Community Connection August 25th, 2025

Episode Transcript
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Speaker 1 (00:00):
WTOCAM W two three six c are Indianapolis, discussing the
issues that matter to you and keeping you informed with
what's happening in and around Indy. It's Community Connection with
Tina Cosby, brought to you by Child Advocates, a champion
for justice, opportunity and well being for children. On Praise

(00:21):
AM thirteen ten ninety five point one FM.

Speaker 2 (00:25):
And good afternoon, and welcome to Community Connection.

Speaker 3 (00:29):
I'm Tina Cosby. Today is Monday, August the twenty fifth,
and I am hoping my voice holds out just cuts.
I don't know something over the weekend, but all is
well and I'll do what I can. I'll stay with
it as long as I can. Three one seven four
eight zero thirteen ten. Three one seven four eight zero

(00:50):
thirteen ten is the number two Community Connection. I hope
everyone did have a good weekend on our show today,
as always, quite a bit to get too at school
resumes for the upcoming academic year. It's important to remember
that Child Advocates continues to work for children who need
it most. We're going to hear the latest from them

(01:10):
coming up in our second hour. In our second hour,
that's Child Advocates. A little later this hour and all
male up coming back to school event that will focus
on strengthening the role of men in our children's education.
That's about thirty minutes from now. Really exciting and I'm
happy to have the folks here who are putting that on.

Speaker 2 (01:30):
That's some good stuff right there.

Speaker 3 (01:32):
But first, Cameron, as I was telling you, very early
this morning, very very early, I was awakened by a
text from one of my most reliable sources. You know,
we all have sources. We have sources, then we have
reliable sources, and then we have extremely reliable sources. This
source is right at the top of extremely reliable. The

(01:55):
text read ICE agents are in the parking lot of
schools as Ellips dot dot Dot and a few others.

Speaker 4 (02:03):
Uh.

Speaker 3 (02:03):
So it was you know, it was really quick, and
so I called got a little bit more info. Uh
And apparently for those on the grounds of these schools. Uh,
agents were indeed in parking lots of both I P
s and charters around this city. Again, this is according

(02:24):
to a well placed source that I have.

Speaker 5 (02:29):
Uh.

Speaker 3 (02:29):
The source went on to say that they were told
the agents were in vans with blacked out windows, wore masks,
and were sitting there in the parking lots of these
various schools waiting for youngsters UH to arrive, because I
was on my way downtown eventually. Anyway, I went down

(02:53):
to Attics on my way into work, UH to see
what was going on, to see what I could see.
By then, UH, everything obviously had gone. I checked back
with my source and they once again confirmed that they
had been there. I even asked some of the folks
that were just standing around, I think one was a

(03:14):
bus driver, and they said they hadn't heard anything, but
they had just gotten back and were taking their break.
But anyway, I am not sure how many students, if any,
were detained. I'm not sure exactly where the other schools were.
Attics was just one that was named. The others that
were named were IPS, and I think one or two

(03:36):
charter systems as well. But I am again, I'm very
confident in my sourcing and that it happened. So that
brings up this is the second time that I've gotten
word that something like this was taking place. The first
time actually the third time, and each time if you
contact the school systems, they can't really give you much information.

(04:00):
I'm taking another route here, and again this is according
to a very well versed, very well placed source. But
I wanted to bring in with us right now, local
attorney and former local end of LACP officer Taiwan Garrett.
He's a good friend of the show and is so
kind about coming on and guiding us through some of

(04:23):
these things on a moment's notice. So, Attorney Garrett, we
really really appreciate you being here with us, and thank
you for calling in. So I think you heard me
describe my morning and what had happened, and the first question.
First of all, thank you again for coming, welcome back.

(04:43):
But my first yeah, now, my first question is though,
what what.

Speaker 2 (04:49):
Can anybody do? What can a parent do?

Speaker 3 (04:51):
I mean, the Cameron and I were talking in the
break worst nightmare would be you send your child to
school and.

Speaker 2 (04:57):
Then they don't come home.

Speaker 3 (04:59):
And I wonder if that's it's the scenario for one,
two or I just wonder if that's the scenario for
some parents today.

Speaker 6 (05:07):
Well, the first thing you have to do is, well, first,
hello to your your listeners and everyone. The first well,
the first thing that they would need to do is
you have the right to remain the first stay calm.
That's the first thing stay calm, and then do not
do not flee. That's the first two things to do.
Second thing that I would advise to do is this,

(05:29):
you have the right to remain silent, so there's nothing that.

Speaker 3 (05:33):
Requires these are the youngsters that are being that might
be being detained, okay, yeah, okay.

Speaker 6 (05:38):
And if it's right, and so if they're young, you know,
remain silent and immediately asked to speak to an attorney
that you like to talk to an attorney, and you
would also like to have your parents present. That would
be the first thing, because you can't know minor can
be interviewed by a police officer with our parents' presence.

(06:00):
So even if it's a night station.

Speaker 3 (06:03):
So at what age would would would could minor be considered?
Would it be sixteen seven, eighteen? Any child under the
age of eighteen, okay.

Speaker 6 (06:14):
Right has to have it has to have an adult
present to be questioned. So the first thing now for
the school, if the school is made aware of this,
I would tell the school district or the school principal.
They immediately need to get on the phone to their
school council. They have their school council. Now, the key

(06:36):
thing that which you just mentioned if they're interviewing them
in the parking lot or doing it in the parking lot,
there lies the question when it would be considered on
school grounds. Once they're inside the building, the principal has
the right to deny them access to certain areas of
the school. But I would also advise them immediately once

(06:59):
they agent is identified to identify themselves, they need to
contact their school attorney, ask for a warrant and the
actual warrant, and you can verify the warrant and the
ice agent has to They can't just say I have
a warrant. You can ask to show me the want
That would be the first thing, the second thing, and
then take pictures and the videos. Here in Indiana they

(07:22):
just passed that law that where you have to be
so many feet away from a law enforcement officer, okay,
or they can detain you too. So make sure you
are a safe distance away from the officers as you're recording.
And if I was, if I was recording, I would

(07:43):
make sure that multiple people are recording this so if
they asked one to stop recording, you still got other
people recording at the same time.

Speaker 2 (07:51):
Good point.

Speaker 6 (07:52):
So those would be some of the things again, document
remain calm, remain silent, and if it's the student, make
sure that that student is a company by someone by
the school to make sure that the parent is aware
of where that person is going. And I know that's

(08:14):
that's so for some teacher that or school district, that
may be a problem having an actual person a company
that child to where they're going to be taken.

Speaker 3 (08:23):
To exactly because not I mean in the interest of
where I went this morning to see if they were
still there. Most of those youngsters. It was a high school,
so you know they're older, but that's not exactly where from,
to the best of my knowledge, where all of these
so called raids or shows of force have been taking place.

(08:46):
And so you know, some of these kids are younger
and don't know. I don't know if the school has
taught them. But here's a question, Attorney Garrett. Does the
school have to let the agents inside the building period?

Speaker 2 (08:59):
Do they have to let them?

Speaker 6 (09:01):
Not necessarily, And again that would be an action where
they definitely, I can't reiterate. The school must inform their council,
then the council. Once the council is informed, if they
can get there quickly enough, then the council will take
care of the matter for the school. But if the
council is not available right readily, please ask for that warrant.

(09:25):
The school district can deny. If there's no warrant out there,
they have the right to tell them to lead.

Speaker 2 (09:33):
Okay, And so I happened if they haven't called them.

Speaker 3 (09:39):
Yeah, yeah, if they haven't called and let them know
that they're they're coming or they're on their way.

Speaker 5 (09:43):
Right.

Speaker 2 (09:44):
But like with today, where it's okay.

Speaker 6 (09:47):
Now, generally, in circumstances like this, a lot of the
school principles or superintendents may be aware that there could
be a potential uh raid as they call it, on
that school, and so a lot of times they may
issue like a little waiver, hey, such and such, you know,
we may have this and they've conducted that with the

(10:10):
council school council.

Speaker 2 (10:12):
Okay.

Speaker 6 (10:12):
I don't know if this was the case in this scenario,
But like I said, if they're verifying them out in
the parking lot, there's that fine line between between things. Now,
if they have a school resource officer that's out in
the parking lot, you know, or a security guard there,
the security guard can actually tell them to wait again,

(10:33):
then he needs to talk to the principal and contact
school council to make sure that hey, what they're doing
is legit. And like I said, document, document, video, and
make sure you document even after the raid has been conducted.

Speaker 3 (10:47):
So what is your so say, for instance, they get
into the building, okay, they're allowed in the building, and
they start going to the principal's office or individual classrooms
or what have you, are the.

Speaker 6 (11:00):
They have to have a warrant.

Speaker 2 (11:01):
They have to have a warrant.

Speaker 3 (11:03):
After they get inside the building, they have so they
can have access to the building without having a warrant,
they have.

Speaker 6 (11:10):
The key question, the warrant is gonna again, without the warrant,
they don't have to comply.

Speaker 2 (11:18):
I see, I see, okay, right.

Speaker 6 (11:20):
Because and the warrant has to be is going to
be very specific in where are they, where are they going,
and what are the actions they're taking. Without a warrant,
you can It's no different than a person walking up
to your door and saying, hey, I need to come in.
Do you have them? Do you have a warrant?

Speaker 2 (11:35):
And the ways to validate that warrant are.

Speaker 6 (11:39):
Well, usually you can just you can look at it
and read it and tell her if it's a legitive
one because they have to be signed by a judge.

Speaker 2 (11:44):
Okay, Okay, But.

Speaker 6 (11:47):
Like I said, in the case with the school, I
would highly advise them as soon as they're made aware,
to have a legal resources readily available on that site.

Speaker 2 (11:57):
Yeah, there was an I.

Speaker 6 (11:58):
Saw a charter school. Like I said, as a courtesy,
they tend to kind of give their heads up, Hey,
we're going to be coming to do this. Allow our
officers there and the specifically there, and here's the warrant.
If they have it, then again, it just it's very
fact specific.

Speaker 3 (12:18):
So you're saying that more times than not, or maybe
when these things happen, that the school systems are giving
the heads up that it's about to happen.

Speaker 2 (12:30):
Is that what you're saying.

Speaker 6 (12:32):
I'm saying that there's been some instances where the school
district may have been informed that they may be about
to conduct a search.

Speaker 3 (12:40):
Okay, and so therefore everybody within the school it included.
You know, if in the instance where the ice agents
want to enter the school.

Speaker 2 (12:53):
Everyone has the right to request a warrant.

Speaker 6 (12:57):
Well, in a case where they've actually told the school
that they plan on conducting that search. Generally, the one
has already been issued and the one has already been
served on school's counsel to let them know exactly the extent.
And so that's why you notice prior to this they
were saying that a lot of students didn't go up

(13:17):
during that time that they thought of wart was going
to be executed.

Speaker 2 (13:22):
Yeah.

Speaker 3 (13:22):
Now is that legal on the part of the school
to say, you know, parents, you may want to keep
your kids at home because ice is going to be
here in the.

Speaker 6 (13:30):
Park, don't I don't think the school would go that
far and say.

Speaker 2 (13:35):
That they made Well, I'm just that Yeah, I'm wondering
if they.

Speaker 6 (13:39):
May issue a thing that we will be having a
federal agents on our premises on blank date and leave
it open.

Speaker 3 (13:48):
Okay for interpretation, Yeah, leave it open, leave it over.

Speaker 7 (13:52):
UH.

Speaker 3 (13:53):
Attorney Taiwan Garrett is our guest, had it on very
good authority this morning that I p and UH several
charter schools were met this morning, first thing with a
parking lots full of ICE agents. And I don't know
too much more from there, and it probably will be

(14:14):
difficult to get that information. But what Attorney Garrett is
doing and doing an extremely good job is letting us
know what the legalities of those situations are and what
students should do and what parents can do in the
event that their student is detained. Attorney Garrett three one

(14:35):
seven four eight zero thirteen ten is our number. Three
one seven four eight zero thirteen ten. We have a
caller that has a question for you. Go ahead, Denise, Hey, Tina.

Speaker 8 (14:46):
Hello, and Attorney. You're right on your right spot on.
But my question was it did happen at one of
the IPS schools. Ice came in and I don't know
if they had a war or not, but my goddaughter
was at one of the elementary schools and they're looking
for specific Hispanic children whose parents are not American, but

(15:14):
the children are so somehow I know that these children
were born here in America, but the parents were not.
And my question was when they took the little girl,
because my god daughter called me, it's her best friend,

(15:34):
the little girl out of the classroom. Yeah, all of
the little kids were aware who was in the building.
These adults were the police. Yeah, and so she wasn't
supposed to use her phone, but she did. She called
me and she said they're taking Abigail, and I said,
what do you mean they're taking Abigail. I thought they.

Speaker 9 (15:55):
Were on the playground.

Speaker 8 (15:58):
And you know, someone came on the place, but she said,
the police are here, and so I immediately went up
to the school to see what had happened. They had
swooped that little girl up so fast. You know, I
didn't even get a chance to take a picture. I
didn't get a chance to see the police card. I
didn't get a chance to see any anything.

Speaker 2 (16:19):
It was very quick.

Speaker 8 (16:20):
Right now, right now, Tina, we don't know where Abigail is.

Speaker 2 (16:24):
Nobody does that. That's that's the whole point.

Speaker 3 (16:27):
And you know, like I said, when I got the text,
and then I called to verify the text was correct,
and then I went down there, there was nothing. But
I know for a fact that I mean. But thank
you for thank you for confirming that. You know, that's confirmation.
Really really appreciate that. So, Attorney Garrett, where do they

(16:47):
find Abigail? What are they gonna what are what's everybody
going to be able to do?

Speaker 2 (16:50):
This is the school, her parents, in.

Speaker 6 (16:54):
The position of Abigail. This is where child advocates will
probably be the best to speak.

Speaker 10 (16:59):
If Abigail, I'm an honor to a club at one of.

Speaker 6 (17:02):
Those type of raids. By a law, that child has
to have an attorney present because it can't speak for itself,
and so with the parent being illegal, the child will
be appointed some form of legal representation to pretty much
know their rights.

Speaker 3 (17:22):
How long can they hold that that child and where
you know, can they just keep her from her parents indefinitely?

Speaker 2 (17:28):
Like me right now? She's gone from her parents.

Speaker 6 (17:31):
Right Generally, you have to appear before a court when
you detain somebody within a forty eight hour time frame
to be presented before a court to assert her rights.
You know, if she's if she's born and she's an
American here, she has to be released. The question is
who does she be released to? So that means they
have to find a legal guardian, or a legal guardian

(17:54):
has to be appointed for or a close relative, somebody
that can that's related to the person. That's the US says.
If not, the court appoints somebody to be that child's
representative as the parent is here illegally, so what they're doing,
so what they're doing is is there they're trying to
break drive aways between the parent and the child, where

(18:16):
the child is the US citizen and the parent is not.
Where the parents could be supported, but they have to
make a choice whether to let their child stay or
take the child back with them to their homecom figure
and that nobody wants to be broken from their children.
The child will be taken when the parent is gone,

(18:39):
similar to what's happening probably going on with the raised
at the high school. Detain detain the child that they
know that's under the age, knowing that in order to
interview or ask any questions of that child, parent has
to be present when the parent shows up. And the
parent is here illegally. Now I have the parent who
is trying to get anywhere.

Speaker 2 (19:01):
That's what they're doing.

Speaker 3 (19:02):
So m M it's uh anyway, we have another caller
that has a question for you. Uh three one, seven, four, eight,
zero thirteen ten, Jeff, go ahead and happy.

Speaker 2 (19:15):
Do you have a question for Attorney Garrett?

Speaker 4 (19:17):
Yes, I do. And how you doing?

Speaker 2 (19:19):
I'm doing well?

Speaker 4 (19:19):
Well you all as well as Toney Glpe. You all
had a good weekend. This is my concern, and that's
with these so called ice agents, or if.

Speaker 7 (19:29):
They are ice agents, what can one do?

Speaker 4 (19:33):
Because I have seen it's been all social media that
some of these guys are just all like bounty hunters
or just some vigilante.

Speaker 7 (19:41):
I see.

Speaker 4 (19:41):
I discovered that members of the Proud Boys are putting
on these masks and claiming to be ice agents and
they're not. So, you know, because we don't know who
these guys are. I mean, they show better school, we
can help, you know. And now we have a young
girl who probably didn't disappear. God only no word, she said.
So what can one dude to make true these guys

(20:04):
are legit.

Speaker 6 (20:06):
You have the right to ask them to identify themself,
to prove that they are who they say they are themselves. Yeah,
but if one thing about it. You can walk around
with a mask on your face, but you still got
two ears that are exposed, so you can hear me
ask you a question to identify yourself. It's no different
than if a police officer pulls you over. He has
to identify himself as been a police officer.

Speaker 2 (20:28):
Yeah.

Speaker 6 (20:29):
Then once he identifies it, then when he identifies itself,
you can ask does he have a one? Of course,
a small child is not going to know the level
of legal things that I know, nor of some of
the rights that most adults know. So the first thing
that child should do is immediately. If I was advising
my child, I would immediately tell them if you're if

(20:50):
you're detained by any officer, immediately requests to have your
parents present, and immediately asked to have attorney present. And
once you do that, they can't they can't do anything
more but wait it out.

Speaker 4 (21:03):
But that's an automatic red flag, right shit, God with
a mask claimed to be an officer and he has
no credentials or whatever, no badger is like.

Speaker 6 (21:12):
Then if you have no credentials or no masks, I
would tell you to kindly say thank you, step away
from me and walk away because you can all you
can do, or you can do this number as well.
If the person hasn't identified hisself, there's a wonderful thing
called nine to one one, and you can contact i
MPD to say, hey, there's a person here impersonating a

(21:35):
certain officer. I would like an officer present here, and
then once that officer shows up, that person will have
to identify hisself as being a federal agent to that office.

Speaker 4 (21:46):
Well, all right, welcome, well, welcome to Trump's America. That
this is outright FASTIP that's all it is, is just plain,
simple satism.

Speaker 2 (21:54):
It concerns me, Yeah, it is, Jeff.

Speaker 3 (21:57):
And it concerns me that our our children are being
truma ties daily, you know, just like Denise's. Thanks, just
like Denise's you know, her family, that little girl, in
addition to the little girl who's been abduct not abducted,
but it has been taken away that it's just that this
is going on. I didn't ask which school, but I

(22:18):
mean it basically confirms and gives confirmation to the information
I was given that I was awakened by and I'm
saying very early, very very early. They were camped out there,
so they clearly intended, for whatever reason or for however,
to get these kids as they are are going in
or as parents are dropping them off, for what have you.

(22:39):
I mean, it's I don't know how tenable this this
model is, this behavior is Attorney Garrett. But a couple
of more folks have questions for you, Minister Roselle, go ahead,
how are you?

Speaker 11 (22:50):
Yes, good afternoon, And Minister Garrett, I mean, I'm sorry,
Attorney Garrett Toney. Garrett, Oh yeah, you know, this is
this is just reeks of evil, and you know like
you said, to go after children, uh, in order to
get to their parents and their children born in this country.

(23:15):
You know, there's been this discussion about a native born
whether or not you're a citizen, but all and this
gets back to the whole daka thing, you know. But
my I guess my question is they would have to
have records in order to know about a child attending

(23:38):
a certain school whose parent is not legal? I mean,
how do you does the school board have to cooperate
with that?

Speaker 6 (23:46):
Do they?

Speaker 2 (23:47):
That's a good question.

Speaker 11 (23:49):
How do they get these records to know where these
children are? And then uh, I know, you know Leualie,
they have to take steps and identify the district and
have at and blah blah blah. But how do they
even find all this information? And are they coercing the
school district to do that? And is it legal for

(24:10):
the school district to release personal information about this child
and about their parents? How does that happen?

Speaker 6 (24:18):
Generally that's through a court order and so a lot
of that would be done. That's why the key question
is you have to ask for a warrant, so when
to be granted that warrant, Generally they have to be
very specific in their ass and so that information could
come from the host of things. It could be come

(24:39):
from other individuals that may mention, hey, such and such.
I mean, it's sad to say that we've come to
this point where you may have to be careful with
what you say or who you tell something to. You
may know, everybody say, hey, you know what, I came
over from, you know, to the US to visit New

(25:01):
York and I you know, I have my past I
have my Jamaican or Venis, Sayman or whatever passport for
whatever the country. But we can even say French passport,
and you know, when you're over here, you're here visiting
and you're supposed to leave in the person States. And
so they're not taking any mention or any mind of it.

(25:22):
But that other person that they're talking to may say, well,
you know what, that's a crime, and they may whistle
blow on the person to say, hey, you know what,
I think this person is over here illegally. So we
have some people that may be even complicit in what
they're doing, Like it's something as simple as a conversation,
like the lady that was on prior to say her
daughter's friend is Abigail Abigail and her may have been

(25:43):
having a conversation, you know, to children or children you know,
they don't they're not aware of what they may say
may harm them, and that conversation may have gotten to
another parent that may say, hey, you know what, I
don't believe that these people should be here legally, and
they make like, hey, there's a young lady at such
and such school named Abigail, and she's indicated to my

(26:06):
daughter or son that their parents may be here illegally.
Dad may be enough to get that warrant to say
I'm looking for this person. Then the person makes be
caught up in the raid and they may say I
have a child that's at that school, and so sometimes
they're there to actually obtain the child based off the

(26:31):
statements that have been made by the parents that's in custody.

Speaker 3 (26:34):
And Attorney Garrett, is this a criminal offense or a
civil offense?

Speaker 6 (26:38):
This is a criminal offense.

Speaker 3 (26:40):
No, the child being here and the parents not being legal,
that's criminal.

Speaker 6 (26:45):
It's criminal. It's criminal. The child is illegal.

Speaker 2 (26:48):
But the other Okay, the.

Speaker 6 (26:50):
Parents committed a criminal offense.

Speaker 2 (26:52):
Criminal offense, But are they.

Speaker 3 (26:55):
Did the administration the current administration, when have you believed
that they're getting the worst of the worst criminals out
of here, and so I was just curious, just curious, Eric,
you have a question for Attorney Garrett.

Speaker 2 (27:10):
Eric. Are you there, I'm here, Yes, Yes, go ahead.

Speaker 6 (27:17):
How you doing.

Speaker 12 (27:17):
I really didn't have a question this Teina, Good afternoon.
I just had a comment. I am a school bus
dropper for the district, and I will say that we
have actually implemented some training just for this particular reason
for the ice agents. I've had coworkers get buses pulled
over by the life agents and kids taking up their.

Speaker 2 (27:36):
Bus as well.

Speaker 12 (27:37):
As like today, I didn't even know about that, the
raids or anything. But I will say my first route
that I drive for, I have sixty two kids on there,
and out of the sixty two children, I have fifty
one Hispanics. And today none of their parents are on
the bus stop. And I was so used to seeing them.

(27:58):
The parents are just greeting them like are you doing,
good morning, And none of the parents was out there.
The kids are out there, the parents were out there,
But it's just sad.

Speaker 6 (28:07):
It's just sad because.

Speaker 13 (28:08):
The kids don't know, they don't know.

Speaker 2 (28:10):
They don't know what's and they're traumatized.

Speaker 3 (28:12):
Like I said, the ones that are taken and the
ones that are seeing their friends taken, trauma all the
way around. I mean, it's just inexcusable the way they're
I think, I don't know. I just think there should
be a better way, easier way. Have a good day,
all right, you too, Eric, Thank you? Malcolm, go ahead.
Do you have a question for Attorney Garrett?

Speaker 7 (28:31):
I do, good.

Speaker 5 (28:32):
Afternoon, Attorney Garrett, and Tina. I'm not the smartest guy
in the world, but I mean, can you explain that
portion to me? How is it that? And even if
it's legal, if you're looking for an illegal person and
their child is legal or been born here, why would

(28:55):
you obtain the child as a poor use to try?
And are they just using the child as baked to
get the parent? That's one question and one more question
that I have, and then I'll take my answer off
the ear. And now since a lot of Hispanics or

(29:15):
whatever they're trying to obtain, most Hispanics have similar names
such as Garcia or are Wine, you know, and what
if they're looking for a wine Garcia and grab the
wrong wine Garcia that has been born here? How does

(29:38):
that work now, and I'll take my answer off to.

Speaker 7 (29:44):
Off the air.

Speaker 6 (29:47):
I think your your your comment was spot on. A
lot of this is that the child is there's a
perspective that they view the people that's here illegally is
using that child as an anchor to anchor them here,
figuring that we won't have the heart to break a
family up and thinking that way, Yes, the child could

(30:10):
be used as pretty much as a as a tool
to bring that person out or to possibly leave on
their own without that happen now. And one thing I
failed to mention as well is for those children that
are that may get caught over this is for any child,
I would always have that child always remember a few things,

(30:32):
a list of people that they can contact or have contact,
whether they're here legally or not legally. So if you
can't get in your parents, I know when I was
in school, you know, you say, well who do you contact?
Of course your mom or your dad, and if they're
not a bad when you say, we'll contact my grandparents
right next person. So I would tell them that I
have It's sad that I have to say this, but
I would advise those children to have on their person

(30:56):
a list of people that they can contact, particularly lawyer,
you know, a lawyer that may be favorable to the cause,
a clergy member or or a family member that's here legally.
And like I said, at the at the end, we're
in some some times where uh again there's the people

(31:23):
made a vote, and if we don't, if we want
this at the end, we have to start contacting your
senator's office, your congress congressional office. You need to flood
that office is with phone calls and say hey, listen,
this is not what we're trying to do. This is
not how we should go about this. We need to
come up with some comprehensive form or fashion of doing
this and stay hammering them and hammering them and hammering them,

(31:46):
hammering until you get the desired results that you want.
The only reason these are these are being conducted is
because people it's easy for us to set on the
phone and express our opinion. What we need to do
is tell those callers and listeners you if you if
you're not in agreement with how this is conducted, flood
your congressman's office, Flood your senator's office, Flood the president's office,

(32:09):
flood his mailbox, Flood his Twitter account. With many states
where you're almost a shutting down, where no business is
getting done, where they have to actually address the issue
in a reasonable and accommodating manner. I'm not saying that
those people that here are illegally shouldn't be sent back,
whether they is again, but there should be a pathway

(32:30):
for for those that really have a legitimate reason to
be here, whether they're seeking a silence from those that
are that are the bad the bad elements.

Speaker 2 (32:40):
Yeah, we gotta.

Speaker 3 (32:41):
We got to get our folks up and ready and
in shape to do that. Because they talk, they're talking
about flooding the zone. It's the same thing we can do.
Flood the zone and let them know because that's that's
that's the one thing everybody can do and anybody can do.
And I defy you to find too many people out
there without a phone, uh, without one of these handheld

(33:02):
computers that you can just sit and repeat, repeat, repeat, repeat,
all the.

Speaker 6 (33:06):
Cord record cord. It's like I said, you can if
we all have a phone. If they tell one person
to stop, there's another person right behind them. Stop it.
You can. You have to think about it in a sense.
You may be able to stop two or three, but
it's kind of hard to stop one hunter.

Speaker 2 (33:21):
That's true. That is so very true.

Speaker 3 (33:23):
And you know what, what a wonderful reminder and I
sure appreciate it. The number if anyone needs legal services
and needs to get in touch with you, what's your number?

Speaker 2 (33:33):
Your website? How can folks find you?

Speaker 11 (33:37):
Uh?

Speaker 6 (33:37):
Well, that can feel free to contact your office and
you you can just for the information over to me
and I can direct them to the right research.

Speaker 2 (33:44):
I mean, just for you, just for you legal services.

Speaker 6 (33:47):
Ye oh, I'm out of the individual private practice practice
over more. Plus I don't deal in immigration law, okay,
I would have to really refer them to someone else
dealing in particularly immigration law.

Speaker 3 (34:01):
Yeah, yeap, I tried, uh those and I'm gonna try
to get some of those folks onto We're gonna keep
talking about this as much as possible, because again, our kids,
whether they're being taken or not, they're being traumatized, and uh,
there's just no excuse for that. So you say to
afford it to you, and then you would you would
do the rest.

Speaker 6 (34:20):
Right, I would. I would direct them to the right resource.

Speaker 3 (34:22):
Direct them to the right resources, all right, all right,
Attorney Garrett, thank you so much as always, and again
thank you for being.

Speaker 2 (34:28):
Here on such short notice.

Speaker 3 (34:29):
And we'll, you know, we'll definitely keep an eye on it,
and we'll make sure everybody knows to flood the zone.

Speaker 2 (34:34):
We'll keep talking about it, all right, thank you, thank
you as well.

Speaker 3 (34:38):
All right, thank you, and we'll be back with more
community connection right after this.

Speaker 14 (34:43):
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Speaker 1 (39:11):
Let's get back to the conversation. It's Community Connection with
for justice, opportunity and well being for children on phrase
Am thirteen ten ninety five point one FM.

Speaker 3 (39:26):
And we're back with Community Connection again thanks to Attorney
Taiwan Garrett, and we certainly will keep an eye on that,
and we're going to keep encouraging. I apologize I'm losing
a little bit of my voice, but I'll work with
what I got because we got a show to do.
So we're going to keep encouraging you more and more
and more. So be prepared to hear it. To call

(39:47):
your representatives, call your elected representatives, and let them know
that you do not approve. As I was saying just
a short time ago. Coming up a little bit later
this we Friday, to be exact, there is a back
to school event that's going to focus on strengthening the
role of men in our children's lives men and our

(40:11):
children's education specifically. And here with us now to talk
more about that. A return visitor, Brother Thomas X. He's
a national speaker, educator, author, consultant and community activist. Welcome back,
brother Thomas, welcome back, welcome back, glad to have you.

Speaker 24 (40:27):
Thank you so much, thank you for having me, sister Tina.

Speaker 3 (40:30):
Indeed, and a new visitor to the studio, mister Keelan Mark.
He is a principal at Park Tutor Middle School, a speaker,
a consultant, and again also a community activist. So gentlemen,
welcome to you both. So tell us about what we've
got coming up on Friday.

Speaker 25 (40:49):
Well, Sister Tina, it's an event that was birth out
of really a couple of things. Number one, as a
dad of now nineteen years, just dropped my son off
yesterday in college. Back in middle school, I came home
one day. He had a busted nose. He was sitting
on the couch. I said, Hey, what happened to you?

(41:11):
And he said, oh, I got kickball at recess. They
busted my nose. And I asked my wife, why didn't
anyone call me? You know, I'm his father. I want
to know if my kid got injured at school, and
so no one ever called me. And I thought to myself.
At the time, I was an assistant principal. We have
to figure out ways to pull dads in to the

(41:35):
schools to their kids' education. And so I connected this
summer with Brother Thomas. We did a workshop at any
Other Black Expo about the impact how fathers can have
on a school's culture and then ultimately led to this
event on Friday. It's men getting mentally prepared to support
our students, and we're going to focus on who they

(41:57):
need to know. At the school and what they need
to know at the school also, and so we're excited
about it. It's going to be a challenge because the
roles in school you do see a lot of you know,
women and moms and aunt teens and grandmothers and a
lot of female teachers that support and make schools work.

Speaker 10 (42:16):
My wife, brother, Thomas wife.

Speaker 25 (42:18):
They of course do a great job with our kids,
but we absolutely need to see more men involved in schools.

Speaker 3 (42:25):
So how have our men slipped through the cracks in
terms of involvement in our children's education.

Speaker 24 (42:33):
That's a great question, sine Tina, and I think it's
a unified answer, right because I think that the schools
have to be intentional on making sure that fathers and
mothers are involved, regardless if they're together or not. Mothers

(42:54):
have to make sure that fathers are intentional about being
involved in the education process right whether they're together or not.
And collectively, as a community, we have to take on
a mentality that children, if they're going to develop and

(43:18):
develop in a proper manner, mother, father, uncle, big brother, auntie,
men and women have to be involved in the proper
development of our of our children.

Speaker 2 (43:32):
I was talking to to mister Mark.

Speaker 3 (43:35):
Mister Mark over here, and we were talking about how
if a child boy or girl has an athletic event, uh,
you see dads all over. In fact, you see more
dads at those things than you do moms a lot
of times because that's something that dads, I guess maybe
can relate to.

Speaker 2 (43:54):
I don't know, maybe I'm making it up.

Speaker 3 (43:55):
But so how how do we get that energy that
perhaps is at a sporting event where some dads don't miss,
transferred back to the classroom and insight in the day
to day things.

Speaker 2 (44:08):
How do we bridge that gap there?

Speaker 25 (44:10):
So I think it's as a father of a student athlete,
my son plays basketball, and so we as dads start
early investing in whatever sport that kid wants to do.

Speaker 10 (44:23):
And so it's up to schools to now say take that.

Speaker 25 (44:26):
Model and investing your kids academics early. Get the support
that you would get for your basketball or if they're
in cheer your student athlete, invest early and continuously in
the support in their academics and get equally as involved
in the day to day school Because schools are in

(44:49):
one hundred and eighty two days and there have been
times where I didn't see a dad to one hundred
and eighty first day, and for me as a school principal,
that's unacceptable. But I know there's a role that schools
play and creating an environment that you know, I'm going
to find ways to pull dads in.

Speaker 10 (45:09):
I'm gonna find ways to let.

Speaker 25 (45:11):
Dads know I need this from you, I need your
There's a space and place inside the school for you.
And there's also a role that dads need to play
to say, hey, I've got to get further involved outside
of the sports portion of it.

Speaker 3 (45:25):
Uh, what about the comfort zone? I mean with with dad,
they're just more comfortable with sports.

Speaker 24 (45:29):
A lot of that most certainly seems to be true.
And also just in society in general and specifically in
our community, men, we aren't necessarily encouraged to engage in
any feel that requires a high level of intellect. Right,

(45:51):
So cult culture. Right, So when it comes to Sundays,
what society show or what has society told us that
men like to do on Sundays? Sit down and watch
what football?

Speaker 2 (46:09):
Well in the fall? Well Sunday, Yeah, Sunday.

Speaker 3 (46:12):
Sundays basketball, Saturdays is football, and Friday Nights is football.
Friday's High School Saturday's College, Sunday's pro And.

Speaker 24 (46:19):
So we're directed towards sport and play. We're not pushed
toward intellect. So if that's what the man is pushed toward,
the man is going to be interested in the sun
and indirectly push the suns toward sport and play. However,

(46:41):
it is not a biological demand solely on the mother
to evolve and cultivate the child's intellect. So the scripture
of the Bible says train up a child way that
they would should go. It doesn't say moms train up

(47:04):
a child, doesn't say dad train up a child. Mothers
and fathers are responsible for training up children, and training
requires also being active in the field in which we're
striving to encourage the child to go into. So if
we're striving to encourage a child to grow an intellect,

(47:26):
then the parents have to be striving to grow an intellect.

Speaker 2 (47:29):
What about this part of our culture?

Speaker 3 (47:31):
And I'm talking about us as Blacks and African Americans,
And I saw this a lot growing up.

Speaker 2 (47:37):
Instead, I guess maybe to a certain degree, she'll see
it in school.

Speaker 3 (47:43):
When I was growing up, my father had no interest
in school unless he had to be called in to
be the enforcer at school. And so my brothers would
you know, would act up to a point and then
but the tipping point would be okay, now we're gonna
call your father. And my father would take off from

(48:03):
work or do whatever, march directly to the school pool.

Speaker 2 (48:07):
It was always my brothers. By the way, No I.

Speaker 3 (48:12):
Listened, I did other things, but like that, I'm not
gonna lie, but I don't want daddy coming up there.
But and even that, you know, mister Mark, with schools,
because sometimes the culture there is that even schools see
the dad as maybe just an enforcer. I mean my

(48:35):
brother in.

Speaker 2 (48:36):
Uh he he was called.

Speaker 3 (48:39):
All his kids were Enloisble and he was working in Cincinnati,
and so their mother called him and said they're acting
up at school. My brother got in the car and
drove straight to the school. The boys were just shocked.
It was like, oh, but he was called as the enforcer.
Now was he called about parent teacher conferences or different
things like that? So how can we, you know, not

(49:00):
within our families as well, because that strong male figure
that is so much the backbone of the family. When
it comes to school, you better get in there or
you don't want me to have to come up there
that that's all of that's got to change.

Speaker 24 (49:14):
I guess in a way, I started smiling when you
when you brought it up, because when we were in
our conference, there was a gentleman of a of another
ethnic group that raised the exact same point. He said, well,
in this society that we live, Dad usually focuses on
working and finances, and Mom handles the school. So I said, well,

(49:39):
excuse me, my brother, if you don't mind me asking,
you know what, what's your ethnicity? And I can't remember
quite what he said, but by the look of him,
he looked there like a Easterner brother from the Middle
East as we call it.

Speaker 10 (49:52):
And so.

Speaker 24 (49:54):
I asked the audience, I say, well, whenever we think
of the medical field, doctors in specific, what ethnicity do
we think? So everyone started yelling out what ethnic group.
I say, when we think of engineers, what ethnic group
do we think about? Everybody started yelling out other ethnicities.

(50:16):
And so what I said to the brother, I said,
do you see that whenever it comes to fields that
are important in this society feels that are really nation building,
it takes more than mom to be involved intellectually. There's

(50:36):
no way in the world that we consider and think
that someone who's becoming a professional in the medical field
or becoming very proficient in engineering, that mom is the
only one that's cultivating that mind to push past the
fatigue that is guaranteed to come that they have to

(51:00):
persevered through. No, Dad happens to help too. If not dad,
uncle's going to help. If not uncle, older brother is
going to help. Some man is going to provide an
intellectual balance that is needed because Mom's softness, her nurturing
is needed. And yes, the enforcer is needed, but also
intellectual enforcer to let you know that you got it.

Speaker 26 (51:22):
Yeah.

Speaker 3 (51:23):
Yeah, So this particular event is aimed at starting to
break down some of those berries. What can people expect?
What can our men expect in attendance.

Speaker 25 (51:35):
Well, initially starting at six point thirty to about six
forty five, six fifty, it's a meet and greet and
it is so important for men dad's, granddads, uncles, big
brother to connect with other men to talk about their
kids education.

Speaker 10 (51:52):
Before we came on the air, my son called me.

Speaker 25 (51:54):
He just finishes classes, and I said, Hey, I'm sitting
here with brother Thomas.

Speaker 10 (51:59):
He wants to talk to you.

Speaker 25 (52:00):
So they talked a little bit, and I have a
group of about five men, including my father in law,
my brother in law, my stepdad, and other men that
can speak into my son's life on different areas.

Speaker 10 (52:13):
Because I only know so much.

Speaker 25 (52:15):
I have a sister, Tina, twenty four hours of experience
raising a college student, and that's.

Speaker 24 (52:21):
All I have.

Speaker 10 (52:21):
Brother Thomas has a son.

Speaker 25 (52:23):
I think he's a sophomore than TJ is a freshman.
And so the meet and greed initially is let's connect
with other men and talk about why I'm here. You know,
if you have an elementary school, if you have a
daughter or a son. And then as we go into
the I say it's a session, but it's going to
be more of a dialogue and a conversation, and I'll
focus on who do you need to know at the school.

(52:46):
There's many moving parts of a school, from a principal,
assistant principal, the counselor. You need to know these people.
And then Brother Thomas will focus on what do you
need to know? And one of the things that we've shared,
parents and dads and fathers and granddads. You have to
communicate what are your expectations for your son or daughter.

Speaker 10 (53:06):
In the school.

Speaker 3 (53:07):
But you know what the interesting thing is, and I've
lived a long time older than both of y'all, but
I have yet to meet a man with a child
that doesn't have a sense of pride. When that child
is on the honor roll, or when that child is
going to college, or when that child is doing well,
they you know, they stick out their chest just as
big with that as if they had scored forty points
in the in the championship game.

Speaker 2 (53:28):
So again there's another bridge.

Speaker 3 (53:30):
It's not that our men are not proud of our
children when they do well academically, but do they know
how to support Yeah, okay, brother, come on.

Speaker 6 (53:41):
To the event on Friday.

Speaker 17 (53:43):
Event.

Speaker 24 (53:44):
Hey, I'm about to catch the holy ghost in here. Yeah,
come to the event on Frida.

Speaker 3 (53:48):
Never met a man that, you know, like, look at
my my boy got straight, my girl's going to get
a full ride to college and everything else. Now they
may not have been in the school, but they are
just as proud, uh, and just as yes, you know,
just to supportive once they get to a certain level,
but just that day to day that you know, that's
that's some steps that they have to learn to take.

Speaker 24 (54:09):
Can I tell you my schedule, Sister Teata, because I'm
one of those men that's proud, right, Okay, So, as
brother Keeling was just telling you, I have a son
who's a sophomore in school in college. I have a
son that's a freshman in college. I have a twelve
year old that's an eighth grader who does dance, volleyball

(54:31):
and is a straight A student. I have a ten
year old who's in sixth grade who does dance, plays
tennis and is a straight A and B student. I
have an eight year old who's a third grader, is
a brown slash purple belt in taekwondo, plays chess at
least twice a week, is a really really good basketball player,

(54:56):
and straight a's in third grade. He's reading at a
sixth grade level. So this is one of those fathers
who's proud of the accomplishments so far being made by children.

Speaker 10 (55:10):
Right.

Speaker 24 (55:10):
But yet I'm also a father who strives hard with
the time that I have to be present outside of
athletic events for the children. And brother Quieling is the
same way.

Speaker 25 (55:25):
And those are things the principal, the assistant principle, the
counselor they need to know. They need to know, Hey,
I'm really pushing my son or daughter into engineering. Can
you support that? Are they taking the right classes? And
so that's going to be part of our discussion, is
men sharing with the school your expectations how you want

(55:48):
your kid to succeed, because once an administrator wants a
teacher knows that I'm not going to allow I lean
to fail in my school because his mother and father
and his father has these expectations on you.

Speaker 3 (56:02):
Yeah, so everybody, is there still time to go? Still registration?
Do you have to register? How do you get to go?

Speaker 25 (56:09):
Yes, we have a event bright and you can go
to my website. It is Keelanmark dot com k E
l I N Mark m A r k dot com
and there's a logo for event Bright.

Speaker 10 (56:22):
You click it. The event is free.

Speaker 2 (56:24):
I was gonna say say that word again, that's that's
one of free and.

Speaker 25 (56:29):
It's free because as two fathers here, yes, we have
worked in the school system, within schools, but we want
to truly help other men have some of the similar
experiences that we have in working within the school and
helping our you know, children get through school.

Speaker 10 (56:45):
So it is free.

Speaker 8 (56:47):
Uh.

Speaker 25 (56:47):
You go to keelandmark dot com, click on the event.
Bright mentally preparing our students for the school year as
the event and we love to.

Speaker 10 (56:59):
See where's it going to be at the amp.

Speaker 2 (57:02):
At the amp yead on sixteen.

Speaker 24 (57:05):
Twelve twenty, I remember the address, twelve twenty Waterway Boulevard.

Speaker 3 (57:10):
Yeah, that's when we repeat a lot around here, twelve
twenty Waterway Boulevard. And I also like the timing because
it's when a lot of men can get to it,
you know, if they say, well, I had to work
or I didn't get off from six thirty to eight
thirty on a Friday night.

Speaker 24 (57:25):
Yeah, six thirty to eight and thirty to eight. The
beauty of that time since a teen is that there's
another young brother by the name of Urie Smith. Every
final Friday, he has an event. I don't want to
call it a party. I say it's a It's a
really nice get together with live music, live performances, just

(57:48):
a really nice curated vibe. And so the men have
an opportunity to transition from this educational event into an
event that's more, that's a little lighter, to have fun
as well.

Speaker 10 (58:02):
And if you attend the event, on Friday. You can
take Monday off.

Speaker 24 (58:06):
Yeah, because it's Labor Day weekend.

Speaker 2 (58:11):
I was getting raisy. I'll just get the invite the
day off.

Speaker 3 (58:13):
I like that.

Speaker 2 (58:14):
I like that, mister Mark, brother Thomas, thank you both
so much.

Speaker 3 (58:18):
And again, Keeling, Mark K E L I N Yes,
Mark m A r K. Go to event right, google
that name.

Speaker 2 (58:25):
It'll all come up.

Speaker 3 (58:27):
Uh and hey, there's still time to register and you
will on spot registrations be available as well.

Speaker 10 (58:32):
Yeah, they can walk in, walk in.

Speaker 2 (58:34):
Okay, thank you, congratulations on that event.

Speaker 24 (58:36):
I like that so much.

Speaker 2 (58:38):
Sounding great.

Speaker 3 (58:38):
We're going to be back with more community connection. Child
Advocates is up next.

Speaker 2 (58:43):
We'll be right back.

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Speaker 1 (01:02:49):
Member fdic WUTOCAM W two three six c are Indianapolis
discussing the issues that matter to you and keeping you
informed what happening in and around Indy. It's Community Connection
with Tina Cosby, brought to you by Child Advocates, a
champion for justice, opportunity and well being for children on

(01:03:11):
Praise Am thirteen ten ninety five point one FM.

Speaker 3 (01:03:15):
And we are back with Community Connection and back with us.
Some of our favorite people around Child Advocates is sitting
in with us right now and here leading the charge,
so to speak, is Phyllis Armstrong. She is the CEO
of Child Advocates. Phyllis, welcome back. I understand you have
been running around like crazy. We Angela and I were

(01:03:38):
trying to get you scheduled, and I said, you know what,
tell me when she sits down for a few and
it will work her in.

Speaker 5 (01:03:45):
Hi.

Speaker 31 (01:03:46):
Tina, it's great to be here with you. Thanks again.

Speaker 2 (01:03:48):
Yeah, it's great to have you.

Speaker 3 (01:03:49):
I understand you brought a couple more folks with you today.

Speaker 2 (01:03:52):
Would you like to introduce.

Speaker 31 (01:03:53):
Big Absolutely so. I think you may have talked to Rachel, Yes, directly,
are you Rachel?

Speaker 2 (01:04:01):
How are you good?

Speaker 5 (01:04:03):
Hi?

Speaker 2 (01:04:04):
I'm good. I'm not nursing a little bit.

Speaker 3 (01:04:06):
I don't know why my voice is you ever have
that you guys ever have that For no reason.

Speaker 2 (01:04:10):
Whatsoever, your voice starts to go out, and uh yeah,
good luck to reading weather.

Speaker 3 (01:04:17):
I'm sure probably with this big drop from extensive heat
to almost jacket weather, maybe that's the thing. So yeah, Rachel,
but welcome back, Glad to have you back with us.

Speaker 32 (01:04:28):
Thank you.

Speaker 33 (01:04:30):
And then also joining us is Joel Winnicky. He is
one of our more recent hires in our director representation program,
and so we wanted you to meet him, and he's
got lots of things he can share today with you, and.

Speaker 3 (01:04:42):
You are right, okay, Joel, welcome, glad to have you
with us. Don't make this your last time. We want
you back too.

Speaker 34 (01:04:48):
So well, thank you, Tina. I appreciate that, and bear
with me. I don't I have a full on cold
I got from one of my kids going back to school,
So back to school are floating around where I live.

Speaker 2 (01:05:01):
Maybe that's what I have. I don't know.

Speaker 3 (01:05:04):
My grandson was crawling on me the other day. Maybe
he gave me something from because he's four.

Speaker 2 (01:05:08):
They never get it.

Speaker 3 (01:05:09):
They never get it if they do us for a day,
but we have it forever. So we're going to be
talking today and it's kind of ironic that you all.

Speaker 2 (01:05:19):
Are here today. I think it's kind of gratuitous.

Speaker 3 (01:05:20):
We love that you're here today because I have a
couple of questions about the program that you're about to
share a little bit more about, and that being your
direct representation services and what makes that those services so unique?

Speaker 2 (01:05:35):
So phillis who should start us off with that?

Speaker 31 (01:05:39):
I'm happy to just give you a little bit of
an O C. And then they're the experts doing their work,
so I'll turn it over to them. There after. We
started providing lawyers for children and their child welfare case
in twenty eighteen because we realized because we've been doing
work in child welfare, as you know, Tina, for over
forty years, and we were best into advocates from the beginning,

(01:06:02):
and then over time saw that children who are legal
parties to the case, just like their parents are a
party and Department Child Services as a party, children are
also a legal party, but they did not have a
legal representative, and we saw the need for that really
before twenty eighteen, but formalized our work and hired lawyers

(01:06:22):
to actually represent the children in their child welfare case,
and that work has expanded. We started without the contract journeys,
and we brought the work in house a few years
ago and so Rachel leads that work. Joel is part
of that team. But we're there to basically level the
playing field children and give them they have access. They

(01:06:44):
need access to the courtroom and to knowledge about their
case and their rights as foster youth, and so without
a lawyer, it's very hard.

Speaker 32 (01:06:52):
To come by.

Speaker 31 (01:06:52):
And Indiana is one of very few states in the
country that doesn't provide a right to an attorney for
at least some youth in the child welfare system. So
we are woefully behind as a state. But we're hoping
through our work at Child Advocates to show that it
is an imperative for children the child welfare system and
showing them how it can be done.

Speaker 3 (01:07:13):
Yeah, so Rachel, you've been doing this, what has you know?
What's your I guess what's your experience been so far?

Speaker 2 (01:07:20):
And what do you think?

Speaker 7 (01:07:22):
Right?

Speaker 35 (01:07:22):
Yeah, So I've been doing this specific work for about
five years and I came over from working with kids
in the juvenile delinquency system and I just saw that,
you know, in the delinquency system, they all all the
kids have lawyers and they're well represented they are able
to come to court.

Speaker 32 (01:07:39):
And present arguments, And then you.

Speaker 31 (01:07:42):
Look over at the foster care system.

Speaker 35 (01:07:44):
And none of them have lawyers, none of them present arguments,
and they're all ending up in the same locked residential facilities.
We have about twenty or so locked, privately run residential
facilities throughout the state that house kids.

Speaker 32 (01:08:00):
As young as six years old.

Speaker 35 (01:08:03):
And it just felt so wrong that these children who
are supposed to be I mean, they are victims of
abuse and neglect, and they end up in these lacked
facilities like prisoners, I mean completely just like prisoners, and
alongside all the delinquency kids who at least had the
access to an attorney. So, I mean, I love this work.

(01:08:26):
I'm really passionate about it. But let me tell you,
Department of trub Services is a huge system and it
is not always well run. So it is just a
constant battle. You know, the kids are wonderful, We love
our clients, but working in a dysfunctional system, where's you're down?

Speaker 3 (01:08:48):
I was about to ask, I mean, there have to
be some success stories though, that keep you going.

Speaker 35 (01:08:54):
Oh, there are. I just had a girl in a
southern county and she was put in a locked residential
facility through her DCS case, and it just did not
feel right. So I was able because she had a lawyer,
I was able to ask.

Speaker 32 (01:09:12):
For special hearing, and I was able to present.

Speaker 35 (01:09:15):
Evidence and testimony and all kinds of information about the
damage that residential facilities due to these children, how traumatizing
it is. And the judge ordered that she basically be
released to a foster home. She was, and then she
reconnected with a family member and now she's living with
that family member and they've asked me to do a

(01:09:37):
guardianship for her now, so she can have legal guardianship
with a family member and be out of the system completely.

Speaker 32 (01:09:43):
So that was a big one just a month or
two ago.

Speaker 3 (01:09:47):
Approximately approximately excuse me, pro I'll talk real low, approximately
how many of our children are in these locked facilities
as we speak.

Speaker 35 (01:10:00):
About four hundred and fifty i'd say today. I guess
I didn't look up the number today, but anyone times,
and not just foster kids. That's not you know. Obviously,
the jew nondolinguency side is a little bit different because
at least they have had a sentencing hearing that we
call disposition. But in the child welfare case, I mean
sometimes there's not even a hearing and they're just moved.

Speaker 32 (01:10:22):
To these facilities.

Speaker 35 (01:10:23):
And yeah, i'd say about four hundred to five hundred.

Speaker 32 (01:10:27):
And like I said, I mean there are babies, well
they're all babies because they're under eighteen, but.

Speaker 35 (01:10:32):
There are like literal six seven eight year old babies.
And I'll just tell you these facilities are not you know,
as Judge Gaiser says, the state does a bad job
raising babies, and it does. You should be in families.

Speaker 2 (01:10:48):
Yeah, so, Joel, I understand that.

Speaker 3 (01:10:52):
You you were with the Indiana Public Defenders Council, where
you trained attorneys who represent children in the juvenile justice system.
What what attracted you to this particular this particular work
with child advocates.

Speaker 34 (01:11:10):
Oh, it's it's been an interesting role tin are roading.
I know you've probably experienced this. Sometimes you wonder if
there's somebody pulling the strings that you're in you can't see,
and it just kind of guides you, and you've got to.

Speaker 11 (01:11:25):
Listen to that voice absolutely and follow it.

Speaker 34 (01:11:29):
I went to law school to be an environmental attorney,
ended up in a clerkship with a judge, found out
about an opportunity to transition out to take on a
public defender contract in Greencastle, Indiana, and it would would
afford me the opportunity to have that contract but also

(01:11:52):
open my own practice doing private cases on the side. Well,
ju'ven not work was a part of that public defender
contract and I represent a kids in juvenile delinquency court
parents in the Chint's TPR court and it actually worked
with some kids as guardian as a guardian atlantam in
Chen's TPR court too, and that struck me. I enjoyed

(01:12:17):
the work I had, I guess a little bit of
success because there wasn't really an attitude towards being a
strong advocate in that area. So you know, I did
some things like appeal cases and things like that, and
I bet shocks people initially when that happened, But so

(01:12:39):
that blossomed. I left that. I was on the board
of directors for the Public Defender Council and a good
friend of mine, Amy Crosis, I didn't know her that
well then, but I know her well now. She came
to us wanting IPDC, the Public Defender Council, to be
the state agency to over see a grant a federal

(01:13:01):
grant application for juvenile Justice improvement work, and so we
supported that. I actually left the board, came off the
board and applied to be one of the employees for
the grant work that I met Rachel. She assisted me
with that, and I did a lot of work going

(01:13:24):
into the Department of Correction, meeting with young men and
women who were sent on GVL cases to the Department
of Correction and trying to make sure that they knew
and understood their legal rights, and assisted with some appeals,
and you know, one step after another.

Speaker 7 (01:13:43):
And.

Speaker 34 (01:13:44):
Somehow I felt called when Rachel connected with me earlier
this year and said, hey, we've got a spot open
at Child Advocates, and I knew some of the things
that she dealt with, and I wanted to be a
part of it because she's absolutely right. The due process
that we provide to kids in the Chin's TPR system

(01:14:07):
is falling behind every other area of the law. From
what I can tell, they need good attorneys, they have
a voice. I think when you provide them that due process,
they're going to feel so much better about the system.
You know, obviously we're not going to win every case,
but at least giving somebody that opportunity to feel like

(01:14:33):
somebody's checking in on them. They want to know what
the point of view is about the case, not what
my point of view is, and they want to go
to bat for them. I think it makes them feel
like they've been heard. It makes them feel better about
what is really to begin with, the horrible experience. As
Rachel said, they're here in the system.

Speaker 6 (01:14:55):
They were victims.

Speaker 2 (01:14:56):
Yeah, you know what.

Speaker 3 (01:14:58):
I don't know if any of you were able to
hear our very first segment, but your organization was mentioned
by name. Uh And I said, that's that's interesting because
they're going to be on a little bit later today.

Speaker 2 (01:15:10):
And I don't know if this.

Speaker 3 (01:15:11):
Falls into your area or not, but uh, and I'm
going to summarize as quickly as i can. This morning,
I got a tip that ice raids were being conducted
at different schools and uh, there was a caller that
called in and confirmed that that my tip was right
and that it had been done.

Speaker 5 (01:15:32):
Uh.

Speaker 3 (01:15:32):
And she said her Uh. I think it was her granddaughter.
I can't remember, but anyway, it was a young child
in her family who wasn't supposed to use her phone
but called her and said that they came in and
they took Abigail. Abigail was a young Hispanic classmate. Her
her I think it was her granddaughter's best friend.

Speaker 2 (01:15:54):
And so.

Speaker 3 (01:15:56):
We had an attorney on earlier who was talking about
what the school should do, what teachers should do, what.

Speaker 2 (01:16:04):
Parents can do, and I asked.

Speaker 3 (01:16:06):
Him, I said, well, what about if the child is underage,
which most of them are, and they need, you know,
they they they're not reunited with their pair. Are they
entitled to legal representation because there are they taken into
the custody of the state.

Speaker 2 (01:16:23):
Are they considered foster children? These?

Speaker 3 (01:16:26):
You know, the child was legal, but we understand that
her parents were not. And so this ice raid that
was conducted. I don't want to get too far off
the off the beaten path, but I was just wondering,
is this something the attorney I asked about the child's
rights and the you know what about the child and
having an attorney, and he said you'd have to ask
child advocates about that, and he may have been referring

(01:16:48):
to this program. Was this is this something that's in
your purview or is this something that's that's not I
guess is the best thing to say.

Speaker 31 (01:16:58):
Now, we provide legal representations for children who are involved
in the child welfare system and also have legal status issues,
so we represent them and help them on their path
two legal status of course that has evolved been never
evolving as of this year. But it sounds like in

(01:17:20):
that instance that that the child is actually a citizen.

Speaker 2 (01:17:24):
Yeah, the child is a citizen. The parents are not.

Speaker 3 (01:17:26):
But the child was taken in front of her classmates
today by these agents who had been camping out from
what I was told, camping out in parking lots of
these schools prior to schools opening, and then I guess
started just taking these children and the little girls. Now

(01:17:46):
I wish I wouldn't have known it, but it just
breaks my heart even more. The little girl's name was Abigail,
and so the caller was saying that her, you know her,
I think as her granddaughter, has just been totally is
just totally traumatized because she doesn't know what happened to
Abigail and what did happen to Abigail? And is does
Abigail go into the foster care system immediately until the
parents can get them out, and if so, is that

(01:18:08):
a function of what child advocates. I don't know this,
this is all new New territory. So that's why I
was asking.

Speaker 35 (01:18:15):
I mean, that's just absolutely horrifying. Yeah, and so you
know why we would choose to traumatize children and the
long lasting impact that is terrible. But I will say
we as attorneys, we do do guardianships to prevent children
from entering the child welfare system. Okay, so we do
take referrals for that. Joel and I actually lead a

(01:18:39):
child representation practical on at ium our school of law,
and so sometimes that's a good exercise for a law
student to do because a guardianship is really just filing,
you know, the paperwork, and and so sometimes they can
help us with that. So absolutely, I mean, you know,
we can't guarantee will take it, and normally it has
to be somewhat of an older you so that they

(01:19:00):
can contract with their lawyer. But we are one hundred
percent open to you know, if we can't do it,
we'll try to find somebody who can. And the guardianship obviously,
if if somebody's parents are no longer in the in
the country and they have someone else who can live
with a friend or family and the parents, you know,
especially if the parents are in agreement with the child

(01:19:22):
staying here and living with that friend or family.

Speaker 32 (01:19:24):
That's a fairly.

Speaker 35 (01:19:25):
Simple legal uh you know, paperwork filing to do, and
we would certainly be open to looking at those referrals.

Speaker 3 (01:19:33):
Yes, as an agency, Phyllis, are you concerned that more
and more of cases like this might be uh you
know maybe people you know people, He already said talk
to child advocates, But are you concerned that maybe more
and more these cases might be considered child advocates territory?

Speaker 31 (01:19:53):
YEA, sadly, yes, I mean I think more and more
Chualan me, I mean, Rachel hit the nail on the head.
It's the trauma, Yes, that system's cause. And that's just
that experience alone of having some semblance of law enforcement
invading your school, which is normally a safe space for children.
And so that's that's traumatic for every sheeld in that classroom,
never mind the child who's forcibly removed and then became

(01:20:16):
And sadly, it does look like that's the direction that
we could be headed. I hope not, but it's like
today's situation is proof that it is.

Speaker 3 (01:20:25):
Yeah, the little girl's friend was again, she was so
upset about it and seeing it, and she said they're
not supposed to use their phones in school, but she
snuck and called her her grandmother anyway, because she just couldn't.

Speaker 2 (01:20:39):
Believe what they just witnessed.

Speaker 17 (01:20:41):
Uh.

Speaker 3 (01:20:41):
And I again, I was I was told this morning,
U and I tried to get down to one of
the schools. It was a high school where I was
told there was definitely some folks at one of these
high schools. And so by the time I got there
and then I asked some people and you know, you.

Speaker 2 (01:20:57):
Just got not going to know.

Speaker 3 (01:20:58):
But this is a whole new landscape developing that is
concerning because these kids, all of these kids are not
going to be age eighteen.

Speaker 2 (01:21:06):
You know, most kids in you know, if.

Speaker 3 (01:21:08):
There were there's you know, camping out at schools, the
majority of these kids are not going to be age
eighteen or over.

Speaker 2 (01:21:16):
They're going to be eighteen and under, I mean under eighteen.

Speaker 31 (01:21:21):
Right completely.

Speaker 32 (01:21:24):
I don't doesn't seem like they care.

Speaker 6 (01:21:29):
Good.

Speaker 3 (01:21:30):
Yeah, so that I'm just saying that, that's a that's
a difficult one. And you know, he asked me to
ask you also, I told him I would.

Speaker 31 (01:21:37):
Yeah.

Speaker 33 (01:21:38):
So well, and we work with a lot of partners
in the immigration space and a lot of community partners.

Speaker 31 (01:21:43):
So and to Rachel's point, if we're not able to help,
we certainly would work hard at connecting that the youth
or family to support the resources.

Speaker 3 (01:21:52):
But the fact that that the children that are in
your purview, that that you can directly help, that you
know you can help that now have representation, that's just huge,
especially when you hear about things like what happened today,
that what you're doing is absolutely huge getting these young
people representation.

Speaker 32 (01:22:14):
And we had to.

Speaker 35 (01:22:17):
Recently. I had a mom who was going to be
deported and she wanted just in the same kind of situation,
she wanted her daughter to be adopted, and had a
rush to get documents to the jail for her to
sign a consent for an adoption before she was deported. Luckily,
that jail was actually very friendly and got the documents
back to me with her you know, signed with a notary.

(01:22:39):
But yeah, otherwise this leaves children orphans just for you know,
not only their disadvantage, but also you know, taxpayers were
paying now for their care, and it's just overall hurting.

Speaker 32 (01:22:55):
Seems to be hurting all of us.

Speaker 3 (01:22:56):
But yeah, so, so where is the program heading now,
I know every every time we talk there's a there's
another wrinkle or another you know, dimension to it.

Speaker 2 (01:23:08):
So where are you going from here today?

Speaker 31 (01:23:11):
Well, thankfully, like we've grown to five attorneys now doing
this ngratulation.

Speaker 5 (01:23:18):
Thank you.

Speaker 31 (01:23:19):
It is, it absolutely is. And you know, there are
over eighteen thousand children in the child welfare system as
of July of this year, so we're barely making an
event in anything, but we you know, we're starting small
and again just trying to help the children that we
can and also let all the stakeholders see the benefit
the children having a lawyer like so they're brought benefits

(01:23:40):
to that. And of course, as you notice we've talked before,
our intervention of providing lawyers strip children is being studied
by the University of Notre Dame's Lab for Economic Opportunities.
So we're at a midway point in that study. And
then we think that is also going to be helpful
hopefully moving the needle so that children in Danna have
the same legal the rights to a lawyer like those

(01:24:01):
in most other states in our country.

Speaker 2 (01:24:04):
So this research project, do you say you're about halfway through.

Speaker 3 (01:24:08):
The research right now, what's you know, when the research
is finished, what can we expect from.

Speaker 31 (01:24:13):
That, right, So I'll let you answer that.

Speaker 35 (01:24:15):
Yeah, well, we hope to be able to work with
the Department of Child Services to have data from them
so we can look at how many children we represented
that were reunified with their family, which is of course
the goal. We want children to be raised by their
families as long as they can be safe and cared
for in that home, and we want to support the
family so that they can safely care for their children.

Speaker 32 (01:24:38):
So we'll look.

Speaker 35 (01:24:39):
And see if a child had a lawyer, were they
more likely to be reunified, which hopefully they were, right,
because that shows that lawyers are helping kids get back
with their families safely.

Speaker 32 (01:24:48):
And then we'll look and see if.

Speaker 35 (01:24:49):
When children had lawyers, if they're in the system for
less time, so they're not just lingering in the foster
care system, going from placement to placement or residential to
shelter care, and instead they're finding long lasting, you know,
placements that.

Speaker 32 (01:25:03):
They then are permanent, right, And.

Speaker 35 (01:25:06):
Then we'll also look at placement changes. Ideally, if they
have a lawyer, they're less likely to move placements. We'll
look at school changes, and then of course, we do
surveys with our clients once the case is closed and
ask them if they were glad they had a lawyer,
if they felt the lawyer made the system more fair,
if they felt they had more knowledge about what was

(01:25:26):
going on because of a lawyer, and just kind of
some of those more informal.

Speaker 32 (01:25:32):
Surveys as well. So that's what we hope.

Speaker 35 (01:25:34):
We hope to have maybe in a little over a
year at least some preliminary data and then our final
data is still about two to three years out.

Speaker 34 (01:25:42):
Cool.

Speaker 2 (01:25:43):
So how can the community help you?

Speaker 31 (01:25:47):
We are always welcoming support, financial support from members of
the community, no matter the size of the donation, and
that could that's something that can occur on our website.
We have a spot on our landing page where they
can give online. We have an event coming up that
is our fundraiser. It's our annual fundraiser. It's actually a

(01:26:08):
fabulous time. It's trivia night. And I know lots of
folks immediately think of Jeopardy trivia. That is not the
trivia is. I wouldn't be playing it if it was,
and it wouldn't probably be as fun as it is
if it was just that. But it's broadly based. It's
a great time. We have food there, beverages and just

(01:26:29):
teams of eight competing for prizes. And also, just as
I said, it's a for a good cause that helps
support the work that we do as an agency in
our community.

Speaker 2 (01:26:40):
So the day and time and the place of that event.

Speaker 31 (01:26:43):
Yes, I'm happy to tell you that it's Thursday, September
twenty fifth, and the location is at Cinderwood, which is
at six oh one South Meridian Street. It's downtown, it's
got great parking, it's a lovely space, and we're just
looking for or to hopefully having two hundred or more
folks there join us and have this great competition of

(01:27:07):
a lot of fun.

Speaker 2 (01:27:08):
And your website again.

Speaker 31 (01:27:11):
Is Child Advocates with an S on the end dot.

Speaker 3 (01:27:15):
Net easy enough, Child Advocates dot net. Phyllis and Rachel,
thank you, Joel, welcome and thank you for joining us today.
Did I don't want to forget Did we forget anything?

Speaker 5 (01:27:28):
No, not that.

Speaker 31 (01:27:29):
I'm aware of. Okay, No, we appreciate the opportunity to
talk to you and the community, and if there are
folks out there listening that have you questions about anything
that we talked about or need connection to resources. Certainly
you can call us three one seven two zero five
three zero five five is our number. Or certainly there
are each program area has the ability has a way

(01:27:51):
for you to connect with our services if you have
program specifically.

Speaker 2 (01:27:55):
Ones wonderful, wonderful.

Speaker 3 (01:27:57):
Well, thank you and thank you for your patience, was
my question and in that scenario, because that really helps
a lot, just to you know, we're in some tough times,
but I'm glad that you all are around and really
appreciate you coming on sharing with us.

Speaker 31 (01:28:11):
Thank you for having us appreciate it.

Speaker 2 (01:28:13):
All righty, thank you, good, good to meet you.

Speaker 3 (01:28:16):
Thank you do come back and we'll be We'll be
back with more community connection.

Speaker 26 (01:28:21):
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Speaker 1 (01:34:47):
Let's get back to the conversation. It's Community Connection with
for justice, opportunity and well being for children on Phraise.

Speaker 2 (01:35:02):
FM, and we are back with community connection. Guess what
my voice held up? It held on.

Speaker 3 (01:35:08):
I didn't use it too much, but it's it's holding
and I'll work on it tonight and hopefully be a
little bit stronger.

Speaker 2 (01:35:13):
Than all.

Speaker 10 (01:35:16):
Uh deserved to run.

Speaker 2 (01:35:19):
Well, Thank you so very much. Some honey and lemon.
I guess is that what you do for stuff like that?
Totty for the body?

Speaker 3 (01:35:30):
Okay, yeah, you.

Speaker 5 (01:35:33):
Know what.

Speaker 3 (01:35:33):
I'd have to go buy some stuff because I don't
really have anything for the time.

Speaker 2 (01:35:38):
Yeah, it should be good by tomorrow indeed.

Speaker 3 (01:35:41):
But wanted to just kind of recap what we've what
we've covered so far on the show today. Very disturbing
news uh today about ice.

Speaker 2 (01:35:53):
Right here in Indianapolis.

Speaker 17 (01:35:55):
Uh.

Speaker 3 (01:35:56):
You know, we see a lot of the national stuff
and whatever, and I think we neglect to realize that
nationalists playing out right here locally. So whatever you see nationally,
you're going to see right here in Indianapolis. Unfortunately, because
our governor is so closely tied to Donald Trump and
is often I call him a Trump rubber stamp. I

(01:36:18):
don't know, maybe some others might say it or describe
it in another way, but there's not much daylight between
him and Donald Trump, and he tends to carry out,
which is why I'm kind of curious as to whether
or not that redistricting thing is going to happen here.

Speaker 2 (01:36:35):
He's kind of been, I.

Speaker 3 (01:36:39):
Don't know, wringing his hands a little bit around that one,
and we'll see. We talked to Miss Cordelia Lois Burks,
she's a veteran political strategist on Friday, and I asked
her what her thoughts were as to whether or not
bron would call a special session to redraw the maps
to give Donald Trump some more Republican congressional seats here

(01:37:02):
in the Hoosier State were already seven of the nine
congressional seats are Republican anyway. And her answer was she
would not be surprised. And you know, that's that's an
interesting answer for Miss Cordelia, because if you have paid
attention to her segments throughout the time that she's been

(01:37:22):
joining us, she usually has a little bit more, you know,
to say with it. But I think some of it
is just it's just so mind blowing in such an
s MH. Shaking my head type of environment that we're
living in right now for her to say I would
not be surprised.

Speaker 2 (01:37:41):
She that just basically tells you get ready just in case.
So there's that.

Speaker 3 (01:37:47):
But what we heard today was that, or what I
had heard was I was tipped off this morning that
ice rates were taking place at Indianapolis schools I p
s and Charters both. One particular IPS school that was
described was Christmas Addics High School and we were told

(01:38:11):
I was told there were ice agents in vans with
the windows blacked out, and they had masks and they
were sitting there waiting for the buses to arrive with
the students at Attics, and then we understand that it
was similar at some other schools. And we had a

(01:38:31):
caller that said that her, you know, her one of
her relative Yeah, I think as her granddaughter. I apologize,
I can't remember what the connection was, but either her
goddaughter or her granddaughter anyway, had her one of her
best friends snatched right in front of her and didn't
know where she was. I'm sure the little girl's family.
Her little girl's name was Abigail. I'll never forget that.

Speaker 2 (01:38:53):
But this is what's going on. This is what's happening.

Speaker 3 (01:38:57):
We had attorney Taiwan Garrett, and he could not stress enough.
We have got to start talking back. Remember when when
we were growing up, don't you talk back? You know,
don't you know we were don't talk back to authority,
don't talk We got to question authority and start talking
back and letting our elected officials know. This is not

(01:39:22):
the way we want to go. We don't want our
children traumatized to going to school every day. Well, these
kids can't even go to school without masked agents banging
on the school doors, coming in, snatching their classroom classmates
out from right in front of them, and that that
just can't be tolerated. So we're going to keep reminding
and encouraging strongly, even begging you.

Speaker 2 (01:39:46):
To call Call Call, Call Call. Attorney Garrett was absolutely correct.

Speaker 3 (01:39:51):
Attorney Garrett was once an officer with the Indianapas branch
of the NAACP, so he knows of which he speaks.

Speaker 2 (01:40:00):
And that does work. It works tremendously, So we did that.

Speaker 3 (01:40:05):
We also talked with a couple of gentlemen, brother Thomas
X and Keilan Mark, principal at Park Tudor Middle School,
and Brother Thomas X obviously a community activist and an
educator as well, and they're having an event, a back
to school event for men only out at the AMP

(01:40:27):
on Friday, and their idea is to get more men
involved in the education of their children, to take a
more active role. And I think they've got a really
nice event that's going to take place at the AMP
and it gets underway this Friday.

Speaker 2 (01:40:45):
You can go to event Bright and register.

Speaker 3 (01:40:47):
There's no charge and just go to event Bright and
you google Keelan Mac, Kelan Mark, Did I say Mac,
Please forgive me? Keelan Mark m A r K like
a Mark Heal and Mark K E. L. I n
mark m a r k k e l i n
mark m A r K. I'll say it again, k

(01:41:09):
E l i n mark m a r k on
event bright if you'd like to go.

Speaker 2 (01:41:15):
Men only, men only. They just want to talk to
the brothers. So uh.

Speaker 3 (01:41:19):
And then we talked to child Advocates about their representation
program that they have which provides attorneys to children in
the system who otherwise would not have an attorney of
their own, no legal representation. So I had quite a
full show, but we can take your calls until we
have to close it out. Three one, seven, four, eight,

(01:41:41):
zero thirteen ten, brother of mad.

Speaker 2 (01:41:43):
How are you?

Speaker 9 (01:41:45):
I'm well, Tana. How are you doing.

Speaker 2 (01:41:47):
I'm doing very well. Thank you good.

Speaker 9 (01:41:49):
So yeah, I'm like absolutely, I mean I shouldn't be it,
it should be expected, but definitely disturbed about ice agents
showing up at schools. My daughter is a student Therechristmastics,
she's a senior.

Speaker 3 (01:42:01):
Okay, didn't did she tell you anything about today or
did she?

Speaker 14 (01:42:06):
No?

Speaker 9 (01:42:06):
I haven't heard, but I'm definitely going to ask her
when I get home. Okay, but didn't the superintendent of
IPS say that they were not going to comply with
the federal government in that sense of allowing ice agents
to enter school campuses. And then on top of that,
these children are minors. At no point in time should

(01:42:27):
any type of law enforcement engage a minor in that sense,
and unless they're in the act of committing some type
of criminal offense, and that's it. But they're supposed to
have direct representation. And where's the principal.

Speaker 3 (01:42:39):
At yeahstatic, I have no idea because I don't even
know what happened there. I got dressed and came down
and went down to attics after I got the tip,
but by then everything was gone. All I knew about
addicts was that they were there. I don't know that
they entered. I don't know that the principal let them in.
I don't know what happened in the parking lot. An

(01:43:00):
attorney that was saying some kind of engagement in the
parking lot becomes grayer than it does if they enter
the building. But whether they're in the parking lot, they
don't necessarily have to have a warrant. If they enter
the building, they do have to have a warrant. Now,
when the caller said that absolutely there were raids that

(01:43:20):
took place today and gave personal. You know, her granddaughter
called her and told her that her little friend, Abigail
was gone.

Speaker 2 (01:43:30):
We do know that that happened.

Speaker 3 (01:43:31):
I didn't ask her which school, and it's not really
necessary to know. We just know it was one of
the schools. So, you know, the information that I got
today was good. Now, as far as what happened in
each location, I don't know. They may have just gone
to addicts to intimidate, although I doubt very seriously that
they would sit there at six o'clock in the morning

(01:43:52):
waiting on the kids to get there and not do something.

Speaker 2 (01:43:55):
I just have a hard time believing that.

Speaker 3 (01:43:57):
But on the other hand, when I was there, I
was talking to people in the parking lot, and they
a couple of bus drivers in fact, and they had
not heard anything about that. But that didn't mean that
they weren't out on their route or because they had
just gotten back and were taken this. So I don't
know how it all, you know unfolded. I you're the

(01:44:19):
second person that said that that doctor Johnson had indicated
that she would not cooperate. I have not seen that,
and right I'm not sure. Do you remember when she's here?
Let me see, do you remember when she said that.

Speaker 9 (01:44:31):
I don't have a time and date that I remember,
but I believe that some type of news broadcast or
some type of media media blurb went out stating that
IPS would not participate or cooperate with the federal government
in this because absolutely I know, I know Superintendent Johnson,
and I could not imagine that she would agree to

(01:44:54):
anything like that. And of course she's the ultimate end
of all end when it comes to the protection of
these children. So in some respects, and whether people agree
with me or disagin sealth care, there has to be
some type of community vanguard, no different from the Black
Parent Party or any other neighborhood group that goes and

(01:45:16):
protects our children. Because mind you, if if they come
after Hispanics.

Speaker 2 (01:45:23):
Do you know who's black people?

Speaker 9 (01:45:24):
Black people are next? African Americans are next, because you
cannot differentiate an African born on the continent from an
African born in America. That African was born in Jamaica.
Our hate, so you can't differentiate us. So that is
the next thing that's going to come. And then we
don't pay attention, we're going to all get snatched up
off this street. You know what I mean? And I'm

(01:45:45):
not the one to stand there and watch anybody illegally
get removed, you know. So it's going to become a
severe problem very soon if we don't take a stand.

Speaker 24 (01:45:57):
Yeah.

Speaker 3 (01:45:57):
I find it hard to believe that they had warrants
for And my understanding was it was, you know, the
only school by name. The other ones were and you know,
for my source, but they had warrants for I'm thinking
there were like six, five to six schools. Uh So
I just you know, maybe they did have warrants for

(01:46:18):
all five. But you know, as the attorney attorney was explaining,
what they do is somehow they get the information about
a child being legal.

Speaker 2 (01:46:27):
But if a child is legal, why are.

Speaker 3 (01:46:29):
You taking that child out of the school if they
haven't done anything, if the child is legal.

Speaker 9 (01:46:33):
So I'm gonna let you know something about street life.

Speaker 2 (01:46:36):
That's extortional.

Speaker 9 (01:46:37):
That's exactly it's what it is. It's extortion. It's kidnapping
a child for ransom so you can press the parents
to come out of hiding. That's what gangsters do. You
don't come after the person you're looking for, You come
after the ones that they love.

Speaker 32 (01:46:49):
Absolutely.

Speaker 2 (01:46:50):
Yeah, yeah, that's gang gang tactic.

Speaker 4 (01:46:51):
Yeah, yes, yes, it's mob.

Speaker 2 (01:46:54):
I should say it's my fiel. So Gestapo tactics, yes.

Speaker 9 (01:46:59):
Nazi Germany, whatever, whatever you want to call it, it's
the same thing. So we have to be absolutely vigilant.
We have to take the mindset of some of our
predecessors from the nineteen fifties and sixties. And I'm not
saying be non I'm not saying being violent. What I'm
saying is standing self defense. There's a difference, you know.

Speaker 31 (01:47:21):
What I mean.

Speaker 9 (01:47:21):
And we and we have to do that because if not,
our communities are next. We We've already been under siege
for four hundred years. So this is what's happening is
no different and it's it's it's really disturbing and and
I truly pray that these bus drivers, bus monitors, teachers
principles stand on morality and justice for people because they're

(01:47:49):
task as being these having their occupation is to protect
these children. And that's what we have to do. And
I know some people I want to jeopard doge of
jobs or even necessarily Jeffard doged their wives, but it
could be you next.

Speaker 16 (01:48:05):
Yeah.

Speaker 3 (01:48:06):
Absolutely, Well, I hope that your daughter was not traumatized
today and I'm hoping that they didn't go any further
at Attics than the parking lot. I have not heard
one way or another, but sadly I did hear that
they were successful at another school.

Speaker 2 (01:48:22):
So you're right. Everything you say is right, Everything you
say is right.

Speaker 3 (01:48:26):
So well, you know, we'll just have to We'll keep
you you know, soon as you know, and by all means,
let us know if you know of anything going on.

Speaker 2 (01:48:33):
So the weekend, Yeah, yeah.

Speaker 9 (01:48:35):
I'm going to ask my daughter because she is friends
with a lot of Hispanic kids that are at Christmas Addics. Okay,
so I am going to ask her when I get
home today to see if she's heard anything or anything
like that, and I'll get back with you.

Speaker 2 (01:48:46):
What time, if you don't mind, What time does she
have to be at school?

Speaker 9 (01:48:50):
She's roughly there by seven seven thirty in the.

Speaker 3 (01:48:53):
Morning, Okay, So she would have been there when they
were there though, because I think they arrived around six
from what I was told.

Speaker 9 (01:49:00):
Yeah, so what they're doing is just setting up and
waiting for these kids get off the bus. And this
is no different from when they do uh. No knock
warrants coming after uh, whether it be a violent people
or drug dealers. They come at five and six in
the morning, when you're most likely going to be off guard,
not expecting them. I urge people to do their history

(01:49:20):
of and to think like a criminal organization in order
to counteract this criminal government. And and it's sad to
say that, but we have to be in the we
have we have to be in a in a military mindset.
This is what it is. We are at war and
our government has waged war against us.

Speaker 2 (01:49:39):
We gotta be ready, got to be ready. Thank you,
brother min. I appreciate You're welcome.

Speaker 9 (01:49:43):
You're very welcome.

Speaker 2 (01:49:43):
Thank you, mister Russell. You get the last call of
the day. How are you?

Speaker 6 (01:49:48):
Yeah?

Speaker 7 (01:49:48):
Uh? What? What's kind of disturbing? You know? So common
people that once were promoting law and order and espousing
law and or it seems to have turned to outlaw
and disorder. And I think that we have a federal

(01:50:10):
footprint in the city of Indianapolis. We have a federal
at least one federal judge, Chanya Walkson Pratt comes to mind.
We have special agents of the FBI that are in Indianapolis.
We have US marshals that are in Indianapolis. I think
somebody has to explain or come to them or have

(01:50:34):
them come to us in terms of what the federal
government's role in all of this, because basically you're dealing
with people with masks and so forth. Who knows who
they are and what they represent?

Speaker 6 (01:50:49):
Uh?

Speaker 7 (01:50:50):
Wasn't there a convention called gen con earlier.

Speaker 2 (01:50:53):
This year, just this month? Earlier this month?

Speaker 7 (01:50:57):
Well, people get dressed up in uniforms, and well they.

Speaker 3 (01:51:01):
Were dressed up as board game characters. Yeah, yeah, gaming characters, yes, yeah?

Speaker 7 (01:51:09):
Who who knows who these people are? So I think
we need to have some clarity in terms of the
federal footprint right now.

Speaker 6 (01:51:19):
What do you think?

Speaker 3 (01:51:20):
Well, I think anything and everything that will help is
certainly needed.

Speaker 2 (01:51:26):
Absolutely.

Speaker 3 (01:51:27):
That's why I had the attorney on today because you know,
what are you supposed to do?

Speaker 2 (01:51:32):
What do you tell your kids to do?

Speaker 3 (01:51:33):
And he was very good at instructing, But I don't
know so many things because the governor, you know, has
pledged his unwavering support to Trump and the Feds in
all of these efforts that they're going It's it's kind
of hard, but it's not impossible. It's not impossible, but
it's just Uh, they've got a lot of the roads blocked,

(01:51:54):
so to speak.

Speaker 7 (01:51:56):
There there was a time in Annapolis where the so
called local leader is they were a gas when the
federal government did anything in Indianapolis, and now the welcome
when it seems this kind of behavior this is crazy.

Speaker 2 (01:52:11):
Yeah, it is, it is.

Speaker 3 (01:52:13):
I just can't stand that all these kids are being traumatized.
It's just unthinkable, uh and unnecessary. And and to think
that they're going to continue to do it. They've been
doing it, uh, because this is not the first time
I've been tipped off about raids at schools and elsewhere.
It's unbelievable. All right, mister Russell, you're right, we just

(01:52:39):
got to keep going.

Speaker 7 (01:52:40):
So maybe maybe you could follow up on finding out
some of these people in the federal government what this
is all about.

Speaker 2 (01:52:47):
Well, we know what it's about. I mean, I think
what we.

Speaker 7 (01:52:50):
Need to find we have, we have our suspicions, but
we need some official officials to explain what they're doing.

Speaker 3 (01:53:00):
Well, I you know, I don't think that's as much
necessary as the antidote, which is what we know what there,
we know, what the actions.

Speaker 2 (01:53:08):
Are, what are our rights, and how are.

Speaker 3 (01:53:11):
We to proceed from this point going forward? Because you're
not going to get I don't trust any official explanation
of any of it, because I just don't. But I
think what's I think what's more in order is arming
and equipping ourselves. And when I say arming with knowledge,

(01:53:32):
what to do, where to go, you know, who to call,
how to proceed. Those things I think are the utmost
importance right now because getting an explanation of what exactly.

Speaker 2 (01:53:42):
They're doing, I don't know.

Speaker 7 (01:53:45):
We need the carpet.

Speaker 2 (01:53:48):
Yeah, absolutely, we're a start, you.

Speaker 3 (01:53:52):
Know, yeah, absolutely well if yeah, absolutely absolutely all.

Speaker 2 (01:53:57):
Right, mister Russell, appreciate it. We got to go the
music's plan. Sorry, uh, and uh that's all the time
we have for right now. We're gonna be back tomorrow though.

Speaker 3 (01:54:05):
Uh.

Speaker 2 (01:54:05):
Until then, everyone be safety well. Willie Moore Jr.

Speaker 3 (01:54:08):
On the radio is up next. I'm Tina Cosby and
this is Community Connection

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