BE GOOD. >> OKAY, ETHAN, WE'RE GOOD TO START. UM, FOR THE RECORD, MY NAME IS JULIA MEJIA AT LARGE CITY COUNCILOR AND I'M THE CHAIR
OF THE BOSTON CITY COUNCIL'S COMMITTEE ON EDUCATION. TODAY IS MARCH 24TH, 2026 AND THE EXACT TIME IS 212. THIS HEARING IS BEING RECORDED
AND IS ALSO BEING LIVE STREAMED AT BOSTON.GOV/CITY COUNCIL DASH TV AND BROADCAST ON 20 CHANNEL EIGHT RCN CHANNEL 82 FILES
CHANNEL 964. WRITTEN COMMENTS MAY BE SENT TO THE COMMITTEE UM EMAIL AT SCOTT EDUCATION@BOSTON.GOV. AND IT WILL BE MADE PART OF THE RECORD AND AVAILABLE TO ALL
COUNCILORS. PUBLIC TESTIMONY WILL BE TAKEN AT THE BEGINNING, MIDDLE AND END OF THIS HEARING. INDIVIDUALS WILL BE CALLED IN THE ORDER IN WHICH THEY HAVE SIGNED UP AND WILL HAVE TWO
MINUTES TO TESTIFY. IF YOU ARE INTERESTED IN TESTIFYING IN PERSON, PLEASE ADD YOUR NAME TO THE SIGN UP SHEET NEAR THE ENTRANCE OF THE CHAMBER. IF YOU ARE LOOKING TO TESTIFY VIRTUALLY, PLEASE EMAIL OUR
CENTRAL STAFF LIAISON RON COBB@RON.COM AT BOSTON.GOV FOR THE LINK AND YOUR NAME WILL BE ADDED TO THE LIST. TODAY'S HEARING IS ON DOCKET
0166 AND ORDER FOR A HEARING REGARDING BOSTON PUBLIC SCHOOL STUDENT ATHLETE TRANSFER AND ELIGIBILITY POLICIES. THIS MATTER WAS SPONSORED BY MY COLLEAGUE COUNCILOR GABRIEL
COLLETTA SUPPORTER AND WAS REFERRED TO MY COMMITTEE ON JANUARY 28TH, 2026. TODAY IN ORDER OF ARRIVAL WE HAVE COUNCILOR MURPHY, COUNCILOR FLYNN,
COUNCILOR SABATA, COUNCILOR LOUIJEUNE AND COUNCILOR PEPPING. I HAVE NOT RECEIVED ANY LETTERS OF ABSENCE AS FAR AS I KNOW. UM AND SO THIS HEARING COMES IN
RESPONSE TO BROADER CONCERNS ABOUT HOW BOSTON PUBLIC SCHOOLS ADMINISTRATORS STUDENT ATHLETE TRANSFER AND ELIGIBILITY PROCESSES LOOK LIKE RECENT UM PUBLIC ATTENTION INCLUDING
CONVERSATIONS ACROSS OUR COMMUNITIES HAS RAISED CONCERNS ABOUT HOW THESE RULES ARE APPLIED FOR MANY STUDENTS PARTICIPATION IN SPORTS UM ATTENDANCE AND ENGAGEMENT AND OVERALL WELL-BEING.
AT THE SAME TIME, ELIGIBILITY DECISIONS ARE SHAPED BY BOTH LOCAL PRACTICES AND EXTERNAL STANDARDS INCLUDING THOSE SET BY THE MASSACHUSETTS INTERSCHOLASTIC ATHLETIC ASSOCIATION WHERE TIMELINES AND PROCEDURES CAN CARRY
SIGNIFICANT CONSEQUENCE. TODAY'S AN OPPORTUNITY TO EXAMINE HOW THESE POLICIES ARE IMPLEMENTED AND HOW CLEARLY THEY ARE BEING COMMUNICATED. THIS IS NOT ABOUT ONE SINGLE CASE AND I WANT TO NOTE THAT
FOR THE RECORD, BUT IT'S ABOUT ASSURING THAT THE SYSTEM WORKS IN A WAY THAT SUPPORTS STUDENTS AND DOES NOT UNINTENTIONALLY DISADVANTAGE THEM. AND SO WITH THAT I AM GOING TO TURN IT OVER TO THE LEAD
SPONSOR FOR ANY OPENING REMARKS AND I WILL UM, AS MY COLLEAGUES IF YOU HAVE AN OPENING REMARK UM, TO TURN ON YOUR LIGHT AND I'LL CALL ON YOU. SO, UH. COUNSELORS. >> THANK YOU. CHAIR MAHI, I WANT TO THANK YOU
AND YOUR TEAM FOR YOUR FLEXIBILITY AND ALSO FOR MINISTRATION FOR FOR. BEING HERE. WE HAD TO RESCHEDULE THIS DUE TO SNOW STORM AND TECHNICAL DIFFICULTIES WITH THAT. SO JUST APPRECIATE EVERYONE'S, UM, TIME TODAY.
I WANNA THANK MY COLLEAGUES FOR BEING HERE AND MEMBERS OF THE PUBLIC. UH, THIS HEARING IS ABOUT FAIRNESS, TRANSPARENCY AND A BASIC PRINCIPLE THAT STUDENTS SHOULD NOT LOSE OPPORTUNITIES BECAUSE OF UNCLEAR PROCESSES.
FOR MANY OF OUR YOUNG PEOPLE, ATHLETICS ARE NOT JUST AN EXTRACURRICULAR THEY ARE A SOURCE OF STABILITY, BELONGING ,MENTORSHIP AND PURPOSE. WHEN A STUDENT TRANSFER SCHOOLS WHETHER FOR ACADEMIC, SOCIAL OR
FAMILY REASONS THEY DESERVE A PROCESS THAT IS CLEAR, TIMELY AND FAIR WITH NOTICE, SUPPORT AND THE OPPORTUNITY TO BE HEARD UNDER MEAA RULE 57. WE KNOW THAT STUDENTS WHO
TRANSFER ARE GENERALLY PRESUMED INELIGIBLE UNLESS A FORM 200 IS APPROVED OR AN EXEMPTION APPLIES. BUT WHAT WE'VE LEARNED IS THAT WHILE THE RULE IS CLEAR, THE PROCESS OF WHO GETS CLEARED
UNDER THE FORM 200 IS NOT AT THE MIA LEVEL. THERE IS NO CLEARLY DEFINED INVESTIGATORY FRAMEWORK WHEN ALLEGATIONS OF RECRUITMENT ARE RAISED. THE SYSTEM IS LARGELY COMPLIANT
DRIVEN WITH SCHOOLS ACTING AS THE PRIMARY GATEKEEPERS AND FORMAL REVIEW ONLY HAPPENING AFTER THE FACT IF IT HAPPENS AT ALL. WITHIN DPS WE'VE HEARD CONCERNS ABOUT A LACK OF WRITTEN
POLICIES FOR SUPPORT, UNCLEAR TIMELINE, LIMITED COMMUNICATION WITH FAMILIES AND QUESTIONS WHETHER STUDENTS ARE GIVING A MEANINGFUL OPPORTUNITY TO PARTICIPATE IN DECISIONS THAT DIRECTLY IMPACT THEM.
THIS CREATES A TROUBLING DYNAMIC WHERE STUDENTS ELIGIBILITY CAN BE DETERMINED BASED ON ALLEGATIONS THAT MAY NOT HAVE BEEN FULLY INVESTIGATED WITHIN A SYSTEM THAT IS NOT CLEARLY DEFINED OR
CONSISTENTLY APPLIED. AND AGAIN, WHILE WE'RE NOT HERE TO RELITIGATE ANY ONE CASE, THERE'S CIRCUMSTANCES THAT BROUGHT US HERE HIGHLIGHT BROADER CONCERNS DELAYED COMMUNICATION, LACK OF PARENTAL
NOTICE, QUESTIONS ABOUT HOW INVESTIGATIONS ARE CONDUCTED AND WHETHER STUDENTS PARTICULARLY THOSE WITH ADDITIONAL NEEDS ARE BEING ADEQUATELY SUPPORTED THROUGH THE PROCESS. AT THE END OF THE DAY THIS
CANNOT BE ABOUT ADULT DISPUTES, INTERNAL DYNAMICS OR INSTITUTIONAL DISCRETION. WE HAVE A RESPONSIBILITY TO ENSURE THAT ADULT CONFLICTS AND MISCOMMUNICATION OR INCONSISTENT SYSTEMS DO NOT
HAVE A LASTING CONSEQUENCE ON OUR YOUNG PEOPLE, ESPECIALLY THOSE WHO RELY ON SCHOOL BASED MENTORSHIP STRUCTURE AND SUPPORT AND WHO NEED SUPPORT THE MOST. SO TODAY WE'RE SEEKING FLAHERTY
ON HOW DECISIONS ARE MADE. WHAT PROTECTIONS EXIST AND WHAT CHANGES ARE NEEDED TO ENSURE THAT EVERY STUDENT THEN IS TREATED FAIRLY. SO I LOOK FORWARD TO THE CONVERSATION AND AGAIN THANK EVERYBODY FOR BEING HERE TODAY.
THANK YOU. >> THANK YOU COUNCILOR GLITTER. I SEE THAT BOTH COUNCILOR FLYNN AND COUNCILOR MURPHY HAVE THEIR HANDS. UH THEIR LIGHTS ON. SO WE'LL GO FIRST TO COUNCILOR MURPHY THEN FOLLOWED BY COUNCILOR FLYNN.
AND I ALSO WANT TO NOTE FOR THE RECORD THAT WE HAVE BEEN JOINED BY DISTRICT SEVEN COUNCILOR CULPEPER. COUNCILOR MURPHY, YOU HAVE 30S. THANK YOU. THANK YOU. CHAIR.
UM, HAPPY WE'RE HERE TO HAVE THIS CONVERSATION. THANK YOU FOR BEING HERE. BOSTON PUBLIC SCHOOLS HAS AN OBLIGATION TO FULLY COMPLY WITH THE RULES AND REGULATIONS SET FORTH BY THE MASSACHUSETTS
INTERSCHOLASTIC ATHLETIC ASSOCIATION. UM, OBVIOUSLY KNOWN AS MIA. THESE RULES ARE NOT OPTIONAL NOR CAN THEY BE SELECTIVELY APPLIED. THEY MUST BE ENFORCED CONSISTENTLY, TRANSPARENTLY AND
WITHOUT EXCEPTION. ANY SYSTEM THAT ALLOWS FOR INCONSISTENT INTERPRETATION, SELECTIVE ENFORCEMENT OR PROCEDURAL DISCRETION THAT VARIES FROM CASE TO CASE RISKS
CREATING INEQUITABLE OUTCOMES FOR. OUR STUDENTS. WHEN POLICIES ARE APPLIED UNEVENLY WHETHER THROUGH DELAYS ,MISCOMMUNICATION OR DISCRETIONARY DECISION MAKING,
STUDENTS NOT SYSTEMS BEAR THE CONSEQUENCES. IT IS UNACCEPTABLE FOR A STUDENT TO LOSE ACCESS TO EDUCATIONAL OR ATHLETIC OPPORTUNITIES DUE TO ADULT ERROR, ADMINISTRATIVE
INCONSISTENCY OR A FAILURE TO UNIFORMLY FOLLOW ESTABLISHED RULES. BOSTON PUBLIC SCHOOLS MUST ENSURE THAT ALL ELIGIBILITY DETERMINATIONS ARE HANDLED WITH RIGOR, FLAHERTY AND FAIRNESS
AND THAT NO STUDENT IS DISADVANTAGED BY A PROCESS THAT LACKS CONSISTENCY OR ACCOUNTABILITY. SO LOOKING FORWARD TO THIS CONVERSATION AND REALLY KIND
OF TAKING A DEEP DIVE INTO HOW WE ARE APPLYING THE RULES THAT WE KNOW ARE THERE AND IF WE'RE DOING THEM CONSISTENTLY. THANK YOU. THANK YOU, COUNCILOR MURPHY. THANK YOU, COUNCILOR FLYNN. YOU HAVE THE FLOOR.
THANK YOU, MADAM CHAIR. I WANT TO ECHO THE COMMENTS OF COUNCILOR MURPHY. IT'S ABOUT FAIRNESS. IT'S ABOUT ENSURING THAT OUR STUDENT ATHLETES HAVE THE
OPPORTUNITY TO PARTICIPATE IN A PROGRAM AND ATHLETICS HAS AS THE FATHER OF A CHILD THAT PLAYED SPORTS AT WPS FOR FOR FOUR YEARS. I KNOW HOW IMPORTANT SPORTS ARE
FOR A STUDENT. UM BUT I DO THINK THE UM OFFICE OF ATHLETICS NEEDS TO ENFORCE THE RULES CONSISTENTLY, FAIRLY
AND PROVIDE EVERY CHILD, EVERY STUDENT AN OPPORTUNITY TO PLAY SPORTS. THEY DO HAVE TO FOLLOW THE RULES OF THE MEAA. THANK YOU, MADAM CHAIR. THANK YOU. COUNCILOR FLYNN, I SEE THAT
COUNCILOR LOUIJEUNE LIGHT IS ON SO YOU NOW HAVE THE FLOOR. THANK YOU TO EVERYONE FOR BEING HERE. UM, FOR THE. CONNECTIONS THAT I'VE HAD WITH FOLKS ABOUT THESE ISSUES. I FOR ME, I THINK IT'S ABOUT FLAHERTY ABOUT UNDERSTANDING
THE RULES AND HOW THEY APPLY. SO I LOOK FORWARD TO HEARING UM, THOSE RULES I THINK THAT THESE ARE UH, DIFFICULT CONVERSATIONS ESPECIALLY WHEN PEOPLE ARE. NOT ALLOWED TO PLAY A SPORT
THAT THEY REALLY CARE ABOUT. AND IT'S IMPORTANT THAT WE HAVE RULES IN PLACE THAT MAKE SENSE FOR EVERYONE AND THAT MAKE SURE THAT EVERYONE IS UM UH IS ACTING WITH INTEGRITY.
AND SO I LOOK FORWARD TO UM, HEARING UH, FROM THE PANELISTS TODAY ABOUT HOW WE ENSURE THAT . THANK YOU SO MUCH. THANK YOU, COUNCILOR LOUIJEUNE. UM, WE'RE GOING TO GO NEXT TO COUNCILOR PREPPING THEN FOLLOWED BY COUNCILOR CULPEPPER. THANK YOU.
THANK YOU, MADAM CHAIR. AND THANK YOU GUYS FOR BEING HERE FOR ME. FOR ME THIS IS A LEARNING JOURNEY FOR ME. I WANT TO KNOW WHAT THE PROCESS IS. I WANT TO KNOW HOW WE CAN STRENGTHEN IT MOVING FORWARD AND BEING ABLE TO CATCH UP WITH
WHAT MY COLLEAGUES HAVE BEEN DOING AND AS A FORMER ATHLETE JUST ALWAYS WANT TO BE AN ADVOCATE FOR FOR OUR STUDENTS ACROSS THE CITY. SO THANK YOU SO MUCH FOR BEING HERE. LOOKING FORWARD TO ASKING QUESTIONS. THANK YOU COUNCILOR FOR BEING
COUNCILOR CULPEPPER. THANK YOU, MADAM CHAIR. I'M NOT GOING 10S. I'LL MAKE IT QUICK AND. >> THEN HURRY UP. GOOD TO SEE YOU.
UH. DIRECTOR GRAYSON AND, UH, DEPUTY SUPERINTENDENT UH, DR. PINA AS ONE WHO PLAYED, UH, ON
CHAMPIONSHIP BASKETBALL TEAMS AT ENGLISH WHEN WE WON THE STATE CHAMPIONSHIP THE NEXT YEAR WE WON THE CITY CHAMPIONSHIP. I UNDERSTAND ABOUT, UH, MY
RULES AND HOW THEY WORK OR HOW THEY DON'T WORK. UM, BUT I DO THINK THAT WHEN THE POLICIES ARE NOT CLEARLY COMMUNICATED AND IN OUR DAYS THERE WAS NO TRANSFER IF YOU
WENT TO ENGLISH, YOU HAD ENGLISH. IT WASN'T BECAUSE THE SCHOOLS BECAME ONE BODY AND SO THERE WAS NOTHING ABOUT NO ONE FOR ENGLISH WOULD EVER TRANSFER TO DORCHESTER OR NO ONE FOR
DORCHESTER WOULD EVER TRANSFER TO BRIGHTON BECAUSE WE BECAME A BODY. AND WHEN THE RULES CHANGE AND IT'S NOT CLEAR TO THE STUDENTS, I THINK IT'S A SOON TO LOSE. SO WE WANT TO HEAR FROM YOU.
GOOD TO SEE YOU AGAIN. HOPEFULLY THE THE POLICIES POLICIES CAN BE DEVELOPED THAT WORK FOR THE STUDENTS AND NOT AGAINST THEM. THANK YOU, MADAM CHAIR.
THANK YOU, COUNCILOR CULPEPER. UM, SO JUST FOR A FEW HOUSEKEEPING, UH, THINGS THAT I'D LIKE TO JUST PUT ON THE RECORD, I'M GOING TO HAVE MY COUNCIL COLLEAGUE COME UP WITH
BEING, UM, FACILITATE BECAUSE I'M GOING TO BE STEPPING OUT. LUCKY YOU. >> ALL FOR. LIKE 15, 20 MINUTES, BUT I'LL BE BACK. UM, AND. SO HE'LL BE TAKING OVER. SO I JUST WANT PEOPLE TO KNOW THAT I'LL BE STEPPING OUT AND
AND UM, BUT BEFORE I GO, WE WANT TO START OFF, UM, AT THE SPONSORS REQUEST WITH PUBLIC TESTIMONY. SO WE'RE GOING TO CALL DOWN HUGH COLEMAN AND DIE AND
LATIMER LA MARTINA DEANNA LA MARTINA JUST TO GET THAT RIGHT . SO OKAY HUGH. COME ON DOWN. THEN FOLLOWED BY.
DIANE LA MARTINA. OH YES. AND YOU. HAVE TWO MINUTES. THANK YOU. >> UH. HELLO EVERYONE. UH, HUGH COLEMAN I'VE BEEN HERE BEFORE. I'M A LONG TIME RESIDENT OF BOSTON.
UH, BOSTON. BORN AND RAISED HERE IN BOSTON. UH, TEND TO BOSTON PUBLIC SCHOOLS MY ENTIRE LIFE. UM, AFTER GRADUATING FROM CHARLESTOWN HIGH SCHOOL I WENT TO BOWDOIN COLLEGE.
UH, AND I HAD A FOUR YEAR CAREER THERE. UM, AND CAME BACK HERE TO BE AN EDUCATOR. SO FOR THE PAST 24 YEARS I'VE BEEN A BOSTON PUBLIC SCHOOL TEACHER. UM, ADMINISTRATOR AND
BASKETBALL COACH. UM, I'M HERE TODAY. UM, SPECIFICALLY, UH, TO SPEAK ABOUT HOW THE UH, UM, FLAHERTY
UM, OF THE RULES APPLIED THIS PARTICULAR YEAR TO UH, YOUNG MAN THAT, UH, HAD THE HONOR OF BEING IN CARE OF UM THIS YOUNG MAN DID TRANSFER FROM
ANOTHER SCHOOL, UM, FROM MADISON PARK HIGH SCHOOL. UH, BUT HIS TRANSFER WAS BASED PRIMARILY ON THE FACT THAT HIS ACADEMIC, UH, NEEDS HE'S, UH,
SPECIAL EDUCATION STUDENT. UM, HE'S ALSO A STUDENT ATHLETE ,BUT HIS ACADEMIC AND SOCIAL EMOTIONAL NEEDS WERE NOT BEING MET. UM, AT MADISON THAT HE FELT HIS
FAMILY FELT SO TO EXERCISE THEIR RIGHT TO TRANSFER TO, UH, SCHOOL. UM, THAT WOULD BETTER PROVIDE HIS SUPPORT FOR HIS NEEDS. UM, HE ENDED UP GETTING
ASSIGNED TO CHARLESTOWN HIGH SCHOOL AND FROM THERE, UM, YOU KNOW, ONCE HE WAS IN MY CARE I TOOK THE, UH, PRIVILEGE OF WORKING WITH HIM. UH, UNFORTUNATELY BECAUSE, UH,
THE SCHOOL HE CAME FROM MADISON PARK HIGH SCHOOL COACH, UH, FELT THAT HE LEFT, UH, FOR ATHLETIC REASONS. UM, WITHOUT DOING PROPER INVESTIGATION, MEETING WITH THE
PARENT. UH, REALLY GETTING TO UNDERSTAND WHY THE YOUNG MEN LEFT. THEY MADE THOSE ASSUMPTIONS. THEY MADE THOSE ASSERTIONS. UH, THEY EVEN MADE AN ALLEGATION, UH, THAT MYSELF, UH
,AND SOMEONE ELSE FROM UH, MADISON PARK HIGH SCHOOL, UH, WORKED TOGETHER TO RECRUIT THE KID TO OUR SCHOOL. UM, BECAUSE OF THOSE ALLEGATIONS, THE WAY IN WHICH
HIS FORMS WERE FILLED OUT, UH, BY MADISON, UH, LED HIM TO BE INELIGIBLE TO PARTICIPATE. UM, AND WITH THAT BEING SAID, I WORKED VERY TIRELESSLY, UH, TO
WORK. UH, TO SPEAK WITH, UM, ALL THE POWERS THAT BE, THE FOLKS THAT COULD MAKE A DECISION. UM, AND UNFORTUNATELY UNFORTUNATELY, UM, THROUGHOUT
THE ENTIRE PROCESS IT DID NOT HAPPEN. UM, THERE WAS COMMENTS THAT WERE MADE TO THE YOUNG MAN THAT THEY WOULD ENSURE, UH, THAT HE
DID NOT PLAY AT HIS NEW SCHOOL AND ALL THE WAYS IN WHICH WE WENT TO ENSURE THAT HE WAS CLEARED. IT DID NOT HAPPEN. AND SO THEREFORE HE WAS UNJUSTLY NOT ALLOWED TO PLAY
THIS YEAR HIS SENIOR YEAR, WHICH TOOK A BIG TOLL SOCIALLY AND EMOTIONALLY ON HIM. OKAY. >> JUST FOR THE RECORD I LET YOU GO. THANK YOU VERY MUCH. APPRECIATE THAT. THAT'S IT. THANK YOU VERY MUCH. THANK YOU COACH.
SO SO SORRY. DON'T GET MAD AT ME. UH, BECAUSE I TRIED TO I KNOW CULPEPER WAS MAD BECAUSE. >> I LET YOU GO A LITTLE BIT LONGER AND I. OKAY. >> DIANA. AND I. AND, UH, NOW I'M NOT I'M NOT
MAD. >> I DON'T BECAUSE YOU KNOW, I'M ALWAYS TRYING TO PUT YOU ON PAUSE. >> I DON'T GET MAD. I DON'T GET EVEN. GOOD AFTERNOON, MADAM CHAIR AND MEMBERS OF THE BOSTON CITY COUNCIL. MY NAME IS LIONEL MATTINA.
I REPRESENT AMIR MOHAMMED AND HIS MOTHER ZAHRA ADEN. UH, MADAM CHAIR, WITH YOUR PERMISSION, I DO HAVE TWO STATEMENTS PREPARED. I UNDERSTAND THERE'S A TWO MINUTE MINIMUM IF I MAY. REFUSAL TWICE.
YOU DO. THANK YOU, MADAM CHAIR, I APPRECIATE THAT. MY NAME IS AMIR MOHAMMED AND I AM A SENIOR AT CHARLESTOWN. >> HIGH SCHOOL. I AM. MAKING THIS. >> STATEMENT TODAY TO SHARE HOW. >> I AM. FEELING ABOUT NOT BEING ABLE TO PLAY BASKETBALL THIS SEASON AND
WHAT HAPPENED WHEN I TRIED TO GET ANSWERS FROM. DPS ABOUT WHY I COULDN'T PLAY BASKETBALL. I UNDERSTAND THIS HEARING TODAY ISN'T ABOUT THE FACTS OF MY SITUATION BUT ABOUT BP AND ITS PROCESSES.
BUT I WANT TO SHARE A LITTLE BIT ABOUT MY SITUATION TO GIVE YOU CONTEXT ABOUT MY EXPERIENCE WITH BP. THERE WAS MORE TO MY STORY BUT TODAY IS ABOUT MAKING SURE WHAT HAPPENED TO ME DOESN'T HAPPEN TO OTHER KIDS. DURING MY JUNIOR YEAR AT
MADISON PARK, I QUIT THE BASKETBALL TEAM BECAUSE I WAS DEPRESSED DUE TO PERSONAL MATTERS IN MY LIFE AND BECAUSE I DIDN'T WANT TO BE IN A VOCATIONAL SCHOOL ANYMORE. EVERY OTHER WEEK OF WOKE AND ACADEMICS WAS HARD FOR
ME BECAUSE I CAME BACK TO ACADEMICS AND FELT LOST. THE TEACHERS EXPLAINED TO ME THAT DUE TO MY DISABILITY I COULD NOT REMEMBER WHAT I LEARNED A WEEK LATER BECAUSE I WAS NOT DOING ACADEMIC WORK EVERY DAY.
I SPOKE WITH MY TEACHERS, MY MOM. WE TALKED ABOUT GOING TO A REGULAR HIGH SCHOOL THAT WAS JUST ACADEMIC WORK EVERY DAY AND AT AN IEP MEETING ME AND MY MOM LET THE SCHOOL KNOW I WAS
INTERESTED IN TRANSFERRING. MY PE TEACHER SAW I WAS DEPRESSED AND ONE OF MY TEACHERS STEPPED IN AND ENCOURAGED ME TO GET BACK ON THE MADISON PARK BASKETBALL TEAM. I'M JOINED AGAIN BUT THEN I COULDN'T PLAY BECAUSE I GOT
SICK WITH A HEART MURMUR AND COULDN'T DO ANY SPORTS OR ACTIVITIES FOR TWO MONTHS. I STARTED TO FOCUS ON BEING A BEING BETTER FOR MYSELF AND MY FUTURE AND DECIDED I WANTED TO TRANSFER FOR MY SENIOR YEAR.
WHEN I TOLD MY COACHES IN MADISON PARK THAT I WANTED TO TRANSFER THEY WERE NOT SUPPORTIVE WITHOUT GETTING INTO DETAILS. THEY REPEATEDLY MADE COMMENTS TO ME THAT MADE ME UNCOMFORTABLE AND SENT A CLEAR MESSAGE.
IF I TRANSFER OUT OF MADISON PARK THEY WOULD MAKE SURE I COULD NOT PLAY BASKETBALL. THEY SAID THEY WOULDN'T SIGN OFF ON MY WAIVER. I STARTED TO AVOID THESE ADULTS IN SCHOOL I FELT HURT. THEY WERE MAKING
ME UNCOMFORTABLE AND TRYING TO SCARE ME. IN APRIL OF MY JUNIOR YEAR I SUBMITTED MY TRANSFER PAPERS WITH MY MOM. I LEARNED THAT MY DISABILITY WAS MISQUOTED IN THE SYSTEM AND
THEY HAD TO FIX IT AND HAD ME RESUBMIT MY TRANSFER PAPERS AGAIN. WHEN I STARTED AT CHARLESTOWN I LEARNED THAT I COULD NOT PLAY BASKETBALL ON MY FORM 200. MADISON PARK SAID THAT I WAS
RECRUITED. I WAS NOT RECRUITED. CHARLESTOWN DISPUTED THIS AND THE ISSUE WAS BROUGHT TO THE SPORTS ADMINISTRATION REVIEW BOARD. DURING THAT TIME I. WAS SUPPOSED TO.
INVESTIGATE THIS. I WAS NOT INTERVIEWED. MY MOM NEVER RECEIVED ANY NOTICE AND I DIDN'T UNDERSTAND WHY I WAS DENIED. THE ONLY CONVERSATION I HAD WAS IN NOVEMBER WHEN. STEPHEN GRACE CALLED ME WHILE I
WAS ON THE BUS. MY MOM WAS ON THE LINE. THERE WAS NO INTERPRETER AND SHE HAD NO MEANS TO ADVOCATE FOR ME. GOING TO FAST. FORWARD THIS THERE IS A HARD COPY. >> IN ALL OF YOUR PACKETS BUT I
DO WANT TO. MAKE IT SUBMITTED. >> FOR THE RECORD TO SO WE'LL ALL GET. >> A COPY OF IT. THANK YOU. BUT I DO WANT TO MAKE SOMETHING VERY CLEAR. AT ONE POINT IN DECEMBER ME AND MY MOM EMAILED. SUPERINTENDENT COURT THE. SUPERINTENDENT COREY MCCARTHY
AND ANGIE CAMACHO. COREY MCCARTHY. RESPONDED WILLING TO TALK WITH US BUT THEN NEVER SET UP THE APPOINTMENT. WHEN I SAID THAT I WANTED MY MOM AND MY LAWYER TO COME. THEY NEVER GOT BACK TO US.
MY MOM AND I WENT TO THE BOWLING BUILDING MULTIPLE TIMES IN DECEMBER. AND JANUARY TO SPEAK WITH MEMBERS OF THE OF NO ONE WOULD HELP. IT WASN'T UNTIL FEBRUARY 9TH
THAT I WAS FINALLY HEARD AND I GOT TO MEET WITH MISTER SAM DE PINA AND OTHER PEOPLE FROM BEPS. THE MAIN POINT IS NO ONE EVER TALKED TO ME UNTIL THE BASKETBALL SEASON WAS NEARLY DONE.
THE ADULTS HAD THE POWER OVER ME AND I HAD NO VOICE AND MY MOM HAD NO VOICE. OKAY MEMBERS. OF THE COUNCIL I ASK THAT YOU PLEASE READ THE FULL STATEMENT AT YOUR CONVENIENCE. THANK YOU. >> THANK YOU. OH, WAIT A MINUTE. THANK YOU. >> ONE REASON.
WHY I WOULDN'T JUST. INVITE YOU AS A PANELIST. NOT AN. I'M JUST CURIOUS. DO YOU WANT TO HAVE A SEAT? NO, MADAM CHAIRWOMAN, I'M HAPPY
TO OBSERVE AND JUST MAKE ONE MORE COMMENT. SO I'M GOING TO HAVE COUNCILOR BING, UM, TAKE OVER BECAUSE I HAVE TO STEP OUT. SO THAT WAY YOU CAN HAVE. THANK YOU, MADAM CHAIR. >> AND THEN I ALSO. >> WANT TO KNOW FOR THE RECORD
THAT COUNCILOR ROCHELLE. HAS JOINED US AND I'LL BE BACK AND WHEN I. YES, SIR. YES. >> WELL, RATHER. >> WE CAN GET THAT FOR YOU. IT SHOULD BE IN YOUR PACKET.
IT'S IN YOUR FOLDER. IT'S IN THE FOLDER IN YOUR FOLDER.
MR MARTINEZ, MY UNDERSTANDING YOU HAVE ONE MORE STATEMENT. ONE MORE STATEMENT AND. >> OUT OF, UH, VERY MUCH RESPECT FOR. >> ALL. OF YOUR TIME I WILL. SHORTEN IT. >> TO JUST A THE COUPLE OF PARAGRAPHS AT THE END. UNDERSTANDING THAT I BELIEVE MEMBERS OF THE COUNCIL HAVE THE FULL STATEMENT.
OKAY. >> YEAH. >> I'M GOING TO GIVE YOU TWO FULL MINUTES FOR THAT FINAL STATEMENT. >> THANK YOU, MR CHAIRMAN, I APPRECIATE THAT. MY NAME IS ZAHRA ADEN. I AM AMIR MOHAMMED'S MOTHER AND I WANT TO SHARE WITH YOU MY EXPERIENCE NAVIGATING BOSTON
PUBLIC. >> SCHOOLS. ON BEHALF OF MY SON AND THE COMPLETE LACK OF COMMUNICATION OR ASSISTANCE FROM BP IN ADDRESSING MY QUESTIONS AND CONCERNS. AS A PARENT I AM A SINGLE
MOTHER OF SEVEN CHILDREN AND I WORK AS A LUNCH LADY AT MADISON PARK HIGH SCHOOL. I IMMIGRATED HERE FROM SOMALIA AND I DO NOT SPEAK FLUENT ENGLISH. IN FALL WHEN AMIR STARTED AT.
CHARLESTOWN HE LEARNED THAT HE COULD NOT PLAY BASKETBALL. NEITHER OF. >> US UNDERSTOOD. WHY AND NO ONE FROM BC PROVIDED ME WITH ANY INFORMATION. IN NOVEMBER I RECEIVED A PHONE CALL FROM STEVEN GRACE FROM BP. I DID NOT HAVE A TRANSLATOR
DURING THIS CALL. I DID NOT FULLY UNDERSTAND THE QUESTIONS BEING ASKED AND COULD NOT PROPERLY ADVOCATE FOR MY SON. I WAS CALLED WITHOUT NOTICE AFTER WORKING ALL DAY AND WHILE CARING FOR MY CHILDREN I WAS
NOT GIVEN ANY OPPORTUNITY FOR A FORMAL MEETING WHERE THE SITUATION COULD BE PROPERLY DISCUSSED AND I COULD HAVE THE ASSISTANCE OF AN INTERPRETER. I TOOK THE. INITIATIVE TO GO TO THE BOWLING BUILDING TO SEEK HELP AND GET
ANSWERS. I WENT WITH MY SON AND ADVOCATES FROM THE SOMALIAN COMMUNITY TO ASSIST ME. I WAITED HOURS. NO ONE WAS ABLE OR WILLING TO. ASSIST US. AT NO POINT.
WERE AMIR AND I. GIVEN ANY. MEANINGFUL OPPORTUNITY TO BE HEARD. A FORMAL MEETING WITH PROPER. INTERPRETATION OR A CLEAR EXPLANATION. >> FROM BP AS TO WHY AMIR WAS DEEMED INELIGIBLE TO PLAY BASKETBALL.
FURTHER, NO ONE. ADDRESSED THE CONDUCT OF THE MADISON PARK COACHES THAT MADE . INAPPROPRIATE COMMENTS TO MY SON ABOUT HIS DESIRE TO TRANSFER SCHOOLS. IT FELT AS THOUGH NO ONE WANTED TO ADDRESS THE SITUATION AND MY
SON WAS NEVER GIVEN A FAIR CHANCE. PARENTS SHOULD ALWAYS. BE NOTIFIED OF DECISIONS THAT AFFECT THEIR CHILDREN'S EDUCATIONAL EXPERIENCE, AND THAT NOTICE SHOULD BE MADE IN A LANGUAGE THAT THEY CAN UNDERSTAND.
PARENTS SHOULD ALSO HAVE AN OPPORTUNITY TO MEET WITH BP WHEN SUCH DECISIONS ARE BEING MADE AND HAVE AN OPPORTUNITY TO ASK QUESTIONS AND ADVOCATE FOR THEIR CHILDREN. I WAS NEVER GIVEN THAT OPPORTUNITY FOR MY SON.
MY HOPE IS THAT THIS DOES NOT HAPPEN TO ANY OTHER CHILD OR PARENT IN THE FUTURE. BP NEEDS TO PROTECT ITS STUDENTS AND. >> HAVE CLEAR WRITTEN. POLICIES AND PROCEDURES IN PLACE. FOR TRANSFER. STUDENTS THAT WISH TO PLAY SPORTS. THANK YOU.
THANK YOU, MR CHAIRMAN. THANK YOU MEMBERS OF THE COUNCIL FOR YOUR TIME. THANK YOU SO MUCH. IS THERE ANY MORE? NO. OKAY. THAT'S IT FOR PUBLIC TESTIMONY. WE WILL NOW MOVE ON WITH OUR
PANEL AND YOU HAVE ALL THE TIME YOU NEED FOR ANY PRESENTATION OR ANY OPENING REMARKS. YOU HAVE INTRODUCED YOURSELVES . THANK YOU. OH, WAIT. GIVE ME GIVE ME ONE SECOND. OKAY. >> LET'S GIVE IT.
WE'RE GOING TO GIVE RON A SECOND JUST TO MAKE SURE. WE'RE GOOD. ARE THERE ON NOW? CAN YOU HEAR ME NOW? YES, SIR. READY? >> GOOD AFTERNOON EVERYONE. UM, CITY COUNCIL MEMBERS AND PUBLIC JOINING US THIS EVENING.
UM, MY NAME IS SAMUEL. DEPENDING ON THE SUBMISSION OF OPERATIONS FOR PUBLIC SCHOOLS. UM, THANK YOU FOR CONVENING US THIS AFTERNOON TO TALK ABOUT THIS IMPORTANT ISSUE. UM, I'M JOINED HERE BY, UH, CHIEF KEVIN MCCARTHY OF SUITS
OF PORTSMOUTH PUBLIC SCHOOLS. AND UM, WE'RE EXCITED TO SHARE OUR PROCEDURES AND, UM, PROCESSES THAT WE DO HAVE IN PLACE REGARDING, UM, THESE TYPES OF MATTERS AND HOW WE ABIDE BY THE RULES.
UM, I WOULD ALSO JUST START BY SAYING UM, AS A FORMER STUDENT ATHLETE AS WELL UM, I UNDERSTAND THE IMPORTANCE OF UM ATHLETIC PARTICIPATION AND WHAT THAT MEANS FOR STUDENTS AS THEY
GROW MATURE THROUGH THEIR HIGH SCHOOL EXPERIENCE AND THEIR EDUCATIONAL EXPERIENCE. AND WITH THAT, UM, THE LEARNING THAT COMES OUT OF PLAYING SPORTS. AND WE TAKE THESE MATTERS VERY SERIOUSLY.
UM, AND WE'VE TIGHTENED UP OUR PROCEDURES OVER THE YEARS REGARDING HOW, UM WE IMPLEMENT AND FOLLOW THE MI RULES AND WE'RE HAPPY TO DISCUSS THAT MORE DETAIL IN A LITTLE BIT.
SO UM, I WOULD ALSO NOTE THAT UM, WHILE THESE TRANSFERS OCCUR ,THERE'S BEEN A LONG STANDING HISTORY IN PRACTICE IN BOSTON PUBLIC SCHOOLS WHERE UNFORTUNATELY UM, RECRUITMENT HAPPENS DIRECTLY OR INDIRECTLY AT OUR SCHOOLS AND FOR OUR
STUDENTS. UM AND OVER THE YEARS WE'VE HAD TO UM, PUT SYSTEMS IN PLACE TO MAKE SURE WE SAFEGUARD AGAINST UM THOSE PRACTICES AND HOW WE,
UM, REVIEW THE DIFFERENT CASES OF OF WHAT THAT COULD LOOK LIKE AND WE'LL TALK MORE ABOUT THAT AS WE GO THROUGH PRESENTATION. SO HAPPY TO BE HERE HAPPY TO ANSWER QUESTIONS AND SHARE OUR PROCEDURES AND WITH THAT OF THE
UM MR MCCARTHY. GOOD AFTERNOON, COUNCIL MEMBERS COUNCIL PRESIDENT COBRA PRESIDENT UM SPONSOR. UM EVERYONE HERE UH, MY NAME IS KEVIN MCCARTHY. I'M THE CHIEF OF STUDENT SUPPORT IN THE BOSTON PUBLIC
SCHOOLS. UM, I'M A FORMER BASKETBALL COACH IN THE CITY OF BOSTON. BOSTON PUBLIC SCHOOLS. UM, MY RECORD AS A BASKETBALL COACH, UM, AND I'M MORE MOST
PROUD OF AND THE THING I'M MOST PROUD OF IS OUR ABILITY OVER THE YEARS TO SEND KIDS TO COLLEGE AND TO BE FAIR AND SUPPORT OUR KIDS ACCORDINGLY. UM, I CARRY THAT SAME PASSION AND THAT APPROACH UM, IN MY
ROLE AS A CHIEF OF STUDENT SUPPORT. UM, AND YOU GUYS KNOW ME IN MANY CAPACITIES. ATHLETICS IS ONE OF MY DEPARTMENTS AND I WILL SAY I STARTED IN 2023 AND WE HAVE
GROWN LEAPS AND BOUNDS AS FAR AS PARTICIPATION, UM, WHERE STUDENTS HAVE ALMOST DOUBLED IN THEIR AMOUNT OF INTERACTION OR RELATIONSHIP EXPERIENCE WITH ATHLETICS. UM WE'VE HAD UM INCREASED
LEVELS OF ACADEMIC UM PLACEMENT IN TERMS OF UH ATHLETES GOING TO COLLEGE. UM OUR HIGHEST PERFORMING UM DEMOGRAPHIC HAS BECOME THE STUDENT ATHLETE. UM THEY COME TO SCHOOL MORE.
THEY GO TO MORE FOUR YEAR COLLEGES. UM AND THEY AND THEY EXCEL UM ON THE SCHOOL BASED LEVEL AS FAR AS BUILDING SCHOOL PRIDE. UH, WELL, I HAVE THIS
OPPORTUNITY TO APPEAR I I WILL GIVE YOU THE ADVICE OF LIKE TAKING NOTES BECAUSE THERE'S THERE'S A PARTICULAR UM THERE'S MANY PARTICULARS THAT HAVE TO DEAL WITH, UM, STUDENT AND
ATHLETIC TRANSFERS. UM. I'M SORRY. UNDER THE I MY, UH, WHICH GOVERNS ELIGIBILITY RULES FOR EVERY PUBLIC HIGH SCHOOL IN THE COMMONWEALTH.
THESE RULES ARE NOT DISCRETIONARY. UM, THEY ARE NOT APPLY BASED ON OPINION, PRESSURE OR CIRCUMSTANCES. UM, THEY EXIST TO PROTECT THE INTEGRITY, PREVENT RECRUITING
AND ENSURE EQUITY FOR ALL STUDENT ATHLETES ACROSS SCHOOLS . I WANT TO BEGIN BY STATING THAT THE FORM AND MY FORM 200 FOR
EXAMPLE UM IS THE OFFICIAL AM I TRANSFER ELIGIBILITY FORM THAT IS REQUIRED WHENEVER A STUDENT TRANSFER FROM ONE TRANSFERS FROM ONE MEMBER SCHOOL TO ANOTHER AND SEEKS TO PARTICIPATE IN INTERSCHOLASTIC
ATHLETICS. YOU FILL OUT THE FORM 200. THE PURPOSE OF THE FORM 200 IS TO DETERMINE WHETHER STUDENT TRANSFER COMPLIES WITH THE STATEWIDE ATHLETIC ELIGIBILITY
RULES DESIGNED TO PRESERVE THREE AREAS COMPETITIVE FAIRNESS AMONG SCHOOLS STUDENT PROTECTION FROM ADULT AND ATHLETIC PRESSURE. CONSISTENT APPLICATION
OF ELIGIBILITY STANDARDS ACROSS MASSACHUSETTS. EVERY MI MEMBER SCHOOL INCLUDING BOY IS REQUIRED TO FOLLOW THIS PROCESS.
NOW THAT FORM IS TRIGGERED UH, AUTOMATICALLY WHEN A STUDENT TRANSFER TO SCHOOLS AFTER INITIAL ENROLLMENT AND THE STUDENT INTENDS TO PARTICIPATE IN ATHLETICS AT THEIR NEW SCHOOL.
THIS FORM IS NOT OPTIONAL IS MANDATORY. UH ELIGIBILITY REVIEW MECHANISM UNDER THE MI RULES. HOW THIS PROCESS WORKS. THE PROCESS INVOLVES THREE
PRIMARY PARTIES. THE RECEIVING SCHOOL, THE SENDING SCHOOL AND THE ENTITY OF THE DISTRICT ATHLETICS ADMINISTRATION AND MY AND MY.
THEN STEP ONE IS YOUR SUBMISSION. UH, THE RECEIVING SCHOOL INITIATES THE FORM 200 AFTER A TRANSFER OCCURS AND SUBMITS DOCUMENTATION EXPLAINING THE
REASON FOR THE TRANSFER ACADEMIC AND RESIDENCY STATUS IF NEEDED. ATHLETIC PARTICIPATION INTENT AND ANY RELEVANT EDUCATIONAL FACTORS.
THE SENDING SCHOOL MUST REVIEW AND EITHER SIGN THE FORM INDICATING NO ATHLETIC BASE CONCERNS. THEY COULD DECLINE THIS TO SIGN.
TYPICALLY THEY CITE CONCERNS SUCH AS POTENTIAL RECRUITING OR ANY ATHLETIC MOTIVATION MOTIVATED TRANSFER. THIS STEP IS CRITICAL BECAUSE THE SENDING SCHOOL HAS
FIRSTHAND KNOWLEDGE OF THE CIRCUMSTANCES SURROUNDING THE STUDENT'S DEPARTURE. TYPICALLY STEP THREE THERE'S ELIGIBILITY DETERMINATION.
IF THE SENDING SCHOOL DECLINES TO SIGN THE FORM 200 UNDER AM I RULES. THE STUDENT IS PRESUMED INELIGIBLE FOR ONE CALENDAR YEAR FROM THE DATE OF THE
TRANSFER WITHOUT SUBJECTIVITY. THERE IS AN AUTOMATIC RULE BASED CONSEQUENCE, NOT A DISCRETIONARY OR PUNISHMENT PERCEIVED PUNISHMENT FROM THE DISTRICT.
DISTRICT ATHLETICS LEADERSHIP OR AN ELIGIBILITY REVIEW BOARD WILL WITH WILL THEN REVIEW THE FACTS TO DETERMINE WHETHER AN EXCEPTION APPLIES. BUT THE BURDEN OF PROOF IS HIGH
AND IT MUST MEET SPECIFIC MI CRITERIA. THAT BOARD I'LL REPEAT THAT BOARD MUST REVIEW THE FACTS TO DETERMINE WHETHER AN EXCEPTION APPLIES BUT THE BURDEN OF PROOF
IS HIGH. UM IT MUST BE HIGH AND IT MUST MEET MY CRITERIA. WHAT SCHOOL DISTRICTS IN THIS
UM IS EXPECTED TO DO WHEN A42 HUNDRED IS UM IS TRIGGERED? WE MUST APPLY THE RULES CONSISTENTLY. YOU KNOW, UM YOU KNOW, WE AND
UNIFORMLY THE DISTRICTS MUST APPLY THE MY REGULATIONS ACROSS SCHOOLS. I AM STUDENTS ELIGIBILITY DECISIONS CANNOT VARY BASED ON PUBLIC PRESSURE. UM ATHLETICS OR ANY EXTERNAL
ADVOCACY. UM, IT'S PRETTY MUCH CUT AND DRY FROM THE FROM THE ATHLETIC DEPARTMENT BASED ON THE ELIGIBILITY RULES. WHEN A STUDENT TRANSFERS SCHOOLS THEY ARE AUTOMATICALLY
INELIGIBLE. AND I THINK THAT SOMETIMES THERE'S SOME SOME SUBJECTIVITY THERE. UM AND UH UNDER IN TERMS OF THE PUBLIC BUT WE BUT WE HAVE
ASSEMBLED UM A REVIEW BOARD TO CONDUCT FAT BASED REVIEW. WE REVIEW TRANSFER CIRCUMSTANCES. WE REVIEW EDUCATIONAL CLAIMS.
UM AND WE INTERVIEW RELEVANT PARTIES WHEN NECESSARY, EVEN DOCUMENT FINDINGS THOROUGHLY IN ORDER TO PROTECT DUE PROCESS. DISTRICTS MUST ENSURE THAT
SCHOOLS ARE NOTIFIED OF DECISIONS. DOCUMENTATION MUST SUPPORT DETERMINATIONS. APPEALS MAY PROCEED THROUGH AM
I A CHANNELS? TO PREVENT RECRUITING VIOLATIONS? THE AM I STRICTLY PROHIBITS ATHLETIC RECRUITING DISTRICTS
MUST INVESTIGATE CREDIBLE ALLEGATIONS BECAUSE RECRUITING UNDERMINES COMPETITIVE EQUITY AND CAN EXPOSE SCHOOLS TO SANCTIONS.
SO YOU HAVEN'T UH YOU WILL YOU HAVE THE REVIEW BOARD HEARING THE REVIEW BOARD. IT MEETS TO TRY TO SEE IF
THERE'S AN AVENUE OR AN ROUTE OR A ROUTE FOR A STUDENT TO BECOME ELIGIBLE. UM. >> IT'S NOT TO IT'S NOT TO STOP STUDENTS FROM BEING ELIGIBLE. WE TRY TO MAINTAIN OUR SEPARATION BETWEEN ATHLETICS
AND EDUCATIONAL PLACEMENT. DISTRICTS CANNOT PLACE AND WE CANNOT BASE ELIGIBILITY DECISIONS ON SYMPATHY OR ATHLETIC OPPORTUNITY ALONE. TRANSFERS MAY MAY BE
EDUCATIONALLY VALID WHILE STILL RESULTING IN ATHLETIC INELIGIBILITY UNDER STATE WHILE RULE STATEWIDE RULES. WHAT WE CANNOT DO AS A DISTRICT. WE DO NOT HAVE THE AUTHORITY TO
OVERRIDE MY TRANSFER RULES WITHOUT QUALIFYING EVIDENCE. WE DO NOT HAVE THE ABILITY TO GRANT ELIGIBILITY BASED SOLELY ON HARDSHIP CLAIMS THAT DO NOT MEET THE RULE THRESHOLDS.
WE DO NOT HAVE THE ABILITY TO IGNORE A SENDING SCHOOL'S REFUSAL TO SIGN A FORM 200. WE DO NOT HAVE THE ABILITY TO CREATE LOCAL EXCEPTIONS AND
CONSISTENT WITH STATEWIDE REGULATIONS. DOING SO, AS THIS BODY WOULD UNDERSTAND, WOULD PLACE A DISTRICT AND THE SCHOOL AND SCHOOLS IN VIOLATION OF MY
MEMBERSHIP OBLIGATIONS. THE FORM 200 IS INTENDED TO PROTECT STUDENTS BY ENSURING THAT STUDENTS ARE NOT MOVE ATHLETIC ADVANTAGES COACHES AND
ADULTS NOT INFLUENCE AND TRANSFERS IMPROPERLY. SCHOOLS MUST BE ENABLED TO SUPPORT SCHOOLS WHEN IT COMES TO UM EQUAL FOOTING AND
ATHLETIC PARTICIPATION REMAINS EDUCATIONALLY BASED RATHER THAN TRANSACTIONAL. ATHLETICS. WE'VE COME A LONG WAY. UH, WE AND AS I MENTIONED
BEFORE, UH, WE HAVE BEEN ABLE TO TO GROW LEAPS AND BOUNDS IN SPORTS ACCOUNTABILITY. UM, HAVING SCHOOLS THAT ARE ELIGIBLE, COURSES THAT ARE ELIGIBLE ACCEPTABLE BY THE NCAA
WHILE WE HAVE A NOT A LONG WAY TO GO AND WE ARE SUPER NON PERFECT RIGHT. UM AND AND WE HOPE TO UM IMPROVE IN THOSE AREAS BUT WHEN
IT COMES TO WORKING WITH THE MI THIS IS AN ACCOUNTABILITY DEPARTMENT. OUR RESPONSIBILITY IS TO ENFORCE THE RULES ESPECIALLY WHEN DECISIONS ARE DIFFICULT
UNPOPULAR UM AND OFTENTIMES SOMETIMES GOVERNED BY SOCIAL MEDIA OUTRAGE BECAUSE FAIRNESS FOR ONE STUDENT MUST MEAN FAIRNESS FOR EVERY STUDENT AND WE TRY OUR BEST TO MAKE SURE
THAT HAPPENS IF ELIGIBILITY RULES ARE APPLIED DIFFERENTLY DEPENDING ON PRESSURE VISIBILITY ADVOCACY. WE NO LONGER HAVE THE EQUITY IN ATHLETICS THAT OUR STUDENTS DESERVE. WE HAVE PREFERENCE AND WOULD
THAT WOULD UNDERMINE EVERY STUDENT WHO FOLLOWS THE RULES ACROSS THE CITY AS A CHIEF OF SUPPORT, OUR CHIEF OF STUDENT SUPPORT. YOU KNOW WE TRY OUR BEST AND OUR TEAM. WE TRY OUR BEST TO MAKE SURE
EVERY KID HAS EVERY OPPORTUNITY POSSIBLE. SO YOU GUYS KNOW SEVEN DAYS A WEEK, 20 HOURS A DAY AND IT'S NEVER NO ONE WINS WHEN A
STUDENT CAN'T DO CAN'T PARTICIPATE IN ATHLETICS. IF I COULD JUST ADD ONE MORE A COUPLE OF THINGS TO THE PROCESS THAT'S IMPORTANT FOR TO TO KNOW. UH ANOTHER PART OF OUR PROCESS IS THAT EVERY YEAR THEM I HOST
UM TRAININGS FOR OUR SCHOOL LEADERS ABOUT THE RULES AND REGULATIONS ABOUT MIA. SO, UM, ALL SCHOOL LEADERS ARE REQUIRED TO ATTEND THOSE TRAININGS AND GET FAMILIAR WITH THE RULES SO THAT THEY CAN ALSO SHARE THOSE RULES AMONGST THEIR
STAFF, UM, AT THE SCHOOL LEVEL. IN ADDITION, THERE ARE UM PRIOR TO EVERY SEASON OF THEIR PRESEASON MEETINGS WITH COACHES WHERE RULES ARE ALSO GONE OVER AND THE EXPECTATION IS BETWEEN
THE SCHOOL LEADERS, BETWEEN THE COACHES, BETWEEN THE ATHLETIC COORDINATES THAT WE HAVE OUR SCHOOLS HAVE THESE CONVERSATIONS ARE HAPPENING AT THE SCHOOL LEVEL WITH THE TEAMS SO THAT UM STUDENTS ALSO UH BROUGHT TO BE MADE AWARE OF THE
MIA RULES REGARDING UM THE MIA AND WHAT THE ELIGIBILITY REQUIREMENTS ARE AND JUST RULES IN GENERAL. UM, IN ADDITION TO THAT, UM THE CRB WAS ESTABLISHED OR THE REVIEW BOARD WAS ESTABLISHED
MANY YEARS AGO. UM FOR THIS PURPOSE OF DOING ADDITIONAL CHECK PRIOR TO THE START OF EVERY SEASON TO REVIEW ALL CASES OF TRANSFER SO THAT WE CAN MONITOR CLOSELY, UM, THINGS THAT HAPPEN AND WHY
THERE MAY BE DISPUTES UM, WITHIN UM WE BETWEEN SCHOOLS AROUND TRANSFERS. SO THAT PROCESS IN PLACE IT'S BEEN IN PLACE UM IT'S BEEN WORKING EFFECTIVELY AND UNFORTUNATELY WE DO HAVE CASES
WHERE STUDENTS UM SIT OUT OR HAVE TO SIT OUT BECAUSE OF AN ELIGIBILITY REQUIREMENTS BASED ON THOSE REVIEWS AND OR THERE MAY RULES. SO UM THAT THIS IS NOT PRECEDENT SETTING. UM WE HAVE CASES PERIODICALLY
WHERE STUDENTS ARE UNABLE TO PARTICIPATE. IT BREAKS MY HEART THAT THAT HAPPENS UM, BECAUSE AGAIN TO UH MR MCCARTHY'S PULLING INTO OUR VALUE SYSTEMS AND BELIEVES WE WANT STUDENTS BE ABLE TO PARTICIPATE TO THE EXTENT THEY
ARE ABLE TO. UM, SO, UH, I JUST WANT TO OFFER THAT UP. UM, THE LAST UM, UH, THING I WOULD ADD IS THAT THIS THE REVIEW BOARD IS MADE UP OF A
COMBINATION OF SCHOOL LEADERS AND ATHLETIC DEPARTMENT STAFF. UM, SO IT'S NOT JUST ATHLETIC DEPARTMENT. UM, REVIEWING THE CASES THAT COME BEFORE THE REVIEW BOARD, IT'S ACTUALLY SCHOOL LEADERS THAT HAVE GONE THROUGH THE MY
TRAINING ARE VERY FAMILIAR WITH MY RULES AND LOOK AT THE CIRCUMSTANCES AND ALSO HELP US MAKE AN INDEPENDENT JUDGMENT OF THE SITUATION SO THAT WE HAVE THAT UM INDEPENDENT REVIEW BODY WITHIN US AS WELL.
UM AND WITH THAT UH WE'LL THROW IT OVER TO QUESTIONS. THANK YOU. THANK YOU. >> UM ALL RIGHT SO I'M GOING TO TURN IT OVER TO MY COLLEAGUES FOR QUESTIONS. UH, YOU EACH GET. FIVE MINUTES AND THEN AND THEN
A SECOND ROUND. DOES THAT SOUND GOOD? AND DO WE ACKNOWLEDGE FITZGERALD. AND. >> UH, WE WANT TO ACKNOWLEDGE THAT. WE'VE BEEN JOINED BY COUNSELOR FITZGERALD. UM, SO I'M GOING TO START WITH
THE LEAD SPONSOR FOLLOWED BY COUNCILOR MURPHY FLYNN. UM LOUIJEUNE THAT BEING CULPEPER. LAUREL AND FITZGERALD. JUST SO YOU KNOW, THE ORDER THAT. >> YOU'RE GOING TO. >> BE. UM. >> SPEAKING IN. >> SO THANK YOU. AND YOU GET SIX MINUTES BECAUSE YOU'RE. THE LEAD. >> THANK YOU. >> THANK YOU FOR THAT
PRIVILEGE, MADAM CHAIR. UM, AND THANK YOU FOR YOUR YOUR TESTIMONY. UM, I WAS TAKING NOTES, SO I APPRECIATE IT. UH, I STILL HAVE SOME QUESTIONS SPECIFICALLY AS IT RELATES TO THE SAAB'S ROLE AROUND THE FORM
200. UM. >> WITHIN THE CONTEXT OF RULE 57 FROM THE MIA. WHAT THIS DOES IS ANYTHING WRITTEN IN POLICIES, ALL OF THAT DETERMINATION. SO I'M JUST GOING TO WALK THROUGH UM MY QUESTIONING AND
YOU DID GO THROUGH STEP BY STEP PROCESS OF WHAT USUALLY HAPPENS WITH A STUDENT ATHLETE TRANSFER. SO THANK YOU. UM YOU HAD MENTIONED SOMETHING AROUND AND I APOLOGIZE I WAS NOT ABLE TO TO KEEP UP AND TYPE
FAST ENOUGH BUT SAYING THAT SA WILL REVIEW THE FACTS TO DETERMINE UM THE IF THE EXCEPTION APPLIES AND SO THE EXCEPTION. IS THE FORM 200 IS IS THAT
CORRECT. THE EXCEPTION IN TERMS OF. RULE UH RULE 57 SO YOU CANNOT TRANSFER RIGHT. THAT'S JUST LIKE IF YOU CANNOT TRANSFER AT ALL AND PLAY
SPORTS. YES. >> THAT'S UH THAT MEANS YOU'RE ONCE YOU DO YOU ARE RULED INELIGIBLE. OKAY. >> SO THE INELIGIBILITY WAS RULED BY SA. I UNDERSTAND THAT AND THEN IS THERE AN ONGOING INVESTIGATION
ABOUT RECRUITMENT SPECIFICALLY AS IT RELATES TO THIS CHARLESTOWN CASE? YES THAT THAT'S ONGOING. UM WELL YES THERE IS A MORE DETAILED REVIEW. UM I WOULD DESCRIBE IT THIS WAY THERE WAS INITIAL REVIEW BY THE
CRB WITH UM FACTS SURROUNDING THE MATTER INITIALLY AND SUBSEQUENTLY WE LAUNCHED UH MORE DEEPER INVESTIGATION INTO IT. SO NOW THERE'S THERE WAS ESSENTIALLY TWO SEPARATE INVESTIGATIONS. I THINK THAT'S JUST WHAT I'M TRYING TO ESTABLISH HERE. YES. >> OKAY.
UM IN THE ESA. SORRY, SORRY. I'LL JUST SAY SORRY. UM. THE ORIGINAL DETERMINATION. PLEASE SAY I CRB IS THIS SOUNDS A LOT BETTER. >> YES. AND CRB UM, WHAT USED TO BE THE ELIGIBILITY REVIEW BOARD? THAT'S RIGHT.
IT CHANGED. UM, HOW HOW DOES UH. AND MY UNDERSTANDING IS THAT STEVEN GRACE IS THE EXECUTIVE DIRECTOR. HE COULDN'T BE HERE TODAY. I DID HAVE A CONVERSATION WITH HIM. IT WAS A GREAT CONVERSATION AND LEARNED A LOT.
UM, HOW HOW WOULD HE MAKE HIS, UH, FACTUAL FINDINGS AND HOW WERE THERE, UM, LIKE HOW HOW IS THAT DETERMINED? HOW HOW DOES THE INVESTIGATION GO FOR BOTH THE INELIGIBILITY? SO I THINK THAT THAT'S CLEAR,
RIGHT. YOU'RE AUTOMATICALLY INELIGIBLE . UM UH, IF YOU TRANSFER BUT FOR THIS RECRUITMENT IF THERE ARE ALLEGATIONS OF RECRUITMENT WHAT ARE. THE FINDINGS LIKE WHAT ARE HOW
DO YOU, UM, CONDUCT AN INVESTIGATION? IS ANYTHING WRITTEN DOWN IN TERMS OF POLICIES OR PROCEDURES LIKE HOW WOULD YOU GO ABOUT THIS NOW AND YOU ARE THE PERSON IN CHARGE OF THIS INVESTIGATION RIGHT.
SO I'M GOING TO SEPARATE IT BECAUSE UM I BELIEVE YOU'RE CONFLICTING THE TWO DIFFERENT INVESTIGATIONS. RIGHT. SO THE CRB INVESTIGATION THAT'S HANDLED UM AMONGST THE TEAM UM
THAT I THAT I DESCRIBED UM AND LED BY THE ATHLETIC DEPARTMENT. RIGHT. SO WHAT TYPICALLY HAPPENS IS WHEN THERE IS A QUESTION ABOUT TRANSFERRING IN COMPLETING A
FORM 200 UH, BOTH SCHOOLS IDEALLY MEET AND HAVE AN INITIAL CONVERSATION TO TALK THROUGH AND SORT OUT THE CONCERNS AMONGST THEMSELVES TO FIGURE OUT AND DETERMINE A PATH FORWARD WITH THE GOAL OF TRYING
TO LET THE STUDENT PLAY. SO TYPICALLY THE ATHLETIC DEPARTMENT WOULD ONE VERIFY THAT THOSE MEET THAT SUCH A MEETING OCCURRED IN HAD IT OCCURRED WHAT THE OUTCOME OF THOSE MEETINGS WERE IF THERE
WAS STILL A DISPUTE AMONGST UM THE SCHOOLS AROUND THE MATTER, THEN THE ATHLETIC DEPARTMENT WOULD THEN CONVENE A CONVERSATION FACILITATED CONVERSATION AMONGST THE SCHOOLS TO TRY TO MOVE FORWARD
WITH AGAIN THE GOAL OF TRYING TO GET TO A PLACE WHERE STUDENTS ARE ABLE TO PLAY. SO THOSE CONVERSATIONS THAT HAD FACTS ARE GATHERED UM, FROM THE SCHOOL SIDE, FROM STATEMENTS FROM STUDENTS, FROM STATEMENTS
FROM PARENTS, FROM UH CHECKING IN WITH UH THE DIFFERENT FOLKS INVOLVED THEN THEN A SUMMARY REPORT IS GENERATED AND ALL THAT INFORMATION IS BROUGHT TO THE CRB FOR REVIEW AND THE SRB
REVIEWS WHAT WAS COLLECTED AND THEN AMONGST THAT GROUP THEY UM ULTIMATELY SAY IS THERE ENOUGH HERE TO UM ALLOW THE SOON TO MOVE FORWARD TO PLAY OR NOT NOT.
YEAH IT HAS TO DEMONSTRATE UH YOU HAVE TO DEMONSTRATE UH, PARTICULAR EXTENUATING CIRCUMSTANCE UM, TO THE CRB.
UM I THINK OFTENTIMES WHEN YOU BRING WHEN YOU BRING THESE CASES THE SRB TO AS UM DOCTOR DE PINA MENTIONED, IT'S REALLY TO TRY TO DETERMINE ELIGIBILITY . UM, BASICALLY IN MY RULES.
UM. >> IF THE FORM 200 THE FORM 200 BEING ACCURATELY FILLED OUT UM IN FAVOR OF THE ACADEMICS UM IN FAVOR OF UM OF SUBSTANCE NO
SUBSTANCE ABUSE IN FAVOR OF NO RECRUITING THAT CERTIFIES THE FORM. 200 AND THAT WILL CERTIFY ELIGIBILITY. UM AND JUST REALLY QUICK I'M SORRY I FORGOT TO ASK THIS.
HAVE THERE BEEN INSTANCES THIS YEAR WHERE A FORM 200 WAS ACCEPTED BY A SCHOOL? YES. >> OKAY, SO THERE HAS BEEN INSTANCES THIS YEAR WHERE KIDS HAVE BEEN ABLE TO TRANSFER. ABSOLUTELY. >> OKAY.
>> DO WE HAVE AN IDEA OF HOW MANY? UH I DON'T HAVE THE I DON'T HAVE THE THAT NUMBER ON ME BUT IT DOES HAPPEN AND TYPICALLY WHEN YOU LOOK AT THE FORM 200 YOU CERTIFY THE SCHOOL OR UM
CHECKS. OFF UM. WHETHER THIS THIS IS THE SENDING SCHOOL THE SENDING SCHOOL CHECKS OFF WHETHER THE STUDENT WOULD HAVE BEEN ACADEMICALLY ELIGIBLE IF. >> THEY WERE STILL AT THE
SCHOOL. THEY THEN. CHECK OFF IF. >> THERE IS ANY SUBSTANCE ABUSE ISSUES THAT PREVENTED THEM. YEAH. >> AND IN INSTANCES WHERE THERE ARE CASES SPECIFICALLY INVOLVING LIKE SUSPECTED RECRUITMENT I GUESS MY QUESTION A MORE POINTED WAY TO SAY IT IS
IS WHAT IS THE STANDARD OF EVIDENCE USED? UM. >> THE MIA RULES TALKS A LOT ABOUT DIRECT OR INDIRECT RECRUITMENT. UM SO THERE IS NO SET STANDARD
IF YOU WILL, BUT IT'S LARGELY BASED ON THE PREPONDERANCE OF EVIDENCE THAT YOU SEE. OKAY. >> AND THEN DOES TREAT RECRUITMENT ALLEGATIONS AS LIKE A PRESUMPTIVE DISQUALIFICATION . SO UH.
IS THERE A FORMAL REVIEW PROCESS BEFORE ELIGIBILITY IS DENIED? WELL IT DEPENDS. SO IF YOU HAVE ONCE. >> AGAIN IT'S TWO SEPARATE PIECES RIGHT. >> THE ELIGIBILITY OF THE STUDENT. AND THE ACCUSATION OF. RECRUITMENT WHICH TRIGGERS.
A SEPARATE INVESTIGATION. SO IF WE'RE TALKING ABOUT. CONFLATING OR PUTTING THE CRB INVOLVED IN THAT. PART OF THE RECRUITMENT THING THEY ARE NOT THEY. ARE THEY ARE. INVOLVED IN THE FINDING.
FOR ELIGIBILITY. IF THERE IS A POTENTIAL EXTENUATING CIRCUMSTANCES. WHICH WAS BROUGHT WHICH IS BROUGHT FORTH. BY THE RECEIVING SCHOOL IF THE RECEIVING SCHOOL. WAS TO BE RECEIVING A SCHOOL
MUST PRESENT. A PARTICULAR PIECE. >> OF EVIDENCE UM AS TO WHY THE STUDENT UM SHOULD PLAY AND THEN THAT IS REVIEWED FOR ELIGIBILITY. THE ACCUSATION OF RECRUITMENT. IS A SEPARATE INVESTIGATION
THAT IS REQUIRED THAT HAS TO BE ON MY THAT IS TRIGGER TO THE IN MY DOUBLE-A LEVEL. I WILL ALSO HIGHLIGHT THAT. SCHOOLS WILL DO HAVE THE ABILITY. TO BE MYSELF. YES I WAS THE ONE THAT.
UM SCHOOLS DO HAVE THE ABILITY TO APPEAL IN THE DOUBLE-A LEVEL IF THEY UM. >> DO. NOT AGREE OR ACCEPT THE CRB DECISION. OKAY THANK YOU AND I KNOW MY TIME IS OUT. I DO HAVE MORE QUESTIONS BUT IT
SEEMS AS THOUGH UM I MEAN THEY'RE ONE IN THE SAME RIGHT? SO THIS INDIVIDUAL WAS DEEMED. INELIGIBLE UM, BECAUSE OF ALLEGATIONS OF RECRUITMENT AND SO TO ME THEY'RE ONE OF THE
SAME. THEY GO HAND IN HAND AND WE ARE ALMOST UM PENALIZING A STUDENT FIRST AND ASKING QUESTIONS LATER. UM, SPECIFICALLY AROUND RECRUITMENT BECAUSE THE SEASON
IS NOW OVER AND THE INVESTIGATION IS ONGOING. UM, AND IT JUST IT SEEMS INCONSISTENT WITH THE FORM 200 200 WHERE THERE HAVE BEEN KIDS WHO HAVE BEEN ABLE TO TRANSFER AND SOME KIDS AREN'T. UM AND SO I DO HAVE MORE
QUESTIONS BUT I WILL BE RESPECTFUL AND I WANT TO THANK THE CHAIR FOR THE TIME. THANK YOU. THANK YOU. >> AND JUST FOR MY COLLEAGUES WHO ARE, UH, FOLLOWING ALONG, I DID ALLOW COUNSELOR CLARISSA TO GO OVER HER TIME JUST BECAUSE
SHE IS THE LEAD SPONSOR. SO I APPRECIATE EVERYONE'S GRACE AND I DON'T WANT ANYONE THINKING THAT THEY CAN DO IT, SO. OKAY. OKAY. >> I WILL GO NEXT TO, UM. WHO'S NEXT?
WHO'S NEXT ON DECK AND WHILE WE WELL, I FIGURE THAT OUT I DO HAVE A CLARIFYING QUESTION REGARDING THE TRANSFER. IF THEY GET TRANSFER ARE THEY ALSO ALLOWED TO PLAY PLAY.
IF THEY PLAY IF THEY TRANSFER SCHOOLS THEY'RE NOT ALLOWED TO PLAY FOR THAT SAME SPORT FOR A YEAR. THAT'S A THAT'S A STANDARD YES. SO HOW MANY STUDENTS HAVE THAT HAS THAT APPLIED TO IN THIS PAST. >> YEAR WHERE THEY HAVE BEEN
ABLE TO SIT OUT WHERE THEY HAVE TO SIT OUT? YEAH. UH I DON'T HAVE THE I DON'T HAVE THAT IN FRONT OF ME BUT I COULD GET IT TO YOU. SO BEFORE THE END OF TODAY'S TIME TOGETHER, I WOULD LIKE TO KNOW HOW MANY STUDENTS HAVE
GONE THROUGH THAT PROCESS WHICH THEY, UH, TRANSFERRING WOULD NOT ALLOWED TO PLAY. I LIKE THAT ON THE RECORD WHILE WE'RE HERE TOGETHER. UM ALL RIGHT, SO I'M MOVING ON.
SO I BELIEVE IT WAS COUNCILOR MURPHY. UM, YOU NOW HAVE THE FLOOR. THANK YOU. UM. FIRST I WANT TO THANK THE PUBLIC TESTIMONY. IT'S ALWAYS BRAVE WHEN YOU'RE AN EMPLOYEE.
>> IN A SYSTEM BUT SPEAKING UP BECAUSE IT'S THE TRUTH NOW. AND THANK YOU ALSO, I BELIEVE WE HAVE STUDENTS HERE, SO THANK. >> YOU FOR COMING AFTER. SCHOOL GOT OUT AND I APPRECIATE THAT ALSO.
SO FIRST A LOT WAS SAID THANK YOU FOR THAT ONE THING YOU SAID AND I JUST WANT TO CLARIFY YOU SAID SOMETHING I SEVEN DAYS A WEEK 20 HOURS A DAY. WHAT WERE YOU REFERRING TO? >> UM I WAS TALKING ABOUT OUR MY DEPARTMENT'S EFFORTS TO MAKE SURE. OUR QUESTION.
JUST WAS OKAY. SO RULES ARE IN PLACE FOR ALL DIFFERENT REASONS AND IN THIS CASE RULE THE FORM 200. IT ACTS AS A SCREENING MECHANISM MECHANISM TO MAKE
SURE THAT YOU KNOW, COACHES FAMILIES STUDENTS AREN'T TRYING TO YOU KNOW, RIG A SYSTEM TRANSFER, YOU KNOW, BECAUSE THEY'RE GOING TO. UM. >> YOU KNOW, RECRUIT OR A COACH AT ANOTHER SCHOOL.
WE SEE IT ALL THE TIME. MY KIDS ARE OLDER NOW BUT MY KIDS PLAYED HIGH SCHOOL SPORTS AND YOU CAN SEE THAT THE RULES SHOULD BE IN PLACE TO MAKE SURE THAT DOESN'T HAPPEN.
BUT I HAVE SPECIFIC QUESTIONS ABOUT TRANSFERS ESPECIALLY UM, A STUDENT WHO HAS AN IEP. ANY STUDENT UM WHEN THEY
TRANSFER AND THEY ARE ALSO AN ATHLETE WHO IS MAKING SURE THAT THEY ARE AWARE OF THE IMPLICATIONS BECAUSE OBVIOUSLY MADISON PARK WAS NOT PROVIDING
THIS STUDENT IN THIS CASE BUT IN MANY ALMOST ALL TIMES THEY MOVE NOT FOR CONVENIENCE. IT'S BECAUSE A NEED ISN'T BEING MET OR IF A NEED ISN'T BEING MET ACADEMICALLY, WHO'S IN
CHARGE THEM TO MAKE SURE THAT THE STUDENT'S NOT THAT OTHER THINGS THAT ARE IMPORTANT. >> TO. THEM DON'T. >> FALL THROUGH. SO COUNCIL MURPHY THAT SOUNDS LIKE A DIRECT QUESTION RELATED TO THE DIRECT CASE AND I'M NOT GOING TO YOU KNOW, I'M SAYING. >> ANY CASE IF A STUDENT ON ON THE IEP TRANSFER IT AT THE HIGH SCHOOL.
REPHRASING THE QUESTION NO BUT I. >> DID REPHRASE THAT I SAID ANY STUDENT ON IEP WHO TRANSFERS FROM ONE SCHOOL TO ANOTHER WHO IS IN CHARGE OF THAT. I KIND OF I CAN GUESS THE ANSWER BUT I WANT TO FIND OUT.
SO THE WAY THE PROCESS WORKS WHEN THE STUDENT IS ON AN IEP UM AND THEY'RE REQUESTING A CHANGE OF PLACEMENT OR TRANSFER ,THAT CONVERSATION NEEDS TO HAPPEN AT THE TEAM MEETING LEVEL AND ONCE IT'S DISCUSSED AT THE TEAM MEETING LEVEL THEN
IT'S UP TO THE TEAM AS WELL AS THE PARENTS TO ENSURE THAT THE TRANSFER DOES MOVE FORWARD. SO COLLECTIVELY BETWEEN THE PARENT AND THE TEAM THEY WORK ON MOVING FORWARD WITH THE TRANSFER. IN THE SCHOOL. BASED SCHOOL.
AND TEAM AT THE SCHOOL THEY'RE LEAVING AND THE TEAM AT THE SCHOOL THAT WILL BE RECEIVING THE STUDENT ARE ALWAYS PART OF THAT CONVERSATION. NO JUST THE FULL JUST JUST THE FORMER.
SO IF A FAMILY UM OF A STUDENT WHO WAS ON AN IEP IS INTERESTED IN CHANGING SCHOOLS UM THAT CONVERSATION IS HELD THAT'S HAPPENED AT THE TEAM MEETING
ONCE THE TEAM DECIDES THAT YES A CHANGE OF PLACEMENT IS NECESSARY THE SENDING. SCHOOL NOT THE. THE MEDIA'S FOR THE RECEIVING SCHOOL DOESN'T COME INTO PLAY UNTIL AFTER THE PROCESS IS INITIATED AND STARTED AND THEN
ONCE THAT DOES OCCUR THEN YES THE SEND A RECEIVING SCHOOL IS IDENTIFIED. WITH ALL DUE. >> RESPECT THOUGH I HAVE LIKE HAVE. YOU ASKED THE QUESTION? I MEAN NO BUT. >> I ALREADY UNDERSTOOD YOU SAID IT YOU SAID THE SENDING SCHOOL. SO THE NEXT QUESTION PLEASE. >> ARE YOU HERE.
>> TO SUPPORT AND. I'M LISTENING I'M LISTENING TO YOUR QUESTION MA'AM. >> JUST MAKING SURE I. WANT TO KNOW FOR. >> THE. RECORD THAT ONE. 200 SO FORM 200 ALSO IF YOU COULD SPEAK TO RULE. 57 AND RULE. 59 STUDENTS PARENTS UNDERSTAND
THE TRANSFER ELIGIBILITY AND THEN 59 I'M AWARE IT'S SOMETHING ABOUT TIME PARTICIPATION. SO HOW MANY AND A SPECIFIC QUESTION HOW MANY FORM TWO HUNDREDS WERE INITIATED THIS
SCHOOL YEAR. ALONE WE CAN GIVE YOU THAT NUMBER UM WE DIDN'T UH WE CAN GIVE YOU THE NUMBER BUT THEY WOULD. STEVEN GRACE HAVE THAT NUMBER. UM, SEE SOMEONE AS THE DIRECTOR OF SPORTS ADMINISTRATION WOULD
HE HAVE HAD THAT INFORMATION? DO YOU KNOW. THE INFORMATION? WE COULD GET YOU THE INFORMATION BEFORE THE END OF THE DAY. THE, UM, STAFF MEMBERS ARE NOT AVAILABLE RIGHT NOW TO DO THAT . AND I WANT TO GIVE YOU A
SPECIFIC NUMBER AS OPPOSED TO GIVING YOU, UM. AN ESTIMATE. SO HOW MANY TIMES THEN ARE STUDENTS IS IT A SYSTEM WHERE TEACHERS OR A STAFF SAY LISTEN
THERE'S NOT REALLY A GOOD CHANCE LIKE DOES IT HAPPEN OFTEN? DOES EVERY KID GET DENIED AND WHEN DO PARENTS WHO FEEL THAT THEIR VOICES AREN'T BEING HEARD
AND THEY'RE NOT GETTING THE SUPPORT NEEDED TO GET THEIR CASE CLEARLY ACROSS WHAT WHAT HAPPENS AND WHAT MECHANISMS GET PUT INTO PLACE TO MAKE SURE NO FAMILY OR. STUDENT FEELS AS THOUGH.
THEIR NEEDS AREN'T BEING MET. SO UM DOCTOR PINA MENTIONED THAT THERE IS A RULE SESSION FOR SCHOOL LEADERS UM, AND THEY'RE ALONG WITH THEM ALONG WITH THE ATHLETIC DEPARTMENT AND THE COACH AND THERE'S ALSO
COACHES TRAINING UM THAT. WE HAVE ATTENDANCE AND DO WE KNOW HOW OFTEN THAT HAPPENS? DO WE KNOW THAT EVERY COACH TEACHER PARENT LIAISON WHO ATTENDS THAT AND DO WE HAVE A RECORD OF. >> THAT WE HAVE WE DO HAVE A
RECORD OF OF THE SCHOOL LEADERS. THEY HAVE A YEAR UPON THE APPOINTMENT TO UM ATTEND THE UM THE RULES UM INFORMATION SESSION.
UM THEY ARE THEN IT'S EXPECTED THAT THEY UM MATRICULATE THAT INFORMATION DOWN TO THEIR DOWN TO THEIR STUDENTS DOWN TO THEIR COACHES WHO ALSO DO HAVE THEIR CERTIFICATION WHICH COVERS THAT AS WELL. UM, SO THAT FOLKS ARE VERY
CLEAR WITH WHAT THE RULES ARE ESPECIALLY AROUND TRANSFER. AND IF A PARENT OR A STUDENT REACHES OUT TO THE SUPERINTENDENT'S OFFICE SAYING THAT THEY FEEL LIKE THEY'RE NOT BEING HEARD OF THE PROCESS WAS
UNFAIR TO THEM WHO THEN STEPS IN AND DOES AN INVESTIGATION INTO THAT? WELL, SO GOOD FOR. ULTIMATELY UM UH OUR OFFICE DID STEP IN BECAUSE OF THE
MAGNITUDE OF THE DISPUTE, UM, AND THE NUANCE OF THE CASE. SO I EVENTUALLY STEPPED IN BUT TYPICALLY THE ATHLETIC DEPARTMENT WOULD TAKE THE LEAD ON REVIEWING ALL THOSE MATTERS IF A FAMILY MEMBER, UM, HAD A CONCERN. >> AND BEFORE THIS MEETING AND YOU CAN GET US THAT DATA ON
HOW. >> MANY TO TWO. UH, WE WILL TRY TO GET THAT INFORMATION OUT THERE. JUST JUST TO CLARIFY, UM, THE TEAM IS UH, OF MIA TRAINING, UH ,CURRENTLY AS WE SPEAK AND THEY'RE DOWN IN HYANNIS AT A
CONFERENCE. SO, UH, A LOT OF THEM ARE UNAVAILABLE AND THAT'S WHY I LOVE MR MCCARTHY NOW HERE. OKAY, SO I'LL JUST NOTE FOR THE RECORD THAT THIS HEARING WAS PUBLICLY NOTICED IN TERMS
OF PREPARING FOR IT. YOU KNOW HOW IT IS WHEN WHEN YOU COME INTO THIS CHAMBER WE HAVE 101 QUESTIONS AND LOTS OF DATA AND THINGS THAT WE'D LIKE TO ASK FOR. SO I WOULD APPRECIATE IF THERE
WAS ANYTHING THAT YOU CAN DO TO GET THAT INFORMATION WHILE WE'RE STILL HERE TOGETHER. WE'LL TRY IT. >> THANK YOU I APPRECIATE THAT. UM, AND, UH, I JUST WANTED TO ADD ANOTHER QUESTION. UH, FOR THE. RECORD IN REGARDS.
TO HOW MANY STUDENTS UM, WHO HAVE BEEN ON IEPS HAVE GONE THROUGH THIS JOURNEY THAT YOU HAVE UH, MET WITH AND UH HAD THIS.
TRANSFER DISCUSSION WITH AND HOW MANY STUDENTS IN THE LAST YEAR? WE DON'T HAVE DONE WE DON'T HAVE ALL OF THAT INFORMATION RIGHT NOW. I JUST WANT TO GIVE YOU ACCURATE NUMBER WE DO NOT HAVE
WE DON'T WE. DON'T TRACK THAT. WE COULD WE COULD POSSIBLY TRACK THAT. SO I'M GOING TO MAKE A RECOMMENDATION THAT I THINK. BECAUSE THERE'S. THERE'S ALREADY SO MUCH MISTRUST IN GOVERNMENT AND THAT
THE MORE WE HAVE DOCUMENTED AND THE MORE DATA THAT WE CAN ACTUALLY SEE IN SOME SORT OF DASHBOARD OR SOMETHING THAT'S PUBLIC, THEN WE PROBABLY COULD START BEING ABLE TO LIKE
SAY WE'LL GO TO THE DASHBOARD AND SEE, YOU KNOW, CONSISTENTLY THIS IS HOW MANY TIMES IT'S HAPPENED OR NOT. SO I JUST WANT A GOOD. SUGGESTION I'M. >> JUST GIVING YOU MY FEEDBACK. THANK YOU. >> UM OKAY SO I'M GOING TO MOVE
ON NOW TO COUNCILOR UH FLYNN UH YOU HAVE THE FLOOR. THANK YOU, MADAM CHAIR. AND I JUST WANT TO ACKNOWLEDGE THE SCHOOL TEACHER, UM, FROM CHARLESTOWN HIGH SCHOOL THAT
TESTIFIED HUGH COLEMAN. I KNOW IT'S NOT EASY TO DO THAT, BUT RESPECT AND RESPECT YOUR COURAGE FOR COMING HERE AND DOING THAT AND ADVOCATING FOR A STUDENT THAT YOU BELIEVE
,UH, DESERVES A LITTLE BIT OF SUPPORT. THAT'S WHAT A TEACHER IS ABOUT. THAT'S WHAT A COACH IS ABOUT. AND I THINK I JUST WANT TO ACKNOWLEDGE YOU UM, YOU
LISTENING TO THIS CONVERSATION I THINK THIS ISN'T ABOUT THE STUDENT. I THINK IT'S ABOUT. COACHES AND I THINK IT'S ABOUT ADULTS AND I THINK IT'S ABOUT
PERSONALITIES AND I THINK IT'S ABOUT GRUDGES. AND BECAUSE OF THAT. THIS STUDENT IS PAYING THE PRICE. FOR THAT. UM.
WHEN A STUDENT TRANSFERS WE NEED TO SUPPORT. >> THAT STUDENT. SO LET ME LET ME ASK WHEN A STUDENT TRANSFERS FROM ONE SCHOOL TO ANOTHER. SCHOOL HE'S INELIGIBLE TO PLAY SPORTS. >> IS THAT CORRECT?
HE OR SHE IS AUTOMATICALLY INELIGIBLE FOR A YEAR TO PLAY THAT SPORT. THEY CAN PLAY ANOTHER SPORT BUT THEY COULD BUT THEY ARE INELIGIBLE. ARE THERE EXCEPTIONS TO THAT RULE? THERE ARE EXCEPTIONS BASED ON
UM COMPLETING THE FORM 200 AND UH IT MUST BE FULLY COMPLETED FULLY CERTIFIED BY THE SENDING SCHOOL. SO THE SO. THAT'S THAT'S MY THAT'S MY POINT I THINK. >> THERE'S SOME. BREAKDOWN IN COMMUNICATION. >> FROM. THE SENDING. >> SCHOOL THE RECEIVING SCHOOL
THE RECEIVING SCHOOL THE SENDING SCHOOL AND THE STUDENT IS CAUGHT IN THE MIDDLE. AND AND THAT'S NOT FAIR. AND I THINK I THINK THE STUDENT
NEEDS SOMEONE THAT SUPPORTS HIM DURING CHALLENGING TIMES. THEY NEED THAT STUDENT NEEDS A MENTOR THAT THAT STUDENT NEEDS A COACH. THAT STUDENT NEEDS A FRIEND.
HE DOESN'T NEED TO BE IN SOME TYPE OF TUG OF WAR. BETWEEN ADULTS THAT ARE THAT ARE FIGHTING OVER UM OVER OLD GRUDGES.
UM I WISH THIS WAS WORKED OUT RESPECTFULLY SO THAT THIS STUDENT COULD GET THE SERVICES AND SUPPORT THAT HE THAT HE NEEDS. UM, I DON'T EVEN THINK WE SHOULD BE HERE HAVING THIS
CONVERSATION. I THINK I THINK WE SHOULD HAVE BEEN ADVOCATING FOR THIS STUDENT A LONG TIME AGO. WHAT I'M ALSO DISAPPOINTED ABOUT IS THIS STUDENT AND HIS
HIS PARENT, HIS MOTHER WERE AT THE BOWLING BUILDING LOOKING TO SPEAK TO SOMEONE ABOUT THIS UM ISSUE. AND THERE WAS. >> NO ONE THERE. >> THERE WAS. NO ONE THERE FOR THIS STUDENT AND. THAT'S DISCOURAGING.
>> FOR A YOUNG PERSON WHEN ONE ADULT DOESN'T. LISTEN TO THEM, ADULT. DOESN'T RESPECT THEM. AND ALSO AS I. MENTIONED, THIS STUDENT IN MY OPINION IS IS CAUGHT IN THIS
TUG OF WAR BETWEEN UM SCHOOLS. IT'S UNFAIR. IT'S UNFAIR TO THE STUDENT. IT'S UNFAIR TO THE PARENT. THE PARENT IS DOING THE BEST THEY CAN TO GET THIS STUDENT
THEIR CHILD. UM THE BEST SUPPORT AND AND THE SUPPORT THAT THEY THAT HE CAN GET AND I THINK WE FEEL THEM I
THINK WE FEEL THE THIS STUDENT ALL OF US INCLUDING EVERYBODY HERE ON THE CITY COUNCIL WE FEEL THAT STUDENT UM AND I'M NOT HAPPY ABOUT IT.
WHERE WE'RE DID BREAK DOWN WHAT WHAT DID I DO WRONG? IF ANYTHING, JUST BE SPECIFIC. WHAT DID I DO WRONG? TO MY KNOWLEDGE, WITH ALL DUE
RESPECT, WELL, I'M NOT HERE TO DISCUSS A PARTICULAR CASE. WELL, I AM OKAY. I'M OUT. >> UH. >> WAIT ONE SECOND. WAIT. I WANT TO MAINTAIN THE INTEGRITY OF THE HEARING LIKE
THIS IS UNDER INVESTIGATION. CORRECT. AND WE'RE HERE TO TALK ABOUT GENERAL. RIGHT. AND SO WE COULD SO I JUST WANT TO BE MINDFUL OF LIKE, UM, COUNCILOR FLYNN I'LL GIVE YOU
AN EXTRA MINUTE BECAUSE I'M CUTTING INTO YOUR TIME, BUT I JUST WANT TO BE I WANT TO NOTE FOR THE RECORD THAT THIS IS I WANT TO GET THIS RIGHT FOR ALL STUDENTS REGARDLESS OF IT'S IT HAPPENED IN THIS SITUATION BUT
WE GOT TO GET THIS RIGHT IN THE FUTURE AND WE GOT TO GET THINGS ON THE RECORD SO THEY WON'T HAPPEN AGAIN. AND SO I WANT TO BE MINDFUL OF THAT TO THE ADMINISTRATION THAT MY COLLEAGUES ARE HERE TRYING TO BETTER UNDERSTAND
WHAT BROKE DOWN SO THAT WE CAN FIX IT. AND SO WHILE I APPRECIATE NOT WANTING TO TALK ABOUT THE SPECIFICS OF A PARTICULAR CASE, IT BEHOOVES US IF WE WANT TO GET THIS RIGHT TO UTILIZE THIS
TIME TO GET THINGS ON THE RECORD OF WHAT WE NEED TO DO DIFFERENTLY. SO I JUST WANT TO NOTE THAT SO PLEASE DO ANSWER THE QUESTION IN A WAY THAT LOOKS AT FORWARD THINKING IF THAT MAKES YOU FEEL MORE COMFORTABLE.
BUT WHAT WE DON'T WANT TO DO IS WASTE ANYBODY'S TIME HERE TODAY. SO GO AHEAD MADAM. MADAM CHAIR, I'M. >> JUST GOING TO END WITH ONE ONE. COMMENT AND MY FINAL COMMENT I'M NOT GOING TO ASK. >> A. QUESTION. >> I WAS AT A I WAS AT A
MEETING LAST NIGHT. AND I ON ZOOM WITH THE WITH MY CONSTITUENTS IN CHINA AND CHINATOWN THE THE THE INTERPRETATION WASN'T WASN'T PERFECT.
WE HAD CHALLENGES WITH THE INTERPRETATION WITH LANGUAGE ACCESS WE'RE HAVING WE'RE HAVING CHALLENGES HERE WITH LANGUAGE AND COMMUNICATION ACCESS WITH. NOT SUPPORTING THE MOTHER.
UM SO THERE IS A THERE IS A IN MY OPINION THERE IS A BREAKDOWN OF SERVICES THAT THIS FAMILY NEEDED AND SOME OF IT IS LANGUAGE AND COMMUNICATION ACCESS AND I JUST CAN'T SIT
HERE AND BE QUIET AND AND PRETEND EVERYTHING IS FINE WHEN WHEN A WHEN A RESIDENT OF THIS CITY YOUNG PERSON DOESN'T GET THE SUPPORT THEY NEED I THINK IT'S UNFAIR AND WE'RE DOING A
DISSERVICE TO THIS PERSON. THIS PERSON DESERVES A LITTLE BIT OF RESPECT. THANK YOU MADAM CHAIR. THANK YOU, COUNCILOR FLYNN. UM AND. >> I WANTED. >> TO JUST. >> A. FEW THINGS. UH, IF ANY OF THE YOUNG PEOPLE
ARE HERE TO DO PUBLIC TESTIMONY ,PLEASE MAKE SURE THAT YOU SIGN UP THERE IF YOU WANT TO SPEAK. UM, UM, AND SO JUST WANT TO MAKE SURE THAT WE ACKNOWLEDGE
YOU AND I ALSO WANT TO THANK COUNCILOR COLLETTE AS A PARTNER WHO BACK IN NOVEMBER REALLY STEPPED UP WHEN THIS CASE, UH, WAS BUBBLING UP ON SOCIAL MEDIA
AND, UM, YOU KNOW, TOOK ON THE LEADERSHIP TO BRING US HERE. AND I REALLY WANT TO THANK MY COLLEAGUES FOR SHOWING UP THE WAY THAT YOU HAVE AND MAKING SURE THAT WE ARE HOLDING THE ADMINISTRATION ACCOUNTABLE BECAUSE THAT'S OUR JOB.
SO I JUST WANT TO THANK YOU ALL SO FAR FOR YOUR QUESTIONS AROUND THE CHECKS AND BALANCES BECAUSE ALL OF THOSE THINGS ARE NEEDED. ALL RIGHT. SO WE'RE GOING TO MOVE ON TO
COUNCILOR UM PEPPING THEN FOLLOWED BY COUNCILOR CULPEPER AND THEN. FITZGERALD COUNCILOR PAPAIN YOU HAVE FIVE MINUTES. THANK YOU MADAM CHAIR. AND ONCE AGAIN JUST THANK YOU BOTH FOR BEING HERE.
IN THE SPIRIT OF JUST KEEPING THIS AS BALANCED AS POSSIBLE FOR EVERY STUDENT ATHLETE. UM, WHEN A STUDENT IS REQUESTING A TRANSFER, DO THEY GET ASSIGNED THE PERSON OF CPS
TO HELP THEM WITH THE CASE? BUT FOR REGULAR TRANSFER UM FAMILIES. ARE ENCOURAGED TO GO TO THE UM WELCOME CENTERS THAT WE HAVE. UM IN THREE DIFFERENT. LOCATIONS DOWN IN DORCHESTER DOT NUBIAN SQUARE AND UM IT WAS
IN. IN HYDE PARK. AND ONCE THEY GO TO THE CENTER UM THEY ARE ASSIGNED AND PAIRED WITH SOMEONE THAT WORKS WITH THEM DIRECTLY THERE AND. FROM THERE. >> THEY. WALK THEM THROUGH THE PROCESS, COLLECT THE FORMS AND
ADMINISTER THE TRANSFER REQUEST AND THEN THEY FOLLOW UP WITH THE FAMILY'S UM MONSTER CHOICES. UM AND THEN OBVIOUSLY WITH REGARD TO ATHLETES, IF THEY ARE AN ATHLETE AND THEY WANT TO CONTINUE TO PLAY, DO THEY GET
TO SOMEONE FROM THE ATHLETIC DIVISION OR I DON'T KNOW IF IT'S THE RIGHT TERMINOLOGY DEPARTMENT. UM, LET'S START TO GET INVOLVED IN THE CASE IMMEDIATELY OR DOES THERE HAVE TO BE AN EXTRA STEP TAKEN BY THE STUDENT? YEAH. >> AT THAT POINT WE WOULDN'T
KNOW. UM UM WE DO NOT KNOW ABOUT THE TRANSFERS UNTIL THE THE FORM TWO HUNDREDS ARE INITIATED SOMETIMES OCCASIONALLY UM SOME SCHOOLS WILL TALK BEFOREHAND IN
ADVANCE, BUT THAT'S ON A SCHOOL BASED LEVEL. WE DEAL WITH THE FORMS UM, AND WE DEAL WITH ANY POTENTIAL APPEALS GOING TOWARDS THE I. CAN AND SO JUST TO REITERATE THE ATHLETIC DEPARTMENT IS NOT
INVOLVED IN THE TRANSFER PROCESS. IF A STUDENT AT. >> THE UM. DECIDES TO TRANSFER UM THE SAME PROCESS WOULD APPLY THE STUDENT IN. >> A FAMILY WOULD NEED TO GO. >> TO THE WELCOME CENTER, SUBMIT A TRANSFER THEN UH, SEASONALLY. UM, THERE'S A PROCESS BY WHICH
THE. ATHLETIC DEPARTMENT GETS THE LIST OF WHO TRANSFERS AND THEN THEY START, UM, MONITORING IT FROM THERE. OKAY. >> AND MAYBE MAYBE THAT'S A QUESTION FOR THE BOWLING BUILDING AND MAYBE THE
SUPERINTENDENT BUT MAYBE CONSIDERING ESPECIALLY WITH THE EXAMPLES THAT WE HAVE HEARD TODAY, UM, IF WE KNOW THAT A STUDENT IS GOING TO BE AN
ATHLETE AND IF THEY WERE AN ATHLETE AT THE PREVIOUS SCHOOL THEY WERE AND THEY WANTED TO BE AN ATHLETE GOING FORWARD, MAYBE ADD INTO THE PROCESS OF THE TRANSFER REQUEST A CHECK OFF BOX SAYING LIKE HEY, I WANT TO
PLAY SPORTS AT THIS NEW SCHOOL AND THAT WAY THAT CAN THAT TRIGGER THE PROCESS QUICKER INSTEAD OF HAVING THERE TO BE AN EXTRA STEP OR I KNOW THERE'S A FORM 200 I'M NOT SURE WHAT'S THE TIMELINE FOR THAT BUT
OBVIOUSLY IT SOUNDS LIKE YOU CAN'T PLAY UNTIL YOU DO THAT AND BY THE BY THAT POINT IT'S TOO LATE. SO I WANT UM WHAT I'M THINKING ABOUT IS HOW CAN WE START THE PROCESS SOONER AT THE IMMEDIATE
REQUEST OF THE TRANSFER IF THERE'S A POSSIBILITY. >> FOR THAT WE GET TO SUPPORT THAT. SORRY. >> I THINK THERE'S SOME SUBJECTIVITY THERE BECAUSE WHAT IF A STUDENT FOR EXAMPLE WHAT IF A STUDENT TRANSFERS AND THEY DON'T MAKE THE TEAM UM OR
SOMETIMES THEY TRANSFER AND SOME OF THE COACHES DON'T KNOW THAT THEY'RE THERE UM USUALLY AROUND TRYOUTS THEY THEN GO TO TRYOUTS.
UM, YOU KNOW, THEY MAKE THE TEAM THEN THE COACH OR THE SCHOOL UM OR THE PRINCIPALS NOTIFY THAT ANY OR ATHLETIC DEPARTMENT IN THE SCHOOL BASE LEVEL UM KNOWS UM FIGURES THAT
THEY HAVE TO INITIATE THE FORM 200 FROM THERE. BUT IF WE DO THAT IN ADVANCE THAT IS SORT OF WORKING AGAINST THAT'S WORKING AGAINST A POLICY BECAUSE UH, IF YOU'RE TRANSFERRING FOR ATHLETICS
ALONE, THAT IS PART OF THE REASON WHY THERE IS INELIGIBILITY. I SEE. SO THE FORM 200 WHERE DO STUDENTS. >> APPLY FOR THAT? THE SCHOOL THE SCHOOL DOES THE SCHOOL UM YES.
THIS THE RECEIVING SCHOOL. OKAY. >> I'M JUST THINKING ABOUT LIKE SYNERGY HERE OF LIKE WHERE THE STUDENT GOES INTO THE BOWLING BUILDING OR ON HIGH PARK OF UM HAVING THAT PROCESS UNDER HAVING THAT PROCESS START
THERE. I JUST THINK OF A WAY TO AVOID THAT OKAY. SO IT HAS TO COME FROM THE RECEIVING SCHOOL. MHM. UM ALL RIGHT ALL RIGHT UM THERE'S A I JUST TRYING TO BRAINSTORM WITH YOU.
GUYS I APPRECIATE THAT BUT. UM AGAIN I JUST WANT TO BE MINDFUL OF THE SENSITIVITY OF THIS CASE. UM THAT'S IT FROM UNIVERSAL QUESTIONS I JUST WANT TO LOOK AHEAD TO SEE HOW I CAN WORK WITH MY COLLEAGUES TO THAT WE CAN CREATE A SO THAT THIS
DOESN'T HAPPEN AGAIN. IS THAT ESSENTIALLY WHAT WE HAVE IS IS WHAT I'M TRYING TO SAY? WELL, I THANK YOU ALL SO MUCH FOR FOR YOUR TESTIMONY. THANK YOU FOR THE YOUTH FOR BEING HERE. WE APPRECIATE IT. THANK YOU. THANK YOU.
UM YOU. TAUGHT ME HOW TO USE THIS. OKAY. SO I HAVE A QUICK FOLLOW UP BEFORE WE MOVE ON TO COUNSELOR CULPEPER. UM, CAN YOU JUST FOR THE RECORD
EXPLAIN TO US WHY STUDENTS ARE NOT ALLOWED TO PLAY FOR A YEAR IF THEY TRANSFER TO ANOTHER SCHOOL? AM I MISSED THAT? I'M SORRY. I NEED TO HEAR THAT FOR THE RECORD.
OKAY, SO BASED ON THE MY ROLE 57. >> WE NEED TO TELL PEOPLE WHAT THE MIDDLE IS TOO BECAUSE NOT ONLY. THAT MY THE MASSACHUSETTS INTERSCHOLASTIC ATHLETIC ASSOCIATION THEY ARE THE BODY
THAT GOVERNS ATHLETIC INTERSCHOLASTIC ATHLETICS IN THE STATE OF MASSACHUSETTS. UM I THINK IT'S OVER 300 SCHOOLS. UH, IF YOU TREND UH, TRANSFER A
RULE UM IS IN PLACE 57 IS IN PLACE UM, TO PREVENT UM, ADULTS FROM UM RECRUITING UM IT IS IN
PLACE TO PREVENT UM TO TAKE TO NOT TAKE AWAY AN OPPORTUNITY FROM ANOTHER STUDENT. UM, AND IT'S DESIGNED TO CREATE EQUITY IN TERMS OF LIKE MAKING
SURE THAT ANOTHER ANOTHER SPOT ISN'T TAKEN FROM A STUDENT WHO IS JUST TRANSFERRING IN BECAUSE FOLKS WANT TO UM, GAIN A PARTICULAR ADVANTAGE. OKAY. >> SO THAT. >> I'M CLEAR SO I'M TRACKING HERE UM, SO REGARDLESS OF WHO
THAT STUDENT IS. IF YOU ARE AN ATHLETE AT ANY GIVEN SCHOOL AT ANY GIVEN MOMENT IN YOUR CAREER, IF YOU DECIDE TO TRANSFER TO ONE
SCHOOL TO THE NEXT REGARDLESS OF WHAT YOUR STATUS IS IF YOU'RE A SUPER BALLER OR NOT. YOU ARE NOT ELIGIBLE TO PLAY FULL STOP PERIOD. UNLESS. >> UNLESS WHAT? UNLESS YOU ARE MOVED FROM ANOTHER DISTRICT.
IF YOU'VE MOVED INTO BOSTON FROM ANOTHER DISTRICT FROM ANOTHER SCHOOL FOR EXAMPLE IF YOU MOVE FROM RANDOLPH HIGH SCHOOL TO A BOSTON SCHOOL YOU ARE AUTOMATICALLY ELIGIBLE BECAUSE THERE'S A MOVING YOU IF
YOU WOULD HAVE MOVED RIGHT. AND I'M. THINKING WAY TO START RIGHT. THAT'S CONSIDERED EXTENUATING CIRCUMSTANCES IF YOU'RE IF THERE'S A SCHOOL CLOSURE AND YOUR SCHOOL CLOSES YOU ARE AUTOMATICALLY ELIGIBLE AT YOUR
NEXT SCHOOL EVEN IF YOU ARE AT EVEN IF YOU UM THERE'S SOME ACADEMIC IF YOU HAD PREVIOUS ACADEMIC ISSUES BUT IF YOU ARE MOVING FROM UM A SCHOOL TO
SCHOOL UM WITHIN YOUR DISTRICT YOU ARE UM AUTOMATICALLY INELIGIBLE WHICH WE WORK TO TRY TO HELP YOU WITH YOUR ELIGIBILITY. FROM THERE. >> AND I KNOW MY COLLEAGUES HAVE BEEN PATIENTLY WAITING BUT I HAVE A FOLLOW UP. >> GO AHEAD AND I DON'T KNOW YOU CAN CONFIRM. OR DENY THIS TO BE TRUE OR NOT
BECAUSE I DON'T KNOW. BUT THERE IS ALLEGEDLY THERE ARE STUDENTS WHO PLAY FOR THE BURKE. WHO TRANSFERRED AND WERE ALLOWED TO PLAY AND SO.
WHAT WHAT WHAT WELL. IF THAT IS TRUE THEN WHAT WERE THE EXCEPTIONS MADE FOR THIS COHORT OF EIGHT STUDENTS THAT ALLEGEDLY TRANSFERRED AND ARE ELIGIBLE TO PLAY?
I'M NOT I'M NOT GOING TO CONFIRM TO THAT PARTICULAR NUMBER I WILL I WILL I WILL GET THAT PARTICULAR NUMBER OF STUDENTS OR I I WILL TELL YOU THIS RIGHT. UM BECAUSE I KNOW COUNCILOR FINN FLYNN WANTED
ME TO COMMENT ON A PARTICULAR ISSUE AND SINCE YOU UM, ASKED THAT WE DID ANSWER A PARTICULAR QUESTION. UM. BUT DON'T TRY IT BECAUSE I'M TALKING ABOUT GENERALLY. I'M GETTING TO YOUR ANSWER. >> FOR IN BETWEEN LIKE I'M JUST TRYING TO UNDERSTAND.
I'M GOING TO ANSWER I GOTCHA. SO THE STUDENTS IN THE PARTICULAR SCHOOL THAT YOU MENTIONED ALL OF THAT FORM TWO HUNDREDS WERE CONFIRMED BY THE SENDING SCHOOL OKAY. >> SO THE SENDING SCHOOL.
FILLS OUT THE FORM 200. >> AND THEY ALLOWED. >> I MEAN THEY FEEL THAT THEY THEY THEY CERTIFIED A FORM 200 AND THEY ALLOWED IT. AND SO. THIS IS WHERE AT WHEN IT'S MY TURN TO ASK QUESTIONS I WOULD REALLY WANT TO UNDERSTAND THE
THOUGHT PROCESS ABOUT WHY SOME AND NOT OTHERS. THAT'S WHAT I'M GOING TO TRY TO GET CLEAR ON. SO I'M JUST GIVING YOU THE HEADS UP SO THAT WHEN IT'S MY TURN THAT'S WHAT I'M GOING TO BE DIVING AND I'M. WALKING WITH YOU. OKAY GREAT. >> THANK YOU. I'M A MOVE ON TO
COUNCILOR CULPEPPER. YOU HAVE THE FLOOR, COUNSELOR CULPEPER. THANK YOU. >> MADAM CHAIR. I WANTED TO TRY AND FOCUS. UH. >> TO GRACE ON ON. >> THE TIMELINE. UH, FROM THE BEGINNING. >> MR GRAYSON ISN'T HERE. I'M SORRY TO INTERRUPT ON COURT MCCARTHY. YES. OKAY.
OH, I'M. SORRY I SAID IT EARLIER. YOU DIDN'T SAY ANYTHING. >> I WANT TO I DIDN'T WANT TO INTERRUPT YOU. BUT HE'S BETTER. HE'S PROBABLY BETTER LOOKING AT ME. I'M OLD. CHIEF OF STUDENT SUPPORT, SO
LET'S FOCUS ON THE TIMELINE. FROM THE FIRST TIME THAT HE. MET WITH. HIS TEAM. I THINK HE SAID HE HAD TO MEET WITH HIS TEAM FIRST. WHEN DID HE MEET WITH HIS TEAM
TO DISCUSS THE TRANSFER? IF WE'RE TALKING. >> ABOUT. THIS SPECIFIC CASE, UH. I'M TALKING ABOUT THIS SPECIFIC CASES EXACTLY. SO WE'RE NOT GOING TO COMMENT ON OR ANSWER. QUESTIONS ABOUT SPECIFIC CASE. UM SO. BUT WHY ARE WE HERE.
TO TALK. ABOUT THE. PROCESSES THE PROCEDURES THAT WE HAVE I'M. TRYING TO GET TO THAT IF YOU LET ME GET TO THAT SURE DOCTOR PINA WITH THESE QUESTIONS BECAUSE I'M TRYING TO FIND OUT THE TIMELINE.
WHEN DID HE FIRST MEET WITH HIS TEAM TO DISCUSS THE TRANSFER? I'M LISTENING TO THE TESTIMONY. YOU SAID YOU'VE MET WITH HIS TEAM, SO IF YOU OPEN IT UP, AT LEAST LET ME FOLLOW UP ON WHEN
HE FIRST MET WITH THE TEAM. SO SO. HERE'S HERE'S WHAT I WAS OKAY UM COUNCILOR CULPEPER. I DESCRIBED THE PROCEDURES THAT ARE IN PLACE. WHERE THE IF THERE'S. A DISPUTE AROUND A. >> STUDENT TRANSFER OKAY THE SCHOOLS.
THE SO WE'RE NOT TALKING ABOUT THIS TOO. UM YEAH I'M I. >> DON'T HAVE MUCH TIME SO LET ME GET TO WHAT I'M TALKING ABOUT. SURE. SO WHEN A STUDENT. FIRST MEETS WITH HIS TEAM AND HE TELLS THEM THAT HE WANTS TO
TRANSFER. TO THE TIME THAT HE FILES THE FORM 200, HOW LONG TIME HAS ELAPSED? THE STUDENT MEETING WITH WHAT TEAM? WELL.
>> DIDN'T YOU SAY THAT TO TRANSFER START AT THE TEAM MEETING LEVEL? NO, I THINK YOU'RE REFERRING TO WHEN THEY WAS DISCUSSING THE IEP AN IEP OF A PARTICULAR STUDENT WHO WOULD ACTUALLY HAVE
TO MEET WITH THEIR TEAM IF THEY'RE IF THEY ARE TRYING TO FIGURE. >> OUT WHAT I WROTE THAT YOU SAID UM, THE TRANSFER STARTS AT THE TEAM MEETING LEVEL. THAT'S WHAT YOU SAID. IF IF IF. >> IF NOT LET ME FINISH SO I CAN'T ONE AT A TIME.
SO YOU SAID IS I'M TRYING TO GET A TIMELINE SO LET ME TRY IT BECAUSE I DON'T HAVE A LOT OF TIME. SO UH, A STUDENT NOT A STUDENT BECAUSE WE'RE NOT TALKING ABOUT THIS CASE ANYMORE SITS AND SAYS
TO HIS COACH OR THE TEAM PRINCIPAL OR THE SCHOOL PRINCIPAL I WANT TO TRANSFER, RIGHT. WHAT'S THE NEXT STEP? IF A STUDENT WANTS TO TRANSFER
SCHOOLS. A STUDENT AND. >> OR. THEIR FAMILY. IF THEY'RE A REGULAR. EDUCATION STUDENT WILL. GO TO THE WELCOME CENTER AND SUBMIT A TRANSFER REQUEST. IF THEY ARE STUDENT AN IEP AND THEY WANT TO.
TRANSFER SCHOOLS. THAT REQUEST. >> AND CONVERSATION SHOULD HAPPEN. >> AT THE TEAM MEETING, WHICH IS A TEAM OF FOLKS AT THE. SCHOOL THAT TALK ABOUT THE STUDENTS. EDUCATION, THE STUDENTS IEP. AND THE GOALS IN THE IEP AND THEY HAVE A DISCUSSION ABOUT WHETHER TRANSFER IS.
>> THE BEST. >> THING FOR THE STUDENT AND IF THAT TEAM DECIDES. THAT YES, IT'S A GOOD THING. FOR THE STUDENT TO DO, THEN THE FAMILY THEN PROCEEDS WITH AGAIN GOING TO THE WELCOME CENTER AND ASSUMING THE TRANSFER.
AND HOW LONG DOES THAT TAKE. AS QUICKLY AS THE FAMILIES GET TO THE WELCOME CENTER AS QUICKLY AS THE TEAM MEETS TO CONVENE AND HAVE THOSE CONVERSATIONS. AND FOR A REGULAR EDUCATED STUDENT. >> AS SOON AS THE. FAMILY OR. >> STUDENT GOES TO THE. WELCOME CENTER. >> AND SO IN THE FORM 200 IT
SAYS THE SUNDAY SCHOOL PRINCIPAL AND ATHLETIC DIRECTOR CERTIFY THE FOLLOWING BY INITIATING EACH OF THE DIFFERENT SECTIONS. THERE'S ONE SECTION THAT SAYS.
THAT TO OUR KNOWLEDGE RECRUITMENT WAS NOT INVOLVED. IF INVOLVED SUBMIT WRITTEN. PROVE WHAT WRITTEN PROOF IS, SUBMIT AND SUBMITTED AND HOW LONG IS THAT SUBMITTED FROM THE
TIME THAT THEY FILED THAT FORM 200 WHAT WRITTEN PROOF IS SUBMITTED TO PROVE THAT HE WAS RECRUITED ONE WAY OR ANOTHER? IT DEPENDS ON A IT GOES BY CASE BY CASE.
>> NO NO NO. WHAT WRITTEN PROOF IS SUBMITTED WHAT'S WHAT DO YOU NEED TO SEE? WELL LET ME BACK UP. HAVE YOU SEEN THE SUBMISSION? UH, SUPPORTING RECRUITMENT OR
NOT? HAVE YOU EVER SEEN ONE OF THOSE. IN I'VE I'VE SEEN ONE BEFORE WHEN I WAS ACTUALLY INVOLVED IN A SITUATION WHEN I WAS A COACH. YES, I'VE SEEN ONE BEFORE. >> AND SO THEY SUBMITTED THAT
ON A FORM 200 THEY CHECK OFF THAT THERE WAS. RECRUITMENT AM I CORRECT. THEY THEY INITIAL AND SPEAK AND WRITE THAT THAT THERE WAS
INDEED THERE WAS A PRESUMPTION OF UH OF RECRUITMENT ON THE WHICH TRIGGERS IT. >> DOESN'T SAY PRESUMPTION IT JUST SAYS I'M. >> I'M PARAPHRASING BECAUSE I DON'T HAVE DONE NO. READING IT TO YOU. I GOT TO FORM 200 RIGHT HERE. UM, WHAT IT SAYS TO OUR
KNOWLEDGE RECRUITMENT WAS NOT INVOLVED IF INVOLVED SUBMIT WRITTEN PROOF. ALSO I. DON'T WANT. MY QUESTION IS WHEN THEY SUBMIT THE WRITTEN PROOF WHO SUBMITS
IT AND WHAT DO THEY SUBMIT TO DEMONSTRATE THAT RECRUITMENT WAS INVOLVED. THE SCHOOL PRINCIPAL AND WITH THE SUPPORT OF THE SCHOOL BASED
ATHLETIC DIRECTOR OR COORDINATOR THEY PULLED TOGETHER UM THE UH AND WHETHER IT'S AN EMAIL OR DOCUMENTATION
OF THE ALLEGATIONS OF RECRUITMENT BUT WHEN THAT HAPPENS AND THE STUDENT. GETS IS CONFIRMED OR DENIED THROUGH UM THE ELIGIBILITY
PROCESS TO MEET THE THEY TYPICALLY DOES THEIR UM RECRUITING AND LET. >> ME JUST GET BACK REAL QUICK BECAUSE MY TIME IS UP IT SAYS THEY MUST SUBMIT WRITTEN PROOF . MY QUESTION IS WHAT IS THAT
WRITTEN PROOF THAT THEY MUST SUBMIT UM AND THE ONE CASE YOU WERE INVOLVED IN WHAT DID THAT WRITTEN PROOF CONSIST OF? I'M NOT TALKING ABOUT THAT CASE, SIR. OKAY.
I GOT, UH UH. >> SO CULPEPER. CAN YOU CAN YOU FINISH THE QUESTION? YES. >> AND THAT WILL BE THE LAST AND THEN WE HAVE TO MOVE ON TO COUNSELOR FITZGERALD. OH, YOU WERE A COACH AT THAT TIME WHEN.
OKAY, LET ME JUST I'M TRYING TO GET YOU TO TELL ME WHEN THE WRITTEN PROOF WAS SUBMITTED AND THAT'S WHAT'S REQUIRED BY THE PRINCIPAL AND THAT FLAG LETTER
DIRECTOR. WHAT IS A PROOF THE ELEMENT OR WHAT PROVE TO THEY NEED TO SHOW THAT RECRUITMENT WAS INVOLVED OR OCCURRED? WELL SOMETIMES AND I'M NOT
TALKING ABOUT A PARTICULAR CASE BUT IN PREVIOUS CASES UM THERE HAVE BEEN TIMES WHERE THEY SHOW COMMUNICATION BETWEEN UM ON THE
UH RECEIVING SCHOOLS UM COACH SOMETIMES THEY SHOWED UH PROVIDE DOCUMENTATION THAT THERE WAS SOME COERCION UM FROM THE EITHER THE SCHOOL UH OR THE
COACH OR SOMETIMES THEY'RE UM THERE IS SOME SORT OF UM COMPLAINTS THAT ARE FILED. UM WE'VE EVEN HAD COMPLAINTS IN THE PAST AND THIS IS WHEN I WAS
COACHING WHERE UM STUDENTS WILL TRANSFER AND THE PARENTS WILL JUST WRITE A LETTER LIKE I DIDN'T REALLY AUTHORIZED THIS SO THERE'S SO MANY THINGS. UM, BUT IT'S NOT ANY ONE
PARTICULAR THING THAT THAT DETERMINES THAT. UM, BUT LIKE I SAID, IT TRIGGERS AND IT TRIGGERS AN INVESTIGATION ON THE MY LEVEL. ALL RIGHT. THANK YOU. COUNSELOR CULPEPPER AND I'LL YOU CAN WE PLAY THE TAPE?
YOU COULD SEE THAT I LET YOU GO LONGER THAN WHAT I WOULD NORMALLY LET ANYONE GO HERE JUST TO JUST JUST FOR THE RECORD, WE WILL. UM. >> AND AND YOU CAN COME BACK. UM, BUT I WANT.
TO AND I'M GOING TO GO NEXT TO COUNSELOR FITZGERALD. BUT I WANT TO NOTE FOR THE RECORD THAT THIS PARTICULAR CASE IS NOT IN LITIGATION. IT IS NOT IT'S UNDER INVESTIGATION AND THE
INVESTIGATION IS BEING LED BY SO TECHNICALLY IF WE REALLY WANT TO DIVE INTO THE NUTS AND BOLTS AND GET CLEAR ABOUT HOW WE ENDED UP HERE, THEN NOTHING
PROHIBITS YOU ALL FROM PARTICIPATING ACTIVELY IN THIS EXERCISE. SO I JUST WANT TO NOTE FOR THE RECORD, UM, THAT THAT IS UNLESS
YOU ALL ARE BEING SUED AND THERE'S AN OPEN CASE THEN WE'RE NOT UNDER THOSE CIRCUMSTANCES. SO THEREFORE IF PEOPLE ASK YOU SPECIFIC QUESTIONS REGARDING THIS PARTICULAR SITUATION THEN
I AM GOING TO ALLOW FOR IT BECAUSE I JUST GOT CLEAR. WITH ALL DUE RESPECT UM. UM THE STUDENT. UH AND STATEMENT SAID YOU HEARD TODAY WAS FROM THE ATTORNEY REPRESENTING THE FAMILY. SO I JUST WANT TO NOTE THAT.
FOR THE RECORD. SO WITH THAT BEING SAID AGAIN WE'RE GOING TO RESPECT. >> THE DECLINED ALL. QUESTIONS REGARDING SPECIFIC CASE. OKAY SO I'M. CONFUSED HERE. CAN I JUST. COMMENT QUICKLY ON THAT STATEMENT?
SURE. >> THIS FAMILY HAS MADE IT CLEAR THAT BP HAS FAILED THEM AND WHEN ANY STUDENT PARENT REACHES OUT FOR SUPPORT I'VE
BEEN TOLD AS A COUNSELOR I HAVEN'T BEEN ABLE TO ADVOCATE FOR STUDENTS. SO IF IT'S AN ATTORNEY, A FRIEND, AN INTERPRETER SHE'S NOT HERE IN A CAPACITY THAT
WE'RE SUING THE CITY. SHE'S HERE IN A CAPACITY TO UPLIFT THE VOICE OF A RESIDENT THAT SHOULD ALWAYS BE. ALLOWED HERE IN THE CHAMBER. THANK YOU. UH, COUNCILOR MURPHY FOR THAT
CLARIFICATION BECAUSE I THINK THAT SOMETIMES WHEN WE'RE NAVIGATING THESE SYSTEMS PEOPLE GET CONFUSED. AND SO FOR THE RECORD, THE ATTORNEY IS NOT HERE BECAUSE THEY'RE SUING BP.
THEY'RE HERE IN THEIR OFFICIAL SUPPORTING ROLE. COULD I FLAHERTY PLEASE. SO YES, UH THE INDIVIDUAL THAT WE'RE TALKING ABOUT PROVIDED A
STATEMENT ON BEHALF OF THE FAMILY. SO IT WAS JUST TO PROVIDE A STATEMENT IT WAS UNDER TWO MINUTES. UH, I THINK THAT UM IF FOLKS CAN ANSWER WITHIN REASON
BECAUSE WE ALL ARE HERE WITHIN THE CONTEXT OF THIS ONE CASE TO TALK ABOUT, UH, THE POLICIES AND PROCEDURES OF OF WHAT WENT DOWN AND WHAT HAPPENED AND OF COURSE ALWAYS FORWARD THINKING AND THANK YOU TO
COUNCILOR AGAIN CHAIR, FOR SAYING THAT OF HOW WE CAN BE BETTER MOVING FORWARD. SO WE ARE HERE TO BE SOLUTIONS ORIENTED AND THAT'S CERTAINLY UH MY INTENTION WHEN I WAS PUT IN THIS WORK. SO SO I'M NOT A.
JUDGE, I AM. >> NOT A JUDGE AND I AM NOT TRYING TO BE HERE ACTING LIKE ONE. SO WE'RE HERE TO FIGURE OUT WHAT WE CAN DO DIFFERENTLY MOVING FORWARD BECAUSE WHAT WE DON'T WANT TO DO IS CONTINUE TO REPEAT.
>> THAT. WHILE I UNDERSTAND THAT COME ON MEJIA I'M NOT IN MY ROLE AS THE CHIEF OF STUDENT SUPPORT. I WILL NOT TALK. ABOUT KIDS IN STUDENTS. AT ALL.
UNLESS UM LIKE I. >> JUST. I'M NOT COMFORTABLE TALKING ABOUT STUDENTS IN A WAY WHERE FOLKS ARE UM DEBATING. UM THOSE ARE THINGS THAT COULD BE VISIBLE THAT COULD HURT
THEM. WE ALREADY DISCUSSED A PARTICULAR CASE WHERE THE SOCIAL EMOTIONAL WELL-BEING OF THIS OF THIS YOUNG PERSON IF WE'RE TALKING ABOUT PROTECTING THE INTEGRITY OF OF STUDENTS
AND HAVING THAT CONVERSATION, I DON'T THINK THAT I DON'T THINK WE'RE DOING THIS UH I THINK WE'RE DOING A DISSERVICE TO TO THE FAMILY AND AND THE STUDENT IF WE ARE GOING TO TALK ABOUT THEIR PERSONAL UM THEIR THEIR
PERSONAL SITUATION. THANK YOU. AND I WOULD JUST ADD. THAT, UM, I. ADMIRE AND RESPECT. UM, THE. FORM THAT YOU GUYS HAVE PUT FORWARD TODAY TO TALK ABOUT OUR PROCEDURES AND OUR PRACTICES
AND WORK WITH US TO IMPROVE THEM. I'M ALSO VERY SENSITIVE TO THE FACT THAT THERE WERE SOME BAD EXPERIENCES. THAT WERE. EXPERIENCED BY THIS FAMILY. AND I WILL ACKNOWLEDGE THAT THINGS COULD HAVE BEEN BETTER
LIKE WITH. COMMUNICATION WITH INTERPRETATION. >> I ACKNOWLEDGE. >> THAT. UNFORESEEN NO ONE WAS AVAILABLE THE. DAY THAT UM YOU KNOW, THEY MAY HAVE CAME TO BOWLING OR THEY CAME TO BOWL AND NO ONE WAS ABLE TO SPEAK TO THEM. BUT I JUST WANT TO REITERATE.
OUR GOAL WITH ALL. >> OF. OUR DEPARTMENTS IN BOTH PUBLIC SCHOOLS IS TO SERVE IS IN SERVICE OF FAMILIES. UM AND TO. >> THE EXTENT. WE CAN. >> GET BETTER WE. APPRECIATE YOUR PARTICIPATION THAT WE WILL DO THAT FOR WHAT WE'RE NOT GOING TO. DO IS PUT THIS ON PUBLIC
DISPLAY UNTIL THE MATTER'S FULLY RESOLVED. AND WANT TO GIVE THE FAMILIES. THAT RESPECT TO. MAKE SURE I SPEAK WITH THEM. FIRST ABOUT ANY OUTCOMES OR OR . FEEDBACK THAT OCCURRED FROM.
THE INVESTIGATION THAT WE'RE. DOING ON BEHALF OF OF OF OF OF. >> THE STUDENTS. SO WITH. THAT I'M GOING TO AGAIN RESPECT TO THE DECLINING QUESTIONS THAT THAT UM ARE RELATED TO. THAT PARTICULAR CASE. YEAH. >> THANK YOU FOR THAT DOCTOR SABINA.
AND I KNOW THAT COUNSELOR FITZGERALD HAS BEEN WAITING PATIENTLY SO I AM GOING TO TURN THE MIC OVER TO COUNSELOR FITZGERALD. YOU HAVE THE FLOOR. THANK YOU. >> YOU SHOULD HAVE A MINUTE. THANK YOU GUYS, UH, I'LL START
BY SAYING I HAD TO GO IN FRONT OF THE MEDIA BACK IN HIGH SCHOOL. >> FOR AN EXTRA YEAR. >> OF ELIGIBILITY. UM. >> UNFORTUNATELY THEY. >> TOOK ONE LOOK AT ME AND SAID, YEAH, YOU CAN HAVE IT. YOU'RE NOT GOING TO MAKE MUCH OF AN IMPACT ON THE BASKETBALL COURT. SO UM THEY ALLOWED FOR THAT SO HARSH LOOKING BACK ON IT BUT I
DID GET THAT EXTRA YEAR. UM, NOT TALKING ABOUT THE SPECIFIC CASE OBVIOUSLY MAKE SOME OF THE QUESTIONS. >> GENERAL BUT I DO APPRECIATE. >> THAT SENTIMENT AND I WILL TRY TO ABIDE BY THAT. UM. WHY WOULD A. >> SENDING SCHOOL NOT. SIGN A FORM OF A TRANSFER?
WHAT ARE THE REASONS THAT A SENDING. SCHOOL WOULD NOT SIGN THEY FORM TO TRANSFER. SO BASED ON THE FORM 200 UM IF A STUDENT IS ACADEMICALLY
INELIGIBLE THAT'S ONE UM NUMBER TWO IF THERE'S BEEN UM REPORTED SUBSTANCE ABUSE ISSUE UM AND NUMBER THREE IF THERE ARE UM
THERE IS SUSPICION OR POTENTIAL ALLEGATIONS THAT THE STUDENT WAS RECRUITED TO TRANSFER BASED ON ATHLETIC. PURPOSES FOR ATHLETIC REASONS. AND U10 THOSE ARE THE THREE MAIN REASONS. THOSE ARE THE THREE. YEAH. GOTCHA. UM.
>> MR MCCARTHY, EARLIER YOU SAID. >> THAT THERE'S. >> A SPECIFIC CRITERIA. OF AM I A. UH THAT THE BURDEN OF. PROOF MUST MEET. UM WHAT. >> IS THAT BY SPECIFIC CRITERIA JUST BECAUSE I DON'T KNOW THE CRITERIA ITSELF. >> IN TERMS OF THE IN WHAT
CONTEXT? UM. >> I'M TRYING THIS ONE. UH, WELL, I'M TRYING TO THINK OF. >> HOW. TO TO. PHRASE THIS. UM, WE WERE TALKING ABOUT A THE BURDEN OF PROOF THAT MUST BE MET. FOR NOT I DON'T THINK IT.
>> WAS ON THE HARDSHIP BECAUSE THAT'S MY NEXT. QUESTION BUT IN THAT A. SPECIFIC CRITERIA OF. >> AM I A. UM STANDARDS FOR THE BURDEN OF PROOF MUST BE MET.
UM WAS IT WITH NO BUT IT WASN'T FOR RECRUITMENT. UM I JUST SEE THAT YOU WOULD. REFER TO IT AND SO I JUST DIDN'T KNOW IF THERE WAS A MORE. IF YOU HAD THE SPECIFICS OF THAT ACTUAL. OH I THINK THAT IS TO DETERMINE
ELIGIBILITY AFTER TRANSFER. OKAY. >> UH, SO I I'M TRYING TO KNOW I WORK MY BRAIN A LITTLE BIT BUT I THINK THAT IS TO DETERMINE ELIGIBILITY AFTER TRANSFER. AND THE SPECIFIC CRITERIA. FOR DETERMINING ELIGIBILITY
AFTER. TRAINING IF UH IF FOR INSTANCE IF THERE IS UH UM IF THIS IS ESPECIALLY AFTER A FORM 200 HAS
NOT BEEN APPROVED BY CERTIFIED BY A SENDING SCHOOL SO WE WE TRY TO FIND UM EITHER AN
EXTENUATING CIRCUMSTANCE OR UM OR TRY TO, YOU KNOW, WORK THROUGH ANY CHANNELS WE CAN TO MAKE SURE THE STUDENT PLACE UM
BUT WHEN WHEN YOU HAVE IF YOU'RE AN ATHLETIC DEPARTMENT WHICH WE ARE WE OPERATE WITH NEUTRALITY. RIGHT. WE HAVE TO UM AND WE ARE BOUND TO A PARTICULAR POLICY. UM. IT'S IT.
PRESENTS ITSELF TO BE DIFFICULT AND YOU HAVE TO RELY ON THE AND WE'RE IN A TIZZY AND WE HAVE TO RELY ON OUR ON OUR SCHOOLS TO SORT OF UPHOLD THAT INTEGRITY ESPECIALLY WHEN THEY'RE MAKING
UM AN ACCUSATION OF SUCH. >> OKAY. THANK YOU. UM. AND ENFORCING HARDSHIPS UH UH. TRYING TO TRYING TO NOT BE CASE
SPECIFIC GUYS I APOLOGIZE. >> BUT. YOU SAY YOU CAN USE A AND B TO SAY A STUDENT A STUDENT. WELL WHAT. ARE SOME OF THE. HARDSHIPS THAT CAN MEET THE STANDARDS OF M DAILY OR. OTHERWISE WHEN UH.
THAT YOU WOULD REFERENCE. >> WHEN A STUDENT CAN APPLY AND DURING CERTAIN HARDSHIPS. THEY'RE ALLOWED TO THE ELIGIBILITY YOU ARE ALLOWED TO. TRANSFER UH WHAT ARE SOME OF THOSE OTHER HARDSHIPS YOU MAY HAVE ANSWERED THIS A LITTLE BIT EARLIER BUT.
UM A DOC WELL SOMETIMES IT'S LIKE A DOCUMENTED UM IN CASES IN THE PAST NOT TALKING ABOUT A SPECIFIC CASE. UM, THERE IT'S BEEN LIKE UH,
FOLKS WHO HAVE HAD A TRAUMA TRAUMATIC UM INCIDENT THAT INFLUENCED THEIR UM THEIR ABILITY TO PERFORM IN SCHOOL OR
HAVING UH, INCIDENT AT THAT PARTICULAR SCHOOL THAT PROMPTED A SAFETY TRANSFER. UM, THAT THAT SUPPORTS IT. UM. IS THERE ACADEMIC HARDSHIPS? >> IS THAT ONE OF THE HARDSHIPS
THAT WOULD BE. FALL UNDER THE CATEGORY? NO. >> ALL RIGHT. >> SO IF AN. ACADEMIC HARDSHIP. DOES NOT FALL UNDER THE CATEGORY OF UH STANDARD THAT HAD TO BE MET BY THE UM I.
KNOW BECAUSE THE ACADEMICS IS THE ACADEMICS COME INTO PLAY IN THE FORM 200 IF THE UH IF WE'RE TALKING ABOUT ELIGIBILITY IF THE STUDENT WAS ELIGIBLE UPON THE TIME OF THE TRANSFER OR
ACADEMICALLY SO IF THEY WERE ACADEMICALLY INELIGIBLE THEY WILL CHECK THAT CHECK OFF THAT THEY'RE NOT AND UM AND THAT WOULD DECERTIFY THE FORM 200. GOTCHA. >> AND COULD. YOU JUST BRIEFLY.
KIND OF MAYBE IN A CONDENSED VERSION BUT THE TIMETABLE FOR THE PROCESS. OF SORT OF WHAT ARE. THE THE STEPS IN. THE PROCESS. FOR APPLYING. >> AND. IF ONE 200. YOU FILL OUT. >> THE. FORM 200 UH, YOU KNOW, FIRST IT
GOES. TO BE. CERTIFIED OR. NOT THERE'S THERE IT GOES. IN FOR JUST WHAT THE STUDENT HAS TO DO. UH AND WHAT ARE THE DEADLINES? THAT'S WHY I GUESS I'M LOOKING FOR THE DEADLINES ALONG THIS.
TIMING PART OF. THE PROCESS. TYPICALLY IF YOU KNOW IF IF YOU KNOW A STUDENT IF THIS IF THIS POTENTIALLY UH STUDENT NEEDS
OF IT VARIES BUT IF YOU KNOW A STUDENT NEEDS A FORM 200 TYPICALLY THE RECEIVING SCHOOL ENGAGES WITH UH SENDING SCHOOL. SOMETIMES THEY MEET BEFOREHAND TO SEE HEY, ESPECIALLY IF THEY KNOW THERE'S ANY POTENTIAL
CONFLICT. UM, AND THEN IF IT'S NOT RESOLVED THEY STILL SEND IT OVER AND TO RECEIVE UH THE SENDING SCHOOL SAYS HEY, I WANT TO CERTIFY OR DECERTIFY UH,
BASED ON THOSE THREE THINGS THAT WE DISCUSSED UM, THEY THE WANTS IT IS DENIED TO SCHOOL. THE RECEIVING SCHOOL MOVES FORWARD AND, UM, LET'S THE
ATHLETIC DEPARTMENT KNOW HEY, WE'RE GOING TO SEND A CITY MI MY DOUBLE-A UM THE ATHLETIC DEPARTMENT TYPICALLY SAYS HEY, LET'S REVIEW THIS SO WE COULD GET IT TO THE AM I PACKAGED WELL SO THAT YOU KNOW,
HOPEFULLY THE STUDENT COULD PLAY UM THE THE ONCE IT GETS TO THE MI, THEY GIVE YOU A HEARING DATE AND A HEARING DATE. UM AND THEY GET THAT HEARING DATE AND THEN THEY GO BEFORE IT MY WITH US WITH THE STUDENT
SOMETIMES PEOPLE BRING LAWYERS SOMETIMES UH A LOT OF TIMES PEOPLE BRING PARENTS AND THEY GO THROUGH A FULL TESTIMONY JUST SIMILAR TO A FORMAT LIKE THIS. I GUESS I'LL ASK IS THERE ANY POINT. THAT THERE IS A DEADLINE. >> FOR THE STUDENT IN THE PROCESS THAT YOU PUT UH, PUT.
FORTH THAT THEY HAVE TO GET SOMETHING IN BY. OR BECAUSE THERE'S A COMING OUT THERE'S WORD THE. SCHOOLS THAT YOU. >> JUST SAID IT'S GOING BACK AND FORTH BETWEEN THE. SCHOOLS AND THEN TO THE MIDWAY. BUT IS THERE ANYTHING. >> THAT THE STUDENT'S ROLE. >> IN THAT TIMELINE IS THERE ANY DEADLINES FOR THE.
STUDENT NOT FOR THE STUDENT BUT THE DEADLINE FOR THE TO SUBMIT THE FORM 200 AND GET IT TO THE APPEALS LEVEL IS TYPICALLY LIKE ONE WEEK INTO THE SEASON. OKAY THANK YOU. THANK YOU JIM.
THANK YOU. UM AND I'M GOING TO GO NEXT TO MY FIVE MINUTES. AND I. THINK IS GOING TO HELP ME GET THIS RIGHT. OKAY HERE WE GO.
ALL RIGHT. SO CAN YOU PLEASE A THINK. FOR THE RECORD I'M GOING TO ASK A FEW YES OR NO QUESTIONS. IS THAT OKAY. I'M FINE. >> IT DEPENDS. ON THE QUESTION.
NO UM IN IN YOUR ACTUALLY YOU KNOW WHAT? I'M NOT GOING TO DO THAT. YEAH. HOW MANY STUDENTS AND I'M GOING. TO TALK. >> TO DOCTOR THE PIANO BECAUSE YOU'VE BEEN WORKING WITH A LOT LONGER AND YOU'VE SEEN A LOT
MORE UM I'M CURIOUS IN YOUR TIME. UH. >> WORKING AT CPS. HOW MANY SITUATIONS TO WHERE YOU HAVE SEEN STUDENTS WHO HAVE NOT BEEN ALLOWED TO PLAY AFTER
THEY'VE TRANSFERRED. HOW MANY? A GREAT DEAL. UM, WELL, LET ME LET ME QUANTIFY THAT A LITTLE BIT. I WOULD SAY UM.
ABOUT JEEZ. MAYBE LIKE. 15 OR SO CASES. 15 AND HOW LONG HAVE YOU BEEN WORKING FOR? WELL THAT'S AN APPROXIMATE ESTIMATE BUT THERE HAVE. >> BEEN. SOME I'LL JUST SAY THERE HAVE BEEN SOME. WITHOUT QUOTING A SPECIFIC NUMBER. SO UNDER 20.
WELL NO. >> UM. WHAT I'M SAYING IS THERE HAVE. BEEN SOME BUT BUT BECAUSE YOU'RE CALLING ME UM AND MY CAREER SPANS ABOUT 30 YEARS OKAY. I DON'T. >> WANT TO MULTIPLY MOVING. NUMBERS AND THE LAST 30. YEARS YOU FEEL SAFE AND
COMFORTABLE SAYING POTENTIALLY . NO, I DON'T FEEL COMFORTABLE. >> WHAT I'M SAYING IS THERE'S A LOT THERE'S A BIG NUMBER BUT I DON'T KNOW EXACTLY WHAT NUMBER. >> BUT I'D LIKE TO. KNOW THAT NUMBER. I CAN'T REMEMBER. EVERY CASE. >> UH, SO. YOU HAVE PEOPLE WHO HAVE WHO WHO.
TO GO BACK 30 YEARS CONSTANTLY . PEOPLE? >> NO ONE. SO THERE'S NO HISTORICAL ARCHIVES AROUND THE NUMBER OF. TIMES THAT THIS HAS HAPPENED? NOT TO. >> MY KNOWLEDGE, NO. BUT THERE HAVE BEEN SOME CASES WHERE STUDENTS HAVE NOT BEEN ABLE. TO PLAY. OKAY. >> SO THAT'S WHAT I'D LIKE. TO GET INTO LIKE THAT'S.
>> WHAT I. I'M TRYING. TO UNDERSTAND THE GRAVITY OF THIS PROBLEM. LIKE HOW WIDESPREAD IT. IS AND HOW OFTEN DO WE. SEE IT. >> AND SO BECAUSE YOU HAVE 30 YEARS.
IN YOU'RE IN AND IF YOU'RE ONLY THINKING MAYBE. 15 TO. >> 20 IN THE LAST 30 YEARS. THIS IS NOT SOMETHING THAT USUALLY OCCURS. IT HAPPENS UM. AND IT HAPPENS. UM UNFORTUNATELY AND WE DO HAVE
TO. LIKE NAVIGATE THE. TRAUMATIC EFFECTS OF JUST OUR STUDENTS BUT IT DOES. OCCUR OKAY GREAT. >> THANK YOU. THANK YOU FOR THAT FLAHERTY. NOW I'M. CURIOUS CAN YOU. TALK TO US A LITTLE. BIT ABOUT YOUR RELATIONSHIP
WITH THE UM I A. A WHAT'S THE RELATIONSHIP LIKE . BETWEEN DPS. AND THE MASSACHUSETTS AND TO GO GALACTIC ATHLETIC ASSOCIATION. TALK TO ME ABOUT YOUR.
RELATIONSHIP WITH THIS ENTITY. OUR DEPARTMENT OR JUST BP. DEPARTMENT. >> WHICHEVER WAY. >> YOU FEEL. >> SO, UM, THANK YOU FOR THAT QUESTION. UM, OUR RELEASE WE HAVE A WE
ARE VIEWED AS A STRONG A STRONG PARTNER WITH THE MI UM WE MEET WITH THEM UM, OFTEN. WHEN WHEN YOU SAY OFTEN I'D. LIKE TO. >> KNOW HOW MUCH. MONTHLY A MONTH. OKAY. >> AND IN THOSE MEETINGS.
RIGHT. >> CAN YOU WALK ME. THROUGH THE TYPE OF DISCUSSIONS. THAT YOU. HAVE IN THOSE MEETINGS? WE TALK ABOUT COMPLIANCE.
UM, UM WE TALK ABOUT UM OUR UM MEMBERSHIP MEETING AND WE TALK ABOUT CO-OPS. HOW MANY HOW MANY OPPORTUNITIES WE COULD PROVIDE YOUNG PEOPLE
UH, WE TALK ABOUT UM, YOU KNOW, TO TOOLS DEFINITELY FACILITIES . UM, WE TALK ABOUT DAYTONA. WE'RE ALWAYS HUNTING TO ADD MORE SPORTS. UM, AFFORDABILITY OF LIKE TEAMS
AND THOSE PIECES AND HOW WE COULD PIVOT TO REALLY MAKE SURE WE GET AS MANY KIDS AS POSSIBLE. IS IT. >> FAIR TO SAY. THAT YOU. HAVE A GOOD RELATIONSHIP? I WOULD SAY A STRONG RELATIONSHIP, YES.
AND WOULD YOU THEN. SO THEY VALUE. >> YOUR OPINION? I HOPE SO, YEAH. >> ALL RIGHT SO THEN THEN I'M NOT. GOING TO MAKE ASSUMPTIONS OR YEAH BUT JUST HELP
ME UNDERSTAND IF YOU HAVE ANY INFLUENCE OVER DECISIONS THAT THEY POTENTIALLY. >> WOULD MAKE. NO NO NO ALL RIGHT. EVEN THOUGH. >> THEY VALUE YOUR OPINION. YEAH YOU'RE TALKING ABOUT TWO I THINK THIS IS TWO THAT'S TWO DIFFERENT THINGS I THINK THEY
HAVE THEY HAVE BOARDS AND BODIES THAT MAKE DECISIONS OKAY WHICH IS NOT INFLUENCE WHEN WE'RE MEETING WITH THEIR EXECUTIVE TEAM WE'RE THE LARGEST. DISTRICT THAT THEY HAVE UM AND
WE WANT TO WE HAVE BEEN FOR THE PAST 3 OR 4 YEARS WE'VE BEEN REDESIGNING OUR DEPARTMENT EVEN CHANGED THE NAME TO MAKE SURE THAT COMPLIANT WE'RE WE'RE COMPLIANT AND AND. >> WE'RE ROLLING BACK.
>> TIME IS GOING TO GO UP AND UH, YOU KNOW, I HAVE TO. >> HOLD MYSELF TO A STANDARD TOO. SO CAN YOU JUST DESCRIBE SECONDS? CAN YOU JUST DESCRIBE THE APPEALS PROCESS AVAILABLE TO STUDENTS INCLUDING TIMELINES.
EVIDENCE THAT YOU, UH. FILE INTO THE. RECORD. >> YOU KNOW, UM, AND WHETHER STUDENTS. >> ARE. GUARANTEED AN OPPORTUNITY TO. >> BE MEANINGFULLY HEARD. SO DURING THE APPEALS PROCESS, UM, THE APPEAL IS INITIATED BY THE SCHOOL THE THE RECEIVING
SCHOOL. UM, ONCE THEY MAKE THE APPEAL THEY MIGHT GIVE THEM A HEARING DATE. THEY ARE THEN ALLOWED TO GO TO THE HEARING DATE WITH A WITH
REPRESENTATION. THEY'RE ALSO ALLOWED TO GO UM WITH THE FAMILY WITH THEIR FAMILY UH THEY THEY SORT OF LIKE HAS THIS FORMAT WHERE THEY MIGHT ASK QUESTIONS. THEY HAVE THEIR OWN BOARD THAT DO THAT.
WE DO NOT HAVE ANY INVOLVEMENT OTHER THAN GOING TO SUPPORT. >> THE STUDENTS. THANK YOU. >> BECAUSE MY TIME AND MY TIME IS UP I WANT TO BE. RESPECTFUL AND. I'M GOING TO UH. GO TO A SECOND ROUND OF QUESTIONS. AND I DO WANT TO NOTE.
>> THAT. WE HAVE SOME YOUNG PEOPLE WHO DID SIGN UP FOR PUBLIC TESTIMONY AND UH, WANT TO ASK THE LEAD SPONSOR IF YOU WANT US TO TAKE SOME TESTIMONY NOW DO YOU WANT TO GO TO. >> A SECOND ROUND. >> OF QUESTIONS? OKAY.
>> ALL RIGHT. >> SO I WOULD LOVE TO HEAR THE YOUNG PEOPLE I HAVE TO HAVE A HARD STOP AT FOUR I HAVE. >> A. NEWBORN OKAY. SO OKAY SO HERE'S. WHAT AN. SORRY I'M. >> I'M SORRY TO CALL. YOU OUT SO BECAUSE I KNOW YOU MY. YOU'RE MY CONNECTION TO BPA SO.
>> I'M CALLING YOU OUT RIGHT NOW. AND WE NEED. TO STOP DOING. THIS HARD. STOP SITUATION BECAUSE IT REALLY MESSES UP THE FLOW OF OUR ABILITY TO DO. >> OUR JOBS.
I'LL BE HERE FOR THE DURATION. YOU KNOW, I'M NOT SAYING THAT HE WOULD IT BE HERE I HAVE A I HAVE A THREE WEEK OLD. YES. >> OKAY. >> WELL THEN YOU KNOW WHAT THAT . I I'M A I'M A MOM. AND IF YOU GIVE ME A IF YOU
GIVE ME FIVE MINUTES I COULD MAKE IT 5:00 IF Y'ALL NEED IF Y'ALL NEED ME TODAY OKAY. THERE WE ARE. >> YOU PULLED THE. KID CARD OKAY. WELL. >> WOULD I WOULD I WANT TO LET THE STUDENT LET. >> THE STUDENTS GET AROUND THE QUESTIONS BECAUSE MY COLLEAGUES
HAVE QUESTIONS AND I WANT TO BE RESPECTFUL OF YOUR TIME AND WE WANT TO MAKE SURE THAT WE. RESPECTFULLY I WOULD LIKE THE STUDENTS TO GO AS WELL IF THEY COULD GO. WELL YOU. >> CAN HAVE IT BOTH WAYS. YOU CAN'T HAVE THE KIDS THE YOUNG PEOPLE GO AND THEN ALSO LEAVE AT 430 LIKE. >> I JUST I JUST ASKED TO GET
SOME TIME TO MAKE THEM MAKE IT A GOAL. >> I'LL GIVE YOU SOME TIME. FIVE MINUTES. >> ALL RIGHT. YOUNG PEOPLE. TALK THEN YOU CAN. COME BACK. >> AND STAY UNTIL FIVE. >> OKAY. CAN I TEXT WHAT I. OKAY SO I'M GOING TO GO TO. >> PUBLIC TESTIMONY. ALL RIGHT SO YOU ALREADY.
WE HAVE JAMAL. KIRMANI ALL RIGHT. OH THANK YOU EDWARD YOU. EACH HAVE TWO MINUTES WHICH WILL GIVE.
UM OUR CHIEF OF STUDENT SUPPORTS ENOUGH TIME TO GET THE APPROVAL TO STAY A LITTLE BIT LONGER. ALL RIGHT. JAMAL. >> YOU HAVE TWO MINUTES. UM, WELL, THE ONLY.
CASE THAT I HAVE HEARD INSIDE OF THE CITY WHERE SOMEBODY WAS ELIGIBLE WAS IT ONLY HAPPENED ONCE THIS SCHOOL YEAR. AND IT. WAS ONE KID THAT'S EXTREMELY, EXTREMELY GREAT.
AND HE LOVES PLAYING WITH HIS TEAM WHEN IT COMES TO PRACTICES HE'S ALL HE'S ALWAYS HAPPY HAS A SMILE ON HIS FACE EVERY DAY HE'S READY YOU KNOW TO BRING
EVERYBODY ELSE UP AND OFFER WHAT I HEARD HE CAME AND THEN JUST GOT BETTER EDUCATION AND EDUCATION WISE. AND ALSO I HAVE SOME FRIENDS THAT CHESS WITH THE SCHOOLS AND
GOT UM THE. ULTIMATE ELIGIBILITY STILL ALLOWED TO LIKE PLAY AT A DIFFERENT SCHOOL EVEN THOUGH YOU KNOW AND THERE ARE CASES IT
WOULD SEEM LIKE IT'S A LOT MORE RECRUITMENT THAN WHEN HE WAS HERE GUYS. THEY HAD CONNECTIONS TO THE COACHES THAT WENT TO THE OTHER SCHOOL AND I DON'T I FEEL LIKE
THERE WAS NO CONNECTION BETWEEN THE PLAYER THAT CAME TO MY SCHOOL WITH BETWEEN HIM AND OUR COACH AND ALL HE WANTED TO DO WAS PLAY BASKETBALL, ESPECIALLY GIVEN THE FACT THAT IT WAS A
SENIOR YEAR AND YOU CAN'T GET A KID'S SENIOR YEAR BACK. IT'S IT'S ONE YEAR. AND IF. I FEEL I FEEL I FEEL FOR HIM DEEPLY YOU KNOW BECAUSE THERE'S
NOT THERE'S NOT A WAY FOR YOU TO PUT YOURSELF INTO THAT SITUATION AND IT'S JUST IN MY EYES EXTREMELY UNFAIR BECAUSE IF OTHER KIDS ARE ALLOWED TO PLAY AFTER TRANSFERRING, I
THINK EVERY KID SHOULD BE ALLOWED TO PLAY AFTER TRANSFER ESPECIALLY GIVEN THE FACT THAT A LOT OF IT IS GRUDGES AND BIAS LIKE DUE TO ANOTHER SCHOOL
COACH NOT LIKE IN THE SCHOOL BECAUSE OUR SCHOOL IS JUST EXTREMELY GOOD AND HAS ALWAYS BEEN IN THE SCHOOL SO OF COURSE THEY ALL FEEL SOME TYPE OF WAY THAT ONE OF THEIR PLAYERS IS LEAVING AND JUST DON'T LIKE THE
WAY THAT THEY'RE GOING TO THE SPECIFIC SCHOOL. BUT IT COULD ALSO NOT ONLY BE FOR UM ATHLETICS AND ALSO BE FOR ACADEMICS.
THAT'S ALL I HAVE TO SAY. THANK YOU. THANK YOU JAMAL AND YOU TWO MINUTES GOOD JOB. ALL RIGHT UP NEXT.
UM, FIRST FOREMOST I WANT TO SAY I APPRECIATE. AMIR A LOT. UM, HE'S A STRONG KID. I FEEL EVERYONE'S ESPECIALLY TO BE OLD. JUST LIKE ANY ORGANIZATION,
THEY WANT TO DO IT FOR THE KIDS AND I FEEL LIKE, UM, ULTIMATELY THEY FAILED HIM AND THEY FAILED, UM, KIDS IN THE PAST BECAUSE IT'S NOT THE ONLY SITUATION WHERE, UH IT'S UNFORTUNATE HOW IT DIDN'T GET
SIGNED AND UM, I FEEL I JUST UM THEY ACT THEY HAVE NO, UM, DIDN'T HAVE NO MEETINGS WITH HIM. THEY DIDN'T GO CHECK UP ON HIM LIKE BASKETBALL FOR ME IS AN OUTLET FOR ME.
LIKE THAT'S WHY I RELEASED MY STRESS AND, UM, I FEEL LIKE TAKING IT AWAY FROM IS IT'S JUST UNFAIR. LIKE WE WANT TO STOP THE VIOLENCE IN BASKETBALL. LIKE HOW DO YOU KNOW THAT HE COULD HAVE WENT TO THE STREETS
LIKE AND I KNOW A LOT OF PEOPLE ON THE BOARD GREW UP IN BOSTON AND KNOW HOW EASY IT IS TO JUMP INTO THE STREETS LIKE WHAT IF HE GOT INTO THE STREETS? THAT'S ANOTHER LOST KID TO THE. STREETS AND IT WOULD HAVE BEEN
THE ADULTS FAULT BECAUSE THEY'RE FAULTING HIM FOR SOMETHING HE DID NOT DO IT. ALL HE WANTED TO DO WAS JUST PLAY BASKETBALL AND HE DIDN'T GET THE OPPORTUNITY TO PLAY BASKETBALL BECAUSE OF A GRUDGE
AND UM, I JUST FEEL LIKE. A LOT OF PEOPLE. KNOW THE REAL REASON AND NOTHING WAS DEAD. NOTHING WAS DEAD. AND UM, I JUST FEEL LIKE IT'S UNFAIR AND I WANT TO THANK HIM
AGAIN FOR JUST STAYING STRONG, JUST LETTING GO OF CONTROL, YOU KNOW, BECAUSE A LOT OF THINGS DON'T TURN OUT THE WAY YOU WANT IT TO. BUT HE KEPT HIS HEAD DOWN AND HOPE FOR THE BEST. HE CAME IN SMILING WAS THE MOST
SMILING KID YOU KNOW AND I JUST LOVE HIM FOR THAT. HE'S A STRONG SOLDIER BUT I JUST FEEL LIKE MOVING FORWARD I FEEL LIKE SOMETHING HAS TO BE DONE BECAUSE THERE'S GOING TO
BE KIDS THAT ARE NOT AS STRONG AS MY FRIEND AND OTHER KIDS, YOU KNOW, AND THEY MIGHT JUMP INTO THE SHOES AND UM, I FEEL LIKE THAT'S WHERE I LOSE A LOT OF KIDS THIS GENERATION
ESPECIALLY IF I HADN'T SEEN A LOT OF MY FRIENDS GET TO THE STREETS BECAUSE THEY DON'T HAVE ENOUGH OPPORTUNITIES. AND JUST LIKE THAT, HE LOST OPPORTUNITY TO PLAY HIS SENIOR YEAR. AND THAT'S WHAT LIKE I SAID. THANK YOU.
THAT'S A LOT. THAT'S GOOD. >> ALL RIGHT. UM. >> EDWARD MY CARDS THOUGH I. HEY EVERYONE. UM I. JUST I HEAR ME YES I I JUST
WANT TO LIKE SAY LIKE THIS IS AN INTERESTING THING THAT'S HAPPENING TO SOMEBODY FROM LIKE UM I'VE BEEN IN DPS FOR LIKE ABOUT TWO YEARS NOW AND I DON'T KNOW I NEVER SEEN SOMETHING
LIKE THIS HAPPEN. I ALSO KNOW THAT A LOT OF MY FRIENDS SOME THAT WENT TO CHARLESTOWN, UM, TRANSFERRED SCHOOLS ABOUT POLY FOR STUDENTS
THAT PLAYED FOR OUR TEAM AND ALL THEIR FORMS GOT SIGNED. SO IT'S UNUSUAL WHY HE WOULD COME FROM UM FROM ANOTHER SCHOOL IN HIS THING WOULDN'T GET SIGNED IS JUST STRANGE TO
ME. I WANT TO SAY THAT AMIR HE WAS LIKE ONE OF OUR HARDEST WORKERS EVER SINCE HE CAME HERE. UM, I KNOW HE'S JUST BEEN GREAT A GOOD ADDITION TO THE TEAM, SO I DON'T KNOW I DON'T I DON'T
SEE NO REASON WHY LIKE THIS IS HAPPENING TO SOMEBODY AND I SOMEBODY THAT HAS AN IEP THAT MOVES FOR A SPECIFIC REASON. THERE'S NO REASON WHY THE COACH
OR THE THE LIKE THE SYSTEM THAT HIGH SHOULD RESTRICT AMIR FROM BEING ABLE TO GET HIS UM HIS FORM TO ANDRE SIGN LIKE IT JUST DOESN'T MAKE NO SENSE TO
ME LIKE HE COMES 6 A.M. EVERY DAY DETERMINED HE HE PUSHES ME. YOU KNOW AMIR HAS TAUGHT ME A FEW THINGS. HE PUSHES, UM, THE WHOLE TEAM EVERY DAY. YEAH. I DON'T I DON'T KNOW, I JUST
FEEL LIKE EVERY EVERYBODY AND SHOULD HAVE A EQUAL OPPORTUNITY . YEAH, THAT'S ALL I ASK. SAY THANK YOU EDWARD. THANK YOU. AND AND I WANT TO THANK.
UM. COREY. EXCUSE ME. >> MR MCCARTHY. UH. >> FOR YOUR PATIENCE AND YOUR WILLINGNESS TO LISTEN TO YOUNG PEOPLE. I KNOW HOW DEDICATED. YOU ARE. UM, AND I DO APPRECIATE YOU.
MAKING SPACE. IT DOES IS IT IS NOT LOST ON ME THAT. YOU KNOW, IF. YOU HAVE SOMEWHERE TO GO I WANT TO BE RESPECTFUL OF THAT. AND I ALSO JUST WANT TO THANK YOU FOR LISTENING TO YOUNG TO THE YOUNG PEOPLE BECAUSE THAT'S WHO I'VE ALWAYS KNOWN YOU TO
BE. SO THANK YOU. I DON'T GIVE TOO MANY COMPLIMENTS. I WANT I DO YOU BETTER TAKE ME. UM. >> ALL RIGHT. WHAT'S THE. >> TWO YEAR CONTRACT? ALL RIGHT, TWO. YEAR CONTRACT. >> WHAT ARE YOU TALKING ABOUT?
ALL RIGHT, SO WE'RE GOING TO MOVE ON. TO MY COUNCIL COLLEAGUES. FOR THEIR SECOND. ROUND OF QUESTIONS AND. UH, YOU WILL GET. EACH FIVE MINUTES. AGO I. >> GAVE. YOU ALL FIVE THE FIRST TIME YOU EACH. GET FOUR.
>> MINUTES AND THE LEAD SPONSOR. >> GETS FIVE. THANK YOU. THANK YOU, MADAM CHAIR. UM, I DO WANT TO, UH, JUST RECOGNIZE, UM, THE YOUNG ADULTS, NOT KIDS THE YOUNG ADULTS THAT CAME HERE TO BE
THERE FOR THEIR FRIEND. YOU ARE? I'M LEARNING A LOT FROM YOU AND I'M VERY HONORED AND PROUD TO BE YOUR COUNSELOR AT LEAST WHERE YOU GO TO TO SCHOOL. UM, IT'S A LESSON IN ADVOCACY. SO THANK YOU SO MUCH.
I WANT TO THANK COACH AS WELL AND THANK COREY. UM YOUR REALITY IS GOING TO BE MY REALITY AND SIX WEEKS SO I DO APPRECIATE IT AND IT MEANS A LOT. >> THAT. YOU'RE HERE GOT AN. EXTENSION GOOD JOB THEY DO.
UM OKAY SO I DO WANT TO GO BACK TO IT'S BEEN A LONG TIME SINCE MY LINE OF QUESTIONING BUT JUST PICK UP WHERE I LEFT OFF SO WE KNOW THAT SARB REVIEWS FACTS GATHERED BY STATEMENTS BY THE
SCHOOL STUDENTS AND PARENTS I GUESS HOW IS THAT FACILITATED? SO I UNDERSTAND WE'RE BIFURCATING THE ISSUE. SO THIS WAS ELIGIBILITY AND THEN THERE'S THE UH ALLEGATIONS OF RECRUITMENT AND I'LL GET TO THE ALLEGATIONS OF RECRUITMENT
BUT JUST WITHIN THE CONTEXT OF OF THE. ELIGIBILITY UM, HOW IS THAT FACILITATED? UH, IS THE STUDENT IS IT REQUIRED THAT THE STUDENT IS INTERVIEWED AND THEN ARE THERE
WRITTEN FACTUAL FINDINGS THAT ARE MADE BY SARB UM THAT ARE UH ACCESSIBLE TO THE PUBLIC AND OR US AS ELECTED OFFICIALS IF WE WERE TO ASK FOR THEM?
OKAY. >> UM SO WITH THE CRB THEY DO COLLECT INFORMATION UM WHEN THEY DO SCHEDULE THE HEARING WITH THE SCHOOLS TO DISCUSS THE CASE, THOSE SCHOOLS BRING THE EVIDENCE FORWARD AND IT IS
REVIEWED BY THEM AS A BODY. THEN THEY UM MAKE DETERMINATIONS IN THE MOMENT BASED ON WHAT THEY SEE IN FRONT OF THEM. UM, SO THEY THEY DO HAVE THAT LEVEL OF UH OF UM OF REVIEW
THAT'S OF OF THE MATERIAL SUBMITTED AND UM WITH REGARD TO THE FINDINGS, THEY DID SEE SOME THAT HAVE BEEN FINDING I'M SURE UH I'M PRETTY SURE IT'S A PUBLIC DOCUMENTS IT. COULD BE FOR BOOK.
SO THAT IS A PUBLIC DOCUMENT SO . SHOULD BE OKAY SO WE'RE HAPPY TO SHARE THAT LIKE IT'S BECAUSE WE HAVE I MEAN YEAH WE'RE NOT HIDING IT. WE COULD SHARE IT IF YOU GUYS WANT TO THANK YOU. I WOULD LOVE A COPY THROUGH FOR THE CHAIR AND FOR THE COMMITTEE.
UM WHAT DO PROCESS PROTECTIONS EXIST FOR STUDENTS AND FAMILIES? >> I'M SORRY. DO YOU WANT THAT PARTICULAR CASE OR DO YOU WANT ALL CASES? UM. JUST THAT PARTICULAR CASE THOUGH. THAT CASE. >> UM, I HAVE TO GO BACK. I'M KIDDING. >> YOU OKAY? JUST THAT PARTICULAR CASE, PLEASE. UH, I KNOW THAT WE'RE SPEAKING
GENERALITIES HERE, BUT, UM, YOU'LL NOTICE THAT MY QUESTIONS ARE CENTERED AROUND GENERALITIES. SO WHAT IS THE DUE PROCESS PROTECTIONS, UM, THAT EXIST FOR STUDENTS OF FAMILIES? UH, HOW ARE THEY NOTIFIED AND DO THEY HAVE A MEANINGFUL
OPPORTUNITY TO RESPOND BEFORE A DECISION IS MADE? I'M JUST I'M TRYING TO GET TO THE CORE OF STUDENT, UM, OWNERSHIP HERE OF THEIR OWN FUTURE AND HAVING THE ABILITY TO UNDERSTAND WHAT IS HAPPENING
AROUND THEM, UM, AND PROVIDE THEIR OWN SORT OF STATEMENT AND AND HELP IN THE DETERMINATION. SO UH, THE. STUDENTS ARE UM.
TYPICALLY INTERVIEWED WHEN YOUR WHEN YOU'RE. RIGHT BEFORE YOU HAVE UM. YOU BRING THE CASE TO THE CRB. UM BUT NOT. EXTENSIVELY BECAUSE DO YOU SAVE
THAT FOR THE UM I APPEAL. WE ARE ALL ON THE SAME TEAM UH WHEN IT COMES TO THAT PROCESS THE CRB PROCESS AND. >> THE AM I IN MY PROCESS? UM, AND I MENTIONED EARLIER. >> THERE'S. STUDENTS UM ARE ABLE TO
PUBLICLY TESTIFY WITH. DMI IF. THEY UM IF THE SCHOOL. CHOOSES TO GO BEFORE. IT AND MY FOR THE. APPEAL SO THAT SO WHEN YOU TALK ABOUT PROTECTIONS. >> THEY'RE. ABLE TO.
>> HAVE THEIR LAWYER PARENT AND THE. SUPPORT OF THE RECEIVING SCHOOL. UM THERE'S BEEN SOME PARTICULAR INSTANCES. I KNOW ACROSS THE STATE WHERE BOTH SCHOOLS. HAVE GONE. >> BEFORE ME IN MY BUT YEAH.
AND ALSO TO THE SCHOOLS UM, HAVE A HAVE A RESPONSIBILITY TO ALSO COMMUNICATE WITH THE FAMILIES ABOUT WHAT'S GOING ON THE INSTANCES UM THAT THAT SURROUNDING THE CASE AND GET THEIR FEEDBACK AND PERSPECTIVE ON THE MATTER AS WELL. OKAY. >> AND I MEAN I DID REVIEW THE
UM RULE 57 IN JUST THE FORM 200 PROCESS AND SO UM, TO I AND I REALLY APPRECIATE MY UH, COUNCIL COLLEAGUE COUNSELOR CULPEPER LINE OF QUESTIONING. SO AS IT RELATES IN THIS GETS
INTO MORE OF YOUR WORLD NOW STAND BECAUSE YOU'VE BEEN BROUGHT IN YOU'VE BEEN INVOLVED IN THIS UM ACCORDING TO MIA THEY NEED TO SUBMIT ALLEGATION
WITH PROOF TO THE EXECUTIVE DIRECTOR OF THE MIA WITHIN TEN DAYS OF RETURNING FORM 200 UM, WHICH THEN LEADS A LOT TO TO A LOT OF QUESTIONS. UM, OKAY.
WELL, THAT MEANS THAT THERE'S GOING TO HAVE TO BE SOME SORT OF INVESTIGATORY PROCESS AS IT RELATES TO ALLEGATIONS OF RECRUITMENT BUT SEE WE'RE SEPARATING THEM OUT.
SO IT LEADS TO MY CONFUSION. OF WHY WE'RE SEPARATING THEM. UM AND I GUESS YOUR ROLE SAM SO WHY WERE YOU BROUGHT IN HISTORICALLY IS THAT THE CASE? SO SO, UM.
GENERALLY SPEAKING, UM, WHEN A SCHOOL SUBMITS A FORM TO 100, THEY CHECK OFF THE BOX THAT THERE'S RECRUITMENT ALLEGATIONS INVOLVED AND THEY SUBMIT WHATEVER INFORMATION THAT THEY HAVE ABOUT THAT THAT'S TYPICALLY REVIEWED.
UM, AS WE MENTIONED AT THE SRB STAGE IT'S REVIEWED WITH OTHER DEPARTMENTS STAGE AND DETERMINATION MADE AROUND ELIGIBILITY. SO THERE'S AN INITIAL RECRUITMENT UM REVIEW IF YOU
WILL AT THAT TIME. UM THE REASON I GOT INVOLVED UM ,IS BECAUSE OF THE CONTINUED CONCERNS FROM THE DIFFERENT PERSPECTIVES AND VIEWS ABOUT
WHAT'S WHAT OCCURRED AROUND THIS TRANSFER AND WE ARE HOLDING NOW A MORE DEEPER REVIEW OF WHAT WENT ON WITH ALL THE DIFFERENT PEOPLE THAT WERE INVOLVED. SO IN THIS UM, IS THIS WHERE
I'M INVOLVED IS BECAUSE THERE WERE JUST TOO MANY OUTSTANDING QUESTIONS THAT I'VE HAD FRANKLY ABOUT WHAT'S BEEN GOING ON. UM, AND I WANT TO MAKE SURE I GET TO THE CENTER OF WHAT'S HAPPENING WITH MY TEAM AND MY
COLLEAGUES AND EVERYONE WHO'S BEEN INVOLVED AND DO A REALLY THOROUGH REVIEW ABOVE AND BEYOND WHAT WAS INITIALLY DONE AT THE SRB LEVEL. ONE LAST ONE AND JUST THE HAVE YOU DEVELOPED ANY SORT
OF INTERNAL PROCESSES BECAUSE IT DOES GO TO THE APPEALS PROCESS BUT EVEN ACCORDING TO THEIR OWN RULES ESSENTIALLY MIA ADJUDICATION HAPPENS AFTER THE FACT. THEY LEAVE IT LARGELY ON THE
SCHOOL. DISTRICTS TO DO THEIR OWN SORT OF INTERNAL INVESTIGATION FOR ALLEGATIONS OF RECRUITMENT. SO HAVE YOU DEVELOPED OR UTILIZED THIS INSTANCE TO COME UP WITH IDEAS ON HOW TO MAKE
THIS PROCESS BETTER OR ANYTHING THAT WE COULD POINT TO, UM, AND BUILD ON YOUR WORK TO. >> MOVE FORWARD? YEAH, I APPRECIATE THAT QUESTION. SO UM, WHAT I CAN SAY UM, IS
THAT IN MY GENERAL REVIEW OF WHAT OCCURRED IN THIS PARTICULAR CASE, I WILL DETERMINE NEXT STEPS. UM, BUT THERE HAVE BEEN SOME LEARNINGS I WOULD SAY FROM THE PROCESS THAT I'VE UM DONE TO
DATE UM, BUT WITHOUT COMMENT TOO MUCH ON ON THE CASE I DON'T WANT TO, YOU KNOW, GO INTO DETAILS OF WHAT THOSE ARE BUT CAN THERE BE IMPROVEMENTS? OF COURSE THERE ALWAYS CAN BE IMPROVEMENTS AND I THINK OPPORTUNITIES LIKE THIS IN UNFORTUNATE CIRCUMSTANCES LIKE
THESE SITUATIONS WE ALL LEARN FROM THEM AS WE GO. SO UM THERE WILL BE A LEVEL OF UM ENHANCED OVERSIGHT AND ENHANCED MONITORING AND
ENHANCED UM QUALITY CONTROL IF YOU WILL, OF THESE CASES AND OF THESE SITUATIONS. AND WE'RE LOOKING TO GET BETTER AND UM, WE'RE LEARNING AS WE GO AND WE'RE APPRECIATING THE FEEDBACK THAT WE'RE GETTING FROM THE COMMUNITY. UM, AND WE STRIVE TO DO BETTER
WHEN NOT PERFECT, BUT OUR GOAL IS TO MAKE SURE STUDENTS ARE ELIGIBLE TO PLAY WHEN THEY CAN PLAY. THANK YOU. >> THANK YOU. I APPRECIATE YOUR ADVOCACY AS WELL. UM GOING TO GO. SO I SEE THAT COUNCIL CULPEPPER
HAS HIS LEAD ON I KNOW COUNCILOR MURPHY DO YOU HAVE UH STICK. AROUND AND DO YOU HAVE A SECOND ROUND? OKAY, SO IT'LL BE COUNSELOR MURPHY, COUNSELOR CULPEPER AND THEN MYSELF FIVE MINUTES.
OKAY. >> THANK YOU, THANK YOU. UM, FIRST JUST WANT TO THANK THE STUDENTS, THE TEAMMATES, THE FRIENDS WHO CAME AND SPOKE.
TRUTH TO. A LOT OF THE WHAT SOME PEOPLE ARE CALLING RUMORS OR ACCUSATIONS. BUT JUST THANK YOU FOR BEING BRAVE AND ALSO FOR BEING A GOOD FRIEND AND THAT'S WHAT SCHOOL
AND SPORTS AND YOU KNOW AND COACHES AND TEACHERS HOPE FOR OUR KIDS. SO UM, GOOD THINGS ARE HAPPENING OVER THERE AT CHARLESTOWN HIGH AND I'M SORRY THAT THIS INDIVIDUAL
STUDENT WASN'T ABLE TO PARTAKE IN ALL OF WHAT THE TEAM WOULD HAVE MEANT TO HIM. SO THANK YOU FOR THAT. WHEN SAM WERE YOU CALLED IN IN
THIS PARTICULAR CASE? I'M TRYING COUNCILOR NOT TO TALK TOO MUCH ABOUT THE CASE AND LIKE UH, I'M JUST THE JUST YOU'RE GROUNDED IN THIS
SPECIFIC CASE AND I WOULD RATHER YOU AND I. WANT TO BE LIKE MOST HERE IN GENERAL. >> NO, BUT LET'S. SO WAIT ONE SECOND. SECOND WE. MY TIMEOUT. WAIT. >> HOLD ON. RELAX EVERYBODY. NO I'M NOT I'M JUST SAYING EVERYBODY WAIT MEAN I GOT YOU
YOU GOT TO TRUST ME I GOT YOU SO WHAT I NEED TALK TO THE PINA IS TO ANSWER THE QUESTION IN
REGARDS TO AT WHAT POINT WERE YOU INSERTED INTO THIS AND GENERALLY IS THAT THE NORM? WELL THAT'S A FOLLOW UP QUESTION I MAY HAVE BUT MY
QUESTION WAS AND WE SHOULD NEVER WATER DOWN QUESTIONS WHEN WE KNOW THEY CAN BE ANSWERED AND STUDENTS LIVELIHOOD, HEALTH
EDUCATION ALL OF THIS IS ON THE LINE. SO I'M NOT ASKING FOR AN EXACT MOMENT WE CAN 17 F THE EMAILS AND THE COMMUNICATION AND GET THE EXACT TIME WHEN THEY CALLED
YOU IN BUT I'M JUST AT WHEN WERE YOU CALLED IN AT THE VERY . BEGINNING AND. >> THE MIDDLE. SO AGAIN I'M HERE TO TALK ABOUT THE PROCEDURES AND BUT YOU. GUYS SHOULD LEARN THE LINES BUT YOU GUYS BE BLURRING THE LINES WITH THESE QUESTIONS ALL AFTERNOON RESPECTFULLY. >> SO I DON'T KNOW.
>> WHY YOU'RE ONLY RUDE TO ME WHEN I ASK THE QUESTIONS BY BLURRING THE LINES. YOU CAN'T COME IN AND CHOOSE WHAT. QUESTIONS YOU ASK. MANY TIMES ADMINISTRATION WANTS TO DICTATE WHAT THE HEARING
ORDER IS AND WHAT THE. CONVERSATION WILL BE. BUT JUST LIKE WHEN WE HAD THE TRANSPORTATION HEARING THERE WERE QUESTIONS ABOUT THE. POOR BOY RIGHT? >> THE HORRIBLE ACCIDENT. RIGHT?
BUT LIKE WE'RE HERE TO TALK AND WE ALWAYS GROUNDED 99% OF THE HEARING ORDERS I FILE ARE BECAUSE SOMETHING HAPPENED. SO WE'RE GOING TO TALK ABOUT WHAT HAPPENED. SO COUNSELOR MURPHY WHAT I WILL SAY YOU'RE. >> GOING TO DENY THE ANSWER
THEN WE'LL FIND OTHER WAYS TO GET IT. SO HOW MANY OTHER TIMES HAVE YOU BEEN CALLED IN TO WORK ON A CASE WHERE IT'S DEALING. >> WITH THE STUDENTS ELIGIBILITY IN A FORM? WELL, THANKS FOR THE GENERAL QUESTION. I APPRECIATE THE GENERAL
QUESTION. >> I DON'T APPRECIATE THAT I'M GOING TO GET THE ANSWER TO THE FIRST ONE BUT I'M MOVING ON. SO COUNSELOR MURPHY SURE. SO WHAT I WOULD SAY IS THIS UM I GOT INVOLVED IN THIS CASE AND I WILL GET INVOLVED THE CASE
WHAT DO YOU. NEED ME NO, I. I'M LISTENING TO HIS ANSWER. >> SO WHY YOU. CALLING ME? >> I WANTED TO ASK YOU A QUESTION BUT I'M GOING TO. >> LISTEN TO HIS ANSWER. YEAH. WHEN THERE'S A SITUATION THAT
INVOLVES UM, MORE DEBT REVIEW OF ANY MATTER THAT GOES ON WITH STUDENTS AND FAMILIES IN THE DISTRICT. UM, I TYPICALLY TEND TO GET CALLED IN TO LOOK INTO THEM IN IN THIS PARTICULAR CASE, UM, UH
,IN REVIEWING THE INFORMATION THAT I SAW, I FELT IT NECESSARY TO GET INVOLVED IN UM REALLY UNPACK WHAT HAPPENED. HOW MANY OTHER CASES HAVE YOU BEEN? THAT'S WHAT. >> I ASKED HOW MANY. WITH REGARD TO ATHLETIC TRANSFERS?
ABSOLUTELY. >> UM, THIS WOULD BE MY FIRST. OKAY. >> AND WERE THERE ANY STAFF, TEACHERS, COACHES, ADMINISTRATION LEADERS EVER TOLD TO STEP BACK IF THEY WERE
TO NOT CONTINUE TO ADVOCATE OR THAT IT. WAS SO AGAIN, YOU'RE ASKING QUESTIONS ABOUT THE CASE AND I'M NOT GOING TO ANSWER IT. BUT IT'S A QUESTION THAT CAN BE ANSWERED. WAS THERE ANYONE WHEN YOU STEPPED IN DID ANYONE UNDER YOU
? WERE THEY EVER TOLD THAT YOU HAVE TAKEN OVER AND THEY DON'T NEED TO STAY INVOLVED? COUNCILOR MURPHY I'M NOT GOING TO SPEAK TO ABOUT THE INVESTIGATION SO I APPRECIATE
YOU ASKING AND I APPRECIATE YOUR INTEREST IN YOU. YOU MENTIONED BUT I'M NOT AT. >> THE SCHOOL LEVEL. CAN YOU NAME THE PERSONNEL AT BOTH MADISON PARK AND CHARLESTOWN HIGH IN ANY CASE,
WHO WOULD THE WHO WOULD THE STAFF BE AT BOTH SCHOOLS THAT WOULD GET INVOLVED IN A CASE LIKE THIS? AGAIN, I'M NOT GOING TO ANSWER. IT'S NOT ABOUT A SPECIFIC YOU ASKED AT MADISON. PARK YOU MENTIONED MADISON PARK. YOU MENTIONED NO.
I'M ASKING REGARDING THE INVESTIGATION. COUNCILOR MURPHY. IT'S NOT A QUESTION DIRECTLY ABOUT THIS PARTICULAR CASE WHO WORKS AT MADISON PARK THAT STEPS IN AND ADVOCATES OR. WORKS THAT.
IF I MAY ANSWER COUNCILOR. MURPHY THE. IN GENERAL. >> AND. GENERALLY IN THESE CASES. THE THIS SCHOOL NEEDED A SCHOOL LEADER.
WHEN AND COUNSELED UM BY. THE ATHLETIC DEPARTMENT AND IF IT ELEVATES. TO A LEVEL UM. >> TO A PARTICULAR HEIGHTENED LEVEL. UM WE. WE THEN ENGAGE. FOR ADDITIONAL SUPPORT FROM OUR
SUPERIORS. AND HOW MANY OTHER TIMES HAS THAT BEEN NEEDED FOR A TRANSFER CASE DEALING WITH ATHLETICS? UM. >> THIS IS MY FIRST TIME IN THREE YEARS, UM, SINCE.
I'VE BEEN IN THIS ROLE. WELL IT'S HAPPENED IT'S THERE'S THERE'S TIMES IT HAPPENS. CAN UM THROUGH THE CHAIR I'D LIKE THAT ANSWER AND IF THERE DID WE GET THE ANSWERS TO WHAT THE CHAIR HAD ASKED BEFORE THIS
HEARING ENDED DID. WE GET WE'RE NOT DONE YET SO. I KNOW BUT I'M ASKING DO WE HAVE THOSE YET. WE'RE STILL UNDER WE'RE STILL HERE. NO. >> I KNOW WE ARE. I'M JUST ASKING ARE THEY HERE YET? >> YEAH. AND I AS I SAID EARLIER TODAY
THE STAFF THAT WILL GIVE US AN INFORMATION AT A CONFERENCE IN HYANNIS IS NOT AVAILABLE RIGHT NOW. SO UM I DOUBT VERY MUCH WE'LL GET IT BY THE END OF THE DAY BUT WE WILL GET YOU THE ANSWER. WAS CSAIL EVER INVOLVED FROM
SPECIALIZED SERVICES IN THE PARTICULAR CASE BECAUSE. >> THE STUDENT WAS. ON IT AGAIN CASTLE MURPHY SO MY PARTICULAR CASE. WHEN I CAN ANSWER THE. QUESTION ON THE RECORD BECAUSE IT CAN BE ANSWERED THEY DON'T HAVE TO TO ANSWER IT. BUT THAT'S. ANOTHER QUESTION I'D LIKE ON THE RECORD PLEASE.
THANK YOU. IT'S ON THE RECORD. THANK YOU. >> APPRECIATE IT. ALL RIGHT. UM, COUNSELOR CULPEPPER. THANK YOU. >> MANAGER. DOCTOR DEFENDANT. LET ME ASK YOU SOMETHING ABOUT,
UH, WHEN A PERSON FIRST MAKES A REQUEST TO TRANSFER TO ANOTHER SCHOOL. AND THERE'S A RECRUITMENT ALLEGATION AND THERE'S THE
SUPPORT INFORMATION THAT'S SUBMITTED AND THE RECEIVING SCHOOL HAS AN OPPORTUNITY TO APPEAL THAT DECISION.
THE PRINCIPAL. SO YES. SO TYPICALLY WHAT HAPPENS IS WHEN A STUDENT, UM, ARRIVES AT A SCHOOL IN UH EXPRESSED INTEREST TO PLAY SPORTS, THE
FORM 200 IS FILLED OUT BY THE RECEIVING SCHOOL AND THEN THE COMMUNICATION IS INITIATED BY THE SENDING SCHOOL OUTSIDE THE RECEIVING SCHOOL TO MEET WITH THE SENDING SCHOOL TO DISCUSS. SENDING SCHOOL FILL IT OUT
FIRST. NO. >> WELL AT WHAT POINT DO THEY MAKE THE ALLEGATION OF RECRUITMENT. THE RECEIVING SCHOOL THERE WAS THE SENDING SCHOOL.
MAKES THE ALLEGATION. AFTER THEY RECEIVED THE FORM 200. THEY COULD CERTIFY OR. DECERTIFY AND SO THEY MAKE THE ALLEGATION THAT THERE WAS RECRUITMENT.
THE RECEIVING SCHOOL CAN THEN APPEAL THAT. YES. >> AND IF THE RECEIVER SCHOOL DECIDES NOT TO APPEAL THAT. THE STUDENT REMAINS THE. DOES IT. >> SO LET ME GET TO MY QUESTION DOES THE STUDENT THEN HAVE THE
RIGHT TO APPEAL IT ON HIS OWN? THIS OR DOES THAT APPEAL? UM AND AT THAT POINT IN THE STUDENT HAS NO.
RECOURSE BECAUSE I COULD I. SURE UM I'VE NEVER HEARD OF OR SEEN A CASE WHERE THE STUDENT HAS FILED THEM ON ON THEIR OWN. UM USUALLY. >> IT'S. TYPICALLY ON. >> THE. ON THE SCHOOL TO DO THAT.
BECAUSE THEY GATHER THE INFORMATION UM AND THEY SUBMIT THE. INFORMATION UH TO. DEPARTMENT ANY OF MY AA. BUT IF THE IF THE PRINCIPAL ATHLETIC DIRECTOR DECIDE NOT TO. APPEAL OF THE.
>> RECEIVING OF THE RECEIVING SCHOOL, DOES THE STUDENT THEN HAVE A RIGHT TO APPEAL ON THEIR OWN? I'VE NEVER SEEN. >> IT AND UM, PROBABLY NOT BASED ON THE. ORIGINAL CONTEXT OF RULE.
57 ELIGIBLE. DECIDES NOT TO APPEAL THAT STUDENT LOSES THAT RIGHT TO APPEAL. YES TO MY IN MY OPINION. >> I COULD I COULD BE WRONG. I'VE NEVER SEEN IT. RIGHT AND SO ONE OF THE
SUGGESTIONS I HAVE IS TO START THINKING ABOUT WHEN A SCHOOL DECIDES NOT TO APPEAL TO GIVE THAT STUDENT A RIGHT TO APPEAL ON THEIR OWN EVEN IF IT MEANS
GOING TO GET AN ATTORNEY, EVEN IF IT MEANS THAT PARENTS ARE APPEALING FOR THAT STUDENT. THAT STUDENT SHOULDN'T LOSE THAT RIGHT TO APPEAL THAT DECISION BECAUSE THE PRINCIPAL
OR THE ATHLETIC DIRECTOR DECIDES NOT TO APPEAL. I SEE WHAT YOU'RE SAYING. THAT'S A GOOD POINT. >> LET ME. >> MOVE. TO THAT. >> I DON'T I. DON'T DISAGREE WITH THAT. ALL RIGHT. AND SO CAN YOU GUYS WORK ON SO CAN WE WORK ON SOMETHING TOGETHER SO THAT IN THE FUTURE
WITH A SCHOOL DECIDES NOT TO APPEAL THE STUDENT CAN THEN EXERCISE THEIR RIGHT TO APPEAL ON THEIR OWN EVEN IF THE SCHOOL DOESN'T. THE RECEIVING. SCHOOL YEAH I HAVE. RECEIVING SCHOOL THAT.
>> IS NO NO IF THE RECEIVING SCHOOL DECIDES NOT TO APPEAL UM THE STUDENT SHOULD LOSE THEIR RIGHT TO APPEAL BECAUSE THE PRINCIPAL OR ATHLETIC DIRECTOR
DECIDED NOT TO APPEAL FOR WHATEVER REASON. IT'S A GOOD POINT TO. >> BUILD IN ANOTHER LAYER. YES. >> SO MY QUESTION DOCTOR OPINION IS THAT SOMETHING WE CAN WORK ON? YES. GIVE THAT STUDENT THE RIGHT TO APPEAL EVEN WHEN THE SCHOOL DOESN'T.
LET ME JUST SAY THIS TO THE YOUNG MAN I SEE HERE IS UH IS A MAYOR HERE. SO LET ME SAY THIS TO YOU. SO I WENT TO ENGLISH. YOU HEARD THAT EARLIER. WE WANT A STATE CHAMPIONSHIP.
I WANT A CITY SEVEN MY NEXT YEAR I WENT TO COLLEGE. THE FIRST COLLEGE I WENT TO NOVEMBER I CAME HOME, I DIDN'T WANT TO GO BACK SO I WENT TO BRANDEIS THE NEXT YEAR.
DIDN'T REALIZE THAT I WAS GOING TO LOSE A YEAR BECAUSE I DIDN'T KNOW ABOUT THIS TRANSFER ROOM. SO I LOST A YEAR MY SENIOR YEAR
THAT WAS MY YEAR MY NBA YEAH, THE RECRUIT IS EVERYTHING. WE PROTESTED. WE TOOK OVER BUILDING I GOT CUT I GOT KICKED OFF THE TEAM
BECAUSE WE WERE PROTESTING SO I DIDN'T GET TO GO TO THE NBA. I DIDN'T YOU KNOW WE ALL WANT TO GO TO THE NBA. BUT LET ME JUST SAY THIS TO YOU EVEN WITH ALL OF THAT. I WENT TO LAW SCHOOL, WENT TO
UNDERGRADUATE SCHOOL, WENT TO DIVINITY SCHOOL. SO I GOT MY BA, I GOT MY LAW DEGREE, I GOT MY MASTER'S IN DIVINITY. YOU STILL HAVE YOUR FUTURE AHEAD OF YOU.
YOU STILL CAN EXCEL. YOU STILL CAN BE SUCCESSFUL. YOU STILL CAN PROVE THOSE DOUBTERS WRONG AND YOU CAN STILL HAVE A GREAT FOR ALL OF Y'ALL. Y'ALL GOT A GREAT FUTURE IN
FRONT OF YOU. DON'T LET ONE INCIDENT LIKE THAT KEEP YOU FROM MOVING FORWARD AND BEING SUCCESSFUL WITH YOUR LIFE. AND YOU KNOW IF YOU WANT TO COME TALK TO ME, COME TALK TO
ME. I GOT A LOT OF STORIES BUT YOU CAN STILL MOVE ON AND BE SUCCESSFUL. THANK YOU, MADAM CHAIR. THANK YOU. >> THANK YOU, COUNCILOR COBHAM. ALL RIGHT. ALL RIGHT. >> SO. UM, I WANT TO THANK MY
COLLEAGUES, UH, FOR THEIR PATIENCE. I KNOW THAT THEY ARE ACTIVELY PARTICIPATING BECAUSE THEY WANT TO GET. ANSWERS TO. ARE WE GOOD COUNCILOR CULPEPER
AND COUNCILOR MURPHY. AND I'M JUST GOING TO GIVE ME MORE TIME. NO, I'M JUST SAYING YOU. UM UH, YOU KNOW, OKAY. THANK YOU, MADAM CHAIR. SO I'LL MAKE SURE. OKAY.
THANK YOU. UM. >> ALL RIGHT, SO I KNOW THAT WE CAME HERE TO. ANSWER QUESTIONS AND TO GET CLEAR ON THE SITUATION AND
WHILE I DO APPRECIATE THE THE NO COMMENT POSTURE THAT WE HAVE TAKEN ON HERE BECAUSE OF THE OPEN ALLEGATIONS OF.
SAID INVESTIGATION AND THAT'S WHAT YOU'RE. STANDING ON. AND RESPECTFULLY, YOU KNOW THAT'S YOUR CHOICE TO DO HOWEVER THIS ADMINISTRATION HAS
BEEN REALLY CHALLENGING WHEN IT COMES TO SEEKING. TRUTH AND LISTENING TO THE PEOPLE THAT WE SERVE.
AND SO. AND SAM, YOU KNOW ME BETTER THAN ANYONE ELSE IN THIS CHAMBER BECAUSE YOU'VE HAD TO DEAL WITH ME THE LONGEST THAT I HAVE VERY LITTLE TOLERANCE.
FOR DISMISSING. PEOPLE PERIOD. EVEN BEFORE I CAME INTO THIS CHAMBER I WAS FIGHTING FOR THE PEOPLE. AND SO IT IS REALLY IMPORTANT
WHEN WE COME HERE THAT WE COME HERE READY AND HUMBLE ENOUGH TO PARTICIPATE IN WAYS THAT PEOPLE FEEL. WHOLE AND RESTORED. AND WHILE THEY MIGHT BE
CHALLENGING BECAUSE IT FEELS LIKE YOU'RE ON THE STAND, I UNDERSTAND THAT. I WANT YOU TO KNOW THAT WHAT PEOPLE ARE TRYING TO DO IS FIGURE OUT.
WHERE THINGS WENT WRONG SO THAT WE CAN REPAIR THAT HARM AND SO THAT'S MY PRIORITY NOW THERE'S LOTS OF POLITICS, YOU KNOW, IN
REGARDS TO NAVIGATING AND I APPRECIATE THAT. BUT WHILE WE'RE TOGETHER I REALLY WANT US TO GET THINGS RIGHT. AND SO THAT'S MY POSTURE.
YOU KNOW I. APPRECIATE THAT AND HERE'S WHAT I WOULD JUST SAY IN RESPONSE CONSTANTLY I APPRECIATE THAT PASSION AND I APPRECIATE THE ADVOCACY AND I COME HERE HUMBLY WITH THAT SAME ATTENTION.
BUT I WANT TO MAKE SURE I ALSO SAY THAT IN MY ABOUT 30 YEARS EXPERIENCE IN BOSTON PUBLIC SCHOOLS, WHEN I GET INVOLVED IN SOMETHING I DO WHOLEHEARTEDLY WITH THE FULL CONFIDENCE AND
TRANSPARENCY AS POSSIBLE FOR THE COMMUNITY AND FOR STUDENTS INVOLVED AND MAKE SURE I PUT STUDENT SENATE FIRST. AND WHEN I'M DONE WITH THE INVESTIGATION THAT I'M UM WRAPPING UP NOW, THE POSITION
OF THE DISTRICT WILL BE WELL KNOWN. THE RECOMMENDATIONS WILL BE PUT FORWARD ABOUT WHAT WE SUGGEST GOING FORWARD IN ALL THIS WILL BE TAKEN INTO OBVIOUSLY. SO I JUST WANT TO NAME THAT
WHEN WE DO CONCLUDE THAT EVERYONE WILL BE FULLY AWARE OF WHAT I FOUND IN MY INVESTIGATION AND THAT WILL BE SHARED AND AT THE END OF THE DAY UM, PEOPLE WILL SEE HOW TRANSPARENT I AM AND MY
CREDIBILITY SHOULD IT SPEAK FOR ITSELF AND I'LL LEAVE IT AT THAT. THANK YOU. UM, DOCTOR PINA. ,I. >> BELIEVE OTHERWISE. WE COULD AGREE TO DISAGREE. >> I DON'T BELIEVE THAT IT SHOULD BE A EPS ADMINISTRATOR
CONDUCTING AN INVESTIGATION BECAUSE GIVEN THE CLIMATE THAT WE'RE IN AND THE DISTRUST THAT SO MANY PEOPLE HAVE TOWARDS US IN GOVERNMENT, I DON'T KNOW IF
YOU ARE THE APPROPRIATE BODY TO SHEPHERD THIS THROUGH THE PROCESS BECAUSE THERE NEEDS TO BE A LEVEL OF DISTANCE FROM THIS PARTICULAR SITUATION. >> I APPRECIATE YOUR CONFIDENCE
IN ME, COUNCILOR MEJIA. THAT'S NOT YOU. IT IS THE INSTITUTION THAT YOU REPRESENT. YOU REPRESENT A DISTRICT THAT
HAS HISTORICALLY RIGHT DISMISSED COMMUNITIES AS I AM ONE OF THEM BEFORE I CAME INTO THIS CHAMBER AND SO BECAUSE
OF THE HISTORIC LACK OF RESPECT AND REGARD. FOR FAMILIES IN PARTICULAR, I FEEL LIKE IT'S NOT YOU IT IS
THE SYSTEM THAT YOU REPRESENT THAT MAKES IT HARD FOR US. TO BELIEVE. THAT THE INVESTIGATION. WOULD BE SOMETHING THAT IS TRANSPARENT.
AND SO. THEREFORE FOR. THE RECORD, I AM JUST NAMING THAT THERE SHOULD BE AN INDEPENDENT INVESTIGATION THAT IS DONE BY A THIRD PARTY THAT
HAS NO AFFILIATION OR ANY SPECIAL INTEREST IN THIS PARTICULAR CASE, IF WE'RE REALLY SERIOUS ABOUT RESTORATIVE JUSTICE, I JUST WANT TO NAME THAT.
FOR THE RECORD. YOU KNOW, I FEEL LIKE WHILE EVERY WE WANT THE BEST. THING TO YOUNG PEOPLE AND. WE EXPLORED EVERY SINGLE AVENUE
WITHIN OUR CAPACITY TO. FOLLOW THE POLICY TO. MAKE SURE THAT. KIDS GET ALL THE. BEST THINGS. I THINK SOMETIMES. >> THE LINE OF. QUESTIONING UM, WELL I'M I SEE
THE POINT OF VIEW RIGHT OFTENTIMES TEETERS. ON QUESTIONING. THE INTEGRITY. UM THE INTEGRITY OF THE OF THE WORK THAT SOME. >> OF US DO. AND EVERYBODY KNOWS.
THAT I PUT MY HEART INTO THIS. UM AND IF. >> I DON'T HAVE THE HEART I GO WITH THE LUNGS. UM, SO I THINK. SOMETIMES THESE THESE SITUATIONS WE. >> HAVE TO WALK. AWAY FEELING. ,UM, THAT THERE COULD BE A
SOLUTION. UM, THIS IS THIS WASN'T. A ANYTIME A STUDENT IS NOT ABLE TO DO. SOMETHING THEY LOVE, EVERYBODY LOSES. UM, AND. >> I THINK WE JUST HAVE TO LOOK.
TOWARDS LIKE IMPROVING UM, SYSTEMS. >> OF HOW SYSTEMS TALK TO EACH OTHER. AND BUT AT THE SAME TIME. I KNOW IT'S A LITTLE BIT. UM, UPSETTING TO HEAR THAT WE CAN'T TALK ABOUT AN. INVESTIGATION I CAN'T TALK
ABOUT I GUESS I'M NOT. INVOLVED IN THE INVESTIGATION. HOWEVER, I RESPECT THE FACT. >> THAT. FOLKS DO NOT. THERE'S LAWS. THAT WE JUST CANNOT. CONTINUE TO TALK ABOUT IT. UH, AND IT'S NOT. >> FROM A. LACK OF RESPECT. IT'S JUST.
>> MAYBE. >> YOU KNOW, MAYBE WHEN IT'S OVER. MAYBE FOLKS. >> TO. COME BACK. >> AND TALK ABOUT IT. I DON'T. KNOW THE. EXTENT HOWEVER I DON'T WANT THE BODY TO. WALK AWAY THINKING. THAT WE. >> WERE DISRESPECTFUL IN ANY. WAY WHEN IF YOU KNOW ME THAT'S
JUST NOT HOW WE CARRY OURSELVES. YEAH I AGREE I KNOW THAT IN. YOUR SHORT TIME HERE. YOU HAVE BEEN VERY TRANSPARENT. EVERY TIME YOU'VE COME INTO
THIS CHAMBER YOU HAVE BEEN ACTUALLY SURPRISINGLY HONEST ABOUT THE SHORTCOMINGS OF THE DISTRICT AND THE THINGS THAT YOU WANT TO SEE CHANGE AND NOT
MANY PEOPLE THAT WORK FOR THAT ADMINISTRATION ACTUALLY USUALLY HAVE THE COURAGE TO ACKNOWLEDGE THE FLAWS. AND SO I KNOW YOU TO BE THAT.
SO I WANT TO ACKNOWLEDGE THAT. FULL STOP. BUT THAT DOES. NOT CHANGE THE SITUATION THAT WE HAPPEN TO BE IN BECAUSE I WANT TO GET TO ONE LAST QUESTION. UM, AND I KNOW THAT YOU ARE
GOING TO BE LEAVING IN THREE MINUTES. SO UM. FOR ME RELATIONSHIPS MATTER, RIGHT?
AND I DON'T KNOW WHAT. POWER OR. INFLUENCE OR WHAT HAPPENED BECAUSE I DON'T KNOW. AND YOU KNOW, I JUST SAW WHAT I SAW ON SOCIAL MEDIA AND IF YOU.
KNOW ME. YOU KNOW I ALWAYS HAVE SOMETHING TO SAY. I DIDN'T SAY MUCH AT ALL. UM, AND SO I'M GLAD THAT COUNCIL CALLED US ABOUT THE HOST OF THIS HEARING BECAUSE I LIKE TO BE TRANSPARENT AND I
LIKE TO HAVE CONVERSATIONS IN PUBLIC AND I WANT EVERYONE TO EXPERIENCE WHAT I'M GOING THROUGH. SO IT'S. NOT FOR THE RECORD THAT'S WHY I DIDN'T SAY MUCH. AND NOW THAT WE ARE HERE. THOUGH.
>> IT WOULD BE HELPFUL FOR ME TO UNDERSTAND HOW RELATIONSHIPS ARE NAVIGATED IN THE AREA OF ATHLETICS BECAUSE
MY DAUGHTER IS A PLAYER, RIGHT ? UM, SHE PLAYS FOR BP'S AND AND BECAUSE I'M A CITY COUNCILOR I
DON'T EVEN GO TO ANY OF MY DAUGHTER'S PARENT COUNCIL MEETINGS BECAUSE I NEVER WANT ANYONE TO ACCUSE ME OF UTILIZING MY POWER OR INFLUENCE. AND I USED TO BE HEAVILY
ENGAGED IN PARENT ADVOCACY AND MY DAUGHTER HAS BEEN IN THE SAME SCHOOL NOW. FOR ALMOST. 5 OR 6 YEARS AND I HAVE YET TO PARTICIPATE BECAUSE I DON'T WANT PEOPLE TO THINK I'M USING MY POWER OR INFLUENCE.
POWER AND INFLUENCE MATTERS AND SO DO RELATIONSHIPS AND I'M JUST CURIOUS HOW ARE WE NAVIGATING THOSE RELATIONSHIPS
WITH OTHER COACHES AND AND IS THERE EVER ANY QUESTION FOR FAVORITISM OR OR THINGS OF THAT NATURE THAT.
CAN BE. UM MISCONSTRUED AS FAVORITISM? HOW DO YOU DEAL WITH THINGS LIKE THAT? YEAH, NOT IN. >> THIS PARTICULAR CASE BUT JUST IN GENERAL BECAUSE I'VE HEARD SOME COACHES PEOPLE GET. YOU KNOW.
SALTY ABOUT CERTAIN THINGS AND IT'S ALL IN WHO YOU KNOW. AND I KNOW THAT BECAUSE I'M A POLITICIAN AND THERE ARE PEOPLE WHO GET WHAT THEY NEED BECAUSE THEY KNOW SOMEBODY AND THEN THERE'S SOME PEOPLE WHO ARE
LITERALLY DYING TO GET WHAT THEY DESERVE, BUT THEY JUST DON'T HAVE THAT LEVEL OF ACCESS. SO I'M JUST CURIOUS HOW DO WE NAVIGATE THAT WITHIN THIS CONSTRUCT.
IN IN POLITICS THERE IS A I. KNOW A GUY OR GAL. CULTURE AS. >> Y'ALL KNOW. IN ATHLETICS. THERE IS A. >> I KNOW A GUY OR GAL CULTURE . SOMETIMES AS WELL. UM YOU.
MANAGE RELATIONSHIPS THROUGH. ACCOUNTABILITY AND SOMETIMES. PEOPLE DON'T LIKE ACCOUNTABILITY. AND PEOPLE TEND AND WE'RE IN BOSTON VERY TRIBAL COMMUNITY. SOMETIMES PEOPLE. >> DON'T. LIKE CHANGE.
AND WE ARE IN ATHLETICS. WE HAVE WORKED HARD. TO REDESIGN. ATHLETICS SO MORE. STUDENTS I DON'T KNOW. >> IF SOME OF YOU SEEN WE ADDED ELEMENTARY SPORTS. TO OUR TO OUR CATALOG.
HARD TO DO. A LOT OF. PEOPLE DIDN'T. >> THINK WE COULD. >> DO IT BUT NAVIGATING. RELATIONSHIPS ALLOWED US. TO DO IT. SO THOSE 20 SOMETHING SCHOOLS. CAN NOW. WE CAN. >> NOW COULD HAVE A PATHWAY FOR . KIDS TO GO FROM AGE 3.
>> TO 19. PLAYING SPORTS THAT TAKES STRONG RELATIONSHIPS, STRONG PARTNERSHIPS. IT TAKES SOMEBODY. OUT WHO. IS A PART OF THE SYSTEM GIVING. >> US THE GREEN. LIGHT TO DO THAT. RELATIONSHIPS ARE DIFFICULT.
UM BUT. I THINK. WHERE WE CAN WIN BETTER. IS IF FOLKS ARE WILLING TO COME TO THE. TABLE AND HAVE THE MOST. HAVE RESTORATIVE CONVERSATIONS ABOUT. HOW TO. >> PUSH THE AGENDA FORWARD SO. >> WE COULD HELP KIDS. OKAY.
>> THANK YOU FOR THAT. AND MY LAST QUESTION AND THEN I'M GOING TO ASK MY COLLEAGUES IF YOU HAVE ANY LAST MINUTE UH ANY LAST ROUND OF QUESTIONS OR. UM CLOSING REMARKS. UH I'D. LOVE TO GIVE YOU THE MIC.
UM THANK YOU FOR THAT. CORY. I'M GONNA MOVE ON TO MY COLLEAGUES AND THEN I'LL COME. >> BACK TO MYSELF. JUST, UM I. WANT TO BE RESPECTFUL. SURE, BUT. UM, I JUST HAVE A FINAL STATEMENT AND AGAIN, JUST THANKS.
THANK YOU TO THE CHAIR AND ALL OF YOU FOR YOUR PARTICIPATION. UM, ULTIMATELY WHAT WHAT I HAD GATHERED FROM ALL OF THIS AND AGAIN, I DID LEARN A LOT THAT I'M NOT IN THE TRENCHES. I'M NOT IN THE THICK OF THIS
EVERY DAY LIKE YOU ALL ARE. SO I REALLY CAME AT THIS, UM, TRYING TO LEARN AS BEST AS I COULD AND I HAVE HAD CONVERSATIONS WITH A LOT OF FOLKS INVOLVED IN THE CASE THAT SHOULD NOT BE NAMED.
UM, BUT IT IS IT'S CLEAR THAT THE AND THE INHERENT PROBLEM IS THAT TRANSFERS ARE PRESUMED TO BE GUILTY BEFORE THEY.
ARE INNOCENT THROUGH THIS FORM 200 AND I THINK IF A SCHOOL IS ALLEGING RECRUITMENT IT SHOULD BE ON THEM. TO PROVIDE PROOF UM AT THE END
OF THE DAY AND THROUGH THE MA PROCESS THEY THEY. ARE REQUIRED. TO DO THAT. UM ALTHOUGH I'M STILL UNCLEAR IF IT HAPPENED IN THAT PARTICULAR CASE. I'M SO CURIOUS ABOUT THAT AND WOULD LOVE ANY SORT OF UM,
PAPERWORK THAT IS AVAILABLE TO THE PUBLIC. BUT I THINK ULTIMATELY JUST THINKING THINKING AHEAD, THINKING FORWARD AND TRYING TO
BE SOLUTIONS ORIENTED UM HAVING UH YOU SAM AND THEN ALSO UH STEPHEN UNDER YOUR LEADERSHIP COREY UM, TO DEVELOP LIKE CLEAR POLICIES AND PROCEDURES.
I MEAN, I WANTED TO ASK QUESTIONS ABOUT LIKE WHO THE SA BOARD IS, HOW THEY'RE APPOINTED, WHY THEY APPOINTED, ARE THEY TRULY INDEPENDENT? I THINK UH COUNCILOR ME HE HAS A POINT ABOUT ENSURING TRUE
INDEPENDENCE IS IS A IS A GREAT AND COMPELLING POINT AND I THINK THAT'S SOMETHING THAT WE CAN ALL WORK TOGETHER ON. I LOVE THE IDEA OF HAVING AN APPEAL FOR THE YOUNG ADULTS IN THIS PROCESS THAT WAS UH,
COUNSELOR CULPEPER PEPPERS IDEA THAT WILL NOT, UH, NEGATIVELY IMPACT THE TEAM BECAUSE I KNOW THAT THERE WAS UM IN THIS PARTICULAR CASE THERE WAS A
MOVE BY THE PRINCIPAL TO POTENTIALLY BRING IT UP TO THE MAY BUT THEN DIDN'T WANT TO JEOPARDIZE THE SEASON AND SO HE WAS CAUGHT IN. IN UM IN A REALLY BAD, UH, PLACE KIND OF LIKE A ROCK AND A
HARD PLACE. SO UH. I DO LOOK FORWARD TO TRYING TO UNDERSTAND HOW TO DEVELOP POLICIES WITH YOU ALL SO THAT THIS DOESN'T HAPPEN AGAIN.
AGAIN MAKING IT STUDENT CENTERED, UM, AND TAKING INTO CONSIDERATION THEIR PERSPECTIVE AS BEST AS WE CAN AND THE PERSPECTIVE OF OF THEIR FAMILIES BECAUSE I FEEL LIKE THEIR VOICES ARE LOST IN THIS
PROCESS. SO THANK YOU. I'LL LEAVE IT AT THAT AND JUST AGAIN MORE THANK THE CHAIR AND EVERYBODY THAT SHOWED UP. THANKS. >> THANK YOU. COUNCILOR MURPHY. NO CONSUMER THANK OKAY OKAY
THANK. THANK YOU MADAM CHAIR. ALL I WANT TO SAY IS WE SHOULD USE THIS OPPORTUNITY TO THINK ABOUT HOW DO WE IMPROVE THE SYSTEM MOVING FORWARD. UM, I THINK THAT, UM, A LOT
OF THE QUESTIONS AND POINTS THAT MY COLLEAGUES BROUGHT UP TODAY ARE SUPER BENEFICIAL TO THE CONVERSATION. AND I KNOW THAT YOU GUYS DO A LOT OF HARD WORK. I MEAN, I'VE TALKED TO YOU A LOT. UM, AND I REALLY APPRECIATE
YOU, CHIEF MCCARTHY, FOR THE WORK THAT YOU DO TOO. AND I KNOW THAT YOU'RE COMING IN WITH THE STUDENTS AND. I THINK THAT. OBVIOUSLY THERE'S CASES WHERE THE OUTCOME IS PROBABLY NOT THE MOST IDEAL FOR THE STUDENT.
BUT IF WE AT LEAST CAN WALK OUT OF HERE WITH SOME. SOLUTIONS MOVING FORWARD ABOUT HOW WE CAN IMPROVE THE SYSTEM, HOW CAN WE IMPROVE THE THE WAY THAT THIS TRANSFER HAPPENED, I THINK THAT WE ARE HEADING IN
THE RIGHT DIRECTION AND TO THE TO THE STUDENTS IN THE AUDIENCE. I THINK THAT COUNSELOR CULPEPER GAVE YOU GUYS SOME GREAT ADVICE, UM, WHERE THIS IS ONE PART OF YOUR LIFE BUT YOU KNOW,
THERE'S SO MUCH MORE AHEAD OF YOU THAT. I THINK ALSO. SPEAK BETTER TO IT. I JUST THINK HE GAVE YOU GREAT ADVICE AND. UM. >> TAKE THAT WITH YOU AS WELL. UM, I'M PROUD OF YOU. I'M ALWAYS PROUD TO SEE STUDENTS IN THE AUDIENCE.
I THINK THAT IT TAKES A LOT TO TO BE IN THIS CHAMBER AND TO LISTEN TO AND TO. >> LISTEN. TO US TALK ABOUT THESE VERY NUANCED TOPICS. BUT UM. JUST VERY THANKFUL FOR MY COLLEAGUES FOR SPONSORING THIS AND FOR BRINGING TO THE CHAMBER.
LOOKING FORWARD TO WORKING WITH YOU ALL ON THIS. MORNING FOR THANK YOU. THANK YOU. UM, SO I WON'T ALLOW UH. ,YOU ALL IF YOU HAVE ANY CLOSING REMARKS AND.
I KNOW. TIME IS TICKING BUT YOU KNOW, OUT OF RESPECT FOR. YOUR TIME HERE WITH US, I THINK YOU DESERVE TIME TO.
EVERY YEAR WE WANT TO IMPROVE AND I THINK WE WE. OWE IT TO YOUNG PEOPLE TO ALWAYS. BE REFLECTIVE. AND REFLECTIVE. IN TERMS OF HOW WE DO THINGS.
BUT I WOULD FOR THE RECORD, I DON'T WANT TO. POSITION THE POSITION OF. >> PEOPLE WHO ARE TRYING TO HELP YOUNG. PEOPLE TO PRESENT THIS AS SOMETHING WE. >> DID TO. WE DO TO YOUNG PEOPLE.
THAT'S JUST NOT THE CASE. >> WE WORK WAY TOO HARD TO ADVOCATE. FOR THEM. >> WE DID NOT DO. THIS TO YOUNG PEOPLE. UM. >> BECAUSE WE DON'T MAKE. THOSE DECISIONS, THOSE FINAL. DECISIONS THEY'RE THERE. WE HAVE A JOB. TO DO.
UM AND IT'S OFTENTIMES IT. BECOME THIS. >> IS THE. GRAY AREA THAT MAKES IT VERY DIFFICULT. I DO. RESPECT THE FACT THAT FOLKS. HAVE A. >> DEEP INQUIRY. INTO WHY. STUDENTS ARE NOT PLAYING. UM. YOU KNOW.
IT'S THAT. IT'S SEPARATE FROM MY PERSONAL FEELINGS ABOUT OUR SEPARATE FROM WHO I. AM FROM WHO I AM ON THE JOB. UM, WE WILL. CONTINUE TO WORK TO IMPROVE JUST LIKE WE DO.
EVERYTHING ELSE. UM. AND I JUST. >> THINK IT'S. IMPORTANT TO. >> MAINTAIN THAT. LEVEL OF TRANSPARENCY. AND IN. RECOGNIZE WE'RE IN THAT NONPROFIT SPACE. FINALLY.
NO ONE WINS WHEN KIDS LOSE. THAT'S RIGHT. THANK YOU. >> CHIEF DOCTOR. YEAH I WOULD WANT TO START BY JUST THANKING YOU ALL FOR HOSTING THIS HEARING AND GIVING US OPPORTUNITY TO SPEAK ABOUT OUR PROCESSES AND PROCEDURES
AROUND ATHLETIC TRANSFERS AND GOING OVER THE RULES A LITTLE BIT WITH MY OWN REQUIREMENTS. UM, AND APPRECIATIVE OF YOUR ADVOCACY ABOUT THE PARTICULAR CASE AT HAND AS WELL AS YOU KNOW HOW WE'RE DOING AND
OFFERING UP SUGGESTIONS ON HOW WE CAN IMPROVE AS WELL. SO JUST THANK YOU FOR THAT. I WOULD ALSO JUST UM, ECHO UM MY COLLEAGUE'S STATEMENTS. UM AND I WOULD ALSO JUST CLOSE
BY SAYING UM, WE WANT TO GET BETTER AND UNFORTUNATELY UM THERE ARE SOMETIMES SITUATIONS WHERE WE HAVE TO HOLD THE LINE ON TRANSFERS AND UNFORTUNATELY SOMETIMES STUDENTS ARE NOT
GOING TO BE ABLE TO PLAY AND CAN I SAY WITH 100% CERTAINTY THAT UH, YOU KNOW, SORT OF OR NOT PLAYED DUE TO ATHLETIC ELIGIBILITY? AGAIN, THAT WOULD BE IRRESPONSIBLE ME TO SAY BUT WE CAN DO OR SAY THAT WE'RE GOING TO MAKE SURE WE PUT THE
PROCEDURES IN PLACE TO MAKE SURE THERE'S EVERY OPPORTUNITY AFFORDED TO ALLOW THAT TO HAPPEN TO THE EXTENT WE CAN WHILE ABIDING BY ALL OF MY RULES. SO THAT'S MY COMMITMENT TO MAKE SURE THAT AS MANY STUDENTS ARE PLAYING AS POSSIBLE WE WILL DO
THAT. UH, AND UM, MOST IMPORTANTLY MAKE IMPROVEMENTS TO OUR PROCESS ALONG THE WAY BASED ON FEEDBACK THAT WE'VE SEEN RECENTLY UM, AND UM, SITUATIONS THAT HAVE OCCURRED UH, BOTH
PRESENTLY IN UM OVER THE 30 YEARS OF MY EXISTENCE HERE. THANK YOU. THANK YOU. >> UM, THANK YOU TO BOTH. UM, AND I, I WANT TO SAY, UH, DOCTOR PINO. THAT I REALLY DO APPRECIATE YOUR APOLOGY EARLIER TO THE
FAMILY. I THINK THAT THAT IS A REALLY GOOD. STEP IN THE RIGHT DIRECTION. I THINK THAT SOMETIMES ALL WE WANT TO HEAR IS SORRY. RIGHT.
AND THE FACT THAT YOU DID THAT TODAY PUBLICLY MEANS A LOT TO ME AS THE CHAIR, UM, OF THIS HEARING. AND THEN, YOU KNOW, TO CHIEF MCCARTHY LIKE I HAVE. BEEN TO I KNOW I HAVEN'T BEEN
TO ALL OF YOUR EVENTS BUT. I DO FOLLOW THE WORK THAT YOU AND YOUR TEAM DO TO SUPPORT YOUNG PEOPLE AND ALL OF THE INNOVATION THAT YOU BRING TO THE SPACE. SO IT'S NOT LOST ON ME.
UM, THE LEVEL OF COMMITMENT THAT YOU HAVE TO STUDENT SUPPORT SERVICES. SO I WANT TO ACKNOWLEDGE THAT AND I ALSO UM. WOULD NOT BE COUNCILOR HERE IF. >> I DIDN'T KEEP IT. YOU KNOW, A LITTLE BIT SPICY UP
IN HERE. BUT I WILL ALSO SAY THAT I THINK WE HAVE AN OPPORTUNITY TO REALLY THINK ABOUT HOW WE MOVE FORWARD WITH THESE DISCUSSIONS. AND YOU KNOW. I THINK IT'S ALSO JUST AS EQUALLY AS IMPORTANT.
>> FOR. US TO. >> THINK. ABOUT THE IMPACT BECAUSE THIS STUDENT. >> YOU KNOW. THIS PARTICULAR STUDENT WAS HIGH SCHOOL. WE AND IF WE'RE LOOKING AT THE LONGEVITY OF THEIR ABILITY TO I'M NOT GOING TO SAY. >> THEY'RE GOING. >> TO MOVE ON TO THE.
MBA OR I DON'T KNOW I DON'T. >> EVEN KNOW I DON'T FOLLOW SPORTS THAT WAY. BUT THERE HAS TO BE A LEVEL OF RESPONSIBILITY THAT WE HAVE IN TERMS OF THE IMPACT THAT WE HAVE ON PEOPLE'S. FUTURE AND THEIR OUTCOMES AND.
THINGS OF THAT NATURE. THAT I THINK SHOULD TAKE INTO CONSIDERATION AS WE MAKE DECISIONS ABOUT TRANSFERS. >> OR NOT. RIGHT. SO NAMING THAT UM AND I THINK
THAT THIS CONVERSATION IS A GOOD STARTING POINT UM TO COUNSELOR BECAUSE IT. IS ABOUT THAT AS THE LEAD SPONSOR WOULD LOVE TO FIGURE OUT HOW WE CAN INCORPORATE SOME OF THE THINGS THAT WE HEARD HERE. UM, TO SOME OF THE ADVOCACY.
IF ANY OF YOUR COLLEAGUES, YOUR AND YOUR COLLEAGUES WANT TO SIT DOWN AND HAVE A CONVERSATION. MORE THAN HAPPY, MY NUMBER IS VERY PUBLIC. IT'S MY REAL NUMBER AND ALL MY. EMAILS AND OUR DEPARTMENT. UM WE WORK WITH THE ATHLETIC DEPARTMENT.
SPORTS ADMINISTRATION IS WORKING EXTREMELY HARD TO MAKE SURE THAT WE IMPROVING THINGS. SO WE THANK YOU FOR YOUR TIME. YEAH THANK YOU. AND SO. THE HEARING ON DOCKET.
0166 IS ADJOURNED. THANK YOU.