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From YouTube: Committee on Education on December 7, 2020
Description
Docket #1075 - Hearing regarding the review of Curriculum Standards and Resources in the Boston Public Schools.
Docket #0176 - Hearing regarding the Implementation of an Ethnic Studies Curriculum in the Boston Public Schools
B
C
A
A
I
am
freezing
in
the
room
I'm
in.
Thank
you
cora,
though.
I
appreciate
that
all
right
we're
going
to
get
started
if
everybody
is
ready
to
go
we're
ready.
Thank
you
good
evening.
My
name
is
anisa
sabi
george
and
I'm
the
chair
of
the
boston
city
council's
committee
on
education.
In
accordance
with
governor
baker's
march
12,
2020
executive
order
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements.
A
A
A
We
will
take
public
testimony
at
the
end
of
this
hearing
if
you
wish
to
testify
via
video
conference,
please
email,
cora,
cora,
dot,
montrond
m-o-n-t-r-o-n-d
at
boston.gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
comments
can
be
heard.
You
may
also
submit
written
testimony
by
emailing
ccc.educationboston.gov.
A
First
I'd
like
to
introduce
my
colleagues
in
order
of
their
arrival
and
ask
if
they
have
brief
comments
to
make.
I
just
lost
yours
all
if
they
have
brief
comments
to
make,
so
we
can
get
started
with
this
hearing
as
it's
already
been
a
delayed
start.
First,
I'd
like
to
call
on
council
president
and
co-sponsor
of
today's
hearings.
Council
president
kim
janey,
oh
unmute,
please
counselor
janie,.
C
Sorry,
you
think
I'd
get
it
by
now.
Thank
you
so
much
I
want
to
thank
all
of
my
colleagues
thank
the
panel
and
a
special
thank
you,
madam
chair,
for
your
partnership
on
this
issue.
I
want
to
thank
the
many
advocates
teachers,
students,
everyone
who
has
participated
thus
far,
particularly
those
members
of
the
ethnic
studies
now
committee
for
all
the
work
that
they
put
into
this
as
an
education
activist
as
a
child
advocate
as
a
city
councilor.
C
I
fully
support
this
initiative
and
I'm
happy
to
be
part
of
this
push
so
that
it
is
fully
implemented
across
boston,
public
schools.
This
hearing
comes
at
a
very
important
time
in
our
country,
as
we
reimagine
how
we
address
systemic
inequities
in
our
city,
especially
those
in
our
boston
public
school
system.
C
This
is
one
of
the
things
that
I
called
for
when
I
released
the
black
and
brown
agenda
back
in
june,
where
I
called
for
not
only
decolonizing
the
curriculum,
but
for
increasing
teacher
diversity,
expanding
dual
language
opportunities
and
more.
We
have
a
very
diverse
school
district
as
everyone
on
the
zoom
knows,
but
we
continue
to
see
disparities
when
it
comes
to
a
variety
of
things,
including
seats
in
our
exam
schools.
A
four-year
graduation
dropout
rates,
mcas
scores.
C
C
A
D
I
feel
that
coming
from
northern
ireland,
which
is
as
plagued
by
sectarian
mistrust
and
bigotry,
one
of
the
initiatives
that
came
out
of
the
peace
process
was
in
education
for
mutual
understanding,
which
meant
that
protestant
children
were
taught
irish
history
and
not
just
british
column,
the
colonizers
history,
everybody
er
it's
and
here
in
the
in
in
boston.
It's
really
important
that
we
have
a
a
curriculum
that
reflects
the
diverse
tapestry
of
of
who
boston
is
the
history,
the
painful
and
difficult
history,
but
also
the
the
good
stuff
that
happens.
D
E
Thank
you.
Thank
you.
Counselor
sabi
george,
thank
you,
council,
president
kim
janey
for
sponsoring
and
sharing
this
hearing.
It's
an
important
discussion
about
the
standards,
the
curriculum
standards
and
the
possibility
of
having
an
ethnic
studies
in
our
school.
I
believe
that
we
should
have
this
curriculum.
That
includes
ethnic
studies,
the
highlights
our
communities
of
color
immigrants
in
other
communities
that
have
not
been
included.
Traditionally,
I
signed
on
to
a
letter
previously
to
the
superintendent
supporting
ethnic
studies.
E
Now
I
support
ethnic
studies
in
our
classroom
would
like
to
see
how
we
can
implement
that
and,
as
council
braden
mentioned
at
the
recent
hearing
we
had
about
an
hour
ago,
I
was
able
to
highlight
the
incredible
role
our
immigrants
played
in
our
country,
not
only
their
service,
but
also
their
sacrifice
as
well.
But
it's
it's
a
story.
E
That's
often
been
untold
in
our
city
in
our
country,
but
immigrants
play
a
critical
role
in
boston
and
in
our
country,
and
I
would
like
to
see
that
story
told
as
well
so
just
want
to
say
thank
you
to
council
council
president
janie
counselor
anissa,
sabi
george
as
well
the
panelists
the
advocates
and
my
colleagues.
Thank
you.
F
Thank
you,
madam
chair,
and
I
want
to
thank
the
sponsor
and
the
whole
group
behind
ethnic
studies
now
and
just
say.
I
think
it's
so
important
that
ethnic
studies
not
just
be
an
elective
offered
at
a
few
schools,
but
really
an
ethic
of
how
we
teach
history
and
culture
in
our
schools
in
our
language,
arts,
curricula
in
our
history
curricula
and,
I
think,
to
counselor
janie's
point.
F
It's
really
about
our
students
seeing
themselves
as
agents
and
recognizing
agents
like
themselves
in
history
and
seeing
that
you
know
that
people
who
have
been
real,
doers
and
shaping
our
community
come
from
all
communities
and
all
backgrounds,
and
so
I
I
just
think
I
think
it's
so
important
for
that
to
nourish
people's
imagination
and
sense
of
ownership
over
the
history
of
our
city.
So
thank
you
so
much.
Madam
chair.
G
Thank
you,
madam
chair.
I
just
want
to
commend
the
makers
of
both
hearing
orders
and
I'm
looking
forward
to
a
robust
conversation
tonight.
I
want
to
thank
the
administration
advocates
for
joining
us
as
we
discuss
both
dockets
regarding
both
dockets
docket
1075,
specifically,
resources
available
for
students
are
different
across
public
schools.
This
means
different
quality
of
education,
depending
on
where
you
live,
and
how
many
resources
your
school
has.
Every
student
should
have
access
to
arts,
health
and
fitness,
athletics
and
more
and
education
resources
should
be
distributed
equitably.
G
H
Thank
you
to
the
makers.
Thank
you,
council
wasabi
george,
for
your
I'm
steadfast
always
running
on
time,
so
we're
gonna,
I'm
I'm
gonna.
Do
this,
I'm
gonna
try
to
keep
it
as
brief
as
possible,
because
I
know
politicians
we
do
talk
a
lot,
but
at
the
end
of
the
day
I
didn't
work
this
hard
to
get
here
to
be
silenced.
So
I'll
just
be
really
quick
with
my
remarks.
H
I'm
glad
that
we're
having
this
conversation,
having
grown
up
here
in
the
city
of
boston,
I
understand
the
deep
rooted
history
here
sometimes
is
laced
in
lies,
so
to
have
an
opportunity
for
young
people
to
really
see
themselves
reflected
in
history.
I
think
is
important
and
I
think
pairing
this
hearing
in
order
around
curriculum
standards
along
the
same
sense.
Around
excellent
studies
makes
a
lot
of
sense
because
we
need
to
talk
about
not
just
what
we
learn
but
how
we
learn.
H
So
I'm
really
looking
forward
to
unpacking
that-
and
I
do
have
some
questions
that
are
going
to
come
directly
from
the
community
about
curriculum
standards.
And
I
very
much
look
forward
to
hearing
more
about
how
we
are
implementing
ethnic
studies
in
our
schools
and
thank
the
maker
for
her
for
bringing
this
issue
to
light.
I
Thank
you
very
much,
madam
chair,
and
as
to
you
as
a
sponsor
as
well
as
with
your
co-sponsor.
I
just
want
to
thank
you
for
bringing
this
forward
and
reiterate,
as
so
many
others
have
my
full
support
for
taking
action
and
working
with
bps
to
implement
this.
I
want
to
thank
the
community
members
and
and
advocates
who
have
been
pushing
for
this
for
many
many
years
right.
I've
seen
folks
tabling
at
events
in
the
community
and
at
meetings
and
and
showing
up,
I'm
so
glad
that
we're
creating
a
forum
to
keep
that
moving.
I
A
Thank
you
very
much
councillor
wu
and
I
appreciate
everyone
here
today.
I
filed
these
dockets
to
give
us
an
opportunity
to
talk
openly
about
what
is
working
in
our
curriculum
district-wide
and
what
could
be
better?
We
all
want
high
quality
education
for
every
student.
Such
an
education
would
give
them
a
strong
foundation
in
their
early
education,
ensure
a
robust
and
well-rounded
education
throughout
their
schooling
and
provide
opportunities
to
develop
their
life
skills.
We
need
to
make
sure
that
every
student
has
access
to
arts,
music,
athletics,
health
and
wellness.
A
I
would
also
like
for
us
to
get
to
a
point
where
every
bps
student
graduates
with
cpr
training,
nutrition
and
cooking
skills
swimming
less
swimming
lessons
and
other
life
skills
tonight
we
will
also
be
talking
about
the
need
for
expansive
ethnic
studies,
curriculum
in
the
boston,
public
schools.
I'd
like
to
thank
council
president
janie
for
being
a
co-sponsor
of
this
docket
ethnic
studies
ought
to
be
a
core
component
of
our
curriculum,
as
it
helps
students
to
learn
about
themselves,
their
families
and
communities,
as
well
as
the
complex
and
diverse
world
we
live
in.
A
When
we
talk
about
life
skills,
it's
not
just
about
financial
literacy
or
the
ability
to
cook
and
sew,
but
it's
also
about
being
well
equipped
to
understand
the
world
around
us
who
we
are
as
individuals
and
as
people.
I
am
certain
tonight
will
be
as
an
interesting
conversation,
so
I'd
love
to
get
to
it
and
welcome
our
first
panel
led
by
andreas
zayas,
chief
academic
officer
that
correct
and
if
you
want
to
introduce
your
team
and
and
go
into
the
order,
as
you
have
planned
for
this
evening.
J
Absolutely
and
thank
you
so
much
counselor.
I
would
love
to
just
get
some
support,
maybe
from
cora
to
bring
our
colleague
shakira
ford
walker,
I'm
happy
to
bring
them
in.
Thank
you,
beautiful.
Thank
you
so
good
evening,
members
of
the
city
council
and
thank
you
again
for
inviting
the
bps
academics
division
team
to
share
our
work
with
you
and
other
stakeholders
tonight.
J
My
colleague,
jasmine
vazquez
is
going
to
be
presenting
some
slides,
which
we've
prepared
for
you,
which
we
think
are
information
rich
and
which
we
may
or
may
not
be
able
to
fully
walk
you
through
tonight.
But
we
hope
that
the
slides
in
the
reference
section
in
particular,
can
help
you
and
us
work
together
on
any
of
the
material
that
we're
unable
to
fully
get
through,
and
hopefully
it's
good
reading,
material
and
source
for
ongoing
conversation
and
ongoing
work
together.
J
J
First,
I
want
you
to,
if
you
don't
mind,
join
joining
me
in
welcoming
assistant
superintendent,
for
the
office
of
english
learners,
dr
sylvia
romero,
johnson
who's
new
to
boston
coming
to
us
from
madison
wisconsin,
but
far
from
new
to
the
work
of
advancing
equity
for
english
learners
new
to
her
role,
and
this
is
her
also
her
first
city
council
hearing.
She
will
be
talking
with
you
in
just
a
few
moments.
J
J
The
council
is
certainly
familiar
with
the
vision
and
mission
that
was
drafted
in
the
first
year
of
dr
caselia's
tenure
as
part
of
the
strategic
planning
process.
Next
slide,
and
importantly,
we
ground
our
work
in
this
inspirational
and
aspirational
statement
from
the
opportunity
and
achievement
gaps.
Policy
every
child
in
every
classroom
and
every
school
of
the
boston
public
school
system
has
the
same
opportunity
to
achieve
the
greatness
within
them
as
anyone
else.
J
It's
it's
critically
important
to
us
as
a
team
that
we
state
our
unshakeable
belief
in
the
brilliance
of
all
of
our
students
and
our
bottom
line.
Commitment
to
equity,
all
of
our
initiatives,
strategies
and
daily
work
are
in
the
direction
of
making
this
statement
a
true
one,
but
we
know
that
we
are
too
far
from
this
today
and
we
have
been
for
far
too
long
next
slide.
J
Some
of
the
poignant
and
cutting
quotes
from
the
report.
The
district
does
not
have
a
clear,
coherent
strategy
for
district-wide
strategy
for
supporting
low-performing
schools
and
has
limited
capacity
to
support
all
schools
designated
by
deci
as
requiring
assistance
or
intervention.
Schools
are
organized
in
a
way
that
create
haves
and
have-nots.
J
The
work
of
our
division
is
fairly
centered
on
commitments,
one
and
two
eliminating
opportunity,
gaps
and
accelerating
learning
next
slide
through
last
year's
budget
process.
In
my
first
month
as
cao,
we
drafted
these
multi-year
imperatives
imperatives
because
we
believe
that
these
shifts
are
foundational
to
resetting
the
standard
for
teaching
and
learning
in
our
district.
J
These
imperatives
are
focused
on
improving
what
richard
elmore
first
referred
to
as
the
instructional
core,
which
you
see
here.
The
instructional
core
has
three
ingredients,
the
teacher
and
the
student
in
the
presence
of
content.
It's
that
relationship
between
those
three
that
determines
the
quality
and
the
extent
of
learning
next
slide.
J
We
set
these
three
division-wide
goals
in
alignment
with
our
imperative
to
eliminate
opportunity
gaps,
we'll
go
into
detail
for
each
of
these
goals
that
are
active
right
now
during
the
school
year.
We'll
give
you
relevant
information
about
how
we
pivoted
to
remote
learning
and
share
some
current
current
information
about
this
year's
progress
to
date
toward
resetting
that
standard
for
teaching
and
learning
through
the
instructional
core
next
slide
and
I'll
turn
the
mic
over
to
christine
landry
thanks.
So.
K
Much
andrea
thank
you,
chair
and
thank
you,
members
of
the
council,
so
I'm
going
to
start
by
talking
about
our
district-wide
goal
number
one.
So,
while
the
the
individuality
of
each
of
our
schools
is
critical
to
maintain,
it's
also
the
work
of
the
academics
department
to
ensure
access
to
relevant
and
rigorous
learning
for
all
students.
K
So
this
work
starts
with
the
adoption
of
high
quality,
culturally
relevant
materials
and
practices
which
we
started
with
with
english
and
spanish
language.
Arts
curriculum
this
year
in
our
k,
through
8
transformation
schools
and
will
continue
through
our
con
other
content
areas
and
grade
levels
to
ensure
coherence
over
the
course
of
the
next
several
years.
K
The
office
of
english
learners
is
leading
parallel.
Work
to
ensure
equity
through
quality
materials
for
our
esl
and
slife
classrooms
as
well,
and
common,
consistent
implementation
of
google
classrooms
and
seesaw
have
enabled
the
district
and
teachers
to
curate
and
share
learning
materials
through
our
time
in
remote
learning
next
slide.
K
K
It's
also
taking
coaching
and
feedback
for
teachers
looking
to
improve
their
practices,
which
we're
addressing
with
the
inclusion
of
40
transformation,
coaches
and
our
33
lowest
performing
schools
this
year.
It
also
takes
the
coordinated
central
support
and
highly
effective
professional
development
for
all
teachers.
K
The
investment
made
this
year
also
provides
us
with
time
to
the
time
needed
to
change
instruction.
So
when
students
are
in
their
additional
specialist
classes,
teachers
have
more
time
to
collaborate
and
prepare
the
new
transformation.
Coaches
in
our
33
lowest
performing
schools
provide
instructional
coaching
support,
aligned
to
the
district
curriculum
during
this
additional
planning
time,
and
then
the
other
component
that
we're
looking
at
is
how
well
it's
working.
How
do
we
monitor
this
work?
K
L
Thank
you
christine
good
evening.
Everyone,
one
of
our
second
and
probably
one
of
the
most
critical
goals
in
the
division,
is
really
thinking
about
the
ways
in
which
we
build
our
teacher
capacity
to
address
unfinished
teaching
and
learning,
more
importantly,
to
effectively
engage
our
students
and
prepare
them
for
success
in
college
career
and
life,
and
we
have
done
that
through
four
means.
The
first
is
utilizing
a
common
set
of
observation
and
feedback
frameworks.
L
Professional
learning
and
monitoring
support
is
also
happening
via
our
school
learning
walks,
as
well
as
task
analysis
and
ongoing
collaboration
with
the
office
of
the
opportunity
gap
and
accountability
and
data
through
job
embedded.
Coaching,
the
office
of
academics
and
professional
learning
has
reorganized
to
focus
this
year
on
job
embedded,
coaching
and
professional
learning.
L
Really,
that's
an
alignment
with
teacher
improvement,
as
well
as
other
offices
and
academics,
namely,
as
andrea
mentioned,
the
newly
formed
office
of
teacher
leadership
and
development,
and
this
leads
me
to
discussing
with
you
some
of
the
work
that's
coming
out
of
that
office,
namely
opportunities
for
connected
professional
learning,
as
well
as
peer-led
professional
learning.
The
telescope's
network
mission
is
really
to
think
about
the
ways
in
which
we
connect
our
bps
educators
to
resources,
opportunities
and
each
other
in
order
to
improve
student
learning.
So
our
goal
is
to
really
first
find
out.
L
What
is
it
that
educators
want?
What
do
they
need
to
learn
in
order
to
best
serve
the
needs
of
their
students?
Then
we
seek
out
and
magnify
the
bright
spots
across
the
district
and
I'm
sure
all
you
know,
there
are
many
who
are
the
successful
teachers
in
boston,
public
schools.
What
are
the
effective
practices?
L
Where
can
we
find
models
of
teacher-driven
professional
learning,
based
on
some
data
from
our
connect
and
share
sessions
we
held
over
the
summer
and
at
the
end
of
last
school
year
we
found
that
educators
really
wanted
a
space
to
house
resources,
upload
their
artifacts
from
their
teaching
and
learning
and
hold
discussions
related
to
content
and
their
grade
level.
I
think
we
had
probably
over
more
than
500
participants
who
express
that
they
like
to
follow
up
on
their
learning
from
the
session
in
some
way.
L
Given
the
climate
we
find
ourselves
in
probably
more
than
half
of
them
requested
opportunities
for
asynchronous
connection.
Using
a
platform
like
google
classroom
or
zoom
educators
are
finding
that
they
also
want
spaces
to
hold
synchronous
sessions
and
what
we
call
professional
learning
communities
based
on
their
content
level
and
their
grade
level
needs.
This,
for
us
really
serves
as
an
opportunity
to
showcase
our
amazing
professionals.
L
We
call
them
humble
experts
where
we
can
feature
and
highlight
those
better
practices
that
we
organize
around
a
google
classroom
and
utilizing
its
features
for
resource
sharing
and
discussions,
and
I
think
one
of
the
things
you'll
find
is
this
goal
of
creating
educator-led
district-wide.
Google
classrooms
is
really
aligned
with
the
superintendent's
vision
of
teacher
leadership
as
well.
L
Next
slide,
please,
as
you
all
know,
boston
is
fortunate
to
have
so
many
excellent
educators.
We
have
dedicated
teachers
and
school
leaders,
as
well
as
other
school-based
staff
who
work
tirelessly
for
our
students,
for
our
families
and
for
our
communities
in
this
next
year.
We
are
going
to
ask
them
to
reflect
on
their
practice.
Think
about
the
ways
you
want
to
implement
new
curriculum.
What
are
the
ways
you
want
to
innovate
to
address
the
challenges
that
have
come
as
a
result
of
the
covet
19
pandemic?
L
We
also
hope
to
prepare
to
support
this
change
through
some
team-based
professional
development
and
learning
experiences,
high
quality,
instructional
materials,
frequent
coaching
and
consistent
feedback.
All
the
things
that
I
know
helped
me
become
a
really
great
practitioner
when
I
was
a
teacher
in
the
boston
public
schools.
We
are
also
investing
in
school
leadership
development.
This
includes
investments
in
our
recruitment
and
pipeline
efforts
as
well.
K
So
those
three
major
investments
are
aligned
to
deliver
high
quality
instruction
to
more
engaged
students
and
who
are
focused
and
ready
to
learn.
So
first,
we
had
a
k-8
literacy
initiative,
including
professional
learning
and
implementation
support,
along
with
that
increased
instructional
quality
through
transformation.
Coaches
again,
those
are
the
40
coaches,
who
we've
added
to
our
33,
lowest
performing
schools.
K
So
these
considerable
investments
made
to
support
this
work
have
translated
into
remote
learning
world
as
well.
So
here
you'll
see
just
two
examples
of
that
work
in
practice
in
our
schools
in
the
top
left
corner,
you
have
principal
robbie
chisholm
at
the
condon
doing
the
running
man
with
a
student
after
a
zoom
interview
in
which
the
student
interviewed
his
principal
about
his
experiences
with
social
dance
as
part
of
his
dance
class,
the
condon
is
one
of
34
school
schools
that
received
additional
enrichment
opportunities
for
students
this
year.
K
In
the
second
video
mary
lyon
upper
school
english
teacher,
katie
mcguire
is
facilitating
her
class
in
a
rigorous
and
engaging
close
reading
lesson
using
strategies
which
she
learned
directly,
along
with
her
teammates
in
the
standards
institute,
professional
learning,
which
we
provided
for
all
of
our
transformation
schools
as
well.
Next
slide.
K
So
this
also
leads
us
to
continue
the
work
of
adopting
math
corps
as
our
common
graduation
requirements
for
the
district,
so
that
there's
both
transparency
and
rigor
for
families
and
students
across
the
district.
It's
also
driving
us
to
move
forward
with
work
started
last
year
to
bring
better
coherence
and
equity
to
grading
into
transcripts
as
well.
M
Thank
you
christine
and
good
evening.
Everyone,
as
christine
said
my
name,
is
jill
carter.
I'm
the
assistant
superintendent
for
the
office
of
health
and
wellness
the
boston
public
schools
is
deeply
committed
to
meeting
the
needs
of
the
whole
child
for
every
student
in
every
classroom.
This
commitment
is
rooted
in
an
understanding
that
students,
physical
and
mental
health,
emotional
well-being
and
positive
development
are
directly
linked
with
academic
success.
M
The
five-year
strategic
plan
outlines
our
commitments
to
eliminating
opportunity
and
achievement
gaps,
as
well
as
accelerating
learning,
but
these
efforts
depend
on
our
capacity
to
address
both
the
health
and
social
challenges
our
students
face,
such
as
hunger,
chronic
illness,
physical
inactivity
and
poor
mental
health
and
sexual
health,
especially
for
our
students
made
vulnerable
by
systemic
racism
and
other
forms
of
oppression
in
alignment
with
the
strategic
plan,
the
bps
wellness
policy
strives
to
reduce
health
inequities
that
interfere
with
learning.
The
strategic
plan
commits
us
to
fully
implement
physical
education
and
comprehensive
health
education.
M
Please
our
office
oversees
the
administration
of
the
youth
risk,
behavior
survey
or
the
yrbs
part
of
the
cdc's
national
data
surveillance
system
to
monitor
health
behaviors
that
contribute
to
the
leading
causes
of
death,
disability
and
social
problems
among
youth
and
adults
in
the
united
states.
The
data
provide
an
overview
of
the
key
behaviors
related
to
physical
activity,
sexual
health,
substance
use
and
mental
health
that
illustrate
the
need
to
address
physical
and
health
literacy
through
physical
education,
health,
education
and
social
emotional
learning.
M
While
there
has
been
some
progress
over
time
and
some
persistent
challenges,
pe
health
add
and
sell
remain
a
vital
part
of
a
multi-sector
approach
to
improving
the
health
and
well-being
of
students
and
increasing
health
equity.
That
cannot
be
achieved
by
individual
topic.
Specific
programming.
Can
you
go
to
the
next
slide?
Please.
M
Physical
education
is
a
standard
based
academic
subject
that
supports
the
education
and
the
well-being
of
the
whole
child.
Pe
develops
physically
literate
individuals
who
have
the
competence,
confidence
and
desire
to
enjoy
enjoy
a
lifetime
of
healthful
physical
activity.
Pe
teachers
provide
instruction
that
is
inclusive
for
all
students
and
ensures
a
safe
and
supportive
learning
environment.
M
M
10
11
to
76
percent
this
year,
p
e
is
well
supported
in
the
district,
with
comprehensive
supports
available
to
all
teachers,
including
ongoing
professional
development,
instructional,
coaching,
professional
learning,
communities,
technical
assistance,
as
well
as
access
to
equipment
and
standards-based
curriculum
91
of
schools
report
aligning
to
the
bps
pe
framework
standards
and
grade
level
curriculum,
95
percent
say
they
use
at
least
one
district
endorsed
pe
curriculum,
thus
showing
coherence
as
shakira
referenced
earlier.
We
are
very
near
to
closing
the
gap
on
pe.
M
M
Health
education
has
always
been
paramount.
It
builds
students
assets
and
empowers
our
youth
with
critical
knowledge
and
skills
on
disease
prevention,
health
promotion
decision
making
and
goal
setting.
So
they
can
be
stewards
of
their
wellness
agents
of
change
today
and
for
a
lifetime.
Comprehensive
health,
ed
k
to
12
advances,
healthy
behaviors
in
nutrition,
sleep,
physical
activity
and
sexual
health.
It
promotes
social,
emotional
intelligence
and
lower
students
risk
risk
concerning
alcohol.
Tobacco
addiction,
violence
and
bullying
health
education
also
addresses
the
stressors
of
adolescents,
including
identity,
changing
relationships,
anxiety,
mental
health
and
suicide
suicidality.
M
In
2018,
less
than
50
percent
of
bps
schools
reported
having
health
education
in
accordance
with
the
wellness
policy.
Our
2020
data
will
be
available
when
we
report
out
on
the
wellness
policy
later
in
the
school
year
on
next
slide.
Please
it's
important
to
note
that
over
the
past
five
years
our
office
has
made
has
supported
schools
to
make
great
strides
in
increasing
access
to
elements
of
health
education,
particularly
sexual
health,
education
in
2018,
60
of
middle
schools
and
high
schools
were
implementing
sexual
health.
Education,
evidence-based
sexual
health.
M
Our
office
is
engaged
in
a
five-year
cdc,
funded,
grant
called
empowering
teens
through
health
that
grant
work,
focuses
on
improving
the
quality,
quantity
and
equity
of
sexual
education,
sexual
health
services
and
safe
and
supportive
learning
environments.
School
supports
for
this
work
include
instructional
com,
coaching
professional
development
and
youth
development.
We've
developed
a
boston
y2connect,
an
online
resource
that
helps
bps
youth,
connect,
community
health
resources
and
services.
We
are
creating
a
youth
advisory
board
which
will
provide
a
space
for
students
to
engage
in
meaningful
activities
of
pop
public
health
leadership
from
physical
education,
comprehensive
health,
ed.
M
J
J
We
quickly
moved
to
provide
first
paper
packets
for
the
what
we
thought
would
be
just
two
weeks
of
a
closure
at
a
distance
and
during
that
time,
quickly
moved
to
providing
open
access
to
culturally
affirming
standards,
aligned
materials
directly
to
educators
and
families
through
an
online
format,
we
developed
a
resource,
a
resource
website
for
remote
learning
and
also
through
a
novel
partnership
with
boston
neighborhood
network,
our
local
public
access
television
station,
in
fact,
I'd
love
to
take
a
moment
and
just
give
a
really
special.
Thank
you.
J
We've
learned
that,
while
we
have
been
at
a
distance,
we've
also
found
ways
to
amplify
voices
even
further
be
sacs
climate
curriculum,
a
multilingual
library
for
families,
race
and
equity
resources
for
educators
and
weekly
clsp
standards.
Align
lessons
are
just
some
of
the
resources
that
we
were
able
to
make
immediately
available
over
the
first
12
weeks
of
the
pandemic
response
and
through
the
summer
next
slide.
J
Certainly
spring
access
to
chromebooks
information
and
resources
was
imperfect.
We
heard
feedback
through
our
community
equity
roundtables
through
focus
groups
with
families,
educators
and
students
from
this
body,
and
we
devised
plans
to
launch
remote
learning
in
the
fall
in
a
stronger
and
much
more
equitable
way.
J
A
A
I
think
when
we're
talking
about
the
curriculum
of
the
boston,
public
schools
and
all
of
the
things
that
the
components
that
go
into
academics,
I
expect
it
to
be
long,
so
I
apologize
for
those
that
thought
this
would
be
a
brief
presentation
but
to
educate
you
know.
54
000
students
across
our
school
district
across
all
grade
levels
needs
to
be
comprehensive.
So
I
appreciate
sort
of
the
detail
of
this
presentation.
A
N
All
right,
my
section,
is
about
support.
The
division
of
academics
met
with
multiple
internal
and
external
stakeholder
groups
to
build
off
of
what
worked
for
remote
learning
in
the
spring
and
implement
a
more
robust
system
of
support
and
resources
to
ensure
an
equitable
school
reopening
for
all
of
our
learners.
N
We
provided
at
home
learning
kits
to
exactly
17
138
students
in
grades
k
through
2nd.
We
worked
with
our
btu
partners
to
have
dedicated
professional
learning
before
instruction
commenced
this
year.
Our
returning
boston,
strong
educator
summit,
drew
our
teachers
and
staff
to
complete
over
56
000
professional
learning
sessions
over
a
two-week
period.
N
We
worked
with
an
organization
called
lynx
spring,
which
provided
professional
learning
on
remote
learning,
and
we
provided
teachers
with
support
on
an
ongoing
basis
on
how
to
implement
project-based
learning.
We
provided
revised,
pacing
scope
and
sequence
with
aligned
assessments,
as
well
as
virtual,
coaching
and
walkthroughs
will
start.
In
january,
the
office
of
english
learners
has
launched
language-based
parent
groups
as
part
of
the
overall
look
acting
implementation.
N
These
groups
have
become
a
crucial
partner
to
share
the
information
at
the
district
level,
with
our
various
language-based
communities
to
create
a
sense
of
community
for
them.
The
groups
continue
to
meet
monthly
and
have
participated
in
school.
Reopening
dialogues
with
the
superintendent
welcome
back
sessions
targeted
specifically
for
yale
families
in
partnership
with
vps
teachers,
and
currently
these
parent
groups
are
part
of
the
exam
school
information
sessions
as
well.
O
Great,
thank
you
so
much
nice
to
see
you
all
this
evening
and
appreciate
your
comments.
Counselor,
on
how
comprehensive
all
this
work
is
real,
it's.
It
is
a
lot
to
try
and
wrap
together
the
whole
curriculum
in
one
presentation
and
we'd
love
to
come
back
and
talk
more
because
we
could
probably
go
deeper.
I
really
appreciate
sylvia's
detail
on
the
improvements,
but
we
know
that
you
can
sort
of
say
stuff.
O
We're
also
staying
really
close
to
the
data
with
data
dashboards
related
to
at
the
school
level,
the
region
level
and
the
district
level
we're
looking
at
attendance,
we're
looking
at
student
success
using
our
new
platform
called
panorama,
which
is
an
exciting
new
tool.
We
have
to
really
look
carefully
at
students
and
who
needs
what
and
how
we
can
make
sure
they
get
that,
and
we
also
have
our
illuminae
platform
for
using
assessment.
O
O
It's
one
thing
to
say
all
those
things:
it's
another
thing
to
make
sure
we're
sticking
to
them:
we're
really
keeping
track
of
both
our
english
language
learners
through
the
course
level
attendance
in
aspen
and
our
students
with
disabilities
through
the
progress
reports
in
particular,
but
also
using
the
traditional
measures
of
grading
and
report
cards
as
well
to
make
sure
that
we're
keeping
track
of
what
is
happening
for
our
students
and
with
that
I'm
going
to
turn
it
back
over
to
andrea.
I
think.
J
Thanks
ethan
just
wanted
to
share
with
you
all
some
publicly
available
data.
That's
in
our
district
dashboard
again,
we
there
are
no
silver
linings
or
to
claim
during
covid
feels
inappropriate
to
do
that,
but
our
teachers
and
administrators
are
still
making
magic
in
our
virtual
classrooms
every
day
and
certainly
in
the
classrooms
that
continue
to
serve
high
in
person
priority
students.
J
These
data
right
here
are,
like
I
said
publicly
available
in
our
in
our
district
dashboard
and
notably
just
want
to
share
that
attendance
is
just
slightly
lower
than
what
it
would
be
during
a
typical
year
and
we're.
We
are
currently
administering
a
district-wide
survey
to
better
understand
student,
family
and
educator
experiences
that
will
close
after
the
winter
break
and
we're
looking
forward
to
being
able
to
dive
into
that
data.
Further
understand
and
adjust.
O
O
It's
not
necessarily
a
one-to-one.
So
oh,
I
missed
one
hour
of
speech.
Therefore,
I'm
going
to
get
one
hour
as
feature
I
missed.
You
know
all
it's
really
based
on
the
level
of
regression
and
lack
of
progress
that
a
student
has
been
made
has
made,
and
so
we're
looking
at
that
and
each
student
and
family
is
entitled
to
a
meeting
to
have
a
discussion
with
school-based
staff
about
this.
We
think
that
that
is
really
important.
O
So
we've
come
up
with
a
variety
of
structures
to
try
and
meet
these
needs,
because
we
know
there's
going
to
be
a
lot.
The
one
that
we're
excited
about
is
really
starting.
The
week
of
january
6th.
We
are
going
to
have
an
after-school
program
that
we're
going
to
be
able
to
run
virtually
that
will
be
able
to
provide
a
number
of
academic
supports,
and
these
compensatory
services
it'll
be
between
four
and
six
it'll
run.
O
Virtually
bps
teachers
will
be
prioritized
during
the
hiring
process
and
then
we'll
talk
with
students
and
families
about
what
seems
to
make
sense,
but
I
think
that
will
be
in
a
great
opportunity
to
try
and
get
some
of
this
recovery
that
we're
all
hoping
for.
We
will
do
the
same
thing
during
february
and
april,
we'll
have
vacation
academies
and
we
hope
perhaps
that
some
of
those
could
be
in
person
we'll
just
have
to
see
what
happens
with
the
rates
and
then
same
thing
with
the
esy
and
for
esy
we
would
allow,
for.
N
N
N
J
Thank
you,
sylvia
and
ethan.
So,
as
I
was
mentioning
before,
there's
still
magic
happening
in
our
classrooms,
albeit
remote,
and
I
wish
we
had
time
to
during
the
day
to
visit
some
classrooms
together,
virtually
and
hopefully
sometime
soon
in
person
again.
But
let
me
just
give
you
one
short
example
of
some
of
the
really
great
work
that
our
students,
teachers
and
administrators
are
doing
in
remote
learning.
A
J
A
J
J
So
as
you're
looking
at
your
deck
on
your
own
time,
you'll
have
one
more
video
which
is
of
a
similar
investigation,
so
we
can
go
through
to
the
to
the
next
slide.
After
this,
I
think,
is
another
video,
and
then
we
can
skip
past
that
one
and
then
we'll
next,
we'll
we'll
we'll
we'll
share
here
that,
while
we're
in
the
midst
of
continuing
to
respond
to
student
educator,
family
and
school
needs
during
this
pandemic,
we're
also
continuing
to
keep
our
eye
on
the
big
strategic
work
of
our
division
and
of
our
district.
J
K
The
collaborative
collaborative
of
asian
american
native
american
latino
and
african
american
institutes
or
kanala
institute
at
umass
boston
has
become
our
partner
in
this
work,
along
with
the
ethnic
studies
now
team,
so
we
hired
a
teacher
leader
to
coordinate
the
ethnic
studies
work.
This
past
summer,
we
stipended
three
teacher
leaders
from
the
btu
ethnic
studies
team
to
compensate
them
for
curriculum
development
and
teacher
support
during
the
during
the
summer
for
teachers
who
both
wanted
to
start
teaching
ethnic
studies
or
continue
their
work
in
this
area.
K
K
So
pd
for
this
course,
which
we
call
boston
through
a
wider
lens,
was
facilitated
through
the
returning
boston,
strong
educator
summit
for
nearly
20
participants.
This
summer
it
was
co-taught
by
the
kanawha
institute
and
our
teacher
leaders
from
the
btu
moving
forward,
a
set
of
identity,
specific
courses,
black
studies,
latinx
studies,
asian
and
native
american
studies
will
be
rolled
out
between
the
spring
and
next
fall.
K
K
And
just
a
bit
about
the
course
that
is
currently
being
taught,
which
you
see
here
on
the
ethnic
studies
website,
that
the
btu
team
keeps
up
for
us.
So
the
introduction
to
ethnic
studies
course
provides
an
interactive
introduction
to
the
experiences
of
people
of
color
in
the
united
states.
The
focus
of
the
course
is
on
the
construction
and
transformation
of
identity,
power
and
collective
action,
beginning
with
the
examination
of
personal,
familial
and
community
narratives.
The
course
provides
a
healing
centered
space
for
cultural
wealth,
intersectionality
and
critical
reflection
are
valued.
K
K
So
the
course
also
utilizes
an
intersectional
intersectional
lens
to
analyze
how
power
and
oppression
as
well
as
the
construction
of
race
and
racism,
have
shaped
the
lives
of
students
in
their
communities
in
boston,
the
united
states
and
globally,
by
having
students,
study
resistance
movements
and
reconstruct
their
personal
narratives.
The
course
aims
to
empower
inspire
and
provide
transformational
tools
that
can
be
used
to
understand,
develop
awareness
and
take
action
in
order
to
begin
to
realize
personal
and
societal
transformation
and
social
justice.
K
So,
apart
from
the
critical
content
of
this
course,
I
also
wanted
to
note
that
it's
framing
presents
a
powerful
model
to
the
district
for
place-based
and
project-based
learning,
which
we
hope
to
infuse
more
and
more
through
all
of
our
curriculum.
As
we
move
forward,
I'm
going
to
turn
it
back
to
andrea
for
final
thoughts.
J
J
A
She's
unmuted
he's
unmuted,
okay,
oh
what
a
bummer
colleagues
will
be
able
to
see
this
for
themselves.
I'm
sorry!
Those
viewing
at
home
will
not
be
able
to
see
this.
I
do
appreciate
that
the
level
of
detail
in
this
presentation,
like
I
said
before
in
the
in
the
midst-
we
are
for
sure,
a
big
school
district
with
lots
going
on
across
all
grade
levels.
A
So
the
the
presentation
again
was
very
thoughtful,
very
thorough,
but
I
do
want
to
make
sure
that
we
move
through
questions
so
that
we
can
get
to
our
panel.
I
have
a
brief
question
or
a
quick
question.
I
think,
and
then
we'll
get
on
to
colleagues,
starting
next
with
counselor
janie.
First,
I
do
want
to
make
sure
you
what
are
the?
J
K
Absolutely
and
and
I'll
just
quickly
talk
about
the
essentials
for
instructional
equity,
which
our
district
engaged
in
creating
three
years
ago
now
in
a
very
cross-functional
way,
engaging
with
many
teachers,
community
members,
central
office
staff,
and
we
developed
this
framework
for
instruction
as
andrea
said
as
the
the
foundation
that
we
would
build.
All
of
our
curriculum
off
of
and
last
year
when
the
new
superintendent
came
in.
K
It
was
really
important
to
her
to
make
sure
that
we
had
that
foundation
in
place
the
year
before,
with
with
laura
perrell
in
the
superintendent.
There
are
many
pieces
going
on
and
we
were
not
able
to
continue
the
work
of
the
essentials.
So
we
went
through
a
process
last
year
of
interviewing
over
a
thousand
bps
staff
members
in
36
schools
to
ask
them
what
they
thought.
Our
foundation
should
be
in
our
instructional
framework
and
they
very
strongly
and
resoundingly
said.
K
The
essentials
sounded
like
the
right
thing
and
that
we
should
continue
that
work.
And
I
think
it's
important
to
note,
too
that,
although
there
are
many
challenges
that
were
unearthed
in
the
deci
report,
one
that
they
found
to
be
a
great
strength
of
ours
was
the
work
that
we
have
done
around
an
instructional
framework.
So
that
also
sort
of
compelled
us
to
to
continue
this
work.
In
focusing
on
you
know:
safe
and
healthy
learning,
environment,
rigorous
instruction
and
and
tasks
and
assessing
for
learning.
A
C
C
This
is
very
encouraging
and
so
it's
exciting
to
hear
the
movement
as
chair
wasabi,
george
has
already
said:
there's
a
lot
that
we'd
like
to
see
in
the
curriculum.
Certainly
civics
financial
literacy,
entrepreneurship.
The
list
goes
on
and
certainly
our
educators
are
being
asked
to
do
an
awful
lot.
So
I
really
do
appreciate
everyone
here
and
I'm
encouraged
by
the
conversation
quick
question.
I
hear
that
the
ethic,
the
ethnic
studies
curriculum
is
now
a
course.
Yes,
it's
a
class,
so
it's
an
elective
yeah
and
you
said,
eighth
and
ninth
graders.
K
C
C
N
C
Yeah
yeah,
and
so
it's
available,
this
fall
the
course
was
available,
so
people
are
taking
it
right
now,
they're
taking
it
right
now.
Okay,
wonderful,
so
I
think
again,
very
encouraging,
and
for
me
I
see
this
as
a
first
step,
an
important
step
and
really
getting
to
the
goals
as
identified
in
the
opportunity
and
achievement
gap
policy
that
was
adopted
by
the
school
committee.
C
You
said
the
students
are
studying
resistance
movements
throughout
history.
I
think
that's
incredibly
powerful,
but
when
we
think
about
the
resistance
oftentimes,
it
is
about
centering
white
oppression,
and
that
is
what
people
have
to
resist.
So
again
it
continues
to
center
this,
this
white
narrative,
and
so,
if
we're
truly
going
to
decolonize,
we've
got
to
go
beyond
that
important
to
talk
about
those
movements
because
they're
so
powerful,
but
there's
a
lot
more
to
being
black
to
being
asian
to
being
la
nex.
C
C
We
have
to
do
in
our
schools
and
in
society
because
everywhere
we
turn
black
students,
brown
students,
students
of
certain
religious
groups
or
depending
on
who
they
love,
are
targeted.
They're
criminalized
and
they're
taught
that
they
are
invalid,
and
so
we've
got
a
lot
of
work
to
undo
that,
and
I
really
appreciate
the
efforts
of
folks
here.
I'm
gonna
reserve
the
rest
of
my
time.
I
know
the
hour
is
late.
A
D
Loss
of
skills
or
or
regression
so
I'd
like
some
more
information,
because
in
my
experience,
sometimes
the
parents
who
are
least
able
to
advocate
are
the
ones
that
get
sidelined
in
that
discussion
about
compensatory
education.
I
don't
know
if
there's
a
formalized
way
to
ensure
that
every
student
who
needs
it
will
get
the
adequate
compensatory
education
and
special
ed.
O
So
even
if
a
family
doesn't
necessarily
know
about
the
process
know
that
they
may
be
eligible
for
these
things.
It
is
incumbent
on
school
staff
to
reach
out
to
them
and
make
sure
that
they
know
they
could
potentially
be
eligible
for
this,
so
that
we
can
make
sure
they
get
what
they
need.
So
I
think
that
framing
is
important.
O
O
D
D
A
E
E
I
noticed
chinatown
was
not
included
in
that
I
know.
Sometimes
it
is
part
of
the
south
end
area
code
and
at
times
it
can
be
part
of
the
downtown
area
code
going
forward.
Can
we
have
a
breakdown
about
students,
specifically
in
chinatown,
so
I
I'd
like
to
know
exactly
what
is
happening
in
my
in
my
district.
J
E
Thank
you
and
then
my
final
question,
the
pre-presentation
was
was
excellent,
informative
and
I
wanted
to
follow
up
kind
of
on
what
council
braden
highlighted.
The
the
issues
of
special
education
for
ell
students
is,
is
obviously
a
challenge,
but
factoring
in
you
know,
poverty,
environmental
challenges,
remote
learning.
E
How
are
we
going
to
make
sure
we
provide
the
right
services
to
students
with
disability,
especially
if
their
parents
may
not
speak
english?
How
are
we
going
to
communicate
and
make
sure
that
they
get
the
services
the
support
that
they
desperately
need
and-
and
I
highlighted
the
environmental
challenges
thinking
of
my
thinking
of
chinatown-
that
has
the
highest
asthma
rate
of
any
neighborhood
in
the
in
the
city.
O
You
know,
there's
both
good
news
and
bad
news.
Good
news
is
that
the
way
we've
structured,
compensatory
services,
I
think,
will
allow
us
to
be
really
flexible
for
families.
So
it's
not
like
you
have
to
get
your
kid
to
this
place.
To
be
able
to
do,
you
know,
say
you
have
rules
based
reading.
That
is
you've
determined
that
you
need
x
number
of
hours
of
that
we
will
actually
be
able
to
implement
that
remotely.
O
So,
on
the
one
hand,
that's
a
really
good
thing
for
for
a
certain
set
of
kids
and
it
will
reduce
transportation,
and
you
know
there's
some
good
things
about
that.
Obviously,
there's
also
an
issue
with
we
don't
know
when
we're
going
to
be
able
to
offer
in-person
competitory
services,
and
so
for
many
families.
That's
going
to
be
a
real
challenge
and
it
will
be
up
to
the
families
to
say
you
know
what
I'm
going
to
wait.
O
I
want
to
wait
until
I
have
my
competitory
services
until
it
can
be
in
person,
and
I
certainly
hope
by
summertime.
We
will
be
able
to
do
that
and
we'll
be
able
to
you
know
lock
in
some
some
long
hours.
But
of
course
we
don't
know
what
the
virus
is
going
to
do,
but
we
do
believe
that
that
we
will
be
able
to
be
flexible
with
some
of
the
time
we're
offering.
O
But
we
also
know
it
will
be
a
challenge
getting
back
to
in
person
for
some
of
those
students
that
really
do
desperately
need
that
in-person
piece.
Now
let
dr
romero
johnson
speak
to
the
elves
with
disabilities
and
particularly
the
language
access
piece
around
that
making
sure
they
get
what
they
need.
N
Our
office,
in
collaboration
with
the
office
for
special
education,
has
implemented
a
variety
of
strategies,
some
tech
tools
to
help
parents
be
able
to
access
information
in
their
home
language.
So,
in
the
last
part,
the
last
few
slides
in
the
deck,
you
will
see
a
number
of
resources
that
we've
added
that
have
helped
to
some
extent.
Ameliorate.
The
communication
need
certainly
more
needs
to
be
done,
and
you
know
we're
aware
and
collaborating
in
this
area.
E
Thank
you.
Thank
you
for
that
response
to
both
of
you,
and
I
know
I've
spoken
to
the
superintendent
many
times
about
this
issue.
I
do
appreciate
the
progress
that
has
been
being
made
in
my
final
question
as
it
relates
to
ethnic
studies.
Would
persons
with
disabilities
would
persons
with
disabilities
be?
D
E
Ethnic
studies-
I
just
know
that
there's
a
lot
of
discrimination
that
happens
in
in
the
world
against
people,
persons
with
disabilities,
and
we
don't
often
appreciate
the
hard
work
and
sacrifice
and
determination
that
they
make
every
day
making
lives
better
for
people.
But
is
it
possible
to
maybe
at
least
factor
in
some
of
the
contributions
that
persons
with
disabilities
have
made
in
set
a
positive
example
of
what
we
can
accomplish
with
even
with
disabilities?.
J
My
initial
sense
is
that
the
ethnic
studies
really
the
project
of
ethnic
studies
that
you
know
that
began.
You
know
a
couple
of
decades
ago
in
this
in
the
60s
really
is
based
in
race-based
oppressions,
and
so
it
may
be
considered
a
departure,
but
something
that
I
would
imagine
that
the
committee
will
earnestly
grapple
with
and
figure
out
what
we
can
do
and
where
it
might
be
best
situated.
J
I
know
that
our
office
of
equity,
in
particular,
is
in
partnership
with
our
office
of
special
education
to
certainly
provide
staff
based
development
and
training
around
this.
This
very
topic,
but
certainly
having
as
we
look
at
creating
a
more
inclusive
district
and
breaking
down
the
barriers
around
and
really
dismantling
our
substantially
separate
classrooms,
where
they
are
unnecessary,
that
this
will
be
an
important
part
of
learning
for
our
students
as
well.
E
E
Thank
you.
That's
that's
helpful
as
long
as
we
have
an
opportunity,
hopefully
to
let
students
know
that
even
with
disabilities
there's
a
lot
that
you
can
be
accomplished
and
there's
also
a
lot
of
discrimination
out
there
against
persons
with
disabilities.
But
I
I
do
very
much
appreciate
your
willingness
to.
You
know
work
with
us
and
work
with
me.
Thank
you,
councilor
sabi
george,
and
thank
you
to
the
panelists
for
excellent
work.
A
Thank
you,
councillor
flynn.
If
I
could
just
add
to
councillor
flynn's
question
and
comment,
can
we
also
make
sure
this
is
just
a
statement?
Not
I
don't
need
an
answer,
but
let's
make
sure
that
students
who
are
in
sub-separate
classrooms
have
access
to
the
curriculum
to
the
ethnic
studies
curriculum
because
they're
often
sort
of
left
out
of
the
full
buffet
of
opportunities
in
our
school
settings.
Next
we
have,
I
think,
counselor
arroyo
is
gone.
Counselor,
mahia.
H
Thank
you.
So
I
do
appreciate
the
thorough
presentation.
I'll
say
that,
just
like
everybody
else
has
you
know
all
these
formalities
that
happen
here.
But
I
will
also
say,
while
I'm
here
and
have
the
floor,
is
that
you
know
I
worked
in
the
education
space,
and
so
this
conversation
is
not
new
to
me
and
I
feel
like
the
only
thing
that
changes
is
the
characters
who
are
now
speaking
and
and
so
I
really
do
appreciate
the
fact
that
we're
all
in
again
and
making
the
commitment
to
to
to
our
young
people.
H
We
have
some
updates
on
a
regular
basis,
public
updates,
in
terms
of
like
here's,
what
we
said
we
were
going
to
do
three
months
ago.
Here's
where
we
stand
and
here's
the
results
of
these
things,
so
that
people
can
feel
as
though
what
they
hear
in
these
spaces
actually
translates
into
actual
deliverables
that
they
can
say.
Oh
okay,
it
does
make
sense,
because
right
now,
having
worked
been
working
in
this
project
now
for
like
a
year
since
I
got
hired
to
do
to
be
a
counselor,
I
feel
like
it's.
H
I'm
wondering
you
know.
I
went
to
boston,
public
schools,
my
daughter
attends
a
boston,
public
school
and
every
school
is
uniquely
different
and
it
depends
on
where
you
live
and
the
type
of
quality
education
dictates.
What
that
looks
like
based
on
your
zip
code.
So
how
are
you
all
one?
How
are
you
all
able
to
ensure
that
all
students
across
the
entire
district
is,
are
going
to
be
able
to
have
access
to
a
quality
whole
child
educational
experience?
H
J
First
and
foremost,
for
us,
it
is
about
making
sure
that
we
are
clear
about
what
high
quality
instructional
materials
look
like
in
the
classroom
and
then
providing
that
training
development,
support
capacity,
building
for
our
teachers,
for
our
leaders
and
also
for
our
central
office
staff,
so
that
we
can
have
alignment
around
what
it
is
that
we're
using
in
our
classrooms
and
how
we're
supporting
that
it
is,
unfortunately,
a
slow
and
steady
process.
So
you
know
we.
J
We
started
first
with
our
schools
that
are
in
transformation,
our
lowest
performing
33
schools
across
the
district
and
providing
really
deep
supports
for
them
really
reframing.
What
we
mean
by
reading
pedagogy,
so
that
we
make
sure
that
every
single
student
is
learning
how
to
read
based
on
the
science
of
reading
and
has
access
to
high
quality
reading,
instructional
materials
and
literacy.
That's
one
example
of
the
very
particular
how
we're
going
about
doing
that.
You
can
see
differences
in
training
differences
in
materials,
differences
in
the
actual
lessons
that
are
being
delivered.
J
H
H
O
Students-
I'm
happy
to
chime
in
here
and
thank
you,
counselor
lou
mejia
for
the
question.
I'm
glad
we're
getting
questions
from
the
audience
as
well.
I
think
that
the
important
point
to
make
out
there
is
that
those
are
all
team
decisions.
Certainly
ieps
are
generated
by
the
team
that
comes
together
to
write
the
iep.
So
there's
you
know
those
are.
O
Those
are
sort
of
sacred
conversations
and
decisions
that
are
made
at
the
team
meeting
and
certainly
depending
on
data,
and
how
a
child
is
doing
will
impact
what
the
goals
are
at
a
time
team
meeting.
We
want
to
have
high
expectations
for
all
our
students
across
the
board.
That's
the
most
important
thing
and
we
believe
we
believe
that
all
our
all
our
students
deserve
to
have
high
expectations
and
should
be
healthy.
Those
high
expectations.
F
F
Some
of
it
is
making
sure
that
these
courses,
to
the
extent
the
district
you
know
just
designs
and
perfects
them-
are
available
not
only
from
a
handful
of
teachers
who
might
be
most
interested
in
them,
but
really
are
something
that
are
available
for
our
students
across
different
schools.
So
I
just
want
to
kind
of
understand
what
the
district
understands
to
be
the
trajectory
there
and
also
just
add
one
more
question
which
is
about
kind
of
customization.
K
And
I
can
I
can
speak
to
that.
Thank
you
very
much,
counselor
block
for
the
questions,
a
great
question.
So,
as
you
mentioned,
there
are
other
courses
in
the
works
that
are
being
developed
by
the
canola
institute
in
in
partnership
with
the
btu
now
teachers
and
when
our
coach
comes
on
board,
we're
in
the
midst
of
that
hiring
process.
Now
that
person
will
act
as
the
liaison
and
as
well
as
the
coach
for
existing
teachers
and
the
person
who
would
on
board
new
teachers
into
the
curriculum.
K
K
But
the
caveat
I
would
give
here
with
ethnic
studies
is
that
we
want
to
make
sure
that
the
teachers
who
are
teaching
it
have
a
strong
foundation
in
this
work
and
an
understanding
of
the
important
right
of
what
they're,
what
they're
doing
so
right
now
and
what
we
would
like
to
continue
to
do
is
any
teacher
or
school
is
interested
in
starting
ethnic
studies.
There's
a
requirement
that
they
go
through
a
20-hour
course
that's
taught
by
canala
and
the
btu
teachers.
K
We
stipend
those
teacher
leaders
to
to
teach
the
course
to
make
sure
that
teachers
are
ready
for
the
kinds
of
questions
and
challenges
that
come
up
and
also
to
your
point,
to
be
ready
to
make
the
adjustments
that
are
needed,
the
intro
course
and
the
the
court.
The
subsequent
courses,
too,
are
very
much
based
in
student
identity
in
the
classroom,
so
they
are
very
specific
and
place
based,
and
that
has
been.
I
will.
K
You
know,
acknowledge
part
of
the
rub
right
and
then
sort
of
in
trying
to
codify
something
that
is
so
specific
to
a
community
that
has.
There
has
been
a
challenge
there
right
and
some
wariness
to
codifying
it
as
a
district
right,
but
we
want
to
continue
to
have
that
option
and
really
that
that
is
central
to
the
course
that
the
course
is
based
in
the
students
who
are
there
and
their
identities
and
their
experiences.
F
K
Right
so
it
started
with
six
classrooms
and
in
six
schools,
and
then
this
summer
20
new
teachers
were
trained.
So
we
have
those
20
classrooms.
Additionally,
that
are
teaching
it.
There
are
more
classrooms
that
want
to
join
on
in
the
spring.
It
is
a
semester
eyes
course,
so
they
can
start
the
introductory
course
in
the
spring
as
well.
K
So
it's
it's
growing
and
there
is
considerable
interest
across
our
high
schools
and
like,
as
I
said,
our
middle
schools
and
even
elementary
schools
too.
So
that's
part
of
the
trajectory
is
to
think
about
the
middle
school
version
of
this
to
also
build
out
opportunities
in
elementary
schools
for
students
to
start
to
have
these
experiences
in
their
ela
and
history
courses
too.
A
A
Where
is
there
a
place
that
we
are
going
to
see
where
those
inadequacy
those
inequities
are
around
common
inconsistency?
Can
we
can
we
see
that
anywhere
and
who's
in
charge
of
making
sure
that
common
and
consistent
is
the
practice?
My
understanding
is
the
district.
No
longer
has
content
leaders
or
content
superintendents.
A
I
don't
know
whether
that's
whether
that's
accurate
and
then
related,
but
not
directly.
Just
so
I
can
get
the
question
out
there.
Are
we
tracking
right
now,
especially
during
this
time
of
remote
learning
and
mostly
remote
learning?
Are
we
tracking
student
progress
and
failures?
I
got
an
email
over
the
weekend
or
the
last
couple
of
days
from
one
of
my
boys
boys
school,
about
an
increase
in
failures
in
that
school,
but
they're
saying
that
it's
potentially
lower
than
maybe
what
other
schools
are
experiencing
who's
tracking.
J
Quick
and
quick
biggies
so
I'll
briefly,
just
share
that
in
terms
of
consistency
across
the
district.
I
I
think
for
the
most
part.
If
this
team
had
its
druthers,
we
would
wave
a
magic
wand
and
magic
pen
and
ensure
that
all
schools
had
adopted
the
same
curriculum
across
the
board.
That
was
high
quality
and
clsp
aligned.
J
What
the
right
dimensions
are
of
those
autonomies
and
how
they
can
be
potentially
earned
so
that
we
can
find
the
you
know,
sort
of
the
right
balance
of
autonomy
and
accountability
is
really
important
to
us.
Our
piece
of
that
right
now
is
ensuring
that
we
have
strong
processes
and
pray
in
place
and
that
we've
identified
high
quality
vetted
culturally
and
linguistically
sustaining
practices
embedded
in
that
curriculum.
J
In
terms
of
where
the
inconsistencies
are,
I
really
would
love
to
track
the
public
to
the
deci
report.
They
viewed
so
many
hundreds
of
classrooms
through
the
winter,
and
that
report
that
was
issued.
I
think
in
march,
which
is
available
on
the
desi
website,
really
gives
you
even
a
sense
of
what
quality
instruction
was
in
great
bands.
J
So
you'll
see
things
like
you
know,
students
were
and
they
used
a
a
consistent
tool
called
the
class
tool
to
rate
all
the
instruction
that
they
that
they
saw
so
that
that
will
actually
give
you
a
really
good
picture
of
what
those
inconsistencies
are
in
the
curriculum
and
then
also
how
it
impacts.
Instruction
and
student
learning
in
terms
of
the
content
leaders,
our
academics
and
professional
learning
team
is
a
robust
team
with
many
specialists
providing
content-based
support
I'll.
K
Yeah
thanks,
so
I
think
part
of
you
know
confronting
the
the
brutal
facts
is
really
you
know
examining
our
our
failure
to
implement.
In
the
past.
As
councilor
mejia
said,
there
have
been
many
good
ideas
and
similar
ideas
that
have
come
up,
but
they
haven't
fully
been
implemented,
and
I
think
to
that
point
we
have
made
some
changes
to
the
academics
team,
the
academics
and
professional
learning
team
specifically
to
better
support
teachers,
because
our
feedback
from
teachers
wasn't
where
it
needed
to
be
either
right.
K
So
we
have
adjusted
the
work
of
our
team
while
it's
still
focused
in
content,
specific
teams,
their
work
has
moved
from
writing
curriculum
to
supporting
teachers
and
implementing
curriculum,
so
they
still
spend
some
of
their
time
in
the
development
piece
and
the
interactions
with
partners.
All
the
work
of
a
team
leader,
but
at
least
60
to
80
percent
of
their
time
is
focused
specifically
on
teacher
support
and
teacher
team
support
in
schools.
J
F
K
Yes,
absolutely
so
we
are
continuing
to
do
quite
a
bit
of
work
in
the
math
department.
We
started
with
high
school
and
I've
actually
made
some
great
inroads
in
high
school,
with
our
courses
and
common
curriculum.
There
are
a
few
different
options,
but
there's
more
common
curriculum
in
in
the
high
school
and
in
in
math
than
we
had
several
years
ago
and.
C
K
H
K
I'm
sorry
to
say
very
quickly
that
yes,
there
for
the
introductory
course
and
the
courses
that
are
being
developed,
there
is
considerable
outreach
to
local
artists
and
the
community
from
the
kanawha
institute
and
from
the
teachers
team
too,
and
then
teachers
have
thought
a
lot
about
how
to
include
families
in
the
curriculum
can't
get
too
deeply
into
that
in
a
short
amount
of
time.
But
that
is
a
very
much
embedded
in
the
curriculum.
K
H
J
I'll
just
add
on
there
that
in
adopting
the
culturally
and
linguistically
sustaining
practices
framework
as
a
district,
the
intention
is
that
every
single
one
of
our
lessons
is
adjusted
so
that
our
students,
identity
is
centered
in
that
lesson,
and
so
that
is
our
expectation
across
the
board
in
every
grade
level.
Frankly,
in
every
lesson
every
day,.
A
Any
inequities
that
exist
in
our
schools
and
through
the
curriculum
for
today's
for
today's
conversation-
and
I
think
in
our
next
panel
we'll
talk
a
lot
more
and
get
into
greater
detail
on
the
ethnic
studies.
So
I
appreciate
all
of
you.
I
know
that
a
few
of
you
will
stay
on,
but
I'm
going
to
take
you
off
of
this
screen
and
welcome
in
our
second
panel.
A
A
A
I
think
I
now
have
everybody
at
least
coming
into
the
room
that
should
be
in
the
room
for
this
second
panel
and
then
afterwards,
we'll
get
to
some
public
testimony
that
I
know
people
are
hoping
to
give.
I
appreciate
your
patience.
I
know
that
this
has
been
a
long
session
for
you
and
and
we
did
get
started
late.
A
P
Q
I
will
first
of
all
good
evening.
Thank
you,
chair
for
having
us.
Thank
you,
council
members.
We
are
very
happy
to
be
here.
My
name
is
shanae
paulino,
I'm
a
current
bps
teacher
at
charlestown
high
school.
I
am
also
a
member
of
the
ethnic
studies
now
committee,
along
with
katie
lee,
and
we
have
johnny
mckinnis
joining
us
today,
who
is
the
boston
teachers,
union,
political
director?
So
before
katie
and
I
start
our
presentation,
johnny
is
going
to
give
some
opening
remarks
and
then
we
will
move
forward.
R
Thank
you:
shanae
greetings,
counselor
sabi,
george
president
janey
and
counselors
breden,
bach,
mejia
and
flynn.
I
wanted
to
talk
a
little
bit
about
my
experiences
in
bps,
so
my
statement
today
and
yeah-
I
also
want
to
add-
I
taught
music.
So
a
lot
of
this
that
I'm
talking
about
as
a
music
teacher
in
boston
is
from
my
experiences.
My
statement
today
is
about
the
need
to
support
an
ethnic
studies
curriculum
in
boston,
public
schools.
The
btu
has
been
involved
with
growing
this
program.
This
is
important
because
it
helps
close
learning.
R
Gaps
brings
culturally
relevant
content
and
pedagogy
to
classrooms.
My
teaching
career
began
at
the
matahun
elementary
school,
where
I
had
the
opportunity
to
teach
students
whose
families
were
from
greece,
somalia
and
several
latin
american
countries.
I
even
talked
banned
and
recorded
in
a
saudi
program
to
bps
students
whose
families
were
from
china
for
several
years.
The
students
at
the
mata
hunt
were
in
the
sheltered
english
immersion
program
and
were
supported
in
their
classroom
exclusively
by
educators,
who
spoke
their
native
language.
R
The
students
taught
in
the
chinesetown
community
continued
their
day
after
leaving
me
for
music
class
in
the
morning.
To
a
program
that
supported
their
chinese
culture,
I
opened
with
this
because,
based
on
these
experience,
I
observe
with
english
language
learners
a
culturally
relevant
curriculum
like
ethnic
studies
is
important.
I
have
always
been
an
advocate
for
closing
the
opportunity
and
achievement
gap
through
culturally
relevant
curriculum
and
supporting
teacher
diversity
in
boston,
public
schools.
R
As
a
union,
we
have
been
fighting
for
ethnic
studies
in
our
contract
negotiations
and
our
participation
in
the
black
lives
matter
schools
week
of
action.
In
the
last
round
of
contract
negotiations,
we
won
a
commitment
to
ethnic
studies
from
the
district
happy
to
see
that
commitment
reaffirmed
in
a
strategic
plan.
R
We
are
proud
of
our
members
who
have
stepped
up
gone
above
and
beyond
often
uncompensated
to
move
ethnic
studies
forward
in
the
district.
These
are
the
actions
that
are
felt
by
educators
and
students
and
that
have
an
impact
we
are
asking
for
commitment
from
the
district.
Those
commitments
consist
of
funding,
making
all
commitments
sustainable
and
not
just
buzzwords
that
we
hear.
We
also
need
to
keep
educators,
students
and
other
stakeholders
at
the
center.
R
Q
Nicely
kitty
so
katie
and
I
have
four
main
objectives
for
our
presentation
this
evening.
Our
first
objective
is
to
review
the
boston,
ethnic
studies,
visions
and
frameworks,
we're
going
to
review
the
boston
teachers,
union
ethics,
nutty's,
now
implementation
proposal
for
this
year
we're
going
to
summarize
ethnic
studies
work
and
then
we
will
discuss
next
steps.
Q
Q
So
we
know
that
many
of
you
city
councilors,
have
endorsed
the
proposal
that
we
created
back
in
september.
So
we
just
while
the
endorsement
is
much
longer
than
what
you
see
on
this
on
this
screen.
We
just
wanted
to
highlight
some
of
the
main
points
of
the
proposal
as
being
the
importance
of
including
stakeholders
in
decision
making
in
the
decision
making
process,
also
in
the
support
of
the
ethnic
studies
curriculum
and
in
the
funding
for
the
ethnic
studies,
instructional,
coach
and
coordinator,
as
well
as
professional
development,
curricular
development
and
for
community
partnerships.
P
So
the
four
areas
that
we've
been
working
on
one
is
around
curriculum
development
right.
So
we
I
was
part
of-
I
am
still
part
of
a
group
of
people
who
five
five
teachers
who
wrote
and
piloted
wrote
a
pilot
curriculum
for
intro
to
ethnic
studies,
curriculum
through
the
through
the
history
department
and
that
really
that
relationship
was
severed.
When
the
the
bps
history
department
was
defunded
and
now
disbanded
right.
P
So
there
actually
is
no
sort
of
communication
between
that
curriculum
development
group
that
we
continue
to
meet
every
week,
right
and
and
bps.
At
this
point,
there's
no
communication
between
us.
We
created
a
website
to
house
the
intro
to
ethnic
studies,
curriculum
on
our
own
time
also
created
case
studies
right
to
look
at
specific,
specific
groups
of
local
groups
in
boston
to
use
within
our
frameworks,
and
we've
also
applied
for
a
grant
an
outside
grant,
also
another
outside
grant.
That,
specifically,
will
be
writing
black
studies.
P
Curriculum
we've
been
doing
teacher
training
and
support,
so
we've
ran
two
full
day:
district
district-wide
ethnic
studies,
pd's
for
bps
teachers.
We
ran
three
plc's.
Those
are
professional
learning
communities
from
march
2019
throughout
the
summer
that
is
20
plus
hours
of
pd
training
assistant
superintendent
landry
did
talk
about
how
people
were
stipended.
I
was
one
of
the
people
who
ran
the
plc's
and
the
three
of
us.
We
have
not
seen
that
we
have
not
seen
the
stipends
like
that.
That
is.
That
is
also
another
point
of
contention.
P
Another
bucket
that
we've
been
working
on
is
around
coronation
vision
and
implementation.
So
we
put
fourth
vision,
statements
and
frameworks
for
ethnic
studies
and
bps
that
was
developed
mainly
through
that
history
department
outside
grant
where
teachers
were
stipended
very
small
amounts
of
money
to
sort
of
work.
With
this
outside
to
work
with
a
consultant
from
san
francisco
unified
school
district.
P
To
talk
to
create
those
visions
and
frameworks,
we
wrote
a
detailed
ethnic
studies
budget
for
this
particular
year
for
the
school
district.
We
said
these
are
the
exact
things
that
you
actually
need
to
pay
for.
In
order
to
make
this
sustainable
for
this
pilot
year,
we
wrote
the
two
job
such
descriptions
that
we
thought
would
be
necessary
for
this
year
for
them,
one
of
which,
which
was
posted
as
a
0.5
position.
The
full-time
position
actually
hasn't
been
posted,
yet
it
was
posted
as
a
0.5
position
online
and
people
applied
for
it.
P
As
a
0.5
position,
we
collected,
we
have
collected
the
information
of
more
than
100
plus
teachers
who
are
interested
in
teaching
this
course,
either
within
boston
or
beyond
boston,
and
we
actually
haven't
had
the
capacity
to
actually
onboard
those
all
of
those
teachers.
Given
the
amount
of
volunteer
hours
that
we
have,
we
have
only
been
able
to
do
beyond
bps.
P
We've
also
been
involved
with
a
state
coalition
of
people
who
are
exploring
the
idea
of
ethnic
studies
on
a
statewide
level.
To
be
clear
again,
the
things
that
you
see
in
bold
are
the
only
things
that
teachers
have
actually
been
paid
for
at.
As
of
to
date,
all
of
those
things
have
been
outside
grants
have
not
actually
been
within
the
bps
budget.
P
A
lot
more
information
is
on
these
two
websites
that
we've
built,
and
I
encourage
you
to
look
more
on
to
them,
and
I
really
wanted
to
provide
that
in
context.
This.
This
slide
is
really
for
context
right.
So
we
we
made
the
proposal
for
implementation
in
may
2020
well,
before
the
school
year
started
with
the
with
the
points
that
many
of
you
had
signed
on
to
I'm
not
going
to
review
the
right
hand,
column
the
right
hand.
P
So
one
of
the
frames
that
we
want
that
we
use
actually
in
our
curriculum
is
something
that
I
want
to
introduce
right
now
and
I
want
to
use
it
as
in
a
way
to
talk
about
so
the
connection
between
a
student
in
a
classroom
and
this
boston
city
council
right.
This
is
a
framework
that
is
based
on
john
bell's,
four
eyes
of
oppression.
P
If
you
look
at
the
very
top
where
the
leaves
are
imagine
a
student
who
has
internalized
the
negative
beliefs
about
themselves
about
schooling,
maybe
believing
that
they
aren't
smart
enough
to
succeed
in
school,
maybe
they
don't
believe
they
deserve
to
be
in
school
at
all.
These
feelings
may
have
come
from
interpersonal
relations
with
their
teachers
or
people
at
the
school
they
attend.
But
often
in
our
analysis,
we
just
stop
there.
P
We
stop
at
thinking
that
at
the
school
level
and
that
teacher
level,
that's
where
we
can
make
a
difference
in
this
in
the
lives
of
students
and
it's
important
to
sort
of
move
down
that
trunk
and
understand
sort
of
why
that
student
might
have
internalized
those
feelings.
If
you
move
down
into
the
trunk
and
into
the
roots,
you
really
under
begin
to
understand
that
that
internalization
is
actually
deeply
rooted
in
societal
beliefs
and
institutions.
P
Nor
is
things
like
housing
or
income
stability,
things
in
which
schools
can
actually
control,
and
all
these
things
yeah.
All
these
things
have
a
huge
impact
and
influence
on
whether
or
not
a
student
feels
like
they
can
actually
succeed
or
are
worthy
of
success
in
schools.
I
think
that
boston.
We
think
that
boston
city
council
has
quite
a
lot
of
power
over
institutions
in
the
city
and
that
and
that
kind
of
power
might
confirm
or
refute
the
internalized
beliefs
of
a
student
in
classroom.
P
Q
Experiences
so
as
we're
hoping
that
this
can
be
a
continued
dialogue
between
city
councilors
and
the
ethnic
studies
now
committee.
We're
really
hoping
that
these
two
questions
can
be
the
foundation
for
our
further
conversation.
So
the
first
question
that
we
would
like
to
ask
to
city
counselors
is:
how
can
you
use
the
power
of
your
position
to
make
to
make
ethnic
studies
in
bps
a
reality
followed?
Secondly,
by
how
do
you
envision
the
fight
for
ethnic
studies,
fitting
within
the
broader
vision
for
social
justice
in
the
city
of
boston,.
Q
A
No,
I
love
it.
Thank
you.
I
think
that's
a
beautiful
transition
to
our
conversation
this
evening
with
with
all
of
you,
so
I'm
grateful
for
this
presentation
and
for
the
work
that
all
of
you
have
been
doing
to
to
make
ethnic
studies
a
reality,
albeit
a
very
small
reality
at
this
moment
in
time,
but
hopefully
a
larger
reality
soon.
My
question
for
all
of
you
is
something
that
that
concerned
me
in
the
our
earlier
presentation
by
the
the
district
and
some
of
the
conversation
that
we've
had
here.
A
Is
this
conversation
around
this
ethnic
studies
course
or
class?
Where
really,
when
we
talk
about
it
as
a
curriculum,
it
is
interwoven
into
everything
that
we
do.
I
appreciate,
as
a
former
classroom
teacher
that
has
worked
on
specialized
programs
that
sometimes
you
do
have
to
introduce
something
as
a
stand-alone
course
initially,
but
I
really
want
to
understand
how
how
do
we
move
from
presentation
and
your
work
as
a
as
a
as
a
as
a
committee
to
making
sure
that
it
is
strong
across
all
of
our
across
our
curriculum?
A
P
Having
said
that,
I
think
that
it's
really
important
to
sort
of
build.
We've
we've
thought
as
a
as
a
committee.
It's
really
important
to
build
infrastructure
at
the
same
time
that
you're
sort
of
institutionalizing
all
this
at
the
same
time
right
so
the
model
has
been
small
and
deep
and
grow
from
there
right.
This
people
have
to
be
really
grounded
in
what
they
teach
and
how
they
teach
it,
because
ethnic
studies
is
very
much
about
pedagogy
first
than
it
is
about
frameworks
and
content.
P
It
is
about
frameworks
and
content,
but
is
very
much
about
pedagogy.
First,
how
you
teach
students
right
so
unless
teachers
are
really
grounded
in
that
they
actually
can't
teach
other
teachers
to
do
it,
that
one
person
in
the
district,
even
they
hire
the
coach
which
we're
saying
that
they
need
to
we're
saying
they're
hiding
in
court,
even
if
they
hire
those
people.
Those
people
can't
be
the
the
experts
for
the
entire
district.
It
has
to
be
teachers
learning
from
each
other.
P
In
order
to
do
that,
people
actually
have
to
be
really
grounded
in
it,
and
so
I
think
that,
yes,
absolutely
our
vision
for
the
long
term
is
that
ethnic
studies
is
in
every
single
classroom,
but
how
you
get
there,
I
think,
is
not
just
a
blanket
like
it
needs
to
happen
now
right,
and
so
I
think
that
cheney
can
talk
about
it
a
little
bit
more
too.
I
think,
because
she's
been
grappling
sort
of
with
even
the
the
curriculum
this
year
right.
I'm.
P
Yeah,
I
think
it's
it's
it's
a
similar
question
right
so
like
if
you,
I
think
you
have
to
run
it
in
a
few
teacher
programs
and
make
it
work
and
make
it
like
a
very
solid
program
before
you
start
spreading
it
right.
People,
it's
a
ethnicity,
is
discipline.
I
don't
think
people
understand
it
right
that
it's
not
just
like
you
can
just
throw
it
to
someone
and
say
here's
a
curriculum.
Go
teach
it
right.
P
It's
a
very
deep
discipline
that
has
its
own
sort
of
methodologies,
has
its
own
pedagogies
right,
and
so
you
can't
just
say
here
teacher
education
program.
You
teach
this
right
like
it
has
to.
Actually
that's
why
we
actually
have
been
asking
for
the
district
to
do
a
pilot
model,
and
you
know,
unfortunately,
the
the
the
classrooms
in
which
it
is
piloted
right
now
the
teachers
aren't
getting
any
support,
no
formal
support
in
in
the
curriculum
development
or
sorry
in
the
curriculum,
implementation,
implementation.
A
Q
I
will
add
that,
in
response
to
you
mentioning
that
there
has
to
be
more
than
just
a
standalone
curriculum
and
that
ethnic
study
should
be
embedded
into
all
content
areas.
I
agree
with
what
katie
is
mentioning,
and
that
is
happening
already
within
the
teachers
who
are
teaching
the
curriculum
so
and
there
are
a
handful
of
teachers
who
are
not
necessarily
teaching
the
curriculum
as
teaching
the
curriculum
to
the
t,
but
rather
they
are
using
the
ethnic
studies
frameworks
that
we
mentioned
at
the
beginning
in
the
content
that
they
are
teaching.
A
C
C
C
But
they
talked
about
a
lot
of
the
readings
being
around
different
resistance
movements.
That
is
incredibly
important
history.
We
know
a
lot
of
it
in
this
country
and
there's
a
lot
of
important
movements
around
the
world,
but
those
movements
again
are
usually
centered
around
white
oppression.
So
again
we
continue
to
center
whiteness
and
the
european
experience
and
not
decolonize
the
curriculum.
C
I
know
it
took
two
years
just
to
kind
of
get
to
this
pilot
stage
with
little
support.
Hardly
any
support
if
I've
heard
the
presentation
correctly,
financial
or
otherwise,
and
so
it's
incredible
that
we've
come
this
far,
but
I'm
really
interested
in
how
we
get
to
the
next
step,
because
you
know
I
worry
that
this
doesn't
really
go
far
enough,
and
I
think
there
are
a
lot
of
good
readings
out
there.
There's
a
lot
of
important
research.
P
The
real
purpose
of
ethnic
studies
is
humanization
right,
it's
about
really
connecting
with
one's
own
identity
and
community,
and
so
we
know
that
most
teachers,
if
not
the
general
populist,
has
never
taken
an
ethnic
studies
course
no
one's
had
the
opportunity
to
really
right,
and
so
we
knew
that
going
into
coming
out
of
writing
that
curriculum.
We
knew
that
we
could
never.
P
We
could
never
just
hand
it
to
anyone
and
just
say
teach,
and
so
we
said
we
needed
to
to
sort
of
develop
a
training
where
teachers
essentially
take
an
ethnic
studies
course,
and
so
the
course
that
we've
we've
developed
for
teachers.
This
pd
is
not
so
much
a
training
to
teach
the
actual
course
or
it's
not
like
a
regular
training
where
you
would
normally
like.
I
think,
regular
teacher
trainings,
you
would
say,
like.
Oh,
here's,
the
curriculum.
Here's
like
you
know.
Let
me
explain
this
to
you
like
all
this.
P
It
is
not
like
you
take
20
hours
of
something
you're
like
oh,
I
got
it.
You
know
like
I'm,
ready
to
I'm
ready
to
teach
you
that,
like
that's,
also
not
how
it
happens,
and
so
we
know
that
it
also
includes
sort
of
like
this
ongoing
space
for
people
to
undo
the
years
and
years
of
hegemony
years
and
years
of
things
that
they've
normalized
into
their
everyday
lives
right.
P
So
the
the
teachers
that
we've
trained
at
this
point-
we've
trained
about
27
teachers
right
and
in
three
professional
learning
communities
we're
about
to
start
our
fourth
one
in
a
couple
weeks
and
we're
in
you
know
we're
we're
in
relationship
with
them.
Ethnic
studies
is
relational.
You
can't
just
take
this
curriculum,
take
the
training
and
then
go
teach
it.
You
actually
have
to
be
in
community
with
people
in
order
to
teach
it
right,
and
so
that
is
part
of
it
is
like
building
that
community.
P
That's
what
we're
trying
to
do
right
now
on
a,
I
would
say
shoestring,
but
there's
no
string
at
all.
There's!
No!
You
know
like
on
a
zero
budget
right
now.
That's
what
we're
trying
to
do,
which
essentially
is
sort
of
like
where
ethnic
studies
grew
out
of
right.
That's
those
are
the
movements
that
it
grew
out
of
I
mean.
C
C
C
These
are
big
questions
and
they're
complex
issues,
so
I
appreciate
that
it
will
require
much
more
thinking
on
all
of
our
parts,
but
as
folks
who
are
on
the
front
lines
of
really
forcing
educators
and
boston
public
schools
to
think
about
this
and
to
hold
the
district
accountable
for
moving
in
this
direction.
I
would
really
be
interested
in
your
thoughts
about
how
we
just
take
it
to
these
next
steps.
A
Q
I
was
going
to
say
yes,
I
bet
that
those
are
big
questions.
In
short,
though,
I
will
say
that
I
think
it
goes
beyond.
I
think
what
ethnic
studies
offers
for
teachers
who
are
who
go
through
the
plc
go
to
the
poc
is
really
a
lot
of
work
about
themself
and,
and
it
brings
teachers
to
a
place
where
they
understand
on
a
personal
level,
the
importance
of
this
kind
of
work
and
the
really
the
conversation
around
anti-racism
anything
connected
to
ethnic
studies.
Q
So
I
think
that
having
teachers
having
gone
through
these
plcs
can
be
the
pete
can
be
a
part
of
the
group
of
people
who
bring
that
conversation
into
other
spaces
into
their
school.
So
I
think
it's
really
just
about
having
conversations
about
ethnic
studies,
even
with
people
who
might
not
necessarily
be
teaching
it
or
might
not
necessarily
have
a
have
an
interest.
I
think
it's
always
bringing
up
the
conversation
in
spaces
that
you're
in.
A
F
F
And
so
I
would
love
to
hear
a
little
bit
more
about
the
experience
of
teaching
it
this
year
and
specifically,
what
kind
of
supports
we
need.
I
mean
we've
talked
about
some
of
them,
but
I
just
think
about
the
sort
of
added
social
and
emotional
support
that
might
be
needed.
I
mean
obviously
for
our
students
going
through
this
pandemic,
but
also
just
some
of
the
issues
that
are
are
raised
when
you
really
dig
in
an
ethnic
studies
curriculum
in
a
real
way.
F
But
it's
not
unrelated
about
about
what
history
we
teach
and
how-
and
it
does
seem
to
me
that,
even
though
we
can't
necessarily
get
ethnic
studies
into
all
of
our
classrooms
at
the
drop
of
the
hat,
and
we
need
teachers
to
be
well
trained
in
how
to
teach
it,
we
could
have
history
curricula
across
the
board
across
our
grades
that
are
more
informed
by
an
ethnic
studies
lens
in
the
sense
of
you
know.
What
are
they
selecting?
What
are
the
texts?
F
What
are
the
moments
of
history
that
we're
focused
on,
and
it
seems
to
me
like
a
well-constituted
sort
of
sys
bps
system
history
department
could
be
the
format
for
that
type
of
curricular,
transfer
and
kind
of
attitudinal
transfer,
and
so
the
the
sense
that
that's
maybe
doesn't
really
exist
for
us
right
now
is
concerning
to
me.
So
I
would
just
love
to
hear
a
little
bit
more
about
that
from
your
guys's
perspective
as
teachers.
F
So
those
are
my
two
questions
both
a
little
bit
more
about
what
the
pilots
look
like
on
the
ground
from
your
teacher
perspective
and
then
a
bit
about
that
that
issue
with
the
department,
because
that
seems
to
me,
like
a
structural
question,
to
your
first
question
about
what
we
counselors
can
try
to
work
on
and
tackle.
Obviously
you
know
central
admin.
Staffing
stuff
is
part
of
the
budget,
conversations
that
we
have
every
year.
So
thank
you.
Q
Q
F
More
more,
like
you
know,
I
mean
you
you're,
obviously
somebody
who
thought
a
lot
about
this
before
you
went
and
taught
it,
and
it
seems
like
most
of
the
people
who
are
teaching
it
are
in
that
category.
But
I'm
wondering
what
sort
of
what
are
the
like
learnings
that
are
coming
out
of
the
pilot
like
what
are
the
unanticipated
things
or
like
the
ways
in
which
it
feels
like
it
needs
tweaking
or
better
resourcing
or
just
like
things
you
didn't
know
until
we
started
running
this
pilot
face.
Q
Now
in
my
school
I
and
the
level
of
depth
that
my
students
have
gone
into,
I
have
not
even
I'm
barely
getting
into
unit
two
that's
because
unit
1
is
all
about
having
students
really
connect
with
their
identity
and
their
background
and
their
culture,
their
their
family
ancestry,
and
I
can
say
that
some
learnings
that
have
come
out
of
unit
1
have
been
have
been
mostly
around
students.
Just
being
being,
I
can't
even
think
of
the
word,
encourage
inspired,
ignited
reflective
of
what
they've
learned
about
themselves
through
conversations
with
their
family
members.
Q
So
one
of
our
activities
is
to
have
students
interview
their
family
members
or
people
who
connect
with
them
racially
or
or
ethnically,
and
ask
them
questions
about
their
background
so
that
they
can
then
analyze
that
and
think
about
how
that
influences,
how
they
think
about
themselves
and
so
that
process
alone.
And
then
we
have
students
do
a
video
talking
about
what
they
learned
from
that
activity
and
that
process
alone
really
showed
me
how
students
you
could
hear
how
students
were
were
recording
this
up
in
the
video
that
they
were
continuing
to
be
like.
Q
Q
So
definitely,
I
think
I
mean
we
need
to
have
more
than
one
teacher
in
the
classroom.
I
think
that's
because
especially
I
mean
in
in-person
learning,
definitely
as
well
as
in
virtual
learning
it's
I.
I
have
found
that
I
have
been
very
aware
of
what
types
of
lessons
to
teach
when
to
teach
them
based
off
of
how
many
students
I'm
going
to
have
and
determining
and
trying
to
think
trying
to
think
about
things
like
what
is
this
lesson
going
to
bring
up
for
students?
Q
H
Thank
you,
yeah.
I'm
really
excited
to
see
this
panel
still
here
for
all
of
it
and
really
do
appreciate
all
the
work
that
you
have
done.
I
do
have
several
questions.
I'm
just
curious
in
terms
of
I
was
thrilled
to
hear
that
this
was
all
done
with
very
little
support
from
the
district
and
so
yeah.
I
I'm
curious,
as
we
start
thinking
about
the
way
we
do
business
in
boston.
H
It
speaks
volumes
to
your
commitment,
but
it
also
speaks
volumes
to
the
way
we
can
do
better
in
boston
to
to
build
on
equity.
So
I'm
here
to
help
and
work
with
you
all
to
make
that
a
reality,
and
so
then
just
two
questions
that
I
have
one
is
you
know
I
I
talked
about
the
other,
the
other
in
the
classrooms
with
the
previous
administration
panel
and
I'm
just
curious.
Like
from
your
perspective.
H
What
can
we
do
so
that
we
can
see
ethnic
studies
across
all
of
our
classrooms
from
english,
history
and
science
et
cetera,
so
it
just
doesn't
live
as
a
one-off.
I
want
to
I'd
like
to
know
how
we
can
incorporate
some
of
the
learning
in
different
classes,
and
then
I
also
would
like
to
know
how
you
all
are
thinking
of
partnering
up
with
local
artists,
storytellers,
poets
and
performers
to
help
design
the
curriculum
like
what
role
do
they
play
in
helping
to
shape
that,
and
I
believe
the
administration
said.
P
In
terms
of
getting
things
into
different
classes,
I
think
the
way
that
we've
approached
it
is
that
ethnic
studies
will
be
taught
if
teachers
know
how
to
teach
it
right.
So,
while
we're-
and
it's
it's
silly
right
to
think
about
it,
that
way,
but
it's
like
the
people
who
are
the
foot
soldiers
are
the
teachers
right,
and
so
the
teachers
actually
need
to
be
trained
and
when
they're
trained
and
they're
in
community
with
each
other
to
do
this
work.
P
They
are
our
roots
for
this
curriculum,
and
for
this
for
this
work
right
from
there,
I
think
shanae
mentioned
it
from
there.
People
who
are
in
certain
buildings
are
then
known
for
that
kind
of
work,
and
it
spreads
from
there
in
these
sort
of
localities
right.
I
think
sometimes
we
think
about
like
the
district
as
a
thing
and
really
it's
like
often
it's
like
school,
based,
it's
very
school
based
right
or
classroom
based,
and
then
it
becomes
school-based
right.
P
So
that's
sort
of
like
how
we've
been
thinking
about
it
is
that
we
need
to
train
teachers
deeply
about
this
work.
They
need
to
try
it
within
their
schools.
They
need
to
train
other
teachers,
which
is
why
we
didn't
train
the
trainers
for
teachers
right.
So
people
who
talk
who
took
the
plc
with
us
they
they
took
a
train.
P
In
terms
of
artists
and
things
like
that
like
to
incorporate
into
the
curriculum,
I
think
there's
absolute
room
for
that
again.
I
think
we
have
to
talk
think
about
ethnic
studies,
as
the
main
thing
is
pedagogy
right.
The
main
thing
is
like
how
you
how
you
talk
to
students
how
you're
in
relation
with
them.
P
The
second
thing
is
about
framework,
so
we
have
frameworks
that
you
could
actually
bring
in
any
sort
of
case
studies,
whether
that's
artists,
whether
that's
like
certain
communities,
experiences,
whether
that's
certain
historical
events,
you
can
bring
any
of
that
into
your
classroom
into
these
frameworks
that
we've
built
for
the
curriculum
right.
So
like
shane
talking
about
like
identity
and
talking
about
family
interviews,
it
really
depends
on
who
you
have
in
front
of
you
for
that
and
we're
talking
about
frameworks
like
even
looking
at
this
four
eyes.
P
Right,
so
absolutely
artists
can
be
brought
in.
I
think
it's
like
it's
like
through
those
frameworks
right
and
the
third
is
around
ninth
and
tenth
graders
yeah,
I'm
curious
about
what
the
about
the
district
and
and
talking
about
eighth
grade
and
ninth-grade
classrooms
that
are
being
piloted.
I'm
not
aware
of
any
eighth
grade
classrooms
that
are
piloting.
P
We
have
the
names
of
all
the
teachers
that
and
have
been
in
contact
with
all
the
teachers
that
have
access
to
the
curriculum
at
all,
and
I
don't
know
of
any
eighth
grade
teachers
that
are
teaching
it
shanae.
I
don't
know
if
you
know
either
of
no
there
have.
There
are
a
few
trinity's
12th
grade
english.
You
know
she
uses
english.
P
She
doesn't
teach
a
class
called
ethnic
studies
but
she's
integrating
the
english
classroom
right
there's
there
are
a
couple
teachers
that
literally
have
ethnic
studies
as
their
course
description
are
teaching
it
or
teaching
the
curriculum.
There
are
also
teachers
that
have
ethnic
studies
in
the
district
in
their
in
their
title
and
they're,
not
teaching
the
curriculum
and
not
linked
with
the
curriculum
right
and
so
there's
a
lot
of
sort
of
like
implementation,
sort
of
coordination
stuff
that
needs
to
happen
on
a
district
level
that
isn't
isn't
really
happening
right
now.
H
P
I
think
an
ongoing
meeting
with
folks
and
maybe
compensating
them
for
that,
like
would
be
helpful.
I
think
that
you
know
we've
actually
outlined
a
line-by-line
budget
for
them
on
our
website.
You
can
find
in
our
website,
and
we've
said
this
is
what
we
think
is
the
money
that
would
take
for
this
year.
It
includes
compensation
of
community
organizations,
it
includes
compensation
of
you
know,
of
outside
contracts
of
of
of
of
students,
giving
feedback
about
the
curriculum.
P
You
know,
like
we've,
we've
sort
of
outlined,
all
of
that,
and
they've
they've
taken
sort
of
a
small
portion
of
that
and
decided
to
fund
that
right
and
late,
very
late
right.
They
haven't.
Actually,
you
know,
haven't
hired
anyone
yet.
So
I
think
part
of
it
is
that
I
mean
we.
We
also
haven't
even
thought
about.
We
need
to
start
thinking
about
sort
of
like
beyond
this
year,
because
the
pilot
actually
hasn't
even
started.
P
If
this
is
year,
one
then
what
is
two
three
four
and
five
gonna
look
like
that's
more
concerning
to
us
right,
and
so
then
we
haven't
had
the
space
or
time
honestly
to
like
really
honest
with
you
to
sort
of
sit
down
and
see
like
okay,
because
we
haven't
even
gotten
year
one
yet
under
our
belt
right.
We've
said
this
is
what
we
we
need
for
year,
one
and
we're
still
fighting
for
that
in
the
middle
of
year.
One.
A
Great,
thank
you
councilman
here
any
other
questions
before
we
wrap
up
this
panel
for
public
testimony
katie.
I
know
we're
over
your
time.
I
appreciate
you
being
here
with
us,
late,
shanae
and
johnny.
Thank
you
too,
for
being
with
us
and
we'll
head
over
to
public
testimony
and
get
to
my
list,
I'm
going
to
start
with
janelle
and
then
I'm
going
to
go
to
jake
I'll.
Let
you
in
the
room.
B
I
would
like
to
advocate
for
the
creation
of
an
inclusive
and
effective
curriculum
in
our
schools,
as
well
as
a
clear
selection
process
for
that
curriculum
or
those
curriculum,
boston.
Public
schools
has
made
strides
in
reviewing
the
current
curricula
available
and
have
been
taken
into
account
the
teacher
and
community
voice
in
doing
so,
but
I
would
like
to
like
to
see
us
take
this
a
step
further
and
create
a
more
streamlined
approach
to
how
curriculum
is
being
evaluated
and
chosen
with
an
outline
of
the
processes
that
are
taking
place
to
do
so.
B
B
I'm
a
middle
school
science
teacher
and
as
many
of
us
here
can
guess,
the
question
I
get
asked
the
most
often
is
why
we're
learning
a
particular
thing
or
the
other.
My
students
are
at
the
age
where
they're
beginning
to
question
things
they've
previously
taken
for
granted
and
are
stepping
into
their
own
as
young
people.
However,
far
too
often,
the
curriculum
that
is
being
presented
to
them
really
doesn't
have
any
immediate
relevance
and
does
not
build
on
their
strengths
and
backgrounds
as
people.
B
The
research
is
clear
when
students
see
themselves
reflected
and
when
they
perceive
themselves
as
having
agency
they
excel
at
higher
rates
than
when
they
do
not
feel
connected
to
what
they're
learning
the
national
bureau
of
education
research
finds
that
culturally
responsive
curricula
increase
student
attendance
by
21,
gpa
by
1.4
grade
points
and
credits
earned
by
23
in
choosing
curricula
that
does
not
reflect
the
students.
We
are
telling
them
that
we
don't
think
their
communities
have
anything
to
offer
them
when
it
comes
to
their
knowledge
and
education.
B
B
B
He
was
proud
to
have
had
the
background
information
and
that
helped
him
overcome
his
fear
of
speaking
out
or
his
lack
of
interest
in
class.
When
I
played
the
dominican
national
anthem,
another
student
raised
his
hand
quickly
to
let
me
know
that
even
his
mother
ran
into
the
room
to
sing
along.
We
were
then
able
to
discuss
the
meaning
behind
the
lyrics
and
what
it
said
about
what
the
country
finds
important.
B
This
moved
into
a
higher
level
discourse
comparing
different
anthems
and
word
choices,
which
also
had
a
trickle-down
effect
into
our
science
class.
The
class
was
buzzing.
It
set
the
tone
it
allowed
students
to
understand
that
their
backgrounds
and
their
entrance
were
important
and
that
their
previous
knowledge
mattered
and
was
relevant.
B
A
S
Thank
you,
counselor
sabi
george
and
everyone
for
hanging
out
for
so
long
and
holding
this
hearing
on
such
an
important
topic,
and
also
thank
you
to
the
the
ethnic
studies
now
teachers
for
the
hard
work
you
all
have
done
with
seemingly
no
no
resources
just
so
impressed
with
the
work
you've
done
so
I'll
keep
this
short.
My
name
is
jay
chris
terence
and
I
am
the
managing
director
of
external
affairs
for
educators
for
excellence,
boston.
S
We
can
incorporate
the
community
into
this
conversation
about
having
a
better,
more
anti-racist
learning
experience.
Overall,
I
think
it's
possible
and
I
think
if
we
devote
the
resources
to
finding
the
right
frameworks
in
boston,
we
can
do
that
and
then
just
widening
the
scope
a
little
bit.
If
we
do
have
any.
S
You
know,
members
of
the
boston
delegation
to
the
massachusetts
state
house
who
are
listening,
urge
you
to
file
legislation
to
amend
chapter
69,
section
1e
of
the
mass
general
laws
to
require
that
statewide
standards
are
anti-racist,
include
the
perspectives
of
communities
of
color
and
dismantling
racism
as
key
priorities.
So
I
will,
you
know,
yield
the
rest
of
my
time,
but
thank
you
so
much
for
again
having
this
and
allowing
me
to
speak.
T
T
T
T
This
will
also
help
create
greater
access
to
good
anti-racist
curricula
across
the
district
and
reduce
the
inequity
that
exists
in
the
status
quo.
In
your
position
as
city
councilors,
I
urge
you
to
speak
with
your
counterparts
on
the
school
committee
about
taking
action
to
ensure
the
district
is
promoting
curriculum
options
that
are
high
quality
and
anti-racist
and
for
some
of
our
educators
suggested
curriculum
vetting
criteria.
I
would
like
to
invite
everyone
to
visit
e4e.org
backslash,
abc
and
read
our
educator
authored
policy
memo
there.
Thank
you
all.
U
U
U
There
is
a
need
to
educate
all
students
about
the
history
of
our
nation
and
the
contributions
of
all
americans,
especially
those
who
have
been
victimized
by
racial,
ethnic
and
religious
injustice
when
we
consider
the
introduction
of
an
in
of
an
ethnic
studies
program.
However,
but
it's
important
to
be
mindful
that
many
kinds
of
programs
have
been
established
around
the
country
and
they
are
not
the
same.
U
U
The
california
controversy
is
now
into
its
second
year,
and
education
and
political
leaders
are
struggling
to
undo
the
harm
caused
by
this
model.
Curriculum
kindergarten
through
12th
grade
students
should
be
able
to
learn
about
the
role
of
ethnicity,
race
and
religion
in
their
life
of
all
the
city's
citizens,
including
those
previously
ignored.
U
U
U
What
has
been
made
available
suggests
that
there
may
be
significant
parallels
between
the
contemplated
boston
model
and
the
controversial
california
model.
I
therefore
right
to
urge
the
following
transparency:
the
boston
public
school
has
already
committed
to
piloting
a
model
without,
to
my
knowledge,
making
it
available
to
the
public.
U
It
will
serve
everyone's
interest
to
allow
for
public
review
of
more
detailed
information
before
the
program
is
implemented
rather
than
after
knowledge.
There
are
many
excellent
models
for
ethnic
studies,
education
if
it
has
not
yet
done
so.
The
boston
public
schools
should
undertake
a
comprehensive
survey
of
existing
programs
and
provide
an
informed
assessment
of
which
model
will
be
best
suited
to
the
boston
public
schools.
U
The
introduction
of
a
comprehensive
ethnic
studies
program
must
be
an
important
boston
public
school
priority.
How
such
a
program
is
developed
implemented
may
impact.
On
its
capacity
to
succeed,
I
urge
the
boston
public
schools
undertake
measures
that
will
ensure
a
full
and
well-considered
plan
that
reflects
the
significance
of
this
step.
A
C
Yes,
thank
you
so
much,
and
it
was
great
to
hear
from
all
those
who
just
testified.
Thank
you
for
your
very
thoughtful
presentations
and
comments.
I
certainly
want
to
thank
the
previous
panel
and
and
other
members
of
the
ethnic
studies
now
committee
and
the
first
panel.
I
think
this
was
a
very
thoughtful
conversation,
a
very
powerful
important
conversation
that
we
need
to
continue
and
to
move
forward,
but
I
you
know
again.
I
want
to
view
this
as
an
important
step.
A
beginning.
C
And
so
I'm
excited
and
I'm
encouraged,
knowing
that
this
is
a
beginning
and
a
first
step
that
there
is
so
much
interest
in
that,
and
I
hope
that
folks
will
stay
engaged
so
that
we
can
get
to
a
place
where
we,
where
I
think
we
all
want
to
be
so.
Thank
you,
I'm,
madam
chair.
Thank
you
again
to
all
of
my
colleagues.
Everyone
who's
spoken
has
submitted
a
testimony.
I
look
forward
to
continuing
this
work
with
you
guys.
Thank
you.
F
I
just
want
to
add
my
thanks
to
council
president
janey
and
yourself,
madam
chair,
for
raising
this
conversation
today
to
all
the
ethnic
studies
now,
educators
and
also
to
the
educators
for
excellence
who
joined
us
for
public
comment.
I
really
think
that
our
our
conversations
about
pedagogy
and
school
systems
are
so
much
richer
and
better
targeted
when
we've
got
teachers
in
the
room,
even
if
it's
the
zoom
room.
H
Yes,
I've
learned
so
much
all
day
today,
I
have
to
say
that
participating
in
the
council
hearing
that
counselor
bach
hosted
earlier
today
around
historical
preservation.
I
walked
in
the
centennial
situation.
I
walked
in
not
really
knowing
what
I
was
walking
into
and
I
walked
out
still
really
thinking
about
how
much
work
the
city
of
boston
needs
to
do.
H
But
nonetheless
they
did
it
with
their
hearts
because
their
hearts
are
always
in
the
right
place
and
they
know
who
they
work.
For
so
really
encouraged
by
by
those
actions
and-
and
I
think
in
the
true
sense
of
what
I'm
colette
flips
said,
it
was
so
great
to
see
her
in
the
zoom
here
with
us
tonight
that
we
definitely
need
to
be
really
super.
Mindful
about
what
accountability
in
a
community
engagement
process
looks
like.
H
So,
in
addition
to
creating
an
opportunity
for
people
to
speak,
I
think
we
need
to
look
at
what
has
been
designed
test
it
out
and
then
bring
it
back
for
reflection
and
revisions
like
we
can't
just
say
we
did
it
and
it's
done.
We
need
to.
This
needs
to
be
something
that
is
ongoing,
and
we
also
need
to
create
the
system
and
the
the
process
for
feedback
in
a
way
that
it's
going
to
include
the
students
and
the
parents
and
the
teachers
all
in
that
process,
because
it
can't
just
be
the
educators.
H
We
just
need
to
make
sure
that
that
everyone
who's
invested
in
this
conversation
is
able
to
contribute
to
the
what
the
reflections
and
what
the
revisions
of
the
next
iteration
would
look
like.
I
think
that
that
is
really
key
in
terms
of
this
process
and
so
I'll
I'll
say
that,
having
grown
up
in
boston
and
navigating
every
single
school,
I
never
saw
myself
reflected
in
anything
that
was
taught
or
learned
and
oftentimes
working
in
the
education
space
with
parents,
curriculum
development
and
issues
of
who
they
see
being
highlighted
during
thanksgiving
and
christopher
columbus.
H
The
parents
always
said.
Why
are
we
learning
about
someone
who
stole
land
and
why
aren't
we
speaking
the
truth?
So
if
this
is
our
moment
to
right
the
wrong?
Now
is
the
time
for
us
to
move
forward,
and
I'm
so
incredibly
grateful
to
president
council
jamie
and
I'm
going
to
say
it
once
right.
Council
president
janie,
I'm
an
english
language
learner.
I
always
mix
things
up,
but
she's.
H
The
madam
president
of
the
council,
I'm
just
so
incredibly
grateful
that
you
brought
this
hearing
to
to
the
space
and
really
grateful
for
your
leadership
and
your
relentless
convictions
when
it
comes
to
racial
equity.
So
thank
you
for
for
for
creating
space
for
us
to
have
this
conversation
and
thank
you
to
counselors
george,
for
hosting
this
hearing
and
for
all
those
that
participated.
Thank
you.
A
It
was
a
very
dense
hearing,
lots
and
lots
of
information
and
lots
of
great
questions
from
colleagues.
So
I'm
grateful
for
your
support
and
your
work
in
this
in
this
hearing
this
evening
and
look
forward
to
the
next
steps
ahead.
So
thank
you
to
everyone
who
joined
us
this
evening.
This
hearing
is
adjourned.
Thank
you.
Good.