COUNCIL OF THE CITY OF PHILADELPHIA2 COMMITTEE ON EDUCATION3 Room 400, City Hall6 Philadelphia, Pennsylvania Tuesday, February 22, 20117 1:15 p.m. PRESENT: COUNCILWOMAN JANNIE BLACKWELL, CHAIR10 COUNCILMAN FRANK DiCICCO COUNCILMAN W. WILSON GOODE, JR.11 COUNCILMAN WILLIAM K. GREENLEE COUNCILMAN CURTIS JONES, JR.12 COUNCILMAN JAMES KENNEY COUNCILMAN BRIAN J. O'NEILL13 COUNCILWOMAN MARIA D. QUINONES-SANCHEZ COUNCILWOMAN BLONDELL REYNOLDS BROWN14 RESOLUTION 100797 - Resolution calling on the16 City Council Committee on Education to Hold Hearings on Bullying and Violence in the17 City's Schools including the Targeting of Immigrant Students from Asia, Africa and the18 Caribbean and the Targeting of Students Based on Sexual Orientation and Steps Taken by19 District Officials to Address Bullying and Violence when they Occur.20 - - -22 2
Good2 afternoon. Let me thank all of you for3 coming. We are now calling into session4 the Education Committee that will hear5 Resolution 100797.6 We have a quorum. In fact,7 almost all members of the Committee are8 present. To my left is Councilman Bill9 Greenlee. To my right, Councilwoman10 Blondell Reynolds Brown. To her right,11 Councilman W. Wilson Goode, Jr., then12 Councilman Curtis Jones, who is sitting13 in with us today, and certainly14 Councilman Frank DiCicco.15 We will now ask the Clerk to16 read the entire resolution.17
Resolution 100797,18 calling on the City Council Committee on19 Education to Hold Hearings on Bullying20 and Violence in the City's Schools21 including the Targeting of Immigrant22 Students from Asia, Africa and the23 Caribbean and the Targeting of Students24 Based on Sexual Orientation and Steps25 2/22/11 - EDUCATION - RES. 1007971 Taken by District Officials to Address2 Bullying and Violence when they Occur.3 Whereas, bullying and violence4 in the City's public schools have been a5 persistent problem over the years, and6 that more recently, have targeted7 immigrant students from Asia, Africa and8 the Caribbean and have also targeted gay9 and lesbian students; and10 Whereas, Pennsylvania requires11 School Districts in the state to have12 anti-bullying policies and to name a13 person to whom complaints can be made;14 and15 Whereas, since January, the16 Philadelphia Commission on Human17 Relations has been holding hearings18 following violence at South Philadelphia19 High that targeted immigrant students20 from Asia; and21 Whereas, one witness who is22 also a member of the Mayor's Commission23 on African and Caribbean Immigrant24 Affairs testified that she had been a25 2/22/11 - EDUCATION - RES. 1007971 victim of teasing and bullying while in2 school and that cultural insensitivity on3 the part of District officials caused her4 to be labeled a "behavior problem" and to5 be kicked out of several schools; and6 Whereas, studies indicate that7 more than a half million students8 nationwide, or seventeen percent of9 students beyond second grade, were10 bullied two or three times a month over a11 period of several months; and12 Whereas, a District official13 testified that while District's recently14 adopted Bullying Policy is a good start,15 it lacks systematic implementation; and16 Whereas, experts report that17 the incidence of bullying goes down18 significantly, only when schools19 implement consistent, well-organized,20 long term programs; now therefore, be it21 Resolved, that the Philadelphia22 City Council calls on the Council23 Committee on Education to Hold Hearings24 on Bullying and Violence in the City's25 2/22/11 - EDUCATION - RES. 1007971 Schools including the Targeting of2 Immigrant Students from Asia, Africa and3 the Caribbean and the Targeting of4 Students Based on Sexual Orientation and5 Steps Taken by District Officials to6 Address Bullying and Violence when they7 Occur.8
10 Again, good afternoon and11 welcome to today's hearing on bullying12 and violence in City schools. As Chair13 of the Council Committee on Education,14 we're pleased to be joined by all of my15 colleagues who are here to deal with this16 important issue. I offer my profound17 thanks to all of you attending these18 hearings to address this issue, including19 its causes and possible remediation. And20 I offer my special thanks to all who have21 come and who did not have to be here from22 other places and other counties,23 especially Superintendent Michael24 Chitwood from Upper Darby, who has come25 2/22/11 - EDUCATION - RES. 3 On November 18, 2010, City4 Council adopted Resolution 100797 calling5 for today's hearing, wherein we hope to6 focus attention on the occurrence of7 violence and bullying in schools, its8 causes, past and current efforts to9 prevent it, and recommendations on what10 we can do to reduce and prevent bullying11 and school violence going forward. 17 By way of background and18 context, the School District is the19 largest in the state, with approximately20 155,000 students attending some 26721 public schools and another 40,00022 attending 75 charter schools. The vast23 majority of students are African24 American, who constitute 58 percent of25 2/22/11 - EDUCATION - RES. 1007971 the student population. Asian-Pacific2 Islander students constitute seven3 percent. Hispanic students account for4 percent. Caucasian students, 145 percent. 13 In fact, just within the last month, a14 13-year-old Upper Darby student was15 subjected to unspeakable brutality, which16 was video recorded and has flooded the17 media. 23 And as you saw on the news, he spoke out24 against it. He did not hide anything25 8 2/22/11 - EDUCATION - RES. 5 Earlier, on December 3rd, 2009,6 Asian students at South Philadelphia High7 School were viciously attacked by8 non-Asian students. More than 709 students stormed the cafeteria looking to10 assault and terrorize Asian students who11 were simply eating their lunches during12 the school day. 18 School bullying and violence19 have not only racial connotations, but20 can also target students because of their21 sexual orientation. 24 Just a few months ago, Tyler Clementi, an25 9 2/22/11 - EDUCATION - RES. 21
And23 while she is speaking, we want to invite24 Chief Chitwood forward. We know he has25 10 2/22/11 - EDUCATION - RES. 1007971 to get back to his county. We thank you2 again for coming. And many of you may or3 may not know, he's also a friend. We've4 been friends for many, many years. His5 son was here. He's now in Florida6 enjoying the weather, but we thank the7 Chief, his wife, Liz, and his family.8 Thank you very much.9 (Witness approached witness10 table.)11 COUNCILWOMAN BLACKWELL:12 Councilwoman Blondell Reynolds Brown.13
Thank you,14 Madam Chair Lady.15 As Vice-Chair of the Committee16 on Education, I want us to underscore two17 remarks made by Chairwoman Blackwell,18 and, that is, that we want to look to see19 how we can reduce bullying and violence20 going forward. We do know that the21 national Secretary of Education has made22 this a national issue, that there are 4523 states nationwide that are putting in24 place statewide bullying policies, and25 11 2/22/11 - EDUCATION - RES. 1007971 ultimately the challenge for us is to2 look to see how we can work cooperatively3 across government to rid or minimize this4 type of inappropriate violent behavior.5 And with that, we'll open to6 testimony. Thank you, Madam Chair.7
Thank8 you.9 Let the Chair also note that10 Councilman Brian O'Neill is here, a11 member of this Committee, and thank you12 very much.13 Superintendent Chitwood, again,14 we want to thank you, and we note that15 you were very visible on TV talking about16 what happened to this student. It was17 quite unbelievable that a child could be18 hung from a tree and just so severely19 beaten for all to see. And can you tell20 us what you think that we can do, how you21 view the incident and where do you think22 we can go from here.23 SUPERINTENDENT CHITWOOD: In my24 opinion -- and I'll use this incident,25 12 2/22/11 - EDUCATION - RES. 1007971 because it received so much publicity --2 bullying is a crime, period, and from a3 law enforcement perspective, it should be4 treated as a crime. In this particular5 case, it's fortunate that these young men6 who did the bullying were not facing7 murder charges, because when they hung8 the young man on that fence, those9 spear-like tops of that fence could have10 penetrated his neck, his head, his face11 the way they were struggling with him.12 And obviously the video said much more13 than any person could say. I mean, if it14 wasn't for the video, we probably15 certainly wouldn't have filed the charges16 we filed.17 Our role is to make sure that18 the children get to and from school19 safely, and we put a lot of time and20 effort in Upper Darby. When we saw that21 there was a crime, our statement was that22 bullying is a crime, whether it's23 harassment, terrorizing. In this24 particular case, it was physical and25 13 2/22/11 - EDUCATION - RES. 1007971 terrorizing. We wanted to make an2 example of those individuals responsible3 for it. We took them out in handcuffs,4 even though they were juveniles, and we5 let the whole school body see that6 bullying is not cute, bullying is not7 funny, and in this particular case,8 bullying was a crime and could have been9 a heinous crime. So from that10 perspective, the law enforcement11 community has to handle it like that.12 One of the things that I feel13 fortunate in our community is that we14 work very, very closely with the schools.15 So that we work very, very closely with16 the school police, and they were very17 instrumental in identifying the18 individuals involved in this particular19 case. We had first names, but that's all20 we had in four of the seven. As a result21 of that relationship, we were able to22 identify the individuals. And they were23 the ones that first got the tape, because24 they used the cell phone to do the taping25 14 2/22/11 - EDUCATION - RES. 1007971 and then turned it over to us and we used2 it to prosecute.3 We have our own officers4 assigned to do anti-bullying programs in5 the third and fourth and fifth grade so6 that there's a police face in the School7 District. We also developed a mentoring8 program where we took the fifth grade9 classes of schools that we had a lot of10 problems when the students went into11 middle school, and that program has12 become very, very successful to now I13 have 20 officers in the schools. They14 kind of just go in and rap with the kids,15 talk to the kids, get to know them by16 their first names, and we started to17 build a relationship with the younger18 people before they got into high school.19 But I think the one message is20 that there has to be a collaborative21 approach between the law enforcement22 community and the school officials, and23 that if it's a crime, the police24 investigate it, not the schools. All too25 15 2/22/11 - EDUCATION - RES. 1007971 often we see where schools like to do2 their own investigation before they call3 the Police Department, and that's not4 acceptable, and I've expressed that to5 our school leadership.6 But, again, the relationship7 that we have is day to day. It's8 continuing, and it's an excellent9 collaboration in protecting and giving an10 environment of protection for our11 children.12
Thank13 you. You're doing an excellent job. We14 thank you.15 Councilman Goode -- Councilman16 Jones.17
First of18 all, thank you, Madam Chair, for having19 these hearings and bringing this20 important issue to light.21 And as a former Philadelphia22 police officer, welcome back. You're23 doing a wonderful job. I watch you24 vicariously doing your duties in your new25 16 2/22/11 - EDUCATION - RES. 1007971 county.2 I would be curious to know --3 and Councilwoman Blackwell and I share a4 district. They border one another. And5 recently we've had a rash of issues6 dealing with some of our neighboring7 schools, and it's bullying turned into8 territorial school fights. And these are9 generally good children. And when we10 talked to some of the parents, one of the11 disturbing things that came from one12 parent, not all but one parent, was that13 they viewed bullying and this whole14 process as some kind of strange rite of15 passage and often reinforce the actions16 of the juvenile by their own comments and17 acceptance of bullying.18 Are there charges, is there a19 responsibility that the parent has to20 govern the conduct of the child? Is21 there some type of liability, in your22 mind?23 SUPERINTENDENT CHITWOOD: In my24 mind, the liability would be if there was25 17 2/22/11 - EDUCATION - RES. 1007971 criminality involved in that particular2 instance; for example, if during the3 course of the bullying incident that may4 have started out verbal somebody got5 hurt, physically hurt, where there could6 be charges, my opinion -- but, again, the7 District Attorney would have to give the8 okay -- my opinion is, maybe we should9 start charging some of these parents. I10 mean, that's what I feel, but, again, to11 get somebody to support that and stand12 behind it is a whole other avenue. I13 mean, I think the thing is, the parents14 didn't do it; the child did it.15 You know, you just brought16 something to mind as you were talking to17 me. This incident that we're talking18 about, I personally asked the 13-year-old19 victim, Why were you bullied? Why do you20 think you were bullied? And he gave21 three reasons. He said the first was22 that he didn't hang out with the group23 that did the bullying, the tough guys.24 The second was that he was smaller of25 18 2/22/11 - EDUCATION - RES. 1007971 anybody else, and the third was that his2 mom spoke in a different accent. They3 were from Africa. They were from4 Liberia. And that kind of drew my5 attention to when the Councilwoman6 invited me down here to speak that that's7 a dynamic that we're starting to see more8 and more of, not only in your city but9 also in the suburban communities. But10 you just jarred my memory when you11 started talking about parents.12
One of the13 steps that the Councilwoman is taking,14 along with myself, is, we're coming up15 with an inner school task force made up16 of both administrators from the school,17 principals, vice-principals, teachers,18 but also parents from the respective19 schools and also students representing20 the student body from the school to try21 to dialogue this thing out. But it just22 seems as though when we start talking23 about truancy, we're beginning to hold24 parents responsible for the conduct of25 19 2/22/11 - EDUCATION - RES. 1007971 their children, and I was wondering if2 that is indeed something that we can3 consider.4 SUPERINTENDENT CHITWOOD: They5 do that in Upper Darby. They have the6 Truancy Court, and they hold the parents7 responsible. I mean, the parents wind up8 paying fines and wind up two, three days9 in jail.10
Thank13 you.14 Councilman Goode and then15 Councilman DiCicco.16
Thank you,17 Madam Chair.18 Good afternoon. From your19 years of experience, have you seen any20 trends in terms of bullying? Are there21 highs and lows? More in particular, is22 there a new trend that is related to23 social media?24 SUPERINTENDENT CHITWOOD: I25 20 2/22/11 - EDUCATION - RES. 1007971 think the social networking has created a2 whole vast world out there that the3 bulliers want their badge of honor, their4 15 minutes of fame.5 There's no doubt that the video6 that's been shown across the country was7 headed for YouTube, but it was8 intercepted before it got there. So I9 believe that -- not that social working10 has caused more bullying, it's11 exacerbated the bullying issue, and these12 kids are involved in these idiotic trends13 of trying to be show-offs and they don't14 fear posting whatever they do wrong.15 So I see social networking as16 an enhancement of that particular act,17 but I think we live in a more violent18 society than we ever lived, and I'll base19 that on 47 years in law enforcement.20 From a young cop in 1964 to where I am21 today, I mean, the violence that we see22 is like you can't believe it. Sometimes23 I'm even shocked.24
So are there25 21 2/22/11 - EDUCATION - RES. 1007971 any strategies to combat bullying through2 social media?3 SUPERINTENDENT CHITWOOD: I4 don't think so. As long as the social5 media, social networking is out there,6 it's difficult. Again, from a law7 enforcement perspective and certainly the8 school officials, it has to be that9 collaborative approach. I don't know10 what you do about the social networking11 and social media, I really don't.12
I guess I13 was saying, do you do any monitoring of14 social media or have any strategies15 related to social media that can combat16 bullying? If that's helping to17 exacerbate it, is there a way to try to18 minimize it through the use of social19 media?20 SUPERINTENDENT CHITWOOD: I21 certainly like the concept of that idea,22 but it's beyond where I could be.23
Okay. Thank24 you.25 22 2/22/11 - EDUCATION - RES. 1007971 Thank you, Madam Chair.2 COUNCILMAN DiCICCO: Actually,3 that's exactly where I was going. I'm4 not a tech person. I'm not on Facebook.5 Well, I actually am, but not at my6 choosing. But in any way -- not a choice7 I made, I should say.8
That's9 Councilman DiCicco.10 COUNCILMAN DiCICCO: I just was11 wondering if through the social12 networking at least maybe information13 could be put out there to let these young14 people know that this is something that15 is being taken serious and what the16 consequences for that behavior may be. I17 don't know if it will resonate, but I18 think we need to use that media to get19 the message out about if you are20 apprehended as a result of being a bully,21 these are the consequences, kind of just22 an alert, if you will.23 I remember, jarred my memory,24 as a kid I went to St. Paul's at 9th and25 23 2/22/11 - EDUCATION - RES. 1007971 Catharine, 9th and Christian, and I2 walked home those days for lunch to 11th3 and Federal, which was pretty far, I4 guess, in today's standards, and I was a5 victim of being bullied pretty much every6 day of my life, and if it wasn't for my7 parents, there really was no other place8 for me to go, because people accepted it9 as, Well, it's just kids growing up and10 that's what they do. But I was11 terrified. I was terrified most days12 going to school and coming home. But13 because we have this social networking,14 this electronic medium, I think that15 there's an opportunity for all of us to16 figure out how we can work with the17 school districts and the police to get18 the message out about the consequences19 for those who partake in that kind of20 action. Just a suggestion.21 SUPERINTENDENT CHITWOOD: I22 think from a strategic standpoint, it's a23 good idea, because the kids are on the24 social world, that's for sure.25 24 2/22/11 - EDUCATION - RES. 1007971
Well,2 it is ironic, we had these hearings back3 March -- my old record said March 10th,4 1994. So the Education Committee has had5 all of these. We adopted a report out of6 this, and we talked about many programs7 that the School District has adopted,8 those things that Councilman Jones talked9 about about students buying in, and we10 talked about parent patrols, PP, and11 wearing arm bands, volunteering in school12 and many, many other things. We adopted13 a full-scale report, and yet14 Superintendent Chitwood tells us the15 world is more violent than since he began16 as an officer back in '64. So, you know,17 it is just ironic that we have so much18 more in technology, we think we19 experience more about what makes folks20 tick, communication is better, schools21 are better, the environment is better,22 the schools are nicer, and yet we're23 building a new West Philadelphia High24 School in my district and, you know,25 25 2/22/11 - EDUCATION - RES. 1007971 there's new Edison, there are new2 schools, Audenried, we have all of this3 and yet it's more violent. So it means4 somewhere along the line, that we're5 still losing the mark in spite of all of6 that. It is very sad.7 Questions, comments?8 (No response.)9
Let me13 say thank you very much, Superintendent.14 We appreciate you taking time from your15 day.16 SUPERINTENDENT CHITWOOD: Thank17 you.18
And19 your advice. And if it is okay, we'll20 maintain contact so that we may ask your21 advice on whatever comes out of this22 hearing based on your experience and your23 knowledge of what can work and what may24 not work.25 26 2/22/11 - EDUCATION - RES. 1007971 SUPERINTENDENT CHITWOOD: Yes.2 Thank you.3
Thank4 you. Thank you very much. Thank you.5 Next is State Representative6 Kenyatta Johnson. We thank our State Rep7 for coming. Thanks for your patience.8 We've worked a lot. He's been active in9 this area and active in his community,10 and certainly we want to thank him for11 coming and welcome you and ask you to12 identify yourself for the record and13 begin your testimony.14 (Witness approached witness15 table.)16 REPRESENTATIVE JOHNSON: My17 name is Kenyatta Johnson, State18 Representative of the 186th Legislative19 District. Good afternoon, everyone.20
22 REPRESENTATIVE JOHNSON: I'd23 like to thank Chairwoman Jannie Blackwell24 for convening this hearing on this very25 27 2/22/11 - EDUCATION - RES. 1007971 sensitive and most important issue, as2 well as Vice-Chairwoman Ms. Blondell3 Reynolds Brown, and I'd like to also say4 hello to Councilman Greenlee, Councilman5 Wilson Goode, as well as Councilman Frank6 DiCicco. 21 What encouraged me to22 participate in this particular hearing is23 because personally I dealt with the issue24 of bullying with my niece, who attended25 28 2/22/11 - EDUCATION - RES. 1007971 Furness High School, a young lady punched2 in the mouth with some brass knuckles,3 and every time I look in my niece's face4 today, I still see the scar. My sister5 did decide to press charges against the6 young lady, and someone down in Family7 Court felt as though the incident didn't8 rise to the level of the young lady9 receiving punitive type of damages where10 she would have a record, but11 nevertheless, my sister still felt12 saddened by the incident. And so I also13 pay close attention to the issue of14 bullying that affects our young people,15 not just so much in the neighborhoods but16 also, more importantly, through the17 social media outlets such as Facebook,18 such as My Space. 22 As a legislator, I have23 sponsored a number of bills and24 resolutions to ensure that the problem of25 29 2/22/11 - EDUCATION - RES. 1007971 youth violence is a part of Harrisburg's2 agenda. 8 I would like to commend you on9 your efforts to address bullying and10 youth violence. 19 Many believe that bullies lack20 confidence and leadership skills and, as21 a result, they combat this social deficit22 by picking on individuals who appear to23 be weaker. To the contrary, research24 shows that bullies often have good25 30 2/22/11 - EDUCATION - RES. 1007971 leadership skills and have an easy time2 making friends and, therefore, have a3 large friendship circle in which they may4 use in a negative way. 9 Also, the actions of bullies10 are hugely the result of activities11 inside the homes and within family12 structures. 23 So let's be clear, this does24 not in any way suggest that we should25 31 2/22/11 - EDUCATION - RES. 1007971 tolerate bullies and the negative2 behavior they bring in our classroom and3 beyond. 7 Merely punishing individuals8 without examining the root cause is never9 an effective method. 21 Dr. " Therefore, as25 32 2/22/11 - EDUCATION - RES. 1007971 we begin to implement ideas to uphold2 this resolution, I encourage us to3 analyze all aspects of bullying. Let's4 work together and implement anti-bullying5 education tools, as was mentioned earlier6 by Councilman Curtis Jones and it has7 also been followed up by Councilwoman8 Jannie Blackwell. Perhaps an initiative9 that we're focussing on right now within10 my legislative district is engaging the11 local police department and speaking12 opportunities with elementary school13 students to send a clear message at an14 early age that bullying will not be15 tolerated. We must understand that hurt16 children hurt children. 21 And I just want to clarify on22 that particular statement. Again, if23 parents are participating in the process24 of their child bullying someone else's25 33 2/22/11 - EDUCATION - RES. 14 We as community leaders,15 educators, parents and guardians should16 act swiftly when we learn of incidents of17 bullying, whether it's in the classroom,18 on the school bus, on Facebook or on our19 streets. 22 Lastly, I encourage all of us23 to help students understand that this24 journey to adulthood, prestige and25 34 2/22/11 - EDUCATION - RES. 16 If students do not have respect for17 individuals' background, then that causes18 more issues of bullying as well as19 intimidation, but also escalates to20 violence, as we've recently seen in South21 Philadelphia High School as well. 25 35 2/22/11 - EDUCATION - RES.
1007971 And, again, I thank all of you2 for having me here and for really having3 a hearing on something that's dear to my4 heart, and that's making sure all young5 people are safe. 6
Thank you10 for your comments, Representative, and11 you are no stranger to inner city issues12 such as this in representing your13 district and representing them well. I14 like the fact that you're drawing a15 correlation between what happens at the16 youth level being the responsibility of17 adults and parents to take action about18 it.19 I found in my district -- and I20 don't know if it's the same in yours --21 that today's bullying can be tomorrow's22 assault and then homicide.23 REPRESENTATIVE JOHNSON: And24 homicide, correct.25 36 2/22/11 - EDUCATION - RES. 1007971
What steps2 have you found effective in intervention3 to stop that, curb that and to kind of4 nip it in the bud, if that's at all5 possible?6 REPRESENTATIVE JOHNSON: Well,7 to be quite frank with you, I have a8 public safety liaison in my office, and9 when we receive reports of bullying from10 the local schools within my district, my11 staff know to aggressively reach out to12 the administration and find out who,13 what, when, where and why the incident is14 escalating and how it occurs. So we go15 immediate to the source, try to get as16 much stakeholders to the table as17 possible so we can nip the situation in18 the bud before it escalates.19 When we also hear that someone20 is being -- and this happened to my niece21 in particular -- the threats and22 intimidation on Facebook, we take that23 information not just as hearsay. If it's24 written on Facebook, we take that25 37 2/22/11 - EDUCATION - RES. 1007971 information, we follow up, and we also2 get involved with Town Watch Integrated3 Services as a mediator to help us get4 through some of the issues that we are5 addressing. So for me, follow-up on the6 information swiftly, and that's been7 effective thus far.8
I mean, I9 think that if there's something that can10 be drawn from your example, it is that11 intervention, because a lot of times we12 misplace as older siblings or even adults13 that somehow by me going up to the school14 and intervening in what is a child's15 dispute physically only escalates,16 because now you're an older sibling or17 adult putting hands on my child, and that18 brings parents into it and it goes very19 dangerous very quickly, and we really20 need to let professionals that are honest21 brokers, such as intervening agencies, to22 kind of intervene on our behalf23 sometimes.24 REPRESENTATIVE JOHNSON: And25 38 2/22/11 - EDUCATION - RES. 1007971 also I encourage you as being2 stakeholders of the City of Philadelphia3 to continue to aggressively advocate for4 additional funding in Harrisburg when it5 comes to providing the Office of School6 Safety. I think that was the position,7 if I'm correct, was eliminated during the8 last budget process, but the advocacy and9 the aggressiveness of making sure, if you10 bring that position back or make sure the11 actual resources and the funding is12 available on a city level as well as even13 on a federal level to help us have the14 professionals to mediate when parents15 can't come to the school and participate.16
Thank you,17 Representative.18 Thank you, Madam Chair.19 REPRESENTATIVE JOHNSON: You're20 welcome.21
Thank22 you very much.23 Are there further questions?24 Councilwoman Blondell Reynolds25 39 2/22/11 - EDUCATION - RES. 1007971 Brown and then Councilman Bill Greenlee.2
Thank you,3 Madam Chair.4 Welcome to these proceedings,5 Representative Kenyatta. Your track6 record as an advocate and strong voice7 for children and youth is highly8 respected and welcomed.9 What we know and what we've10 learned is that bullying is certainly not11 limited to urban communities, nor the12 LGBT community and, in this case, the13 immigrant community, that rural14 communities also are reckoning with this15 ugly phenomena. And so with that, when16 you look at the Commonwealth of17 Pennsylvania, have there been any18 opportunities for a dialogue at the state19 level that addresses maybe a statewide20 policy that deals with this so that21 there's some glue connected to these22 dozens of counties around the state and23 how we deal with this issue?24 REPRESENTATIVE JOHNSON: Well,25 40 2/22/11 - EDUCATION - RES. 1007971 there has been several bills that has2 been introduced on the republicans' side3 and I know I'm one of the democrats who4 have introduced a cyber bullying bill to5 at least start the dialogue.6 Within this year, 2011, more7 than 15 young people committed some type8 of homicide -- I mean, excuse, some type9 of suicide based upon bullying through10 the Internet. So now that the situation11 is becoming more prevalent, the dialogue12 is opening up to address it on a13 statewide level. And I do remember early14 on during research with one of my staff15 members that a bill was introduced for16 all school districts throughout the State17 of Pennsylvania to have anti-bullying18 language within their school manual.19 So it's out there. There are20 laws on the books, but I think the21 dialogue needs to be heightened.22
I see. So23 repeat the last finding, that there is a24 policy or rule that school districts25 41 2/22/11 - EDUCATION - RES. 1007971 statewide have to have?2 REPRESENTATIVE JOHNSON:3 Anti-bullying language, yes, within their4 school manual.5
I see.6 Very helpful information. Thank you.7 REPRESENTATIVE JOHNSON: You're8 welcome, Councilwoman.9
Thank15 you, Madam Chair.16 Good afternoon, Representative.17 I know in your testimony you talk18 about -- and I certainly agree with19 you -- the throw-away-the-key mentally20 only breeds young offenders and adult21 offenders, but you also talked about your22 particular unfortunate incident with your23 niece.24 REPRESENTATIVE JOHNSON: That's25 42 2/22/11 - EDUCATION - RES. 1007971 correct.2
And you3 heard Superintendent Chitwood said that4 these are crimes.5 So I was wondering what you've6 seen in your district and the things7 you've been involved with, how you sort8 of balance that out and what has been the9 involvement with the police.10 REPRESENTATIVE JOHNSON: It's11 always been a balancing act. Like, for12 instance, with my cyber bullying13 legislation -- and it's under the Crimes14 Code Act of Pennsylvania -- we have the15 opportunity to make certain acts of16 bullying an actual crime. But, however,17 before I legislate the act of bullying a18 crime, we want to look at the levels,19 because we certainly don't want small20 acts to get a young person a record, and21 then once that person have a record, then22 you may start off as a bully and become23 an elected official. You may start off24 as a bully and become the CEO of25 43 2/22/11 - EDUCATION - RES. 1007971 Microsoft in the next generation.2 So it's always a balancing act.3 You want to do education as aggressively4 as possible. You want to make sure5 within the school system that if you do6 have a zero-tolerance policy, make sure7 you have the administrative staff with8 the professional resources and the9 back-up to make sure if you can stop the10 situation before it escalates, to make11 sure they have the support that they12 have. So for me, it's always been a13 balancing act. You want to do the14 education.15 Personally, as I mentioned16 earlier, my niece get punched in the17 mouth with brass knuckles. First thing18 in my mind is --19
Sure. I20 know what's in your mind.21 REPRESENTATIVE JOHNSON: --22 we're going to court. But I know the23 situation is bigger than me, because a24 lot of times you're just dealing with25 44 2/22/11 - EDUCATION - RES. 1007971 children who have emotional issues, and2 that's why we talk about in my testimony3 the development of the brain, still4 looking at the young person as this young5 person still has leadership potentials,6 but emotionally for some apparent reason7 they're not expressing themselves in the8 proper manner.9 So I go with education, look at10 the mental health issues, because that11 play a major role. I mean, some of12 you -- wherever you grew up, whether it's13 South Philly, whether it's Wynnefield, we14 know some of the bullies in the15 neighborhood might be because you16 probably might have been the poorest17 family in the neighborhood and people18 might have picked on you because you19 didn't have the latest shoes, you didn't20 have the latest clothes, so the only way21 you expressed yourself was, Well, maybe I22 can be evil against the people who do23 have those type of things, and then you24 become the neighborhood bullying. So25 45 2/22/11 - EDUCATION - RES. 1007971 there's a variety of different ways to2 address it, but at least you want to3 start with education. But, also, I work4 with the Police Department with the5 elementary students, so we could send as6 clear a message to the young people that7 if you follow a life of bullying, you can8 end up in jail or in a casket.9
That's10 what I was thinking, the involvement of11 the Police Department. Again, not to12 arrest everybody, but to kind of --13 REPRESENTATIVE JOHNSON: Set a14 tone that it shouldn't be tolerated.15
Yeah.16 Great.17 Thank you, Representative.18 Thank you, Madam Chair.19
Thank20 you very much.21 Are there further questions?22 (No response.)23
Thank24 you so much, Representative. We25 46 2/22/11 - EDUCATION - RES. 1007971 appreciate your --2 REPRESENTATIVE JOHNSON: Thank3 you, Madam Chair.4
--5 willingness to come forward and calling6 to testify. It was invaluable. Thank7 you.8 REPRESENTATIVE JOHNSON: Have a9 good day.10
Thank11 you.12 Tomas Hanna, Associate13 Superintendent for Academic Support,14 Philadelphia School District.15 (Witnesses approached witness16 table.)17
My name is Tomas24 Hanna. I'm Associate Superintendent for25 47 2/22/11 - EDUCATION - RES. 1007971 Academic Support, School District of2 Philadelphia. I have a partner with me3 today.4
Erica5 Washington, Deputy Chief of Attendance6 and Truancy for the School District of7 Philadelphia.8
You might wonder9 attendance and truancy, the deputy of10 that work, why was that important.11 Erica, Ms. Washington, has extensive12 training in bullying prevention prior to13 taking over the role of Attendance and14 Truancy. In fact, one of the things that15 we know is one of the issues around16 attendance and truancy is in fact young17 people who are bullied and who are afraid18 to come to school. So we actually19 thought that having someone in the role20 supporting the work around attendance and21 truancy having this background was very22 important. So I wanted to bring Erica23 with us as well today. So I wanted to24 again thank you.25 48 2/22/11 - EDUCATION - RES. 1007971 If I might, I'd also like to2 thank the Council here. Specifically,3 I'd like to thank all of you here today,4 certainly under the leadership of5 Councilwoman Blackwell. Thank you very6 much for bringing us here together. And7 I know Councilwoman Blondell Reynolds8 Brown has stepped aside, but we want to9 thank her as well and all of you for your10 support of the District and the work11 we're doing. And we want to, A, say,12 number one, thank you for calling this13 out as an issue and validating the notion14 that it takes an entire city to address15 this issue. Certainly we've got the16 young people for a majority of the time.17 However, a number of the issues you18 raised, we find them coming into schools,19 and we're looking forward to the20 dialogue.21 We already heard some good22 examples of the types of strategies we23 might be able to implement in the24 District, and I'd like to share with you25 49 2/22/11 - EDUCATION - RES. 1007971 some of what we're doing in terms of a2 broader perspective. Is that okay with3 you, Chair?4
We know that it is7 critical that school environments be8 places in which teachers can teach and9 young people can learn. For these10 environments to exist, all young people11 and staff -- let's be really clear about12 that -- and staff must feel safe. If13 they do not feel safe, it's incumbent14 upon us as a district to establish a15 series of structures, systems be put in16 place so that we can in fact address the17 needs of our young people and their18 families relative to feeling safe in19 school, because as we said earlier, if20 young people don't feel safe, learning is21 going to be compromised. If young people22 don't feel safe and not tell their23 parents, it is possible that parents will24 not send their young people to school,25 50 2/22/11 - EDUCATION - RES. 1007971 because they're not going to put their2 child in that place.3 We also know that students are4 victimized due to their race, ethnicity,5 age, gender and sexual orientation,6 whether that be known or perceived. To7 effectively address these issues, we have8 identified community stakeholders to9 provide services to our schools. And,10 frankly, we'll be the first to say, not11 enough. We need to figure out how to12 sort of broaden the services and provide13 more supports to our schools as it14 relates to diversity and cultural15 awareness. LGBTQ issues and sexual16 harassment also need to be at the17 forefront, because we know that these are18 critical issues as well. Hence, we are19 systematically implementing policies and20 procedures to protect all young people.21 And so I don't want to -- I've22 given you a number of pages of testimony23 and projects that we're doing.24 Chairwoman, I don't know if you want me25 51 2/22/11 - EDUCATION - RES. 1007971 to go through each. I can sort of go2 through them however you'd like. I don't3 want to read this entire testimony.4 However you'd like to proceed, I'd5 certainly take that --6
We're7 happy to have you summarize what you've8 given us.9
16 In May of last year, the17 Pennsylvania Department of Education18 contracted with an organization called19 Safe Havens International. They went20 into our 25 persistently dangerous21 schools and took a look at these schools22 from top to bottom to see what was23 happening in these schools. We, as a24 result, took the recommendations from25 52 2/22/11 - EDUCATION - RES. 1007971 Safe Havens and have been implementing2 them this year. We've created a series3 of structures, systems, a checklist that4 we use monthly to go into schools and5 ensure that they're doing the kind of6 work that they should be doing. 11 From our perspective, zero is the right12 number of persistently dangerous schools,13 and that's going to happen based on a lot14 of work that schools have to do. 17 Part of that work pushed us to18 identifying where most of the issues were19 happening in our schools. We've got, as20 you heard earlier, we've got 267 schools,21 and we identified 46 schools in the22 District which we call our Focus Schools,23 where the majority of the suspensions in24 the District were taking place, where the25 53 2/22/11 - EDUCATION - RES. 1007971 majority of the chronic truancy was2 happening, where the majority of our3 violent incidents were taking place,4 where we were losing days on instruction,5 instructional days, because of6 out-of-school suspensions. 10 We're pleased to say that as a11 result of that work, we've seen some12 early indications that the needle is13 headed in the right direction. Our14 out-of-school suspensions are down by 1615 percent District-wide. In our Focus 4616 schools, they're down by 23 percent. And17 in our persistently dangerous schools,18 which is 19 now, they're down by 3719 percent. We believe that, in part, this20 is due to the use of a strategy that we21 focused more on this year called22 in-school suspension, because we believe23 that we don't want to send young people24 on the street because of something they25 54 2/22/11 - EDUCATION - RES. 1007971 did wrong. 6 We will say, though, that we've7 got to go into schools to ensure that the8 in-school suspension strategy is in fact9 a positive one that keeps academics at10 the forefront. 12 Violent incidents are down as13 well. Certainly this will raise an issue14 that we'll talk about in a few seconds15 regarding our Blue Ribbon Commission,16 which is getting into this notion of17 reporting incidents. So when we talk18 about violent incidents being down,19 certainly folks say, Well, are you20 reporting everything? 24 With regard to professional25 55 2/22/11 - EDUCATION - RES. 1007971 development, because I think you heard2 the Representative say it, when3 administrators are clear on what is4 expected, we see that they tend to5 implement the mandates with more6 fidelity. 14 Far too often we hear an incident15 happened and it took too long to resolve16 the matter. Sometimes we've understood17 that an incident happened and18 administrators may not have been aware of19 it. 24 And I think Commissioner25 56 2/22/11 - EDUCATION - RES. 1007971 Chitwood talked about this notion of2 building personal relationships in3 schools. Where you see few personal4 relationships between young people and5 adults, there tend to be issues in the6 school. 17 Part of what we also want to18 share with you that is important is, some19 of that professional development is based20 on what we refer to as tabletop21 discussions, where we're sitting with22 principals and assistant principals and23 putting an incident in front of them,24 sort of a vignette, as it were, to say --25 57 2/22/11 - EDUCATION - RES. 1007971 and we say to them to make believe this2 happened just now in your group, how3 would you address the issue. It could4 have been a bomb threat. It could be an5 issue between rival gangs. It could be6 over a girl, over a guy. I mean, the7 types of things we hear all the time. It8 could be an LGBTQ issue.
And so we're9 asking principals and assistant10 principals and their teams to come11 together and work through that issue,12 because we believe it's not a matter of13 "if" just given where we live today in14 society. It's not a matter of "if"; it's15 a matter of "when" something happens in a16 building and are you prepared to address17 it when it happens. And the interesting18 thing about those discussions is to see19 the diversity of thought regarding how20 someone might address an issue, and21 that's something that is good for us to22 know because it helps us train people,23 because in some cases, the first step is24 not the right step. If a crime is25 58 2/22/11 - EDUCATION - RES. 1007971 committed and the first step wasn't to2 call 9-1-1, that's a problem. 14 So the tabletop trainings15 around real incidents -- and we don't16 have to go that far. We just need to17 pull up an incident that has happened in18 our district. What we do is, we redact19 it. In some cases, we'll combine20 different incidents so that we can see21 how folks will address them. 25 59 2/22/11 - EDUCATION - RES. 1007971 Because they've experienced it. And we2 said, We didn't. 4 So we've actually gotten5 positive feedback from principals around,6 Thank you for putting us together and7 talking through these things as opposed8 to just the theoretical framework, how9 would we do these things. 11 The District in September in12 fact revised its policy on bullying and13 unlawful harassment, and that was done in14 September. That, again, aligns to what15 we heard Representative Johnson talk16 about with regard to what's mandated and17 what we need to do. That's a piece that18 we put in place. In fact, the policy was19 also -- and you've got a packet that we20 gave you that gives you some talking21 points and we created posters for schools22 so that they could put these up. We're23 directing the schools have town hall24 meetings and they talk to young people25 60 2/22/11 - EDUCATION - RES. 5 Certainly we also agree with6 Representative Johnson in terms of this7 notion of prevention is critically8 important. 18 They've been shared with parents on a19 number of occasions. We in fact sent20 communications home in September to21 parents around what this looked like. We22 reissued that communication in January23 along with the toolkit that ensured that24 parents were very clear of what the25 61 2/22/11 - EDUCATION - RES. 1007971 expectations were, as well as in2 different languages, because that's3 another issue that continuously comes up,4 what are we doing for our English5 language learners and for those families6 for whom English is not their first7 language, how do we provide them with8 support. The materials were translated9 and we have the opportunity for families10 to engage translators in the event that11 they can't communicate. 18 The Blue Ribbon Commission on19 Safe Schools was convened by the20 Superintendent, was convened by Mayor21 Nutter. It is co-chaired by District22 Attorney Seth Williams, as well as one of23 your colleagues, Councilwoman Maria24 Quinones-Sanchez, and we've been working25 62 2/22/11 - EDUCATION - RES. 4 One of the subcommittees that5 was borne from this work was a6 subcommittee that is looking at policies,7 and one of the questions have been, what8 is your policy on reporting and what does9 that look like. And this committee is10 asking some really deep questions around,11 Okay, so whose responsibility is it for12 crimes committed, what happens in terms13 of reporting, who do I let know, what's14 the chain of command, and is it possible15 that you've got so many steps that stuff16 gets lost. And so this outside look --17 we've got members of the DA's team on18 this team.
19 We've got community members asking20 questions around what this looks like --21 will result in recommendations that will22 be made to the Superintendent and the23 Mayor that we believe will be24 recommendations for action steps for us,25 63 2/22/11 - EDUCATION - RES. 5 And, again, this is a real sore6 subject because there are times, folks,7 frankly, where how do you report that8 which you don't know. And so how do you9 create an environment in the school where10 all of these issues come to the forefront11 and we can address them. And we believe12 in part that that's due to positive13 relationships in a building, where if I14 feel safe to come and speak to someone, I15 will not have a problem, even if it16 happened to me on the way home. 19 A couple of other strategies,20 and I'll end my remarks there. We21 incorporated a bullying and violence22 prevention curriculum. It's called23 Second Step in Grades K through 8, and24 we're working to incorporate another25 64 2/22/11 - EDUCATION - RES. 1007971 program, which is also a bullying and2 violence prevention curriculum, called3 School Connect through ninth through4 twelfth graders. The trick here is how5 do you make this not an add-on, but6 something that's part of the work you do7 every single day. 16 We actually want folks to say, You teach17 children, you teach young people, not18 just the subject matter. And so part of19 our charge with the high school level is20 incorporating the School Connect offering21 into health so that it is part of the22 health curriculum. We're also looking at23 how we incorporate it into the different24 curricula such as social studies and25 65 2/22/11 - EDUCATION - RES. 1007971 English. Young people could be writing2 about these issues. Young people could3 be studying the history of these issues4 and what that looks like. 7 Certainly we also want to use8 the advisory period time. 13 But these need to be ongoing14 discussions, not one and done's, for this15 work to sink in, for young people to16 understand this, and ultimately for17 behavior to change, because what will18 help us move on from bullying is changing19 behaviors, where young people say, No,20 that's not correct or an adult sees21 something and stops it. That's where we22 see where the change in behavior begins23 to happen, not the adult who looks the24 other way. And so know that that's a key25 66 2/22/11 - EDUCATION - RES. 2 A couple more strategies is3 this work around peer mediation. 11 Positive behavior supports is12 also behavior. It's how staffs come13 together and create with young people14 what are the expectations in a school,15 what are the consequences that something16 doesn't go right, what are the rewards17 when something does go right and how does18 this behavior change in schools. 24 Groups such as our student25 67 2/22/11 - EDUCATION - RES. 1007971 government, groups such as Philadelphia2 Student Union, groups such as Youth3 United for Change have spoken to us and4 said, you know, this notion of5 restorative practices, restorative6 justice is something we should look at as7 well, because it's similar to peer8 mediation models in terms of bringing9 young people together, talking through10 why something happened, how am I going to11 serve restitution for what I did and12 having those kind of discussions. 20 We know a couple of things. Change21 happens at the school level. So with all22 due respect to the folks at 440 North23 Broad where we're there trying to think24 about all these great things to do, we25 68 2/22/11 - EDUCATION - RES. 12
Thank13 you.14 I believe that Representative15 Johnson said something like one out of 1516 kids are involved in bullying. Do you17 agree with that number, and how do you18 decide what that number is? Is it19 schools that are not specifically20 diagnosed for children with issues? How21 do you categorize those numbers?22
So in your package,23 you'll have sort of the facts sheet. We24 know, for example, relative to bullying,25 69 2/22/11 - EDUCATION - RES. 1007971 we asked a number of questions. One, how2 long has it been over time. Bullying is3 generally something that happens over4 time. There is an imbalance of power.5 There's an attempt to do harm. Those are6 sort of key tenets in terms of this work.7 What has happened, Councilwoman8 and team, is that far too often an issue9 of bullying may get lost in an assault,10 right? And we may not -- and some of it11 may be because the adults aren't asking12 the right questions. So if there's an13 incident, some of the questions need to14 be how long has this happened, is this15 the first time Erica did what she did to16 you, is this the first time Tomas did.17 No; it's been all year.18 Okay. Right there, red flag.19 And some of that is -- not some of that.20 A key piece of that is the training we're21 providing the adults in the building who22 are taking these reports so that,23 Councilwoman, we can in fact be much more24 clear about categorizing what is25 70 2/22/11 - EDUCATION - RES. 1007971 bullying. Because my guess is that --2 not my guess. I will tell you the fact3 is that within our assaults, I can share4 with you that a subset have to be as a5 result of bullying over time. So we've6 got to get better at making sure that we7 ask the right questions so that we can in8 fact document that clearly.9 The same thing would happen10 with ethnic intimidation and issues11 relative to language, what are the kinds12 of questions we're asking during an13 investigation to make sure that we get14 the right answers so that we can15 categorize it correctly and, frankly,16 face the issue head-on, because that's17 another issue we find.18 So I hope that helped with it.19 We need -- we certainly need better20 training so that we can pull it out and21 make sure that we categorize it more22 broadly.23 Erica, did you want to...24
Sure.25 71 2/22/11 - EDUCATION - RES. 1007971 I will say that the national2 statistics show that 15 to 19 percent of3 students are bullied, and there was an4 evaluation of a bullying prevention5 program that the District implemented6 from 2001 to 2010 where we surveyed7 students in a certain set of schools that8 was implementing this nationally -- or,9 actually, it's an internationally known10 program, the Olweus Bullying Prevention11 Program. So we were able to survey12 students in those buildings, and we asked13 them questions such as, have you been14 bullied, after telling them or defining15 what "bullying" was. We asked how long16 it's happened, whether it's been over the17 course of a year, how many times in the18 past two to three months. This is an19 international survey that's used all over20 the world and so --21
Point of22 information, Madam Chair.23 COUNCILWOMAN BLACKWELL:24 Certainly, Councilman.25 72 2/22/11 - EDUCATION - RES. 1007971
Just as a2 clarification, Representative Kenyatta or3 maybe it was the Chairperson said one in4 15. You just said 15 to 19 percent.5
That's the10 national statistic, 15 to 19 percent.11 And I will say that when we surveyed our12 students in the schools and implemented13 the program, our statistics show the14 same, about 19 percent of students that15 were surveyed said that they have been16 bullied. And so at one point in time, we17 said, Look, all of our data was going18 along with the national data, and so we19 said, Why are we continuing to survey20 students and find out the same thing that21 all kids are telling us. We know now22 what the problem is. We know what the23 trends are. We know who they tell, what24 they feel the adult response is. And so25 73 2/22/11 - EDUCATION - RES. 1007971 it was incumbent upon us as a district to2 then act upon it.3 We know what the national4 statistics told us. We know what our5 statistics told us. And so that's how we6 developed our plan to implement bullying7 prevention initiatives in the District,8 given that data that we received over the9 years.10
Thank13 you. Important observation. That's14 quite a number. That is quite a large15 number.16 Are there further questions?17 Councilman Greenlee and then18 Councilman Jones.19
Thank20 you, Madam Chair.21 In the beginning of your --22
Excuse23 me one minute. The Chair notes that24 Councilman Jim Kenney is here.25 74 2/22/11 - EDUCATION - RES. 1007971 Thank you, Jim.2
In the3 beginning of your testimony, you talked4 about truancy and the relationship with5 bullying. And I'm sorry, I don't -- if6 you answered this question, I didn't hear7 it. Percentage-wise how many of the8 truant students would you say -- have you9 ever done any study like that that show10 how many as a result of bullying?11
No. We12 haven't done any official evaluation of13 the causes or the reasons why students14 are truant. I will say that we are in15 the process of doing that now with the16 help of the Policy Analysis Center, who17 is led by Dr. Don Schwarz. And so we're18 looking at evaluating our truancy19 process, along with the Department of20 Human Services and Family Court, and one21 part of that evaluation is to find out22 the reason why students are not going to23 school.24 We do hear stories in Family25 75 2/22/11 - EDUCATION - RES. 1007971 Court when students and parents are2 brought in because their child is truant,3 we do hear stories that some students4 say, Well, I didn't go to school because5 I felt I was being bullied. And so what6 we do in that case is go back to the7 school, make sure an investigation was8 made, make sure that that allegation was9 founded and, if so, make sure that that10 student is safe, and we provide a safety11 plan for the student, or if they're12 requesting a transfer to a new school, we13 do that.14 But there is no formal15 evaluation now that let's us know what16 percentage of our truant students17 actually were truant because of bullying.18
Okay.19 And you mentioned transfers. Do you know20 if the requests for transfers due to21 bullying, has that increased over time;22 do you know?23
So we don't have24 the exact data. It goes back to what25 76 2/22/11 - EDUCATION - RES. 1007971 Erica is saying, we're tracking that2 here.3 Here's why we don't have that4 data: Historically when we had our5 regional offices and our cluster offices6 a few years back up until last year, many7 of those transfers were done out at the8 regions and were handled there. This9 year, that function has been brought to10 440 and we're doing that centrally.11 So we're actually -- I can tell12 you as of -- between October and the end13 of January, we've seen about 1,30014 transactions, not all transfer requests,15 but 1,300 transactions citywide in terms16 of this work. What we learned as we've17 been compiling the data is that one of18 the reasons for requests for transfers19 that we see is kindergarten space, oddly20 enough. But we want to track that and21 figure it out. So the fact that that22 information is now central -- and there23 are -- don't get me wrong, we get24 requests for transfers because I've been25 77 2/22/11 - EDUCATION - RES. 1007971 bullied, I was beat up or this happened,2 and we make the move. The next step3 there becomes, beyond just moving that4 young person, is, Okay, let's check in5 with them to see that they're okay where6 we moved them and, more importantly,7 circle back to the school from which we8 transferred them to ask the question why9 and what are we doing about it.10 We've had this culture where an11 incident might happen and we, forgive the12 vernacular, but we cleaned it up and we13 moved on, right? That's a problem.14 Because if you don't circle back and ask15 the question why did it happen, you're16 just -- it's insanity.17
Or it18 could be happening to somebody else back19 at that school.20
That's correct.21 That's correct. So we are tracking.22 We're going to do a better job of that,23 and we'll have more information to report24 as we move forward. So thank you for the25 78 2/22/11 - EDUCATION - RES. 1007971 question.2
What I6 found out, albeit I've been in politics7 many, many years, in my first life as a8 school teacher, I found out that some9 students who only came sporadically were10 also the bullies, because they were11 angry, they were ill prepared, so they12 came in and disrupted the whole class13 that had been intact except for the once14 in a while when they came.15 So the door swings both ways.16 That person could be a victim and that17 person could also be the perpetrator. It18 swings both ways, which is why we really19 do need to look into that more carefully.20 Councilman Jones.21
And thank22 you for all of the steps that you're23 taking. It was a lot to digest by way of24 staying up with what procedure connects25 79 2/22/11 - EDUCATION - RES. 1007971 with what, but let me ask some questions2 that might simplify it for me.3
How do you5 delineate between -- and maybe you6 shouldn't, but Councilman Goode and I,7 we're both in the schoolyard and we get8 into a schoolyard fight. It's not9 bullying, because he won. But we10 scuffled and it's over. It's over.11 Versus Councilman Goode comes the next12 day, takes my lunch money, humiliates me,13 and I don't want to fight.14 Do you delineate between15 bullying and schoolyard fights? Because16 now after he beat me up, we're good17 friends, but, you know, it wasn't18 bullying. Is there a difference?19
And I'm glad22 you brought that up, because that's a23 challenge that we face, because the24 adults in the building are faced with25 80 2/22/11 - EDUCATION - RES. 1007971 that every day. How do you differentiate2 between bullying, the play fighting as3 well as real fighting, and it takes some4 time, and sometimes it can be overlooked5 or mistaken.6 One thing you want to look for7 is the intent. With bullying, there is8 an intent to do harm. When you have play9 fighting, there's not necessarily an10 intent. You're just joking around. With11 real fighting, you have an intent to do12 harm on both parties' parts, where with13 bullying you have an intent to do harm on14 just with the one party.15 You also want to look at the16 social setting of it. Normally a child17 who is being victimized by bullying is18 usually a quiet, shy person, doesn't have19 a lot of friends, may lack some social20 skills, whereas, as you heard, I believe21 it was Councilman Johnson (sic) who said22 it's usually -- the child who is the23 aggressor or the bully is popular and has24 more friends. So you want to look at25 81 2/22/11 - EDUCATION - RES. 1007971 that.2 You also want to look at3 something as simple as the facial4 expression. In bullying, you generally5 have one person that looks happy and is6 pleased with what he or she is doing.7 With the child who is being victimized,8 they're usually not as happy. In play9 fighting, both parties look happy,10 because, again, they're just playing11 around. In a real fight, neither party12 is happy.13 So there are some indicators14 there that will allow you to distinguish15 between bullying and play fighting and16 real fighting. It does take training.17 It does take someone being vigilant and18 really looking into it. And what we19 encourage schools to say is, None of it20 is acceptable, play fighting, bullying,21 real fighting. None of it is acceptable.22
Once you23 determine which is which, are there24 different treks by way of consequences25 82 2/22/11 - EDUCATION - RES. 1007971 and actions on your part?2
Yes. There3 are different interventions, and I will4 use the one that we hear a lot, and5 that's peer mediation. Peer mediation is6 an outstanding intervention, particularly7 for fighting, because you have both8 parties that are coming to the table.9 First of all, you give the power to10 another child, their peer, who is11 mediating between two parties. When they12 come to the table, you're assuming that13 both parties are partially right and14 partially wrong, that there's a balance15 of power.16 You have to be careful when17 using peer mediation in a bullying18 incident, because in bullying, there is19 an imbalance in power, and what you don't20 want to do is negotiate and have the21 child who is victimized feel like he or22 she did something that deserves this or23 they need to change something. You know,24 you wouldn't negotiate in a domestic25 83 2/22/11 - EDUCATION - RES. 1007971 violence case. You would always say the2 aggressor is wrong. In this case, the3 bullying is wrong and it must stop.4 There are some who use peer5 mediation because the victim of it is6 willing to do that and they're okay with7 it. They may have been former friends.8 We just don't recommend that it's just9 put out there and that all bullying10 incidents are mediated, and we want to11 take a strong stand against the bullying12 behavior.13
And,14 finally, I guess my last question would15 be, by way of workplace rules, school16 rules, is there -- I know zero tolerance,17 one time, two time, three time you're18 out. I don't know. Is there a19 difference between how bullies are20 treated and by way of action steps versus21 other cases of peer fighting and others?22
Well, I'll say23 that all those behaviors that you just24 mentioned, there are consequences for25 84 2/22/11 - EDUCATION - RES. 1007971 those listed in our student code of2 conduct. For bullying, there are a set3 of consequences that are applied4 district-wide and it's part of our5 district's policy, and, actually, we were6 mandated to do that by way of HB 1067,7 which is the law in Pennsylvania8 requiring us to have the bullying policy,9 and it also required certain elements to10 be included in that policy, and one of11 them was that the District must have a12 set of consequences that would be13 applied. And so in the event that a14 child is bullied, after the first15 infraction, there is a written warning16 that's given to the child and his or her17 parent. After the second infraction, we18 allow schools to decide what that19 consequence would be, because we20 understand with different grades and age21 levels that that consequence must be22 specific to that age or grade. And so23 for high schools, it may be a loss of a24 privilege. For elementary schools, loss25 85 2/22/11 - EDUCATION - RES. 1007971 of recess may be appropriate. And then2 after the third infraction, the3 consequence is an out-of-school4 suspension. We do, though, recognize5 that some cases may be so severe that6 they may warrant an immediate suspension,7 maybe leading to an expulsion.8
It could be,11 and that's why we wanted to allow that12 progressive discipline, because if a13 child is bullying by way of teasing or14 taunting, after the first infraction you15 don't want to just put that child out of16 school and say out-of-school suspension.17 So that's why we have that progressive18 discipline, so that it leaves way for19 more severe forms of bullying as opposed20 to lessor severe forms of bullying.21
Thank25 86 2/22/11 - EDUCATION - RES. 1007971 you. Those were good questions,2 Councilman Jones.3 Further questions?4 Councilwoman Blondell Reynolds5 Brown.6
Good7 afternoon. Sorry. I do not have the8 benefit of your full testimony, having to9 step out on another education-related10 matter. I completely understand that the11 School District has to honor its mandate,12 making sure that we get our young people13 ready to meet the standardized testings,14 reading, writing, arithmetic. And so15 when you look at a school day, when you16 look at the few minutes that are left to17 deal with other critical issues18 non-academic, you're stretched.19 So the first question is in20 some ways linked to Representative21 Kenyatta's testimony. Is there any22 District-wide curriculum that deals with23 tolerance, conflict resolution, et24 cetera, particularly during the middle25 87 2/22/11 - EDUCATION - RES. 1007971 school years, just for starters?2
So, yes. We in3 fact purchased for schools a -- it's on4 the fourth page of testimony -- Second5 Step, which is a bullying and6 anti-violence prevention curriculum, but7 I will share with you that the challenge8 is the one you just laid out.9
Where do10 you fold that into the rest of the week.11
That's correct.12 And so part of the challenge here becomes13 is how do we sort of incorporate this14 into the work that counselors do, how do15 we incorporate it into perhaps the16 English language arts lesson, how do we17 incorporate it into the social studies18 lesson. That's one way. How do we19 incorporate it into health so we have20 this conversation happening all the time,21 how does the principal incorporate it22 every single day in terms of how he or23 she sort of opens a day with his or her24 announcements during the day and sort of25 88 2/22/11 - EDUCATION - RES. 1007971 does that work. So we are working2 diligently to, frankly, figure out how3 it's going to fit --4
Weave it in so that7 it's ongoing and not a one-shot deal.8 Because we've gotten plenty of partners9 out there who want to come and do an10 assembly. Ooh, can I do an assembly.11 Well, yes, if it fits -- if12 it's woven in and it fits in.13 So that we find to be an issue14 there we absolutely have to deal with.15 But we thank you for raising it as well.16
Yes. Yes.17 It does require administrative -- first18 of all, principals buying into the notion19 that it's a necessary thing to do,20 because it really does start with the21 leadership at the top who makes it clear22 that this needs to be a part of a young23 person's full school week.24
And if I might,25 89 2/22/11 - EDUCATION - RES. 1007971 certainly in our promise academies where2 we have more time and we've got young3 people coming in on Saturdays, staying4 extra time, there is an opportunity to5 infuse that work to ensure that young6 people are very clear about what the7 expectations are, what they should be8 doing, what they shouldn't be doing and9 getting them together so that they can in10 fact be part of the solution --11
Very similar to the14 push-out report that we saw last week15 that Youth United for Change put forth, a16 solutions-based report. Because,17 frankly, much of what we're talking about18 here, they would tell you those are the19 kinds of things that push me out of20 school. And so we welcome those21 recommendations and are going to look to22 incorporate them as well.23
Second24 question, you may not have yet had the25 90 2/22/11 - EDUCATION - RES. 1007971 benefit of the testimony being offered by2 the Youth Commission, but I want to just3 mention to you two of their4 recommendations, which appear reasonable,5 and they may very well already be in6 place.7 The Youth Commission recommends8 that the District identify a bullying9 liaison for each school so that students10 are aware, A, of who that person is so11 that when incidents arise, they have some12 go-to place where they feel safe, first13 of all, a place where they -- and that14 incident/situation can be addressed in a15 non-threatening environment. Please.16
Okay. So that's17 one that was actually when we sent out18 the -- you have in your packet the19 bullying toolkit that we sent out. One20 of our expectations, that in every21 building there be a point person or a22 designee where when anything happens,23 including bullying, that there be a24 person who young people know to go to25 91 2/22/11 - EDUCATION - RES. 1007971 and, if possible, if it's -- not if2 possible, and if I may not feel3 comfortable coming to you, that if I go4 to another adult, that adult must go and5 ensure that that information is shared so6 that action can be taken, because the7 last thing we want is to ask the question8 if something were to happen, say, So who9 did you tell?10 Well, I told Mr. Tomas.11 And what did Mr. Tomas do?12 I don't know what he did.13 Clearly, did nothing because I got beat14 up.15 And when I go back and ask16 Mr. Tomas, Did Erica tell you?17 I didn't get -- I didn't tell18 someone.19 That's a problem, and that --20 again, it's changing behavior, not just21 of young people but of adults, of adults,22 so that they don't look the other way, so23 that they don't hope it goes away. If24 you see a train wreck about to happen,25 92 2/22/11 - EDUCATION - RES. 1007971 it's our expectation that you come2 forward and say this doesn't look right.3 But if you know -- as a former high4 school principal, I knew if the earrings5 weren't being worn and the hair was6 pulled back in a bun and I saw somebody7 with Vaseline in their bag, I knew8 something wasn't right. Those are signs9 for me that wait a minute, but something10 is going to happen. And then you've got11 the day to try to figure out what's going12 on and hopefully intercede.13 Earlier we heard about social14 networking, and social media was one of15 the questions. We've actually as a16 result of last year, last spring,17 provided schools, principals and a school18 police officer in buildings with access19 to the social networking, because we20 blocked it. So we actually learned from21 some of our staff who might have lived in22 the neighborhood that if they heard23 something was going on and they were24 friended by that person, they couldn't25 93 2/22/11 - EDUCATION - RES. 1007971 get on in the District, they'd go home2 and look it up and say, Here it is, and3 they'd handle it. So when we learned4 that from a school police officer in5 fact, we basically opened that6 opportunity so that the schools could7 see. And we know that we've prevented8 issues as a result of sort of offering9 that opportunity.10
Ongoing,14 daily.15 The second recommendation here,16 which seems doable, but, again, you live17 and breathe this every day. There is a18 phone number that young people can call,19 but might there be an e-mail address that20 young people can have access to21 system-wide and/or school-wide as another22 means, a vehicle by which they can23 register pending incidents and/or24 feelings of being threatened?25 94 2/22/11 - EDUCATION - RES. 1007971
So we've got a2 hotline that can be called, and Erica and3 I are sort of exchanging here that there4 is an e-mail. And I think we need to do5 a better job of publishing that.6
On the website so9 people know exactly where to send10 something. Because, ideally, they may11 not call the hotline. Will they send an12 e-mail? That's a great recommendation.13 We can -- that's a home run we can hit14 right now.15
Yes.16 Terrific. Terrific.17 Thank you for all the important18 work that you do every day.19
Thank23 you.24 Councilman Kenney and then25 95 2/22/11 - EDUCATION - RES. 1007971 Councilman Goode.2
Committee3 members can go.4 COUNCILWOMAN BLACKWELL:5 Councilman Goode.6
Thank you,7 Madam Chair.8 Thank you, Councilman Kenney.9 I want to go back to the10 discussion of peer mediation and what is11 it, what's the purpose of it, when is it12 appropriate, when it's not appropriate,13 because I understood what you said14 related to protecting the victim, but in15 terms of resolving the problem of16 bullying in terms of what it really is,17 someone is seeking some imbalance in the18 relationship. I'm interested in hearing19 how you think peer mediation helps the20 actual bully.21
It can when --22 again, one, you want to make sure that23 the child who has been victimized is24 comfortable with confronting their25 96 2/22/11 - EDUCATION - RES. 1007971 perpetrator. And so sometimes it can2 lead to that child being revictimized by3 putting them prematurely in front of4 their perpetrator, who may have been5 doing this for years and is still holding6 the power against them. And so to put7 them there in that situation may lead to8 them not only being revictimized but also9 to some retaliation later on. And so is10 it appropriate in a bullying instance?11 Yes, when carefully done. When, one, the12 child who has been victimized is13 comfortable with confronting that person14 who holds that power and who has been15 harming him for however long it's been16 done.17 Two, when you have peers that18 are really trained to make sure you're19 not blaming the victim. So, again, you20 don't want to negotiate in cases where21 there's bullying or harassment. And in22 peer mediation and in mediation venues,23 you normally have some level of24 negotiation where we'll both agree, I'll25 97 2/22/11 - EDUCATION - RES. 1007971 agree to do this and he'll agree to do2 that. With bullying, you want to make3 sure you send a clear message that that4 behavior is wrong. And even though there5 are some children and some adults that6 may be more of a provocative victim or7 they do something that will urge a person8 to have that negative response, still at9 no time does a person deserve to be10 bullied or harassed.11
I guess I'm12 trying to move beyond that, and I accept13 that in terms of protecting the victim.14 I guess the question I'm asking is, if15 bullying is really being defined not just16 as a verbal or physical or even cyber17 action but as someone seeking an18 imbalance in relationship, someone trying19 to dominate, someone trying to have an20 edge relationship, how do you really deal21 with that without seeking -- finding a22 way for them to understand how the23 relationship is supposed to be and24 learning how to get along with their25 98 2/22/11 - EDUCATION - RES. 1007971 peers?2
So with that,3 it takes work. It takes work with4 dealing with the person who is the5 perpetrator of the behavior, letting them6 know that, again, their behavior is7 wrong, but also looking at some --8
Actually,9 let me stop. I thought of a different10 way to put this.11 Might peer mediation work by12 putting bullies together, where you not13 necessarily have a situation where it's14 bully and victim, but bully and bully.15 I'm really saying, what is really being16 done to change the behavior of the bully?17
So I think a couple18 of -- I think part of it gets to the19 question earlier from Councilwoman20 Blondell Reynolds Brown where what might21 we be teaching in schools that is of an22 ongoing nature so that young people23 absolutely understand these are the24 expectations. And really the rule around25 99 2/22/11 - EDUCATION - RES. 1007971 bullying is that it's unacceptable, and2 part of that is when it happens, when you3 see it, stop it. If you're afraid to,4 find an adult or someone who can help you5 put an end to it.6 So there might be, for example,7 through work of counselors and other8 support staff that we have in the9 building. Some of it might be external10 partners for -- I think someone mentioned11 Town Watch Integrated Services. You12 might identify a subgroup of young people13 in the building and you want to work with14 them specifically because they're15 demonstrating certain characteristics.16 That could certainly be a strategy at17 going after that.18 I don't know if that's helpful19 at all. It's very complex.20
It's21 somewhat helpful, but I think there's two22 different perspectives I'd like to add.23 One, I think you just said that someone24 should intervene and/or get an adult. Is25 100 2/22/11 - EDUCATION - RES. 1007971 that an actual policy? Should there be2 peer intervention or not?3
With bullying,4 really it is the adult's responsibility5 to respond. We do, however, though,6 communicate to students who were7 bystanders who may be watching it that8 their appropriate response is either to9 stop it responsibly or to tell another10 adult. Now, with that, it's difficult,11 because in the community --12
I actually13 am asking the hard question of whether14 there should or should not be peer15 intervention.16
It is a hard17 question. I mean, I will admit, it is a18 hard question. You just want to do it19 carefully. Am I saying that it shouldn't20 be done? No. I'm just saying it just21 shouldn't be done just carelessly where22 you're just -- Tomas has been bullied by23 Erica and now our immediate response is24 to pull Tomas and Erica together.25 101 2/22/11 - EDUCATION - RES. 1007971 Because Tomas may be so intimidated by2 Erica that he may not be comfortable with3 telling me how long Erica has been doing4 it. Erica may be so intimidating to5 Tomas that when he speaks, I already have6 formed in my mind what I'm going to do7 with him at the end of the day or8 tomorrow or when he gets home. And so9 should Tomas and Erica ever come10 together? It's possible that it can11 happen. You just want to be careful.12
That's not13 the question I was asking. The question14 I was asking is more when you don't have15 a situation where you have someone who is16 a bully and a victim, in some cases say17 whether you have a reformed bully, would18 it be an appropriate action for a19 reformed bully to intervene in bullying?20 And I guess part of what I'm getting to21 is, how much of this supposed to be22 worked out among children and how much is23 going to be worked out among adults?24 Because the issue is an imbalance in25 102 2/22/11 - EDUCATION - RES. 1007971 relationship. Isn't an imbalance still2 going to exist between the adult and the3 child? So what does it actually do to4 change the peer relationship, is where5 I'm going.6
It is7 difficult. I mean, you also have to look8 at the intent. And so can there be peer9 intervention; is that your question? Can10 there be peer intervention in a bullying11 case? I would say --12
I'm saying13 to what extent do we work out the final14 issue of a child who doesn't understand15 what his relationship with his peer16 should be, is seeking to have an17 imbalanced relationship, seeking to18 dominate a relationship, how is it19 actually worked out from a bully's20 perspective?21
Well, and so back24 to another question in terms of whose25 103 2/22/11 - EDUCATION - RES. 1007971 responsibility is it to work it out. In2 a school setting, certainly facilitated3 and guided by an adult. So it's not --4 we're not going to just say, Okay, go5 work it out.6 Now, that's actually been some7 of the behavior. All right, guys. Go8 work it out, figure it out. Right? But,9 again, that may not be that there's a10 bullying relationship. It just might be11 two friends, you know, figure that out12 and come back and tell me how you figured13 it out. So the adult sort of -- you14 close the loop with the adult.15 We've got to go back and give16 some more thought. I'd love to talk to17 you more about that, because I don't18 think we have the answer and, frankly, in19 these cases, I don't know that there ever20 is the answer, because it depends on the21 circumstance in front of each case22 individual, but...23
Okay. Thank24 you.25 104 2/22/11 - EDUCATION - RES. 1007971
12 I had the opportunity to attend AS Jenks13 School assembly last week, and there was14 a young group of men there. 22 But it's a good, solid school, but its23 diversity is wonderful, gender, race,24 ethnicity, the whole bit. And their25 105 2/22/11 - EDUCATION - RES. 8 But it's my experience that the broad9 range of bullying is a lot more subtle10 than taking a kid's lunch money or11 popping them in the head, but there's12 this ongoing, daily, on the bus, in the13 schoolyard, in the classroom dread that a14 kid has, who is primarily alone. And I15 think part of where I think Councilman16 Goode is going is that when you engender17 the empathy and the compassion in the18 bulk of the kids in the school -- and19 Shaolin kept on saying the same thing,20 All of you here are family while you're21 here, and there's no expectation for any22 middle-of-the-road child who is not being23 bullied or is a bully to step in and be24 superman or woman and solve the problem25 106 2/22/11 - EDUCATION - RES. 11 And when you're not alone, you have12 emotional protection and even physical13 protection from that emotional14 protection, so that you almost in some15 ways alienate the bully. The bully gets16 ostracized -- not ostracized. That's too17 strong a word. The bully feels alone,18 because now you've embraced these kids19 that for language, for national origin,20 for just coming here, for sexual21 orientation, for physical disability, for22 whatever, that there's a group of the23 mainstream of kids that can pull them in24 and protect them emotionally and, in some25 107 2/22/11 - EDUCATION - RES. 8 Councilmember Reynolds Brown9 and I have been dealing with these folks10 that are creating this film called The11 Bully Project, which is being released in12 April, and they're going to move it13 around, but there's some discussion of us14 trying to get that rolled out in some way15 here in Philadelphia with a kind of16 discussion about the issue at the17 Constitution Center, some place that's18 some panache where we can have somebody19 with, I don't know, some profile, First20 Lady perhaps, somebody that -- I don't21 know. 23 But the thing I learned at the24 assembly -- I didn't learn it. I think25 108 2/22/11 - EDUCATION - RES. 1007971 it reinforced it in me -- is that when2 you have all these kids that are so3 there, plugged in, happy, talking about4 their futures, talking about their5 careers, and these young men, these older6 young men, kind of pushing them and7 herding them in the way of empathy and8 compassion, that that may be really the9 long-term overall not solution but way to10 address this in a holistic way. 19 They're the academics, they're the20 athletes, they're the good people,21 they're the kids. They'll rise up if22 they feel that there is support enough23 for them to do so. And these kids were24 fourth and fifth graders, and I sensed it25 109 2/22/11 - EDUCATION - RES. 2 So that long discussion about3 my compliment to you for finding young4 people like Shaolin and his cousins to5 generate that spark of thought just was6 really wonderful. So I would encourage7 you to keep them on, get them in more8 schools, if possible, and to maybe expand9 the group of talented younger adults who10 can break through to them. So I just11 wanted to compliment you on your12 selection. 13
And you talked15 about young people and their message.16 Last -- was it Thursday, 100.3?17
Last Thursday there20 was a block of time devoted by The Beat,21 100.3, where we actually are hearing our22 young people on the radio station, where23 they sort of stop the music and had some24 people talk about their issues of25 110 2/22/11 - EDUCATION - RES. 1007971 bullying. To hear fifth, sixth, seventh2 and eighth graders talk about some of the3 stuff would blow your mind. So I4 actually say if we can't get the First5 Lady to that event, we've got some great6 young people who were in our schools who7 do this.8
But I do9 recognize and appreciate the level of10 thought that the District is putting into11 this. This is not just the old-fashioned12 give me your lunch money stuff. I mean,13 it's that and it's more. And with the14 advent of social networking, you can just15 destroy a kid within a couple days16 through Facebook and Twitter.17 So I just wanted to compliment18 you on your approaches to it, and19 obviously the Chair of the Education20 Committee and all of us are here to help21 you in any way.22
Thank2 you very much.3 Are there further questions?4 (No response.)5
Thank6 you.7 I realize everybody is now8 suddenly having to leave. Dr. Palmer was9 supposed to be next. Jordan Harris had10 school. What we're going to do, I know a11 lot of members of the African Commission12 and many of you said -- thank you very13 much -- that you would come together. I14 know Sam Slewion says yes. So we have15 Dr. Vera Tolbert, head of Africom,16 Dr. Philip Udo-Inyang, and I see Kasona17 Koroma -- Koroma Kasana and so many of18 you. So what we'll try to do is bring19 some of you on next. Carol Bangura,20 we'll try to bring you on next.21 Walt, hold on.22 Jordan, don't leave us, if you23 can.24 And we'll ask -- Sam, you25 112 2/22/11 - EDUCATION - RES. 1007971 brought it up, and maybe a few of you can2 come now, those who have to leave, and3 then we'll let Walt Palmer and Jordan4 Harris in between and bring the rest of5 you up. You decide.6 I thank you all for coming.7 These are members of the Commission.8 Members of Council will note9 that we've invited you. We meet the10 second Wednesday of every month across11 the hall in the Caucus Room at 6:00, and12 we have invited you to come, and these13 are some of the individuals with whom you14 will meet.15 (Witnesses approached witness16 table.)17
Thank18 you. Please identify yourself for the19 record and begin.20
My name is Sam23 Slewion, Secretary of the Mayor's24 Commission, African and Caribbean25 113 2/22/11 - EDUCATION - RES. 1007971 Affairs.2
I'm Chair of the3 Children and Youth Committee under the4 Mayor's Commission of African and5 Caribbean Immigrant Affairs.6 I just wanted to recognize the7 other members that are here. Dr. Vera8 Tolbert from Africom; Shiwoh Kamara, the9 President, Liberian Association of10 Pennsylvania; Dahn Dennis, Vice-President11 of the Liberian Association; Sam Quartey,12 he's in the Children's Crisis Treatment13 Center; Philip Inyang; and Lansana14 Koroma. And I apologize, because I'm15 nervous.16
That's17 fine. And everybody is invited to18 testify. We're just trying to make sure19 that everybody doesn't have to wait --20 obviously testimony has taken a while and21 the Committee wants to question those who22 are empowered with this, the School23 District, for example, to see what we can24 do to move forward.25 114 2/22/11 - EDUCATION - RES. 1007971 Thank you. You're fine. Begin2 your testimony.3
Councilwoman4 Blackwell, we want to thank you very much5 for having this hearing. For some of us,6 we've been involved with the issue of7 bullying in the School District for many8 years. In 2007, if we can recall, there9 was a situation with a Liberian child by10 the name of Jacob Gray, who was severely11 beaten by several African American12 children, and he sustained an injury on13 his brain. That led to a lot of14 hearings, and if Dr. Philip can15 remember -- I'm sure he can recall -- we16 had a meeting with the School District of17 Philadelphia. And as I sat back there18 and listened to the representatives from19 the School District, I could ask some of20 the issues that we discussed in series of21 meetings that we had probably in a month22 time on many policy issues. I remember23 at the end of the meetings, we did derive24 certain policy issues on safe climate,25 115 2/22/11 - EDUCATION - RES. 1007971 parent involvement. 12 We also had an experience13 recently that was mentioned with Nadim14 Khoury, a child in Upper Darby. 24 One is that there is not an effective25 116 2/22/11 - EDUCATION - RES. 1007971 collaboration between the schools and the2 immigrant communities. 25 117 2/22/11 - EDUCATION - RES. 10 We were trying as a community,11 the Liberian community, to even meet with12 the parents and express our support. 21 As we speak, we are still22 looking for the response from Upper Darby23 School District to set up a meeting with24 the School District in Upper Darby. We25 118 2/22/11 - EDUCATION - RES. 1007971 had an opportunity to speak with Dana2 Spino, who is supposed to be the Public3 Relations Director, three weeks ago. She4 was supposed to set up a meeting last5 Friday. 10 So I'm only bringing up these11 specific examples to say that our12 situation as immigrant communities are13 very different when it gets reported to14 the authority. We don't get the kind of15 responses that we need. Our parents16 don't know the system very well to be17 able to make a report. 22 So one of the things that I23 would recommend going forward is that24 from both School District, Philadelphia25 119 2/22/11 - EDUCATION - RES. 1007971 and the Upper Darby School District, when2 we have an opportunity to speak with them3 or from City Council, one, we need to4 find a way where -- I understand the5 School District mentioned in their report6 that they're going to set up somebody who7 is going to be specifically responsible8 to take complaints on bullying, but I'm9 wondering what is School District going10 to do about the situation in the11 immigrant community as to how can they be12 able to find a way for these complaints13 and incidents in our community to be14 reported. Is this person going to be15 able to form some kind of collaboration16 with mosques and churches, with17 non-traditional groups so they can be18 sure? Because people in our community19 may not be comfortable to report to the20 system, but they may be comfortable to21 report to their pastors. 25 120 2/22/11 - EDUCATION - RES. 9 The other thing I would like10 the City Council maybe can look into is11 that when we heard the kind of12 punishment, so to speak, that were given13 to these children that were involved in14 the case of Nadim, I mean, if we all saw15 everything that happened on the16 videotape, we are understanding from the17 courts that these kids were only given18 community services. We don't know how19 many hours. But I don't know whether20 that can prevent a future bully of that21 nature that we saw on television. And I22 know the law has a limitation as to how23 you can punish kids below 18, but, again,24 I heard the State Representative Kenyatta25 121 2/22/11 - EDUCATION - RES. 1007971 Johnson talking about introducing a2 legislation on bullying. 8
Thank9 you. Let me say as Chair of this10 Committee that we will follow up. I did11 ask our attorney to try to catch the12 School District as they were leaving to13 tell them we need them back and to tell14 them, because they certainly need to know15 and they will know if they haven't heard16 it, that the immigrant community, as you17 just said, needs a system for complaints18 and that you're not satisfied and that19 their commitments have not been met. We20 on the Committee heard it, and that we21 will also deal with that as an issue, the22 punishment as an issue, with Philadelphia23 and Upper Darby. And we commit to you24 that we will deal with those issues and25 122 2/22/11 - EDUCATION - RES. 1007971 we will schedule a follow-up specifically2 to deal with those in the immigrant3 community.4
Thank you,9 Councilwoman.10 I'm here today in two hats.11 One, as an African woman. I came here12 when I was six from Sierra Leone, and I13 was bullied. I was an African booty14 scratcher, tar baby, Shaka Zulu, you name15 it, and we tried to report it to the16 schools. No one did anything. When my17 parents went up to the school, everyone18 was like, Huh? What are you saying?19 Speak English. Because of the language20 barrier. Fast forward 30-plus years and21 it's still happening today. We're seeing22 kids in our communities that are being23 bullied, children that are changing their24 names. They may only use their first25 123 2/22/11 - EDUCATION - RES. 1007971 initial because they're ashamed of their2 traditional African names, because3 they're being bullied and teased.4 I have -- I work with children,5 and if I go into a setting and where6 people don't know that I'm African, they7 may say to me, Why do African people8 smell like that? Why do African kids do9 this? Why do African kids do that?10 I had at a school meeting, I11 had a parent say to me -- excuse my12 lingo -- Go ahead with that Africa stuff.13 Y'all in America.14 Well, excuse me. If this is15 what an adult is portraying, what do you16 think the kids are doing? And oftentimes17 when I report it, it's said, Oh, it's18 just kids being kids. But bullying has19 psychological effects on the children.20 And when the resolution came out and we21 put out e-mails for folks to testify, I22 received a lot of e-mail testimonies,23 because people are still dealing with24 this, but people don't want to speak up,25 124 2/22/11 - EDUCATION - RES. 1007971 because everyone wants to look past it,2 but it's something that the kids are3 still dealing with.4 When you look at how the5 schools deal with our children in our6 communities, you look at the language7 barriers, for instance. Tomas Hanna, he8 stated that the various bullying9 documents and the bullying initiatives,10 they go out in eight primary languages.11 Well, they don't encompass the languages12 that we speak. The District contracts13 with Language Line Services for another14 187 or so languages, but it doesn't15 include the Creole Domindade, the16 Liberian English, the Bombora, the Fula,17 Mandingo, Soso, languages that we speak.18 If you look at our children,19 statistically there's no count on how20 many African and Caribbean children are21 being bullied, how many African and22 Caribbean children are dropping out, how23 many African and Caribbean children are24 going to college, because our kids are25 125 2/22/11 - EDUCATION - RES. 1007971 counted with the African American kids.2 We don't have our own separate3 demographics like other immigrant4 communities do. And, again, it's5 something when you walk into a school and6 it says "bienvenido" in all these7 languages, but nothing is there. Our8 Jadam (ph) is not there, Kushev (ph) is9 not there, nothing that we can identify.10 So the bullying is not only11 coming from the children, it's coming12 from the adults as well. I've seen an13 adult tell another -- tell an African14 kid, Oh, just go find another African kid15 to play with, instead of reporting it.16 When you look at Southwest17 Philadelphia, the 13 schools that were18 formerly the Southwest region, that's19 where predominantly a lot of African and20 Caribbean children attend. There is no21 push for recruitment for African and22 Caribbean teachers, the counselors, and,23 again, just bringing up the language24 issues. So when you look at bullying25 126 2/22/11 - EDUCATION - RES. 1007971 from a child's standpoint and then also2 as an adult standpoint, our community is3 left out. Whatever happens to us stays4 with us. I mean, we bring it to the5 Commission, and we are thankful for your6 participation and your voice, but a lot7 of times outside of that, we don't have a8 voice.9
Oh, I'm sorry. I12 wanted to include the recommendations.13 And just one recommendation is really to14 have the District enforce their15 anti-bullying policy. Deputy16 Commissioner Charlotte Council came to17 one of the Commission meetings, and she18 offered me her bullying officer to work19 with me and my agency to go to schools,20 then do anti-bullying. I sent out 1321 e-mails to offer services for free. No22 one responded. It's like it's something23 in our community that no one wants to24 deal with, and until it's dealt with,25 127 2/22/11 - EDUCATION - RES. 1007971 you're still going to have the same2 disparity that comes along with our3 children when it deals with the whole4 bullying issue.5 COUNCILWOMAN BLACKWELL:6 Question from Councilwoman Blondell7 Reynolds Brown.8
Good9 afternoon. Thank you for your testimony.10 You sent the 13 e-mails to11 whom?12
The counselors in13 the District, because what happens, they14 have a CSAP process and the counselors,15 they have a cluster, and I have access to16 all the e-mails, and I sent them out,17 like, Hey, we'll do this for free, and no18 one responded, because it's like, Oh, you19 know, it's the little African kids, it's20 the little Caribbean kids, it's the21 Jamaican kids, it's the Haitian kids.22 We're not equal. It doesn't -- we're not23 equal.24
What I25 128 2/22/11 - EDUCATION - RES. 1007971 suggest we do, which is I know what the2 Vice-Chair is going to say, is that you3 send that information to us and allow us4 to be a liaison with you and the School5 Board, and as we've said, we will follow6 up with the School District specifically7 in order to address these concerns.8
Okay.9 COUNCILWOMAN BROWN:10 Underscored. Underscored.11 In that approach, did you have12 an opportunity to sit down with the head13 of that cluster of schools to get buy-in14 from what you want to put in place?15
Well, what they16 did was, they actually took -- there's no17 more regionals, so now they're into --18 they don't do the regionals no more, like19 this year, they disbanded the regional20 offices. So each school, actually that21 area reports to someone down at 440.22 Now, they are open, because we23 are working with the schools, working24 with the kids doing some literacy, ESL,25 129 2/22/11 - EDUCATION - RES. 1007971 and about to begin a parent education2 class to include some of the things that3 Sam mentioned, which is that our parents4 don't know the system. Our parents don't5 know the system, don't know that they can6 complain, and they tell their kids to7 just suck it up.8 But what's the bad thing about9 it is that as an African, if I'm teased10 or when I was teased, there was no11 recourse, but if you tease another12 immigrant child, that's a bias-based13 incident, and that's a big deal. But in14 our community, it looks like, Oh, you15 guys are African, you guys are Caribbean,16 and just suck it up. I mean, it's been17 happening for years, and I really applaud18 you guys for taking a stand on it.19
Well, we20 can't do this alone, that's for certain,21 and it really is going to take our22 offices and the work that you're already23 doing to -- what I always -- the24 expression is to move the needle.25 130 2/22/11 - EDUCATION - RES. 1007971 So do not be discouraged, and2 know that we're ready to link hands, all3 of us here, to address it, because it4 really is not okay for young people of5 any stripe to suck it up. It just feeds6 an already ugly problem.7 Thank you for your testimony.8
And11 might I say that obviously you have12 access to me and to us with your concerns13 and recommendations.14 Now, you know -- obviously you15 do -- the various languages that are16 spoken in a school and that you want them17 included in various ways, then you should18 let us know. Obviously all schools don't19 have kids from every country, but those20 students that go to specific schools, we21 can work on having that. It's all about22 communication. So if you try23 communication with us, we will try to do24 what we have to do with the School Board25 131 2/22/11 - EDUCATION - RES. 1007971 in order to try to make change and in2 order to try to make life better for3 students.4 There are a lot of people who5 care. There are a lot of people who6 don't. That's life. But there are a lot7 of people who do care and who are willing8 to try to make things better. I mean,9 this is America and it's supposed to be10 the land open for all, and a lot of us11 believe in that and are willing to do12 what we have to to make sure that all13 children get a chance.14
And just to add15 with that, I have been working with the16 Managing Director's Office and Rue in the17 back with the Philadelphia Human18 Relations Commission on the language19 access cards, and David Torres has --20 they have just printed out blank language21 access cards. So we're waiting for them,22 and they'll be given to Dr. Tolbert,23 because she's President of Africom and24 her organization embraces all the African25 132 2/22/11 - EDUCATION - RES. 1007971 communities.2
Well,3 Rue Landau was due to testify.4 I didn't want you all to feel5 you were late and that you didn't get a6 chance to testify.7 They were due to testify, as8 well as Dr. Walter D. Palmer from the9 Leadership Learning Partners Charter10 School is due to testify, and Jordan11 Harris is looking downright angry,12 because he has to go to school, and13 Anjali is saying, he's gotta go, he's14 gotta go. But we wanted to make sure15 that we got you on, and we're willing to16 take two more before we go back to the17 list, if Dr. Tolbert or whomever, or if18 you all want to come up as a group and we19 go from there.20
Thank24 you.25 133 2/22/11 - EDUCATION - RES. 1007971 Come and identify yourself for2 the record so we can move forward. But,3 remember, you know what you know. You4 know which languages are spoken in which5 communities, which aren't. So you got to6 organize the information so that we7 may -- I hear it loud and clear about the8 process that wasn't in Philadelphia and9 in Upper Darby, that the commitment is10 not made. That's pretty clearcut. But11 in terms of what you want this system to12 do, this city, the School District, this13 governmental system to do, you have to14 tell us. You know. You know which way15 that you're not being respected. You got16 to write it down. You got to verbalize17 it. You have to let us know so that we18 can help make a change.19 (Witnesses approached witness20 table.)21 UNIDENTIFIED SPEAKER: Thank22 you, Councilwoman.23
Thank24 you.25 134 2/22/11 - EDUCATION - RES. 1007971 UNIDENTIFIED SPEAKER: I just2 want to make a recommendation, because we3 have listened to the problems. I want to4 see what recommendations I can make to5 help the Council to address these issues.6 The first recommendation I7 would make is for the City to have like8 three times a year -- we are the Africa9 family heirs and the community, the10 American community -- to meet, like do11 (unintelligible), where we can meet,12 interact, you know, bleed together, talk13 together and see how best to accommodate14 one another culture.15 The other thing would be --16
Who17 would you like to interact? You're18 talking about --19 UNIDENTIFIED SPEAKER: Like the20 families. Like you have the elderly21 people who are here, who have the22 (unintelligible) of schools and the23 American family heads are here. It's24 between like African American family25 135 2/22/11 - EDUCATION - RES. 1007971 leaders and Africa family leaders. We2 have venues where we can meet and3 interact and see how best we can solve4 some of these domestic problems.5 The second one would be like6 the teachers. Most times the teachers7 don't know much about the culture of the8 student they are teaching. So if there9 is a need for the teachers to be meeting10 with our spiritual leaders, the Muslim11 leaders, the Christian leaders from12 Africa, they meet with the teachers for13 them to teach one another what the14 cultural differences are and how best15 they can work it out in order for them to16 reach achievement. Because most times if17 the teachers don't know what the cultural18 differences are, they don't know the19 boundaries, it is difficult for even the20 teachers to control the children in time21 of culture. And all what has been the22 problem is, the cultural indifference has23 been mostly responsible. It's not that24 people are just willing to come and bully25 136 2/22/11 - EDUCATION - RES. 1007971 somebody or they're just willing just to2 come abuse somebody. It is sometimes the3 cultural differences that this is4 possible for what is happening. And5 there is nothing that is happening that6 is extraordinary that is not happening in7 Africa, but what can we do together as a8 community from those that are coming from9 out and those that have to interact and10 see how we can work some of these11 modalities out to see how we can12 accommodate to one another.13 This is really a recommendation14 I was trying to make, because I remember15 when the student did happen -- I think it16 was '87 -- but a Liberian guy. Our dress17 code sometimes is different from that of18 the dress code here, and the climate19 system is different. So sometimes we are20 not educated with the climate system if21 you are newly coming. Some people here22 have to look at the television to know23 what type of dress to put on before they24 go out. You see, some of our people,25 137 2/22/11 - EDUCATION - RES. 1007971 they just go out sometimes, they don't2 know the climate system. So when they3 go -- if the American children see our4 children that way, sometimes that5 provokes the bullying, because it starts6 from provocation. Why are you putting7 all this type of clothes on at the time8 of decision.9 So those are some of the10 smallest petty, petty reasons that will11 be somehow responsible for what is12 happening.13
Thank14 you.15 UNIDENTIFIED SPEAKER: So I16 thank you for giving me these few times17 to give my recommendation. Thank you.18
Thank19 you.20 And let me say, Mr. Slewion and21 everyone who is here, Mr. Hanna is coming22 back. Tomas Hanna is coming back, so we23 will be able to address him even after24 our formal meeting with details of what25 138 2/22/11 - EDUCATION - RES. 1007971 we need. Thank you.2 UNIDENTIFIED SPEAKER: Thank3 you, Councilwoman.4
Thank you so7 much. I'm Vera Tolbert. I'm President8 of Africom. Councilwoman Jannie9 Blackwell, we thank you so much for10 having us at the hearing. I'd like to11 thank the Committee for taking the time12 to do this.13 I will not repeat everything14 that has been said, because I think the15 gist of what is happening in the16 immigrant population or community I think17 is well understood. I would just make18 one point as I represent that the entire19 African and Caribbean community to say I20 did listen to the School District say all21 of the different research they've done22 and international and guidelines and23 everything. Just to remember I think the24 world as we're watching today is changing25 139 2/22/11 - EDUCATION - RES. 1007971 drastically, and I think -- when I was in2 school, I think bullying was a whole3 different ball game compared to what is4 happening nowadays. And now what is5 added to this whole thing is the fact6 that we have whole different dynamics7 because of all the influx of immigrants8 that have come to this country and9 especially into the Philadelphia area.10 These immigrants bring with them a whole11 different experience that is not quite12 known here or people not quite aware of13 or familiar with.14 So my only suggestion or15 recommendation would be to look at it16 from a different angle from what it's17 been looked at up to now, because the18 dynamics have changed and people have19 different experiences, and I won't go20 into all of the different experiences,21 but we'll hope that when we get together22 again with a group, we'll be able to23 voice those different experiences and24 background.25 140 2/22/11 - EDUCATION - RES. 1007971
Thank you,5 Councilwoman. My name is Shiwoh Kamara.6 I'm the President of the Liberian7 Association of Pennsylvania.8 I crossed the landscape of9 Pennsylvania and there is an estimated10 figure of about 20, 23 thousand Liberians11 in the State of Pennsylvania alone. We12 occupy a very strategic point in the13 immigrant spectrum of Pennsylvania.14 Much have been said about15 bullying and some of the key points have16 been made, but one of the things that I17 have always thought about is that18 bullying and reporting bullying also has19 to come from the background of trust20 building. Many times the children who21 are bullied, if they are afraid and don't22 want to perhaps or don't trust an adult,23 they're not going to say anything about24 it, and that's why we have this25 141 2/22/11 - EDUCATION - RES. 1007971 under-reporting of bullying, especially2 from our community, because the dynamics3 of African community is that many times4 when you complain, they see it as a point5 of weakness.6 So like Slewion said, we have7 adopted the perspective for engaging with8 the School District of Philadelphia or9 perhaps Upper Darby, the Police10 Department and all of the different11 company that make up the community so12 that we can sit together and dialogue as13 to how we can find a way to minimize14 bullying.15 For example, in 2009 when there16 was an in-house fight at Bartram High17 School on Elmwood, the Liberian18 Association of Pennsylvania was there for19 about four months. My Vice-President and20 President, Mr. Dahn Dennis, was there21 with another young lady who had just22 graduated from Widener University, and23 what we are doing, we were providing24 conflict resolution. They were providing25 142 2/22/11 - EDUCATION - RES. 1007971 interventions that were very viable in2 making sure that these kinds of tensions3 were minimized.4 So also in 2008 -- and Dr. Vera5 Tolbert was also a member of that6 committee -- the Liberian Association7 hosted a youth summit, a youth summit put8 together almost 250 youths at Christ9 Lutheran Center. What was the idea10 behind this youth summit? The idea was11 to ensure that children who sit among12 themselves and dialogue and be able to13 appreciate that the trend that have been14 adopted by some of their colleagues was15 not the way to go. And at the end of16 that conference, a couple of key things17 came out. One of the key things that18 came out was they wanted more19 communication from adults. They wanted,20 of course, a safe environment.21 So my recommendation would be22 that the Council and perhaps our23 territories could ensure that these kinds24 of youth summit brought in our community25 143 2/22/11 - EDUCATION - RES. 1007971 where community members can be able to2 talk about it and find a system as to how3 our children will live in a safe4 environment.5 Thank you.6
Thank7 you.8 I think most have spoken. I9 don't know if Islam Sharif or Numa St.10 Louis have spoken. And then -- no, no,11 no. I'm talking about from the African12 community. And Tomas Hanna has come13 back. And I'll ask them to speak while14 he hears this, and then we will -- we15 still have the Human Relations and the16 Youth Commission to speak. But he has17 come back.18 Yes?19
Just finally I20 want to say while I was sitting here, the21 recommendation came from one of my22 colleagues, and he said perhaps a teacher23 training program in bullying and violence24 in the Philadelphia School District would25 144 2/22/11 - EDUCATION - RES. 1007971 be of some way to minimize these kinds of2 tensions among our kids.3
And7 while the final two members of the8 Commission are coming, Mr. Hanna, we9 will -- and we'll ask Anjali Chainani10 from my staff maybe if the Caucus Room is11 clear, we can begin some dialogue. But12 their complaint was that commitments made13 to them had not been honored with14 students that were injured in public15 school, that they were made commitments16 that weren't honored and that they feel17 even that language issues, communication18 issues between teachers and students and19 the community, the overall issues of20 bullying are not being addressed in the21 African and Caribbean community. That's22 the long and short of it. But they23 will -- we can maybe go to the Caucus24 Room and begin a little dialogue so at25 145 2/22/11 - EDUCATION - RES. 1007971 least they have the person in charge so2 that we can begin to try to pick at3 wherever the breakdown was.4 Is that satisfactory to5 everybody?6 (Yes.)7
All8 right. Thank you.9 Please identify yourself for10 the record.11
Good evening.12 My name is Numa St. Louis. I am the13 Vice-Chair of the Haitian Professionals14 of Philadelphia, and, moreover, I work in15 several schools in the Philadelphia16 School District. I've also worked within17 the School District as an ombudsman. So18 this issue of bullying, I come from it19 not only from an educational standpoint20 but also for being an immigrant myself.21 I was also subject to bullying.22 It's been well documented and23 it's been mentioned throughout the day24 that bullying has increasingly become an25 146 2/22/11 - EDUCATION - RES. 1007971 epidemic in this country. It's sweeping2 across our schools, not only here in3 Philadelphia but across the nation. Data4 and research indicates that it is5 imperative that we take this with utmost6 importance to address it.7 It was mentioned that as a8 result of ongoing bullying, consequently9 we've seen the suicide rate go up. We've10 seen a whole host of ramifications as a11 result of bullying.12 It was also talked about the13 impact that it has psychologically on14 people, on their learning ability, their15 unwillingness to go to school, to16 participate, to shy away.17 I myself, I mentioned that I18 was subject to bullying as a young19 person. I was born in New York to20 Haitian parents and I did my elementary21 schooling in Haiti. So I still carry a22 relative -- an accent, if you will. And23 there was a huge conflict between24 Haitians and black Americans, very25 147 2/22/11 - EDUCATION - RES. 1007971 reminiscent of what happened in South2 Philly High.3 So I think one of the4 recommendations I would have is to look5 at ways that we can encourage or create a6 climate of understanding, of diversity,7 empowering kids whereby they can feel8 comfortable to talk to their counselors,9 teachers or maybe even having a point10 person in the school that they can talk11 to to address bullying, because I think a12 large function of the bullying is the13 misunderstanding or lack of knowledge14 that people have in terms of people that15 does not look like them or who come from16 a different culture and so forth and,17 therefore, carrying that out, that anger18 or that misunderstanding by belittling,19 by treating people from a different20 culture or different ethnic group with21 that sort of mistreatment. So I think22 there's something that we can do as23 adults, as society, as a school district24 to create a climate of understanding and25 148 2/22/11 - EDUCATION - RES. 1007971 an environment whereby kids can learn2 about different cultures.3 We are becoming increasingly a4 global world, with globalization and so5 forth. I think it's imperative that we6 can use this bullying epidemic as a way7 to teach our kids about different8 cultures, about different nations and use9 it as a learning tool. Obviously10 Philadelphia is becoming much more11 diverse with the increasing numbers of12 Africans and Caribbean people that have13 migrated here to this city, and I think14 it behooves us to implement cultural15 understanding within the schools to help16 our youth and our young learn about other17 cultures and other ethnic groups.18
Thank22 you.23 Dr. Walt Palmer, then Jordan24 Harris, then Rue Landau. Would you come25 149 2/22/11 - EDUCATION - RES. 1007971 forward, and then we will try to get some2 help for those of you who feel the3 commitments weren't made. Okay? So4 we'll be patient.5 (Witnesses approached witness6 table.)7
I did. In fact, I14 had to stop at your office and ask for a15 mint when I first came.16
Thank17 you, Mr. Hanna, for coming back. Thank18 you all for your patience.19
Thank you,20 Councilwoman Blackwell and Councilwoman21 Blondell Reynolds and Councilman22 Greenlee, who is still here. I am Walter23 Palmer. I'm a Professor at the24 University of Pennsylvania Graduate25 150 2/22/11 - EDUCATION - RES. 14 The reason I give you that15 background, because I spent many of those16 years, these past 50, 60 years, trying to17 address many of the things you're saying18 here. 23 I've got several suggestions24 I'd like to give to you regarding this25 151 2/22/11 - EDUCATION - RES. 1007971 matter, but one of the things I'd like to2 do is point out the fact that this3 afternoon almost every person who4 testified talked about and focused on5 bullying, on anti-bullying. I6 respectfully submit that I do not believe7 that anti-bullying programs, scared8 straight, three strikes you're out, or9 the death penalty necessarily negates nor10 stops people from having negative11 behavior. It may help in some ways, but12 we have had anti-bullying in our society13 and in our schools forever. 16 Three strikes you're out has17 not stopped young people from taking the18 third strike and/or shooting after19 policemen to make sure they didn't get20 caught. 22 It's not the children, I propose, that is23 the problem. It is the adults. The24 schools are only a microcosm of this25 152 2/22/11 - EDUCATION - RES. 1007971 problem. 3 It may very well be that we have to4 retool and rethink education in the 21st5 century as opposed to the little red6 brick house that we once knew. 10 The failure for accepting11 Africa as the mother of humanity and the12 cradle of civilization has been part of13 our undoing. Our collective denial of14 the culture and violence of American15 society has contributed to this notion we16 now talk about in the 21st century as17 bullying. 22 When I was in school, the23 issues were, you take a look at Southwest24 Philadelphia where there were the Dirty25 153 2/22/11 - EDUCATION - RES. 3 In South Philadelphia at the4 foot of the bridge, it was the River5 Boys. 11 In Italian South Philadelphia,12 young blacks could not go to school to13 Bok and to Southern. 15 In Fairmount, it was the Green16 Street Counts who did not allow blacks to17 go to the Art Museum or wade in the water18 or play in the park. 22 In the 1970s, with the rise of23 Southeast Asians coming to this country24 after the two major Southeast Asian wars,25 154 2/22/11 - EDUCATION - RES. It should not be unnoted that3 we've always targeted the other in our4 society. When I heard the young African6 people standing up here saying that they7 were abused for having African names or8 wearing African clothing, America prided9 itself in its earliest days. In order to10 be America, you had to pay the wages of11 whiteness, as quoted by William Burkhardt12 DuBois. If you were a Jew from Eastern13 Europe, you had to give up Yiddish, your14 dietary laws and the yarmulke. If you15 were from Africa, you'd give up the16 yarmulke. You'd give up the azizi (ph),17 the kufi, the agbada, the dashiki. If18 you're from the Arab world, you'd be19 asked to somehow if not hide the Koran,20 not make it be publicly known. 24 This country has been25 155 2/22/11 - EDUCATION - RES. 2 We have glorified the racialization and3 the sexualization in our society. Look4 at what we've done to women in our5 society. They were chattel property for6 years in our society and, for the most7 part, are still not considered equal in8 American society. 10 Look at how we have male11 violence against women. Look at TV and12 look at the magazines. In almost every13 program a woman is being abused or14 attacked or raped. 18 We rationalized our society19 early on when Columbus brought the20 Spanish tear in the 1490s and attempted21 to colonize American society. The native22 indigenous people were harshly treated23 and eventually was pushed into24 extinction, until 1507 when he brought25 156 2/22/11 - EDUCATION - RES. 1007971 Africans here at the bequest that he made2 from the Pope.
That experiment went3 well. 8 We gave them the most dangerous jobs. 21 We, as a people, have been a bully. It's22 not the children. It's the adults. It's23 the history and our failure to address it24 and be in denial. Look at what we've25 157 2/22/11 - EDUCATION - RES. 1007971 done with gangsters. We have really2 romanticized Al Capone and Bugsy Siegel3 and Bugsy Moran and Legs Diamond and John4 Dillinger and Ma Barker, Baby Face5 Nelson, Bonnie and Clyde, Dutch Schultz,6 the Godfather, Goodfellas, Gambino and7 Gotti and The Sopranos. We have used TV8 and radio and movies to blame. We now9 blame the cyberspace. The reality is,10 until we look at ourselves and how we11 continue to romanticize. We're now at12 the process where the Governor of Arizona13 is looking for an opportunity to pardon14 Jesse James, lionize him and Machine Gun15 Kelly, the Bloods and Crips, Hells Angels16 and the Pagans, all great stories for us17 to constantly romanticize, and we wonder18 why our children are violent? They19 weren't born with a book in their hand on20 how to be violent inside of American21 society. 23 So I contend this: What we24 need is a culture and a climate which is25 158 2/22/11 - EDUCATION - RES. 7 Teachers cannot say to children, You8 cannot smoke, and a child walks past a9 teacher's lounge and sees smoke come out10 of the room or smells smoke on their11 breath. 14 They cannot say, Don't use your iPods and15 don't use your cell phones and don't use16 any electronic equipment, only to find17 that the teachers are doing it. They18 can't say to them, Don't fight. I never19 tell a child not to fight. 25 159 2/22/11 - EDUCATION - RES. 1007971 Anti-bullying programs, for the most2 part, are reactive. They're not3 proactive. 6 We should have an expectation7 that teachers and administrators model8 for children. Police should model for9 children, not abuse them. 11 Let's get together and find a12 way in which we can get city, state and13 federal government to require the14 policies that are necessary to put in15 place that if you want money in your16 schools or your police departments or in17 your elected positions, you must have a18 climate and culture where it's positive,19 and that in fact as something that20 Councilwoman Blondell Reynolds alluded21 to, negotiation, arbitration, mediation,22 meditation, conflict resolution and anger23 management should be ongoing before it is24 a problem. It is a case of being25 160 2/22/11 - EDUCATION - RES. 11 Black children for the 1960s,12 remember, we shut down the entire public13 school system in Philadelphia in 1967 and14 the children were fighting for the right15 to have their African names. These were16 African American children who wanted to17 use their African names. 20 They wanted to have more blacks in high21 places. They wanted to see more black22 principals and teachers and23 administrators and superintendents. 25 161 2/22/11 - EDUCATION - RES. 1007971 The pro-teaching of these2 matters, even teaching about how violent3 our society has been and the inherent4 good that people have gotten out of the5 society in spite of it, I truly believe6 leads to a way in which you have an7 environment in which children are8 conducive to lead than they are to follow9 and abuse. Our school is a model of10 that. We have a thousand children from11 pre-school to high school, and in one12 year's time, we have less than 45 or 5013 suspensions for small acts of tie or cell14 phone or jewelry. There should be no15 racing, running, hollering, screaming,16 jumping, kicking, cursing, fighting,17 punching, wrestling. That's the no18 tolerance. 19 Never. But the expectation must be20 there. And it is saddened that these21 many years later to find that children22 from foreign lands are coming to this23 country and people who look like me and24 look like you and others are abused25 162 2/22/11 - EDUCATION - RES. 1007971 because they speak differently. 6
Thank7 you, Dr. Palmer. Thank you. I know of8 and have spoken at your class at Penn on9 racism many times, and your charter10 school is phenomenal. Thank you.11
Thank13 you.14 Any questions or comments?15 (No response.)16
Thank17 you.18 Jordan Harris, I hope we didn't19 make you miss your class.20 Rue Landau, you're next.21 (Witness approached witness22 table.)23
Thank24 you for your patience.25 163 2/22/11 - EDUCATION - RES. 1007971
-- Vice-Chair6 Councilwoman Reynolds Brown and the other7 members of the Education Committee. My8 name is Jordan Harris and I am the9 Executive Director of the Philadelphia10 Youth Commission. Unfortunately, we were11 unable to have a Youth Commissioner come12 and speak because of other class13 obligations, but I am here to provide14 their testimony. 17 So I do have a background in dealing with18 youth and dealing with bullying in the19 class that I will be running to after20 this. 23 The Youth Commission has been24 working with different partners25 164 2/22/11 - EDUCATION - RES. 1007971 throughout the City on this critical2 issue of bullying. In October of last3 year, the Youth Commission used its4 monthly radio show, heard on the fourth5 Saturday of every month on WURD 900 AM,6 to focus on the issue of anti-bullying7 legislation that had been introduced in8 the United States Senate by Senator9 Casey, and we also spoke with Dr. 13 Additionally, the Commission14 has joined with several other youth-lead15 organizations throughout the City to16 create the Campaign for Non-Violent17 Schools. In November, the Campaign for18 Non-Violent Schools hosted a Youth Power19 Summit, which was attended by more than20 200 of our city's youth. This event21 provided youth with an opportunity to22 share their thoughts and provide insight23 on how to curb the issue of violence in24 our city's schools. Within the next25 165 2/22/11 - EDUCATION - RES. 3, The5 Beat, an urban radio station here in the6 City, to host a two-hour forum that was7 broadcast live on air. 10 Here, more than 15 youth shared their11 stories about bullying and offered12 solutions to the problem. 16 It is no secret to anyone in17 this room that bullying is a problem18 facing youth throughout our city. On a19 daily basis, students in schools20 throughout the City are subject to21 verbal, physical and psychological abuse22 from their schoolmates. 25 166 2/22/11 - EDUCATION - RES. 1007971 Some bullied students are too scared to2 attend school. Others have trouble3 focusing in class, and some students even4 feel the need to become bullies5 themselves to avoid being bullied. It6 also affects other students not involved7 in the bullying altercations. 14 Education only happens in nurturing15 environments. Environments where16 bullying exists aren't nurturing17 environments and, therefore, it hinders18 the educational process. 23 Cyber bullying is a new twist24 on bullying that needs to be swiftly25 167 2/22/11 - EDUCATION - RES. 1007971 addressed. With one click of a mouse, an2 embarrassing personal moment can be3 shared with thousands via numerous social4 media outlets. 7 I'll say that again. 10 Sadly, the end of the world has become11 the end of life for certain youths in our12 nation, such as 15-year-old Justin Aaberg13 from Minnesota, 13-year-old Seth Walsh14 from California, 15-year-old Billy Lucas15 from Indiana and 18-year-old Tyler16 Clementi, a student at Rutgers17 University. 21 On the flip side, students who22 are bullied -- who bully their classmates23 are also suffering. Students do not24 bully because they are inherently bad25 168 2/22/11 - EDUCATION - RES. 1007971 people. There is usually an underlying2 cause. It is often said that hurt people3 hurt people. We must help students who4 partake in bullying of others to5 recognize the significance in their6 action. We must do this not just for the7 bullied students but also for the8 students who are committing bullying,9 because their development and education10 is just as important. 12 We commend the School Reform13 Commission and the School District of14 Philadelphia for recognizing this and15 their implementation of their16 anti-bullying policy.
We applaud their17 efforts, and we offer a few suggestions18 that were actually spoke earlier by19 Councilwoman Reynolds Brown, but I will20 reiterate, that currently the School21 District has an existing phone number for22 students to call if they feel23 uncomfortable to report bullying in24 school. We ask that in addition to the25 169 2/22/11 - EDUCATION - RES. 17 Additionally, we support the District in18 its exploration of restorative justice19 practices. Too often punishments serve20 as simply punishment and does not serve21 to actually mend conflicts between22 students. The restorative justice23 approach seeks not only to punish24 delinquent students but also build25 170 2/22/11 - EDUCATION - RES. 1007971 understanding, encourage healing and2 create acceptance within the affected3 group of students. 6 It is important to note that7 restorative practices and beefing up the8 SRC's bullying policy will not solve the9 bullying crisis in the School District10 alone. 15 Finally, I would like to offer16 the words of a former Youth Commissioner,17 Matthew Zaccagni. In October, Matthew18 worked with the Youth Commission to have19 a letter published in the Philadelphia20 Daily News, which I will read. "23 In December, the issue of24 harassment and bullying was brought front25 171 2/22/11 - EDUCATION - RES. 1007971 and center in this area after the2 incidents at South Philadelphia High3 School. Now the issue is again being4 brought forward through the recent string5 of suicides of LGBTQ youth across the6 country. 10 I know firsthand what type of11 constant torment can do to your12 self-esteem and self-image and sense of13 self. Attending a religious elementary14 school where differences weren't accepted15 by other students left me the target of16 constant bullying and harassment. 18 To say that years of this19 treatment didn't affect me, didn't chip20 away at my spirit would be a lie. 23 But now as a 21-year-old openly24 gay male preparing to graduate from25 172 2/22/11 - EDUCATION - RES. 13 Adults, parents, teachers,14 mentors and friends of these young people15 need to understand that this is a serious16 problem affecting today's youth, and it17 is our job to stand up and defend those18 who feel that they cannot defend19 themselves. 24 As Dr. Martin Luther King once25 173 2/22/11 - EDUCATION - RES. 4 So I challenge everyone today5 reading this to be silent no longer and6 to speak up for those who have felt they7 have lost their voice. I firmly believe8 that one honest voice can be louder than9 a crowd. 20
Thank21 you very much.22 The Chair notes that23 Councilwoman Maria Quinones-Sanchez is24 here.25 174 2/22/11 - EDUCATION - RES. 1007971 We thank you, Mr. Harris.2 Human Relations Commission.3 Is there anybody else here who4 wants to speak?5 (No response.)6
If7 not, we will have our meeting immediately8 thereafter with Tomas Hanna so that we9 may begin anew or begin again with some10 direction and to address the issues you11 mentioned.12 (Witness approached witness13 table.)14
Thank15 you. Thank you for your patience. We do16 apologize.17
Sure. 25 175 2/22/11 - EDUCATION - RES. 7 I am Rue Landau, the Executive8 Director of the Philadelphia Commission9 on Human Relations. 24 For years, the Commission has25 176 2/22/11 - EDUCATION - RES. 1007971 dealt with issues of intergroup conflicts2 in Philadelphia's public schools on a3 case-by-case basis. Our work has been4 sporadic. Some school principals solicit5 our help; others do not. Some school6 officials properly characterize7 intergroup conflicts as those motivated8 by one of our protected categories;9 others do not. 24 In January 2010, after we25 177 2/22/11 - EDUCATION - RES. 1007971 learned of the ongoing incidents that2 occurred at South Philadelphia High3 School against Asian immigrant students,4 we launched a year-long series of 115 public hearings throughout the City to6 hear firsthand from parents, teachers,7 students, principals and other community8 members about their experiences with9 intergroup conflicts in all of10 Philadelphia's public schools. 15 In all, 130 witnesses came16 forward to share their thoughts at our17 hearings. We also received an additional18 40 statements in writing. We learned19 that intergroup conflicts are a20 systemwide problem throughout the School21 District that require a systemwide22 solution. 24 Testimony revealed that too often the25 178 2/22/11 - EDUCATION - RES. 5 We heard evidence that the6 District's zero-tolerance policy of7 automatic out-of-school suspensions does8 not mitigate intergroup tensions. 13 On the other hand, we heard14 about school efforts and programs that15 work. We learned of models of16 community-based programs that allow young17 people from different backgrounds to18 relate to each other through shared19 interests. Some students spoke of20 positive dynamic efforts they utilized to21 peacefully resolve conflict. 25 179 2/22/11 - EDUCATION - RES. 1007971 Despite these positive efforts,2 the widespread presence of unresolved3 intergroup conflicts remains. We have4 created a 28-page report with our5 findings and recommendations to better6 equip the School District with resolving,7 tracking and preventing intergroup8 conflicts. 13 We hope our recommendations14 will act as a catalyst to encourage the15 District to make resolving, tracking and16 preventing intergroup conflict a higher17 priority. 22 Thank you to sponsors23 Councilwoman Blackwell and Councilwoman24 Reynolds Brown for the opportunity to25 180 2/22/11 - EDUCATION - RES. 2 When our report is released, I will3 submit a copy of it to this Committee for4 consideration. 9
Thank10 you very much.11 Questions or comments?12 Councilwoman Sanchez.13
Thank14 you, Rue, and for the work of the15 hearings. I know that you had hearings16 throughout the City. You said there were17 nine recommendations that the report is18 going to speak to. Can you speak to one19 or two like that are really low-hanging20 fruit that we should all kind of embrace?21
I think the22 low-hanging fruit has probably been23 discussed today. There's easy ones, and24 the School District has, throughout this25 181 2/22/11 - EDUCATION - RES. 1007971 past year while we've been holding these2 11 hearings, really been moving in the3 right direction. I believe that our4 hearings kept a constant focus on this5 issue, the issue of intergroup conflicts,6 the issue of students who are having7 conflicts because of a difference of8 their race or their national origin,9 religion, sexual orientation, and that10 this focus and the focus of the media and11 all of the other groups, the Youth12 Commission, the other student groups13 throughout the City, has kept a constant14 focus on this so that the District is15 starting to move in the right direction.16 For us, the main issue was, we17 heard stories in some schools of18 fantastic programs that were happening19 and stories in other schools where there20 were no programs at all or programs that21 weren't implemented properly. For us,22 the goal is to have the great programs go23 across the School District, go into every24 single school regardless of where that25 182 2/22/11 - EDUCATION - RES. 1007971 school is, regardless of who is in that2 school, because it's very, very important3 that we just make a systemwide approach4 to this, where it starts at 440 North5 Broad and moves down to every school in6 the District.7
Thank8 you. I look forward to your report.9 I've been drafted to chair the Blue10 Commission on School Violence. So I'm11 very much looking forward to your report12 and the work, and I know the13 Administration, the School District is14 truly interested in figuring out15 different approaches to this. So we look16 forward to the experience of the Human17 Relations Commission and your work, and18 particularly you personally, to help us19 ensure that we could do that systemwide.20 So thank you.21
Are23 there any other questions or comments?24 (No response.)25 183 2/22/11 - EDUCATION - RES. 1007971
Then5 we will recess this hearing subject to6 the call of the Chair, and then we will7 talk at the back of the room.8 Thank you very much.9 (Committee on Education10 recessed at 4:00 p.m.)11 - - -12 13 14 15 16 17 18 184 CERTIFICATE2 I HEREBY CERTIFY that the3 proceedings, evidence and objections are4 contained fully and accurately in the5 stenographic notes taken by me upon the6 foregoing matter on February 22, 2011, and7 that this is a true and correct transcript of8 same.9 --------------------14 MICHELE L. MURPHY15 RPR-Notary Public16 (The foregoing certification of this20 transcript does not apply to any reproduction21 of the same by any means, unless under the22 direct control and/or supervision of the23 certifying reporter.)24