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From YouTube: Committee on Ways & Means on April 26, 2018
Description
Dockets #0559-0565 - Fiscal Year 2019 Budget: Boston Public Schools - Vocational Learning, School Supports and Transformation
A
Eighty
to
Comcast,
eight
and
Verizon
1964
and
streamed
at
Boston,
govt,
backslash
city,
Council,
TV
I'd.
Ask
folks
in
the
chamber
to
silence
their
electronic
devices.
The
conclusion
of
the
departmental
presentation
and
questions
from
my
colleagues
will
take
public
testimony.
There
is
a
sign-in
sheet
to
my
left
at
the
door.
I
ask
that
you
state
your
name
affiliation
residence
and
check
the
box.
If
you
wish
to
testify
this
budget
review
will
encompass
over
thirty
six
hearings
for
the
next
six
plus
weeks.
A
We
strongly
encourage
residents,
whether
here
in
the
chamber
or
at
home,
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record,
and
you
can
do
this.
Several
ways
come
to
one
of
the
36
hearings
and
give
public
testimony
come
to
the
hearing
dedicated
to
public
testimony
on
Tuesday
June
5th
any
time
from
two
to
four
through
two
to
six
p.m.
and
you
can
send
your
testimony
to
the
committee
on
ways
and
means
at
Boston,
City
Hall,
one
City
Hall,
plaza
Boston
zero
to
two
zero
one
or
email.
A
The
committee
at
CCC,
dot
WM
at
Boston
gov
an
order
of
their
arrival.
We
have
I'm
joined
by
my
colleagues,
City
Council
at-large,
Michael,
Flaherty
district
city,
councillor
Edie
Flynn,
City,
Council,
at-large
and
ISA
sabe,
George,
councilor,
district
city,
councilor,
Tim,
McCarthy
and
district
city
councilor
Kim
Jane
want
to
welcome
you
all
and
take
it
away.
B
Thank
you.
Thank
you
for
providing
us
an
opportunity
to
talk
about
the
office
of
school
Support
and
transformation,
I'm
Donna,
Muncie,
Deputy,
Superintendent
of
strategy
and
this
office
that
will
be
newly
that
is
being
newly
constituted
right
now
and
will
become
effective.
July
1st
combines
what
used
to
be
the
office
of
the
chief
of
schools
and
all
of
the
principal
and
and
all
of
the
supports
for
principals
and
schools
that
were
part
of
that,
as
well
as
the
strategy
office.
B
We're
bringing
all
of
these
supports
together
under
a
new
office
of
school,
Support
and
transformation,
largely
because
we
want
to
help
better,
coordinate
them
and
make
certain
that
we're,
differentiating
and
we're
providing
both
effective
and
differentiated
support
to
every
school.
So
what
is
the
office
of
school,
Support
and
transformation?
It's
the
school
office
itself
will
also
include
all
of
the
schools
in
the
district,
and
it
will
be
the
point
of
coordination,
as
I
just
said,
for
all
central
office
school
transformation
efforts,
so
that
schools
will
experience
effective
and
more
coordinated
support.
B
Why
reorganize
bps
has
undertaken
this
reorganization
to
better
support
schools
where
knowing
we
know
very
well
that
our
educators
are
working
very
very
hard
and
many
of
them
are
seeing
some
success,
but
overall
we're
not
seeing
all
the
success
all
of
the
success
that
we
would
like
to
see
for
our
students,
rather
than
just
expect
people
to
continue
to
do
more
and
more
and
more
and
work
harder
and
harder
and
harder.
We've
identified
some
improvements
we
could
make
as
to
how
the
district
is
set
up
so
that
their
hard
work
will
be
better.
B
Their
hard
work
would
be
better
organized
and
also
more
effective,
so
within
the
reorganization,
bps
will
identify
supports
that
all
schools
will
still
receive
and
those
are
supports
that
are
necessary
for
effective
education
and
safety
and
support.
Those
will
include
staffing,
financial
scheduling
and
curriculum
support.
At
the
same
time,
these
changes
will
prioritize.
Equity
resources
will
be
deployed
so
that
the
schools
with
the
greatest
need
received
the
majority
of
the
central
office
services
and
interventions.
B
These
supports
will
include
specialized
coaching
and
facilitation
in
schools.
The
reorganization
also
enables
our
schools
to
collaborate
in
tight
learning
networks.
Around
linked
problems
of
practice
so
that
they
can
truly
learn
from
each
other.
This
is
an
approach
to
professional
development
and
professional
growth
that
that
is,
is
aimed
at
providing
much
more
targeted,
focused
and
collaborative
support
to
groups
of
schools
that
share
common
interests,
needs
or
desires
to
learn
the
new
structure.
B
So,
as
I
said
in
the
last
in
the
last
few
minutes
that
all
schools
will
be
part
of
this,
the
office
of
elementary
schools
led
by
Assistant
Superintendent
Mary
Driscoll,
will
include
several
networks
of
elementary
k-8
and
middle
schools.
An
office
of
secondary
schools
led
by
assistant,
superintendent,
Willie
Mejia
noriega
Murphy,
will
include
several
networks
of
high
schools.
All
networks
will
be
overseen
by
academic,
superintendents
and
all
central
office
supports
for
schools
will
be
coordinated
through
this
office
rather
than
deployed
separately
on
there.
B
By
this,
what
we
mean
is
we
have
supports
through
the
turnaround
office.
We
have
supports
through
the
academic
response
teams.
Right
now.
We
provide
support
through
each
of
the
departments
and
academics,
and
we
also
have
grants
and
lots.
What
we
have
are
lots
and
lots
of
supports
flowing
into
schools,
but
they're
not
always
flowing
in
and
a
coordinated
and
and
aligned
way,
as
well
as
in
the
right
proportion
for
the
need
at
the
school.
B
We
also
won't
have
the
data
that
will
lead
to
those
accountability,
determinations
till
early
fall
because
of
all
those
changes
right
now,
as
we're
looking
to
figure
out
which
schools
will
work
together
and
how
they'll
be.
These
networks
will
be
constituted,
we're
using
available
data
and
we're
also
using
the
observations
of
various
groups
that
have
been
in
out
of
the
schools
this
year,
along
with
which
we
will
have
conversations
with
principals
and
others
that
are
that
are
working
in
the
schools
as
we
determine
which
networks
are
for
which
groups
of
schools.
B
C
So
I'm
Mary,
Driscoll
and
I'm
going
to
be
leaving
the
office
of
elementary
schools,
which
includes
all
of
the
schools.
That's
will
serve
students
in
grades
K
through
8
and
as
I'm
sure
you're
aware.
That
includes
configurations
such
as
K
0
through
5
K
1,
through
8
K
through
3,
there's
a
quite
a
number
of
different
configurations,
but
all
of
those
schools
with
elementary
school
students
in
the
mobile
part
of
the
office
of
elementary
schools
and
as
Donna
has
explained
we're
going
to
be
customizing
the
service
to
those
schools
in
a
couple
of
different
ways.
C
So
there
will
be
four
transformation
networks
which
will
consist
of
schools
that
have
been
identified
for
needing
the
highest
level
of
support.
One
of
those
networks
will
be
the
schools
that
are
currently
our
level
4
schools,
as
well
as
some
schools
that
are
at
very
low
levels
of
performance
as
level
3
schools
that
have
already
begun
a
partnership
with
the
state
to
write
kind
of
a
turnaround
plan
for
the
school
in
advance,
or
you
know,
as
a
prevention
from
having
the
state
put
sanctions
on
the
school
there'll
be
another
network.
C
This
resource
allocation
that
Donna's
been
talking
about
in
the
most
impactful
way.
There'll
be
an
additional
2
transformation
networks
which,
as
Donna
explained
once
we
have
a
better
sense
of
the
state
accountability
metrics
will
be
providing
another
another
16
to
20
schools.
With
that
high
level
of
support,
the
remaining
elementary
schools
will
be
part
of
a
Learning
Network
and
that
will
consist
of
somewhere
up
to
50
schools
and
though
that
group
will
be
subdivided
into
five
five.
C
Smaller
learning
networks
that
are
each
led
by
a
lead
principal,
and
this
is
a
new
role
that
we're
creating,
which
will
allow
some
of
our
principals
that
have
already
demonstrated
strong
ability
in
their
own
schools
to
move
student
achievement
and
to
move
school
climate
and
culture
to
lead
the
professional
learning
for
a
group
of
their
peers.
And
this
is
something
that
we've
heard
very
clearly
from
our
school
leaders
that
they
want
more
opportunity
to
have
personalized,
differentiated
job
embedded
learning.
And
so
we
will
be
working
to
identify
a
five
lead
principals
in
the
elementary
side.
C
That
will
lead
the
learning
for
groups
of
anywhere
from
eight
to
ten
of
their
peers.
Each
of
the
of
the
networks
will
be
led
by
an
academic
superintendent,
and
so
these
will
be
people
who
have
again
demonstrated
a
record
of
being
able
to
coach
schools
to
and
to
provide
a
high
level
of
support
and
accountability
so
that
we
see
that
kind
of
results
that
we
know
all
of
our
students
and
all
of
our
families
deserve.
B
The
office
of
secondary
schools
is
going
to
consist
of
four
networks:
a
transformation
schools
network.
These
are
schools
that
have
already
been
identified
as
low-performing
level,
three
four
or
five
in
the
current
accountability
system
and
the
group
of
school
leaders
that
that
are
going
to
be
participating
in
that
are
art,
schools
that
have
already
been
identified
and
have
been
doing
some
work
together.
They'll
work
under
the
leadership
of
an
academic
superintendent
they'll
also
be
an
innovation
redesign
pathway
network.
These
are
other
schools
that
are
exploring.
B
And
they'll
work
together
under
the
direction
of
another
academic
superintendent
they're.
The
other
two
networks
are
an
alternative
education
redesign
network,
additional
schools
that
primarily
serve
our
off-track
youth
will
work
together,
they're
going
to
be
working
on
strengthening
their
existing
programming,
developing
and
incubating
new
programming,
and
also
helping
us
think
through
how
best
to
organize
the
supports
that
we
provide
the
additional
supports
that
we
provide
to
alternative
education
settings.
That
network
is
going
to
be
led
by
a
team
leader
and
a
Learning
Network.
B
The
final
remaining
schools
will
be
grouped
and
they're,
going
to
focus
on
shared
problems
of
practice,
and
each
group
will
have
a
tentative
Head
Master
team
leader
who
will
facilitate
the
work.
There
are
four
pairs
of
of
two
schools:
each
they'll
work
together
as
both
a
full
network
and
then
each
group
of
two
will
work
on
a
specific
problem
of
practice.
C
Over
the
last
three
years,
the
learning
that
school
leaders
have
done
has
been
mainly
focused
around
the
idea
of
identifying
what
we
refer
to
as
an
instructional
focus
in
their
school.
What's
a
problem
of
practice
that
if
every
teacher
in
the
building
were
to
get
better
at
then
the
school
would
see
substantial
improvement
in
student
outcomes
and
the
levert
of
making
the
instructional
focus
really
work
is
the
instructional
leadership
team.
So,
in
the
first
three
years
under
dr.
C
Chang,
superintendency
school
leaders
have
have
delve
deeply
into
idea
of
instructional
focus
into
making
sure
that
students
are
had
the
opportunity
to
engage
with
tasks
that
are
rich
and
rigorous
and
that
there
is
not
just
the
principle
but
a
team
of
teachers,
school
leaders
and
teachers.
Leaders
who
together
are
leading
the
learning
in
their
buildings.
So
this
move
to
learning
networks
is
in
some
ways
the
next
logical
step.
E
As
Donna
mentioned,
the
office
of
school,
Support
and
transformation
will
be
the
hub
for
all
supports
that
are
going
out
to
schools
in
Boston
Public
Schools.
Several
bps
offices
will
be
directly
housed
under
OS
s,
T,
as
transformation
supports
with
resources
channels
primarily
to
schools
with
the
highest
need,
and
that's
the
equity
focus
that
Donna
mentioned
earlier,
and
that
includes
the
Officer
of
turnaround
and
transformation.
E
The
office
of
expanded
learning,
the
office
of
data
and
accountability,
the
data
inquiry
team
and
our
teacher
Development
Office
other
bps
supports,
are
going
to
be
coordinated
through
ossd,
even
if
they
live
outside.
It
similarly
deployed
with
an
equity
perspective,
including
supports
from
the
asset
division
and
the
academic
response
teams,.
A
F
First
round
five
minutes:
okay,
Thank
You
mr.
chairman-
and
it's
good
to
see
everybody
and
from
the
outset
so
and
I
would
say
like
if,
if
Mary,
if
you
weren't
here,
Mary
I,
would
think
that
this
was
just
sort
of
a
I
guess
of
adding
to
sort
of
a
bloated
bureaucracy.
You
know.
So
if
you
can
kind
of
maybe
peel
it
back
a
little
bit
for
me
in
terms
of
how
will
this
help
improve
the
quality
of
education?
F
How
will
this
help
our
kids
get
into
the
greatest
colleges
and
universities
in
the
world
that
call
Boston
their
home?
How
a
lot
kids
be
able
to
compete
in
the
global
economy
and
how
will
able
have
access
to
these
great
drops
so
and
we
get
lots
of
moving
parts?
That's
what
make
sure
that
they're
not
just
sort
of
fancy
safe
buzzword,
e
things
that
making
people
feel
real
good.
This
is
a
1
billion
dollar
budget
out
of
an
overall
3.2
billion
dollar
budget,
and
for
me,
it's
about
academic
standards
is
about
academic
excellence.
F
It's
about
accountability,
and
it's
not
sort
of
just
feeding
this
sort
of
blow
to
wait,
bloated,
runaway
train.
We
need
to
sort
of
streamline
this.
We
need
sort
of
more
school
site
autonomy.
We
need
more
accountability
so
that
we're
putting
the
best
product
on
line
it's
a
business.
Education
has
become
a
business
and
from
a
sort
of
a
CEO
or
CFO
or
CEO
whole
perspective.
I
think
we
need
be
looking
at
it
through
this
lens.
If
it's
working
great,
let's
support
it,
let's
foster.
C
Thank
you
very
much
so
it
this
is
a
cost-neutral
reorganization,
its
it
we're
not
adding
any
positions
as
a
result
of
this
change.
What
we're
actually
doing
is
just
reorganizing
the
supports
in
a
way
that
we
think
will
do
the
two
things
you
just
talked
about:
provide
more
accountability
and
more
autonomy
for
those
schools
that
have
demonstrated
that
they
are
that
they
have
a
track
record
of
success
in
that
they're
making
progress
for
their
students.
C
So
in
terms
of
the
accountability
piece
currently
I
part
of
the
team
of
instructional
superintendents,
there
are
nine
of
us,
each
of
us
oversees
approximately
anywhere
from
10
to
15
schools
and
within
that
group
of
10
to
15
schools.
We
each
have
some
schools
that
are
high-performing
some
that
are
low-performing,
so
we
tier
our
supports
I
spend
a
lot
more
time
at
schools
like
the
Channing
and
the
GRU
that
are
level
4
schools
that
we're
trying
to
accelerate
and
get
out
of
turnaround
than
I
do
at
schools.
That
are,
you
know
currently
doing
very
well.
C
Each
of
us,
nine
academic
superintendents,
then,
are
sort
of
brokering
supports
across
the
different
departments
within
central
office,
and
so
that's
not
a
completely
efficient
way
to
do
it.
If
there's
you
know,
I
have
to
go
and
talk
to
the
office
of
data
and
accountability
and
try
to
get
a
data
coach
from
high
schools.
And
then
one
of
my
colleagues
is
doing
the
same
thing
so
that
this
is
an
attempt
to
streamline
the
resource
deployment
and
have
myself
for
elementary
schools.
C
F
F
If
you,
you
know,
want
to
travel
and
you
you
know,
looking
for
looking
to
book
a
hotel
or
at
a
resort
or
even
a
flight,
the
service
and
the
conditions
and
all
that
stuff
so
from
because
education
is
a
business
from
the
consumer
perspective
from
the
students
from
the
parents
from
the
families
what
metrics.
So
you
know,
what
are
they
when
they
get
to
research,
a
particular
school
with
them
in
school
selection?
If
they're
not
gonna,
see
sort
of
level,
one
two,
three,
four:
what
what
will
they
see
and
how
do
they?
F
How
will
they
whether
determine
if
act
as
I
said,
though
this
is
a
good
school,
is
where
I
want
to
send
my
child?
This
is
why
I'm
committed
to
staying
in
the
city-
and
this
is
the
school
I'm
going
to
choose,
to
educate
my
child,
which,
at
the
end
of
the
days,
that's
you
I,
think
it's
money,
most
important
fundamental
obligations.
It's
it's!
The
education
of
your
children,
so.
B
B
Will
it
will
come,
it
will
roll
out
when
the
next
set
of
schools,
the
schools
that
are
testing
right
now
are
the
first
schools
that
that
are
going
to
be
using
the
new
system.
So
it
will
we'll
know
about
it
as
soon
as
the
State
Board
of
Education
approves
it.
We've
been,
we've
had
we've
had
meetings
the
state's
been
gone
all
around
the
state,
Department
of
Education
has
gone
all
around
the
state.
B
Collecting
input
and
they've
been
working
on
this
system
for
probably
two
years
at
this
point
so,
and
it's
also
had
to
part
of
it,
had
to
go
to
Washington
DC
for
approval.
So
there
will
be
a
system
of
accountability,
it
will
be
or
the
responsibilities
about
the
state
and
the
district
to
explain
to
parents
what
the
new
state
accountability
system
means
and
what
each
of
the
designations,
whatever
they.
B
Probably
most
of
you
are
familiar
with
it,
so
that
will
remain
in
place
and
that's
update
every
two
years.
It
was
just
recently
updated,
so
they'll
be
that
information
and
will
continue
to
produce
different
ways
in
which
we
can
provide
parents
and
the
students
themselves,
because,
increasingly,
as
the
student
goes
through
the
system
that
we're
hoping
that
our
older
students,
particularly
going
into
to
the
high
school
years,
if
there's
a
particular
program
at
a
school
or
schools
that
they
have
an
interest
in,
we
want
to.
B
We
want
to
know
if
somebody's
interested
in
nursing
or,
if
somebody's
interested
in
biotechnology,
so
we
can
help
them
find
where
those
programs
are
and
and
access
them.
So
there
are
multiple
ways
that
we'll
continue
to
provide
information
both
about
what's
available
and
the
quality
overall
quality
of
the
school,
and
we
are
possible
breaking
broken
down
by
the
sub
metrics
like
climate
and
pieces
like
that
that
have
been
so
important
to
the
development
of
the
school
quality
framework.
Okay,.
F
And
then
just
lastly,
on
the
on
the
vocational
learning
is
what,
if
any
tracking,
do
we
do
with
respect
to
former
students?
Oh
I
know
that
I
think
a
lot
of
people
sort
of
think
that
our
job
is
sort
of
done
when
a
student
comes
across
the
stage
and
gets
the
diploma
and
willing.
Oh
I,
think
we
got
them
through
I.
Think,
oh,
we
got
it
through.
F
B
Within
the
vocational
world,
there's
a
survey
that
students
complete
a
year
after
graduation
so
that
we
know
their
immediate
post.
We
try
to
get
a
a
large
percentage
of
them
to
just
to
fill
that
out,
so
that
we
know
what
their
immediate
post-graduation
first
year
is
and
has
been
about
beyond
that.
Dr.
B
Chang
and
I
have
sort
of
marveled
at
what
the
city
and
the
city's
philanthropic
community
has
provided
by
way
of
understanding
where
students
are
going
to
college
when
they're
entering
what
the
post-secondary
outcomes
are,
how
many
kids
are
earning
an
associate's
degree
or
a
six
year
of
a
four-year
degree
over
six
years
and
while
they're
not
broken
down
by
the
individual
students,
we
can
take
some
of
that
data
and
link
it
back
to
schools.
So
we
have
multiple
ways
that
we
track
the
some
of
what
you're
asking
for.
B
G
B
G
From
your
faces,
Talia
Noriega
I'm
in
charge
of
the
secondary
schools,
we
have
a
model
of
six
to
twelve
nine
to
twelve
and
seven
to
twelve
and
with
the
CBT
world
on
you
are
looking
at,
so
we
don't
have
only
CBT
programs.
We
also
have
pathways
and
no
chapter
74,
the
goal
that
we
have
is
and
in
every
single
post
of
public
schools,
we
will
have
a
program
for
students.
G
We
have
access
to
industry,
feel
skill
building
and
we
we
have
experiences
outside
the
classroom
to
be
able
to
add
it
in
the
resumes
we
just
adopted
a
program
canarians
when
we
are
going
to
be
able
to
track
everything
that
students
are
doing
in
the
school
and
outside
the
school
experiences.
In
order
to
recognize
that
work,
I
know
just
the
credits
in
the
classroom
like
a
ela
class,
but
if
actually
having
an
effect,
when
you
go
and
do
an
internship,
how
do
we
actually
recognize
the
word
that
students
are
doing
and
building
the
resume?
G
So
when
they
go
for
a
job
interview,
they
will
look
at
strong
candidates
and
in
terms
of
tracking
information
about
students,
we
are
trying
to
make
sure
that
we,
this
is
a
I,
just
came
back
from
five
years
deployment
on
English.
So
this
is
my
first
year
back
at
central
office
and
we
are
going
to
capture
where
students,
what
what
can
we
do
for
the
students
that
I
don't
employ?
G
How
can
we
go
and
support
them
and
bring
them
back
at
some
point
to
be
of
those
capacities
or
those
skills
that
they
need
to
go
back
into
the
workforce?
So
that
is
another
lens
and
we're
going
to
be
used
in
looking
at
an
employment
offices.
How
many
our
young
people
are
there,
that
we
can
support?
Okay,.
F
A
H
C
And
while
I
was
sitting
here
this
morning,
I
was
sending
out
emails
to
school
leaders
who
have
a
number
of
vacancies
in
those
areas
to
say
be
sure
you
go
to
the
hiring
Fair.
This
is
your
opportunity
to
meet
candidates.
So
that's
sort
of
a
base
level
that
we
provide
to
all
schools
for
schools,
particularly
where
English
language,
learners
or
students
with
disabilities
aren't
not
making
the
progress
that
they
need
to
make.
C
The
this
model
will
allow
the
instructional
superintendent
or
the
academic
superintendent
they'll
be
called
now
to
make
sure
that
the
school
is
connected
with
the
expertise
within
the
office
of
English
language
learners,
to
possibly
provide
professional
development
or
to
help
them
with
scheduling
so
that
they
can
more
efficiently
use
time
and
provide
additional
minutes
of
ESL
instruction
to
students.
It
also
will
mean
that
we're
able
to
work
with
to
bring
schools
together
around
inclusion.
C
We've
talked
a
lot
about
inclusion
this
morning
and
schools
have
a
certain
amount
of
autonomy
in
determining
the
model
for
how
they
staff
inclusion,
and
so
this
will
be
an
opportunity
for
schools
to
come
together
and
sort
of
compare.
You
know.
This
is
the
model
that
is
used
in
one
school
that
another
school
can
say.
You
know
I'm
really
interested
in
that
I
want
to
visit
that
school
and
understand.
You
know
how
I
might
staff
my
school
in
a
way
that
seems
to
work
more
positively
for
students
and
teachers
and.
H
H
H
G
We'd
answer
your
question:
the
health
assistant
programs
are
actually
all
these
CVT
programs.
They
have
to
have
advisories
where
these
are
representative
from
industry
and
one
of
the
goals
that
they
have
is
that
they
have
this.
Every
single
student
as
I'm
growing
a
CBT
program,
has
to
have
a
placement
to
go
and
do
an
internship.
So
that
is
an
opportunity
for
students
to
find
also
there
might
be
a
job
there
after
they
graduate
or
after
school.
We
do
have
several
programs
with
health
assistant.
G
We
do
have
a
lot
of
programs
where
I'm
I
was
mentioned
just
one
protector
service,
where
students
had
the
opportunity
to
go
to
the
police
academy
and
do
some
internship
there,
so
they
can
see
what
is
the
work
and
some
students
want
to
do
CSI
criminal
CSI,
who
they
want
to
become
detectives,
so
students
have
the
opportunity
to
have
these
partnerships
that
we
have
to
have.
Admin
is
a
mandatory
framework
by
the
state
that
any
civically
program
has
to
have
an
adviser
with
parents,
students,
community
members
and
person
from
industry,
so
they
have
to
learn.
I
Presentation
today,
one
of
the
challenges-
I
think
that's
been
an
ongoing
problem
throughout
bps
when
we
think
about
the
relationship
between
our
schools,
the
community
at
large
families
etc,
and
that
bowling
building,
which
was
once
Court
Street
and
it
continues.
Unfortunately,
is
every
time
we
restructure.
We
seem
to
restructure
pretty
frequently
that
job
titles
change
responsibilities,
change,
tearing
changes,
who's,
who's,
boss.
I
What's
what
network
and
it's
it's
terribly
confusing
for
school
leaders,
for
teachers,
for
families
to
know
who's
doing
what
and
who
should
be
the
proper
contact
for
different
tasks
it
can,
you
know,
can
you
share
with
me
any
simplicity?
That's
gonna
be
found
out
of
this,
because
it's
I
think
as
a
district.
We
spend
a
lot
of
time,
thinking
about
and
reorganizing
as
opposed
to
letting
people
have
any
time
to
get
a
hang
of
the
way
things
are
working.
C
So
one
of
the
things
we're
not
reorganizing
is
the
role
of
the
operational
superintendent
and
there
are
four
operational
superintendents
and
then
believe.
It's
six
operational
leaders
that
work
with
them
and
the
operational
superintendent
is
generally
the
first
call
for
a
principal
when
they
have
any
issue.
You
know
regarding
anything
facilities,
related
transportation,
related
budget
related.
C
The
decision
was
made
that
we're
going
to
maintain
those
relationships
as
they
are
and
that
that
role
will
not
change
the
the
title
and
I
agree
at
this
will
be
my
third
title
since
coming
on
and
we
do
love
to
change
our
titles,
but
the
the
role
of
an
academic,
superintendent
or
an
instructional
superintendent.
Again,
that's
sort
of
the
first
line
of
communication
between
a
school
leader
and
central
office
for
anything
related
to
instruction
in
the
classroom.
C
So
if
a
school
leader
is
having
a
challenge
around,
you
know
setting
up
a
classroom
or
finding
a
teacher
or
coaching
a
teacher
with
skills
or
understanding.
You
know
a
curriculum
than
the
academic
superintendent.
Well,
that
that
role,
although
with
a
different
title,
will
continue
to
be
the
first
line
of
communication
for
principals
in
that
area
and.
G
Is
at
the
high
school
level,
with
a
lot
of
support
from
the
asset
office
and
also
from
my
office.
This
is
the
first
time
that
this
equation
about
the
curriculum,
who
has
a
curriculum,
who
has
a
written
curriculum
and
no
curriculum
and
the
materials
that
they
have
the
Headmaster's
and
public
principals
also
enroll.
They
had
a
whole
day
to
share
best
practices
and
to
see
what
what
would
the
program
studies
if
they
have
a
graduation
requirement.
G
They
have
program
studies,
they
have
to
have
everything
curriculum
and
we
have
to
talk
about
what
is
the
quality
of
the
curriculum?
Are
they?
So?
How
can
we
support
them
if
they
could
recover?
They
have,
and
while
the
materials
and
resources
that
we
should
be
providing
to
the
schools
and
then
the
professional
development
are
these
moments
by
the
school
level?
That
is
happening,
but
it
would
be.
We
want
to
create
site
with
everybody
can
go
and
just
click
and
say:
oh,
my
goodness.
This
is
a
great
lesson
that
is
my
scope
of
work.
G
That
I
can
actually
go
and
contact
this
teacher
to
see
if
they
can
come
or
can
go
and
see
the
classrooms.
We
want
to
make
sure
it's
an
open
forum
because,
especially
for
new
teachers,
sometimes
you
wanna
do
classroom
and
you
don't
have
anything
and
we
want
to
make
sure
they
have
some
tools
and
also
some
PD
before
they
go
and
teach
a
class.
You.
I
C
So
at
the
elementary
level
in
for
literacy,
the
district
uses
expeditionary
learning
it's,
which
is
a
set
of
literacy
units
that
are
centered
around,
usually
a
paired
nonfiction
and
fiction
texts
that
delve
deeply
into
a
theme.
At
each
grade
level.
There
are
three
or
four
modules
that
teachers
would
look
at
across
the
year
and
that's
a
curriculum
that
was
purchased
centrally
and
provided
to
all
schools,
and
the
district
continues
to
provide
professional
development
and
support
for
teaching
that
curriculum
and
hospitals
use
that
correctly,
it's
not
required
that
all
schools
use
it.
C
So
schools
can
make
other
choices
and
there
are
schools,
for
instance,
that
have
partnered
for
years
with
Leslie
University
and
do
what's
called
literacy
collaborative.
There
are
other
schools
that
have
on
their
own
chosen
to
purchase
and
use
other
curriculum,
but
what
the
district
has
said
is
given
the
the
limit
of
ability
within
the
district
to
support
and
to
you
know,
really
be
expert
in
a
set
of
instructional
materials.
The
the
central
office
does
professional
development
around
the
expeditionary
learning.
C
If
a
school
chooses
to
use
a
different
curricula
as
long
as
you're
getting
strong
results,
you
know.
That's
we
support
that.
The
same
in
mathematics.
There
is
investigations
which
is
the
curriculum
for
kindergarten
through
fifth
grade
and
connected
mathematics,
which
is
a
curriculum
in
six
through
eight.
Those
are
supported
by
the
district
and
schools
have
the
option
of
purchasing
materials
that
greatly
reduced
cost
through
the
district.
C
There
are
professional
development
and
coaching
available
to
schools
on
those
materials,
but
if
schools
choose
to
use
a
different
set
of
materials,
they
are
certainly
able
to
do
that
and
in
fact,
our
office
of
assessment
in
creating
our
interim
assessments.
It
actually
creates
interim
assessments
for
three
different
math
curricula
so
that
schools
that
are
using
everyday,
math
or
schools
that
are
using,
engage,
New,
York
math
curriculum
can
still
have
it
a
regular
set
of
interim
assessments
so
that
they're
able
to
monitor
the
progress.
That's
happening
great.
Thank
you.
Thank.
A
J
Me
thank
you
very
much
mr.
chair,
how
you
doing
everybody
welcome
quick
question
for
Mary
I.
Think
the
lead
principal
the
new
rollout
of
the
lead
principal
they're
gonna
be
broken
up
in
the
region's.
How
many?
How
many
reasons
will
there
be?
How
many
lead
principals
will
be
there
and
then
also,
if
you're
pulling
from
within?
How
are
we
ready
to
refill
those
because
I
know
we
have?
We
have
really
outstanding
principals
in
some
of
these
schools
and
I'd
hate
to
have
them
replaced
because
they're
moving
up,
although
I'd
like
to
have
them
move
up.
C
C
So
this
is
an
opportunity
for
five
at
the
elementary
level,
five
school
leaders
to
step
up
and
take
on
responsibility
for
convening
a
group
of
colleagues,
and
that
convening
would
happen
approximately
once
a
month
where
they
would
come
together.
It
might
be
that
they're
all
working
on
so
that
so
it
won't
be
necessarily
regionally
it'll,
be
more
based
on
the
problem
of
practice
they're
working
on
so,
for
instance,
if
schools
are
working
on
writing
and
they're
all
trying
to
figure
out.
How
do
we
make
our
students
more
proficient
in
writing?
C
That
group
of
principals
would
convene
under
the
Lea
under
the
lead
principle,
and
they
might,
you
know,
get
together
one
month
and
everyone
would
bring
writing
samples
and
they
would
spend
time
looking
at
each
other's
writing
and
talking
about
what
they're
doing
they
might
the
next
month
go
into
one
school
and
observe
writing
instruction
and
talk
about
how
it's
going.
So
that's
the
idea
of
that
role,
but
it
in
addition,
the
lead
principals,
will
become
part
of
we're.
C
Gonna
call
it
I
think
the
district
leaders,
instructional
leadership
team
or
it
would
be
a
team
that
will
come
together
with
the
executive
cabinet
once
a
month
so
that
there
is
a
conversation
face
to
face
between
school
leaders
and
executive
cabinet,
as
initiatives
are
being
considered
or
strategies
being
rolled
out.
There'll
be
real
time
opportunity
for
school
leaders
to
have
input
into
the
thinking
on
those
initiatives
and
again
that's
something
that
we've
heard
very
clearly
from
school
leaders
that
they
they
want
to
have
is
more
of
a
voice
at
the
table.
Thank.
L
Thank
you
so
much
for
being
here,
Thank
You
mr.
chair
I,
just
wanted
to
build
on
some
of
the
questions
that
counselor
asabi
George
was
asking
around
the
change,
so
I
too
have
seen.
I
I,
don't
even
know
how
many
changes
to
org
charts
within
bps
and
so
I'm
really
curious
to
understand.
What
was
this
and
I
have
the
slide
up
page
three?
Why
we
organize,
but
I
still
I,
just
I,
want
to
understand
what
was
it
that
you
hope
to
accomplish?
What
was
your
theory
of
change?
B
Happy
to
start
hope,
everybody
else
will
jump
in
as
well.
Can
you
project
ahead
to
the
org
chart
at
the
back?
There's
a
in
the
appendix
is
the
org
chart
for
the
division
and
I
I.
Think
that
the
as
we've
been
saying,
one
of
the
things
that
we
have
a
lot
of
supports
for
our
schools?
They're
not
always
organized
and
provided
in
the
right
and
in
the
right,
I
hate
this
word
but
dosage
and
we
sometimes
have
to
distribute.
We
sometimes
feel
we
have
to
distribute
the
same
amount
to
everybody.
B
More
efficiently
and
more
effectively,
but
without
reducing
the
and
better
the
amount
and
the
type
of
support
to
the
actual
need.
This
is
a
way
for
us
to
we
hope,
drill
down
and
monitor
both
need
and
response
in
a
more
effective
way.
These
some
of
these
services
have
been
spread
out
over
multiple
I
mean
across
a
much
larger
group
of
support
providers.
So
that's
an
this,
will
be
bringing
them
together
and
making
certain
that
we're
coordinating
the
work.
B
One
of
the
groups
that
will
be
that
will
be
coordinated
through
the
OSS
TT,
I'm
really
bad,
with
OSI
initials.
That
is
a
group
from
asset
that
will
include
representatives
from
all
of
the
departments
with
an
asset
as
well
as
this.
The
ten
ten
individuals
that
currently
comprise
the
academic
response
team,
the
art
team,
which
has
been
a
group
of
very,
very
skilled
former
teachers
teachers
instructing
educators
who
work
for
they
do
periods
of
about
six
to
eight
weeks.
Is
that
usually
it
longer.
L
So
the
office
of
elementary
schools-
that's
the
EE-
sees
the
ELC
s,
the
K
through
five
s,
the
K
through
eight,
the
middle
schools.
So
that's
what
its
gonna
ask
the
the
traditional
middle
school
six
through
eight
are
with
you.
Yes,
okay
and
then
you
have
six
to
twelve,
seven
through
twelve
and
nine
through
twelve
okay,
wonderful
on
page
11
and
I.
Just
went
over
so
I
guess
last
question
page
11,
director
of
teacher
development.
That's
under
here
that's
not
an
O
HC!
So.
B
We've
we've
asked
to
put
she's
been
with
you
all
for
the
past
couple
of
years,
so
she
has
actually
been
assigned
to
support
the
instructional
superintendents
and
develop
the
work
around
teacher
leadership
through
there
and
so
she's
going
to
be
with
us
and
we've
already
started
meeting
with
Shakira.
To
talk
about
what
kinds
of
work
would
might
be
possible
in
this
new
structure
that
hasn't
been
possible
before,
given
the
amount
of
support
come
back.
B
C
One
piece
about
that
question:
I
mean
we
realize
that
there
is
incredible
work
happening
across
all
of
our
schools
and
that
a
lot
of
the
best
professional
development
is
probably
professional
development
led
by
teachers
and
so
by
pulling
the
office
of
teacher
development
into
this
work.
The
thinking
is
that
we
will
kind
of
curate
the
best
work,
that's
being
done
by
teachers,
and
so
some
of
the
support
and
professional
development
that
we
provide
to
high
need
schools
will
be
to
connect
them
with
teacher
teams
in
other
places
that
are
already
doing
really
excellent
work.
A
K
M
And
gentlemen,
always
great
to
see
my
former
favorite
English
high
school
headmaster,
dr.
Noriega
Murphy,
a
couple
of
brief
questions
on
slide:
five,
you
talked
about
the
state,
changing
the
accountability
system,
no
longer
using
levels
level,
one
level
two
level
three
and
then
the
second
bullet
point
details
are
not
yet
determined
will
be
announced
before
school
assessment
data.
So
I
assume
the
answer.
The
question
is
we
don't
know
exactly
what
that
means.
That's.
M
B
M
So
that's
understood
believe
me,
I've
often
said
you
know
that
some,
you
know
we
rather
than
a
test.
For
example,
we
ought
to
have
more
of
a
portfolio
approach
when
we're
looking
at
students,
growth
and
I
think
the
same
goes
for
schools
essentially
brought
up
graduation
rate.
What
is
bought
the
graduation
rate
of
the
Boston
Public
Schools,
these.
G
M
Not
a
lawyer
but
I
know
to
ask
questions,
and
you
know
the
answer
to
and
that's
something
that
they
that
you
all
should
be
enormous
ly
proud
of.
I
know
we
all
are
I
apologize
missing.
The
beginning,
I
did
have
some
questions
on
vocational
learning
and
ELT
is
that
part
of
this
hearing
is
as
well.
Mr.
chairman,
okay,
perfect,
how
many
students,
how
many
students
are
we
paying
for
to
go
to
Norfolk,
Aggie
and
Minuteman
Tech
right
now
or
how
many
students
are
going
so.
G
M
Think,
according
to
my
notes,
able
to
prepared
I
think
it's
it's
like
a
millet
1.8
for
VOC
ed
services
paid
to
Minuteman,
Regional,
High,
School,
District
and
1
million
for
VOC
ed
services
paid
for
the
Norfolk
County
agricultural
school,
and
that
seems
exceptionally
high
for
such
a
small
number
of
students.
So.
M
I
got
a
minute
we
can
I
guess.
My
whole
point
is
and
I
say
the
same
thing
when
we
have
our
special
ed
budget
hearing
is
that
you
know
we
need
to
be
moving
to
spending
nothing
for
outside
placement.
Now
I
get
it.
There
are
certain
things
that
a
Norfolk
Aggie
can
offer
that
we
simply
cannot
in
an
urban
setting,
but
with
sort
of
advances
in
research
and
in
Texas.
That
number
seems
astronomical
that
a
tenth
of
that
I
think
could
address
some
of
these
things.
So
I'm
hopeful
that
we
can
it's
good.
M
M
I'd
look
forward
to
hearing
from
that
and
what
are
we
doing
to
sort
of
take
advantage
not
only
of
sort
of
the
new
economy,
but
you
know
the
the
green
green
collar
jobs
as
well
as
it
relates
to
VOC
tech.
Do
we
have
any
partnerships
with
some
environmental
energy
efficiency
organizations
looking
to
sort
of
teach
those
high
demand
and
incredibly
high
paying
jobs?
So
one.
G
Of
the
things
that
we
are
doing
right
now
is
with
the
carpenter
East
Union,
which
actually
gave
a
beautiful
gift
to
Madison
Park
to
be
able
to
pay
for
students
who
are
in
those
in
the
printers
union.
Also,
if
they
want
to
continue
college,
they
would
be
paying
for
them
for
an
associate
for
two
years,
and
if
they
want
to
transfer
for
four
years,
they
would
be
able
to
pay
these
students
in
order
to
continue
their
education,
so
they
can
join
the
unions.
We
have
our
partners.
M
M
M
G
We
just
had
a
partnership
with
the
milking
machines,
making
machines
where
students
actually
can
make
a
machine
that
makes
another
machine
using
3d
printers,
and
it's
going
to
start
this
summer
as
a
full
course
at
Madison
Park,
and
it's
going
to
be
the
hub
for
all
the
students
in
Boston
Public
Schools
I
want
to
do
it
after
school.
So
we
are
trying
to
make
sure
that
students
within
Boston
Public
Schools
have
access
to
Madison,
Park,
amazing
facilities
after
school
and
hopefully
doing
the
school
year
too.
M
M
G
Absolutely
yes,
the
most
amazing
partnership
were
born
four
of
them,
but
we
have
the
protector
services
that
I
mentioned
before
and
is
actually
a
pipeline
for
students
to
see
the
police
academy
to
see
what
that
will
be
an
option.
We
have
students
who
want
to
explore
to
become
police
officers.
They
are
accepting.
Students
were
19
years
old.
They
cannot
carry
a
gun,
there's
a
waiver
for
students,
because
only
when
they
turn
21.
But
students
are
really
interesting
on
also
see
a
CSI
at
English.
They
have
the
9-1-1
responder
system.
G
M
A
I
G
G
O
I
P
P
G
When
we
look
at
the
makeup
of
the
alternative
schools,
we
notice
that
they
are
serving
all
the
students,
especially
dll's,
regular
emotional
students
with
who
are
very
fragile,
so
one
of
the
things
that
we
are
doing
for
next
year,
the
program
practice
or
theory
of
action
that
we
have
is
that
if
these
schools
can
actually
provide
services
to
three
or
four
programs
instead
of
serving
everybody,
we
can
actually
provide
a
better
services
for
the
students
and
mainstream
the
resources
for
them.
G
So
we
are
looking
at
the
students
who
are
off
track
were
young
and
very
far
from
graduating
that
if
they
can
be
cheap,
you
are
looking
at
the
students
world,
all
I'm
very
close
to
graduate,
but
they
are
not
in
a
in
a
traditional
school.
What
else
can
we
do
there?
We
are
also
looking
at
what
kind
of
professional
development
we
can
do
with
the
teachers
and
in
order
to
include
activity
program,
a
vocational
program.
We
know
that
Barra
has
the
health
assistant
program.
We
want
to
make
sure
that
it's
a
CBT
program
right
now.
G
They
have
it
as
a
program,
but
not
as
a
state
accredited
program.
We
want
to
make
sure
that
they
have
access
to
jobs
to
and/or
industry,
but
the
main
the
mainly
design
is
that
all
schools
attend
schools
will
be
able
to
work
together
and
see
themselves
as
a
campus.
That
means
if
a
student
is
not
doing
well
in
X
school
because
of
different
that
they
had
the
choice
to
select
among
the
other
schools
and
say
you
know
what
it's
close
to
my
house.
It's
close
to
the
daycares
process
or
something
so
I
can
go
there.
G
So
we
are
looking
at
programming.
We
are
looking
at
curriculum
instruction
opportunities
for
students
to
have
access
in
the
air,
so
they
can
get
credentials
and
also
the
preference
from
students.
So
they
don't
get
discouraged
saying
how
am
I
going
to
have
to
go.
All
across
the
city
and
I
can't
because
I'm,
working
and
I
have
a
kid.
P
Okay
and
to
that
point,
the
reason
why
I
was
asking
is
you
know
one
of
the
the
groups
that
I've
worked
specifically
on
strengthening
their
pathways
to
graduation
and
preventing
dropout
are
expected
in
parenting.
Teens
and
I
worked
with
Boston
Public
Schools
and
advocates
and
students
to
revise
a
policy
that
had
not
been
updated
since
1989,
so
a
part
of
that
was
to
one
make
sure.
P
Educators
are
informed
of
the
policy
and
that
all
expecting
and
parenting
students
know
what
is
their
right
to
complete
their
education
and
that
we
are
and
that
they
are
not
in
any
way
penalized
due
to
the
things
that
would
come
up.
You
know
with
with
with
parenting,
and
so
my
first
question
is:
are
you
aware
of
the
policy
yeah,
okay
and
and
our
educators
being
trained
in
it,
and
can
you
account
for
and
I
know,
what's
challenging
me
because
often
times
we
have
students
that
drop
out?
P
G
Yes
and
one
of
the
things
that
it
is
sad
to
say
in
a
way
that
we
are
facing
more
middle
school
students
who
need
the
services,
so
we
are
thinking
about
how
quaint
we
provide
services
to
younger
students
who
will
be
parents
soon.
We
are
going
to
make
sure
that
they
get
this
CPR
first
aid
training,
so
when
they
become
parents,
anything
happens
that
the
they
will
be
able
to
support
the
children.
G
We
want
to
make
sure
that
program
is
very
rigorous,
so
when
they
get
a
high
school
diploma,
they
also
have
some
Civic
experiences
and
we
want
to
make
sure
they're
going
to
be
great
parents.
So
we
want
to
continue
with
the
counseling
or
what
happens
when
something
happens
at
home.
What
happens
when
the
the
child
is
just
crying
and
crying?
How
do
they
provide
services?
So
we
are
not
looking
the
academic
programming
and
so
far,
I
have
to
say
it.
Samaras
is
doing
a
very
good
job.
P
It
can't
be
implemented
because
we
don't
have
enough
health
educators
and
so
a
curriculum
without
implementation
is
going
to,
because
let
me
just
make
sure
I
heard
you
correctly
if
you
say
that
you're
seeing
younger
students
that
are
expecting
middle
school
students,
okay,
so
we'll
do
a
deeper
dive
on
that
okay,
but
we
will
revisit
it.
Okay,
all
right!
P
Thank
you
on
Madison
Park
specifically,
could
you
speak
to
what
is
the
current
role
of
the
executive
director
at
Madison
Park,
because
we've
been
speaking
a
lot
about
autonomy
and
the
ligand
just
based
on
our
dialoguing
with
residents?
We
get
conflicting
feedback
in
fact
about
how
much
autonomy
they
have.
So
could
you.
G
Speak
to
that,
so
one
of
the
things
that
happen
is
that
they
used
to
be
a
headmaster
before
and
two
years
ago.
I
believe
he
was
let
go
so
Kevin
McCaskill,
who
is
the
executive
director
took
over
the
school
as
a
headmaster
and
also
the
exec
director.
He
was
a
lot
of
work
and
responsibilities
for
one
person,
so
we
reinstated
the
headmaster
position
and
at
this
moment
where
we
are
doing,
is
defining
the
roles
and
responsibilities
of
each
of
them
who
they
supervise,
how
they
are
going
to
interact.
G
P
O
O
G
B
O
G
So
we
are
working
with
the
student
assignment
because
we
face
that
and
they
don't
have
sometimes
transcripts,
and
they
don't
have
any
information
about
what
grade
level
they
should
be.
So
what
we
are
trying
to
do
is
making
sure
that
we
do
screening
of
the
ages
what
they
have
as
a
background
academic
background
and
to
be
placed
in
alternative
school
and
when
they
come
as
22
years
old.
What
we
are
trying
to
do
is
put
them
in
adult
ed,
because
they
can
they
have
more
time
to
get
their
high
school
diploma
in
a
place.
G
O
Right
because
we
had
a
student
who
just
seemed
in
his
20s,
he
came
into
he
spotted
East
Boston
high
school,
unfortunately,
is
also
linked
to
one
of
the
gun
incidents
and
we're
trying
to
figure
out
how,
in
general,
20
year
olds
are
being
placed
in
high
schools
throughout
the
city
of
Boston
and
I'm.
Happy
to
see
that
you
guys
are
looking
at
this
and
hopefully
going
to
resolve
and
put
this
in
it
in
a
position
that
we
can
all
live
with,
but
that
was
a
huge
concern
for
us
in
East
Boston.
O
Moving
on
to
vocational
real,
quick,
some
questions
on
that
I
was
curious
about
and
I
appreciate.
You
actually
listening
the
the
areas
and
where
we
have
certain
vocational
concentration
I
am
curious
about
when
it
comes
to
Madison
Park.
Is
there
any
movement
to
create
a
satellite
version
of
Madison
Park
in
another
part
of
the
the
city
so.
G
G
We
have
emk,
so
they
are
and
I'm
forgetting
about
two
more
schools,
but
the
landscape
of
CBT
also
exists
outside
Madison
Park.
At
this
moment
we
have
19
programs
from
Madison,
Park
and
probably
20
by
the
end
of
the
year
when,
if
one
gets
approved
by
the
state,
but
there
are
other
opportunities
for
students
not
to
participate,
just
in
CVT
programs,
which
is
chapter
74,
but
also
to
have
pathways-
and
we
have
49
pathways,
all
45
pathways,
all
throughout
the
Boston
Public
Schools
and.
G
They
start
in
ninth
grade.
We
are
going
to
start
looking
at
8th
grade
when
we
know
that
the
STEM
Academy
is
going
to
start
with
the
Dearborn,
and
so
that
would
be
an
amazing
program.
We
actually
have
take
Boston
the
house,
these
6
to
12
and
they're
doing
some
pathways
and
sixth
grade
okay.
Thank
you.
Thank.
O
I
If
we
could
continue
for
a
few
minutes
on
the
vocational
Edie,
I
know
I
interject
it
when
councilor
O'malley
was
speaking,
but
if
we
could
just
have
some
clarity
on
those
numbers
and
what
we're
spending
and
where
our
kids
are
going
for
vocational
light,
if
you
don't
have
it
today
to
share
just
because
we
do
have
a
tremendous
amount
of
confusion,
but
speaking
about
kids
that
are
leaving
the
district
for
vocational
ed
opportunities
outside
of
Boston,
have
we
spent
any
time
analyzing?
Why
they're
leaving-
and
you
know,
I
know
that
they're
leaving
for
the
program?
I
G
G
We
cannot
replicate
certain
courses
in
Boston,
Public
Schools,
due
to
space
in
some
locations
in
so
many
instances,
but
she
has
been
trying
to
relegate
with
every
single
family
to
find
out
why
they
selected
to
be
outside
Boston
and
to
see
if
we
have
programs
in
Boston
how
to
get
them
back
in
here
we
had
so
she's
running
total
analysis.
I
will
be
glad
to
send
it
to
all
of
you
about
why
they
left
where
they
are
at
and
how
we
can
looking
at
wino
degree
programs
in
Boston,
such
as
biotech
or
engineering
programs,
which.
G
Where
will
be
the
cost,
because
it's
not
an
easy
program
to
open
it
has
a
lot
of
at
with
the
standard
from
Massachusetts
is
one
of
the
ones
that
you
need
a
lot
of
space
and
a
lot
of
credentials
to
open
it,
because
there's
no
safety
as
all
this
cool
it
has
to
be
with
what
feels
you're
going
to
have
so
the
process
of
getting
approved
is
Ray
extensive,
because
it's
a
very
expensive
program
know
that
we
cannot
replicate
or
we
cannot
open
it.
It's
just
that.
G
It
takes
a
lot
of
how
can
I
say
this
a
lot
of
serving
from
the
students,
if
there's
anything
here,
how
much?
Because
if
we
have
only
two
students
or
five
students-
and
she
has
all
that
information
about
the
agriculture
students
is,
how
do
we
open
it
and
worrying
about
locations?
And
we
do
have
one
location
that
will
be
outstanding
location
to
open
it,
but
we
just
need
to
find
out
if
that
is
where
we
want
to
invest.
What
is
the
cost
of
opening
one
in
Boston
early.
I
B
I
O
C
I
B
In
the
the
first
rollout,
the
first
year
of
rollout
happened
right
after
the
agreement
was
signed,
the
schools
were
selected,
I,
think
a
month
or
so
after
the
after
the
agreement
was
signed.
There
wasn't
a
lot
of
time
before
between
then
and
the
end
of
the
year,
for
them
to
figure
out
what
they
wanted
to
do
and
do
the
budgeting
and
I
mean
that
was
March
to
June
of
2015,
because
it
was
actually
when
we
were
transitioning.
Dr.
B
Chang
myself,
we're
transitioning
in
and
so
that
first
year
was
a
pretty
rocky
year
feel
free
to
take
over
at
any
point,
because
you
who
live
did
a
lot
more
than
I
did,
but
it
was
a
rocky
year
with
a
group
of
pretty
much
explorers
who
were
kind
of
telling
us
what
what
was
working.
What
wasn't
working?
B
We
have
a
joint
task
force
that
that
oversees
the
implementation
that
joint
task
force
would
which
includes
the
teachers
union,
parents,
our
community
people
and
and
district
office
staff,
went
into
overdrive
in
order
to
make
sure
that
we
could.
We
learned
everything
we
could
learn
from
the
first.
The
issues
that
were
coming
up
in
the
first
year,
the
second
year
cohort,
was
not
was
smaller
than
we
had
anticipated
in
part,
because
we,
because,
within
the
agreement
that
this
teachers
and
the
schools
had
the
ability
to
opt
out
until
until
they
had
to
do
it.
B
B
I
My
understanding
I'll
just
get
to
it.
My
understanding
and
the
initial
implementation
is.
It
was
an
opportunity
to
give
children
more
enrichment,
more
extra
activities
and
then,
by
the
time
we
got
to
the
third
rollout,
it
was
adding
a
couple
of
minutes
to
every
period,
no
additional
enrichment.
There.
I
My
understanding
from
the
first
roll
out
and
the
second
roll
out
prior
to
the
third
roll
out,
which
my
kids
participate,
my
kids
school
participated
in,
was
that
there
weren't
strict
guidelines
as
to
how
that
extra
time
would
be
used.
With
the
exception
of
it's
not
simply
adding
a
few
minutes
to
every
period.
It
was
really
to
create
some
unique
opportunities
to
school
communities
to
offer
enrichment
activities.
We've
got,
in
my
opinion,
across
the
across
the
board.
We've
gotten
away
from
that.
I
It's
partly
due
to
budget
constraints,
partly
due
to
I
think
we've
overwhelmed
the
system
with
too
much
of
it.
So
we
don't
have
enough
resources
to
go
around.
It's
been
a
real
disappointment,
quite
frankly,
and
I've
got
kids
that
across
the
district
that
are
getting
out
of
school
way
too
late
because
of
extended
day-
and
you
know,
which
is
creating
a
lot
of
other
sort
of
challenges
within
our
you
know,
for
many
of
our
families
and
and
I
don't
know
if
we're
gonna
have
extended
day,
which
is
now
just
part
of
the
day.
C
One
of
the
things
that's
happening
now
is
the
office
of
ELT.
Since
there's
not
a
new
cohort
coming
on
board,
they
had
made
themselves
available
to
schools
to
look
at
you
know,
as
schools
are
coming
to
the
end
of
their
first
year
of
implementation,
they're
looking
at
their
schedules,
and
if
schools
have
aspirational
goals,
you
know,
for
instance,
to
create
more
enrichment
time
or
more
discrete
blocks
of
time.
C
The
office
of
ELT
has
been
available
to
help
schools
think
about
how
their
schedules
could
look
different
for
next
year,
but
it
there's
really
a
variety,
even
in
the
second
cohort
of
rollout
and
in
the
schools
that
I
work
with.
There
are
some
schools
that
have
created
like
a
club
structure,
so
that
two
times
a
week,
all
of
the
teachers
teach
something
that
there
is
really.
You
know
a
lot
of
their
own.
C
They
do
knitting,
they
do
yoga,
they
do
cooking
and
then,
on
the
other
days,
they're,
either
in
their
teacher,
facilitated,
learning
time
or
they're
doing
more
accelaration
intervention
type
work
either
pushing
kids
ahead
rapidly
or
remediating
students
that
need
more
help,
so
it
it
looks
incredibly
different
across
all
of
the
schools.
There
are
some
I
think,
particularly
in
schools
that
have
upper
grades.
They
did
use
the
time
to
extend
the
blocks
of
math
or
science
or
social
studies,
but
it's
a
real
variety
across
the
district.
I
Yeah,
my
just
the
overall
sentiment
is
it
it
isn't,
fulfilling
its
initial
or
initial
goals
and
that's
a
real
challenge
for
a
lot
for
a
lot
of
our
schools
and
for
our
kids,
because
they're
not
really
reaping
those
benefits.
There's
not
extra
recess,
there's
not
extra
time
at
lunch.
I
There's
not
you
know,
just
an
activity
that
they
wouldn't
necessarily
be
exposed
to
in
another
setting
being
offered
to
them
and
and
I
think
that
there's
probably
a
direct
correlation
between
a
number
of
our
schools
that
are
receiving
soft
lands,
the
soft
landings
or
sustainable
health
and
sustainability
allocations
that
there's
some
direct
correlations
between
what
activities
and
enrichments
those
kids
are
being
offered.
I
have
one
more
round:
I'll
save
it
for
next.
Thank.
G
L
I
was
just
you
know,
I'm
interested
in
kind
of
going
a
little
deeper
in
the
vocational
piece.
I've
asked
at
several
hearings
prior
to
this,
about
vocational
ed,
particularly
Madison,
and
so
was
just
hoping
that
there
would
be
someone
some
representation
but
I'm
sure
you're,
one
I
know
you
so
I
know
your
would
be
fine
and
wonderful
in
this.
Could
you
tell
us
what
the
overall
strategy
then
is
in
terms
of
really
bringing
Madison
up
to
where
we
all
want
to
see.
Madison
get
to
I
mean
Madison
is
a
school.
L
That's
had
its
setbacks
and
challenges
over
the
years
and
I
think
we're
all
very
much
committed
to
seeing
Madison
succeed
and
those
students
having
every
opportunity.
I
went
to
the
event
that
you
mentioned
earlier
with
the
painters
Union,
and
it
was
wonderful
I'm,
very
excited
about
that.
That
partnership
I'd
like
to
see
more
of
that
and
I'm,
just
hoping
that
you
could
kind
of
give
an
overview
of
what
the
overall
strategy
is.
D
G
You
for
that
opportunity,
because
I
also
want
Madison
Park
to
be
the
gym
this
city
in
terms
of
the
vocational
programs.
So
one
of
the
things
that
we
are
doing
and
I
think
I'm
going
back
to
miss
Presley
is
that
we
want
to
make
sure
that
it
is
clear
about
the
roles
and
responsibilities
of
the
leaders
of
the
school.
We
want
to
make
sure
it's
not
just
for
central
office
or
themselves
is
that
students,
parents
and
the
community
at
large.
They
know
how
the
school
functions.
G
Who
is
doing
what
also
we
are
capturing,
all
information
about
the
programs
that
they
have,
how
many
certifications
and
what
we
want
to
make
sure
is
brand
those
programs
outside
this
school.
So
we
wanna
see
if
other
students
from
Boston
Public
Schools
can
have
access
to
this
shop.
So
we
want
to
make
sure
that
Madison
Park
has
amazing
programs,
but
it's
just
in
Madison
Park,
it's
just
contained,
so
we
want
to
see
how
we
can
expand
them.
So
for
one
of
the
design
programs
that
we
are
going
to
face
is
French.
G
That
will
be
the
after-school
component
students.
You
have
access
to
your
shops,
not
only
during
the
school
day
but
actually
in
the
afternoon
and
on
Saturdays
we
are
looking
at
Madison
Park
students
going
to
train
all
the
students
going
to
the
eighth
grade
classes,
go
8th
grade
a
middle
school
school
and
teach
them
some
of
the
crafts.
So
the
students
see
that,
oh,
my
goodness
I
can
do
something
can
make
things
myself
and
I
would
I
want
to
go
to
Madison.
So
we
are
coming
with
a
plan
of
a
strategic
plan
of
recruitment.
G
We
want
to
make
sure
the
numbers
at
Madison
Park
will
increase
and
therefore
is
what
are
the
programs
that
we
have
to
do?
We
can
actually
take
out
of
Madison
showcase
with
students
and
also
bring
students
to
Madison
Park,
so
they
can
experience
a
one
week
of
vocational
training.
The
other
thing
that
we
are
doing
at
Madison
Park
is:
we
do
have
32
partners.
We
are
looking
at
every
single
partner
how
many
I'm
sorry
32.
G
What
we
are
doing
is
looking
at
their
mo
use
and
how
do
we
actually
make
it
for
this
public?
So
everybody
who
works
on
Madison,
Park,
o
even
drives
through
Madison
Park,
will
be
able
to
see.
Oh,
my
god,
all
these
partners
with
picture
with
students,
pictures
and
we
also
start
putting
a
newsletter
with
everybody.
We
can
highlight
all
the
accomplishments
of
the
our
students.
They
are
getting
a
lot
of
awards
second
and
recognitions
how
many
students
are
going
to
the
industry.
We
want
to
make
sure
that
that
is
what
the
that
everybody
knows.
G
What
is
going
on
and
Madison.
We
don't
want
people
to
say
what
is
like
the
question
that
everybody
is
asking
what
is
happening
with
Madison?
What
is
the
strategic
plan
so
hopefully,
before
the
end
of
this
year,
we
are
going
to
be
able
to
unveil
the
redesign
of
Madison
Park
and
also
what
will
be
the
strategic
plan
from
year
one
year
two
to
year.
Five,
we
want
to
make
sure
that
we
have
partners
involved,
so
we
met
yesterday
with
some
partners
are
going
to
be
helping
us
to
redesign
those
five-year
strategic
planning.
G
L
You
said
the
recruitment
plan
to
showcase
the
programs
that
matters
and
that
was
to
target
middle
school
students
exactly-
and
you
also
mentioned
just
now
and
earlier-
about
defining
the
roles
at
the
school.
What's
the
timeline
for
that
and
who's
involved
in
that
process,
so
I'm
a
big
believer
in
partnerships
where
educators
and
parents
and
students
are
part
of
that
process
and
I
hope
that
their
voices
would
be
heard.
L
G
Given
McCaskill
and
Brett
Dickens,
who
was
the
headmaster
already
met,
they
define
their
own
broth.
What
and
they
they
are
coordinating
that
I
met
with
them
on
Tuesday
and
we
are
going
to
present
to
the
superintendent.
What
they
decided
to
do
was
role
responsibilities,
superintendent.
We
are
going
to
have
another
meeting
with
superintendent
and
some
of
the
partners
who
said
this
is
what
will
work
with
no
work.
G
Then
we
are
going
to
bring
able
to
bring
it
to
difference
of
Madison
and
Kevin
that
bread
will
be
doing
that
presentation
to
them,
and
when
will
that
happen,
we
don't
have
a
timeline
on
that,
because
superintendent
has
in
city
proposal
that
we
have
that
we
have
to
submit
change
to
him,
but
as
soon
as
he
gets
back,
we
are
going
to
be
able
to
present
it
to
him.
We
just
want
to
make
sure
the
school
is
doing
the
work.
First,
then
we
brainstorm
and
then
we
bring
them
in.
G
L
Thinking
I
appreciate
that
I'd
like
to
come
back
to
an
earlier
question
and
I
think
it
was
council
Flynn
who
raised
the
issue
around
and
I
think
you
responded
Mary
the
issue
around
the
students
who
have
come
from
Puerto,
Rico
and
I
certainly
understand
the
importance
of
making
sure
that
that
ll
office
is
part
of
that
process,
that
the
office
of
engagement
is
there.
But
it
would
also
seem
to
me
that
the
office
of
supports
would
play
a
role
and
so
I
don't
know
if
that's
just
the
first
point
of
entry.
L
C
The
deployment
of
supports
now
would
be
that
in
schools,
all
schools,
but
you
know
in
this
case
schools
that
are
supporting
students
that
have
come
from
Puerto
Rico.
If
there's
a
particular
need
instructional
need
that
results
from
that
group
of
students,
then
the
instructional
superintendent
who's
working
with
that
school
would
be
the
conduit
to
be
sure
that
if
it's,
you
know
a
need
for
additional
ESL
instructors
or
if
it's
a
need
for
helping
the
school
redo
it
schedule,
so
that
they
can
provide
yes,
additional
ESL
services
to
those
newly
arrived
students.
C
P
Number
of
my
questions
have
been
asked
and
I
thank
my
colleagues,
but
there
were
bus
line
of
questioning
specifically
around
ELT,
because
I
had
a
lot
of
questions
about
it
for
honoring
the
intent
behind
that
I
did
want
to
just
offer.
One
thing
that
you
don't
have
to
answer
now,
but
I'd
like
to
know
is:
do
we
feel
that
the
this
the
seats
that
we
are
meeting
so
is
the
weightless
been
eliminated
entirely?
P
P
So
I
just
wanted
to
put
that
on
the
table:
nothing
right
now:
okay,
all
right
and
then
relative
to
medicine,
Park
and
appreciate
councillor
Janie's
line
of
questioning
around
accountability
and
defining
the
roles
of
the
like,
but
for
the
and
the
time
line
around
the
headmaster
and
engaging
the
Friends
of
Madison
Park.
That
was
my
question
because
you
know:
have
they
been
stalwarts
in
this
and
seeing
the
school
through
many
iterations
and
I
want
to
make
sure
they
continue
to
be
engaged
as
a
respected
and
valued
partner.
G
Okay,
let
me
start
with
the
partnerships.
One
of
the
things
that
we
are
doing
is
aligning
the
partnership
according
to
what
services
they
provide,
how
many
students
actually
have
an
impact
within
those
services
that
they,
so
we
are
creating
a
framework,
so
they
have
partners
but
on
we
were
able
to
to
hire
a
partnership
coordinator.
Didn't
have
this
couldn't
have
happened
before
and
that
is
to
look
at
what
services
they
provide
or
what
else
can
they
provide?
G
Also,
what
they
do
for
this
school
if
they're
going
to
be
working
in
the
academic
lens,
are
they
going
to
work
for
the
extracurricular
programming,
so
we
are
looking
at
the
partners
in
the
landscape,
so
this
is
the
first
time
we're
doing
an
analysis
and
diagnostic
about
what
is
the
effectiveness
or
the
OD
partners?
Can
we
go
for
more
partners
and
if
we
vote
for
more
partners,
we
have
to
have
our
criteria
animation
of
what
the.
P
Ordination
right
exactly
that's
some
of
what
I'm.
Why
I'm
asking
about
the
executive
director
position
and
Kevin
McCaskill?
You
know
specifically
how
empowered
he
is
cuz.
It's
my
understanding.
You
know
that
there
was
a
time
where
it
seemed
that
he
was
able
to
be
more.
You
know
proactive
in
recruiting.
You
know
partners,
and
so
much
of
this
is
relational,
so
I
just
want
to
make
sure
that
he
still
has
the
authority
and
the
ability
to
do
that.
That
in
no
way
has
his
role
been
undermined
or
circumvented
and.
G
That's
actually
part
of
his
role
that
he
did
fine,
because
we
wanted
to
make
sure
what,
when
people
go
for
partners,
we
have
been
having
conversations
what
would
be
the
impact
of
those
partners,
so
that
would
be
that
is
his
role
to
go
outside
the
community
and
bring
those
partners
to
the
school.
What
we
are
trying
to
try
to
make
sure
that
this
is
an
area
of
need
that
when
he
go
with
the
partners
he
can
say
this
is
the
area
where
we
need
you
at,
but
that
is
his
role
and
responsibility
absolutely
right.
P
Then
well
and
I,
just
on
the
partnership
front
as
well.
I,
just
wonder
if
it's
possible
that
we
could
have
just
a
criteria.
I
know
you're
trying
to
figure
out
where
to
place
them,
but
that
these
commitments
perhaps
be
multi-year
and
that
you
know
that
they
recognize
that
every
six
months
you'll
be
evaluated
and
then
we're
going
to
be.
P
Judging
specifically,
you
know
what
is
the
the
level
of
that
growth
into
career
yeah,
and
so
when
again,
the
three
cuz
I
think
the
trades
that
get
lost
in
this
I
mean
this
used
to
be
an
incredible
feeder
for
our
health
care
industry,
which
is
one
of
the
most.
You
know
reliable
industries
here
in
Massachusetts,
so
the
nursing
program,
the
cosmetology
program,
30%
of
our
main
streets,
are
represented
by
beauty,
salons
and
barbershops
and
I
know.
P
A
number
of
the
students
have
struggled
after
they've,
been
in
the
school
to
pay
for
applications
to
apply
to
schools.
I
want
to
make
sure
guidance.
Counselor's
are
not
referring
them
to
predatory,
for-profit
schools
that
are
then
setting
them
on
a
pathway.
You
know
of
debt
and
and
and
never
being
able
to
bring
the
better
full
contribution.
P
Then
everyone
knows
my
colleagues
share
my
passion
and
my
commitment
to
the
growth
of
our
restaurants
and,
and
they
are
struggling,
you
know
we're
growing
restaurants,
but
they
meet
a
workforce
and
so
I
do
want
to
make
sure
that
those
pathways.
So
when
you
talk
about
these
partners,
do
these
partners
exist
across
every
vocation?
I'm,
sorry,.
G
G
C
G
Who's
the
contact
person
and
they
for
this
deponent
coordinators
job
is
to
make
sure
that
they
are
working
for
Madison
and
with
Madison
for
our
students
instead
of
having
a
partner
and
we
don't,
they
don't
provide
enough
services
can't
just
go
back
to
the
communication
sure
we
are
going
to
have
a
superintendent
meeting
with
the
parent
site
counsel.
We
want
to
start
having
monthly
meetings
with
Brett,
Kevin
and
I
going
to
the
parents
and
counsel
friend
so
Madison
the
alumni
and
also
student
government.
G
P
Right,
let
me
just
stick
through
a
couple
for
my
time
ends
here
and
if
you
can't
answer
quickly
before
my
time
runs
out,
then
you
know.
Hopefully
we
can
get
at
some
other
time,
but
but
I
think
the
chair
for
his
indulgence.
So
could
you
just
tell
me
for
the
opportunity
index
funds
how
much
of
that
is
being
allocated
towards
Madison.
G
P
That,
since
the
opportunity
index
is
about
students
with
the
greatest
need-
and
so
we
know
that
there
is
a
need
at
Madison
and
just
that
dovetails
to
my
next
question-
I'm.
Sorry,
if
it's
already
been
asked
to
answer,
but
could
you
tell
me
why
this
school
is
funded
differently
according
to
other
Volk
schools,
because
usually
wouldn't
the
the
allocation
per
student
be
higher
than
in
the
other
schools?
Because
that's
what
Vulcan
requires.
G
P
Q
Q
P
D
Q
If
you're
talking
about
it's
a
little
bit
hard
to
compare
to
a
school
like
minuteman
or
Worcester
VOC,
because
there
are
those
schools-
are
regional,
vocational
schools
there's
their
own
school
district
as
a
single
school,
and
so
those
schools
have
things
like
benefits,
costs
and
transportation
costs
built
into
the
data
they
report
on
the
state
website.
We
did
some
analysis
to
try
and
make
a
comparison
between
the
full
cost
of
BPS,
so
the
full
cost
investment
of
VPS
into
madison.
It's
a
little
bit.
Q
It's
a
little
bit
hard
to
compare,
because
you
have
to
answer
questions
like
a
regional
vocational
school
they're
bussing
in
kids
from
all
over
the
region
versus
in
a
city
like
Boston,
where
our
transportation
cost,
especially
at
the
high
school
level,
are
lower.
So
the
comparisons
aren't
exactly
great,
but
our
our
best
estimate
is
of
the
26
I
believe
vocational
regional
vocational
schools.
Madison
Park
was
in
the
top
five
in
terms
of
per
pupil
funding
when
you
consider
all
the
sort
of
comparable
resources.
Q
If
you
think
about
how
we
fund
other
schools
in
the
district
in
on
top
of
weighted
student
in
weighted
student
funding.
On
top
of
all
the
characteristics
based
on
student
need
any
student
in
a
vocational
program,
which
is
every
student
at
Madison
Park,
gets
an
additional
full
1.08,
which
this
year
was
just
short
of
forty-three
hundred
dollars
to
represent
the
additional
vocational
programmatic
needs.
Q
In
addition
to
that,
to
support
vocational
ed
programming
at
Madison
and
in
particular,
to
support
the
breadth
of
programming
that
we're
looking
to
offer
at
Madison
as
a
part
of
a
turnaround
about
1.5
million
dollars
of
funding
is
added.
On
top
of
the
weighted
student
funding
formula
to
help
support
a
breadth
of
vocational
programming.
In
addition
to
that,
another
about
three
hundred
and
thirty
thousand
dollars
of
funding
is
added
to
support
the
Roxx
map
program,
which
is
a
really
wonderful
collaboration
between
Madison,
Park
sure
and
some
of
our
local
community
colleges.
Okay,.
P
You
know
constant,
constantly
changing,
under-resourced
and
so
I'm
glad
that
we're
making
a
greater
investment,
but
obviously
we've
got
to
have
a
realignment
of
priorities,
because
if
we're
seeing
that
investment,
but
then
we're
not
seeing
the
outcome
where
there's
a
readiness
for
career,
you
know,
then
what's
the
point
so
all
right.
Well,
the
conversation
continues.
Thank
you
so
much
for
your
efforts
and
for
your
your
time
and
all
my
colleagues
for
their
patience.
Thank.
M
Mr.
Chairman
I
just
want
to
follow
up
on
our
question
and
this
isn't
trying
to
be
gotcha
question
I'm,
just
really
trying
to
wrap
my
head
about
it.
Maybe
it
was
an
error,
but
on
page
91
and
92
of
the
pre-hearing
information
packet,
which
details
contracts
over
$100,000,
there's
two
line
items:
one
1.8
million
for
VOC
ed
services
paid
to
Minuteman
Regional
High
School.
The
other
is
1
million
for
VOC
ed
services
paid
to
Norfolk
County
agricultural
school
Norfolk
Aggie
do
I.
B
M
B
M
Q
Q
M
Q
M
Yeah
I
definitely
want
to
follow
up
on
this
again
I'm,
not
looking
to
fall
on
a
sticking
point
where
it's
a
billion
dollar
budget,
but
it
does
the
information
where
it
doesn't
seem
to
reflect
what
actually
is
happening
and
we're
talking
if,
if
indeed
the
number
for
Minutemen
Regional
High
School
students
is
five
and
we're
paying
1.8
million
dollars.
That's
three
hundred
fifty
thousand
dollars
per
student
now
you're,
saying
and
I
hope,
you're
right
that
that
figure
may
not
be
accurate,
but
I.
We
need
to
know
what
the
accurate
figure
is.
M
M
Some
of
them
may
be
special
ed
students
as
well
I
want
that
where
they
go,
how
many
to
each
school
and
what
the
total
number
that
we
are
allocating
paying
for
it,
and
also
what
the
discrepancy
is
on
the
information
you
guys
provided
why
that
seems
to
be
such
a
incredibly
high
number.
So
if
we
could
have
that
furnish
to
us,
you
know
in
the
next
couple
days.
That
would
be
very
helpful.
Thank.
K
Am
I
on
here?
Can
you
yep
so
good
afternoon?
How
are
you
guys
thanks
for
coming
out
and
I,
so
to
add
to
that?
What
is
what
is
it
they're
going
for,
so
what
are
they
going
to
Minutemen
for?
Is
it?
Is
it
sheet
metal?
Is
it
you
know,
and
and
why
are
we
losing
those
students?
What
are
we?
What
are
we
not
doing
in
Boston
here
that
we
should
be
doing
to
not
to
not
lose
those
students
and
and
along
that,
that
same
sort
of
line
of
questioning
are
we
doing
anything?
K
It
seems
I've
been
here
for
I
think
this
is
my
seventh
budget
and
every
year
it's
vocational
schools.
We
should
be
doing
more
to
teach
kids
that
maybe
don't
have
the
capacity
don't
have
the
capacity
to
to
go
to
college.
Well,
maybe
don't
like
myself
didn't
want
to
go
to
college
thought.
I
should
do
something
else,
but
what
are
we
doing
differently
now
than
we
were
seven
years
or
are
we
doing
anything
differently
in
the
in
that
VOC,
ed
space?
K
K
G
We
are
actually
opening
in
other
programs
right
now.
We
have
other
schools
that
have
a
CVT
programs
that
is
approved
by
the
state
CVT,
particularly
our
vocational
technical
programs.
Yeah
we
also
have
pathways
pathways.
Is
programs
that
also
allow
students
to
get
certifications,
but
when
it
comes
to
credentials
is
it
has
to
be
approved
by
the
state?
So
right
now
we
have
45
programs
in
Boston,
Public,
Schools
19
of
those
programs
sit
at
Madison
Park.
Then
we
we
have
so
we
count
CVT.
G
K
Program:
okay,
in
fact,
early
to
the
regional
regional
high
schools
like
I,
can
see
it.
It
seems
like
if
we
have
Norfolk
Agee
here,
I,
don't
think
we
would
ever
have
a
capacity
for
foreign
agricultural
service.
Unfortunately,
maybe
we
should
stop
thinking
about
that,
but
is
that
is
that
where
the
money
is
going
more
towards
the
Norfolk
Agee
and
less
towards
a
Minuteman,
because
there's
two
contracts,
he
have
one
for
1
million
for
Norfolk,
Agee
and
one
for
1.8.
But
we're
saying
we're
really
only
spending
about
600,000
out
of
those
two
two
contracts.
K
K
And
is
there
any
plan?
Is
there
any
plan
to
maybe
offer
more
vocational?
Like
you
were
talking
about
how
you
you
took
some
of
the
the
pathway
programs
or
other
programs
from
Madison,
Park
and
they're
in
different
high
schools?
Is
that
a
model
that
we're
gonna
pursue
a
little
more
like
because
when
years
ago,
I
know
like
if
I
think,
if
I
had
this
right?
If
you
wanted
to
go
into
sheetmetal,
you
went
to
South
Boston
high.
If
you
wanted
to
go
into
electrical,
you
went
to
Boston
Tech
is
it?
K
G
G
Not
me
so
I
just
want
to
clarify
that
one
thing
that
we
are
creating
is
also
technical
programs,
which
is,
with
technology,
designing
programming
flying
Crone's.
So
these
drones
and
things
like
that,
so
students,
we
are
looking
at
the
student
interest
and
also
looking
at
the
industry.
What
are
the
fields
where
the
students
can
get
jobs?
Because
if
we
open
that
program
and
there
are
no
jobs-
these
are
the
service
to
the
population.
D
G
We
actually
open
a
program
in
the
landscape
of
problems
that
we
have
Boston
Public
Schools.
We
do
a
survey,
we
look
at
the
population.
What
is
the
interest
of
these
students
and
then
the
capacity
of
the
school?
If
they
don't
have
the
capacity,
then
we
start
working
with
the
school
in
order,
if
there's
interest
from
students,
but
no
capacity,
we
start
working
with
the
capacity
and
then
we
look
at
what
is
the
industry
field?
G
Landscape,
the
idea
that
in
the
redesign
of
Madison
Park,
one
of
the
problems
that
we
are
trying
to
open
is
the
after-school
component
for
students
who
go
to
English
high,
but
they
also
are
interested
in
becoming
a
carpenter.
Just
one
explore
it.
You
want
not
to
go
to
Madison.
Part,
oh
sure
should
be
something
that
we
want.
Almost
all
our
students
to
also
get
certification
on.
K
G
G
It's
interest
by
this
school
and
we
are
also
tapping
into
the
open,
enrollment
schools,
where
we
have
non
admission
policy,
where
we
have
most
of
the
students
that
I
will
be
exploring
something
in
the
industry
field.
So
but
it's
by
the
interests
of
the
school,
but
in
the
interests
of
the
school
interests
of
the
students,
are
we
open
the
programs?
So
we
are
looking
at
engineering
program.
G
There
is
only
one
exam
school
that
has
a
CVT
program
for
the
first
time
ever
that
we
are
looking
at
and
that
serves
the
population
that
once
it
has
the
interest
we
looking
at
different
schools.
So
the
landscape
is
different.
School
says:
I
have
the
interest,
I
don't
have
the
capacity.
We
can
work
on
that
and
we
can
look
at
these
students.
Do
they
really
want
to
have
a
pathway?
Because
we
don't
want
to?
G
K
C
Kind
of
supports
that
will
allow
schools
to
transform
into
sort
of
exactly
what
you
and
Lee
have
just
been
talking
about
places
where
learning
is
really
alive.
It's
really
relevant
and
where
students,
teachers,
families
are
coming
every
day,
really
excited
about
the
opportunities
for
learning
that
are
going
to
happen
and
that
where
the
outcomes
are
equitable
across
all
students
in
all
neighborhoods,
so
that
no
one
feels
like
they
can't
find
a
really
excellent
opportunity
in
their
own
neighborhood.
So.
A
I
I
think
some
of
the
frustration
that
you're
hearing
about
the
vocational
ad
and
the
lack
of
information
is
that
this
hearing
included
vocational
IDI
as
one
of
its
subject
areas
so
I
would
I
would
have
expected
more
of
the
information
to
be
available
during
this
hearing.
So
it
does
make
getting
getting
through
the
budget
process
and
we've
all
identified
this
as
something
that's
important
to
us
and
it's
why,
as
a
council,
we're
also
holding
a
hearing
specific
to
to
Madison
Park,
can
you
tell
me
about
the
what's
the
capacity
at
Madison
Park?
G
I
I
One
thousand
could
could
go
to
that
school.
Now
we
have
a
hundred
and
fifty
eight
hundred
and
fifty
say
yeah
850,
850,
okay,
so
it's
a
thousand
as
the
capacity
850
and
how
many
of
that
850
have
chose,
show
ten
Madison
as
opposed
to
were
assigned
or
it
wasn't
there.
Fred.
You
know
has
that
information
at
this
moment,
like
that
I
think
that
would
be
really
interesting
to
know
what
the
what
the
demand
is
and
then
are
there
any
other
programs
that
happen
at
Madison
Park,
because
I
know
some
other
teacher
trainings
that
happen
there.
I
G
We
do
have
the
Adult
Ed
program
that
happens
in
there
and
we
are
looking
at
using
it
for
Summer
Institute.
We
offer
summer
school
in
there
too,
and
Madison
has
the
Saturday
school,
which
is
a
very
robust
program
for
students,
but
the
beyond
is
utilized
by
also
partners
because
of
the
location,
the
facilities
and
because
it's
just,
we
want
to
make
sure
that
people
know
what
Madison
Park
is
all
about.
Is.
G
I
G
For
next
year,
the
the
headmaster
will
continue
being
in
interim
headmaster,
which
is
going
to
give
us
enough
time
to
do
the
search
for
the
Hitman,
for
whoever
is
going
to
be
the
permanent
headmaster,
the
staffing
right
now
they
have
ten
openings,
and
that
is
because
we
posted
new
positions
and
they
are
in
the
program.
We
did
a
total
analysis,
especial
its
teacher
and
you
had
three
certifications.
What
type
of
population
stands
you
can
serve?
So
at
this
moment,
I
have
to
say
that
staffing
is
really
very
strong.
I
When
you
one
of
the
challenges
across
the
district
with
teachers
who
have
multi,
certifications,
which
is
great
for
us
to
have,
teachers
that
are
certified
in
a
number
of
areas,
is
that
they
still
only
count
as
one
person,
they
only
want
a
teacher,
even
if
they
can
hold
multiple
license
correct
and
it
just
we
can't
as
a
district.
We
have
to
get
away
from
well
saying.
Well,
that
teacher
is
also
certified
in
special
ed
or
you
know,
whatever
it
is,
there's
still
only
one
body.
E
E
I
And
then,
what's
what
is
the
engagement
I
know?
There's
the
friends
group
in
the
school
set
council
that
we
received
a
few
months
ago
some
real
concerns
about
the
the
engagement
of
the
school
site
council
in
the
budget
process.
What
is
in
any
school
in
the
district?
What
is
the
role
of
the
school
site
Council
when
it
comes
to
approving
a
school's
budget.
B
C
C
Each
school
site
Council
needs
to
have
a
personnel
subcommittee
yep
and
that
personnel
subcommittee
participates
in
the
process
for
hiring
all
school
staff
except
the
school
leader
in
the
case
of
hiring
a
school
leader.
There's
a
separate
personnel,
so
a
separate
principal
screening
committee,
that's
convened.
That
includes
three
members
of
three
parent
members
and
three
Btu
members
and
then,
in
the
case
of
a
high
school,
also
a
student
member
and
then
always
a
basis.
Member
and
that
group
does
the
screening
for
any
school
leader
opening
and.
I
Then,
in
all
of
our
schools,
Madison
included
high
school
elementary,
all
of
them
our
school
site
councils.
Are
we
following
the
our
commitment
to
our
families
and
our
communities
and
our
teachers,
because
I
know
teachers
participate
in
school
psych
Housel?
Do
we?
Are
we
following
our
commitment
to
having
them
engaged
in
the
budget
process?
Signing
off
on
the
budget
process
participating
in
the
interview
process?
Is
that
happening
in
a
meaningful
way
across
the
district?
So.
C
One
of
the
things
is
that
in
the
requirement
for
open
posting,
in
order
to
be
able
to
in
order
for
schools
to
be
able
to
open
post
their
positions,
they
have
to
demonstrate
that
they
have
an
elected
school
site
Council
and
then
that
that
school
site
Council
has
a
personnel
subcommittee.
Schools
that
don't
meet
that
requirement
are
not
able
to
participate
in
the
open
posting,
an
autonomous
hiring.
So
that's
one
accountability
check
in
terms
of
the
personnel
subcommittees
and
how
that
process
plays
out
in
each
schools.
C
There's
an
ongoing
communication
back
and
forth
between
the
the
btu
and
my
team,
for
instance.
If
there's
any
question
about
whether,
in
fact
the
this
the
school
leader
is
following
the
circular,
if,
if
they're
not,
then
they
receive
support
and
training
from
a
member
of
my
team
or
from
the
operational
superintendent,
we've.
I
B
I
B
I
I
You
know
sparkly
whatever
over
here
this
new
idea
and
we
just
push
aside
our
turnaround
plan
that
a
lot
of
people
have
invested
time
and
energy
and
very
often
tears
into
we.
We've
heard
I've
heard
that
experiences
may
be
happening
at
bright
and
high
with
their
turnaround
plan
and
some
frustrations
about
that.
We
think
about
the
repair
that
happens
during
turnaround
for
especially
around
morale.
You
know
what
what
are
the?
I
E
E
First,
during
the
the
process
of
the
development
and
the
turnaround
plans,
we
are
required,
and
we
appreciate
that
we
are
required
to
hold
what's
called
a
local
stakeholder
group
which
includes
various
representation,
including
from
the
state
from
the
central
office
from
the
school,
including
families,
including
students,
if
it's
a
high
school
and
including
teacher
representation,
and
they,
the
local
stakeholder
group,
helps
create
the
vision
for
the
turnaround
plan
and
then
looks
at
draft
work.
That's
been
developed.
We
also
have
the
opportunity
as
we
go.
E
As
you
mentioned,
there's
a
lot
of
challenge
with
turnaround
and
a
lot
of
opportunity
to
bring
a
new
energy.
We
try
to
focus
when
we're
supporting
schools
on
writing
turnaround
plans
on
not
letting
it
get
to
be
too
broad
of
a
set
of
things
that
we're
attempting,
but
to
keep
it
narrow
enough
that
it
can
go
really
deep
and
be
really
effective.
Instead
of
we
don't
want
to
be
like
a
Christmas
tree,
where
you
hang
a
lot
of
really
nice
and
ornaments
on
it
right,
we
want
it
to
be
relatively
simple
and
really
really
effective.
E
There's
also
the
opportunity,
especially
at
a
point
like
this,
when
we're
nearing
the
end
of
the
first
year
of
implementation
of
a
turnaround
plan
for
Brighton
and
Excel.
This
is
a
chance
for
us
to
actually
make
some
revisions
as
we
renew
our
school
redesign
grants
with
the
state
and,
as
we
think,
about
what
kind
of
benchmarks
and
goals
we're
gonna
set
for
next
year.
So
we
can
do
a
little
bit,
of
course,
correcting
and
every
year
there's
going
to
be
a
little
bit
of
change.
E
Based
on
the
experience
of
implementing
the
plan
for
the
first
year,
where
maybe
we
find
that
some
areas
are
having
the
most
impact,
so
we
either
invest
a
little
bit
more
time
there
or
we
keep
that
strategy
constant
where
we
alter
the
strategy
slightly
in
another
area.
So
those
are
some
of
the
ways
that
we
think
about
those
challenges
and.
I
Then,
when
you
know,
when
a
school
goes
into
turnaround,
half
of
the
school
the
teachers
are
new,
the
administration
is
new.
What
work
happens
to
to
train
and
support
those
new
teachers
and
those
new
school
leaders
on
the
plan
that
a
local
stakeholder
group
spent
a
lot
of
time
and
energy
and
often
tears
putting
together
yeah.
E
So
we
took
a
couple
we'd,
so
the
the
school
leader
is
not
necessarily
brand
new.
There
are
rules
that
govern
who
is
eligible
to
be
a
school
leader
when
a
school
is
designated
level
four
by
the
state
and
if
the
school
leader
has
been
in
the
school
for
a
long
time,
we
have
to
change
school
leaders.
But
if
somebody
just
arrived
at
the
school
that
year
and
we
feel
confident
that
you
know
they're
doing
a
great
job,
they
can,
they
can
still
be
eligible
to
still
be
a
school
leader.
E
We've
also
taken
steps
last
year
to
move
the
school
leaders
approach,
we're
going
to
be
a
pregnant
excel
for
this
year
to
launch
turnaround
plans.
We
brought
them
in
early,
not
waiting
for
July
first,
when
they
would
normally
start.
We
did
it.
I,
don't
remember
the
exact
date,
but
it
was
definitely
months.
It
was
mid-march
brought
them
in
early,
so
they
could
be
part
of
the
plan
writing
process.
So
it
wasn't
central
office
in
the
local
stakeholder
group,
saying
we've
written
a
fantastic
turnaround
plan.
Please
go
implement
this
now
so.
I
B
What
that
was
during
last
year,
she
finished
last
year
and
came
over
at
the
beginning
of
this
year,
we're
looking
at
all
of
the
outcomes
associated
with
each
of
the
plans
and
looking
at
decisions
about
both
continuing
the
work
in
maintaining
the
staff.
I
mean
we
don't
have
an
answer
for
you
attacked
at
this
moment.
Could
I
also
just
add
a
couple
things
to
what
Dan
said
about
the
process
as
well.
B
Every
one
of
our
turnaround
plans
includes
an
extended
summer
experience,
particularly
for
that
year
of
bringing
in
the
new
staff
and
launching
the
work
so
that
everyone
in
the
school
should
be
familiar
with
the
plan
before
school
starts
and
understand
what
their
role
is,
what
they'll
be
doing?
That's
different
go
through
some
PD
related
to
that,
but
also
for
that
to
begin
the
process
for
them
to
begin
the
process
of
bonding
as
a
community.
B
So
those
are
all
things
we're
waiting
to
hear.
The
final
decision
on
we've
heard
different.
You
know
we
as
I
told
you
earlier.
This
state
has
gone
out
and
done
all
sorts
of
kind
of
opinion
polling
and
talking
with
people
about
what
might
change
and
what
what
might
stay
the
same,
but
we're
waiting
for
the
final
announcement
of
what
those
things
are.
Thank.
G
You
I
do
want
to,
if
you
don't
acknowledge
something
at
this
moment
at
Brighton,
High
School.
We
cannot
comment
on
that,
but
the
other
headmaster
is
not
at
this
school.
So
I
just
want
to
acknowledge
that,
because
that's
what
DP,
what
you
might
be
hearing
I
just
wanted
to
another
this
moment
he's
not
there.
A
R
Good
afternoon,
all
my
name
is
Robert
Jenkins
class
in
1978
from
Madison
Park
I
am
also
the
president
of
the
Alumni
Association
I
am
also
a
school
site
council
member
I've
been
school
kite
school
site
council
member
for
the
last
five
years,
so
I've
been
through
the
ups
and
downs
of
Madison
Park
and
can
give
you
a
road
map
on
the
problems
the
school
I'm
gonna,
give
you
the
good
points
of
the
school.
We
have
the
number
one
culinary
arts
program
in
the
state.
R
We
have
like
a
fifty
thousand
dollar
food
truck
that
is
locked
up
brand-new
that
can
go
out
and
showcase
their
talents,
but
that's
being
held
back
because
of
paperwork
and
being
a
school
site.
Council
member,
as
I
said
for
the
last
five
years,
when
Kevin
McCaskill
came,
he
came
with
Shawn
Shackleford,
when
Shawn
Shackleford
left
Kevin
assumed
the
role
of
executive
director
and
headmaster
up
until
this
past
year,
the
school
site
council
needs
work
and
I
and
I
will
say
that,
but
one
of
the
things
that
we'd
were
not
privy
to.
R
We
only
saw
the
budget.
We
did
not
talk
about
the
budget.
We
didn't
talk
about
any
point
of
the
budget.
We
just
saw
fourteen
thousand
fourteen
million
dollars
that
was
put
in
the
budget
plus
and
we
did
not
see
any
of
we
had
no
say-so
in
the
budget.
That
was
not
brought
forth
and
I
understand
that,
because
at
the
time
when
you
go
back
to
December
when
Kevin
was
put
on
leave,
Kevin
was
put
on
leave
for
an
incident
that
we
don't
know
because
of
confidentiality.
R
There
was
a
huge
meeting
after
school
with
parents
community
and
alumni
that
a
process
was
supposed
to
happen.
Whether
Kevin
left
Kevin
came
back.
When
Kevin
came
back,
there
was
no
process.
We
were
told
as
members
sitting
at
that
emergency
meeting,
that
we
would
be
you
know
informed
before
the
students
were
informed
or
whether
Kevin's
coming
back
or
never
coming
back.
That
was
really
the
last
communication
with
bps.
We
still,
however,
maintained
and
went
on
to
school
side.
R
Council
meetings
matter
of
fact,
I'm
missing
one
right
now,
but
it's
more
important
for
me
to
stay
here.
I
know
that
we
have
20
programs,
I
heard
32.
Unless
that
number
has
changed,
we
were
told
we
had
20
program
19
to
20
programs
on
paper.
We
know
the
school
has
gotten
hundreds
of
thousands
of
dollars
outside
of
bps,
which
is
you
know.
We
understand
that
those
are
developing
partnerships,
but
one
of
the
things
that
we
do
know
and
since
I've
been
here
for
five
years.
R
I
know
about
the
turnaround
program
that
Madison
had
and
I
could
talk
about
the
money
matters
Madison
is
far
below
what
the
volca
regional
VOC,
ed
education,
schools
that
they're
comparable
to
I
my
understanding
from
looking
at
our
but
from
looking
at
those
numbers
that
we
had
word
for
every
two
was
$10,000
for
Madison
Park
students
compared
to
their
state
counterparts.
14
is
$16,000
and
that
in
the
Madison
parking
is
even
even
more
prevalent
because
we
have
kids
that
have
special
needs
and
ëall
so
supposed
to
boost
it
up.
R
Correct
me
if
I'm
wrong,
but
Madison
Park
is
a
fixable
situation.
The
kids
still
thrive
on
what's
going
on
to
school,
because
it's
still
doing
well.
It's
almost
like
I
used
to
work
for
mayor
Mayor,
ray
Flynn
and
he
said
one
time
back
when
Beirut
was
what
baby
was
a
war-torn
country
and
he
said
that
you
know.
If
you
were
business,
would
you
put
a
business
in
Beirut?
No,
you
wouldn't,
but
Madison
people
are
still
putting
forth.
R
One
of
my
concerns
I
have
right
now
when
I
hear
about
the
satellite,
you
know
for
vocational
fix
Madison's.
First,
you
know
fix
Madison
and
then
go
out
when
you
talk
about
recruitment.
Madison
does
not
have
an
emissions
policy
because
the
School
Committee
a
can't
agree
upon
that.
That's
not
on
bps
School,
Committee
hasn't
agreed.
We
need
to
fix
that.
R
They
have
it
for
the
past
three
years
gone
out
to
the
middle
schools
now
and
the
numbers
we
got
were
like
I
think
250,
plus
students
put
Madison
down
as
their
first
preference
and
I
think
152.
Second
preference
I,
don't
know
those
numbers
and
those
numbers
make
flex.
You
wait,
but
the
school
can
draw
you
know
it
can
draw
they
can.
You
know
I
mean,
if
you
put
out
a
product
they
will
it
will.
It
will
produce.
R
I
have
said
it
for
almost
two
and
a
half
hours,
and
you
know
what
I
very
rarely
heard
was.
What
is
going
to
be
the
engagement
of
engaging
parents
and
students
all
about
all
of
our
parents.
I
know
it's
a
hard
mission,
but
we
have
to
do
better
to
get
them
involved
in
their
child's
education,
because,
of
course
we
don't
have
to
dis.
You
know,
you
know,
you
know
how
would
I
say
mother's
one
thing,
I
would
suggest
would
be
PS.
Do
you
have
a
number
of
city
partners?
R
You
guys
can't
do
it
all
by
yourself?
I
know
that,
but
start
using
the
Boston
Public
Health
Commission,
they
do
peer
leadership
programs.
They
do
sign
up.
You
know
it's
counseling
for
families
also
use
again
a
lot
of
our
school
houses.
When
you
talk
about
these
extended
programs,
a
lot
of
our
school
houses
are
housed
with
community
centers,
and
you
guys
know
the
problem.
You'll
have
a
getting
built
in
space.
They
sometimes
want
to
charge
you
and
you
guys,
a
City
of
Boston.
R
We
got
to
look
at
ways
of
getting
past
that
because
there
their
prices
are
astronomical.
That's
another
story
for
another
day,
but
in
closing
where
we
care,
we
have
to
find
added
revenue.
The
pilot
tax
needs
to
be
looked
at.
We
have
these
universities
in
these
hospitals
they're,
not
paying
their
fair
share
of
taxes
that
has
to
we
have
to
get
to
the
pay,
their
fair
share
taxes
and
in
in
closing
with
Madison
you
look.
What
Madison
is
look
at?
R
How
far
all
these
organizations
schools
hospitals,
they
need
to
come
and
invest
not
only
in
Madison
but
for
all
our
kids.
We
have
a
partnership
where
our
FCC,
that's
beautiful,
rocks
map
has
been
I,
think
four
years
and
it
works,
and
we
need
to
really
again
put
more
pressure
more
money
into
Madison
so
that
it
can
prosper.
Like
I
said
when
I
was
at
Madison
Madison's
we're
going
through
struggles
for
40
years
when
I
graduated
78,
they
had
us
in
a
half
building
that
was
done.
R
Okay,
then
they
put
it
up,
but
then
they
try
to
change
our
name
from
Madison
to
hoobat
Humphrey,
your
ratio
high.
We
marched
and
got
weave
and
we
fought
and
won
net.
Then
they
went
away
and
took
away
half
our
school
and
gave
it
to
Boston
Tech,
which
is
now
O'brien,
so
Madison
still
fighting
and
we're
gonna
still
keep
going
on,
but,
like
I
said
again
in
closing,
please
invest
in
Madison,
don't
die
vests.
Thank
you
very
much
for
your
time
in
it
before
your
time
today.
Thank.