITH THESE
[1:08:45] SITUATIONS.
[1:08:46] NOW I'M GOING TO GO BACK TO MY
[1:08:48] CASE BECAUSE NOW WE'RE GOING
[1:08:50] BACK TO YOUR CASE MONICA WHAT
[1:08:52] WE THE ALMOST WHAT THE TEACHER
[1:08:55] AGAIN HE DIDN'T HAVE A WAY WHEN
[1:08:58] I DID GO ON THAT SEE TO DO MY
[1:08:59] LITTLE HOMEWORK AND THE
[1:09:00] PRINCIPAL BECAUSE IT'S REALLY
[1:09:02] HER WHO DIDN'T REPORT THE
[1:09:03] INCIDENT WHY WOULD THE TEACHER
[1:09:04] TELL TELLING AND SO IT'S THE
[1:09:05] PRINCIPAL.
[1:09:06] SHE CAME FROM ANOTHER SCHOOL
[1:09:07] WAS THE.
[1:09:08] ACTING PRINCIPAL TWO WEEKS
[1:09:10] PRIOR TO THAT BECAUSE SHE WAS
[1:09:11] JUST ON A NEWS FOR A DIFFERENT
[1:09:13] INCIDENT WITH ANOTHER KID AT A
[1:09:14] DIFFERENT SCHOOL.
[1:09:15] IT'S ABOUT THEM BEING IN THE
[1:09:16] UNION AND THEY JUST MOVE THEM
[1:09:18] AROUND LIKE PINBALLS THE MINUTE
[1:09:19] SOMETHING HAPPENS TO COVER THIS
[1:09:21] UP AND WHEN YOU GET PARENTS
[1:09:22] LIKE ME TO SAY NO, I'M HERE
[1:09:24] BECAUSE I'M SMARTER THAN
[1:09:25] AVERAGE B I'M GOING TO PULL THE
[1:09:27] WOOL THE VEILS COMING OFF AND
[1:09:28] WE'RE GOING TO EXPOSE ALL
[1:09:29] OF THIS.
[1:09:30] I GOT TO GET MY KIDS TAKEN.
[1:09:32] I GOT TO STAND IN COURT.
[1:09:33] THEY USED THE EVERYTHING THEY
[1:09:34] KNOW THAT YOU CARE ABOUT
[1:09:35] AGAINST YOU.
[1:09:36] ALL RIGHT.
[1:09:37] I'M NOT A BAD PARENT.
[1:09:38] I'M JUST A TRAUMATIZED.
[1:09:39] PARENT WHO'S STILL.
[1:09:40] CRYING FOR HELP BECAUSE THIS IS
[1:09:42] YES, THE INCIDENT DIDN'T HAPPEN
[1:09:43] THIS SCHOOL YEAR BUT THE
[1:09:45] EFFECTS.
[1:09:46] OF IT.
[1:09:46] MY FAMILY.
[1:09:47] HAS NO MONEY.
[1:09:48] WE'RE STILL STRUGGLING.
[1:09:49] Y'ALL DON'T KNOW WHAT IT'S LIKE
[1:09:50] TO GET UP.
[1:09:50] ALL RIGHT, I HAVE TO GO TO THE
[1:09:51] SUB SHOW.
[1:09:51] I GOT TO LOOK AT NAPKINS.
[1:09:52] OH, MONICA'S.
[1:09:53] JUST TO HAVE TISSUE AND.
[1:09:55] I THANK YOU.
[1:09:56] Y'ALL DON'T KNOW ABOUT THINGS
[1:09:57] LIKE THAT SO I WANT TO KNOW
[1:09:59] ABOUT RESULTS NOT ABOUT
[1:10:00] POLICIES OR NOT.
[1:10:01] WE ALL KNOW THAT.
[1:10:02] AND IF WE DON'T WE CAN READ IT
[1:10:03] AND LEARN IT BY THE END OF THE
[1:10:05] DAY.
[1:10:05] ALL RIGHT.
[1:10:05] THANK YOU.
[1:10:06] UH, I KNOW THIS IS HARD AND I
[1:10:08] KNOW CULPEPER COUNCIL.
[1:10:10] YOU'VE BEEN VERY PATIENT
[1:10:11] WAITING FOR YOUR TURN.
[1:10:13] AND THESE ARE THE HARDEST
[1:10:16] HEARINGS TO FACILITATE BECAUSE
[1:10:19] WE HAVE TO HEAR THINGS THAT
[1:10:21] SOMETIMES MAKE A LOT OF PEOPLE
[1:10:22] FEEL UNCOMFORTABLE.
[1:10:23] BUT THE TRUTH IS, IS THAT YOU
[1:10:25] CAN'T DENY THE TRUTH
[1:10:28] OF SOMEBODY'S EXPERIENCE.
[1:10:29] AND SO IT'S HARD TO BRUSH YOU
[1:10:33] BRUSH ANYONE.
[1:10:34] SO I JUST WANT YOU TO KNOW THAT
[1:10:36] IT'S NOT BECAUSE.
[1:10:38] I WANT TO DO THAT IS JUST
[1:10:40] PROCEDURALLY WE DO HAVE TIME
[1:10:42] CONSTRAINTS HERE.
[1:10:44] SO I JUST JUST WANT TO
[1:10:46] ACKNOWLEDGE THAT UM SO
[1:10:48] COUNCILOR CULPEPER YOU HAVE THE
[1:10:50] FLOOR AND THEN WE'RE.
[1:10:51] GOING TO MOVE ON.
[1:10:52] TO THE ADMIN.
[1:10:53] PANEL AND THEN THE YOUTH PANEL.
[1:10:55] OKAY.
[1:10:55] THANK YOU, MADAM PRESIDENT.
[1:10:57] UH, MADAM CHAIR, FOR BRINGING
[1:10:59] THIS IMPORTANT HEARING FOR AND
[1:11:02] FOR TODAY'S HEARING.
[1:11:03] I WANT TO ALSO THINK THAT
[1:11:05] PARENTS AND THE PANELISTS TO
[1:11:07] COME THE EDUCATORS, FAMILIES
[1:11:09] AND MEMBERS OF THE PUBLIC WHO
[1:11:11] PARTICIPATE IN THIS DISCUSSION
[1:11:12] ,EVERY STUDENT BOSTON PUBLIC
[1:11:15] SCHOOL DESERVES TO FEEL SAFE,
[1:11:18] RESPECTED, SUPPORTED IN THE
[1:11:20] LEARNING ENVIRONMENT BULLYING,
[1:11:22] SEXUAL HARASSMENT, SEXUAL
[1:11:24] ASSAULT SEXUAL MISCONDUCT CAN
[1:11:26] HAVE LASTING CONSEQUENCES FOR
[1:11:28] STUDENTS MENTAL HEALTH.
[1:11:29] AND THAT'S WHAT I HEARD FROM
[1:11:31] YOU THE ACADEMIC SUCCESS AND
[1:11:33] OVERALL WELL-BEING AND IT'S
[1:11:36] CRITICAL TO BE IT BE AS CLEAR
[1:11:40] ACCESSIBLE REPORTING
[1:11:41] PROCEDURES, EFFECTIVE
[1:11:41] PREVENTION STRATEGIES AND
[1:11:43] APPROPRIATE SUPPORT SYSTEM FOR
[1:11:44] STUDENTS WHO EXPERIENCE HARM.
[1:11:47] STUDENTS AND FAMILIES MUST HAVE
[1:11:49] CONFIDENCE THAT WHEN THEY
[1:11:51] REPORT AN INCIDENT THEIR
[1:11:52] CONCERNS WILL BE TAKEN
[1:11:54] SERIOUSLY, INVESTIGATED
[1:11:56] APPROPRIATELY AND ADDRESSED
[1:11:57] WITHOUT FEAR OF RETALIATION.
[1:12:00] WE ALSO NEED TO ENSURE THAT
[1:12:01] STUDENTS WHO EXPERIENCED TRAUMA
[1:12:03] ARE SUPPORTED RATHER THAN
[1:12:04] PUNISHED FOR THEIR BEHAVIORS OR
[1:12:07] ACADEMIC CHALLENGES RESULTING
[1:12:08] FROM THEIR TRAUMA.
[1:12:09] THIS REQUIRES ADEQUATE SCHOOL
[1:12:11] BASED RESOURCES, PROPERLY
[1:12:12] TRAINED STAFF, MEANINGFUL
[1:12:15] COMMUNICATION WITH FAMILIES AND
[1:12:16] FROM MY PERSPECTIVE MUCH OF OUR
[1:12:19] COMMUNITY IS TRAUMA JUST FROM
[1:12:21] THE VIOLENCE IN OUR COMMUNITY.
[1:12:22] OUR ENTIRE COMMUNITY IS TRAUMA
[1:12:24] .
[1:12:25] I GET TRAUMATIZED FROM DEALING
[1:12:27] WHEN WE WERE IN THIS STREET
[1:12:29] DEALING WITH THE YOUNG FOLKS
[1:12:30] AND THE VIOLENCE WAS AT ITS
[1:12:32] HEIGHT.
[1:12:33] AND SO WHEN WE THINK ABOUT IT,
[1:12:35] WE NEED TO ENSURE THAT STUDENTS
[1:12:36] WHO EXPERIENCED TRAUMA THAT
[1:12:38] THEY SUPPORTED THAT THEIR
[1:12:40] BEHAVIOR, THE ACADEMIC
[1:12:42] CHALLENGES RESULTING FROM THAT
[1:12:44] TRAUMA THIS REQUIRES ADEQUATE
[1:12:45] SCHOOL BASED RESOURCES,
[1:12:48] PROPERLY TRAINED STAFF AND
[1:12:50] MEANINGFUL COMMUNICATION WITH
[1:12:52] FAMILIES.
[1:12:53] I LOOK FORWARD TO DISCUSSING
[1:12:54] THIS HOW WE CAN STRENGTHEN
[1:12:56] ACCOUNTABILITY, IMPROVE
[1:12:57] PREVENTION AND RESPONSE EFFORTS
[1:12:59] AND ENSURE THAT EVERY STUDENT
[1:13:01] IN BOSTON PUBLIC SCHOOLS HAS A
[1:13:03] SAFE AND SUPPORTIVE LEARNING
[1:13:05] ENVIRONMENT.
[1:13:06] I KNOW MY TIME IS PASSING
[1:13:08] QUICKLY.
[1:13:09] I JUST WANT TO ASK SOME
[1:13:11] QUESTIONS FROM EACH OF YOU.
[1:13:13] MADAM PRESIDENT, IF I MAY JUST
[1:13:15] ASK TWO QUESTIONS OF EACH
[1:13:15] OF THEM AND THEN THEY CAN
[1:13:17] NUMBER YOUR TIME HERE.
[1:13:18] THANK YOU.
[1:13:19] WELL, YOU KNOW I MEAN, LOOK,
[1:13:20] LET'S BE FAIR ABOUT IT.
[1:13:22] YOU KNOW, THEY HAD A LOT
[1:13:23] OF TIME, RIGHT?
[1:13:23] THE TIMING WASN'T EVEN ON.
[1:13:25] I JUST WANT TO GET TO THESE
[1:13:27] QUESTIONS.
[1:13:27] I WANT TO ASK THESE PARENTS
[1:13:28] THESE QUESTIONS AND THEN THEY
[1:13:30] CAN ANSWER THEM DO.
[1:13:31] WHATEVER Y'ALL WANT.
[1:13:32] Y'ALL DO IT ANYWAY SO.
[1:13:33] GO.
[1:13:33] AHEAD.
[1:13:33] THANK YOU.
[1:13:34] THAT'S NOT TRUE MONICA ARE YOU
[1:13:38] TELLING US THAT ALL YOU NEED IS
[1:13:40] A SAFETY PLAN TO ENSURE THAT
[1:13:43] YOUR CHILD WOULD BE SAFETY AND
[1:13:44] YOU COULD BRING YOUR CHILD BACK
[1:13:46] TO SCHOOL?
[1:13:48] THAT'S A YES OR NO.
[1:13:50] THAT WAS TRUE AT ONE TIME
[1:13:52] BEFORE YOU KNOW WE GOT WILL
[1:13:54] RIGHT.
[1:13:55] NOW THAT WOULD HAVE BEEN WHAT
[1:13:56] THAT WHAT IS SO WHAT DO.
[1:13:58] WE NEED TO DO TO GET YOUR
[1:13:59] CHILD BACK TO SCHOOL NOW?
[1:14:02] UM THAT'S IT.
[1:14:03] BUT THAT'S THE QUESTION I'M
[1:14:04] GOING TO ASK EACH PARENT THE
[1:14:05] QUESTION AND THEN WE'LL COME
[1:14:06] BACK TO YOU.
[1:14:07] THAT'S YOUR QUESTION MONICA
[1:14:09] TIA, WHAT NEEDS TO BE CHANGED?
[1:14:11] YOU TALKED ABOUT CHANGE WHAT
[1:14:13] NEEDS TO BE CHANGED.
[1:14:14] THAT'S YOUR QUESTION, ASTRID.
[1:14:16] YOUR QUESTION IS FROM THE STATE
[1:14:19] LAWS YOU GAVE ME BULLYING
[1:14:20] CHAPTER 71 SECTION 3704
[1:14:25] REPORTING CHAPTER 71 SECTION
[1:14:28] £0.37 THERE WAS ONE OF THOSE
[1:14:30] LAWS THAT I DIDN'T GET.
[1:14:31] WHAT WAS IT?
[1:14:33] SO UM THANK YOU, COUNSELOR 37.
[1:14:36] OH IS THE STATE BULLYING I
[1:14:38] START WITH.
[1:14:38] YOU I GOT THAT I CHAPTER.
[1:14:42] 71 £0.37 SUBSECTION D IS THE
[1:14:44] SCHOOL GROUP FOR REST
[1:14:45] REPORTING.
[1:14:46] THERE WAS THE FIRST ONE YOU
[1:14:47] GAVE ONE THAT I DIDN'T GET.
[1:14:49] THERE AND THEN.
[1:14:50] THERE THE QUESTION IS CAN YOU
[1:14:52] FINISH TALKING ABOUT
[1:14:53] RESTORATIVE PRACTICES TALK
[1:14:54] ABOUT MEDICATION MANAGEMENT
[1:14:57] MEDIATION SURE TRAINER
[1:15:00] SENSITIVE LEARNING MODELS.
[1:15:01] AND THERE WAS ONE MORE I DIDN'T
[1:15:02] GET.
[1:15:03] CHAPTER 71 SECTION 37 H AND
[1:15:08] ORDERS AND IT'S MEDIATION
[1:15:12] CONFLICT RESOLUTION RESTORATIVE
[1:15:14] JUSTICE COLLABORATIVE PROBLEM
[1:15:17] SOLVING AND TRAUMA SENSITIVE
[1:15:20] LEARNING MODELS ALL OF WHICH
[1:15:22] ARE REQUIRED AS A PART OF THAT
[1:15:25] STATUTE AND THE STATUTES INTENT
[1:15:27] WAS LET'S REDUCE IT SUSPENSION
[1:15:30] AND EXCLUSION OF KIDS WHO WERE
[1:15:32] HAVING TRAUMATIC BEHAVIORS.
[1:15:34] BUT THOSE SAME BEST PRACTICES
[1:15:37] ARE AFFIRMED BY THE RESEARCH AS
[1:15:38] BEING HIGHLY EFFECTIVE AT
[1:15:41] REDUCING BULLYING.
[1:15:42] I THINK.
[1:15:43] I GOT THAT PART AND THE OTHER
[1:15:45] THING CAN YOU GIVE US A COPY
[1:15:46] OF OUR DEAR COLLEAGUE LETTER?
[1:15:49] IF YOU CAN PROVIDE US A COPY
[1:15:51] OF THAT, I.
[1:15:51] WOULD BE MORE THAN HAPPY TO
[1:15:52] PROVIDE THAT.
[1:15:53] SO JUST WANTED TO AND EVERYONE.
[1:15:54] GREAT THANK YOU.
[1:15:56] YES I WANT TO HEAR FROM MONICA
[1:15:58] AND THEN FROM TIA AND UH Q I
[1:16:04] WANTED TO I KNOW YOU DON'T HAVE
[1:16:07] THEM NOW BUT I'D LIKE TO SEE
[1:16:09] WHAT YOUR STANDARDS FOR
[1:16:11] PREVENTION AND ACCOUNTABILITY
[1:16:12] LOOK LIKE IN YOUR OPINION I
[1:16:14] KNOW YOU DON'T HAVE THEM BUT
[1:16:15] WHEN YOU GET A CHANCE THROUGH
[1:16:17] THE CHAIR IF YOU WOULD JUST
[1:16:18] PROVIDE THEM TO US.
[1:16:20] JUST SAY YES.
[1:16:20] YES.
[1:16:21] THANK YOU.
[1:16:23] YEAH.
[1:16:23] MONICA HAD A SHOW UP IN
[1:16:24] THESE SPACES.
[1:16:25] WHAT WOULD.
[1:16:26] WHAT NEEDS TO HAPPEN TO GET
[1:16:27] YOUR CHILD BACK TO SCHOOL?
[1:16:28] UM AT THIS POINT.
[1:16:29] COULD YOU GIVE HER THE MIC
[1:16:30] PLEASE?
[1:16:31] AT THIS POINT, UM.
[1:16:32] COUNSELOR CO PEPPER DUE TO.
[1:16:34] JUST THE TRAUMA.
[1:16:35] IN THE ARM THAT I MENTIONED SHE
[1:16:37] HAD, UM, SURGERY.
[1:16:38] SHE ULTIMATELY ENDED UP HAVING
[1:16:40] TO HAVE SURGERY BECAUSE OF THE
[1:16:41] 11 DISLOCATIONS.
[1:16:42] SHE HAD UM, SURGERY BACK IN
[1:16:44] JUNE AND IS STILL RECOVERING IN
[1:16:46] PHYSICAL THERAPY TWICE A WEEK.
[1:16:49] UM, SHE HAS TWO DIFFERENT
[1:16:50] THERAPISTS AND SHE'S DOING
[1:16:51] THOSE EACH TWICE A WEEK AS WELL
[1:16:53] AS A THERAPEUTIC MENTOR.
[1:16:54] SO I THINK TO.
[1:16:56] ANSWER YOUR QUESTION AT THAT
[1:16:57] TIME, WOULD IT HAVE SUFFICED TO
[1:16:59] GET HER BACK IN AND HAVE HER
[1:17:01] HAVE A SENSE OF NORMALCY
[1:17:02] AMONGST HER PEERS AND THINGS?
[1:17:04] IT PROBABLY WOULD HELPED, BUT
[1:17:05] HER MENTAL.
[1:17:06] HEALTH CONTINUE TO.
[1:17:08] DECLINE AND HER PHYSICAL
[1:17:09] HEALTH.
[1:17:09] CONTINUE TO DECLINE.
[1:17:10] SO WHERE WE'RE AT RIGHT NOW A
[1:17:12] TUTOR WOULD BE BEST OR OKAY IF
[1:17:14] WE WERE TO GET HER BACK INTO
[1:17:15] SCHOOL NOT SUCH A HUGE SETTING
[1:17:18] YOU KNOW, LIKE A PUBLIC SCHOOL
[1:17:19] MAYBE SOMETHING A.
[1:17:20] LITTLE BIT.
[1:17:21] MORE SMALLER AND
[1:17:21] PERSONALIZED YOU KNOW, A
[1:17:23] SMALLER CLASSROOM.
[1:17:24] THAT'S MY.
[1:17:25] GROUP AND LET'S TALK ABOUT
[1:17:26] THIS MORE.
[1:17:28] AFTER AFTER THE AFTER THIS.
[1:17:29] NOT NOW YOU ARE YOU PUSHING ME?
[1:17:31] YOU DON'T WANT ME TO GET UP MY
[1:17:32] MOM?
[1:17:33] UM, NO.
[1:17:33] I DON'T WANT YOU TO GET ABOUT
[1:17:35] YOU SEE THAT ONE.
[1:17:37] CALL BUT RIGHT NOW YOU ARE LIKE
[1:17:38] YOU ARE PUSHING IT RIGHT NOW TO
[1:17:41] YOU GO AHEAD TO YOU AND THAT'S
[1:17:42] IT.
[1:17:43] OKAY?
[1:17:44] SO REALLY.
[1:17:47] THERE IT GOES.
[1:17:48] UM SO WHAT NEEDS TO CHANGE?
[1:17:50] UM I WOULD SAY THE PREVENTION
[1:17:54] ACCOUNTABILITY UM PROPER
[1:17:56] INVESTIGATIONS.
[1:17:57] UM IN MY SITUATION.
[1:17:58] WITH THE.
[1:17:59] PHYSICAL BULLYING UM THE SEXUAL
[1:18:01] MISCONDUCT ON THE BUSSES AGAIN
[1:18:04] I MENTIONED EARLIER HAVING UM
[1:18:05] BUS MONITORS TO.
[1:18:07] SUPERVISE THAT ARE.
[1:18:08] QUALIFIED UM TO BE ON THE
[1:18:10] BUSSES.
[1:18:11] I THINK ALSO WHEN IT COMES TO
[1:18:12] THE PREVENTION LIKE WE NEED TO
[1:18:14] BE WORKING ON PREVENTION
[1:18:16] STRATEGIES AS WELL AS HOW DO WE
[1:18:18] HANDLE WHEN STUFF IS ACTUALLY
[1:18:19] OCCURRED.
[1:18:20] WHAT HAPPENS AFTER THAT?
[1:18:22] UM, TO MAKE SURE THAT THIS IS
[1:18:24] NOT HAPPENING LIKE THE
[1:18:25] RECIDIVISM WAS HAPPENING OVER
[1:18:26] AND OVER AGAIN LIKE MY DAUGHTER
[1:18:28] EVERY YEAR HAS HAD AN ISSUE AND
[1:18:29] SHE'S ONLY EIGHT YEARS OLD AND
[1:18:32] SHE STARTED AT THAT SCHOOL IN
[1:18:34] KINDERGARTEN AND IT DOESN'T
[1:18:35] MAKE SENSE THAT SHE EVERY YEAR
[1:18:36] HAS ISSUES OVER AND OVER AGAIN
[1:18:39] JUST IN A DIFFERENT WITH A
[1:18:40] DIFFERENT CHILD.
[1:18:41] UM SO I THINK THAT AND LIKE
[1:18:42] EVEN WHEN YOU REQUEST THE TAPES
[1:18:44] TO BE PULLED TO FIND OUT WHEN A
[1:18:46] CHILD HAS HAS REPORTED BEING
[1:18:48] ATTACKED SOMETIMES YOU DON'T
[1:18:49] GET THOSE TAPES AND THEN THOSE
[1:18:51] ARE DESTROYED.
[1:18:52] THEY ONLY HAVE THEM FOR A
[1:18:53] CERTAIN AMOUNT OF TIME.
[1:18:54] SO TO EVEN FOR THEM TO DO A
[1:18:56] PROPER INVESTIGATION, THEY
[1:18:58] CAN'T DO THAT WHEN THEY DON'T
[1:18:59] EVEN HAVE THE TAPES AS.
[1:19:00] A RECORDING.
[1:19:01] OR WHEN SOMETHING HAPPENS WITH
[1:19:02] THE BUS DRIVERS.
[1:19:04] UM MY MY DAUGHTER.
[1:19:05] WAS FORCEFULLY TOLD TO GET OFF
[1:19:07] THE BUS AND WALK HOME BY
[1:19:08] HERSELF.
[1:19:09] SHE'S EIGHT YEARS OLD AND
[1:19:10] THERE'S DOMESTIC VIOLENCE SO
[1:19:11] THERE'S SAFETY CONCERNS THERE
[1:19:12] AND I RAISE THAT AS AN ISSUE
[1:19:14] AND THE ONLY INVESTIGATION THEY
[1:19:16] DO IS THEY ASK THE BUS DRIVER
[1:19:17] WHAT HAPPENED.
[1:19:18] I SAID IF SOMEONE PUT THEIR
[1:19:19] HAND IN A COOKIE JAR, THEY'RE
[1:19:20] NOT GOING TO SAY THAT THEY PUT
[1:19:21] THEIR HAND IN THE COOKIE JAR.
[1:19:22] THAT'S NOT AN INVESTIGATION.
[1:19:24] TO FIND OUT WHY HE FORCEFULLY
[1:19:25] TOLD MY DAUGHTER TO WALK HOME
[1:19:26] AND I WAS RIGHT THERE AND HE
[1:19:28] JUST TOOK OFF AND TOLD HER TO
[1:19:30] GET OFF.
[1:19:30] SO THAT'S NOT SAY I MEAN A
[1:19:32] CHILD DIED LAST YEAR.
[1:19:33] FIVE YEAR OLD DIED LAST YEAR UH
[1:19:35] RUN OVER BY THE SCHOOL BUS.
[1:19:37] SO WHEN ONE LIFE LOST IS TOO
[1:19:39] MANY, ONE LIFE IMPACTED IS TOO
[1:19:41] MANY.
[1:19:42] YEAH.
[1:19:42] THANK YOU.
[1:19:43] THANK YOU, MADAM CHAIR.
[1:19:46] THAT'S RIGHT.
[1:19:46] WE GET YOUR BOY.
[1:19:48] GET YOUR BOY OUT MY CHAMBER
[1:19:49] RIGHT NOW I'M GOING TO PLAY
[1:19:52] THAT TAPE OVER.
[1:19:53] AND I'M.
[1:19:54] GOING TO DO A TEE TIME ON
[1:19:55] YOUR BEHAVIOR IN MY CHAMBER.
[1:19:59] UM, UNTIL.
[1:20:01] ALL RIGHT.
[1:20:01] OKAY.
[1:20:02] UH HUH.
[1:20:03] ALL RIGHT.
[1:20:05] WE'RE MOVING ON.
[1:20:06] WE REALLY DO APPRECIATE YOU ALL
[1:20:09] DO NOT GO BECAUSE I'M SURE YOU
[1:20:11] ARE GOING TO HAVE SOME
[1:20:13] QUESTIONS.
[1:20:14] UM, AND I'M GOING TO ASK THE
[1:20:16] ADMINISTRATION TO MAKE THEIR
[1:20:17] WAY DOWN.
[1:20:18] THANK YOU ALL.
[1:20:19] I KNOW IT WAS NOT AN EASY THING
[1:20:21] TO DO FOR THOSE FOLKS WHO WERE
[1:20:23] HERE TO SPEAK TRUTH TO POWER
[1:20:24] THE WAY THAT YOU DID, BUT WE
[1:20:26] REALLY DO APPRECIATE IT AND SO
[1:20:27] THAT IT TOOK SO LONG.
[1:20:28] BUT LAST TIME WE HAD THE
[1:20:29] SCHEDULED THEY WERE HAVING THE
[1:20:30] WORLD CUP SITUATION OUTSIDE AND
[1:20:32] I DID NOT WANT THAT TO COMPETE
[1:20:34] WITH WHAT WAS HAPPENING INSIDE
[1:20:35] HERE.
[1:20:36] SO I DO APPRECIATE YOUR
[1:20:37] PATIENCE AS WE RESCHEDULED
[1:20:38] THIS.
[1:20:39] SO THANK YOU SO MUCH FOR
[1:20:40] SHOWING UP AND WE LOOK FORWARD
[1:20:42] TO HEARING FROM THE
[1:20:43] ADMINISTRATION AND THEN
[1:20:44] THINKING ABOUT A WORKING
[1:20:46] SESSION FOR WHAT ARE WE GOING
[1:20:48] TO DO ABOUT IT?
[1:20:49] LIKE LEON AND I TALKED ABOUT
[1:20:50] HAVING A DASHBOARD WE HAVE SOME
[1:20:52] IDEAS BECAUSE WE'RE NOT GOING
[1:20:54] TO KEEP HAVING THESE
[1:20:55] CONVERSATIONS LIKE.
[1:20:55] THIS ACTION TEAM.
[1:20:57] YEAH WE'RE GOING TO WE TALKED
[1:20:58] ABOUT THIS IN OUR PREVIOUS
[1:21:00] SESSION.
[1:21:00] SO WE'RE GOING TO BE BRINGING
[1:21:01] IN SOME FOLKS TO ACTUALLY COME
[1:21:03] UP WITH SOME SOMETHING ACTUALLY
[1:21:04] TANGIBLE.
[1:21:05] SO THANK YOU.
[1:21:06] THANK YOU.
[1:21:07] ALL RIGHT.
[1:21:08] COME ON BEEPS YOU'RE THE NEXT
[1:21:11] CONTESTANT ON THE HEARING IS
[1:21:14] RIGHT THIS.
[1:21:15] IS MY ORGANIZATION.
[1:21:18] LET'S GO SEE.
[1:21:21] SO THIS IS OUR.
[1:21:23] ALL RIGHT.
[1:21:32] OKAY SO.
[1:21:44] OKAY JUST WANT.
[1:21:46] TO GET YOUR BAG.
[1:21:47] ALL RIGHT BUT WHAT I AM
[1:21:50] LEARNING.
[1:21:51] IS WE ALWAYS LEAD WITH
[1:21:52] COMMUNITY VOICE AND THEN WE GO
[1:21:53] TO THE ADMINISTRATION.
[1:21:55] BUT THEN BY THE TIME THE
[1:21:56] ADMINISTRATION GOES SO SOME
[1:21:58] OF MY COLLEAGUES ARE NOT HERE
[1:21:59] TO ASK QUESTIONS SO I DON'T
[1:22:01] KNOW I THINK I MIGHT HAVE TO
[1:22:02] SWITCH IT UP A LITTLE BIT
[1:22:03] BECAUSE OFTENTIMES SO MUCH
[1:22:06] OF THE ANSWERS ARE RIGHT HERE
[1:22:07] WITH THE ADMINISTRATION.
[1:22:09] AND SO I THINK I'M GOING TO
[1:22:10] HAVE TO SWITCH THINGS UP JUST A
[1:22:13] LITTLE BIT SOMETIMES BECAUSE.
[1:22:14] WE NEED A LITTLE.
[1:22:15] BIT MORE TIME WITH Y'ALL.
[1:22:17] ALL RIGHT SO LET'S UH OH HOW
[1:22:20] LONG IS HOW LONG.
[1:22:22] HOW MUCH TIME Y'ALL NEED?
[1:22:26] WHATEVER YOU ALL NEED UM,
[1:22:29] OBVIOUSLY WANT TO GET TO THE
[1:22:30] YOUTH.
[1:22:30] THAT'S RIGHT.
[1:22:32] RIGHT ANSWER.
[1:22:34] SO DO YOU GUYS WANT TO GO JUST
[1:22:36] INTO QUESTIONS OR DO YOU WANT
[1:22:37] TO SHOW US A LITTLE BIT ABOUT
[1:22:38] WHAT YOU BEEN UP TO?
[1:22:40] HOW DO YOU HOW DO YOU WANT TO
[1:22:42] USE YOUR TIME?
[1:22:42] SURE I DO I THINK I WANT TO
[1:22:45] JUST LEVEL SET UM.
[1:22:47] YOU KNOW, I THINK WE SHOULD
[1:22:49] START WITH INTRODUCTIONS.
[1:22:49] COREY MCCARTHY CHIEF OF STUDENT
[1:22:50] SUPPORT.
[1:22:51] YEAH.
[1:22:53] CHRISTINE TRAVIS, TONY
[1:22:53] SENIOR.
[1:22:54] ADVISOR TO THE.
[1:22:55] SUPERINTENDENT FOR
[1:22:56] SPECIALIZED SERVICES.
[1:22:57] I'LL TALK TO YOU.
[1:22:58] THE PEANUT SOUP RETURN OF FOR
[1:23:00] BOTH PUBLIC SCHOOLS.
[1:23:01] I THINK COUNCIL WOULD START OFF
[1:23:02] SOME.
[1:23:02] BRIEF OPENING.
[1:23:03] REMARKS AND THEN WE CAN JUMP
[1:23:04] INTO QUESTIONS.
[1:23:05] THAT'S WHY WE'RE HERE TO SET
[1:23:06] THE STAGE FOR WHATEVER MAKES
[1:23:07] YOU APPRECIATE.
[1:23:08] MOST COMFORTABLE.
[1:23:09] OKAY.
[1:23:09] UM, AS A CHIEF OF STUDENT
[1:23:11] SUPPORT, UM, THE BULLYING
[1:23:15] PIECE, UM, THE ISSUES
[1:23:18] OF BULLYING, THE REPORTING THAT
[1:23:19] FALLS INTO MY PURVIEW.
[1:23:21] UM, I WANT FOLKS TO KNOW I I
[1:23:25] WANT YOU ALL TO KNOW AND I
[1:23:28] REALLY APPRECIATE, UM, THAT
[1:23:30] YOU'RE BRINGING ATTENTION TO AN
[1:23:32] ISSUE THAT, YOU KNOW, THAT'S,
[1:23:33] UH, THAT GOES THAT'S AT THE
[1:23:35] HEART OF PUBLIC EDUCATION.
[1:23:36] UH, EVERY EVERY CHILD HAS A
[1:23:38] RIGHT TO FEEL SAFE, UM,
[1:23:40] RESPECTED AND PROTECTED.
[1:23:43] AND OUR WORK IN STUDIO SUPPORT
[1:23:46] IS WE TRY TO FUNCTION AS IF WE
[1:23:47] ARE THE UNION FOR THE YOUTH.
[1:23:49] UM, MY LEADERSHIP IN THAT TIME
[1:23:53] IN THE SINCE 2024 IN THIS BEING
[1:23:55] IN THE ROLE REFLECTS THAT UH I
[1:23:57] WANT TO BEGIN WITH THE STUDENTS
[1:23:58] AND FAMILIES WHO HAVE
[1:23:59] EXPERIENCED BULLYING,
[1:24:01] HARASSMENT OR UM OR FEAR IN OUR
[1:24:04] SCHOOLS.
[1:24:05] UM, I WANT YOU TO HEAR CLEARLY
[1:24:07] THAT WE HEAR YOU AND UH, WE
[1:24:09] YOUR EXPERIENCE MATTERS AND NO
[1:24:11] CHILD SHOULD HAVE TO CONVINCE
[1:24:13] AN ADULT THAT THEIR SAFETY
[1:24:14] DESERVES ANY OF OUR ATTENTION.
[1:24:16] UH, YOU KNOW, MANY OF US SPENT
[1:24:18] OUR CAREER WORKING WITH YOUNG
[1:24:20] PEOPLE IN CLASSROOMS, IN
[1:24:21] SCHOOLS AND NOW WITH STUDENT
[1:24:23] SUPPORT IN THE BOSTON PUBLIC
[1:24:24] SCHOOLS AND THROUGH ALL THOSE
[1:24:26] ROLES, UM, YOU KNOW, WE'RE
[1:24:28] GUIDED BY THE BELIEF THAT
[1:24:30] EVERYTHING MUST BEGIN AND END
[1:24:32] WITH CARE AND NOT A SLOGAN UM,
[1:24:35] BUT CARE THAT A STUDENT IN A
[1:24:37] FAMILY CAN ACTUALLY FEEL.
[1:24:40] UM AND THAT IS PRONOUNCED IN
[1:24:42] THE TEACHER WHO NOTICES THE
[1:24:43] CHILD WHO IS BECOMING WITHDRAWN
[1:24:46] UM THE COUNSELOR WHO MAKES ROOM
[1:24:48] FOR FOR THE CHILD TO TALK
[1:24:50] HONESTLY UH, THE SCHOOL LEADER
[1:24:52] WHO CALLS A FAMILY AND LISTENS
[1:24:53] WITHOUT DEFENSIVENESS AND TAKES
[1:24:56] RESPONSIBILITY FOR WHAT HAPPENS
[1:24:57] NEXT AND PERHAPS MORE
[1:24:59] IMPORTANTLY REALLY CHECKING
[1:25:01] BACK AFTER THE INVESTIGATION TO
[1:25:02] MAKE SURE THAT THE HARM IS IT
[1:25:05] HAS STOPPED.
[1:25:06] UM, YOU KNOW, WHEN A FAMILY
[1:25:08] REPORTS BULLYING, UM, IT'S NOT
[1:25:11] TREATED AS A COMPLAINT.
[1:25:12] THEY ARE TRUSTING US WITH THEIR
[1:25:13] CHILDREN, WITH THEIR CHILD AND
[1:25:15] WE MUST HONOR THAT THROUGH
[1:25:16] ACTION.
[1:25:18] UM, DPS HAS CLEAR POLICIES AND
[1:25:21] RESOURCES.
[1:25:22] STUDENTS OF FAMILIES CAN SPEAK
[1:25:24] TO A TRUSTED ADULT, USE OUR
[1:25:25] SAFE SPACE AND BULLYING
[1:25:27] PREVENTION HOTLINE OR REPORT
[1:25:29] CONCERNS THROUGH DISTRICT
[1:25:30] SYSTEMS.
[1:25:32] SCHOOL LEADERS THEN ARE
[1:25:33] RESPONSIBLE FOR INVESTIGATING
[1:25:34] THESE ALLEGATIONS,
[1:25:36] COMMUNICATING WITH FAMILIES AND
[1:25:37] PROTECTING STUDENTS AS CONCERNS
[1:25:39] ARE BEING REVIEWED THROUGH
[1:25:41] SUCCEED BOSTON SCHOOL UM SCHOOL
[1:25:44] COUNSELORS, SOCIAL WORKERS
[1:25:45] RESTORATIVE PRACTICES TEAMS AND
[1:25:46] I'LL GET INTO THAT.
[1:25:48] UM I THINK MR SMITH ALLUDED TO
[1:25:50] THAT.
[1:25:50] UM, IF HE'S STILL HERE.
[1:25:52] ON LEAVE.
[1:25:55] UM, THEY THEY LEAD OUR
[1:25:56] PREVENTION PROGRAMS AND WE ALSO
[1:25:58] CREATE OPPORTUNITIES FOR YOUNG
[1:25:59] PEOPLE TO TALK, SUCCEED BOSTON,
[1:26:01] BUILD EMPATHY, LEARN
[1:26:02] RESPONSIBLE BEHAVIOR AND GET
[1:26:03] HELP.
[1:26:04] THAT INCLUDES SUPPORT FOR CYBER
[1:26:06] BULLYING.
[1:26:07] WHICH IS.
[1:26:07] CRITICAL RIGHT?
[1:26:08] IT HAPPENS EVERY DAY WITH UH
[1:26:09] JUST THAT MIGHT BE A WHOLE
[1:26:11] NOTHER HEARING FOR WORKING
[1:26:13] HEARING UM AND THE DIGITAL
[1:26:16] SPACE IS WHERE MUCH OF OUR
[1:26:17] STUDENT LIFE TAKES PLACE.
[1:26:18] BUT A POLICY IS NOT THE SAME
[1:26:20] THING AS SAFETY.
[1:26:22] UH, COMPLETED REPORT IS NOT
[1:26:24] PROOF THAT A STUDENT FEELS
[1:26:25] PROTECTED AND INVESTIGATION
[1:26:27] ALONE UH, DOES NOT MEAN THAT
[1:26:30] HARMFUL BEHAVIOR HAS STOPPED AS
[1:26:31] WE HEARD EVIDENCED BY HOW
[1:26:33] PEOPLE FEEL CALLED TODAY.
[1:26:35] UH, WE HAVE TO IF THE CHILD CAN
[1:26:37] RIDE A SCHOOL BUS WITHOUT FEAR
[1:26:40] OR THE BATHROOM WITHOUT ANXIETY
[1:26:42] AND WHEN OUR RESPONSE IS NOT
[1:26:43] FALLS SHORT, WE HAVE TO SAY SO
[1:26:46] WE HAVE TO CORRECT IN AND
[1:26:47] FOLLOW THROUGH.
[1:26:48] IF YOU KNOW ANYTHING ABOUT THIS
[1:26:51] WORK THAT WE'VE INVESTED IN AND
[1:26:54] I'VE INVESTED IT PERSONALLY,
[1:26:54] THAT'S THE WAY WE OPERATE.
[1:26:56] I BELIEVE IN RESTORATION AND
[1:26:58] CAPACITY OVER THE YOUNG PEOPLE
[1:27:00] TO GROW AND RESTORATIVE
[1:27:03] PRACTICES.
[1:27:04] I AND OUR AND WE REFER TO THEM
[1:27:06] AS RESTORATIVE JUSTICE
[1:27:07] PRACTICES.
[1:27:07] THIS IS A DISTINCTION AND I
[1:27:08] WILL GET TO UM YOU KNOW IT IT'S
[1:27:13] IT CAN'T MINIMIZE HARM AND
[1:27:15] REPLACE SAFETY WITH AN
[1:27:16] ACCOUNTABILITY RIGHT.
[1:27:20] UM I WILL SAY THAT WE HAVE
[1:27:22] IMPROVED OUR UM, ABILITY TO BE
[1:27:25] RESPONSIVE IF YOU SPEAK TO
[1:27:27] FAMILIES WHO HAVE REACHED OUT,
[1:27:29] THEY'VE GOTTEN A CALL BACK,
[1:27:30] THEY'VE GOTTEN AN ACTION.
[1:27:32] I EVEN WENT TO HOUSES
[1:27:34] PERSONALLY AND WE ARE BUILDING
[1:27:37] OUR WE HAVE BUILT UM UNDER THE
[1:27:39] LEADERSHIP OF UM OF THE OF POOR
[1:27:43] UM VALERIA MIRANDA FREDERICK UM
[1:27:46] JAMILA MY GRANDSON WHO'S HERE
[1:27:47] AT THE SCENE DIRECTOR OF 60
[1:27:48] BOSTON.
[1:27:49] WE HAVE BUILT UH RESTORATIVE
[1:27:51] PRACTICES JUSTICE PRACTICES
[1:27:53] TEAM AND SAFE AND WELCOMING
[1:27:54] SCHOOLS TEAM.
[1:27:55] UM, WE HAVE EIGHT AND NINE
[1:27:57] TOTAL INDIVIDUALS UM, INCLUDING
[1:28:00] THE LEADERSHIP WHO UH AND THIS
[1:28:02] IS WHEN I FIRST CAME BACK TO
[1:28:03] THE DISTRICT, UM, CHAIR MEJIA.
[1:28:06] THIS IS SOMETHING THAT YOU WERE
[1:28:07] EMPHASIZING THAT TEAM NOW HAVE
[1:28:09] COHORTS OF SCHOOLS WHO WHO
[1:28:11] CONSTANTLY WORKS WITH WORK WITH
[1:28:15] SCHOOL TEAMS TO INTERROGATE
[1:28:17] PRACTICES THAT IS NOT REMOTELY
[1:28:20] ARE NOT SOLELY FOCUSED ON
[1:28:23] SOMETHING HAPPENING TO THE
[1:28:24] CHILD.
[1:28:25] IT HAS TO WORK ON THE RESPONSE
[1:28:27] AND IT HAS TO WORK WITH THE
[1:28:29] INDIVIDUAL WHO COMMITTED THE
[1:28:30] HARM.
[1:28:31] AND I THINK THAT'S THAT'S
[1:28:32] SOMETHING THAT IS ANOTHER
[1:28:34] CONVERSATION.
[1:28:35] UH, RESTORATIVE JUSTICE
[1:28:36] PRACTICES IS NOT A STRATEGY WE
[1:28:38] USE WHEN SOMETHING GOES WRONG
[1:28:39] IS A PHILOSOPHY THAT INFORMS
[1:28:40] HOW WE BUILD A COMMUNITY,
[1:28:42] ADDRESS HARM AND HOLD PEOPLE
[1:28:44] ACCOUNTABLE.
[1:28:45] I WANT TO BE CLEAR, UM, THIS IS
[1:28:48] NOT AN ABSENCE OF CONSEQUENCES
[1:28:49] WHEN WE ARE DOING THAT.
[1:28:51] UM IT IS JUST RESTORATIVE
[1:28:54] JUSTICE IS WHAT WE BELIEVE.
[1:28:56] UH THE PRACTICES WHAT WE DO IN
[1:28:57] RESTORATIVE OUTCOMES IS WHAT WE
[1:28:58] MEASURE AND THOSE MEMBERS AND
[1:29:02] WE'RE WILLING TO MEET WITH
[1:29:03] ANYONE YOU KNOW, I'M WILLING TO
[1:29:05] MEET AND SIT DOWN WITH ANYONE.
[1:29:07] UM, BUT WE DO HAVE RESTORATIVE
[1:29:09] PRACTICES SAFE AND WELCOMING
[1:29:10] SCHOOL SPECIALISTS WHO PARTNER
[1:29:11] WITH SCHOOL LEADERS AND THEIR
[1:29:13] DESIGNEES ON THE IMPLEMENTATION
[1:29:14] OF THE DISTRICT'S BULLYING UH
[1:29:16] PREVENTION INTERVENTION.
[1:29:19] UM.
[1:29:19] ,THE BULLYING AND PREVENT
[1:29:20] INTERVENTION SPECIALIST UM AND
[1:29:22] THE SCHOOL BASED LEVEL HAVE TO
[1:29:24] COMPETE COMPLETE TO DAY
[1:29:26] BULLYING PREVENTION TRAININGS
[1:29:27] IN ORDER TO BE IN THIS ROLE IN
[1:29:29] THE SCHOOL BASED LEVEL.
[1:29:30] AND SO THIS IS ON TOP OF THE
[1:29:31] RESTORATIVE JUSTICE PRACTICES,
[1:29:34] UM AND SAFE AND WELCOMING
[1:29:34] SCHOOLS FOLKS UNDER THE BOSTON
[1:29:36] PUBLIC SCHOOLS BULLYING
[1:29:38] PREVENTION AND INTERVENTION
[1:29:39] PLAN SS 18 UH
[1:29:43] SUPERINTENDENT CIRCULAR WE
[1:29:43] DETERMINE WHETHER SOMETHING IS
[1:29:44] BULLYING INTO A FORMAL
[1:29:46] INVESTIGATION.
[1:29:47] UH, NOT BECAUSE THE STUDENT
[1:29:49] PARENTS USES THE WORD BULLYING.
[1:29:51] WE WE OPEN UP A FULL
[1:29:52] INVESTIGATION.
[1:29:53] UH, THE KEY DISTINCTION IS NOT
[1:29:56] EVERY CONFLICT, ARGUMENT AND
[1:29:57] HURTFUL INTERACTION MEETS THE
[1:30:00] DEFINITION OF BULLYING.
[1:30:01] BUT EVERY REPORTED CONCERN
[1:30:02] DESERVES A RESPONSE.
[1:30:02] RIGHT?
[1:30:03] LIKE WE HAVE TO RESPOND TO
[1:30:04] EVERYTHING AND AND ONCE AGAIN I
[1:30:07] KNOW I'M TALKING A LOT BUT I'M
[1:30:08] LEVEL SETTING.
[1:30:09] UM, THREE PRIMARY FACTORS WE
[1:30:11] EXAMINED THE POWER IMBALANCE
[1:30:12] REPEATED BEHAVIOR AND
[1:30:14] INTENTIONAL AND TARGETED
[1:30:15] BEHAVIOR WHICH WE WEREN'T HAPPY
[1:30:16] TO GET INTO.
[1:30:17] UM.
[1:30:20] HOW THE DETERMINATION IS MADE.
[1:30:23] UH, WE RECEIVE AND DOCUMENT THE
[1:30:25] ALLEGATIONS.
[1:30:26] ANY STAFF MEMBER WHO BECOMES
[1:30:28] AWARE OF POSSIBLE BULLYING MUST
[1:30:30] REPORT IT IMMEDIATELY TO THE
[1:30:31] SCHOOL LEADER OR DESIGNEE.
[1:30:33] UM.
[1:30:34] THEN IT MUST BE ASSESSED
[1:30:35] IMMEDIATELY.
[1:30:38] UM AND WE FOR SAFETY IN
[1:30:39] CONTACTING FAMILIES THAT.
[1:30:40] HAS TO HAPPEN.
[1:30:41] SAFETY MEASURES BEGIN BEFORE
[1:30:43] THE INVESTIGATION CONCLUDES.
[1:30:46] FAMILY NOTIFICATION IS REQUIRED
[1:30:47] WITHIN 24 HOURS BUT IT'S
[1:30:49] IMMEDIATELY UH YOU THEN THE
[1:30:51] SCHOOLS THEN HAVE TO GATHER
[1:30:52] EVIDENCE, INTERVIEW THE
[1:30:53] TARGETED STUDENT, THE ALLEGED
[1:30:55] AGGRESSOR WITNESSES AND AND
[1:30:57] RELEVANT ADULTS AND REVIEW THE
[1:30:59] AVAILABLE DOCUMENTATION OR
[1:31:00] DIGITAL EVIDENCE WHICH DIGITAL
[1:31:02] EVIDENCE IS ALWAYS COMING UP
[1:31:03] THESE DAYS UM APPLY THE POLICY
[1:31:06] CRITERIA UM EXAMINE THE POWER
[1:31:09] IN THOSE THREE PIECES IS THERE
[1:31:10] POWER IMBALANCE, REPETITION,
[1:31:12] TARGETED CONDUCT, HARMFUL
[1:31:14] IMPACT OR ANY PROTECTED CLASS
[1:31:16] CONSIDERATIONS?
[1:31:17] THAT MEANS STUDENTS WITH
[1:31:17] DISABILITIES UM STUDENTS WHO UM
[1:31:22] ARE EXPERIENCING UH WHO TEND TO
[1:31:25] BE DOWN TO SPEAK MULTIPLE
[1:31:26] LANGUAGES ETC. UM DOCUMENT THE
[1:31:28] FINDINGS AND INTERVENTIONS
[1:31:30] UNDER THE
[1:31:31] SUPERINTENDENT CIRCULAR WHICH I
[1:31:32] THINK YOU GUYS HAVE ACCESS TO.
[1:31:33] WE COULD SHARE UM, THE SCHOOL
[1:31:34] LEADER OR DESIGNEE MUST
[1:31:35] COMPLETE THE INVESTIGATION,
[1:31:37] NOTIFY FAMILIES WITHIN FIVE
[1:31:38] SCHOOL DAYS THE FOLLOW THROUGH
[1:31:42] UM IMPLEMENT THE APPROPRIATE AS
[1:31:45] A RESULT UM YOU IMPLEMENT THE
[1:31:47] APPROPRIATE INTERVENTIONS
[1:31:49] PROTECT AGAINST RETALIATION
[1:31:51] WHICH HAS BEEN MENTIONED HERE
[1:31:53] AND CONFIRM WHETHER OR NOT THE
[1:31:54] STUDENT FEEL SAFE AND THE
[1:31:55] CONCERNING BEHAVIOR HAS STOPPED
[1:31:56] .
[1:31:57] UM YOU KNOW I WANT ONE THING IS
[1:31:59] AN IMPORTANT DISTINCTION IS NOT
[1:32:01] EVERY HARMFUL INTERACTION
[1:32:03] BETWEEN STUDENTS LEGALLY
[1:32:04] QUALIFIES AS BULLYING, BUT WE
[1:32:05] STILL INVESTIGATE UM IF IF YOU
[1:32:08] FEEL IF YOU BELIEVE THE NUMBERS
[1:32:10] ARE HIGH THE NUMBERS ARE HIGH
[1:32:11] BASED ON REFERRALS.
[1:32:13] BUT IF YOU IF THE NUMBER WAS
[1:32:14] TEN IT'S STILL HIGH.
[1:32:16] SO THERE SHOULD BE ZERO AND WE
[1:32:17] AND I RECOGNIZE THAT UM BUT
[1:32:21] EVERY THE REFERRALS ARE HIGH
[1:32:22] BECAUSE WE HAVE A STRONGER
[1:32:23] PROCESS UM WE HAVE A GREATER
[1:32:26] DEMAND ON A SCHOOL BASED LEVEL
[1:32:27] FOR TRANSPARENCY.
[1:32:29] UM.
[1:32:30] AND YOU KNOW, WE ALSO WANT
[1:32:33] TO MAKE SURE THAT WHEN AN
[1:32:35] INVESTIGATION DETERMINES AN
[1:32:36] INCIDENT WAS NOT BULLYING, IT
[1:32:38] DOES NOT MEAN NOTHING HAPPENED
[1:32:41] AND THAT'S ANOTHER DISTINCTION.
[1:32:43] UM, A CHILD MAY STILL HAVE BEEN
[1:32:46] HUMILIATED, INTIMIDATED,
[1:32:47] THREATENED OR MADE TO FEEL
[1:32:48] UNSAFE AND IT'S OUR OBLIGATION
[1:32:51] TO THAT CHILD.
[1:32:53] UM.
[1:32:53] TO MAKE SURE THAT CHILD DOES
[1:32:55] NOT DISAPPEAR BECAUSE AN
[1:32:56] INCIDENT FAILS TO MEET A
[1:32:57] PARTICULAR DEFINITION.
[1:32:59] THAT DETERMINATION TELLS US HOW
[1:33:01] TO CLASSIFY THE INCIDENT.
[1:33:03] UM, OUR COMMITMENT TO CARE AND
[1:33:08] IT HAS PRODUCED AND THAT LEVEL
[1:33:11] AND THAT INTENTION AND THAT
[1:33:13] VEHICLE HAS ALLOWED US TO
[1:33:14] CREATE SPACES, ADDITIONAL
[1:33:15] SPACES IN THE DISTRICT WHERE
[1:33:17] FAMILIES COULD FEEL COMFORTABLE
[1:33:19] REPORTING UM THESE PIECES
[1:33:22] REPORTING INCIDENT HOMELESSNESS
[1:33:23] ABILITY REPORTING, HUNGER
[1:33:26] REPORTING UM IF SOMETHING IS
[1:33:28] NOT WORKING OUT FOR THEM AND WE
[1:33:31] ARE UH A PUBLIC SCHOOL SYSTEM
[1:33:33] AND I REALIZE THAT MY LENS HAS
[1:33:36] TO BE CONTINUOUS IMPROVEMENT
[1:33:37] AND OBVIOUSLY WE HAVE SOME
[1:33:38] RECOMMENDATIONS THAT'S THAT'S
[1:33:40] ALREADY BEEN IN PLACE UM, UNDER
[1:33:42] THE LEADERSHIP OF SAM AND MARY
[1:33:44] SKIPPER, WE HAVE REDESIGNED UM
[1:33:47] AND MADE SOME SIGNIFICANT
[1:33:48] SHIFTS AROUND WHAT WE'RE DOING.
[1:33:49] UM, THIS IS NOT AN ARGUMENT
[1:33:51] BACK AND FORTH IN TERMS OF IF
[1:33:53] THIS IS IF WE ARE IT'S NOT US
[1:33:54] AGAINST THESE FAMILIES.
[1:33:55] IT'S UM I NEED TO SIT DOWN WITH
[1:33:58] EVERY EVERY SINGLE PERSON HERE
[1:33:59] IF I HAVE.
[1:34:00] IF I HAVE TO UM, BUT EVERY
[1:34:03] SINGLE REPORT AND YOU KNOW THE
[1:34:05] I'LL SAY THESE LAST TWO THINGS
[1:34:07] EVERY SINGLE REPORT CLEARLY
[1:34:08] DOCUMENT WHERE THE BULLYING WAS
[1:34:10] SUBSTANTIATED.
[1:34:11] WHETHER THE CONDUCT OCCURRED
[1:34:13] INCLUDED CONFLICT, HARASSMENT,
[1:34:14] RETALIATION OR CODE OF CONDUCT
[1:34:16] BY A VIOLATION.
[1:34:16] THIS IS ONLY BULLYING.
[1:34:17] I'M TALKING ABOUT WHAT SUPPORTS
[1:34:20] OR OR INTERVENTIONS WERE
[1:34:21] PROVIDED REGARDLESS OF THE
[1:34:23] DETERMINATION.
[1:34:23] SO YOU MAY IT MAY BE UNFOUNDED
[1:34:25] BUT YOU STILL MAY NEED AN
[1:34:28] INTERVENTION OR PLAN.
[1:34:30] UM AND WHO WILL FOLLOW UP WITH
[1:34:31] THAT STUDENT AND FAMILY AND
[1:34:33] WHEN AND I ALWAYS APPRECIATE
[1:34:36] WHEN PARENTS ARE VOCAL BECAUSE
[1:34:37] UH, YOU KNOW, I THINK THE TWO
[1:34:40] STRONGEST ENTITIES IN THE CITY
[1:34:41] ARE ORGANIZED PARENTS AND
[1:34:43] ORGANIZED YOUNG PEOPLE.
[1:34:44] UM, AND WE DO HAVE STAFF
[1:34:46] TRAININGS AND FOLKS SAY WHAT
[1:34:48] OUR THINK WHAT STAFF IS DOING
[1:34:50] OTHER THAN THE TWO DAY BULLYING
[1:34:51] PIECE UH WE HAVE ALL STAFF
[1:34:53] TRAININGS, WE HAVE NEW TEACHER
[1:34:54] HIRING, BULLYING PREVENTION
[1:34:55] TRAINING.
[1:34:55] UH WE HAVE THE BULLYING
[1:34:57] PREVENTION INTERVENTION
[1:34:59] SPECIALIST TRAINING WHICH IS A
[1:35:00] 12 HOUR TRAINING BULLYING
[1:35:02] PREVENTION WORKSHOPS FOR
[1:35:02] PARENTS AND STUDENTS WITH
[1:35:04] DISABILITIES.
[1:35:04] UM, WHICH MAKES ME THINK IS OUR
[1:35:06] MESSAGING STRONG ENOUGH SO THAT
[1:35:08] OUR PARENTS ARE DO ALL OF OUR
[1:35:09] PARENTS GIVE ACCESS TO OUR KNOW
[1:35:11] THIS HAPPENS AND I'LL BEFORE I
[1:35:14] GO TO MY COLLEAGUES AND ANSWER
[1:35:16] ANY QUESTIONS YOU KNOW OUR
[1:35:17] IMPACT WILL BE FOUND IN HOW WE
[1:35:19] TREAT PEOPLE.
[1:35:20] IT'S BEEN SAID UM ESPECIALLY
[1:35:21] WHEN THEY ARE VULNERABLE NEED
[1:35:23] US THE MOST.
[1:35:23] EVERY FAMILY DESERVES A
[1:35:25] RESPONSE GROUNDED IN CARE AND
[1:35:26] ACCOUNTABILITY.
[1:35:28] UM SO I'M I'M GRATEFUL THAT WE
[1:35:32] COULD HAVE THIS DISCUSSION AND
[1:35:33] THINK ABOUT AND WANT TO BE A
[1:35:35] PART OF ANYTHING OR ANY ORG
[1:35:36] THAT THAT WANTS TO DO THIS WORK
[1:35:39] .
[1:35:40] UM I AGREE WITH MR SMITH AND
[1:35:42] AND THE FAMILIES UM,
[1:35:45] RESTORATIVE PRACTICES IS THE
[1:35:47] WAY WE HAVE INVESTED IN
[1:35:49] RESTORATIVE JUSTICE PRACTICES.
[1:35:51] I WANT TO BE CLEAR, UH, WE'VE
[1:35:52] MET WITH THE PEOPLE WE MET WITH
[1:35:55] MULTIPLE PEOPLE EVELYN AQUINO
[1:35:57] MICHELLE, UH, NATIVE AMERICANS
[1:35:59] WHO WHO FOUNDED RESTORATIVE
[1:36:01] JUSTICE PRACTICES.
[1:36:02] WE MET WITH TEAMS AND IT IS A 5
[1:36:05] TO 7 YEAR PROCESS.
[1:36:06] WE ARE YEAR THREE TO FULLY
[1:36:08] INTEGRATE OUR DISTRICT RIGHT
[1:36:10] NOW WE HAVE A COHORT IF YOU
[1:36:11] WANT TO SEE ON WITNESS WHAT
[1:36:14] THAT LOOKS LIKE, HOW IT FEELS,
[1:36:17] UM THE GOAL IS FOR STUDENTS YES
[1:36:20] TO TO THE GOAL IS FOR US TO
[1:36:23] UNDERSTAND THAT HARM HAPPENS
[1:36:24] BUT THE RESPONSES JUST LIKE
[1:36:26] STUDENTS HAVE TO WE HAVE TO
[1:36:28] MEASURE STUDENTS SOMETIMES BY
[1:36:29] YES IF THEY MAKE A BAD
[1:36:30] DECISION.
[1:36:31] BUT DO WE CREATE THE CONDITIONS
[1:36:33] FOR THEM TO.
[1:36:34] NOT MAKE THAT POOR DECISION
[1:36:36] AGAIN?
[1:36:37] AND THAT'S THAT'S US THAT'S
[1:36:38] ME I WAS.
[1:36:39] I MADE SO MANY BAD DECISIONS I
[1:36:41] DON'T KNOW HOW I GOT HERE BUT.
[1:36:43] I IT'S MY JOB AND OUR ROLE TO
[1:36:45] MAKE SURE THAT WE ARE THE
[1:36:48] PEOPLE THAT OUR KIDS.
[1:36:49] WANT THAT I NEEDED WHEN I GREW
[1:36:51] UP WHEN I WAS GROWING UP.
[1:36:57] UH THANK YOU FOR THAT.
[1:36:58] UM AND THANK YOU COUNCIL WHO
[1:36:59] OPPOSING UM TODAY'S SESSION
[1:37:01] HEARING AND THANK YOU, UH,
[1:37:02] COUNCIL MEMBERS FOR JOINING US
[1:37:03] THIS EVENING.
[1:37:03] THE ONLY THING I'LL ADD TO WHAT
[1:37:05] UM, CHIEF MCCARTHY UM, ALLUDED
[1:37:07] TO WAS JUST TO THANK THE
[1:37:08] FAMILIES, UM, FOR COMING AND
[1:37:11] SHARING THE EXPERIENCES.
[1:37:11] AND I ALSO WANT TO, UM,
[1:37:13] PERSONALLY JUST SAY THAT I'M
[1:37:15] SORRY FOR THEIR EXPERIENCES,
[1:37:16] WHAT THEY WENT THROUGH BECAUSE
[1:37:18] UM.
[1:37:18] UH.
[1:37:19] JUST HEARING THE TESTIMONY
[1:37:21] JUST MADE MY BLOOD BOIL TO KNOW
[1:37:23] THAT, UM, WE FELL SHORT IN SOME
[1:37:25] OF THESE SITUATIONS, UM, AND
[1:37:28] OUR POLICIES AND PROCEDURES
[1:37:29] WEREN'T EFFECTIVE THERE AND FOR
[1:37:31] THE PUBLIC HERE TO KNOW THAT,
[1:37:33] UM, IF YOUR CHILD, UM, HAS BEEN
[1:37:35] SUBJECT TO ANY SEXUAL
[1:37:37] HARASSMENT, BULLYING, SEXUAL
[1:37:38] MISCONDUCT UM, IT ALSO MAKES
[1:37:40] ME BOIL TO KNOW THAT, UM, OUR
[1:37:42] SYSTEM HAS FAILED YOU AND WE
[1:37:43] ARE TRYING TO DO BETTER AND WE
[1:37:45] NEED TO DO BETTER.
[1:37:46] UM, I ALSO WANT TO JUST STATE
[1:37:48] THAT, UM, THE RESPONSE THAT WE
[1:37:50] HAVE BEEN WORKING TOWARDS OVER
[1:37:51] THE LAST COUPLE OF YEARS HAS
[1:37:53] JUST GOTTEN STRONGER BASED ON
[1:37:54] THE COLLABORATION THAT WE DO DO
[1:37:56] WITH FAMILIES AND PARENTS.
[1:37:58] UM, WE ARE CURRENTLY IN THE
[1:37:59] PROCESS OF UPDATING OUR CODE OF
[1:38:00] CONDUCT AND FOR THOSE FOLKS
[1:38:01] THEY KNOW WE GO THROUGH A CYCLE
[1:38:03] EVERY THREE YEARS OR UPDATE ON
[1:38:04] CODE OF CONDUCT AND WE TAKE
[1:38:06] VERY GREAT INTENTIONALITY IN
[1:38:07] MEETING WITH PARTNERS AND
[1:38:09] CAREGIVERS, PARENTS, STUDENTS
[1:38:10] TO GIVE US FEEDBACK ON OUR
[1:38:12] POLICIES AND PROCEDURES AS IT
[1:38:13] RELATES TO THAT AS A DISTRICT,
[1:38:15] WE'RE ALWAYS LOOKING AT OUR
[1:38:16] PRACTICES TO SEE WHERE WE CAN
[1:38:17] DO BETTER FROM SCHOOL SUPPORT
[1:38:19] SERVICE WORK TO OPERATIONAL
[1:38:21] WORK UM TO UH COORDINATING WITH
[1:38:24] DIFFERENT PARTNERS.
[1:38:25] WE ALWAYS SEEK TO GET BETTER
[1:38:26] WHERE WE'RE FALLING SHORT.
[1:38:27] YOU HAVE OUR COMMITMENT TO KEEP
[1:38:29] WORKING TOWARDS THAT AND WE'RE
[1:38:31] OPEN TO MEET WITH ANYONE HERE
[1:38:32] AND HE ADVOCATES HERE.
[1:38:33] I'VE KNOWN EARLY ON FOR YEARS
[1:38:34] IN THIS WORK.
[1:38:35] THANK YOU LEON FOR ALL YOUR
[1:38:36] WORK OVER THE YEARS IN
[1:38:37] INFORMING WHAT WE DO
[1:38:38] DIFFERENTLY.
[1:38:39] UM AND WE'LL CONTINUE TO DO
[1:38:40] THAT.
[1:38:41] SO I ALSO WANT TO LET THE
[1:38:42] PUBLIC KNOW THAT WHERE WE DO
[1:38:43] FALL SHORT AND IF OUR POLICY IS
[1:38:45] NOT FOLLOWED BY CERTAIN STAFF,
[1:38:48] WE WILL HOLD STAFF ACCOUNTABLE
[1:38:49] FOR THEIR UM, ERRORS, YOU KNOW,
[1:38:52] IN OUR POLICIES AND UM, WE WANT
[1:38:55] TO MAKE SURE WE'RE LOOKING
[1:38:56] CAREFULLY AT LICENSURE.
[1:38:57] THE CERTIFICATIONS STAFF ARE IN
[1:38:59] DIFFERENT PLACES WITH THEIR
[1:39:00] CERTIFICATIONS AND LICENSES.
[1:39:01] SO WE TAKE THAT VERY SERIOUSLY
[1:39:02] AS WELL.
[1:39:04] UM AND WE'LL CONTINUE TO
[1:39:05] MONITOR THAT AND GET BETTER
[1:39:06] WITH WORKING WITH OUR STAFF TO
[1:39:07] MAKE SURE THEY HAVE THE
[1:39:08] APPROPRIATE LICENSES AND IF
[1:39:10] THEY'RE IN THE PROCESS
[1:39:10] OF OBTAINING LICENSURE, IT'S
[1:39:11] BECAUSE THERE IS A GROUP
[1:39:12] OF STAFF THAT ARE IN THOSE
[1:39:13] CATEGORIES THAT WE CONTINUE TO
[1:39:14] SUPPORT THEM AS WE WANT TO MAKE
[1:39:16] SURE WE HAVE A HAVE WE MAINTAIN
[1:39:17] A DIVERSE WORKFORCE?
[1:39:18] UM, LASTLY, I'LL JUST SAY
[1:39:21] AROUND SOME OF OUR PROCEDURES I
[1:39:22] WANT TO JUST KIND OF CLARIFY
[1:39:23] THAT, UM, THE WAY I WOULD
[1:39:26] DESCRIBE OUR RESPONSE AND
[1:39:27] PROTOCOLS MAY BE A LITTLE
[1:39:29] CONFUSING, BUT I WANT TO MAKE
[1:39:30] SURE WE LOOK AT IT AS LIKE SOME
[1:39:33] OF OUR PROCEDURES HAVE TO RUN
[1:39:35] CONCURRENTLY BASED ON
[1:39:36] SATISFYING FEDERAL LAW IN OUR
[1:39:38] STATE AND LOCAL POLICIES.
[1:39:39] WHAT I MEAN BY THAT IS TITLE
[1:39:41] NINE DICTATES, UH, A CERTAIN
[1:39:43] SPECIFIC SET OF REQUIREMENTS.
[1:39:45] I STILL.
[1:39:46] SUPPORT WORK UH CODE OF CONDUCT
[1:39:48] WORK UM, FOLLOW CERTAIN STATE
[1:39:50] REQUIREMENTS STATE LAWS IN
[1:39:52] BOSTON POLICE WILL FOLLOW UP
[1:39:54] WITH ANY LAWS THAT THEY HAVE TO
[1:39:55] ABIDE BY AS FAR AS DIFFERENT
[1:39:56] INFRACTIONS THAT GO ON.
[1:39:57] SO THESE DIFFERENT ENTITIES
[1:39:59] HAVE TO WORK CONCURRENTLY AND
[1:40:00] SIMULTANEOUSLY.
[1:40:02] UM, SO AS DIFFERENT THINGS
[1:40:03] HAPPEN EACH OF THOSE LITTLE
[1:40:05] ARMS AND LEGS HAVE TO UM BE
[1:40:07] WORKING IN THE SAME DIRECTION
[1:40:09] SO THAT THE RIGHT OUTCOME CAN
[1:40:10] BE MADE FOR FAMILIES.
[1:40:12] SO IT DOES OCCUR WE WANT TO
[1:40:14] MAKE SURE THAT IMMEDIATELY IS
[1:40:15] BEING REPORTED ADDRESSED AT THE
[1:40:16] SCHOOL LEVEL SAFETY PLANS ARE
[1:40:18] PUT IN PLACE, COMMUNICATION IS
[1:40:19] HAPPENING WITH FAMILIES AND
[1:40:20] WE'RE STABILIZING THE
[1:40:22] ENVIRONMENT IN THE CLASSROOM
[1:40:23] AND THE SCHOOL AS A ITSELF AS A
[1:40:24] WHOLE AND IF WE NEED TO A NEED
[1:40:26] BE IN THE COMMUNITY BECAUSE WE
[1:40:27] ALSO KNOW THAT SOME OF THIS
[1:40:28] SPILLS INTO THE COMMUNITY AND
[1:40:29] THAT'S WHY WE WORK CLOSELY WITH
[1:40:30] OUR PARTNERS OUTSIDE.
[1:40:31] SO WE TAKE THAT WORK VERY
[1:40:32] SERIOUSLY IN THAT ARM WHEN WE
[1:40:34] NEED TO INVESTIGATE.
[1:40:35] TITLE NINE INVESTIGATION IS A
[1:40:37] PROCESS FOR THAT THAT OCCURS AS
[1:40:38] WELL.
[1:40:39] SIMULTANEOUSLY WHILE WE'RE
[1:40:40] STABILIZING THE SCHOOL, THE
[1:40:41] STUDENTS AND THE FAMILIES AND
[1:40:42] HOLD THE APPROPRIATE FOLKS
[1:40:43] ACCOUNTABLE, THEN WE ALWAYS ARE
[1:40:46] IN CONSULTATION WITH BOSTON
[1:40:47] POLICE.
[1:40:48] SO IN ANY OF THESE INSTANCES
[1:40:49] WHEN THEY OCCUR WE CONSTANTLY
[1:40:51] CONSTANTLY CONSTANTLY CONSULT
[1:40:52] WITH BOSTON POLICE BOSTON
[1:40:54] POLICE HAS A SEXUAL ASSAULT UM
[1:40:56] SO SEXUAL UM I'M NOT SURE THE
[1:40:58] QUITE NAME IT BUT THEY HAVE A
[1:41:00] SEXUAL ASSAULT UNIT THAT WORKED
[1:41:01] CLOSELY WITH CHIEF UM AS HE,
[1:41:03] MORELLO AND HIS TEAM THE SCHOOL
[1:41:05] UNIT HAS IT ON THAT HELPS US
[1:41:06] SUPPORT WITH THAT KIND OF WORK
[1:41:07] AND WE CONSULT WITH THEM
[1:41:08] REGULARLY.
[1:41:09] UM, AND THEN THERE'S A CRIMES
[1:41:11] AGAINST CHILDREN UNIT THAT WE
[1:41:12] WORK CLOSELY WITH VERY CLOSELY
[1:41:13] AND SO I'M THAT IS FOR CHILDREN
[1:41:14] UNDER THE AGE OF 12 THAT WORK
[1:41:17] IS CONSTANTLY HAPPENING.
[1:41:18] SO WHEN YOU HEAR ABOUT OUR
[1:41:19] POLICIES AND PROCEDURES I WOULD
[1:41:21] LOOK AT IT AND DESCRIBE IT AS
[1:41:22] THERE ARE CONCURRENT PROCESSES
[1:41:23] THAT HAVE TO HAPPEN IN EACH
[1:41:25] OF THE DIFFERENT ARMS THAT
[1:41:26] HAPPEN TO SUPPORT THE STUDENTS
[1:41:28] AND FAMILIES IN DIFFERENT
[1:41:29] AVENUES AND DIFFERENT
[1:41:30] PERSPECTIVES.
[1:41:30] AND THAT'S WHAT I'LL CONTINUE
[1:41:31] TO DO.
[1:41:32] AND AGAIN WE'RE OPEN FOR
[1:41:33] FEEDBACK.
[1:41:34] UM, WE WELCOME FEEDBACK AND
[1:41:35] DISAGREEMENT.
[1:41:36] IF FOLKS HAVE SUGGESTIONS ON
[1:41:37] HOW WE CAN DO BETTER WE'RE
[1:41:38] HAPPY TO DO BETTER.
[1:41:39] AND AGAIN I JUST APOLOGIZE FOR
[1:41:41] ALL THE UM, STUDENTS THAT HAVE
[1:41:43] HAD ISSUES THAT HAVE GONE
[1:41:44] UNRESOLVED.
[1:41:45] BUT OUR INTENT IN OUR
[1:41:46] COMMITMENT IS TO DO THAT.
[1:41:47] I'LL JUST CLOSE BY SHARING JUST
[1:41:48] ONE ANECDOTAL EXAMPLE OF JUST
[1:41:51] ME PERSONALLY I WAS AT THE
[1:41:52] MURPHY SCHOOL LAST WEEK UM AND
[1:41:54] WE WERE THERE FOR A NATIONAL
[1:41:55] SCHOOL LUNCH EVENT.
[1:41:56] WHY WERE WE IN LINE?
[1:41:58] UM, THERE WAS A SECOND GRADER
[1:42:01] CRYING AND JUST CRYING AND
[1:42:02] BECOME AN EMOTIONAL WATCH.
[1:42:03] SHE'S IN LINE.
[1:42:05] SO UNFORTUNATELY, UM, I WAS THE
[1:42:07] CLOSEST ADULT THERE.
[1:42:08] UM, AND NO ONE FROM THE SCHOOL
[1:42:09] WAS THERE, UH, WHO MAY HAVE
[1:42:10] KNOWN THIS GIRL.
[1:42:11] SO I TOOK IT UPON MYSELF TO
[1:42:13] JUST GET UP, MOVE FROM WHERE I
[1:42:15] WAS, STEP RIGHT INTO THE LINE
[1:42:17] AND INTRODUCED MYSELF TO HER
[1:42:18] TOTAL WHO I WAS AND STARTED A
[1:42:20] CONVERSATION WHERE SHE TOLD
[1:42:21] ME THAT SHE WAS CRYING BECAUSE
[1:42:22] SHE WAS BEING BULLIED.
[1:42:24] I SAID OKAY WELL THANKS FOR
[1:42:25] SHARING THAT WITH ME.
[1:42:26] LET ME LET ME CALL A SCHOOL
[1:42:28] LEADER TO DISCUSS THIS WITH
[1:42:29] YOU.
[1:42:30] SO I FLAGGED OVER THE SCHOOL
[1:42:31] LEADER.
[1:42:31] HE IMMEDIATELY CAME OVER AND
[1:42:33] THEN I ASKED HER WHAT WAS GOING
[1:42:34] ON WITH THE PEOPLE INVOLVED
[1:42:35] WHILE THE SCHOOL WAS COMING
[1:42:36] OVER SHE TOLD ME TWO STUDENTS
[1:42:37] NAMES AND NOW WHEN THE
[1:42:39] PRINCIPAL CAME OVER I WAS ABLE
[1:42:40] TO CONNECT THE PRINCIPAL WITH
[1:42:41] THE STUDENT AND THEY WERE ABLE
[1:42:42] TO DRESS.
[1:42:43] HE WAS HE RECOGNIZED THE
[1:42:44] STUDENTS RIGHT AWAY.
[1:42:45] HE KIND OF WAS GOING ON AND HE
[1:42:47] SAID HE WILL CALL HER HER
[1:42:49] PARENTS AND LET HER KNOW WHAT'S
[1:42:50] GOING ON, THAT HE'LL FOLLOW UP
[1:42:52] WITH THEM TO MEET IMMEDIATELY.
[1:42:53] IMMEDIATELY AFTER LUNCH
[1:42:54] PARTICIPANTS WERE IN THE
[1:42:55] LUNCHROOM AT THE TIME AND THEN
[1:42:56] AFTER THAT I STAYED WITH THE
[1:42:58] STUDENT GUY IN LINE WITH THE
[1:42:59] STUDENT CONNECTED WITH HER
[1:43:01] DE-ESCALATED HER, SAT WITH HER
[1:43:02] ON FRIENDS, HAD LUNCH AND GOT
[1:43:04] INTO A BIT OF SPACE AND THEN
[1:43:06] THE PRINCIPAL CAME OVER AND UH
[1:43:08] PROVIDED A QUICK UPDATE TO HER
[1:43:09] AND THEN SHE THEY WERE
[1:43:10] STABILIZED AND THERE WAS A PLAN
[1:43:11] IMMEDIATELY DEVELOPED.
[1:43:13] I PLAN ON GOING BACK THERE NEXT
[1:43:14] WEEK JUST TO CHECK ON THE
[1:43:15] STUDENT AND MAKE SURE SHE'S
[1:43:16] OKAY, BUT THAT'S THE LEVEL
[1:43:17] OF CARE YOU CAN EXPECT FROM ME,
[1:43:19] MY TEAM, MY STAFF AND MY
[1:43:20] COLLEAGUES EVERY DAY AND WHERE
[1:43:23] WE FALL SHORT WE WILL HOLD
[1:43:24] PEOPLE ACCOUNTABLE.
[1:43:24] THANK YOU FOR.
[1:43:27] I'M GOING TO BE VERY BRIEF.
[1:43:28] I'M MINDFUL OF TIME AND REALLY
[1:43:29] WOULD LIKE TO HEAR FROM THE
[1:43:31] STUDENTS AS WELL.
[1:43:33] UM I THINK THAT YOU KNOW, WE
[1:43:35] SHARE UM THE COUNCIL'S
[1:43:38] DEDICATION TO STUDENTS TO
[1:43:39] SAFETY, FAMILY AND SUPPORT AND
[1:43:41] ENSURING THAT THERE'S PROMPT
[1:43:43] RESOLUTION.
[1:43:44] I APPRECIATE SO MUCH HEARING
[1:43:45] FROM THE FAMILIES AND UM AGAIN
[1:43:49] OFFER OUR OUR SINCERE APOLOGY
[1:43:51] FOR ANYTHING THAT ANYONE
[1:43:53] EXPERIENCED.
[1:43:54] UM, AS MY COLLEAGUES MENTIONED,
[1:43:57] WE ARE BOOTS ON THE GROUND FOR
[1:43:58] IMMEDIATE ACTION.
[1:43:59] WE HAVE ALL BEEN TO SCHOOLS TO
[1:44:01] RESPOND TO THINGS TO SUPPORT
[1:44:03] AND TO ENGAGE AND WE'RE
[1:44:04] COMMITTED TO THIS WORK.
[1:44:05] WE'VE PUT SOME SYSTEMS IN PLACE
[1:44:07] WHICH I'M LOOKING FORWARD TO
[1:44:08] TALKING TO YOU ABOUT AND WE'RE
[1:44:11] LOOKING FORWARD TO WORKING WITH
[1:44:12] YOU TO ENSURE THAT WE'RE
[1:44:14] MEETING THE NEEDS OF ALL OF OUR
[1:44:15] STUDENTS FAMILIES.
[1:44:18] OKAY.
[1:44:19] YOU WANT TO SAY SOMETHING
[1:44:20] ELSE I CAN TELL YOU WE'RE
[1:44:22] GOING.
[1:44:22] TO SAY SOMETHING.
[1:44:23] SO SO I'VE BEEN AROUND LONG
[1:44:26] ENOUGH AND HERE IN FRONT OF YOU
[1:44:28] ALL LONG ENOUGH TO YOU KNOW, I
[1:44:30] TALK TO ENOUGH YOUNG PEOPLE
[1:44:32] ESPECIALLY IN PREPARATION.
[1:44:34] UM, SOME OF THE PIECES THAT I'M
[1:44:36] GOING TO MENTION ARE IN THE
[1:44:37] WORKS.
[1:44:38] UM.
[1:44:39] SO FOLKS, I WANT TO COME
[1:44:42] HERE AND JUST LEAVE WITHOUT
[1:44:43] ACTION.
[1:44:43] RIGHT.
[1:44:44] I THINK NUMBER ONE LIKE IF
[1:44:46] THERE'S GOING TO BE A
[1:44:47] SUBCOMMITTEE, A TASK FORCE OR
[1:44:48] HAPPY TO BE ON IT UM, HAPPY TO
[1:44:50] TALK TO IT COULD BE IT SHOULD
[1:44:53] BE ON MULTIPLE LEVELS.
[1:44:54] IT SHOULD BE ONE FOR PARENTS
[1:44:55] THAT SHOULD BE ONE FOR YOU.
[1:44:56] ALL RIGHT.
[1:44:57] I THINK THAT'S IMPORTANT.
[1:44:57] BECAUSE I THINK THERE'S A
[1:45:00] THERE'S A GAP IN COMMUNICATION
[1:45:01] AND WHAT THAT THROUGH LINE
[1:45:02] LOOKS LIKE.
[1:45:03] BUT SOME OF THE FOUR THINGS
[1:45:04] THAT I THINK THAT WE ARE
[1:45:07] CURRENTLY WORKING ON UM AND
[1:45:09] HAVE BEEN UM ESPECIALLY IN THIS
[1:45:11] SORT OF LIKE REDESIGN UM, IS
[1:45:14] RELATIVE TO BULLYING
[1:45:16] PREVENTION, UM AND OUR
[1:45:17] RESPONSES.
[1:45:18] UM.
[1:45:19] I BELIEVE WE CAN STRENGTHEN
[1:45:21] OUR WORK IN FOUR MEANINGFUL
[1:45:22] WAYS.
[1:45:23] UH.
[1:45:23] AND YOU KNOW, YOU GUYS THIS.
[1:45:25] ON ON THE RECORD SO WHEN YOU
[1:45:26] PULL TOGETHER, UM, HOLD US HOLD
[1:45:29] US ACCOUNTABLE TO THE THINGS
[1:45:30] THAT WE SAID WE ARE GOING TO
[1:45:31] DO, I THINK WE SHOULD EXPAND
[1:45:33] THE PREVENTION PIECES BEYOND
[1:45:35] UM, CLASSROOM SETTINGS.
[1:45:36] I THINK ONE THING THAT DID NOT
[1:45:38] COME UP UH, EVERYBODY LOVES
[1:45:39] SPORTS HERE BUT IS BULLYING AND
[1:45:42] HARASSMENT OF THOSE PIECES
[1:45:43] WITHIN THE SPORTS AND ATHLETICS
[1:45:45] IS SOMETHING THAT.
[1:45:46] THAT THAT THAT HAPPENS.
[1:45:48] RIGHT IN UM IN LOOKING AT
[1:45:51] OUR LOCKER ROOMS EXTRA
[1:45:52] CURRICULAR ACTIVITIES AND OTHER
[1:45:52] SPACES WHERE STUDENTS BUILD
[1:45:54] RELATIONSHIPS AND COMMUNITY UH
[1:45:56] ,YOU.
[1:45:56] KNOW, WE.
[1:45:57] ARE WE'VE WORKED WITH HIM I
[1:45:58] HAVE MULTIPLE STUDENTS ON THE
[1:46:00] ON THE PANELS TO.
[1:46:01] AND IN THEIR.
[1:46:02] WORKSHOPS AND TO LEAD
[1:46:04] WORKSHOPS ON ON ANTI-BULLYING.
[1:46:06] UM I THINK THIS ONE IS THE MOST
[1:46:08] IMPORTANT ONE ESPECIALLY GIVEN
[1:46:10] THE TEMPERATURE IN THE ROOM
[1:46:11] TODAY.
[1:46:12] UH, I WOULD LIKE US TO
[1:46:13] ESTABLISH A 60 DAY FAMILY
[1:46:15] ASSURANCE PROTOCOL WHEN WHEN
[1:46:16] BULLYING IS SUBSTANTIATED.
[1:46:18] BOUND UH, OUR RESPONSIBILITY,
[1:46:21] UM.
[1:46:22] SHOULD NOT.
[1:46:23] END WITH THE INVESTIGATION.
[1:46:25] UH, WE SHOULD RECONNECT WITH
[1:46:26] STUDENTS AND FAMILIES AND
[1:46:27] ASSESS WHETHER OUR.
[1:46:28] INTERVENTION HAS WORKED.
[1:46:29] UH, WE.
[1:46:30] DO.
[1:46:30] THAT NOW BUT.
[1:46:31] WITH MORE EMPHASIS AND ENSURE
[1:46:33] THAT STUDENT CONTINUES TO TO
[1:46:34] FEEL SAFE.
[1:46:35] UM.
[1:46:36] THREE UH, ELEVATING STUDENT
[1:46:38] VOICE UH, YOUNG YOU KNOW, UH,
[1:46:40] WE DID UH, INTERVENTION ONE
[1:46:42] TIME TO GET MORE KIDS TO COME
[1:46:44] TO SCHOOL AND WE HAD THE YOUNG
[1:46:45] PEOPLE LEAN IT LEAD IT.
[1:46:47] UM OH, I'M ON THE CLOCK.
[1:46:49] OOPS.
[1:46:49] SORRY.
[1:46:50] I THOUGHT YOU WERE GOING TO
[1:46:50] SAY.
[1:46:51] ONE THING.
[1:46:51] OH, NO.
[1:46:52] YOU ASKED WHERE YOU GOT IT SO
[1:46:53] CREATED MORE SPACES FOR
[1:46:54] STUDENT.
[1:46:54] VOICE NOW STUDENT.
[1:46:56] VOICE AND THEN MEASURE.
[1:46:58] ACCOUNTABILITY.
[1:46:58] OKAY GREAT BECAUSE I THOUGHT
[1:46:59] YOU WANT TO SAY ONE MORE.
[1:47:00] THING BECAUSE MY COLLEAGUES
[1:47:01] HAVE BEEN PATIENTLY WAITING.
[1:47:03] SORRY.
[1:47:03] UM, AND THEN YOU WENT ON AND
[1:47:06] ON AND ON.
[1:47:06] LET ME FIND OUT ALL OF YOUR.
[1:47:08] AFTER SCHOOL DETENTION.
[1:47:10] COUNSELOR.
[1:47:11] FLYNN I'M.
[1:47:12] GONNA.
[1:47:12] GIVE YOU.
[1:47:13] FIVE MINUTES.
[1:47:13] HOW ABOUT THAT, FITZGERALD?
[1:47:15] FIVE MINUTES.
[1:47:16] THANK YOU, MADAM CHAIR.
[1:47:18] THANK YOU TO THE TEAM THAT IS
[1:47:20] HERE.
[1:47:21] ALTHOUGH I DO DISAGREE WITH THE
[1:47:25] COMMENTS MADE THAT YOU ARE
[1:47:26] BEING TRANSPARENT, RESPONSIBLE
[1:47:29] AND ACCOUNTABLE, I DON'T I
[1:47:32] DON'T BELIEVE THAT I LISTEN
[1:47:34] CLOSELY TO THE TO THE MOTHERS
[1:47:36] UM, IN THEIR PUBLIC TESTIMONY
[1:47:40] AND TALKING ABOUT THEIR
[1:47:41] CHILDREN AND THAT'S NOT THEY'LL
[1:47:44] LIVED EXPERIENCE THEY DON'T
[1:47:45] FEEL LIKE US HAS BEEN
[1:47:48] TRANSPARENT.
[1:47:48] THEY DON'T FEEL LIKE US IS
[1:47:50] ACCOUNTABLE AND RESPONSIBLE.
[1:47:53] I'M NOT GOING TO I'M NOT GOING
[1:47:54] TO SIT HERE AND TELL YOU UM I
[1:47:56] AGREE WITH YOU IF I IF I
[1:47:58] DISAGREE WITH YOU, UM,
[1:48:03] TRANSPARENCY BP'S DIDN'T WANT A
[1:48:07] LOT OF THIS INFORMATION
[1:48:08] RELEASED TO THE PUBLIC ABOUT
[1:48:10] SEXUAL ASSAULTS.
[1:48:13] WE DID IN THE OPENING COMMENTS
[1:48:15] THERE WERE A LOT OF COMMENTS
[1:48:16] ABOUT BULLYING BUT SEXUAL
[1:48:19] ASSAULTS WASN'T REALLY
[1:48:20] COVERED ALL THAT MUCH.
[1:48:22] UM.
[1:48:23] SO I AM CHALLENGING THE BPA.
[1:48:25] I AM CHALLENGING TODAY THAT I
[1:48:29] DON'T FEEL CONFIDENT THEY THAT
[1:48:30] THEY ARE BEING TRANSPARENT,
[1:48:32] ACCOUNTABLE AND RESPONSIBLE.
[1:48:35] 12 BP'S FAMILIES AND STUDENTS
[1:48:38] MY COLLEAGUES MAY DISAGREE WITH
[1:48:40] ME.
[1:48:40] BUT THAT'S THAT'S MY OPINION.
[1:48:42] UM.
[1:48:47] WE DIDN'T DISCUSS SEXUAL
[1:48:49] ASSAULTS IN YOUR OPENING
[1:48:51] COMMENTS.
[1:48:52] WE GLOSSED OVER IT.
[1:48:55] THERE'S PROBABLY SEVERAL
[1:48:57] HUNDRED IT COULD BE THOUSANDS
[1:48:59] OF ASSAULTS THAT HAVE TAKEN
[1:49:00] PLACE.
[1:49:01] OVER THE LAST FIVE.
[1:49:02] SIX YEARS.
[1:49:05] IT TOOK.
[1:49:05] A REPORTER TO GET THEM FROM
[1:49:09] SUFFOLK SUPERIOR COURT EVEN
[1:49:11] THOUGH PREVIOUSLY I REQUESTED
[1:49:13] THAT INFORMATION.
[1:49:15] UM SO I'M NOT I'M NOT HAPPY
[1:49:18] ABOUT THAT.
[1:49:20] UM, CONSULTATION BETWEEN BP'S
[1:49:26] IN BOSTON PUBLIC IN BOSTON
[1:49:28] POLICE DEPARTMENT CONSULTATION
[1:49:31] WHEREAS THE MEMORANDUM
[1:49:33] OF UNDERSTANDING BETWEEN BOSTON
[1:49:36] POLICE IN BOSTON PUBLIC SCHOOLS
[1:49:38] THAT I'VE BEEN ADVOCATING RIGHT
[1:49:40] SAM FOR FOR THREE YEARS TO GET
[1:49:43] IT SIGNED IS THAT SIGN NOW UH
[1:49:45] IS SIGNED ON OUR END BUT NOT ON
[1:49:47] THE BUS POLICE DEPARTMENT.
[1:49:48] HOWEVER WE ARE STILL OPERATING
[1:49:49] UNDER THE NO BUT BUT BUT BUT
[1:49:52] SAM, MY POINT IS, AS YOU KNOW,
[1:49:54] I WANT TO SEE HOW WE'RE
[1:49:56] CONSULTING BETWEEN BOSTON
[1:49:58] PUBLIC SCHOOLS, BOSTON POLICE.
[1:49:59] THERE'S A.
[1:50:00] MEMORANDUM OF UNDERSTANDING
[1:50:01] THAT HASN'T BEEN SIGNED YET
[1:50:03] THAT WILL STATE HOW BPA
[1:50:07] COMMUNICATES WITH THE PUBLIC
[1:50:08] SCHOOL SYSTEM.
[1:50:09] THAT DOCUMENT HASN'T BEEN
[1:50:11] RELEASED.
[1:50:11] THAT DOCUMENT HASN'T BEEN
[1:50:14] SIGNED.
[1:50:14] DOES THE CITY COUNCIL DESERVE
[1:50:17] TO LOOK AT THAT AND REVIEW IT?
[1:50:18] I THINK THEY DO TO PARENTS
[1:50:20] DESERVE TO LOOK.
[1:50:21] AT IT.
[1:50:22] AND REVIEW IT.
[1:50:26] I THINK THEY DO.
[1:50:29] THREE YEARS I'VE ASKED THAT
[1:50:31] QUESTION FOR THREE YEARS.
[1:50:32] WHERE IS THAT MEMORANDUM OF.
[1:50:34] UNDERSTANDING AND I ALWAYS I
[1:50:36] ALWAYS GET THE SAME.
[1:50:37] ANSWER PRETTY SOON WE'RE GOING
[1:50:38] TO HAVE IT FOR YOU AT.
[1:50:42] I DON'T KNOW WHAT YOU MEAN BY
[1:50:45] CONSULTATION BETWEEN THE BOSTON
[1:50:46] PUBLIC SCHOOLS.
[1:50:47] AND THE.
[1:50:48] BOSTON POLICE DEPARTMENT.
[1:50:49] I WANT TO SEE IT IN WRITING.
[1:50:51] I WANT TO KNOW IF THERE'S A
[1:50:53] SEXUAL ASSAULT ON A SCHOOL BUS
[1:50:56] THAT THE BOSTON POLICE UH,
[1:50:59] CONTACTED IMMEDIATELY.
[1:51:02] I DON'T THINK THEY ARE.
[1:51:05] I WANT TO KNOW IF THERE'S AN
[1:51:07] ASSAULT AT BP'S THAT IT'S
[1:51:11] INVESTIGATED.
[1:51:11] IT'S DOCUMENTED PARENTS ARE
[1:51:13] CALLED.
[1:51:14] THERE WAS ONE MOTHER HERE OF A
[1:51:17] SPECIAL NEEDS CHILD THAT WAS
[1:51:22] NONVERBAL.
[1:51:23] HE COULDN'T EXPRESS HIMSELF AND
[1:51:25] TELL HIS MOTHER WHAT WAS
[1:51:27] HAPPENING.
[1:51:30] SO AGAIN I'M GOING TO PUSH BACK
[1:51:33] ON TRANSPARENCY, ACCOUNTABILITY
[1:51:34] AND RESPONSIBILITY BECAUSE
[1:51:36] BECAUSE I DON'T THINK WE'RE
[1:51:37] DOING THAT AND I AM
[1:51:39] DISAPPOINTED IN BP'S FOR COMING
[1:51:41] HERE AND JUST TELLING ME THAT
[1:51:45] WE ARE WORKING ON.
[1:51:47] PROGRAMS TO ADDRESS THESE
[1:51:49] ISSUES.
[1:51:49] HOW CAN WE ADDRESS THE ISSUES
[1:51:51] IF YOU'RE NOT TRANSPARENT ABOUT
[1:51:53] WHAT THE ISSUES ARE?
[1:51:58] SAM, WHEN AM I GOING TO GET THE
[1:52:00] MEMORANDUM OF UNDERSTANDING?
[1:52:01] I'M NOT SURE COUNSELOR BECAUSE
[1:52:03] THE THE THE IT'S NOT WITH US AT
[1:52:05] THIS MOMENT.
[1:52:05] UM BUT LIKE I MENTIONED EARLIER
[1:52:07] WE ARE OPERATING WITHIN THE
[1:52:07] GUIDELINES OF IT AND TO CLARIFY
[1:52:09] WHAT COUNCIL CAN.
[1:52:10] I CAN I READ IT.
[1:52:12] CAUSE IT'S NOT EXECUTED.
[1:52:13] YES I'M NOT BUT BUT SAM.
[1:52:15] I SPENT THREE YEARS I'M A
[1:52:17] FORMER PROBATION OFFICER FOR
[1:52:19] NINE YEARS I WAS IN THE NAVY
[1:52:21] FOR 24 YEARS.
[1:52:22] I UNDERSTAND EXACTLY WHAT
[1:52:25] CONSULTATION MEANS BETWEEN A
[1:52:26] SCHOOL DEPARTMENT IN A LAW
[1:52:28] ENFORCEMENT AGENCY.
[1:52:29] I KNOW EVERY WORD I NEED TO
[1:52:31] READ IT.
[1:52:31] MAYBE I CAN PROVIDE SOME GOOD
[1:52:33] SUGGESTIONS GUIDANCE BASED ON
[1:52:35] MY LIVED EXPERIENCE BUT I CAN'T
[1:52:37] DO THAT IF YOU WON'T SHOW
[1:52:39] ME THE DOCKET DOCUMENT I.
[1:52:41] CAN.
[1:52:42] IF I DID A 17 F12 COULD I
[1:52:45] GET IT?
[1:52:46] I'M NOT SURE COUNSELOR.
[1:52:47] YOU CAN FILE IT AND UH, I'LL
[1:52:49] LET THE BUT BUT.
[1:52:49] BUT UH, HELP US RESPOND TO
[1:52:51] THAT.
[1:52:52] I'M NOT SURE.
[1:52:52] UM, I WANT TO BE RESPECTFUL
[1:52:53] OF THE TIME.
[1:52:54] I'M GOING TO END MY.
[1:52:55] QUESTIONS HERE.
[1:52:56] MADAM CHAIR, I APOLOGIZE FOR
[1:52:57] GOING OVER.
[1:52:57] FOR 30S.
[1:52:59] THANK YOU.
[1:53:00] I WASN'T KEEPING TRACK, I
[1:53:01] DIDN'T STOP YOU.
[1:53:01] KNOW I WANT TO BE RESPECTFUL TO
[1:53:03] YOU TO THE TO THE COMMITTEE, TO
[1:53:06] MY COLLEAGUES AND TO THE YOUNG
[1:53:07] PEOPLE THAT ALSO WANT TO
[1:53:08] TESTIFY.
[1:53:09] THANK YOU, MADAM CHAIR.
[1:53:10] THANK YOU.
[1:53:10] I JUST I JUST WANT TO BE
[1:53:11] REALLY CLEAR.
[1:53:12] I'M TRYING REALLY HARD TO GIVE
[1:53:13] EVERYONE THEIR TIME.
[1:53:14] I I KNOW YOU.
[1:53:15] HAVEN'T DO THAT BECAUSE I KNOW
[1:53:17] WHAT IT'S LIKE TO BE INSIDE
[1:53:18] OF THIS CHAMBER.
[1:53:18] FITZGERALD.
[1:53:20] FIVE MINUTES.
[1:53:20] WE'RE HERE.
[1:53:21] THANK YOU.
[1:53:23] UM, THANK YOU ALL FOR BEING
[1:53:25] HERE.
[1:53:26] UH UH, I DO WANT TO GET TO THE
[1:53:28] YOUTH, SO I'LL JUST ASK THE
[1:53:29] SAME QUESTION I ASKED THE LAST
[1:53:30] PANEL.
[1:53:31] UH, COREY, I THINK YOU DID A
[1:53:32] GOOD JOB OF EXPLAINING AT LEAST
[1:53:33] UNDER BULLYING WHAT THE CURRENT
[1:53:35] PROCEDURES AND PROTOCOLS ARE.
[1:53:37] UH, BUT WE DIDN'T TALK ABOUT I.
[1:53:39] I DO AGREE WITH THAT.
[1:53:40] WE DIDN'T TALK ABOUT
[1:53:40] NECESSARILY SEXUAL HARASSMENT
[1:53:42] PROTOCOLS AND PROCEDURES.
[1:53:44] WHAT IN THE, UH YOU KNOW, THIS
[1:53:46] THESE 2000 CASES THAT THAT I
[1:53:48] KNOW ARE OUT THERE NOW UH, OR
[1:53:51] IN ANY BULLYING.
[1:53:51] WHAT DO.
[1:53:53] WE SEE AS THE BIGGEST
[1:53:54] MISSTEP IN SOME OF THESE FOR
[1:53:56] THE FOR THE PARENTS THAT FEEL
[1:53:58] THAT THE PROCESS WASN'T
[1:53:59] FOLLOWED AND YOU HEARD WHERE
[1:54:00] THEY FELT IT WASN'T FOLLOWED?
[1:54:02] WHAT WHAT ARE YOU GUYS
[1:54:04] IDENTIFYING AS UH, POTENTIAL
[1:54:06] CORRECTIONS TO THESE PROCEDURES
[1:54:08] TO BE DONE?
[1:54:08] YOU SAID SOME THINGS WERE IN
[1:54:10] THE WORKS ALREADY.
[1:54:11] UM, BUT DO THOSE NECESSARILY
[1:54:13] ADDRESS ALL OF THE ISSUES THAT
[1:54:14] WE HEARD HERE TODAY?
[1:54:15] AND I RELATE THAT TO BOTH UH,
[1:54:18] BULLYING AND SEXUAL ASSAULT?
[1:54:20] UH, BECAUSE I WANT TO MAKE SURE
[1:54:22] I UNDERSTAND WHAT THE CORRECT
[1:54:23] PROCEDURE OR THE PROCEDURE AT
[1:54:24] LEAST YOU ARE SUPPOSED TO
[1:54:25] FOLLOW WHAT HAS BEEN FOLLOWED,
[1:54:27] WHAT HASN'T BEEN FOLLOWED AND
[1:54:29] WHAT ARE WE WORKING ON TO MAKE
[1:54:31] SURE THAT IT'S A COMPLETE, UH,
[1:54:33] PROTOCOL.
[1:54:33] THANK YOU.
[1:54:34] SO WE CAN MAP OUT THE TITLE
[1:54:35] NINE PROCESS.
[1:54:36] WE CAN TALK ABOUT THE CODE OF
[1:54:37] CONDUCT PROCESS AND WE CAN TALK
[1:54:39] ABOUT CONSULTATION WITH THE
[1:54:40] POLICE WHEN SEXUAL ASSAULTS OR
[1:54:42] MIS CONDUCT UH, OCCUR AND UM UH
[1:54:44] HOPEFULLY THAT HELPS IN.
[1:54:45] YOUR QUESTION.
[1:54:45] I'LL TRY TO BE BRIEF.
[1:54:47] UM, FOR TITLE NINE IS ANYTHING
[1:54:49] RELATED TO SEXUAL ASSAULT OR
[1:54:51] SEXUAL HARASSMENT?
[1:54:54] UM WE ONCE IT IS REPORTED SO
[1:54:56] TYPICALLY IS REPORTED EITHER BY
[1:54:58] UM THE SCHOOL TYPICALLY THE
[1:54:59] SCHOOL LEADER OR A COMPLAINANT
[1:55:01] THERE'S A PHONE NUMBER THAT THE
[1:55:03] SCHOOL LEADER WOULD CALL FOR
[1:55:04] SCHOOL PERSONNEL.
[1:55:05] THERE'S ALSO AN EMAIL ADDRESS.
[1:55:07] IT'S CALLED TITLE NINE AT
[1:55:09] BOSTON PUBLIC SCHOOLS.ORG.
[1:55:10] IT'S ON THE WEBSITE THAT A
[1:55:12] COMPLAINANT CAN ALSO FILE AND
[1:55:15] UM WE TRIED TO HAVE A MEDIA
[1:55:17] SUPPORTIVE MEASURES.
[1:55:18] SO WITHIN THAT FIRST TIME
[1:55:19] OF THE REPORT WE WORK WITH THE
[1:55:21] SCHOOLS TO ENSURE THAT THERE
[1:55:22] ARE SUPPORTIVE MEASURES AND
[1:55:23] SAFETY PLAN IN PLACE TO MAKE
[1:55:25] SURE THAT UM THERE'S A PLAN IN
[1:55:28] PLACE TO SUPPORT THE CHILD.
[1:55:29] UM, WHILE WE INVESTIGATE THESE
[1:55:31] ARE ALL REQUIRED UNDER THE
[1:55:33] FEDERAL LAW.
[1:55:34] UM THE SCHOOL LEADER ALSO
[1:55:36] REPORTS TO THE UM.
[1:55:38] TO THE PARENTS SO THAT THEY'RE
[1:55:41] AWARE OF WHAT'S HAPPENING.
[1:55:42] IT GOES TO THE TITLE NINE.
[1:55:44] UH, THE THE PERSON IN CHARGE
[1:55:45] OF THE TITLE NINE THE
[1:55:46] COORDINATOR UM, THEY WILL
[1:55:49] REVIEW IT TO DETERMINE IF THIS
[1:55:50] IS A TITLE NINE OR NOT.
[1:55:51] REACH OUT TO THE COMPLAINANT IN
[1:55:54] THE UM RESPONDENT TO SEE WHAT'S
[1:55:57] HAPPENING TO DETERMINE WHAT
[1:55:58] HAPPENS NEXT.
[1:55:59] AND THEN IT'S A IT'S A
[1:56:01] COLLABORATIVE PROCESS WHAT'S
[1:56:03] NEEDED SOMETIMES IT COULD BE UM
[1:56:06] CHANGING SOMEONE'S SCHEDULE ARE
[1:56:08] WE'RE AFRAID WHILE WE'RE
[1:56:09] INVESTIGATING.
[1:56:10] THIS UNLESS.
[1:56:11] IT'S A SERIOUS OBVIOUSLY A
[1:56:12] SERIOUS SITUATION WE DEAL WITH
[1:56:13] THAT IMMEDIATELY.
[1:56:15] UH, WE PUT SOME OF THOSE
[1:56:16] SUPPORTIVE MEASURES IN PLACE.
[1:56:17] IT'S WORKED WITH THE COMPLAINT
[1:56:19] TO MAKE SURE.
[1:56:20] IS THIS ENOUGH FOR YOU TO AGREE
[1:56:21] WITH THIS?
[1:56:22] IF THE SPECIAL EDUCATION
[1:56:23] STUDENTS THEY WORK WITH THE
[1:56:25] ASSISTANT DIRECTOR IN SPECIAL
[1:56:26] EDUCATION TO MAKE SURE THAT,
[1:56:29] UM, IT'S ALIGNED WITH ALL UM
[1:56:31] THINGS IN THE STUDENTS IEP AND
[1:56:32] RELATED TO THE DISABILITY AND
[1:56:34] THEN THERE'S A FORMAL IF THE
[1:56:36] COMPLAINT WANTS TO GO THROUGH
[1:56:37] WITH THAT PROCESS THERE'S A
[1:56:39] FORMAL INVESTIGATION WHICH UM
[1:56:41] INVOLVES UH COMMUNICATING WITH
[1:56:43] FAMILIES DOING ALL THE
[1:56:45] INVESTIGATIONS AND THEN COMING
[1:56:46] UP WITH A PROCESS.
[1:56:47] IT CAN BE A LENGTHY PROCESS.
[1:56:49] SOMETHING THAT I WILL MAKE WE
[1:56:51] HAVE NOT BEEN GOOD AT IN THE
[1:56:52] PAST AND ARE REALLY TRYING TO
[1:56:54] GET BETTER AT THIS YEAR WITH A
[1:56:56] FOCUS IS THAT COMPASSION WHEN
[1:56:57] WE'RE TALKING TO FAMILIES AND
[1:56:59] UNDERSTANDING THE IMPACT
[1:57:00] OF THIS WHILE WE INVESTIGATE
[1:57:02] FOR BOTH THE THE STUDENT WHO
[1:57:05] MAY HAVE BEEN INVOLVED IN THE
[1:57:06] SITUATION IN THE FAMILY OF THE
[1:57:08] STUDENT WHO UM IS THE
[1:57:12] COMPLAINANT OR MAYBE THE
[1:57:14] AGGRESSOR IN THIS SITUATION.
[1:57:15] IT'S A DIFFICULT THING FOR
[1:57:17] EVERYBODY AND I DON'T BELIEVE
[1:57:18] THAT WE'VE BEEN VERY GOOD ABOUT
[1:57:20] COMMUNICATING AND LETTING
[1:57:21] PEOPLE KNOW WHERE ARE WE IN THE
[1:57:23] PROCESS?
[1:57:23] WHAT'S HAPPENING?
[1:57:24] WORKING CLOSELY WITH THE
[1:57:26] SCHOOLS.
[1:57:26] FAMILIES WILL OFTEN GO TO THE
[1:57:28] SCHOOLS FIRST BECAUSE THAT'S
[1:57:29] WHERE THEY FEEL MOST CONFIDENT
[1:57:30] .
[1:57:30] AND THAT IS SOMETHING THAT
[1:57:31] WE'VE PUT UH BETTER IN PLACE AT
[1:57:34] THIS TIME.
[1:57:34] AND THE ONLY THING AND THE ONLY
[1:57:36] THING I'LL ADD TO THAT IS LIKE
[1:57:38] I MENTIONED EARLIER AND
[1:57:39] SIMULTANEOUSLY WHILE THAT'S
[1:57:40] HAPPENING, THE SCHOOL AND
[1:57:41] SCHOOL STAFF IS ALSO ADDRESSING
[1:57:43] THE MATTER FROM THE CODE OF
[1:57:44] CONDUCT PERSPECTIVE.
[1:57:45] SO IF THERE NEEDS TO BE
[1:57:46] EMERGENCY REMOVALS FOR EXAMPLE,
[1:57:47] THAT HAPPENS IF THERE NEEDS TO
[1:57:49] BE SOME PEER MEDIATION OR
[1:57:51] CONVERSATIONS THAT NEED TO
[1:57:52] HAPPEN IT HAPPENS.
[1:57:53] UM AND THEY DEAL WITH THAT
[1:57:54] PIECE SIMULTANEOUSLY WHILE THIS
[1:57:56] WHOLE NINE PROCESS IS GOING ON
[1:57:57] WHILE THAT'S HAPPENING.
[1:57:58] THE SCHOOL NEED ALSO CONSULTS
[1:58:00] WITH OUR OPERATIONAL LEADERS
[1:58:01] UH, IN OFFICE OF DATA SERVICES,
[1:58:03] UH, TO MAKE SURE THAT THEY'RE
[1:58:05] PROVIDING THEM THE MOST UP TO
[1:58:06] DATE INFORMATION ABOUT THE
[1:58:07] SITUATION IN UM IS IT WILL UH,
[1:58:09] HIS TEAM WILL CONSULT WITH, UH,
[1:58:12] UH, BOSTON POLICE AROUND THE
[1:58:14] MATTER JUST SO THEY CAN GIVE A
[1:58:15] HEADS UP OF WHAT HAPPENED,
[1:58:16] WHAT'S WHAT OCCURRED AND GET
[1:58:17] THEIR INITIAL THINKING ADVICE
[1:58:18] ON THE MATTER AS WELL.
[1:58:20] UM, BECAUSE IF THEY NEED TO BE
[1:58:21] FURTHER, UH, POLICE ACTION THAT
[1:58:23] THAT ROUTE WILL PROCEED AS
[1:58:25] NECESSARY.
[1:58:25] SO THAT'S THE ONE THING I WOULD
[1:58:27] ASK THAT SORT OF AGAIN IS THE
[1:58:28] PROCESS THAT HAPPENED BETWEEN
[1:58:30] TITLE NINE CODE OF CONDUCT IN
[1:58:32] OUR CONSULTATION WITH LOTS
[1:58:33] OF POLICE.
[1:58:36] AS FAR AS BULLYING I THINK.
[1:58:40] UM WE HAVE TO UNDERSTAND THAT
[1:58:42] THERE'S A SOMETIMES INHERENTLY
[1:58:44] THERE'S A FRACTURED TRUST
[1:58:45] BETWEEN THE COMMUNITY AND THE
[1:58:46] SCHOOL SYSTEM AND IN EFFORT TO
[1:58:50] MITIGATE SOME OF THOSE ISSUES,
[1:58:51] WE HAVE TO BUILD STRONGER
[1:58:53] RELATIONSHIPS WITH FAMILIES.
[1:58:54] AND I THINK FOLKS ARE MORE UM,
[1:58:58] FAMILIES ARE MORE UM THEY WILL
[1:59:01] COME FORWARD MORE IF THEY FEEL
[1:59:02] LIKE THEY'RE WORKING WITH
[1:59:03] CREDIBLE MESSENGERS.
[1:59:06] UM, IF THEY FEEL THAT THEY'RE
[1:59:08] SPACES WHERE THEY COULD BE
[1:59:10] HONORED AND VALUED.
[1:59:11] I'M NOT SAYING THEY DON'T BUT
[1:59:13] ALL BUT IT DOESN'T ALWAYS
[1:59:15] HAPPEN.
[1:59:15] UM, I'M NOT GOING TO SIT HERE
[1:59:16] AND SAY THAT IT DOES.
[1:59:18] UM, AND THEN THE NEXT PIECE IS
[1:59:20] REALLY ESTABLISHING LIKE HAVING
[1:59:23] STRONGER UM THAT YOU CAN ALWAYS
[1:59:26] TIGHTEN UP YOUR DOCUMENTATION,
[1:59:27] YOU KNOW, UM SCHOOLS THE SAME
[1:59:31] THE SAME REPORTING THAT IS DONE
[1:59:34] FOR THE UH, FOUND UM, BULLYING
[1:59:38] SHOULD PROBABLY THE STILL THE
[1:59:40] SAME STRATEGY SHOULD BE APPLIED
[1:59:42] TO WHEN THAT'S NOT UM THAT'S
[1:59:43] SOMETHING WE COULD DEFINITELY
[1:59:44] LOOK INTO.
[1:59:45] UH, BUT FROM A RELATIONAL
[1:59:48] STANDPOINT I THINK WE HAVE TO
[1:59:51] LOOK AT HOW WE ARE WE ARE
[1:59:53] ADDRESSING THAT AS WELL.
[1:59:54] LIKE UM WE ARE WORKING ON A UM
[1:59:56] CULTURE AND CLIMATE IMPROVEMENT
[1:59:59] UM GUIDANCE AND FRAMEWORK UM,
[2:00:01] THAT ALLOWS US TO SORT OF SEE
[2:00:03] LIKE WHAT ARE THE ADULT MOVES
[2:00:05] THAT NEEDS TO HAPPEN FOR KIDS
[2:00:07] TO EXPERIENCE SCHOOL BETTER AND
[2:00:10] THEN BEING MORE INCLUSIVE
[2:00:11] OF STUDENT VOICE SO THAT THEY
[2:00:14] COULD BE THE CREDIBLE
[2:00:15] MESSENGERS THEMSELVES?
[2:00:16] UM, THE BOSSES TO THE ADVISORY
[2:00:19] COUNCIL IS WITHIN UM STUDENT
[2:00:20] SUPPORT AND WE'RE GOING TO WORK
[2:00:23] WITH THEM TO MAKE SURE THAT
[2:00:24] THEY ARE UM OUR CONNECTORS IN
[2:00:27] THE SCHOOL COMMUNITY, UH, WHERE
[2:00:30] THEY COULD SORT OF HELP
[2:00:31] STUDENTS NORMALIZE AND
[2:00:32] SOCIALIZE HOW WE REPORT AND UM,
[2:00:35] INTERROGATE UM, BULLYING IN THE
[2:00:37] SCHOOL.
[2:00:38] AND ONE THING WE DID NOT
[2:00:39] MENTION IS WE MENTIONED
[2:00:41] BULLYING.
[2:00:41] BUT I THINK ONE OF THE PIECES
[2:00:44] THAT WE'VE BEEN STRONG AT IS
[2:00:46] WORKING WITH THE ACTUAL PERSON
[2:00:47] WHO COMMITTED THE BULLYING.
[2:00:49] UM AND WE HAVE GOT WE HAVE
[2:00:53] INVESTED IN THEM AS WELL AND AS
[2:00:55] FAR AS LIKE VOLUNTEER WORK JOB
[2:00:58] OPPORTUNITIES COMING TO OUR
[2:00:59] PROGRAMS ETC. AND I THINK THOSE
[2:01:01] ARE THE AREAS THAT HAVE JUST
[2:01:02] GOT US STRENGTHENED,
[2:01:03] STRENGTHENED THAT THAT SORT
[2:01:05] OF FRACTURED TRUST THAT THAT
[2:01:07] THAT EXISTS.
[2:01:08] THANK YOU.
[2:01:09] OKAY.
[2:01:09] JUST A STATEMENT ON THAT.
[2:01:11] UM BUT I DO JUST WANT TO SAY
[2:01:13] THAT I HEARD IT TODAY AND I'VE
[2:01:15] HEARD IT BEFORE IN RELATION TO
[2:01:17] BEEPS AND IT'S THE COMMENT THAT
[2:01:19] THINGS GET SWEPT UNDER THE RUG.
[2:01:21] I HEAR THAT USED A LOT WITH
[2:01:23] BEEPS.
[2:01:24] SO I JUST ENCOURAGE YOU GUYS TO
[2:01:26] UNDERSTAND THAT THAT IS THE
[2:01:27] IMAGE THAT IS OUT THERE AND I
[2:01:29] HOPE IN ANY FUTURE PROCEDURAL
[2:01:32] PROTOCOLS UH EXTERNAL INTERNAL
[2:01:34] WHATEVER IT MAY BE PLEASE ASK
[2:01:36] YOURSELF, YOU KNOW, LOOKING
[2:01:37] BACK WHEN FUTURE INCIDENTS
[2:01:39] OCCUR AND LOOKING BACK ON OUR
[2:01:40] PAST INCIDENTS THAT HAVE
[2:01:41] HAPPENED.
[2:01:42] DID WE SWEEP THIS UNDER THE
[2:01:43] RUG?
[2:01:43] ARE WE SWEEPING THIS UNDER THE
[2:01:45] RUG BECAUSE THAT IS THE LENS AT
[2:01:47] WHICH A LOT OF PEOPLE ARE
[2:01:48] VIEWING IT.
[2:01:49] AND I THINK IF WE ASK OURSELVES
[2:01:50] THAT BEFORE MAKING THE
[2:01:52] DECISION, I THINK YOU GUYS WILL
[2:01:53] START TO FORM THE RIGHT
[2:01:54] POLICIES AND PROCEDURES AND ADD
[2:01:55] TO WHAT IS CURRENTLY GOOD TO
[2:01:57] MAKE SURE WE ADDRESS SOME
[2:01:58] OF THE ISSUES THAT WE HEARD
[2:01:59] TODAY.
[2:01:59] I REALLY APPRECIATE THAT
[2:02:00] COMMENT AND I APPRECIATE THAT.
[2:02:02] UM THAT'S SUPER HELPFUL ADVICE
[2:02:04] AND I ALSO THINK UM I SHOULD
[2:02:06] TAKE A MINUTE JUST UH, NOTE ON
[2:02:08] THAT POINT THAT THAT LEGALLY
[2:02:10] WE'RE UM VERY LIMITED ON WHAT
[2:02:13] WE CAN SHARE PUBLICLY
[2:02:13] ESPECIALLY WHEN IT INVOLVES
[2:02:15] SOME OF THESE CASES.
[2:02:16] UM, SO BUT I DO HEAR YOU IF I
[2:02:19] PROCEDURES AND POLICIES OUTSIDE
[2:02:21] THE LAW I CAN ADDRESS THAT
[2:02:23] PIECE.
[2:02:23] WE DEFINITELY WILL TAKE THAT
[2:02:24] INTO CONSIDERATION.
[2:02:25] SO THANK YOU.
[2:02:25] OKAY SURE.
[2:02:26] THAT'S IT.
[2:02:27] CAN WE KNOW FAMILIES?
[2:02:29] I HAVE.
[2:02:30] MY I JUST WANT THEM TO KNOW
[2:02:31] THEY COULD REACH OUT EVERY
[2:02:33] EVERY TRANSPARENCY SIDE EVERY
[2:02:36] THAT'S MY PERSONAL NUMBER IN MY
[2:02:38] EMAIL IT'S MY YOU AND THERE'S
[2:02:41] NO ONE IN THIS BUILDING THAT
[2:02:43] WILL TELL YOU THAT I DO NOT
[2:02:44] PICK UP THE PHONE WHEN THEY
[2:02:45] CALL.
[2:02:46] THAT'S TRUE.
[2:02:46] AND YOU PICK UP THE CALL AT ANY
[2:02:48] HOUR OF THE DAY AND NIGHT AND
[2:02:50] MORNING AND YOU ARE OUT IN THE
[2:02:52] STREETS.
[2:02:53] COREY AND IT IS SO UNFORTUNATE
[2:02:56] THAT YOU HAVE TO BE INSIDE THAT
[2:02:57] BUILDING, BUT WE ARE SO
[2:02:58] GRATEFUL THAT YOU ARE THERE
[2:03:00] BECAUSE AT THE VERY LEAST WE
[2:03:01] CAN COUNT ON SOMEBODY TO SHOW
[2:03:04] UP FOR OUR FAMILIES.
[2:03:05] SO THANK YOU FOR THAT.
[2:03:07] UM ALL RIGHT SO I'M GOING TO GO
[2:03:09] ON TO MY QUESTIONS IF YOU DON'T
[2:03:11] MIND.
[2:03:11] I WAVED MY FIRST ROUND AND I
[2:03:14] KNOW WE HAVE YOUNG PEOPLE WHO
[2:03:15] HAVE BEEN PATIENTLY WAITING.
[2:03:17] I MEAN YOU CAN BLAME THE ADULTS
[2:03:19] THAT ARE HERE FOR HAVING TO
[2:03:20] WAIT LONGER, BUT IT'S MY TURN
[2:03:22] NOW.
[2:03:23] UM, AND SO I HAVE SOME CONCERNS
[2:03:28] AROUND SOME OF THE DISCONNECT
[2:03:29] BECAUSE WHAT WHEN I WHAT I
[2:03:31] HEARD FROM THE FAMILIES SIMILAR
[2:03:33] TO WHAT COUNCILOR FLYNN I
[2:03:34] TALKED ABOUT IN TERMS OF THE
[2:03:36] WHAT PARENTS REPORTED HERE
[2:03:38] BASED ON WHAT WE HEAR FROM YOU
[2:03:40] ALL IN TERMS OF YOUR PROTOCOLS,
[2:03:41] POLICIES AND PROCEDURES THERE
[2:03:42] SEEMS TO BE A DISCONNECT.
[2:03:44] SO I'M JUST CURIOUS HOW DO YOU
[2:03:46] ENSURE THAT EVERY INCIDENT IS
[2:03:48] PROPERLY ADDRESSED?
[2:03:49] WHY DO CASES FALL THROUGH THE
[2:03:51] CRACKS?
[2:03:52] UM AND WHY DO WE CARE?
[2:03:52] AND THEN YOU KNOW, HOW DO YOU
[2:03:54] TRACK ALL OF THESE CASES TO
[2:03:56] ENSURE THAT THE DISTRICT IS
[2:03:57] DOING A GOOD JOB?
[2:03:57] LIKE HOW DO YOU MEASURE
[2:03:58] SUCCESS?
[2:03:58] HOW DO YOU KNOW THAT YOU'RE
[2:03:59] DOING A GOOD JOB IF WHAT WE'RE
[2:04:01] HEARING HERE DOESN'T SEEM TO
[2:04:03] ALIGN?
[2:04:04] THAT'S ONE QUESTION YOU'RE NOT
[2:04:06] ANSWERING IT RIGHT NOW.
[2:04:06] THE OTHER QUESTION IS WHAT
[2:04:08] ACCOUNTABILITY MEASURES, IF ANY
[2:04:09] ,EXISTS WITHIN THE DISTRICT TO
[2:04:11] ENSURE THAT ALL CASES
[2:04:13] INVESTIGATED BY BPD ARE FULLY
[2:04:14] AND HONESTLY INVESTIGATED.
[2:04:18] THAT IS SOMETHING THAT I THINK
[2:04:20] IS REALLY IMPORTANT AND THAT I
[2:04:21] WOULD LIKE TO GET THAT ON THE
[2:04:22] RECORD THEN I ALSO I'M VERY
[2:04:24] CONCERNED ABOUT THE 51 A'S THAT
[2:04:26] GET UM, REPORTED ON PARENTS WHO
[2:04:29] FEEL RETALIATED AGAINST JUST
[2:04:31] BECAUSE THEY'RE ADVOCATING FOR
[2:04:32] THEIR CHILDREN THAT IS CREATING
[2:04:35] A VICIOUS CYCLE OF HARM.
[2:04:36] AND THIS ONE IS PARTICULARLY
[2:04:37] FOR SAM.
[2:04:39] THIS IS AN OPERATIONAL THING.
[2:04:41] THIS IS YOU'RE WORKING WITH
[2:04:42] BPD.
[2:04:43] I DON'T KNOW HOW OR WHAT IS
[2:04:44] HAPPENING, BUT A LOT OF OUR
[2:04:46] PARENTS ARE ENDING UP WITH
[2:04:48] CASES THAT THEY SHOULD NOT HAVE
[2:04:50] JUST BECAUSE THEY'RE FIGHTING
[2:04:51] FOR THEIR CHILDREN AND I JUST I
[2:04:54] NEED TO UNDERSTAND WHAT THAT
[2:04:56] DYNAMIC LOOKS LIKE BECAUSE WHAT
[2:04:59] IT DOES IS IT CREATES AN
[2:05:00] ENVIRONMENT IN WHICH FAMILIES
[2:05:01] DO NOT FEEL SAFE EVEN REPORTING
[2:05:03] THINGS BECAUSE THEY BELIEVE
[2:05:05] THEY'RE GOING TO BE TARGETED
[2:05:06] THAT IS MANIFESTING MORE HARM.
[2:05:10] AND THEN I'M ALSO CURIOUS ABOUT
[2:05:15] UM, SOME OF THE IDEAS WE'VE
[2:05:16] BEEN WORKING IN PARTNERSHIP
[2:05:17] BECAUSE IN OUR OFFICE WE HAVE A
[2:05:19] CORE GOVERNANCE MODEL.
[2:05:20] EVERYTHING THAT WE DO IS IN
[2:05:22] COLLABORATION WITH COMMUNITY
[2:05:23] AND WE'VE BEEN TALKING ABOUT
[2:05:25] ESTABLISHING AN OVERSIGHT
[2:05:27] COMMITTEE IN WHICH WE HAVE
[2:05:29] FAMILIES, PEOPLE WHO ARE DOING
[2:05:30] THE WORK LIVING THE REALITIES,
[2:05:32] WORKING IN PARTNERSHIP IN DEEP
[2:05:34] PARTNERSHIP WITH PEOPLE NOT IN
[2:05:37] CONFLICT WITH OR IN
[2:05:39] CONFRONTATION OF BUT IN
[2:05:42] COLLABORATION RIGHT TO ADDRESS
[2:05:45] SOME OF THESE ISSUES AND TO BE
[2:05:47] REAL THOUGHT PARTNERS AND I'M
[2:05:49] CURIOUS WHAT THAT APPETITE
[2:05:52] LOOKS LIKE IN TERMS OF REAL
[2:05:54] TRUST BUILDING EXERCISES HERE.
[2:05:56] SO WE'LL HAVE CITY
[2:05:58] COUNCIL INVOLVED.
[2:05:59] WE'LL HAVE WE'LL HAVE FAMILIES
[2:06:01] ,WE'LL HAVE COMMUNITIES.
[2:06:02] WE'LL HAVE ORGANIZATIONS WHO
[2:06:03] ARE DOING THIS WORK AS AN
[2:06:05] OVERSIGHT COMMUNITY, AS A REAL
[2:06:06] CHECKS AND BALANCES TO MAKING
[2:06:08] SURE THAT WHAT WE ARE SAYING
[2:06:10] WE'RE ACTUALLY MEASURING AND
[2:06:12] DELIVERING ON THAT'S THE LEVEL
[2:06:14] OF LIKE UH, COMMITMENTS THAT
[2:06:16] WE'RE LOOKING FOR FROM YOU ALL
[2:06:18] AS WE CONTINUE TO NOT WANT TO
[2:06:20] HAVE ANOTHER CONVERSATION ABOUT
[2:06:21] ANOTHER CONVERSATION.
[2:06:22] AND THEN LASTLY, YOU KNOW, HOW
[2:06:25] WILL THE RECENT PERSONNEL CUTS
[2:06:27] AFFECT UM SUPPORT STAFF?
[2:06:29] UM, THE TASK AROUND PREVENTING
[2:06:32] AND HANDLING THESE CASES AND
[2:06:34] THE FY 25 UM BUDGET THE
[2:06:37] DISTRICT RECEIVE A 34,000 UM
[2:06:40] GRANT FOR BULLYING PREVENTION
[2:06:41] AND INTERVENTION IN FY 26 THERE
[2:06:43] WAS $2,394 AND THAT SAME BUDGET
[2:06:48] FOR UM AND THAT WAS THE SAME
[2:06:50] THING BUDGETED FOR FY 27.
[2:06:52] HOW HAS THE THREE $32,000
[2:06:55] BUDGET DECREASE AFFECTED
[2:06:56] STUDENTS LIKE I DON'T KNOW WHO
[2:06:57] GOT THE MONEY HERE BUT WHOEVER
[2:06:59] UNDERSTAND HOW THESE DOLLARS
[2:07:00] ARE IMPACTING THE OUTCOMES.
[2:07:03] I'D LIKE TO HEAR FROM YOU ABOUT
[2:07:06] THAT AND THAT IS ALL UNTIL I
[2:07:10] MIGHT BE INSPIRED TO ASK SOME
[2:07:12] MORE DAILY.
[2:07:17] UM I'LL TAKE A STAB AT UM THE
[2:07:19] ONES UH I BELIEVE I CAN ANSWER
[2:07:20] AND THEN I'LL FOR YOU GUYS BUT
[2:07:22] UM, AS FAR AS THE KIND
[2:07:24] OF BUILDINGS THAT ARE IN PLACE
[2:07:25] FOR STAFF, THE UM FALL SHORT
[2:07:30] OF IMPLEMENTING THE PROCEDURES
[2:07:31] AS WE PRESCRIBE THEM AND AS
[2:07:33] THEY'RE TRAINING THEM.
[2:07:34] UM, IT WOULD DEPEND ON THEIR
[2:07:36] THEIR, UH, COLLECTIVE
[2:07:37] BARGAINING AGREEMENT WITH THEIR
[2:07:38] MANAGER EMPLOYEES.
[2:07:39] SO WE HAVE PROGRESSIVE
[2:07:40] DISCIPLINE PROCEDURES IN PLACE
[2:07:41] FOR ALL STAFF AND WHAT WE WOULD
[2:07:43] DO IS IMMEDIATELY INVESTIGATE
[2:07:45] AN INCIDENT THAT FELL SHORT
[2:07:46] OF OUR EXPECTATIONS AND REALLY,
[2:07:49] UH, TAKE A MINUTE AND
[2:07:50] OPPORTUNITY WITH RELATION TO
[2:07:51] DIVISION WHAT I CHILD
[2:07:52] DEPARTMENTS WILL BE
[2:07:53] INVESTIGATING WHAT THE STAFF
[2:07:54] PERSON'S ROLE WAS.
[2:07:55] IT WAS NOT IN THAT
[2:07:57] INVESTIGATION VERY SIMILAR TO
[2:07:58] HOW WE WOULD INVESTIGATE
[2:07:59] DOCUMENTED HIMSELF AND BASED ON
[2:08:01] THAT INFORMATION OF WHAT WE
[2:08:03] LEARN WE FIND OUT WHETHER OR
[2:08:05] NOT UH SOMEONE UH DOCTOR
[2:08:07] PROPERLY OR NOT AND THEN WE
[2:08:09] WOULD IMPOSE A RANGE
[2:08:09] OF EMPLOYEE DISCIPLINE ON THE
[2:08:11] PERSON, UH, IN ACCORDANCE WITH
[2:08:13] THE COLLECTIVE BARGAINING
[2:08:13] AGREEMENT.
[2:08:14] SO EVERYBODY THAT'S
[2:08:15] PARTICIPATING ARE EMPLOYEES AND
[2:08:19] ASSOCIATED WITH THE DISTRICT.
[2:08:21] UH, FOLKS THAT ARE IMPLEMENTING
[2:08:23] ARE BULLYING, SEXUAL HARASSMENT
[2:08:24] AND SEXUAL MISCONDUCT POLICIES
[2:08:25] AND EVERYTHING WE NEED TO TALK
[2:08:26] ABOUT.
[2:08:27] YES, IT WOULD BE PRETTY MUCH
[2:08:28] MAINLY.
[2:08:29] SO I WOULD RECOMMEND WE NEED AN
[2:08:30] OUTSIDE THIRD PARTY.
[2:08:31] SO TO HELP SUPPORT SOME OF THIS
[2:08:33] WORK BECAUSE INDEPENDENT
[2:08:35] DOESN'T SOUND REALLY
[2:08:36] INDEPENDENT WHERE EVERYBODY IS
[2:08:38] INVOLVED WITH.
[2:08:40] THAT'S WHY PEOPLE ALWAYS THINK
[2:08:41] THAT WE'RE NOT BEING HONEST AND
[2:08:43] EVERYTHING'S BEING SWEPT UNDER
[2:08:44] THE RUG BECAUSE THE PEOPLE WHO
[2:08:46] ARE IDENTIFYING OR DETERMINING
[2:08:48] WHETHER SOMETHING WAS A
[2:08:50] MISCONDUCT UH, I JUST WANT TO
[2:08:52] MAKE GIVE YOU AN OPPORTUNITY TO
[2:08:54] CLARIFY THAT FOR ME.
[2:08:55] WELL, LIKE I MENTIONED,
[2:08:56] COLLECTIVE BARGAINING, UM,
[2:08:58] REQUIREMENTS ARE AT PLAY HERE.
[2:08:59] SO UM, IN OUR OPINION THE THIRD
[2:09:01] PARTY WOULD BE THE COLLECTIVE
[2:09:03] BARGAINING, UH, GROUP THAT
[2:09:05] THESE MEMBERS MAY BELONG TO AND
[2:09:06] .
[2:09:07] THAT'S FOR PROTECTING THE CHILD
[2:09:08] IN THE FAMILY.
[2:09:09] IT'S OUR COLLECTIVE JOB TO BE
[2:09:10] BOTH ANY MEMBERS IN THE SCHOOL
[2:09:12] WITH REGARDLESS OF WHAT UNION
[2:09:13] THEY BELONG TO.
[2:09:14] ANYONE WITH SCHOOL BUILDING IS
[2:09:16] THEIR RESPONSIBILITY FROM THE
[2:09:17] CAFETERIA MANAGER TO THE
[2:09:18] CUSTODIAN TO THE TEACHER, TO
[2:09:19] THE SECRETARY, TO THE SCHOOL
[2:09:21] LEADER, TO THE SCHOOL
[2:09:22] ADMINISTRATION.
[2:09:22] SO THERE'S A BUNCH OF PEOPLE
[2:09:23] THAT I CAN DESCRIBE AS
[2:09:24] RESPONSIBLE AND EXTERNAL
[2:09:25] CENTRAL OFFICE ONLY.
[2:09:26] JUST BECAUSE MY TIME IS SHORT
[2:09:28] AND WE ARE HERE TO LISTEN TO
[2:09:29] YOUNG PEOPLE, I'M NOT GOING TO
[2:09:31] KEEP GOING BACK AND FORTH.
[2:09:32] I WILL BE HOSTING A SECOND
[2:09:33] HEARING SO I CAN FURTHER
[2:09:35] INVESTIGATE THIS.
[2:09:36] SO GO AHEAD I HAVE OTHER
[2:09:37] QUESTIONS.
[2:09:38] I JUST WANTED TO ADD THAT UM
[2:09:40] IN DEVELOPING SOME OF THESE
[2:09:41] POLICIES WE HAVE WORKED WITH
[2:09:42] PARENTS OUTSIDE AGENCIES UM AND
[2:09:45] COMMUNITY MEMBERS TO SUPPORT
[2:09:46] THAT.
[2:09:47] I KNOW IN PARTICULAR WITH
[2:09:48] REGARDS TO BULLYING AND
[2:09:49] STUDENTS WITH DISABILITIES.
[2:09:51] THERE WAS AN UM PARENTS
[2:09:54] OF STUDENTS WITH DISABILITIES
[2:09:55] WERE UM ENGAGED TO BE PART
[2:09:57] OF THE CONVERSATION IN
[2:09:58] DEVELOPING THAT.
[2:10:00] I WOULD SAY IT'S SOMETHING THAT
[2:10:01] WE ALWAYS DO PERFECTLY, BUT WE
[2:10:03] HAVE BEEN TRYING TO WORK WITH
[2:10:04] UM, A VARIETY OF OUTSIDE
[2:10:06] SUPPORTS AND FAMILIES TO HAVE
[2:10:08] THAT HAPPEN.
[2:10:08] THE QUESTION WAS WOULD YOU
[2:10:10] BE WILLING TO AN OPEN TO HAVING
[2:10:14] AN INDEPENDENT OVERSIGHT
[2:10:16] COMMITTEE THAT IS NOT
[2:10:18] HANDPICKED BY BP BUT THAT IS
[2:10:20] INDEPENDENT OF THE DISTRICT AND
[2:10:23] CREATES OPPORTUNITIES FOR A
[2:10:25] DIFFERENT TYPE OF UH, OVERSIGHT
[2:10:28] ?
[2:10:29] I'D HAVE TO GET MORE FLAHERTY
[2:10:31] ON WHAT YOU MEAN BY THAT.
[2:10:33] EXACTLY.
[2:10:34] WE'RE GOING TO CREATE IT
[2:10:34] TOGETHER.
[2:10:35] THAT'S IT.
[2:10:37] LET ME LET ME JUST REITERATE I
[2:10:38] WANT TO MAKE SURE WE HAVE A
[2:10:40] CONVERSATION ABOUT WHAT THAT
[2:10:40] MEANS AND WHAT THAT LOOKS LIKE
[2:10:42] BECAUSE WE DO HAVE A LOT
[2:10:43] OF FORMS TO UM UM TO THE POINT
[2:10:46] WHERE WE DO ENGAGE FAMILIES ON
[2:10:48] DIFFERENT ASPECTS OF OUR
[2:10:49] WORKING.
[2:10:49] SYSTEMS ARE BROKEN SYSTEM.
[2:10:51] SO WE'RE WILLING TO WORK WITH
[2:10:52] YOU TO BE PART OF THOSE AND
[2:10:53] MAKE THEM BETTER.
[2:10:54] ALL RIGHT.
[2:10:54] JUST BECAUSE MY TIME YEAH.
[2:10:56] I ALSO YOU KNOW WHAT WE'RE
[2:10:57] TALKING ABOUT OVERSIGHT I THINK
[2:10:59] IT'S IMPORTANT TO WORK TOGETHER
[2:11:00] BUT WE REALLY HAVE TO BE
[2:11:02] MINDFUL OF THE POLICIES AROUND
[2:11:04] PROPER AND TITLE NINE AND
[2:11:06] DISCUSSING ANY INDIVIDUAL UH,
[2:11:08] SPECIFIC STUDENT OR COMPLAINTS
[2:11:10] OR ACTIVE CASES UM IN THE
[2:11:12] VIOLATION OF HARBOR.
[2:11:13] THANK YOU FOR THAT.
[2:11:14] I THINK IT MUST BE TARGETED UM
[2:11:16] WHEN WHEN WE ARE HAVING THOSE
[2:11:18] PIECES I THINK OVERSIGHT FEELS
[2:11:19] A LITTLE BIT EVALUATIVE
[2:11:21] EVALUATIVE TO FOLKS.
[2:11:22] BUT HOWEVER I'M WILLING TO BE
[2:11:24] ON ANY COMMITTEE ROOTED IN
[2:11:26] ACTION TO PROBLEM SOLVE.
[2:11:28] UM, WELL, I THINK SOMETIMES,
[2:11:30] YOU KNOW, STRATEGICALLY IS I
[2:11:33] THINK WE HAVE TO LEAN IN ON A
[2:11:34] COMMUNITY A LITTLE BIT MORE
[2:11:35] WITH MORE STRATEGIC STANDPOINT.
[2:11:37] UM, AND THEN TO YOUR OTHER
[2:11:39] QUESTION, OUR GOAL IS LIVE IN
[2:11:41] THE PREVENTION SPACE AND NOT
[2:11:42] THE RESPONSIVE SPACE.
[2:11:44] UM, AND I KEEP GOING BACK TO
[2:11:46] WHAT MISS UM, MR SMITH SAID
[2:11:48] LIKE THE IT'S THE SAME THING
[2:11:50] WITH YOU VIOLENCE, RIGHT?
[2:11:51] LIKE YOU'VE GOT TO BUT
[2:11:54] SOMETIMES THINGS FEEL SO FEEL A
[2:11:55] CERTAIN WAY THAT YOU END UP IN
[2:11:57] A CONSTANT STATE OF UM,
[2:11:59] RESPONSIVENESS AND THAT'S WE
[2:12:00] NEED TO LIVE IN THE SPACE
[2:12:02] OF PREVENTATIVE PREVENTATIVE
[2:12:02] WORK.
[2:12:03] AND THEN THE NEXT QUESTION WE
[2:12:04] MANAGE AS FAR AS THOSE FUNDS WE
[2:12:06] ARE MANAGING WITHOUT THE FUNDS
[2:12:07] UM THEY WERE USED PREVIOUSLY
[2:12:08] FOR TRAINING THE STIPENDS BUT
[2:12:10] WE HAVE A REALLY GOOD TEAM UM
[2:12:12] AND OUR TEAM IN BOSTON UM WE WE
[2:12:15] DO WHAT WE CAN AND UNDERSTAND
[2:12:17] UH THOSE THOSE DYNAMICS UM IF
[2:12:20] CHOSEN IF OTHERWISE OTHER
[2:12:22] DECISIONS CAN BE MADE AND WE DO
[2:12:23] NOT WANT TO COMPROMISE PEOPLE
[2:12:24] BECAUSE WE NEED THE PEOPLE.
[2:12:26] AND THEN FINALLY THE SWEPT
[2:12:27] UNDER THE RUG PIECE I THINK
[2:12:29] OVER COMMUNICATING IS CRITICAL
[2:12:30] .
[2:12:30] I THINK SOMETIMES PARENTS GET
[2:12:32] ANNOYED THAT UM THAT WE'RE
[2:12:34] CALLING AND WE JUST WANT TO
[2:12:36] KNOW LIKE WE JUST WANT TO CHECK
[2:12:37] IN.
[2:12:37] I THINK WE HAVE TO MAKE THAT A
[2:12:39] COMMON PRACTICE.
[2:12:40] EVERY CONVERSATION IS AN
[2:12:41] OPPORTUNITY TO LEAN IN ON
[2:12:42] SUPPORT AND RESOURCES WILL
[2:12:42] POINT THEM IN THE RIGHT
[2:12:43] DIRECTION THE SAME PROCESS.
[2:12:44] YEAH.
[2:12:45] SO I'LL JUST NOTE TWO
[2:12:46] THINGS.
[2:12:46] ONE IS IT HAS TO BE ROOTED IN
[2:12:48] RESTORATIVE JUSTICE.
[2:12:48] I THINK WHATEVER WORK WE DO IS
[2:12:50] THAT AND THEN I JUST REALLY
[2:12:52] REALIZED THAT NONE OF YOUR
[2:12:53] ANSWER TO MY QUESTION AROUND
[2:12:54] THE 51 A AS AN ISSUE THAT IS A
[2:12:56] BIG CONCERN TO ME BECAUSE
[2:12:58] PARENTS ARE HAVING THEIR
[2:12:59] CHILDREN LITERALLY SNATCHED UP
[2:13:00] JUST BECAUSE THEY'RE PROTECTING
[2:13:02] OR TRYING TO FIGHT.
[2:13:04] WELL I TOLD.
[2:13:05] SOMEONE JUST.
[2:13:06] JUST ALL RIGHT SO AS FAR AS THE
[2:13:08] 50 AS FAR AS THE 51 DAYS RIGHT
[2:13:09] I THINK SOMETIMES I THINK THE
[2:13:12] NEXT STAGE OF THIS AND THIS IS
[2:13:14] LIKE ACROSS THE CITY ACROSS THE
[2:13:18] COUNTRY THE NEXT STAGE
[2:13:20] OF UNDERSTANDING CULTURAL
[2:13:21] COMPETENCY IS AROUND IT IS
[2:13:25] INFUSING THAT INTO HOW 51 A'S
[2:13:27] ARE ARE DECIDED.
[2:13:29] UM AND BECAUSE AND WHEN I SAY
[2:13:32] CULTURAL COMPETENCY THERE ARE
[2:13:34] SO MANY FAMILIES FROM DIFFERENT
[2:13:35] PLACES AND WE'RE SO DIVERSE
[2:13:38] THAT SOMETIMES BEHAVIORS ARE
[2:13:40] INTERPRETED AS SOMETHING THAT
[2:13:42] THEY'RE NOT AND IT COULD BE
[2:13:44] MISINTERPRETED AS HARM.
[2:13:45] AND I THINK WE HAVE TO NAME
[2:13:47] THAT AND SO AND SOCIALIZE HOW
[2:13:51] WE ARE HOW WE ARE WHATEVER THE
[2:13:53] PROTOCOLS ARE BEFORE THOSE 51
[2:13:54] DAYS ARE CALLED.
[2:13:56] SO THAT'S YOUR POINT.
[2:13:57] BUT UNDERSTANDING THAT THERE IS
[2:13:59] SOME CULTURAL COMPETENCY THAT'S
[2:14:00] DEEPLY INVOLVED IN THAT.
[2:14:02] THAT'S RIGHT.
[2:14:02] AND LOCK.
[2:14:03] UP ALL YOU WANT TO TALK TO
[2:14:04] MORE THEM GO AHEAD.
[2:14:05] I MEAN IF YOU ALLOW ME TO
[2:14:06] HAVE YOU TO HELP LOWRY.
[2:14:07] AND NOT BECAUSE COP HAS
[2:14:08] ALREADY GIVEN ME THE SIDE I SO
[2:14:09] I'M NOT TRYING TO DEAL WITH
[2:14:10] THIS ONE.
[2:14:11] SORRY.
[2:14:11] YEAH.
[2:14:12] THE ONLY THING I WOULD ADD
[2:14:13] TO UM, UM, MR MCCARTHY SAID WAS
[2:14:15] THAT UM THERE ARE LAWS AROUND
[2:14:17] MANDATED REPORTING AND UH, AS
[2:14:21] AN INDIVIDUAL OR EVEN AS A
[2:14:22] DISTRICT WE CANNOT PROVIDE
[2:14:24] GUIDELINES OR RECOMMENDATIONS
[2:14:26] ON WHO SHOULD OR SHOULDN'T LIKE
[2:14:28] 551 DAYS BECAUSE THAT'S AN
[2:14:29] INDIVIDUAL PERSON DECISION TO
[2:14:30] DO THAT.
[2:14:31] YEAH.
[2:14:31] UM SO.
[2:14:32] I THINK YOU'RE MISUNDERSTANDING
[2:14:33] MY POINT.
[2:14:34] MY POINT IS IS THAT THE
[2:14:35] DISTRICT IS UTILIZING 51 A'S TO
[2:14:38] KEEP OUTRIGHT PARENTS OFF
[2:14:40] OF THEIR GROUNDS BECAUSE
[2:14:41] THEY'RE TRYING TO PROTECT THEIR
[2:14:42] CHILDREN.
[2:14:43] SO THAT IS WHAT I'M REFERRING
[2:14:44] TO AND MANDATING REPORTING IN
[2:14:46] THE SAY THAT IS IS A WHOLE
[2:14:48] DIFFERENT KIND OF ONES AND
[2:14:50] THAT'S IT NOT WHEN I'M GOING TO
[2:14:52] GO TO COUNCILOR CULPEPER AND
[2:14:54] YOU HAVE FIVE MINUTES I'LL.
[2:14:56] BE BRIEF THAT'S YOU YOU.
[2:14:57] YOU THAT'S WHAT YOU ALWAYS SAY
[2:14:59] I DO FIVE MINUTES.
[2:15:00] UM UH THAT THE THE PEANUT UH
[2:15:03] AND I KNOW YOUR COMMITMENT.
[2:15:06] UM BUT WHAT I WOULD LOVE TO SEE
[2:15:10] IS FOR ME THIS TO WORK WITH
[2:15:13] MONICA MERCHANTS AND TO GET HER
[2:15:18] CHILD BACK TO SCHOOL EVEN IF IT
[2:15:20] MEANS TUTORING WHATEVER IT
[2:15:22] TAKES TO WORK WITH HER TO GET
[2:15:25] THAT CHILD BACK TO STUDY AND
[2:15:27] BACK TO LEARNING THAT I KNOW
[2:15:30] THAT WE ALL WANT AND SO
[2:15:32] WHATEVER IT TAKES AND UH, I
[2:15:35] KNOW YOU'LL DO WHATEVER IT
[2:15:36] TAKES, BUT LET'S GET THAT CHILD
[2:15:39] BACK TO LEARNING BACK TO SCHOOL
[2:15:41] EVEN IF IT MEANS IN THE
[2:15:43] BEGINNING SOME HOME TUTORING TO
[2:15:46] GET HER BACK TO LEARNING.
[2:15:49] I'M HAPPY TO WORK WITH MONICA
[2:15:50] ON GETTING HER, UH, CHILDREN
[2:15:52] BACK TO BOSTON PUBLIC SCHOOLS
[2:15:53] AND UH, LIKE I SAID, I'M, UH,
[2:15:55] DISAPPOINTED WITH WHAT HAPPENED
[2:15:57] IN UM UM UM, HAPPY TO MAKE SURE
[2:15:59] WE PUT SUPPORTS IN PLACE FOR
[2:16:00] CHILDREN IF THEY DO COME BACK.
[2:16:01] UM, BUT I CAN'T COMMIT TO
[2:16:03] TUTORING BECAUSE THE
[2:16:04] REQUIREMENTS AROUND THE
[2:16:05] TUTORING I CAN'T JUST SAY YES,
[2:16:06] I CAN PROVIDE TUTORING, BUT WE
[2:16:07] CAN DO IS MAKE SURE THAT WHEN
[2:16:09] THEY DO REENROLL WE WORK WITH
[2:16:11] MONICA TO DEVELOP A PLAN FOR
[2:16:12] EACH STUDENT UH, AT ANY SCHOOL
[2:16:14] THAT THEY GO TO TO MAKE SURE
[2:16:16] THEY'RE MAKING ACADEMIC
[2:16:17] PROGRESS IN HAVING THE THE
[2:16:19] TRAUMA SAFETY UH, PIECES
[2:16:21] ADDRESSED AS WELL, YOU KNOW,
[2:16:22] WORK VERY CLOSELY WITH HER.
[2:16:23] CAN YOU LOOK INTO THE
[2:16:24] TUTORING?
[2:16:25] UH, I CAN DEFINITELY LOOK INTO
[2:16:27] IT, BUT I JUST KNOW THAT
[2:16:28] THERE'S, UH, PARAMETERS AROUND
[2:16:29] IT.
[2:16:30] I JUST CAN'T COMMIT TO IT.
[2:16:31] NO, NO I CAN'T, BUT IF YOU LOOK
[2:16:33] INTO IT.
[2:16:33] AND HAPPY LOOK INTO IT NOT A
[2:16:35] QUESTION.
[2:16:35] TO THE, UH TO THE.
[2:16:36] CHAIR AND MONICA MY NUMBER
[2:16:45] 61759473416175947341 I'M HAPPY
[2:16:46] TO TAKE A NUMBER AFTER THIS
[2:16:47] HEARING AS WELL.
[2:16:48] I PUT UP TO OUR GROUP CHAT
[2:16:49] WHICH ARE BOTH UH THAT I'LL
[2:16:51] MONITOR THE SITUATION AND MAKE
[2:16:52] SURE IT'S HAPPENING.
[2:16:53] THANK YOU CONSTANTLY.
[2:16:54] JUST MAKING SURE THAT'S THE
[2:16:56] NUMBER I GOT THAT.
[2:16:57] YOU MIGHT HAVE MY PERSONAL
[2:16:58] NUMBER SO.
[2:17:01] I GOT IT.
[2:17:02] UH THE OTHER THING THAT AND
[2:17:04] THIS IS MY FINAL QUESTION,
[2:17:06] MADAM CHAIR AND EITHER OF YOU
[2:17:07] CAN SPEAK TODAY ASTRID
[2:17:10] HERNANDEZ TALKED ABOUT
[2:17:12] RESTORATIVE PRACTICES AND HE
[2:17:13] GAVE US A LIST OF THOSE.
[2:17:15] CAN YOU JUST TALK ABOUT HOW
[2:17:17] MUCH YOU, UH, FOCUS ON AND
[2:17:21] IMPLEMENT THE RESTORATIVE
[2:17:22] PRACTICES THAT, UH, ASTRID
[2:17:26] REMAINS TO TALK ABOUT?
[2:17:27] IT WAS JUST THE ANSWER THAT.
[2:17:29] THEY BOTH IT WAS.
[2:17:30] ABOUT I DON'T KNOW I THINK
[2:17:32] IT WAS I.
[2:17:33] KNOW LEANNE BROUGHT IT UP FOR
[2:17:34] SOMEONE SUPPOSED TO BE TALKING.
[2:17:35] SO THEN, UH, MADAM CHAIR IS
[2:17:37] ALWAYS RIGHT.
[2:17:39] SHE'S ALWAYS RIGHT.
[2:17:42] UH, THANK YOU,
[2:17:44] COUNCILOR CULPEPPER I WE ARE IN
[2:17:45] YEAR THREE OF OUR 3 TO 7 YEAR
[2:17:48] STRATEGIC PLAN AROUND
[2:17:49] IMPLEMENTING RESTORATIVE
[2:17:49] PRACTICES.
[2:17:50] UH, WHAT WAS APPROPRIATELY
[2:17:51] CALLED RESTORATIVE JUSTICE
[2:17:53] PRACTICES.
[2:17:54] UM.
[2:17:55] I THINK WHEN YOU ARE TRYING
[2:17:58] TO SHIFT A CULTURE THAT HAS
[2:18:00] BEEN PREDICATED ON
[2:18:02] TECHNICALITIES, CONSEQUENCES.
[2:18:04] UM.
[2:18:05] YOU KNOW, YOU IT REQUIRES A
[2:18:07] LOT OF TRAINING.
[2:18:09] IT REQUIRES A LOT OF, UM,
[2:18:10] THOUGHT PREPARATION.
[2:18:12] UH, IT REQUIRES UH A LOT
[2:18:15] OF BUYING UM, YOU KNOW, I'LL
[2:18:17] GIVE YOU AN EXAMPLE SOMETIMES
[2:18:19] WHEN THE YOUNG YOUNG CULPEPPER
[2:18:21] MAY HAVE GROWN SOMETHING ONE
[2:18:23] DAY TRYING TO HIT THE TRYING TO
[2:18:25] YOU KNOW, WE ALL USED TO YELL
[2:18:28] COVID OR JORDAN OR SOMETHING
[2:18:29] LIKE THAT AND IT HIT SOMEBODY A
[2:18:30] PIECE OF PAPER HIT SOMEONE.
[2:18:31] UM.
[2:18:33] SOMETIMES THERE'S
[2:18:37] HISTORICALLY THERE'S AN URGE TO
[2:18:38] WANT TO DO SOMETHING.
[2:18:39] SOMETHING HAS TO HAPPEN TO THAT
[2:18:40] PERSON WHO MADE A DECISION AND
[2:18:42] FOR US AND WE ARE ROOTED IN
[2:18:45] RESTORATIVE JUSTICE PRACTICES.
[2:18:46] YOU HAVE TO LOOK AT WHO WAS
[2:18:48] IMPACTED RIGHT.
[2:18:50] UM, WHAT IS THE NATURE AND THE
[2:18:51] DEPTH OF THE IMPACT AND THEN
[2:18:54] LOOKING AT THE PERSON, UM, WHO
[2:18:58] MADE THE POOR DECISION AND THEN
[2:19:00] CREATING A SPACE WHERE THEY
[2:19:01] COULD INDIVIDUALLY RESPOND TO
[2:19:02] THAT AND THEN IN A LARGER PIECE
[2:19:06] I THINK THE THE THE TOUGHEST
[2:19:08] PART OF INTEGRATING RESTORATIVE
[2:19:10] JUSTICE PRACTICES.
[2:19:12] IS REALLY HELP MAKING IT BE.
[2:19:14] DIGESTIBLE TO THE COMMUNITY.
[2:19:15] UM.
[2:19:16] IT IT SOUNDS GOOD, FEELS
[2:19:18] GOOD BUT THE DOING UM BECOMES
[2:19:21] PRETTY DIFFICULT AND IS REALLY
[2:19:22] JUST ROOTED IN FAIRNESS AND
[2:19:24] IT'S HARD IT'S HARD TO DO THAT
[2:19:25] WHEN YOU HAVE HUNDREDS AND
[2:19:26] HUNDREDS OF YEARS OF A
[2:19:27] PARTICULAR PRACTICE.
[2:19:30] WHAT ABOUT THE TRAINING
[2:19:32] OF SENSITIVE LEARNING MODELS?
[2:19:34] IT'S RELATIVE TO RESTORATIVE
[2:19:35] JUSTICE PRACTICES.
[2:19:37] UM, WE HAVE TO TRAIN A TRAINER
[2:19:40] UM TRAININGS.
[2:19:41] UM, ACTUALLY IF THE
[2:19:41] COUNCIL WOULD LIKE TO DO SOME
[2:19:42] RESTORATIVE JUSTICE TRAINING,
[2:19:43] DR. MILLER WILL BE HAPPY TO SET
[2:19:45] THOSE UP WITH THE SAFE, UM,
[2:19:47] WELCOMING SCHOOLS.
[2:19:48] I THINK THAT'S IMPORTANT SO YOU
[2:19:50] GUYS CAN KNOW WHAT TO LOOK FOR
[2:19:51] IS AH, WHEN YOU GO TO SCHOOLS,
[2:19:52] UH, WE ALL KNOW THERE'S A
[2:19:53] THERE'S A SERIOUS DIFFERENCE
[2:19:55] WHEN THE YOUR SCHOOL IS
[2:19:57] PRACTICING THEN WHEN IT'S NOT
[2:19:59] ONE BECOMES TECHNICAL AND THE
[2:20:00] OTHER ONE FEELS IT MORE
[2:20:02] ADAPTIVE AND INCLUSIVE.
[2:20:03] SO THIS IS THE CHAIRS
[2:20:04] COMMITTEE.
[2:20:05] IF SHE AGREES TO IT I'LL DO IT
[2:20:07] I WOULD LIKE TO DO IT BUT THIS
[2:20:09] IS THE CHAIRS COMMITTEE SO YOU
[2:20:10] COULD DO.
[2:20:11] WHATEVER YOU WANT.
[2:20:11] ARE YOU A DISTRICT SEVEN?
[2:20:12] DID YOU HEAR WHAT SHE SAID?
[2:20:13] SHE'S I CAN DO WHATEVER I WANT.
[2:20:15] WHENEVER YOU'RE READY 515
[2:20:16] HYPERCARS.
[2:20:17] OKAY THEN IF YOU DON'T DO HE'S
[2:20:19] GOING TO BLAME ME.
[2:20:20] UH, YOU COULD DO WHATEVER.
[2:20:22] YOU WANT.
[2:20:22] UM.
[2:20:23] PUT ME ON YOUR BUSINESS.
[2:20:25] ALL RIGHT.
[2:20:27] ARE YOU HAVING A GOOD TIME?
[2:20:29] YOU KNOW YOU LIKE MY HEARINGS.
[2:20:31] EVERYBODY LIKES MY HEARINGS.
[2:20:33] Y'ALL HAVING FUN?
[2:20:34] THAT'S WHAT'S Y'ALL HAVING FUN
[2:20:36] TOO?
[2:20:37] OH, Y'ALL.
[2:20:37] Y'ALL.
[2:20:40] I GET TOO EXCITED.
[2:20:41] ALL RIGHT, SO I'M NOT GOING TO
[2:20:44] HOLD YOU A HOSTAGE.
[2:20:45] BUT I WOULD LIKE IF YOU HAVE
[2:20:46] THE TIME TO IF YOU WE HAVE A
[2:20:49] YOUTH PANEL IF YOU COULD STAY
[2:20:51] TO LISTEN AND IF YOU CAN'T IT
[2:20:53] IS BEING RECORDED.
[2:20:54] SO IF IF PEOPLE HAVE TO GO
[2:20:56] DON'T THINK THAT THEN THEY
[2:20:57] DON'T HAVE AN OPPORTUNITY TO SO
[2:20:58] HERE YOUNG PEOPLE THERE WILL BE
[2:21:00] ANOTHER WAY TO DO THAT.
[2:21:02] BUT I JUST WANT TO SAY THANK
[2:21:03] YOU AND WE WILL BE REACHING OUT
[2:21:06] TO YOU ALL TO CREATE THIS
[2:21:07] OVERSIGHT UM COMMITTEE I KNOW
[2:21:09] IT SOUNDS PUNITIVE BUT I REALLY
[2:21:11] DO BELIEVE THAT PEOPLE WANT
[2:21:12] SOMETHING THAT FEELS LIKE IT
[2:21:14] HAS TEETH TO IT.
[2:21:15] RIGHT?
[2:21:16] SO IT'S NOT SOMETHING LIKE OH,
[2:21:17] IT'S AN ADVISORY COMMITTEE.
[2:21:18] NO, WE WANT TO CREATE SOMETHING
[2:21:19] THAT WE'RE GOING TO HOLD
[2:21:20] OURSELVES ACCOUNTABLE TO.
[2:21:21] BUT THERE'S ALSO A ROLE FOR
[2:21:22] COMMUNITY TO PLAY.
[2:21:23] SO IT'S NOT JUST WHAT WE CAN
[2:21:24] DO.
[2:21:25] THERE'S SOME THINGS THAT
[2:21:26] PARENTS CAN DO TOO.
[2:21:27] THERE'S SOME THINGS THAT
[2:21:28] STUDENTS CAN DO AND I THINK
[2:21:29] THAT WHAT WE HAVE TO START
[2:21:31] LEARNING HOW TO REALIZE IS THAT
[2:21:32] EVERYBODY'S ACCOUNTABLE FOR
[2:21:34] COMMUNITY SAFETY AND
[2:21:35] EVERYBODY'S ACCOUNTABLE FOR HOW
[2:21:36] STUDENTS FEEL AND WE ALL NEED
[2:21:38] TO OWN THAT.
[2:21:38] AND THAT'S THE TYPE
[2:21:40] OF LEADERSHIP THAT I WANT TO
[2:21:41] BRING TO THIS CONVERSATION IS
[2:21:43] MAKING SURE THAT EVERYBODY'S
[2:21:44] PLAYING THEIR ROLE.
[2:21:46] UM, AND WE'RE HERE TO SERVE
[2:21:48] STUDENTS AND DOING IT
[2:21:50] COLLECTIVELY.
[2:21:51] I APOLOGIZE TO THE YOUNG
[2:21:52] PEOPLE.
[2:21:53] I WILL TRY TO STAY AS LONG AS I
[2:21:54] CAN.
[2:21:54] I DO HAVE SOME CHILDCARE
[2:21:55] ISSUES, BUT I WILL BE HERE AS
[2:21:57] LONG AS I CAN.
[2:21:58] AND YOU CAN BLAME
[2:22:00] COUNCIL CULPEPPER FOR HOW LONG
[2:22:01] THE YOUNG PEOPLE HAD TO WAIT TO
[2:22:02] SPEAK.
[2:22:03] ALL RIGHT, Y'ALL, CAN I GET THE
[2:22:05] YOUTH DOWN HERE?
[2:22:07] UM, WE HAVE YOUNG PEOPLE, UH,
[2:22:11] WHO ARE HERE FROM VARIOUS
[2:22:14] SCHOOLS.
[2:22:15] UM.
[2:22:18] SO COME ON DOWN AND YOU EACH
[2:22:23] HAVE THREE MINUTES.
[2:22:32] AND, UM, WE APPRECIATE YOU
[2:22:36] BEING HERE REPRESENTING Y'ALL
[2:22:38] EACH GET YOUR OWN MICROPHONE
[2:22:41] OKAY?
[2:22:42] OKAY.
[2:22:42] THAT'S RIGHT.
[2:22:44] UH, SO YOU GOT TO LIKE STAND IN
[2:22:48] THAT POWER.
[2:22:52] YES OKAY.
[2:22:53] ALL RIGHT, SO WHO WANTS TO GO
[2:22:55] FIRST?
[2:22:57] I WILL GO WITH YOU.
[2:22:58] THAT'S RIGHT.
[2:22:59] BECAUSE YOU GAVE ME EYE CONTACT
[2:23:00] .
[2:23:00] THAT'S WHAT YOU GET THREE
[2:23:01] MINUTES.
[2:23:02] UM, OKAY.
[2:23:03] MY NAME IS EMPRESS.
[2:23:05] UM, I GO TO BUNKER HILL
[2:23:06] COMMUNITY COLLEGE BUT I HAVE
[2:23:07] WENT TO.
[2:23:08] MULTIPLE SCHOOLS UM, THROUGHOUT
[2:23:11] MY YEARS AND I THINK I REALLY
[2:23:13] WANT TO TALK ABOUT IS LIKE
[2:23:17] NOURISHING BECAUSE A LOT
[2:23:18] OF TIMES I FEEL LIKE ME FORGET
[2:23:19] ABOUT ME, MAKE THESE POLICIES
[2:23:20] OKAY?
[2:23:21] THESE ARE CHILDREN AND WE
[2:23:23] SHOULD BE IMPLEMENTING MORE
[2:23:25] THINGS LIKE GOOD LUNCHES
[2:23:26] BECAUSE A LOT OF TIMES KIDS.
[2:23:28] DO DON'T FEEL COMFORTABLE WHEN
[2:23:30] YOU LUNCHES AND WE LIKE MAKING
[2:23:34] SURE PEOPLE ARE FED MAKING SURE
[2:23:35] PEOPLE ARE HAVING A GOOD
[2:23:37] ENVIRONMENT BECAUSE I CAN HELP
[2:23:39] THAT AS WELL.
[2:23:40] UM AS WELL HAVING TRAINED
[2:23:42] PEOPLE.
[2:23:43] TO LIKE HELP.
[2:23:44] WITH TRAINED COUNSELORS TO HELP
[2:23:46] UM KIDS WHO ARE GOING THROUGH
[2:23:47] SOMETHING I THINK JUST HAVING
[2:23:48] LIKE TEACHERS DO THAT ALL THE
[2:23:50] HELP IS NOT GOING TO BE
[2:23:51] BENEFICIAL.
[2:23:52] AND YEAH.
[2:23:56] OKAY.
[2:23:56] OH THAT'S.
[2:23:58] YEAH I WOULD YOU SURE OKAY.
[2:24:03] OH HELLO GUYS MY.
[2:24:05] NAME IS JEN MILES AND I'M 17
[2:24:08] YEARS OLD AND I GO TO MATCH
[2:24:10] CHARTER PUBLIC.
[2:24:11] HIGH SCHOOL.
[2:24:12] AND I'M HERE TODAY BECAUSE I
[2:24:14] WANT.
[2:24:14] TO.
[2:24:15] TALK ABOUT.
[2:24:15] HOW LIKE BULLYING AND
[2:24:17] RETALIATION TRUTHFULLY AFFECTS
[2:24:20] YOUNG PEOPLE.
[2:24:21] UM, I KNOW LIKE YOU KNOW LIKE
[2:24:24] THIS WHOLE HEARING HAS BEEN
[2:24:25] ABOUT LIKE HEARING STORIES BUT
[2:24:27] I WANT LIKE YOU TO UNDERSTAND
[2:24:29] FROM LIKE A MORE PSYCHOLOGICAL
[2:24:31] MENTAL LEVEL LIKE HOW IT
[2:24:34] AFFECTS PEOPLE.
[2:24:36] UM, I HAVE BEEN IN PROGRAMS
[2:24:39] LIKE PARTIAL HOSPITALS LIKE I
[2:24:41] HAVE LIKE MISS SCHOOL FOR
[2:24:44] MONTHS.
[2:24:44] I TAKE LIKE A BREAK FOR MY
[2:24:46] MENTAL HEALTH AND I MET A LOT
[2:24:49] OF OTHER STUDENTS FROM AGES.
[2:24:51] I WOULD SAY.
[2:24:52] FROM GRADE SEVEN TO SENIORS
[2:24:55] THAT ALL LIKE REPORT KIND
[2:24:57] OF THE SAME THING.
[2:24:57] THEY ALL HAVE ISSUES WITH GOING
[2:24:59] TO SCHOOL BECAUSE THEY FIND THE
[2:25:01] CLIMATE LIKE UNBEARABLE TO BE A
[2:25:04] AND IT.
[2:25:06] WAS LIKE UM.
[2:25:08] LIKE FROM ALL DIFFERENT
[2:25:09] BACKGROUNDS LIKE.
[2:25:11] UM I THINK THE YOUNGEST THERE
[2:25:13] WAS SEVEN.
[2:25:14] FROM SEVENTH GRADE.
[2:25:16] AND EVEN LIKE SENIORS ALSO
[2:25:18] REPORT LIKE THAT THEY DON'T
[2:25:19] REALLY WANT TO DO OR ENGAGE IN
[2:25:21] ANY SENIOR ACTIVITIES BECAUSE
[2:25:23] OF HOW UM THEY DON'T GET ALONG
[2:25:26] WITH THEIR.
[2:25:27] COHORTS AND THEY DON'T FEEL
[2:25:30] SUPPORTED BY THEIR OWN TEACHERS
[2:25:32] TO GO BACK TO SCHOOL.
[2:25:34] AND UM.
[2:25:35] JUST LIKE HEARING ABOUT
[2:25:36] THEIR EXPERIENCE AND MAKES
[2:25:38] ME FEEL LIKE THE BULLYING
[2:25:41] SITUATION HASN'T BEEN ADDRESSED
[2:25:42] ENOUGH BECAUSE UM, EVEN NOW
[2:25:46] THERE'S THAT.
[2:25:47] PARTIAL HOSPITAL IS.
[2:25:48] STILL RUNNING AND THERE'S STILL
[2:25:50] VERY MUCH PEOPLE THERE THAT
[2:25:52] FEEL AS IF THEY CAN'T GO TO
[2:25:54] SCHOOL OR THEY DON'T WANT TO GO
[2:25:56] TO SCHOOL BECAUSE OF BULLYING.
[2:25:59] AND I FEEL AS IF LIKE.
[2:26:03] UM LIKE.
[2:26:04] IT'S KIND OF LIKE.
[2:26:05] UH, PUT YOURSELF IN THEIR
[2:26:07] SHOES.
[2:26:08] UM, I DON'T THINK THAT I WOULD
[2:26:10] WANT TO GO TO SCHOOL EITHER IF
[2:26:12] I WAS GETTING.
[2:26:13] HARASSED IN THE HALLWAY FOR
[2:26:14] BEING LGBTQ PLUS OR BEING FROM
[2:26:17] A DIFFERENT RACE OR ETHNICITY
[2:26:20] AND YEAH.
[2:26:22] YOU CAN'T.
[2:26:25] TALK TO TALK.
[2:26:27] UM.
[2:26:28] HI, MY NAME IS EMANUELE
[2:26:29] MARTIN.
[2:26:30] I GO TO EVERETT HIGH SCHOOL AND
[2:26:32] I'M 15.
[2:26:33] UM, SOMETHING I MOSTLY WANT TO
[2:26:35] TALK ABOUT IS STUDENT MENTAL
[2:26:36] HEALTH, WHICH I FEEL LIKE IS A
[2:26:38] VERY BIG PROBLEM ESPECIALLY,
[2:26:40] UM, AROUND THE HIGH SCHOOL
[2:26:43] PERIOD BUT IT MOSTLY STARTS
[2:26:45] AROUND MIDDLE SCHOOL TO ME.
[2:26:47] UM, I FEEL LIKE YES, AT SCHOOLS
[2:26:49] WE DO HAVE HELP FOR MENTAL
[2:26:51] HEALTH BUT UM A LOT OF IT
[2:26:55] SOMETIMES STUDENTS DON'T KNOW
[2:26:56] ABOUT UM SOMETHING THAT MOST
[2:27:00] UNDERSTAND ABOUT IT IS THEIR
[2:27:01] COUNSELORS BUT THAT'S ABOUT ALL
[2:27:02] .
[2:27:03] AND SOMETIMES STUDENTS DON'T
[2:27:04] TRUST THEIR COUNSELORS BECAUSE
[2:27:05] THEY KNOW THAT THE INFORMATION
[2:27:06] WILL BE SHOWN TO THEIR PARENTS
[2:27:08] AND SOMETIMES STUDENTS JUST
[2:27:09] DON'T WANT THEIR PARENTS TO UM
[2:27:13] ,ACKNOWLEDGE OR KNOW THAT
[2:27:14] THEY'RE STRUGGLING.
[2:27:15] YOU KNOW, IT MAY BE A VARIOUS
[2:27:17] DIFFERENT REASONS.
[2:27:18] IT MIGHT BE BECAUSE THEY'RE
[2:27:20] EMBARRASSED OR BECAUSE THEY
[2:27:21] COME FROM A BACKGROUND THAT
[2:27:22] LIKE.
[2:27:23] BEING OR FEELING A CERTAIN WAY
[2:27:26] IS WRONG.
[2:27:27] SO UM.
[2:27:28] YEAH YEAH.
[2:27:31] YOU GUYS READY FOR QUESTIONS?
[2:27:34] YEAH.
[2:27:34] READY.
[2:27:35] OKAY.
[2:27:36] WE'RE GOING.
[2:27:37] TO GO FIRST TO COUNSELOR
[2:27:38] FLYNN, THEN.
[2:27:39] FITZGERALD AND.
[2:27:41] THEN COUNCILOR CULPEPPER, THEN
[2:27:42] MYSELF AND I JUST WANT TO SAY
[2:27:43] THANK YOU LADIES IT IS NOT EASY
[2:27:45] TO SHOW UP IN THIS CHAMBER AND
[2:27:47] SPEAK TRUTH TO POWER AND DONE
[2:27:48] THAT.
[2:27:49] SO I JUST WANT TO ACKNOWLEDGE
[2:27:50] THAT.
[2:27:50] FOR THAT.
[2:27:52] COUNSELOR, UH, COUNSELOR FLYNN,
[2:27:54] YOU HAVE UH, THE FLOOR.
[2:27:55] THANK YOU, MADAM CHAIR.
[2:27:57] AND THANK YOU TO THE YOUNG
[2:27:59] WOMEN THAT ARE HERE AND FOR
[2:28:02] YOUR EXCELLENT TESTIMONY AND
[2:28:04] PROFESSIONAL POISED AND, UM.
[2:28:08] SPEAKING EXCEPTIONALLY WELL ON
[2:28:10] BEHALF OF YOUR PEOPLE YOUR AGE.
[2:28:12] SO THANK YOU FOR BEING HERE.
[2:28:15] YOUR TESTIMONY IS HELPING US AS
[2:28:20] WE DISCUSS THIS MAJOR PROBLEM,
[2:28:22] BUT IT'S GIVING US IDEAS ON HOW
[2:28:25] WE CAN MOVE FORWARD.
[2:28:26] SO YOUR TESTIMONY WAS WAS
[2:28:29] PERFECT.
[2:28:30] WELL LET ME LET ME JUST ASK A.
[2:28:32] QUESTION TO ANYONE THAT WANTS
[2:28:35] TO RESPOND.
[2:28:36] BUT IF A YOUNG PERSON IN SCHOOL
[2:28:40] IS BULLIED.
[2:28:40] WHAT DO YOU THINK THE PROPER
[2:28:44] STEPS SHOULD BE FOR THAT YOUNG
[2:28:46] PERSON TO COMMUNICATE TO THE
[2:28:49] SCHOOL LEADER ABOUT IT.
[2:28:52] OR OR IF THEY IF THEY HEAR
[2:28:54] ABOUT IT FROM ANOTHER PERSON?
[2:28:57] UM BUT BUT BUT WHAT SHOULD IT
[2:28:59] BE IF IF A YOUNG PERSON IS
[2:29:02] BULLIED UH HOW SHOULD THEY GO
[2:29:04] ABOUT TRYING.
[2:29:05] TO UM.
[2:29:06] DEAL WITH THE SITUATION?
[2:29:10] UM I WOULD SAY.
[2:29:11] FIRST UM LIKE WHAT THE MO WAS
[2:29:15] SAYING IT MIGHT BE HARD TO
[2:29:18] REPORT BULLYING BECAUSE WELL
[2:29:20] NOWADAYS LIKE I FEEL LIKE
[2:29:23] CHILDREN MIGHT BE LABELED AS A
[2:29:26] SNITCH OR THEY MIGHT BE.
[2:29:29] UM THEY MIGHT WANT TO GO
[2:29:32] ANONYMOUSLY FIRST AND REPORT IT
[2:29:35] TO LIKE A SAFE DESIGNATED SAFE
[2:29:37] TRUSTED ADULT UM FOR LIKE.
[2:29:42] CHILDREN THAT DON'T.
[2:29:43] AREN'T REALLY SOCIAL OR THEY
[2:29:44] DON'T REALLY HAVE LIKE A SOCIAL
[2:29:46] LIFE OR FRIENDS OR THEY MIGHT
[2:29:48] FIND IT HARD TO EVEN SPEAK UP
[2:29:50] BECAUSE LIKE LIKE WE'VE HEARD
[2:29:52] THERE ARE CASES WHERE.
[2:29:54] UM.
[2:29:55] NONVERBAL STUDENTS CAN'T
[2:29:56] REALLY REPORT THE ABUSE THAT
[2:29:58] THEY'RE FACING.
[2:29:59] I WOULD.
[2:30:00] SAY HAVING DESIGNATED LIKE
[2:30:03] WE'RE TRAINING SAFE TRUSTED
[2:30:06] ADULTS.
[2:30:06] BUT ALSO MAKING SURE THAT
[2:30:09] STUDENTS CAN REPORT ANONYMOUSLY
[2:30:11] .
[2:30:12] JUST OF THE FEAR.
[2:30:12] THAT THERE MIGHT BE RETALIATION
[2:30:14] LIKE A FIGHT OR UM, LIKE ANY
[2:30:18] PHYSICAL PUNISHMENT TOWARDS
[2:30:20] THEM BECAUSE THEY STOOD UP FOR
[2:30:22] THEMSELVES.
[2:30:24] SO FIRST HAVING THEM DO IT
[2:30:26] ANONYMOUSLY AND YEAH.
[2:30:29] EXCELLENT EXCELLENT ANSWER.
[2:30:32] UM IS IS THERE A IS THERE AN
[2:30:37] OPPORTUNITY FOR A YOUNG PERSON
[2:30:38] A STUDENT TO IF THEY DON'T.
[2:30:41] NECESSARILY WANT TO GO.
[2:30:42] TO SEE THE SCHOOL PRINCIPAL BUT
[2:30:43] COULD THEY GO TO A SCHOOL
[2:30:46] GUIDANCE COUNSELOR OR A SCHOOL
[2:30:48] NURSE, A SCHOOL SOCIAL WORKER
[2:30:51] OR EVEN A CLASSMATE THAT WOULD
[2:30:54] BE UNDERSTANDING AND MAYBE GIVE
[2:30:55] THAT.
[2:30:56] YOUNG PERSON.
[2:30:57] SOME GOOD ADVICE ON HOW TO HOW
[2:30:59] TO MOVE FORWARD WITH IT.
[2:31:00] WHAT ARE YOUR THOUGHTS ON THAT?
[2:31:02] UM, I WILL SAY THAT I KNOW
[2:31:04] MOSTLY BECAUSE A LOT OF TIMES
[2:31:05] THOSE COUNSELORS ARE NOT BUILT
[2:31:07] TO HANDLE THOSE PROBLEMS AS
[2:31:09] WELL BECAUSE THEY'RE NOT
[2:31:09] TRAINED.
[2:31:10] BUT ALSO A LOT OF THOSE KIDS
[2:31:11] PROBABLY WOULD FEEL ALONE
[2:31:13] MAKING THAT THEY DON'T GO TO
[2:31:14] THOSE PEOPLE AND A LOT OF TIMES
[2:31:16] THERE'S NOT ENOUGH TIME.
[2:31:17] A LOT OF TIMES IT'S DISMISSED
[2:31:19] AS THEIR OH, WHICH IS ANOTHER
[2:31:20] PROBLEM WHERE JUST TWO STUDENTS
[2:31:21] ARE NOT GETTING ALONG AND I
[2:31:22] FEEL LIKE PEOPLE DON'T REALLY
[2:31:26] THEY JUST THINK OH YOU DID YOU
[2:31:27] JUST TALK TO EACH OTHER AND
[2:31:28] THEY'LL BE OKAY INSTEAD
[2:31:30] OF ACTUALLY GOING TO WHY IS
[2:31:31] THIS HAPPENING?
[2:31:32] WHAT CAN WE DO TO FIX IT?
[2:31:34] UM CAN WE OFFER ANY PROGRAMS
[2:31:35] GOING TO HELP THAT CAN HELP
[2:31:36] THAT UM THAT PROBLEM BECAUSE
[2:31:38] USUALLY WHEN IT COMES TO
[2:31:39] BULLYING IT'S JUST LIKE THAT
[2:31:41] PERSON MIGHT NOT HAVE THE BEST
[2:31:42] HIGH AND OR THAT PERSON MIGHT
[2:31:43] HAVE NOT HAD THE BEST UM HOME
[2:31:45] LIFE INSTEAD OF LIKE THEY CAN
[2:31:46] THEY CAN'T REALLY GO TO
[2:31:48] COUNSELORS TO LIKE HELP THAT
[2:31:49] AND THEY MIGHT ALSO SO JUDGE AS
[2:31:50] WELL BECAUSE WE COME FOR A
[2:31:51] SOCIETY THAT JUDGES PEOPLE WHO
[2:31:52] ARE LOWER THAN US WHO ARE DON'T
[2:31:54] HAVE A LOT OF UM OPPORTUNITIES.
[2:31:57] SO I WOULD SAY IN DPS HAS NOT
[2:31:59] BEEN THE BEST AT DOING THAT
[2:32:00] BECAUSE USUALLY IT'S NOT UM
[2:32:03] IT'S NOT SEEN AS A BIG PROBLEM
[2:32:06] WITH SOMEONE'S ACTUALLY GETTING
[2:32:07] HURT.
[2:32:07] DON'T YOU LIKE TRY TO DO THINGS
[2:32:09] WHEN SOMEONE'S HURT OR THERE'S
[2:32:11] A BIG FIGHT OR IT'S ON THE
[2:32:12] NEWS AND STUFF WHERE IT'S LIKE
[2:32:13] OKAY, NOW DAMAGE CONTROL THAT'S
[2:32:15] WHEN THEY ACTUALLY WANT TO COME
[2:32:17] IN AND FIX THE PROBLEM.
[2:32:18] AND YEAH I DON'T THINK THEY DO.
[2:32:21] AND AGAIN ALSO I DON'T THINK WE
[2:32:22] SHOULD PUT A LOT OF LIKE
[2:32:23] PRESSURE ON COUNSELORS A LOT
[2:32:24] OF TIMES THEY DO NOT HAVE THE
[2:32:26] TRAINING TO SUPPORT PEOPLE WITH
[2:32:27] MENTAL HEALTH.
[2:32:28] UM WE SHOULD ACTUALLY GET
[2:32:30] THERAPISTS PEOPLE WHO ARE
[2:32:31] ACTUALLY GOOD WITH THOSE THINGS
[2:32:33] BECAUSE A LOT OF PEOPLE A LOT
[2:32:35] OF ADULTS ALSO ARE NOT THE BEST
[2:32:36] THE JUDGE OR THE CHILDREN AS
[2:32:38] WELL ESPECIALLY THEY MIGHT LOOK
[2:32:40] DOWN TO THAT CHILD ESPECIALLY
[2:32:41] IF THEY'RE NOT LIKE THE BEST
[2:32:43] BEHAVIOR.
[2:32:44] SO YES THAT'S ME.
[2:32:46] I THINK THE THE ANSWER.
[2:32:47] WAS EXCELLENT.
[2:32:48] MADAM CHAIR, MAY I CONTINUE
[2:32:49] WITH ONE MORE QUESTION?
[2:32:50] SURE.
[2:32:51] UM THANK YOU.
[2:32:52] UM.
[2:32:54] JUST.
[2:32:56] IS IS IT.
[2:32:57] REALLY CRITICAL FOR THE FOR THE
[2:33:00] STUDENTS TO KNOW THEIR SCHOOL
[2:33:03] LEADER, THEIR SCHOOL PRINCIPAL
[2:33:05] BUT TO HAVE A A TRUSTING
[2:33:08] RELATIONSHIP IN THE SCHOOL LEAD
[2:33:10] A PRINCIPAL SO THAT THEY CAN GO
[2:33:11] FORWARD WITH ANY ISSUES AND
[2:33:14] KNOW KNOWING THAT THE SCHOOL
[2:33:16] PRINCIPAL WILL LISTEN TO THEM
[2:33:17] AND PROVIDE SOME GOOD GOOD
[2:33:20] GUIDANCE OR RECOMMENDATIONS.
[2:33:21] I THINK SALT LAKE YES, BUT ALSO
[2:33:24] THAT.
[2:33:24] LIKE THE.
[2:33:25] PRINCIPAL CANNOT BE THE ONLY
[2:33:26] PERSON UM THAT THEY CAN GO TO.
[2:33:28] I THINK THERE SHOULD BE A WIDE
[2:33:29] VARIETY OF THOSE PEOPLE AND
[2:33:31] ALSO THE PRINCIPAL SHOULD BE
[2:33:33] THE ONES AND NOT LIKE PUTTING
[2:33:34] IN THE SYSTEM SO KIDS CAN FEEL
[2:33:36] COMFORTABLE IN HOW MANY PEOPLE
[2:33:37] TO GO TO.
[2:33:39] UM SO THEY FEEL LIKE THERE'S
[2:33:40] MULTIPLE ADULTS THAT ACTUALLY
[2:33:41] CARE FOR ME.
[2:33:42] THERE'S MULTIPLE PROGRAMS I
[2:33:43] CARE ABOUT.
[2:33:43] I CAN GO TO A NURSE IF I GET IT
[2:33:45] AND FEEL COMFORTABLE TELLING
[2:33:47] HER ABOUT THE SITUATION.
[2:33:48] SO YES, I THINK THE PRINCIPAL
[2:33:50] OR LIKE THE ADMIN SHOULD BE THE
[2:33:51] PERSON WHO IS UM THAT THAT
[2:33:53] PERSON BUT AT THE SAME TIME
[2:33:55] THEY SHOULDN'T THAT THE
[2:33:56] PRINCIPAL SHOULDN'T BE THE ONLY
[2:33:57] WERE THE ONLY ONE.
[2:34:01] BULLYING.
[2:34:01] YEP.
[2:34:03] UM PERSONALLY AT MY SCHOOL A
[2:34:05] DEAN OR A PRINCIPAL SOMETIMES
[2:34:07] IS SEEN AS OH, IF YOU GET IN
[2:34:08] TROUBLE, THAT'S WHERE YOU GO.
[2:34:10] UM, I DON'T THINK DEANS OR
[2:34:11] PRINCIPAL SHOULD BE SEEN AS
[2:34:12] THAT EITHER.
[2:34:14] SO MAYBE IF THERE WAS UM, SOME
[2:34:16] TYPE OF WAY TO CHANGE STUDENTS
[2:34:18] UM, WAYS OF SEEING DEANS OR
[2:34:20] PRINCIPAL AS LIKE YOU KNOW, A
[2:34:22] SCARY PLACE TO GO OR SOMEWHERE
[2:34:24] THAT YOU GO WHEN YOU'RE IN
[2:34:25] TROUBLE OR SOMEONE YOU CAN'T
[2:34:26] TRUST.
[2:34:26] THERE SHOULD BE A DIFFERENT WAY
[2:34:29] TO SHOW STUDENTS AND LET THEM
[2:34:30] KNOW OH, YOUR DEAN ISN'T HERE
[2:34:33] ONLY WHEN YOU'RE IN TROUBLE.
[2:34:34] YOUR DEAN IS HERE FOR LIKE
[2:34:34] OTHER STUFF TOO.
[2:34:36] THANK THANK YOU, MADAM CHAIR.
[2:34:39] UM THANK THANK YOU FOR GIVING
[2:34:40] ME THE EXTRA MINUTE.
[2:34:41] I WANT TO SAY THANK THANK YOU
[2:34:43] TO THESE YOUNG PEOPLE FOR THEIR
[2:34:44] EXCELLENT TESTIMONY.
[2:34:45] UM.
[2:34:46] I REALLY LEARNED A LOT BY
[2:34:48] LISTENING TO THEM AND I KNOW
[2:34:50] THEY MADE THIS HEARING MUCH
[2:34:51] BETTER BECAUSE OF THEIR
[2:34:52] TESTIMONY.
[2:34:53] THANK YOU, MADAM CHAIR.
[2:34:54] THANK YOU, COUNCILOR FLYNN.
[2:34:56] UH.
[2:34:57] COUNCILOR FITZGERALD.
[2:34:58] YOU NOW HAVE THE FLOOR.
[2:35:00] THANK YOU, MADAM CHAIR.
[2:35:02] UH, AND THANK YOU ALL FOR BEING
[2:35:03] HERE TODAY.
[2:35:04] UH, I THINK IT'S AWESOME THAT
[2:35:05] YOU TOOK THE TIME TO COME DOWN.
[2:35:07] UM.
[2:35:07] ONE THING.
[2:35:08] I WANT TO ADDRESS IS DIGITAL
[2:35:10] BULLYING.
[2:35:10] RIGHT?
[2:35:11] BECAUSE I FEEL LIKE NOWADAYS IT
[2:35:13] MIGHT HAPPEN ON A SCREEN AND
[2:35:16] THEN PERCOLATES INTO THE
[2:35:18] CLASSROOM AND THEN THAT'S AND
[2:35:19] THEN THAT'S WHERE AN INCIDENT
[2:35:20] MIGHT OCCUR AND SOMEONE YEAH,
[2:35:21] THEY MIGHT NOT HAVE ALL THE
[2:35:22] FACTS OR AT LEAST TEACHERS AND
[2:35:24] GUIDANCE COUNSELORS ETC. MIGHT
[2:35:25] NOT KNOW WHAT HAS LED UP TO
[2:35:26] THAT.
[2:35:27] WHAT DO YOU GUYS.
[2:35:29] THINK WOULD BE A GOOD WAY, UH,
[2:35:31] YOU KNOW, TO HOW DO YOU FEEL IN
[2:35:33] REPORTING THAT IF SOMETHING IS
[2:35:35] ON SOCIAL MEDIA OR AI OR
[2:35:37] SOMETHING'S FLOATING AROUND OR
[2:35:38] IT'S A GROUP TEXT AND IT MIGHT
[2:35:40] NOT HAPPEN IN THE SCHOOL,
[2:35:41] RIGHT.
[2:35:41] BUT IT SORT OF LEADS TO THE
[2:35:43] SCHOOL INCIDENT.
[2:35:45] IS THERE A WAY THAT YOU GUYS
[2:35:46] WOULD FEEL BETTER.
[2:35:48] UH.
[2:35:48] REPORTING THAT.
[2:35:49] OR UH, YOU KNOW, IF THERE'S
[2:35:50] SOME OTHER ANONYMOUS I KNOW YOU
[2:35:51] TALKED ABOUT DOING IT
[2:35:52] ANONYMOUSLY.
[2:35:53] ,BUT EVEN WHEN DO YOU SEE
[2:35:54] THAT.
[2:35:54] STUFF HAPPENING IN A GROUP
[2:35:55] CHAT OR THINGS ARE FLOATING
[2:35:56] AROUND I IMAGES OR WHATEVER IT
[2:35:58] MAY BE?
[2:35:59] UM.
[2:35:59] YOU KNOW, WHAT CAN WE DO TO.
[2:36:01] MAKE SURE THAT YOU ALL FEEL
[2:36:03] COMFORTABLE.
[2:36:04] IN HOW YOU REPORT IT AND WHO
[2:36:05] YOU REPORT IT TO US.
[2:36:07] YEAH.
[2:36:08] YOU GOT IN THERE.
[2:36:09] I WOULD WHAT I WOULD SAY IS
[2:36:10] THAT I THINK THAT INSTEAD
[2:36:12] OF UM, PAYING THE BLAME ON THE
[2:36:13] VICTIM FOR SETTING LIKE
[2:36:16] SOMETHING THAT'S A LITTLE
[2:36:17] INAPPROPRIATE, I THINK WE
[2:36:18] SHOULD INSTEAD, UM, PUT MORE
[2:36:20] FALL ONTO THE PERSON WHO
[2:36:21] EXPOSED THOSE IMAGES.
[2:36:22] WHO THE PERSON WHO IS BULLYING
[2:36:23] THAT PERSON I SEE I WHEN I SEE
[2:36:26] PEOPLE BEING CYBER BULLYING I
[2:36:28] ALWAYS SEE LIKE ADULTS SAY THAT
[2:36:31] OH WHY DID YOU DO THIS OR WHY
[2:36:33] CAN'T YOU JUST LOG OFF AND I
[2:36:34] THINK UM WHEN IT'S HANDLING
[2:36:36] CYBER BULLYING THEY SHOULD BE
[2:36:37] ABLE THEY SHOULD HOLD
[2:36:39] ACCOUNTABLE THE PEOPLE ONLINE
[2:36:40] BUT ALSO MAKE A SAFE SPACE FOR
[2:36:42] THAT VICTIM INSTEAD OF JUST
[2:36:43] VICTIM BLAMING ON THE PERSON
[2:36:45] AND SAYING YOU KNOW THIS IS
[2:36:47] YOUR FAULT OR LIKE HERE'S WHAT
[2:36:48] YOU SHOULD LIKE TO MAKE IT SEEM
[2:36:50] LIKE SHE SHOULD HAVE DID
[2:36:51] SOMETHING DIFFERENT.
[2:36:51] AND I THINK THAT UM INSTEAD WE
[2:36:54] SHOULD JUST MAKE MORE OF A JUST
[2:36:55] KEEP IN MIND THAT LIKE THERE'S
[2:36:57] STILL A VICTIM AND WE SHOULD BE
[2:36:59] ASKING OURSELVES WHY DID THAT
[2:37:01] PERSON DO THAT TO IN THE FIRST
[2:37:02] PLACE?
[2:37:02] WHY DID THAT UM PERSON LEAK
[2:37:05] THOSE PICTURES IN THE FIRST
[2:37:06] PLACE AND HOW CAN WE FIX THAT?
[2:37:07] HOW FAST CAN LIKE CAN WORK WITH
[2:37:09] THE UM THE POLICE TO GET THOSE
[2:37:10] PICTURES SCRUBBED OFF THE
[2:37:11] INTERNET, UM OFF THE TEXT
[2:37:13] MESSAGES AND THINGS LIKE THAT.
[2:37:15] THANK YOU.
[2:37:15] GOOD.
[2:37:17] UM, I THINK JUST A BIG WAY TO
[2:37:19] SOLVE ALL THIS WOULD BE TO
[2:37:21] PREVENT RETALIATION IF
[2:37:23] RETALIATION WAS PREVENTED AFTER
[2:37:25] THE CYBERBULLYING OR DIGITAL
[2:37:27] BULLYING HAPPENED.
[2:37:29] UM, MAYBE STUDENTS WEREN'T BE
[2:37:31] SO AFRAID TO REACH OUT TO
[2:37:32] SOMEONE AND LET SOMEONE HIGHER
[2:37:34] IN POWER KNOW ABOUT IT.
[2:37:36] A LOT OF STUDENTS DON'T REPORT
[2:37:37] SUCH THINGS BECAUSE THEY'RE
[2:37:38] SCARED OF RETALIATION
[2:37:39] THEMSELVES.
[2:37:40] SO I THINK UM, IF THERE COULD
[2:37:42] BE A WAY TO FIND A WAY TO
[2:37:44] PREVENT RETALIATION SO NOT ONLY
[2:37:46] THE PERSON WHO UM TELLS THE
[2:37:50] PERSON IN POWER IS A NOMINEE
[2:37:52] BUT ALSO THEY DON'T GET IN
[2:37:54] TROUBLE FOR IT BY WHOEVER DID
[2:37:57] SUCH AND SUCH TO THE VICTIM.
[2:38:01] UM, I ALSO THINK ANOTHER PART
[2:38:03] IS THEY MIGHT NOT WANT TO
[2:38:04] REPORT IT BECAUSE UM, KIND
[2:38:08] OF LIKE.
[2:38:09] WHAT EMMA WAS SAYING.
[2:38:10] THERE'S LIKE A BACK AND FORTH
[2:38:12] THAT TYPICALLY HAPPENS WITH
[2:38:14] CYBERBULLYING THAT LEADS TO
[2:38:15] LIKE EITHER PHYSICAL
[2:38:17] CONFRONTATION UH UH SCHOOL AND
[2:38:20] THEN THERE'S ALSO ANOTHER LIKE
[2:38:22] FACTOR WHERE OTHER STUDENTS
[2:38:24] THAT ARE LIKE BYSTANDERS THOUGH
[2:38:26] LIKE EGG IT ON JUST FOR LIKE
[2:38:28] ENTERTAINMENT.
[2:38:30] BUT I.
[2:38:31] THINK THAT THERE ALSO MIGHT BE
[2:38:35] LIKE IT LIKE IF SHE'S REPORTING
[2:38:38] IT BECAUSE OF LIKE PARENTS OR
[2:38:41] HOME LIFE AS WELL LIKE THEY
[2:38:43] MIGHT NOT FEEL LIKE WHAT I LIKE
[2:38:45] FOR EXAMPLE IF THEY KNEW THAT
[2:38:47] THEY WERE UM SAYING SOMETHING
[2:38:49] BACK OR THEY WERE ALSO.
[2:38:52] KIND OF LIKE.
[2:38:55] LET'S SAY FOR EXAMPLE A STUDENT
[2:38:57] WAS POSTING SOMETHING ON
[2:38:59] INSTAGRAM THEN BECAUSE THAT
[2:39:01] STUDENT SAW THAT THE STUDENT
[2:39:02] THAT WAS BULLIED THEN THEY ALSO
[2:39:06] UM THEY WENT BACK AND FORTH ON
[2:39:08] INSTAGRAM.
[2:39:08] THEY MIGHT FEEL LIKE I DON'T
[2:39:10] WANT TO REPORT THAT BECAUSE THE
[2:39:11] SCHOOL MIGHT CALL MY PARENTS
[2:39:13] AND TELL THEM THAT UM THAT I
[2:39:15] WAS DOING SOMETHING WRONG WHEN
[2:39:18] REALLY THEY WERE JUST DEFENDING
[2:39:20] THEMSELVES.
[2:39:20] YEAH.
[2:39:22] INTERESTING.
[2:39:24] UM.
[2:39:24] DO YOU THINK IT WOULD BE
[2:39:25] HELPFUL TO.
[2:39:26] HAVE LIKE.
[2:39:27] I MEAN.
[2:39:28] AGAIN, I DON'T KNOW THE FULL
[2:39:29] LEGALITY OF ALL OF THIS BUT
[2:39:31] LIKE.
[2:39:31] YOU KNOW, THERE'S LIKE GOOD.
[2:39:32] SAMARITAN LAWS WHERE I THINK
[2:39:34] ABOUT WHEN YOU MENTIONED PEOPLE
[2:39:36] EGGING BUT YOU KNOW, STANDING
[2:39:37] AROUND EGGING IT ON AND IF WE
[2:39:39] HOLD THE FOLKS ACCOUNTABLE THAT
[2:39:41] DON'T TAKE ACTION SAY THERE IS
[2:39:42] A FIGHT IN THE HALLWAY, SAY
[2:39:44] THERE IS BULLYING GOING ON AND
[2:39:45] THE OTHER FOLKS JUST SORT OF,
[2:39:47] YOU KNOW, STAND AROUND AND LET
[2:39:48] IT HAPPEN.
[2:39:49] I FEEL LIKE IF WE HELD EVERYONE
[2:39:52] ACCOUNTABLE IN THE SITUATION,
[2:39:53] IF YOU WITNESS IT AND.
[2:39:54] DO NOTHING, AREN'T YOU SORT
[2:39:55] OF COMPLICIT IN IT REALLY AND
[2:39:57] HOW CAN WE HELP FOLKS TO.
[2:39:59] SORT OF.
[2:40:00] ALL COME.
[2:40:01] TOGETHER TO MAKE SURE HEY, I
[2:40:02] DON'T WANT TO GET IN TROUBLE.
[2:40:04] I'M GOING TO STEP IN.
[2:40:05] RIGHT?
[2:40:05] AND IF EVERYONE HAD THAT
[2:40:07] FEELING I FEEL LIKE IT WOULD BE
[2:40:08] A LOT MORE UH.
[2:40:10] IT MIGHT BE A LOT LESS BULLYING
[2:40:11] BUT A LOT MORE CONTROL.
[2:40:12] OVER THAT AS WELL.
[2:40:14] UM, 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
[2:40:18] HERE, UH, AND TALKING TO US
[2:40:20] LIKE THIS BECAUSE WHAT IT DOES
[2:40:21] IS IT GETS OUR MINDS WORKING
[2:40:22] RIGHT?
[2:40:23] I'VE BEEN OUT OF HIGH SCHOOL
[2:40:23] FOR A LONG TIME AND
[2:40:25] CYBERBULLYING DIDN'T EXIST, UH
[2:40:27] ,WHEN I WAS THERE.
[2:40:28] SO IT IS A NEW THING TO ME AND
[2:40:30] I THINK IT'S A NEW THING TO A
[2:40:31] LOT OF US HERE THAT WE'RE SORT
[2:40:33] OF HOW DO WE GET ON YOUR
[2:40:34] WAVELENGTH AND UNDERSTAND HOW
[2:40:36] YOU ALL WANT TO RESPOND AND HOW
[2:40:37] IT AFFECTS YOU.
[2:40:38] SO I JUST WANT TO THANK YOU
[2:40:39] AGAIN FOR TAKING THE TIME TO
[2:40:41] COME HERE TO EDUCATE US.
[2:40:42] UM, IT WAS REALLY IMPORTANT AND
[2:40:44] LIKE COUNCILOR FLYNN TIME WE
[2:40:45] LEARNED A LOT.
[2:40:46] SO CHAIR THANK YOU SO MUCH FOR
[2:40:47] HAVING THEM AND THANK YOU FOR
[2:40:48] SHARING THIS HEARING.
[2:40:49] THANK YOU THANK.
[2:40:50] YOU THANK YOU THANK YOU.
[2:40:52] I APPRECIATE YOU.
[2:40:53] BEING HERE.
[2:40:54] COUNCILOR FITZGERALD
[2:40:55] COUNCIL CULPEPER YOU HAVE FIVE
[2:40:58] MINUTES.
[2:40:59] IS COMPROMISED DATA.
[2:40:59] TREATMENT.
[2:41:00] IS THAT IN THAT AREA?
[2:41:01] UM.
[2:41:05] AND THIS IS WHERE EITHER ONE.
[2:41:07] OF YOU WAIT ONE SECOND.
[2:41:08] RIGHT.
[2:41:14] AS MUCH AS I DON'T WANT TO HEAR
[2:41:16] EVERYTHING I SAY, I KNOW THAT
[2:41:17] YOU CAN BE HEARD.
[2:41:22] THANK YOU FOR.
[2:41:28] YEAH.
[2:41:28] THANK YOU.
[2:41:30] UM.
[2:41:32] SO AND THIS IS FOR EITHER
[2:41:37] ONE OF YOU.
[2:41:38] UM.
[2:41:41] SO WHAT.
[2:41:43] WHAT NEEDS TO BE ADDED TO OR
[2:41:46] CHANGED WITH REGARD TO THE
[2:41:50] REPORTING AND THE INVESTIGATING
[2:41:54] FOR BULLYING AND SEXUAL
[2:41:55] HARASSMENT, SEXUAL MISCONDUCT
[2:41:58] AND WHAT IMPROVEMENTS ARE
[2:41:59] NEEDED TO ENSURE THAT STUDENTS
[2:42:03] AND THE FAMILIES FEEL
[2:42:04] COMFORTABLE COMING FORWARD?
[2:42:07] UM.
[2:42:08] I WOULD SAY FIRST THE
[2:42:10] RETALIATION IS A REALLY BIG
[2:42:12] PART.
[2:42:13] UM AND ALSO FROM MY EXPERIENCE
[2:42:16] I KNOW WHEN MY MOM TRIED TO
[2:42:18] REPORT AN ISSUE THAT MY SISTER
[2:42:20] WAS HAVING ON THE BUS, SHE
[2:42:22] WASN'T CALLED BACK LIKE THERE
[2:42:24] WAS NO IT WAS STAGNANT, THERE
[2:42:26] WAS NO PROGRESS AND THE STUDENT
[2:42:28] WASN'T TAKEN OFF THE BUS.
[2:42:30] MY SISTER STILL RODE ON THE BUS
[2:42:32] WITH THAT SAME STUDENT AND I
[2:42:36] WOULD SAY UM GETTING TO THE
[2:42:39] ACTUAL PROBLEM AND HANDLING IT
[2:42:42] LIKE EFFICIENTLY BECAUSE
[2:42:43] USUALLY THESE THINGS TAKE TIME
[2:42:45] BUT OVER THE LIKE OVER THAT
[2:42:48] TIME THAT THEY'RE TAKING TO
[2:42:49] ADDRESS THESE ISSUES IT'LL KEEP
[2:42:51] ON HAPPENING BECAUSE
[2:42:54] OF RETALIATION.
[2:42:56] UM AND CAN.
[2:42:57] YOU.
[2:42:57] REPEAT THE FIRST PART OF YOUR.
[2:42:58] QUESTION THE SO YOU HAVE AN
[2:43:03] IDEA OF THE CURRENT PROCEDURES
[2:43:05] FOR REPORTING AND
[2:43:07] INVESTIGATING.
[2:43:08] I WANTED TO KNOW WHAT
[2:43:09] IMPROVEMENTS ARE NEEDED.
[2:43:13] UM.
[2:43:15] DO YOU GUYS WANT YOU.
[2:43:17] TO TO MAKE YOU FEEL MORE
[2:43:18] COMFORTABLE?
[2:43:20] OH, UM, I WOULD.
[2:43:22] SAY TO.
[2:43:23] UM, FIRST FOR LIKE THE
[2:43:26] MANDATED REPORTER PART I KNOW
[2:43:29] LIKE IT CAN BE SCARY WHEN
[2:43:31] YOU'RE IN AN OFFICE LIKE KIND
[2:43:32] OF GETTING INTERROGATED AND
[2:43:34] THERE'S SOMEONE SAYING THAT
[2:43:36] THEY'RE GOING TO CALL YOUR MOM
[2:43:37] AND THESE THINGS ARE GOING TO
[2:43:38] HAPPEN.
[2:43:39] IT MIGHT MAKE YOU FEEL
[2:43:40] DISCOURAGED.
[2:43:41] FROM.
[2:43:42] UH, TELLING THE TRUTH OR
[2:43:43] LIKE TELLING WHAT HAPPENED.
[2:43:45] UM, THE STUDENT MIGHT FEEL
[2:43:47] REGRET OR SHAME BECAUSE I THINK
[2:43:49] THERE'S ALSO VICTIM BLAMING
[2:43:51] THAT HAPPENS UM, WHERE IT'S
[2:43:53] IT'S LIKE WHAT DID YOU DO OR
[2:43:55] LIKE HOW DID YOU RESPOND TO
[2:43:56] THIS?
[2:43:57] AND I WOULD SAY MAKING THEM
[2:43:59] FEEL.
[2:44:01] UM CONFIDENT.
[2:44:02] THAT THEY CAN BE HEARD AND THAT
[2:44:04] THEY CAN BE UNDERSTOOD UH, ALSO
[2:44:07] SO THAT LIKE THEY CAN FEEL
[2:44:09] CONFIDENT AS WELL THAT
[2:44:10] SOMETHING WILL BE ADDRESSED AT
[2:44:11] THE END OF THE DAY AND THERE'S
[2:44:13] LIKE A STEP TO PROGRESS.
[2:44:15] HOW DID YOUR MOM FEEL WHEN SHE
[2:44:18] DIDN'T GET THE CALL BACK?
[2:44:19] DID SHE EVER GET A CALL BACK
[2:44:21] WHEN THE SITUATION WITH THE
[2:44:24] ASSISTANT NEVER ADDRESSED?
[2:44:25] UH THE SITUATION.
[2:44:27] WASN'T ADDRESS MY.
[2:44:29] IT WAS UM, ADDRESSED.
[2:44:31] BY LIKE MY SISTER HAVING LIKE
[2:44:33] TO GO TO UM, A COUNSELOR AND
[2:44:35] TALK ABOUT HER FEELINGS.
[2:44:36] BUT THAT WAS ONLY FOR ONE DAY.
[2:44:39] UM, I REMEMBER THAT DAY MY, UH.
[2:44:41] WELL, WHAT HAPPENED WAS, UM, A
[2:44:43] STUDENT ON THE BUS WAS LIKE
[2:44:45] BEATING HER WITH THE SHOE AND
[2:44:48] MY SISTER CAME HOME LIKE.
[2:44:51] SHE WAS.
[2:44:52] SHE'S REALLY, UM LIKE SHE HAS
[2:44:55] ADHD.
[2:44:56] SHE KNOWS SHE'S VERY LIKE
[2:44:57] EMOTIONAL.
[2:44:59] AND WHAT WAS SUPPOSED TO HAPPEN
[2:45:00] WAS THAT THERE WAS SUPPOSED TO
[2:45:02] BE LIKE A BUS MONITOR THERE
[2:45:04] LIKE SITTING NEXT TO HER OR
[2:45:06] LIKE BASICALLY MAKING SURE THAT
[2:45:09] THE BUS FEELS SAFER.
[2:45:11] BUT THERE WAS NO BUS.
[2:45:13] MONITOR AND I KNEW THAT BECAUSE
[2:45:16] I WENT ON THE.
[2:45:17] BUS UM, THE MORNING I HAD LIKE
[2:45:20] DROPPED HER TO SCHOOL SO THAT I
[2:45:21] COULD TALK TO THE STUDENT AND
[2:45:23] OR TALK TO THE BUS DRIVER AND
[2:45:24] ASK HIM LIKE WHAT HAPPENED AND
[2:45:26] WHAT DID HE SEE?
[2:45:27] THERE WASN'T ANY LIKE HE HAD
[2:45:30] TOLD ME THAT UH, HE DIDN'T SEE
[2:45:32] ANYTHING AND THAT THERE WAS
[2:45:34] REALLY NOTHING AND THEN I
[2:45:35] NEEDED TO GET OFF SO THERE
[2:45:37] WASN'T REALLY MUCH THAT I COULD
[2:45:39] DO AND UM, REALLY MY MOM COULD
[2:45:41] DO WAS CALL THE SCHOOL BUT
[2:45:42] THERE WAS NO PROGRESS THAT
[2:45:44] HAPPENED.
[2:45:46] THANK YOU.
[2:45:46] UH.
[2:45:47] I WOULD ALSO LIKE TO ADD,
[2:45:48] UM, MAKING SURE THAT THEY'RE,
[2:45:51] UH THEY CAN COME TO THE PERSON
[2:45:52] AND UM, ANONYMOUSLY BUT ALSO
[2:45:54] LIKE MAKING SURE THAT THEY KNOW
[2:45:57] THAT THERE'S RESOURCES OUT
[2:45:58] THERE FOR A COUNSELOR THAT THEY
[2:46:00] CAN TALK TO BUT THERE'S
[2:46:01] MULTIPLE COUNSELORS.
[2:46:02] I HAVE ONE I WHEN I WAS AT TECH
[2:46:04] BOSTON WE ONLY HAD ONE
[2:46:05] COUNSELOR FOR THE WHOLE GRADE
[2:46:08] AND A LOT OF TIMES THERE'LL BE
[2:46:09] OTHER STUDENTS IN THE COUNSELOR
[2:46:11] LIKE IN THE ROOM AND I FEEL
[2:46:12] LIKE THAT IT CAN REALLY ALLOW
[2:46:14] LIKE A SAFE SPACE BECAUSE
[2:46:15] THERE'S SO MANY KIDS LEARNING
[2:46:17] ONE THING FROM THIS ONE
[2:46:18] COUNSELOR.
[2:46:18] AND I THINK IF THEY KNOW THAT
[2:46:20] THERE'S MULTIPLE PEOPLE THAT
[2:46:21] THEY CAN GO TO WHO ARE TRAINED
[2:46:23] BUT ALSO THAT CAN ACTUALLY HELP
[2:46:25] THEM, I THINK THEY'LL MAKE YOU
[2:46:26] KNOW, MORE COMFORTABLE WHILE
[2:46:29] ALSO REMAINING ANONYMOUS AND
[2:46:31] BEING LIKE OKAY, I DON'T UM IF
[2:46:33] SOMEONE IF THEY KNOW THAT I
[2:46:34] SAID SOMETHING I'M NOT GOING TO
[2:46:36] GET IN TROUBLE.
[2:46:36] I'M NOT GOING TO BY OTHER
[2:46:38] STUDENTS I FEEL LIKE I'M A
[2:46:39] LOSER.
[2:46:39] FIRSTENERGY AND BECAUSE SNITCH
[2:46:40] CULTURE IS A REALLY BIG DEAL
[2:46:42] ESPECIALLY IN LOW INCOME AREAS
[2:46:43] AND WITH LIKE.
[2:46:43] BLACK.
[2:46:44] PEOPLE AS WELL.
[2:46:44] SO I THINK MAKING SURE THAT YOU
[2:46:46] KNOW, THEY KNOW THAT THEY'RE
[2:46:48] ABLE TO COME TO MULTIPLE PEOPLE
[2:46:50] INSTEAD OF JUST ONE PERSON AND
[2:46:51] FEEL LIKE THEY CAN BE ANONYMOUS
[2:46:52] ANONYMOUS WHILE DOING IT.
[2:46:54] SO YOU KNOW.
[2:46:54] EMPRESS.
[2:46:55] YEAH.
[2:46:56] EMPRESS.
[2:46:57] DID YOU SAY THAT THERE WERE
[2:46:58] OTHER PEOPLE IN THE ROOM WHEN
[2:46:59] THEY MET WITH THE COUNSELOR?
[2:47:00] YEAH.
[2:47:01] USUALLY THE KIDS WILL NEED
[2:47:02] SOMETHING AS WELL LIKE OH
[2:47:03] THEY'LL BE LIKE I WILL.
[2:47:05] I'VE BEEN IN THE ROOM WHERE
[2:47:06] THERE'S BEEN LIKE TWO FIGHTS
[2:47:07] HAPPENING OR JUST ONE KID JUST
[2:47:08] NEED SOMETHING LIKE, YOU KNOW,
[2:47:10] SANITARY OR JUST LIKE REALLY
[2:47:11] TALK TO SOMEBODY OR SOMETIMES
[2:47:13] SOME KIDS DON'T WANT TO HAVE A
[2:47:14] PHONE SO THEY'LL USE A
[2:47:15] COUNSELOR'S PHONE, THINGS LIKE
[2:47:16] THAT AND THAT COUNSELOR THEN
[2:47:18] THAT WOULD NOT ONLY JUST BE
[2:47:19] OVERWHELMED, IT WOULD ALSO BE
[2:47:21] LIKE THEY CAN'T HANDLE EACH
[2:47:23] KID'S PROBLEMS.
[2:47:25] LIKE EFFECTIVELY.
[2:47:26] AND EFFICIENTLY.
[2:47:28] UM AND THE ONLY TIME THEY'LL BE
[2:47:29] LIKE PROBLEMS EFFICIENTLY WOULD
[2:47:31] BE WHEN SOMEONE GOT IN A FIGHT
[2:47:34] OR SOMETHING REALLY BIG LIKE
[2:47:35] BIG HAPPENED INSTEAD OF LIKE I
[2:47:37] THINK IF THAT WAS KID WAS ABLE
[2:47:39] TO GO TO MULTIPLE COUNSELORS
[2:47:41] THE PROBLEM WON'T BE STOPPED
[2:47:43] SOON.
[2:47:44] SO THANK YOU.
[2:47:45] UM I WOULD ALSO LIKE.
[2:47:47] TO PRONOUNCE YOUR NAME.
[2:47:48] YOU ARE NO GOING.
[2:47:51] YOU CAN CALL ME.
[2:47:52] YES.
[2:47:52] EMANUELE.
[2:47:53] OKAY.
[2:47:54] UM, I WOULD LIKE TO ADD THAT
[2:47:56] ANOTHER WAY THAT I THINK COULD
[2:47:58] HELP SOLVE WOULD BE TRYING TO
[2:48:00] MINIMIZE GOSSIP DURING, UM,
[2:48:03] INVESTIGATION.
[2:48:04] I KNOW GOSSIP CAN'T REALLY BE
[2:48:05] STOPPED BUT AT LEAST TRYING TO
[2:48:07] MINIMIZE IT I THINK WOULD HELP
[2:48:09] BECAUSE, UM, I THINK GOSSIP IS
[2:48:11] REALLY WHAT STARTS A BULLYING
[2:48:13] AND ESPECIALLY IF, UH, THERE'S
[2:48:15] AN INVESTIGATION HAPPENING AND
[2:48:18] A STUDENT FINDS OUT THERE'S
[2:48:19] GOSSIP.
[2:48:20] THAT'S WHAT WAS TALKING ABOUT
[2:48:21] THEM IN THE MIDDLE
[2:48:23] INVESTIGATION IT MIGHT LEAD TO
[2:48:24] A BIGGER CONFLICT.
[2:48:25] THAT'S ALL I'D LIKE TO SAY.
[2:48:26] GOOD NOT TO NAME AGAIN.
[2:48:28] EMMANUELLA OR EMMA.
[2:48:29] OKAY.
[2:48:30] SO CULPEPER YOU YOUR TIME
[2:48:33] WENT UP TWO MINUTES AGO AND I'M
[2:48:35] JUST.
[2:48:35] KIND OF IT'S.
[2:48:36] ALMOST 6:00.
[2:48:37] IT'S ALMOST 6:00.
[2:48:38] WE STILL HAVE PUBLIC TESTIMONY
[2:48:38] AND I STILL HAVE ASKED
[2:48:40] QUESTIONS AND I'VE BEEN
[2:48:41] INCREDIBLY GENEROUS.
[2:48:42] SO ONE MORE QUESTION AND OKAY.
[2:48:43] JUST ONE FINAL QUESTION.
[2:48:44] THANK YOU, MADAM CHAIR.
[2:48:46] UM.
[2:48:47] I JUST HOPE YOU DO THE SAME
[2:48:48] FOR ME WHEN IT'S MY TURN.
[2:48:49] I DID LAST WEEK.
[2:48:50] I MEANT TO TALK.
[2:48:51] BUT WE'RE NOT DOING THAT RIGHT
[2:48:52] NOW.
[2:48:52] GO.
[2:48:55] IS THERE A HOTLINE?
[2:48:57] THERE'S THE BOSTON PUBLIC
[2:48:58] SCHOOL SYSTEM.
[2:48:59] HAVE A HOTLINE THAT YOU CAN
[2:49:00] CALL AND CONFIDENTIALLY AND,
[2:49:04] ANONYMOUSLY REPORT SOMETHING
[2:49:06] THAT HAS TO DO WITH WHETHER
[2:49:08] IT'S SEXUAL HARASSMENT
[2:49:10] OF BULLYING OR SEXUAL
[2:49:12] MISCONDUCT.
[2:49:12] IS THERE A HOTLINE?
[2:49:14] UM I NOT THAT I KNOW OF UM IF
[2:49:17] THERE WAS IT'S NOT UM IT'S NOT
[2:49:20] SAID OUT LOUD FOR A LOT
[2:49:21] OF STUDENTS TO SAY AND ALSO
[2:49:22] LIKE IS IT BECAUSE THIS IS JUST
[2:49:25] LIKE A FOLLOW UP QUESTION TO
[2:49:26] YOU IS THIS LIKE A HOTLINE THAT
[2:49:28] THEY CAN CALL OR LIKE TEXT
[2:49:29] BECAUSE A LOT OF KIDS DON'T
[2:49:30] FEEL COMFORTABLE WITH LIKE
[2:49:31] CALLING SOMETIMES AND ALSO
[2:49:33] COMFORTABLE TEXT LIKE IS THIS A
[2:49:34] HOTLINE THAT ALSO INCLUDES
[2:49:36] PSYCHOLOGISTS AS WELL AS A JUST
[2:49:37] A HOTLINE THEY CAN CALL AND IS
[2:49:38] THIS OPEN 24 SEVEN OR IS IT
[2:49:41] JUST LIKE A HOTLINE?
[2:49:42] WILL YOU TELL ME WHAT YOU'D
[2:49:44] LIKE TO SEE?
[2:49:44] I PERSONALLY WOULD LIKE TO SEE
[2:49:46] A HOTLINE THAT IS AVAILABLE AND
[2:49:48] CALLING AVAILABLE AND TEXTING
[2:49:49] BUT ALSO OPEN 24 SEVEN AT LEAST
[2:49:51] ARE OPEN UM DURING SCHOOL HOURS
[2:49:55] BECAUSE AND ALSO PROMOTED TO
[2:49:56] OTHER STUDENTS BECAUSE I
[2:49:57] PERSONALLY DID NOT KNOW THAT I
[2:49:59] DID NOT KNOW IF THERE'S A
[2:50:00] HOTLINE OR NOT UM BECAUSE IT'S
[2:50:02] NOT PROMOTED AND I DO THINK
[2:50:03] THAT CAN HELP A LOT OF KIDS AS
[2:50:04] WELL.
[2:50:05] BUT AFTER THE HOTLINE I WOULD
[2:50:06] LIKE TO SEE THAT WHEN THAT KID
[2:50:08] CALLS IT DOES GET HANDLED AFTER
[2:50:10] THAT NOT JUST OH YEAH, I DID MY
[2:50:12] PART.
[2:50:12] THE STUDENT CALLED AND IT'S
[2:50:14] LIKE OKAY, THEY TALK TO
[2:50:15] SOMEBODY NOT LIKE IT ACTUALLY
[2:50:17] IS HANDLED.
[2:50:17] IT'S ACTUALLY FIGURED OUT
[2:50:19] INSTEAD OF JUST FEELING LIKE
[2:50:20] OKAY I CALL BUT NOTHING
[2:50:21] HAPPENED BECAUSE A LOT OF KIDS
[2:50:22] CAN FEEL THAT WAY AND THAT
[2:50:23] MAKES THE DOES NOT WANT TO COME
[2:50:24] FORWARD.
[2:50:24] SO GREAT.
[2:50:26] EMMA I REALLY.
[2:50:27] DO NOT KNOW I JUST WANT IT'S I
[2:50:30] .
[2:50:30] MEAN IF YOU.
[2:50:31] ARE OH.
[2:50:32] I KNOW I UNDERSTAND BUT IT'S
[2:50:34] OBVIOUS RIGHT THAT THERE IS A.
[2:50:36] NEED FOR A HOTLINE WOULD YOU.
[2:50:38] LET THEM SO.
[2:50:40] AT LEAST LET THEM SAY IT.
[2:50:41] YEAH BECAUSE.
[2:50:42] THE TAXI FOR THE HOTLINE IS
[2:50:45] CRITICAL.
[2:50:46] I WOULDN'T HAVE THOUGHT ABOUT
[2:50:47] THAT.
[2:50:47] YOU WOULDN'T HAVE TO TELL US
[2:50:48] WHAT KIND OF HOTLINE YOU'D LIKE
[2:50:50] TO SEE.
[2:50:50] UH.
[2:50:51] I WOULD LIKE TO SEE TEXTING
[2:50:53] THAT'S LIKE PERSONALLY WHERE
[2:50:54] I'M MORE COMFORTABLE WITH UM, I
[2:50:56] KNOW OTHER STUDENTS IN MY GRADE
[2:50:57] WOULD ALSO FEEL COMFORTABLE
[2:50:59] TEXTING SINCE IT'S, UM I FEEL
[2:51:02] LIKE IT'S EASIER TO SPEAK YOUR
[2:51:03] MIND AND SEE HOW YOU FEEL IN
[2:51:04] TEXT BECAUSE OTHER PEOPLE MIGHT
[2:51:06] FEEL.
[2:51:07] LIKE THEY KIND OF CHOKED UP
[2:51:10] WHEN THEY TALK ABOUT IT ON CALL
[2:51:11] .
[2:51:12] AND ALSO FOR.
[2:51:12] THE KIDS THAT CAN'T TALK AS
[2:51:14] WELL TEXTING IS BETTER AS WELL
[2:51:18] .
[2:51:18] I MIGHT YOU MIGHT AS WELL
[2:51:19] ANSWER IT BECAUSE I KNOW CALL
[2:51:20] PREP WAS NOT GOING TO LET YOU
[2:51:21] NOT YOU KNOW NOT GO AWAY
[2:51:22] WITHOUT SAYING IT TOO SOUNDS GO
[2:51:24] AHEAD CULPEPPER THAT'S YOUR
[2:51:25] LAST QUESTION.
[2:51:26] UM I'D ALSO LIKE TEXTING BUT I
[2:51:27] THINK I'D ALSO LIKE A CERTAIN
[2:51:29] WEBSITE BECAUSE I FEEL LIKE
[2:51:31] WITH A WEBSITE, UM, THERE'S A
[2:51:33] WAY TO LIKE BLOCK OUT THE PHONE
[2:51:36] NUMBER BECAUSE IF THAT PERSON'S
[2:51:37] PHONE NUMBER DOES GET LEAD
[2:51:39] SOMEHOW PEOPLE MIGHT FIND OUT
[2:51:41] WHO THAT PERSON IS AND IT'S
[2:51:43] GONNA NO LONGER BE AN OMINOUS.
[2:51:45] UM THANK YOU.
[2:51:46] THANK YOU, MADAM CHAIR.
[2:51:48] I HAVE NO FURTHER QUESTIONS.
[2:51:49] WELL, YOU CAN BECAUSE YOUR TIME
[2:51:51] WAS UP.
[2:51:51] THREE MINUTES AGO AND I'M GOING
[2:51:53] TO BE TAKE A TEAM.
[2:51:55] JUST WANT YOU ALL TO KNOW WE'RE
[2:51:57] GOING TO.
[2:51:57] WE'RE GOING TO WE'RE GOING TO
[2:51:59] ANALYZE THE WAY UM THE
[2:52:00] SITUATION PLAYED OUT TODAY I
[2:52:03] FEEL LIKE I'VE BEEN BULLIED.
[2:52:06] YEAH.
[2:52:06] ONE THING YOU KNOW, UM.
[2:52:09] I SEE YOUR TIME IS DONE AND IF.
[2:52:11] YOU HAVE ANY.
[2:52:12] OTHER FINAL COMMENTS YOU CAN
[2:52:13] GO TALK TO PEEPS TO MAKE IT
[2:52:14] HAPPEN.
[2:52:15] OKAY.
[2:52:16] UM.
[2:52:17] I'VE BEEN INCREDIBLY
[2:52:18] PATIENT.
[2:52:20] OKAY.
[2:52:22] SO THERE.
[2:52:22] IS AN EXISTING HOTLINE.
[2:52:23] JUST SO.
[2:52:24] YOU KNOW, FOR THE RECORD.
[2:52:25] AND I DO LOVE THE IDEA.
[2:52:26] OF ADDING TEXT AND I THINK IT'S
[2:52:29] REALLY IMPORTANT FOR.
[2:52:30] ITSELF AS WELL.
[2:52:32] SO Y'ALL BETTER DO Y'ALL.
[2:52:33] NEEDS BETTER.
[2:52:34] Y'ALL NEED TO DO A BETTER JOB
[2:52:35] AT LETTING EVERYONE KNOW THESE
[2:52:36] THINGS EXIST BECAUSE THESE.
[2:52:38] YOUNG PEOPLE.
[2:52:39] DIDN'T EVEN KNOW.
[2:52:40] SO WE NEED SOME MONEY IN THE
[2:52:41] PSA DEPARTMENT SO THAT WE CAN
[2:52:44] LET THE WORLD KNOW WHAT BPAS
[2:52:45] HAS.
[2:52:46] OKAY OKAY THERE YOU GO.
[2:52:48] THAT'S HOW YOU MAKE THINGS
[2:52:50] HAPPEN.
[2:52:51] WATCH EM.
[2:52:52] UM, BECAUSE YOU GO TO EVERETT
[2:52:54] I'M GOING TO START WITH YOU
[2:52:55] FIRST.
[2:52:56] OKAY?
[2:52:57] SO CAN YOU TALK TO ME A LITTLE
[2:52:59] BIT.
[2:52:59] ABOUT WHAT ARE SOME OF THE
[2:53:00] THINGS THAT.
[2:53:01] THEY'RE DOING AT YOUR SCHOOL
[2:53:02] THAT WORK REALLY WELL THAT YOU
[2:53:04] THINK BPA SHOULD MODEL?
[2:53:08] UM, AT MY SCHOOL I'M NOT SURE
[2:53:10] IF THEY HAVE THIS OR NOT, BUT
[2:53:12] AT MY SCHOOL WE HAVE CULTURE
[2:53:14] DAYS OR FLAG DAYS.
[2:53:16] UM, BASICALLY EVERY STUDENT
[2:53:19] GETS TO SHOW OFF WHERE THEY'RE
[2:53:21] FROM AND EVEN THOUGH I FEEL
[2:53:24] LIKE A LOT OF BULLYING DOES
[2:53:25] COME FROM WHERE YOU'RE
[2:53:27] ORIGINALLY FROM, I PERSONALLY
[2:53:28] IN MY SCHOOL I DON'T SEE MUCH
[2:53:30] OF IT.
[2:53:30] I THINK EVERYONE'S VERY UM THEY
[2:53:33] LIKE TO SHOW OFF WHERE THEY'RE
[2:53:34] FROM AND PEOPLE JUST THINK IT'S
[2:53:36] COOL TO BE FROM DIFFERENT
[2:53:37] PLACES AND THEY LIKE TO LEARN.
[2:53:39] UM, FOR EXAMPLE, I'M BRAZILIAN
[2:53:41] AND A LOT OF MY FRIENDS LOVE
[2:53:43] TRYING DIFFERENT FOODS FROM
[2:53:44] BRAZIL AND THEY LOVE LEARNING
[2:53:46] NEW LANGUAGES AND I'D SAY WE
[2:53:48] HAVE A PRETTY GOOD UM, LANGUAGE
[2:53:50] PROGRAM OVER THERE.
[2:53:52] UM, AND IT'S HELPING STUDENTS
[2:53:55] IMPROVE AND TO LEARN NEW
[2:53:56] LANGUAGES.
[2:53:57] OKAY, GREAT.
[2:53:59] NOW UM.
[2:54:01] THE AND I'M NOT SURE HOW MUCH
[2:54:04] YOU GUYS KNOW ABOUT THE
[2:54:06] STUDENTS UM APP THERE WAS A
[2:54:09] STUDENT APP THAT WAS CREATED BY
[2:54:12] UM I THINK IT WAS BEE SAC BACK
[2:54:14] IN THE DAY BOSTON PUBLIC
[2:54:16] SCHOOLS CREATED THIS APP.
[2:54:18] HOW ARE YOU FAMILIAR WITH IT?
[2:54:19] HAVE YOU ARE YOU GUYS FAMILIAR
[2:54:21] WITH ANY OF YOU OKAY.
[2:54:24] UM AND BUT.
[2:54:24] AND IT WAS MONITORED THOUGH THE
[2:54:26] PROBLEM WAS THAT I BELIEVE IT
[2:54:28] WAS MONITORED BY THE DEPARTMENT
[2:54:29] OF EQUITY AND ENGAGEMENT.
[2:54:32] AND WHILE WE DID RECEIVE
[2:54:34] REPORTS, THE FACT THAT I THINK
[2:54:36] IT WAS MONITORED BY MONITORED
[2:54:39] BY BEEPS IT FEELS A LITTLE.
[2:54:41] BIT INVASIVE.
[2:54:42] SO I THINK THAT AS.
[2:54:43] WE CONTINUE TO.
[2:54:44] WATCH IT.
[2:54:46] YOU WANT TO COME BACK ON THE
[2:54:47] STAND OKAY.
[2:54:48] BECAUSE YOU ARE YOU'RE.
[2:54:49] MAKING THIS.
[2:54:50] OKAY BECAUSE YOUR NONVERBALS
[2:54:52] ARE SPEAKING A LOT OF THEM.
[2:54:54] UM BUT I APPRECIATE IT.
[2:54:56] I JUST THINK THAT WE NEED TO
[2:54:57] REVISIT THE APP AND MAKE IT A
[2:54:58] LITTLE BIT MORE STUDENT
[2:55:00] FRIENDLY AND WORK ALONGSIDE TO
[2:55:03] TO DO THAT AND I'D LOVE FOR YOU
[2:55:05] ALL.
[2:55:06] TO IF YOU CAN MAKE A COMMERCIAL
[2:55:08] A PSA UM AROUND.
[2:55:13] WHAT STUDENTS CAN DO TO HELP
[2:55:15] SUPPORT STUDENTS WHO ARE BEING
[2:55:18] BULLIED WHAT WHAT WOULD YOUR
[2:55:20] MESSAGE BE.
[2:55:21] AND OR.
[2:55:23] WHAT MESSAGE WOULD.
[2:55:24] YOU HAVE FOR.
[2:55:24] ADULTS AND EDUCATORS ON WHAT
[2:55:27] THEY NEED TO DO TO BETTER
[2:55:28] SUPPORT STUDENTS?
[2:55:30] SO IT'S EITHER WHAT MESSAGE
[2:55:31] WOULD YOU HAVE FOR STUDENTS.
[2:55:32] TO BETTER.
[2:55:33] UM, SUPPORT STUDENTS WHO ARE
[2:55:35] EXPERIENCING BULLYING AND OR
[2:55:37] WHAT MESSAGE WOULD YOU HAVE FOR
[2:55:38] ADULTS SO THAT THEY CAN BETTER
[2:55:40] SUPPORT STUDENTS WHO ARE BEING
[2:55:41] BULLIED?
[2:55:42] WHAT'S YOUR MESSAGE?
[2:55:43] I JUST ALSO WANT TO ADD THERE
[2:55:45] SHOULD ALSO BE A MESSAGE FOR
[2:55:46] LIKE BYSTANDERS AS WELL THAT IT
[2:55:49] LIKE THEY SEE SOMETHING SAY
[2:55:50] SOMETHING THAT THEY SEE
[2:55:52] SOMETHING SAY SOMETHING AND I
[2:55:54] THINK FOR ADULTS AS WELL
[2:55:57] BECAUSE A LOT OF ADULTS CAN BE
[2:56:00] BYSTANDERS AND THEY FAIL TO
[2:56:02] REPORT BULLYING AS WELL LIKE UM
[2:56:05] I WOULD SAY.
[2:56:07] FOR ADULTS UM.
[2:56:10] PRETTY MUCH THE.
[2:56:11] SAME BUT ALSO WATCH OUT FOR THE
[2:56:14] MORE PASSIVE BULLYING THE
[2:56:16] BULLYING THAT IS NOT FULLY UP
[2:56:18] FRONT LIKE TEASING NAME CALLING
[2:56:20] IT UM HAVING A STUDENT BE
[2:56:23] ISOLATED OR EXCLUDED FROM THEIR
[2:56:26] PEERS HOW CAN YOU AS AN ADULT
[2:56:28] LIKE HELP THEM BASICALLY UM I
[2:56:33] GUESS FIT IN WITH LIKE THEIR
[2:56:35] PEERS OR MAKE SURE THAT THEY
[2:56:37] CAN USE LIKE SCHOOL TO EXPRESS
[2:56:41] THEMSELVES OR THEY CAN FIND A
[2:56:42] SPACE TO EXPRESS THEMSELVES.
[2:56:44] AND I WOULD SAY FOR STUDENTS UM
[2:56:49] TO HAVE CONFIDENCE SHARING LIKE
[2:56:51] HARD LIKE TRUST UM SHARING BUT
[2:56:55] I FEEL LIKE FOR THAT AS WELL
[2:56:57] THERE WILL NEED TO BE PROOF
[2:56:58] THAT THERE IS TRUST AND THAT
[2:57:00] THERE IS SOMETHING THAT WILL BE
[2:57:02] DONE AT THE END OF THE DAY.
[2:57:04] UM BECAUSE A LOT OF STUDENTS
[2:57:05] FEEL LIKE WELL WHAT'S THE POINT
[2:57:07] IF NOTHING'S GOING TO BE DONE,
[2:57:08] IF IT'S JUST GOING TO ESCALATE
[2:57:09] THINGS MORE?
[2:57:10] I FEEL LIKE THERE SHOULD BE
[2:57:12] SOME EVIDENCE OR SOME PROOF OR
[2:57:15] SOME LIKE NUMBER THAT SHOWS
[2:57:16] THAT THIS ACTUALLY GO IT
[2:57:19] DOESN'T GO UNNOTICED AND THAT
[2:57:21] THEY'RE HEARD THINKING AND
[2:57:23] EMBARRASSED.
[2:57:24] YOU WERE A DPS STUDENT.
[2:57:28] UM AND I'M CURIOUS JUST WHAT
[2:57:30] WOULD WHAT WOULD YOUR MESSAGE
[2:57:31] BE TO THE DISTRICT?
[2:57:33] WHAT ADULTS OR STUDENTS?
[2:57:36] UM, I WILL SAY FOR PARENTS AND
[2:57:39] ADULTS I WOULD SAY THAT MAKE
[2:57:40] SURE YOU HOLD YOUR KID
[2:57:41] ACCOUNTABLE WHEN THEY ARE THE
[2:57:43] PERSON WHO'S BULLYING THE KID.
[2:57:45] UM I WOULD SAY FOR TEACHERS DO
[2:57:46] NOT DISMISS.
[2:57:47] THE PROBLEM AS TWO CHILDREN
[2:57:49] OR AS A CHILDISH UM THINK THAT
[2:57:51] CHILDREN AS HAVING UM AND I FOR
[2:57:55] THE DISTRICT IN GENERAL.
[2:57:56] I WOULD SAY THAT STOP FOCUSING
[2:57:59] ON GRADES AND TEST SCORES.
[2:58:02] UM AND START ACTUALLY IMPROVING
[2:58:03] THAT LIKE LOW INCOME SCHOOLS AS
[2:58:05] WELL.
[2:58:06] SO I FEEL LIKE LOW INCOME
[2:58:07] SCHOOLS DON'T GET A LOT
[2:58:09] OF FUNDING AND THOSE KIDS FROM
[2:58:10] LOW INCOME SCHOOLS DON'T FEEL
[2:58:11] COMFORTABLE AND NOT HAVE THE
[2:58:13] BEST ENVIRONMENT TO BE IN
[2:58:14] BECAUSE OF SCHOOLS NOT BEING
[2:58:15] OPEN FUNDED WHICH CAN I FEEL
[2:58:16] LIKE IN MY OPINION LEADS TO
[2:58:17] MORE BULLYING BECAUSE THERE'S
[2:58:18] NOT A LOT OF UM, OPTIONS FOR
[2:58:20] THOSE KIDS TO ACTUALLY EXPRESS
[2:58:22] THEMSELVES OR THERE'S MOST TIME
[2:58:24] THERE'S NOT A LOT
[2:58:24] OF COUNSELORS.
[2:58:25] TO FOR KIDS TO GO TO.
[2:58:27] SO INSTEAD OF ALWAYS JUST
[2:58:28] FOCUSING ON TEST SCORES AND YOU
[2:58:31] KNOW, LIKE WHO HAS THE BEST
[2:58:33] GRADES ACTUALLY PUT TIME INTO
[2:58:35] THE STUDENTS AND LET THEM BE
[2:58:37] UM, HAVE TIME TO EXPRESS
[2:58:38] THEMSELVES AND.
[2:58:39] YEAH, UM THANK YOU FOR THAT.
[2:58:42] AND I WANT TO BE MINDFUL THAT
[2:58:43] IT IS 6:00 AND I DON'T WANT TO
[2:58:45] UH, GO I ALREADY, YOU KNOW, GO
[2:58:48] OVER MY TIME.
[2:58:49] UH, I WILL AND I KNOW I BELIEVE
[2:58:52] WE HAVE PUBLIC TESTIMONY.
[2:58:53] DID WE HAVE FOLKS SIGNED UP FOR
[2:58:55] PUBLIC TESTIMONY?
[2:58:57] SO I JUST WANT TO SAY THANK YOU
[2:58:58] FOR CARRYING THE VOICES
[2:59:00] OF YOUNG PEOPLE INTO THIS SPACE
[2:59:02] ,UM, AND FOR BRINGING SO MUCH
[2:59:03] UNIQUE PERSPECTIVE.
[2:59:05] AND I'M HOPING THAT, YOU KNOW,
[2:59:07] THOSE WHO ARE LISTENING, UH,
[2:59:08] AND WHO HAVE THE POWER TO MAKE
[2:59:10] THINGS HAPPEN WILL ACTUALLY DO
[2:59:11] JUST THAT AND WE'LL INVITE YOU
[2:59:13] ALL TO BE PART OF THE WORK, UM,
[2:59:15] THAT WE ARE ABOUT TO EMBARK ON
[2:59:17] AND I JUST WANT TO THANK UM
[2:59:20] BOTH MASH KOSH AND LAW FOR
[2:59:22] BRINGING YOUNG PEOPLE INTO THIS
[2:59:25] CONVERSATION AND CREATING SPACE
[2:59:26] FOR THEM TO FEEL NOT ONLY HEARD
[2:59:28] BUT AFFIRMED.
[2:59:29] SO I JUST WANNA SAY THANK YOU.
[2:59:31] Y'ALL DID A GREAT JOB.
[2:59:32] YOU ALSO SHOULD FEEL REALLY
[2:59:34] PROUD.
[2:59:34] THANK YOU.
[2:59:35] AND.
[2:59:38] YEAH WE'RE NOT DONE YET.
[2:59:41] ABSOLUTELY.
[2:59:41] YOU ALREADY DOING WHATEVER YOU
[2:59:44] WANT.
[2:59:44] GO AHEAD YOU.
[2:59:46] SO YOUR TESTIMONY WAS REALLY
[2:59:48] HELPFUL TO HEAR THE THE REAL
[2:59:53] WORLD PERSPECTIVE FROM UH,
[2:59:55] YOUNG FOLKS AND HOW YOU FEEL
[2:59:57] AND HOW YOU SEE IT AND HOW YOU
[3:00:00] THINK IT SHOULD BE.
[3:00:01] AND IT'S REALLY HELPFUL TO BE
[3:00:03] ABLE TO TAKE THE NOTES DOWN AND
[3:00:05] TO GO BACK AND READ THEM AND
[3:00:07] AND SO START WORKING OUT SOME
[3:00:08] OF THE THINGS YOU SUGGESTED.
[3:00:10] UH AND SO I JUST WANT TO
[3:00:11] COMMEND YOU FOR HAVING THE
[3:00:14] COURAGE AND THE THE CONFIDENCE
[3:00:16] TO COME AND SPEAK BEFORE THE
[3:00:18] COUNCIL AND UH IF YOU EVER NEED
[3:00:19] ANYTHING, JUST GIVE COUNSELOR
[3:00:22] CULPEPPER CALL AND, UH, I'M AT
[3:00:25] YOUR BECK AND CALL.
[3:00:26] THANK YOU SO MUCH.
[3:00:27] THANK YOU.
[3:00:27] YOU'RE WELCOME.
[3:00:28] UM, YEAH.
[3:00:29] WHY YOU GUYS GET UP AND THAT WE
[3:00:31] GET READY FOR PUBLIC TESTIMONY
[3:00:32] ,Y'ALL.
[3:00:33] I'LL JUST SAY THAT FOR ME.
[3:00:34] THIS IS PERSONAL.
[3:00:35] I WAS ONE OF THOSE KIDS THAT
[3:00:36] WAS BULLIED.
[3:00:37] UM, MY MOM AND I BOUNCED FROM
[3:00:39] PLACE TO PLACE, UM, BECAUSE WE
[3:00:41] WERE TOO POOR TO LIVE IN ONE
[3:00:42] NEIGHBORHOOD LONG ENOUGH FOR
[3:00:43] ME TO STAY IN ONE SCHOOL.
[3:00:45] SO I WAS ALWAYS THAT KID THAT
[3:00:46] WENT TO SCHOOL MID-YEAR.
[3:00:48] SO WHAT HAPPENS TO THE NEW KID?
[3:00:50] THEY ALWAYS GET PICKED ON AND
[3:00:51] THEN I DIDN'T SPEAK ENGLISH.
[3:00:53] MY WE WERE.
[3:00:54] VERY POOR.
[3:00:55] I DIDN'T HAVE THE BEST OF THE
[3:00:56] BEST.
[3:00:56] SO I HAD TO LEARN HOW TO FIGHT
[3:00:58] AND I HAD TO FIGHT LITERALLY TO
[3:01:03] LITERALLY FIGHT PEOPLE JUST TO
[3:01:05] UM, GET BY.
[3:01:07] AND SO YOU WANT TO TALK ABOUT
[3:01:09] TRAUMA THAT STUFF CARRIES INTO
[3:01:10] YOUR ADULT LIFE BECAUSE THEN
[3:01:12] YOU DON'T KNOW WHO TO TRUST.
[3:01:13] AND SO BULLYING HAS A LONG
[3:01:15] IMPACT, UM, EFFECT ON YOUNG
[3:01:18] PEOPLE THAT LAST A LIFETIME.
[3:01:19] SO I'M SO INCREDIBLY GRATEFUL
[3:01:21] FOR YOU ALL AS YOUNG PEOPLE TO
[3:01:23] UTILIZE YOUR MY YOUR MICROPHONE
[3:01:25] AND THE WAY THAT YOU DID TODAY.
[3:01:26] THANK YOU.
[3:01:27] I WISH I HAD THE COURAGE TO DO
[3:01:29] THAT WHEN I WAS YOUR AGE SO
[3:01:30] THANK YOU.
[3:01:31] ALL RIGHT, LET'S GO.
[3:01:35] Y'ALL GOT TWO.
[3:01:36] DON'T BE TRYING IT.
[3:01:37] Y'ALL GOT TWO MINUTES EACH
[3:01:38] OKAY?
[3:01:39] I WILL PUT THIS I'M AT THE
[3:01:41] MICROPHONE REALLY LOUD SO YOU
[3:01:42] CAN HEAR THE TIMER.
[3:01:44] IT'S A TIMER.
[3:01:45] YOU SEE ONE THAT SAYS TWO.
[3:01:46] THAT'S IT.
[3:01:48] TWO MINUTES.
[3:01:49] UM UH GOOD AFTERNOON COUNSELORS
[3:01:52] .
[3:01:52] UH, MY NAME IS OPRAH FATIMA.
[3:01:54] I'M THE LEAD LABOR AND TRAINER
[3:01:56] ORGANIZER AT MATH.
[3:01:57] GOSH.
[3:01:57] UM, I WROTE THE ANTI-BULLYING
[3:01:59] CURRICULUM WHICH
[3:02:01] COUNCIL COUNCILWOMAN MAY I
[3:02:02] MENTIONED AND, UH, WE USE IT
[3:02:05] WITH YOUNG PEOPLE AND ADULTS
[3:02:06] WITH FUNDING.
[3:02:06] FROM THE DEPARTMENT OF PUBLIC
[3:02:07] HEALTH.
[3:02:08] UM, THIS SUMMER OUR TEENS
[3:02:11] TRAINED OTHER YOUNG PEOPLE
[3:02:12] THEMSELVES.
[3:02:13] UM, AND WATCHING A 15 YEAR OLD
[3:02:15] AND A 17 YEAR OLD EXPLAINED.
[3:02:17] TO A ROOM OF PEERS HOW TO SPOT
[3:02:20] BULLYING.
[3:02:21] UM AT WORK WAS ONE OF THE MOST
[3:02:22] FULFILLING, UH, MOMENTS OF MY
[3:02:24] JOB.
[3:02:25] BUT LET'S FACE IT IT'S NOT
[3:02:27] ALWAYS, UH, WITHIN THE COLORS
[3:02:29] THAT, UH, THESE YOUNG PEOPLE
[3:02:31] CAN STAND UP AND REALLY, REALLY
[3:02:33] ADVOCATE FOR THEMSELVES.
[3:02:35] BECAUSE THE TOOLS AND THE
[3:02:36] RESOURCES.
[3:02:36] THAT ARE REQUIRED FOR THAT IS
[3:02:38] VERY, VERY EMINENTLY UM,
[3:02:41] LACKING.
[3:02:42] UM, AND IN OUR RESTORATIVE
[3:02:44] JUSTICE CIRCLES ONE OF THE MOST
[3:02:46] EFFECTIVE WAYS WE KNOW HOW TO
[3:02:47] PREVENT AND REDUCE HARM
[3:02:49] TOGETHER WHICH WAS ALSO UM
[3:02:51] SHAPED AND BUILT WITH THE HELP
[3:02:53] OF UH DEPARTMENT OF PUBLIC
[3:02:54] HEALTH.
[3:02:55] SOME OF THESE YOUNG PEOPLE
[3:02:56] SHARED REAL HARM AND TRAUMA.
[3:02:58] SOME TOLD US HOW DEEPLY IT HAD
[3:03:01] SEEPED INTO THE WAY THEY SEE
[3:03:02] THEMSELVES.
[3:03:03] IT IS HARD TO SEPARATE WHO YOU
[3:03:05] ARE FROM THAT HARM THAT CAN
[3:03:07] STAY FOR AS LONG AS YOU LIVE.
[3:03:10] AND WE UNDERSTOOD THAT A BIG
[3:03:11] BARRIER TO SAFETY, UM, IS THAT
[3:03:14] MANY YOUTH CAN'T IDENTIFY
[3:03:15] WHAT'S HAPPENING TO THEM AND
[3:03:16] EVEN WHEN THEY CAN THEY
[3:03:18] STRUGGLE TO ARTICULATE INTO
[3:03:20] WORDS ALONGSIDE FUNDING FOR THE
[3:03:22] TOOLS AND KNOWLEDGE YOUNG
[3:03:23] PEOPLE NEED TO TACKLE HARM.
[3:03:25] THEY NEED ADULTS WHO CAN
[3:03:27] RECOGNIZE IT TOO.
[3:03:28] SO OUR MISSION IS VERY SIMPLE.
[3:03:31] WE GIVE YOUNG PEOPLE THE WORDS
[3:03:32] FOR WHAT THEY'RE LEAVING
[3:03:34] THROUGH AND WE MAKE SURE THAT
[3:03:36] ADULTS IN THEIR LIVES
[3:03:37] UNDERSTAND THOSE WORDS AS WELL.
[3:03:40] WHEN WE TALK ABOUT CERTAIN
[3:03:41] CULTURES BECAUSE EVERY CULTURE
[3:03:42] IS DIFFERENT WHEN WE TALK ABOUT
[3:03:44] CULTURAL COMPETENCY, IT IS ALSO
[3:03:46] IMPORTANT TO RECOGNIZE WHAT IT
[3:03:47] MEANS TO GROW UP IN DIFFERENT
[3:03:48] DYNAMICS AND TO CATER TO THOSE
[3:03:50] DYNAMICS IS SOMETHING VERY,
[3:03:52] VERY IMPORTANT AND OFTEN LOOKED
[3:03:55] UM NOT LOOKED OUT FOR.
[3:03:58] SO EVERY CHILD UNDERSTANDING
[3:04:00] HOW EVERY CHILD IS DIFFERENT,
[3:04:01] SPECIAL.
[3:04:02] AND CURIOUS.
[3:04:03] WE ALSO HAVE TO UNDERSTAND HOW
[3:04:05] WE CAN PROVIDE FOR THEM IN THE
[3:04:06] BEST POSSIBLE CAPACITY.
[3:04:08] SO TODAY.
[3:04:09] I WANT TO THANK YOU ALL AND
[3:04:12] WANT TO ENCOURAGE YOU TO WORK
[3:04:13] WITH US, UM, SO THAT WE CAN
[3:04:15] MAKE SURE THAT BULLYING IS NOT
[3:04:17] JUST A PROBLEM THAT WE ARE
[3:04:19] SOLVING BUT IT IS SOMETHING
[3:04:21] THAT WE ARE BUILDING AGAINST
[3:04:23] TOO.
[3:04:24] THANK YOU SO MUCH.
[3:04:25] OKAY.
[3:04:27] OKAY Y'ALL.
[3:04:29] SHE WENT OVER TWO MINUTES.
[3:04:30] THIS.
[3:04:32] GO AHEAD.
[3:04:34] UM MY NAME IS SUPREME.
[3:04:35] GOOD EVENING COUNSELORS AND I
[3:04:37] GO TO BOSTON NAVAL ACADEMY.
[3:04:38] I'M 16 AND I WANT TO TALK ABOUT
[3:04:41] THE LACK OF SUPPORT THAT
[3:04:42] STUDENTS HAVE WHEN IT COMES TO
[3:04:44] MENTAL HEALTH.
[3:04:44] AND SOME SCHOOLS ARE ONLY ONE
[3:04:45] COUNSELOR FOR HOMELESS STUDENTS
[3:04:47] AS THE STUDENTS HERE HAVE
[3:04:48] TALKED ABOUT AND IT REALLY HAVE
[3:04:50] A BIG AFFECT NOT GETTING YOUR
[3:04:51] WANTS AND FEELINGS OUT THERE
[3:04:52] AND THERE'S ONLY ONE COUNSELOR
[3:04:54] WHO'S OVERWHELMED BY THE
[3:04:55] CONSTANT OVER HERE AND IT CAN
[3:04:58] JUST LEAD TO MULTIPLE PROBLEMS
[3:04:59] FOR THAT STUDENT IF ADDING A
[3:05:01] MORE SURE HEY I CAN'T GET OUT
[3:05:02] AND TALK TO NOBODY BECAUSE ONLY
[3:05:03] ONE COUNSELOR OR THERE'S A LACK
[3:05:05] OF SUPPORT WHEN IT COMES TO LOW
[3:05:06] INCOME SCHOOLS AND PLACES
[3:05:08] BECAUSE MOST OF THE PEOPLE WHO
[3:05:09] HAVE PROBLEMS ARE GOING TO LOW
[3:05:10] INCOME PLACES COME FROM A LOW
[3:05:12] INCOME FAMILIES.
[3:05:13] SO I JUST FEEL LIKE WE SHOULD
[3:05:14] START CARING MORE ABOUT THE
[3:05:16] STUDENT INSTEAD OF JUST
[3:05:17] WORRYING ABOUT WHAT'S GOING ON
[3:05:19] OVER HERE LIKE WHAT'S GOING ON
[3:05:20] AT HOME.
[3:05:20] WE SHOULD REALLY FOCUS ON
[3:05:21] WHAT'S HAPPENING INSIDE THE
[3:05:22] HOUSE AND INSIDE OF SCHOOL AND
[3:05:23] WHAT HAPPENED INSIDE THEIR MIND
[3:05:24] BECAUSE A LOT GOING THROUGH A
[3:05:26] YOUNG PERSON'S MIND AND I COULD
[3:05:27] SEE MYSELF I HAD PROBLEMS AND I
[3:05:29] FEEL LIKE I HAD NO TALK TO
[3:05:31] BECAUSE NOBODY THANK YOU JUST
[3:05:32] THE KID YOU HAVE YOU HAVE
[3:05:33] CERTAIN THINGS TO WORRY ABOUT
[3:05:34] TO WORRY ABOUT SCHOOLS THAT ARE
[3:05:34] WORRYING ABOUT, YOU KNOW,
[3:05:36] CERTAIN THINGS HAPPENING
[3:05:36] OUTSIDE OF SCHOOL, YOU GETTING
[3:05:37] BULLIED.
[3:05:38] SO I THINK THAT WE NEED TO
[3:05:39] START HAVING A BIGGER IMPACT
[3:05:40] WHEN IT COMES TO MORE
[3:05:41] COUNSELORS AND MORE MENTAL
[3:05:43] HEALTH SPACES AND MORE PEOPLE
[3:05:44] WHO ARE UM, EITHER YOU'RE
[3:05:46] EITHER BLACK OR YOU ARE A
[3:05:48] MINORITY OR YOU'RE A PERSON
[3:05:49] OF COLOR OR YOU HAVE A
[3:05:50] DIFFERENT SEXUALITY SOMEBODY
[3:05:52] ELSE IF YOU'RE NOT NORMAL OR
[3:05:53] AVERAGE PERSON.
[3:05:54] SO I THINK THAT WE SHOULD START
[3:05:57] TO FOCUS MORE ON THEIR MENTAL
[3:05:58] AND FOCUS MORE ON WHO THEY ARE
[3:05:59] SICK OF JUST PUTTING THEM DOWN
[3:06:01] AND KNOWING THEM BECAUSE
[3:06:01] THEY'RE KIDS.
[3:06:02] SO THANK.
[3:06:03] YOU FOR HAVING ME AND HAVE A
[3:06:04] NICE EVENING.
[3:06:04] THANK YOU.
[3:06:05] GOOD JOB.
[3:06:06] ALL RIGHT.
[3:06:08] WELL YOU GO IN NOW.
[3:06:09] YOU CAN'T BE HOLDING HOSTAGE
[3:06:11] EVERYBODY AND THEN LEAVE.
[3:06:12] YOU WON'T WAIT TO EVERYBODY
[3:06:13] FINISH SPEAKING.
[3:06:14] YOU FIND OUT YOU OUT HERE JOHN
[3:06:16] LEE.
[3:06:16] YOU SEE.
[3:06:17] HOW THEY DO GO.
[3:06:19] GOOD EVENING, CITY COUNCILORS.
[3:06:22] GOOD EVENING.
[3:06:23] MY NAME IS NINA JEAN PIERRE AND
[3:06:25] TODAY I'M HERE WITH TEENS LEAD
[3:06:26] OUR WORK.
[3:06:27] I CURRENTLY GO TO.
[3:06:27] BOSTON LATIN SCHOOL AND TODAY I
[3:06:29] WANTED TO FOCUS ON BULLYING AND
[3:06:30] ITS.
[3:06:31] IMPACT ON STUDENTS.
[3:06:31] MENTAL HEALTH.
[3:06:32] BULLYING CAN.
[3:06:33] AFFECT STUDENTS.
[3:06:34] MORE THAN PEOPLE REALIZE, AS IT
[3:06:35] CAN MAKE STUDENTS FEEL BAD
[3:06:36] ABOUT THEMSELVES AND MAKE IT
[3:06:38] HARDER FOR THEM.
[3:06:38] TO FEEL COMFORTABLE AT
[3:06:39] SCHOOL.
[3:06:40] I BELIEVE THAT STUDENTS.
[3:06:41] SHOULDN'T HAVE.
[3:06:42] TO DEAL.
[3:06:42] WITH THAT WHEN SCHOOL IS
[3:06:43] SUPPOSED TO BE A PLACE.
[3:06:45] WHERE THEY CAN LEARN AND BE
[3:06:46] SAFE.
[3:06:46] STUDENTS WHO HAVE EXPERIENCES
[3:06:48] WITH.
[3:06:48] BULLYING DESERVE.
[3:06:49] TO BE TAKEN SERIOUSLY AND
[3:06:50] SUPPORTED.
[3:06:51] AND AS CITY COUNCILORS, I URGE
[3:06:53] YOU TO SUPPORT PROGRAMS THAT
[3:06:55] PREVENT BULLYING AND INCREASE
[3:06:57] ACCESS TO MENTAL HEALTH.
[3:06:58] HELP FOR YOUNG PEOPLE.
[3:07:00] YOU WANT TO SEE PROTECTION FOR
[3:07:02] OUR HEALTH AND SAFETY FOR ALL
[3:07:03] STUDENTS.
[3:07:04] THANK YOU FOR YOUR TIME AND TO
[3:07:05] LISTENING TO MY CONCERNS.
[3:07:07] THANK YOU.
[3:07:08] GREAT JOB.
[3:07:08] THANK YOU.
[3:07:10] ALL RIGHT.
[3:07:11] NEXT.
[3:07:12] HI.
[3:07:14] I WON'T TAKE TOO MUCH TIME BUT.
[3:07:16] MY NAME IS.
[3:07:17] CHANEL AND, UM, I USED TO GO TO
[3:07:19] MADISON BUT I RECENTLY
[3:07:20] GRADUATED.
[3:07:21] UM, THERE WAS THIS TIME WHERE I
[3:07:24] WAS THREATENED BY, UM, ANOTHER
[3:07:26] STUDENT WHO IT WAS LIKE REALLY
[3:07:29] BAD AND LIKE REALLY HARMFUL AND
[3:07:30] IT WAS REPORTED BUT THE TEACHER
[3:07:32] SAID YOU KNOW HOW HE IS AND YOU
[3:07:35] JUST GOT TO LET HIM BE.
[3:07:37] LEAVE HIM BE.
[3:07:37] AND I WAS JUST LIKE, WHY ARE WE
[3:07:39] ?
[3:07:39] YOU KNOW, AT FIRST I WAS LIKE
[3:07:41] WHY ARE WE LIKE MENDING TO
[3:07:42] THESE BAD BAD STUDENTS?
[3:07:43] YOU KNOW IF THEY SAY SOMETHING
[3:07:45] WHY DON'T WE.
[3:07:45] ACTUALLY TAKE.
[3:07:46] ACTION INTO.
[3:07:47] WHAT THEY HAD SAID BECAUSE IT
[3:07:49] WASN'T THE RIGHT IT WAS NOT
[3:07:51] BULLYING.
[3:07:51] IT WAS A THREAT.
[3:07:52] UM.
[3:07:53] BUT THEN I ALSO LIKE HEARING
[3:07:55] WHAT SUPREME HAD SAID ABOUT
[3:07:56] LIKE MENTAL HEALTH.
[3:07:57] UM, HE WAS LIKE A STUDENT THAT
[3:07:59] KIND OF HAD LIKE OUTBURST AT
[3:08:01] TIMES.
[3:08:02] SO I JUST FEEL LIKE I FEEL LIKE
[3:08:04] HIS THING WAS LIKE AN INNER
[3:08:05] THING, YOU KNOW, I'M LIKE ALL
[3:08:06] ABOUT LIKE NOT BEING LIKE
[3:08:07] CLOSED MINDED BUT I JUST FEEL
[3:08:09] LIKE IF WE COULD DO LIKE MORE
[3:08:10] LIKE MENTAL HEALTH SUPPORT
[3:08:11] CLASSES BECAUSE WE GOT ALL
[3:08:13] THESE HOURS IN SCHOOL
[3:08:14] OF LEARNING MATH AND ENGLISH,
[3:08:15] BUT WE'RE NOT TEACHING PEOPLE
[3:08:17] ABOUT MENTAL HEALTH AND HOW TO
[3:08:19] SUPPORT THEMSELVES AND HOW TO
[3:08:21] SPEAK OUT FOR THEMSELVES.
[3:08:23] SO THAT'S REALLY ALL I HAD TO
[3:08:25] SAY AND THANK YOU FOR YOUR
[3:08:26] TIME.
[3:08:26] BECAUSE I STILL HAVE SOME YOU
[3:08:27] HAVE TIME SO I WANT TO USE YOUR
[3:08:29] TIME.
[3:08:29] MHM.
[3:08:29] HOW DID IT.
[3:08:30] FEEL WHEN THE ADULTS SAID WELL
[3:08:34] YOU KNOW HOW HE IS LIKE HOW DID
[3:08:35] YOU FEEL ABOUT THAT WHEN YOU
[3:08:38] REPORTED SOMETHING THAT MADE
[3:08:39] YOU FEEL UNCOMFORTABLE.
[3:08:40] IT HONESTLY JUST FELT LIKE I
[3:08:42] WAS JUST BEING LIKE PUSHED OUT
[3:08:44] LIKE LIKE OH SWEPT UNDER THE
[3:08:45] RUG I GUESS I COULD SAY IT BUT
[3:08:47] IT IT JUST.
[3:08:48] DIDN'T MAKE ME FEEL HEARD.
[3:08:50] IT DIDN'T MAKE ME FEEL LIKE ANY
[3:08:51] TYPE OF ACTION WOULD HAVE BEEN
[3:08:52] TAKING TOWARDS THIS PERSON.
[3:08:54] LIKE THERE WAS MULTIPLE TIMES
[3:08:56] IN MADISON WHERE THERE'S PEOPLE
[3:08:58] WHO REPORTED SOMETHING BUT IT
[3:09:00] JUST GOES TO OH YOU KNOW HOW
[3:09:01] THIS PERSON IS, YOU KNOW HOW
[3:09:03] THEY ARE.
[3:09:03] IT JUST DOESN'T MAKE ANY SENSE
[3:09:05] TO ME.
[3:09:05] I FEEL LIKE WE SHOULD TALK TO
[3:09:07] THE VICTIMS AND NOT JUST TALK
[3:09:08] TO.
[3:09:08] THE.
[3:09:09] PEOPLE THAT DID.
[3:09:10] THE HARM.
[3:09:10] WHAT WOULD YOU HAVE LIKED TO
[3:09:12] HAVE HEARD?
[3:09:13] I WOULD HAVE LIKED TO HAVE
[3:09:14] HEARD THAT HE'S GOING TO GET
[3:09:15] HANDLED WITH IT.
[3:09:15] BECAUSE I.
[3:09:16] SAW HIM.
[3:09:17] AT GRADUATION AND IT'S LIKE
[3:09:18] YOU PUT ON A THREAT.
[3:09:19] THAT WAS VERY HARMFUL.
[3:09:20] IF YOU SIT ON THE STREET THE
[3:09:21] POLICE WOULD HAVE CAME AND
[3:09:23] HANDLED THAT.
[3:09:23] SO IT'S JUST I DON'T KNOW.
[3:09:25] I WOULD HAVE JUST.
[3:09:26] LIKED FOR.
[3:09:28] MORE AGGRESSION I GUESS TOWARDS
[3:09:30] WHAT HE HAD SAID TO ME BECAUSE
[3:09:32] IF HE HE CAME AT ME AGGRESSIVE
[3:09:34] I FEEL LIKE HE SHOULD HAVE GOT
[3:09:35] THAT BACK.
[3:09:36] BUT THEN.
[3:09:37] AGAIN IT'S ALSO ABOUT HIS
[3:09:38] HEALTH SO I UNDERSTAND TO.
[3:09:40] YEAH THANK YOU.
[3:09:42] THANK YOU.
[3:09:42] AND NORMALLY THAT WE DON'T
[3:09:43] WE'RE NOT.
[3:09:44] SUPPOSED TO ASK QUESTIONS.
[3:09:44] BUT I.
[3:09:45] I HAD EXTRA TIME SO.
[3:09:47] THANK YOU.
[3:09:49] GOOD JOB.
[3:09:50] THANK YOU.
[3:09:51] GOOD EVENING CITY COUNSELOR.
[3:09:53] THANK YOU.
[3:09:54] AGAIN SO MUCH FOR JUST.
[3:09:55] PUTTING ON THIS OPPORTUNITY FOR
[3:09:56] THE YOUNG PEOPLE TO COME IN AND
[3:09:57] TALK ABOUT ANTI-BULLYING
[3:09:59] RESTORATIVE PRACTICES.
[3:10:00] I'M HAPPY TO JUST BE TALKING
[3:10:01] TO.
[3:10:02] YOU AND YOUR TEAM.
[3:10:02] I FEEL LIKE THAT'S
[3:10:03] DEFINITELY A GREAT CONCLUSION
[3:10:04] OF THIS HEARING AND I CAN ONLY
[3:10:06] SAY FOR MYSELF AS THE MY NAME
[3:10:09] IS BRUCE SMITH, I'M THE YOUTH
[3:10:10] PROGRAM LEADER AT MUSCOGEE
[3:10:11] TEENS LEAD AT WORK FOR SURE AND
[3:10:13] THE YOUNG PEOPLE KILLED IT
[3:10:14] TONIGHT.
[3:10:15] THEY SHOWED TRUE UM HONOR.
[3:10:17] THEY SHOWED RIGOR.
[3:10:17] THEY SHOWED CONFIDENCE.
[3:10:18] THEY SHOWED JUST THEIR
[3:10:19] EXPERIENCES TO HOW WE CAN MAKE
[3:10:22] REHABILITATION WITHIN OUR
[3:10:23] SCHOOLS.
[3:10:23] RIGHT.
[3:10:23] HOW DO WE SEE THE ROOT
[3:10:24] OF DISORDER BEFORE USING A
[3:10:26] PUNITIVE ACTION?
[3:10:27] SO HERE AT TI LAW WE HAVE OUR
[3:10:29] YOUNG PEOPLE TRAINING AND
[3:10:30] UNDERSTANDING ANTI-BULLYING
[3:10:31] PRACTICES IN THE WORKPLACE BUT
[3:10:32] ALSO TRANSITIONING THAT INTO
[3:10:34] OUR SCHOOLS, INTO OUR
[3:10:35] COMMUNITIES, INTO PLACES LIKE
[3:10:36] THIS.
[3:10:37] THEY NEED TO BE AT THE
[3:10:38] FOREFRONT OF CONVERSATIONS LIKE
[3:10:39] THIS.
[3:10:39] YOU AND I BOTH KNOW THAT OUR
[3:10:41] TEAM KNOWS THAT.
[3:10:41] BUT HOW DO WE GET THE SCHOOLS
[3:10:43] TO KNOW THAT?
[3:10:44] WHERE'S THE SUPERINTENDENT?
[3:10:45] YOU KNOW WHAT I MEAN?
[3:10:45] HOW ARE WE MAKING SURE THAT OUR
[3:10:47] FAMILIES ARE FEELING THAT
[3:10:47] THEY'RE PART OF THE
[3:10:48] CONVERSATION WITH OUR YOUNG
[3:10:49] PEOPLE AS CHANGEMAKERS, AS
[3:10:51] COLONIZERS AND ADULTS, AS
[3:10:53] SUPPORTERS IS WE GOT TO RETIRE
[3:10:55] THAT THAT CONVERSATION THAT WE
[3:10:56] KNOW EVERYTHING.
[3:10:57] I HAVEN'T BEEN IN HIGH SCHOOL
[3:10:58] IN ABOUT TEN YEARS, YOU KNOW
[3:10:59] WHAT I MEAN?
[3:10:59] BUT MY YOUNG PEOPLE EVERY
[3:11:00] SINGLE DAY THEY TELL ME AND
[3:11:02] THEY TEACH ME SO MANY NEW
[3:11:03] THINGS ABOUT HOW TO MAKE
[3:11:05] RESTORATIVE PRACTICES, WHAT
[3:11:06] THINGS THEY NEED TO FEEL
[3:11:08] EMPOWERED TO FEEL CONFIDENT AND
[3:11:10] WE'RE THE ONES THAT ARE
[3:11:11] SUPPOSED TO CREATE THAT
[3:11:12] EVIDENCE THAT'S SUPPOSED TO
[3:11:13] WORK DUE TO LEAD TO RESEARCH,
[3:11:14] TO DRAFT DATA, TO HAVE
[3:11:16] TRAININGS AND GIVE THEM THAT
[3:11:17] SUPPORT.
[3:11:18] SO I HOPE THAT YOU GOT A LITTLE
[3:11:19] INSIGHT IN WHAT YOUNG PEOPLE
[3:11:20] ARE DOING HERE IN BOSTON TO
[3:11:22] REALLY CREATE THESE FRAMEWORKS
[3:11:23] RIGHT FOR RESTORATIVE PRACTICES
[3:11:25] AND MAKE SURE THEY FEEL
[3:11:26] SUPPORTED AND I DON'T KNOW I
[3:11:28] JUST FEEL VERY FULL.
[3:11:29] I DON'T KNOW IF ANYONE ELSE
[3:11:30] FEELS THE SAME WAY, BUT.
[3:11:31] THEY'RE GOING TO TAKE OVER IT
[3:11:32] AND THEY'RE GOING TO LEAD THESE
[3:11:34] CONVERSATIONS AND I HAVE A LOT
[3:11:35] OF TRUST IN THEM.
[3:11:36] SO THANK YOU SO MUCH FOR JUST
[3:11:37] OFFERING THEM THE OPPORTUNITY.
[3:11:38] THE PANEL WENT REALLY WELL AND
[3:11:41] WE'RE GOING TO CONTINUE DOING
[3:11:41] OUR WORK TO MAKE SURE THAT OUR
[3:11:43] YOUNG LEADERS FEEL ARE
[3:11:44] SUPPORTED AND SAFE AS POSSIBLE
[3:11:45] NOT ONLY IN THEIR SCHOOLS,
[3:11:46] THEIR COMMUNITIES BUT IN THE
[3:11:49] WORKPLACE.
[3:11:49] SO HAVE A GOOD EVENING.
[3:11:50] THANK YOU.
[3:11:51] YES OKAY I KNOW RIGHT.
[3:11:55] AND THIS WAS THE JOB THERE WAS
[3:11:57] THIS A GREAT HEARING I DON'T
[3:11:58] KNOW I THOUGHT IT WAS GREAT I
[3:12:00] ALWAYS LOVE BEING WITH.
[3:12:01] PEOPLE.
[3:12:02] UM SO I WILL SAY THIS IS
[3:12:05] THAT THE FOLKS WHO HELPED US
[3:12:06] PLAN THIS YOU KNOW, FROM.
[3:12:08] THE PARENTS WHO BROUGHT IT TO
[3:12:09] OUR ATTENTION.
[3:12:10] TO THE ORGANIZATIONS.
[3:12:11] THAT HAVE BEEN LEADING IN THIS
[3:12:13] SPACE TO UH, THE DISTRICT FOR
[3:12:15] SHOWING UP AND.
[3:12:16] ,YOU KNOW.
[3:12:17] APOLOGIZING BECAUSE IT REALLY
[3:12:19] IS.
[3:12:19] NOT AN EASY THING TO DO TO
[3:12:22] APOLOGIZE AND ACKNOWLEDGE HARM.
[3:12:23] SO I JUST WANT TO SAY THANK YOU
[3:12:25] TO YOU ALL FOR ACKNOWLEDGING
[3:12:26] THE HARM THAT HAS BEEN CAUSED.
[3:12:28] IT IS NOT EASY TO SHOW UP IN
[3:12:29] THIS CHAMBER.
[3:12:30] UM DOCTOR OPINION YOU DO IT ALL
[3:12:32] THE TIME SO I JUST WANT TO SAY
[3:12:34] THANK YOU FOR THAT.
[3:12:35] UM AND.
[3:12:36] I WANT.
[3:12:37] TO THANK Y'ALL LIKE YOU
[3:12:38] REALLY.
[3:12:38] SHOWED UP.
[3:12:39] AND OUR.
[3:12:40] PLANNING PARTNERS, OUR
[3:12:41] COALITION.
[3:12:41] YOU KNOW, ALL YEAR.
[3:12:44] I KEEP CALLING YOU BE SAFE, BUT
[3:12:46] I KNOW YOU ARE NOW BASIA.
[3:12:47] BASIA BE SAD.
[3:12:48] YOU KNOW MASH KOSH YOU KNOW
[3:12:50] EVERY SINGLE, UH, CITIZENS UH
[3:12:53] JUVENILE FOR CITIZENS.
[3:12:54] YOU JUVENILE.
[3:12:54] FOR JUSTICE.
[3:12:57] UM.
[3:12:57] EVERY SINGLE ONE OF Y'ALL.
[3:12:59] UM AND MORE.
[3:13:00] IMPORTANTLY THE YOUNG PEOPLE
[3:13:02] AND WE.
[3:13:02] I JUST WANT TO KNOW.
[3:13:03] FOR THE RECORD THAT WE ENDED
[3:13:04] WITH YOUNG PEOPLE BECAUSE WE
[3:13:06] WANTED TO GIVE THEM TIME TO
[3:13:07] GET.
[3:13:07] HERE NOT BECAUSE WE DIDN'T
[3:13:09] BELIEVE YOUR VOICES SHOULD BE
[3:13:11] FIRST.
[3:13:11] SO I JUST.
[3:13:11] WANT YOU KNOW, YES, WE'RE.
[3:13:13] GOING TO TAKE A PHOTO.
[3:13:14] UM, AND BEFORE I END, UH, WE'RE
[3:13:17] GOING TO KEEP.
[3:13:18] THIS DOCKET IN COMMITTEE.
[3:13:19] WE ARE GOING TO DEFINITELY BE
[3:13:20] DOING SOME WORK IN SESSIONS
[3:13:21] CREATING.
[3:13:22] THE WORK.
[3:13:23] UM.
[3:13:24] PLAN BECAUSE WE'RE NOT GOING
[3:13:26] TO HAVE ANY.
[3:13:26] MORE CONVERSATIONS ABOUT,
[3:13:27] UM, A CONVERSATION WE'RE
[3:13:28] ACTUALLY GOING TO DO THINGS
[3:13:29] ABOUT IT AND WE'RE GOING TO DO
[3:13:30] IT IN PARTNERSHIP WITH THE
[3:13:31] DISTRICT.
[3:13:31] UM, BECAUSE THAT'S WHAT THIS
[3:13:33] MOMENT IS CALLING FOR.
[3:13:33] HOPING WE CAN CREATE A CAP A
[3:13:36] CRISIS ACTION TEAM THAT
[3:13:38] INVOLVES EVERYONE.
[3:13:39] THAT IS AT.
[3:13:40] COLLECTIVE POWER WITH THE
[3:13:41] YOUTH AS WELL AS THE EDUCATORS
[3:13:43] AND AN OVERSIGHT THAT IS
[3:13:46] ACTUALLY TRANS, UH, YOU KNOW,
[3:13:47] TRANSPARENT FOR.
[3:13:48] EVERYONE ESPECIALLY AS A PARENT
[3:13:50] THAT IS OUT THERE.
[3:13:51] YEAH.
[3:13:54] SO NORMALLY THE WAY.
[3:13:55] THESE HEARINGS ENDS WE ALL
[3:13:57] HAVE A BUT UM.
[3:13:58] THIS HEARING ON THE DOCKET
[3:14:01] 0407.
[3:14:01] IS ADJOURNED.
[3:14:03] THERE WE GO.
[3:14:04] YEAH WE DELAY.