►
From YouTube: Committee on Education on April 9, 2019
Description
Docket #0194- Hearing regarding an admissions policy and funding changes for Madison Park Technical Vocational High School and improving partnerships
A
Chinn
I'm
joined
this
afternoon,
eventually
by
councilors,
Janie
and
Wu,
but
we
are
joined
right
now
by
council
president
Andrea
Campbell
I'd
like
to
remind
everyone.
This
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast
will
be
rebroadcast,
often
on
Comcast
8r,
Sen,
eighty
to
Verizon
1964
as
well
as
online
I.
Ask
that
you
please
silence
your
cell
phones
and
other
devices.
A
If
you
wish
to
publicly
testify,
please
check
the
box
when
you
sign
in
at
the
front
door
ho
councillor
whoa
when
it
is
time
for
public
testimony
I
ask
that
you,
please
state
your
name
and
affiliation
or
residence,
and
that
you
limit
your
comments
to
a
few
minutes
to
ensure
that
all
concerns
and
comments
are
heard.
This
is
a
hearing
for
doc
at
zero,
one,
nine
four.
In
order
for
a
hearing
regarding
the
admissions
policy
and
funding
changes
for
Madison,
Park,
technical,
vocational,
high
school
and
improving
partnerships.
A
Last
year
we
held
multiple
dialogues
where
we
heard
feedback
from
students
faculty
advocates,
union
reps
and
more
through
the
recommendations
resulting
from
these
conversations.
We
have
narrowed
down
our
focus
here
on
the
council
to
tackle
two
main
topics
at
today's
hearing:
the
admissions
policy
and
increasing
funding.
There
are
certainly
more
than
just
these
two
issues,
but
these
are
areas
where
my
colleagues
and
I
believe
we
can
make
the
greatest
impact.
Every
vocational
technical
school
has
an
admissions
policy,
but
Madison
does
not.
A
We
know
that
there
has
been
a
public
demand
for
the
implementation
of
one,
but
there's
been
no
real
progress
towards
it
funding.
We
know
that
Madison.
We
know
the
way
that
Madison
is
currently
being
funded,
does
not
work
I'd
like
us,
and
we
know
that
we'll
learn
more
about
it
over
the
next
few
weeks.
A
I
hope
that
this
year,
along
with
the
support
of
our
colleagues
in
collaboration
with
the
administration,
we
are
able
to
make
real
progress
for
Madison,
Park,
technical
vocational
high
school
and
our
students
I.
If
my
colleagues
would
allow
me
to
just
let
Lou
give
his
public
testimony,
because
he
has
a
prior
commitment
needs
to
leave.
Lou's
been
a
big
part
of
this
work
to
date
and
prior
to
even
our
arrival
here
on
the
council,
so
Lou
I'm
gonna.
B
You
for
taking
me
out
of
turn
and
thank
you
for
your
leadership
on
so
many
education
issues,
council,
George
and
thanks
councillor,
Janie
and
councilor,
who
I
know
you've
been
at
the
other
hearings
on
Madison
Park
and
thanks
councillor
Campbell
for
your
leadership.
Lou
Finn
for
with
the
Massachusetts
communities,
Action
Network
I
live
in
Rochester
and
we
are
also
one
of
the
co-chairs
of
the
Alliance
for
vocational
technical
education.
That
Kevin
McCaskill
is
a
member
of
as
well.
That
includes
educators,
business
groups
and
community
groups.
B
We
actually
discovered
the
issue
of
waiting
lists
in
the
vocational
technical
high
schools
across
the
state
in
the
gateway
cities.
There
is
substantial
waiting
lists
totaling
over
3,000
students
and
in
the
testimony
I
left
with
counselor
sabe
George
has
list
of
some
of
the
places
and
there's
a
great
contrast
with
Madison
Park
because
of
the
history
of
I
would
say
lack
of
support
at,
and
this
goes
back
many
decades.
In
decades,
several
decades
the
lack
of
support
from
BPS
has
led
to.
There
are
500
vacancies
in
Madison
Park,
there's
progress
being
made
by
Kevin
McCaskill.
B
So
that's
a
big
issue
and
it
needs
to
be
tackled
and
and
people
are
trying
to
tackle
pieces
of
it,
but
it
needs
support
the
four
areas
that
I
think
Madison
Park
could
help
get
help
with
support,
I
think
had
met
superintendent,
Kevin
McCaskill
would
know
the
areas
of
curriculum,
support
and
the
resources
of
BPS.
He
could,
you
know,
say
what
he
thinks
might
be
helpful
if
there
are
things
I'm
sure
so,
I'll
leave
that
to
him
in
terms
of
mayor
Walsh
and
with
the
support
of
the
county
councillors.
B
I
think
there
are
partnerships
that
could
help.
Madison
Madison
recently
signed
a
partnership
agreement
with
Boston
Medical
Center,
but
we're
you
know
we're
home
to
Partners
HealthCare,
the
largest
employer
in
the
state
and
Beth
Israel,
Leahy
and
I.
Think
mayor
Walsh
and
the
council
could
help
in
engaging
them
to
be
partners
with
Madison
Park.
Also
in
the
area
of
construction,
Suffolk
construction
is
indicated,
interest
and
Wentworth
Institute
you'll
hear
from
is
interested
in
construction,
both
construction
and
building
trades,
but
also
a
construction
management
career
path.
B
B
Senator
McCaskill
in
the
real
world
of
students
have
to
make
this
decision
in
eighth
grade,
so
there
really
needs
to
be
a
dedicated
interracial
outreach
team
to
be
out
there
meeting
with
parents,
students,
guidance
counselor's
where
they
live,
where
they
go
to
church
in
where
they
go
to
community
settings.
To
let
them
know
about
the
option
of
Madison.
Countless
parents
and
students
are
not
going
to
know
that
they
have
this
big
application
in
bps.
They
have
all
these
choices,
they're
not
going
to
really
know
what
Madison
is
and
what
a
difference.
B
If
you
don't
go
to
college
it's
we
hope
people
go
on
to
go
to
college,
but
it's
not
for
everyone
costs
a
lot.
But
if
you
graduated
from
Madison
you're
gonna
get
a
job
earning
forty-five
fifty
thousand
plus
a
year,
and
if
you
graduate
from
most
other
Boston
District
high
schools
and
do
not
go
further
you're
going
to
be
stuck
in
a
25
thousand
dollar
a
year
job.
So
that's
why
we
want
to
that
help
in
recruitment
and
the
last
areas
that
build
bps
Madison
should
be
formally
and
named
incorporated
into
that
for
substantial
renovations.
B
They
need,
and
also
there
should
be
some
kind
of
consideration
to
at
least
the
question
of
planning
and
researching.
Does
there
need
to
be
a
whole
new
facility
for
Madison
built
in
this
day
and
age?
So
that's
what
I
wanted
to
say
and
you'll
hear
from
people
who
know
more
than
me,
and
it's
very
kind
of
you
to
take
me
out
of
turn.
I
have
to
catch
a
plane,
so
so
I
have
to
leave
early.
Thank
you
very
much.
Counselor
you're
something
George
Lou.
C
Just
be
brief,
just
to
thank
you
as
well
as
councilor
Jamie
and
councillor
wolf,
for
your
continued
leadership
on
this
on
these
issues.
Look
forward
to
reviewing
probably
most
of
the
tape,
because
I
have
several
conflicts,
but
thank
you
for
your
leadership.
Thank
you
to
BPS
for
being
here
and
kevin
for
your
leadership
at
the
school
and
your
in
your
entire
staff.
Your
passion
is
contagious
and
you're
truly
inspirational,
so
look
forward
to
partnering
and
supporting
you
guys
in
any
way.
I
can
thank
you.
Thank
You,
councillor,
Thank.
D
It's
been
just
really
inspiring
to
partner,
with
the
two
of
you
and
and
two
now
I
feel
like
we're
four
partners.
We've
we've
been
at
this
for
a
little
while
visiting
and
understanding
all
the
different
angles.
I
remain
convinced
that
there
is
no
more
important
charge
than
making
sure
that
our
students
have
a
direct
connection
and
pipeline
to
the
opportunities
that
are
here
in
a
way
that
is
equitable
and
Madison.
Park
has
all
the
pieces.
D
E
E
We
have
been
at
this
for
almost
a
year
and
a
half
now
working
together
to
support
and
strengthen
Madison
from
the
tours
to
the
policy
briefing
last
year
to
the
hearing
on
partnerships
to
working
closely
to
hear
what
students
had
to
say
what
parents
had
to
say
what
educators
at
Madison
had
to
say
what
the
administration
had
to
say
with
the
Friends
group
had
to
say
what
is
very
clear
to
me
is
the
deep
commitment,
a
view
mr.
McCaskill,
you
and
your
team?
E
You
know
what
is
also
clear
to
me
is
the
importance
that
we
talked
about
Madison
in
a
different
way.
It
is
frustrating
to
hear
people,
including
those
who
care
about
Madison
continued
to
talk
about
what
is
not
working
at
Madison
when
we
need
I
have
been
to
Madison
now,
I,
don't
know
how
many
times
as
an
elected
official
and
every
time
I
go.
I
am
blown
away,
but
what
I
see
in
the
classrooms
and
also
what
is
on
display
from
our
young
people,
and
that
is
in
large
part
to
you
and
your
leadership.
Mr.
E
McCaskill
and
the
dedication
that
we
all
see,
but
it's
going
to
be
very
difficult
to
convince
people
that
something
new
and
wonderful
is
going
on
if
we
keep
highlighting
what
is
wrong
with
Madison,
so
I
want
us
to
be
a
little
more
intentional
and
conscious
about
the
language
that
we
use
when
we
talk
about
Madison
and
that
there
are
wonderful
things
happening
doesn't
mean
that
all
of
our
work
is
done.
Clearly,
there's
more
work
to
do
we're
all
here
to
support
that
work.
E
The
other
piece
around
our
language
is,
you
know,
saying
things
like
college
is
not
for
everyone.
It
makes
Madison
so
sound
like
a
fallback
position.
Madison
should
be
a
clear,
wonderful
choice
that
anyone
should
make
who
wants
to
get
into
either
the
trades,
whether
it's
the
building,
trades
or
some
other
sort
of
vocation.
It
is
very
important
we
shouldn't
be
treating
it
as
if
this
is
a
plan
B
for
kids,
who
can't
make
it
in
college,
and
so
I
think
you
know
my
commitment
is
clear:
I
am
here
for
the
long
haul.
E
There
are
some
immediate
things
that
I'd
like
to
see
happen.
You
know
we're
here
to
discuss
the
admissions
policy
I'd
love
to
see
some
funding
a
different
kind
of
funding
formula,
but
also
Madison,
to
be
thought
about
in
terms
of
build
PPS.
I
know.
Many
of
us
have
expressed
frustration
about
how
Madison
wasn't
included
in
that
I
am
looking
forward
to
having
a
wonderful
productive
conversation
that
gets
us
closer
to
meeting
our
shared
goals
to
ensure
that
our
children,
our
young
people,
our
students
at
Madison
Park,
have
every
opportunity
to
succeed.
E
F
You
councillor
savvy
George
and
to
council
Janey
and
councillor
wolf
for
your
leadership
on
on
making
sure
that
the
students
at
Madison
Park
received
the
best
possible
education.
They
also
want
to
highlight
the
great
work
of
mister
McCaskill.
The
mayor's
office
in
bps
and
I
agree
with
counsel
Janey
Madison
Park
is
a
wonderful
school
and
you
know
in
the
city
we
often
hear
negative
things
that
are
going
on,
but
I
I
agree
with
counselor
Janey.
F
We
have
to
start
promoting
our
schools
and
talking
about
what's
what's
happening,
of,
what's
going
well
in
these
schools,
because
there's
a
lot
of
great
things
that
are
happening.
Unfortunately,
you
know
we.
We
do
focus
on
some
of
the
negative
aspects
of
different
issues,
but
you
know
highlighting
the
important
role
Madison
plays
in
our
community
developing
positive
partnerships
with
our
building
trades
with
the
with
our
businesses,
making
sure
that
our
young
people
that
go
to
Madison
Park
have
these
have
the
access
to
the
the
booming
Boston
economy.
F
We
see
the
South
Boston
waterfront
they're,
constantly
building
beautiful
buildings
there,
but
the
economy
is
only
only
doing
well
if
our
young
people
benefit
from
it,
and
that
includes
our
young
people
from
Madison.
Madison
Park
and
you
know,
I
have
great
great
hope
for
the
school
and
I
know
it's
it's
its
best
days
yet
to
come,
and
we
have
great
leadership
at
Madison,
Park
and
just
want
to
say
thank
you
to
mr.
McCaskill
and
to
BPS
for
your
leadership
and
never
giving
up
on
the
young
people
at
Madison,
Park,
so
honored
to
help
any
way.
F
I
possibly
can,
and
you
know,
if
it's
not
in
build
bps,
maybe
maybe
it's
up
to
the
City
Council,
to
figure
out
another
revenue
stream
on
how
we
can
we
can
support
Madison
pockets
that
it's
that
important?
Maybe
the
Boston
City
Council,
has
to
look
at
other
ways
of
working
with
our
business
community
to
ask
them
to
get
more
involved
in
the
in
in
being
a
better
partner
with
Madison
Park.
F
Maybe
we
have
to
increase
taxes
in
the
city
on
what
four
different
revenue
options
so
that
we
can
be
a
be
a
strong
supporter
of
Madison
Park.
So
it's
it's
a
citywide
school.
It
benefits,
so
many
young
people
and
I
think
we
need
to
look
at
different
revenue
streams,
including
potentially
raising
taxes
too.
So
all
young
kids
get
the
best
possible
education.
They
have
that
they
deserve.
So.
Thank
you,
madam
chair
Thank,.
G
You,
madam
chair,
thank
you
to
the
makers
and
yourself
for
this
incredible
work.
I
think
it's
more
important
that
we
hear
from
the
administration
and
even
more
importantly,
some
students
that
were
going
to
hear
from
later.
It
goes
without
saying.
I
am
a
huge
supporter
of
Madison
Park
technical
vocational
high
school
excited
about
the
progress
that
has
been
made,
but
now
I
stand
with
all
of
us.
A
H
First
and
foremost,
thank
you
for
the
honor
of
being
in
front
of
you
today,
councillors,
Jamie
and
sabi
George
and
miss
Wu,
as
the
executive
director
of
Madison
Park
I'm,
always
proud
to
sit
at
sit
at
any
table
any
seat
in
any
forum
to
talk
about
our
school,
but
I
know,
we've
got
not
too
much
time,
but
there's
just
some
apps
just
to
echo
the
words
of
Miss
Jamie.
There
is
such
great
work
going
on,
but
we
do
not.
We
do
not
underestimate
the
work
that
still
needs
to
be
done.
H
There
is
great
work
to
be
done,
but
I
love
the
tone
of
what
everyone
is
setting
now
that
changing
that
narrative,
that
it
has
to
does
not
have
to
be
the
20
year,
narrative
of
Madison
part
of
what
has
gone
wrong.
Who
did
that
support
Madison
Park?
Who
was
responsible
for
it?
The
time
is
now
to
say
this
is
what's
going
on
and
how
do
we
progress
forward
and
this
type
of
progressive
thinking
in
this
room
is
just
the
impetus
that
we
need
to
really
make
this.
H
A
H
A
Magic
to
bring
that
up
you
you
remind
me
of
something
that
I'd
like
to
point
out.
We
are
planning
a
citywide
needle
take
back
day
here
in
the
city
of
Boston
and
the
students
in
your
graphics
department,
printed
up,
all
of
the
folders
and
the
Flyers,
and
the
posters
that
will
be
handed
out
at
all
of
our
community
health
centers.
So
it
was
really
exciting
to
pick
up
those
that
material
from
your
kids
and
I
got
to
meet
them,
and
they
did
a
great
job
with
our
our
materials.
Thank.
A
H
So
just
a
simple
program
overview
as
everyone
in
the
room
knows:
Madison
Park
is
Boston's
only
career
vocational
technical
education,
high
school
serving
students
in
grades
9
through
12
and
servicing
every
neighborhood
I
will
put
the
emphasis
on
every
neighborhood
here
in
the
city
of
Boston.
As
a
city
wide
draw.
H
We
have
19
programs
of
study
ranging
from
the
heavy
trade
areas,
construction,
trade
areas
to
transportation,
to
technology,
to
service
areas
as
well
as
hospitality,
and
we
are
also
pending
with
one
program
coming
up,
and
that
is
the
HVAC
are
which
we
should
know
within
the
next
couple
of
months
and
for
the
agenda.
There,
four
components
to
the
agenda
and
we'll
roll
through
them
with
enrollment
with
two
parts
of
student
populations
and
admissions
process
funding
in
which
we'll
hear
from
mr.
David
bloom
from
central
office,
the
facility
in
which
mr.
H
Sandt
apena
were
outlined
and
performance
or
mr.
Kovic
will
outline
as
well
so
with
enrollment.
This
graph
is
very
unique
as
you
look
at
the
graph
is
a
15-year
graph
from
2004
to
2008.
Seen
you'll
notice,
there
is
been,
there's
been
a
44
percent
decrease
in
enrollment
over
15
years
at
Madison
Park.
But
if
you
take
notice
from
2016
to
2018,
there's
an
uptick,
and
so
we
have
seen
a
one-year
increase
of
four
students
from
2016
to
2017,
but
also
this
year
we
had
an
increase
of
50
the
projection
for
Madison
Park.
H
H
So
the
admissions
process,
and
if
we
start
from
the
third
bullet,
it's
you
know
I
wonder
well.
First
and
foremost,
there
is
regulations
that
state
that
all
vocational
schools
in
the
Commonwealth
of
Massachusetts
must
have
an
admissions
policy.
The
admissions
policy
was
presented
to
the
school
committee
in
September
of
2015
and
also
in
October
of
2015,
and
it
has
been
tabled
since
that
time.
H
H
We
do
take
on
transfer
students
not
only
from
other
vocational
schools
who
have
a
right
to
transition
without
pause
into
a
vocational
program
at
Madison
part
due
to
the
nature
of
the
school,
but
we
also
take
transfers
from
other
high
schools,
and
we
can
only
take
them
up
until
their
junior
year,
seeing
that
you
need
two
consecutive
years
in
a
vocational
area
in
order
to
earn
a
credential.
So
we
have
been
very
successful
and
transfer
students
being
successful
at
Madison,
Park
and
again
that
it's
a
different
approach.
H
H
Very
interesting,
the
enrollment,
the
enrollment-
and
this
is
goes
with
the
selection
process.
If
you
notice
what
they
have
done
with
1718
all
the
way
straight
through
I
always
look
at
that.
The
numbers
that
are
in
parentheses
and,
for
example,
we
have
249
students
and
school
year,
1718
selected
Madison
as
a
choice.
It
went
up
to
295
for
this
current
year,
but
if
you
look
at
what
has
occurred
in
2019
2020
407
students,
selecting
Madison
Park,
either
one
two
or
three,
but
looking
at
that
number
of
344
students
getting
into
the
school.
H
This
means
the
school
is
doing
something
constructive
and
it
is
touching
the
hearts
of
not
only
students,
because
we
know
14
year
olds
do
not
make
the
selection
for
themselves.
We
are
tapping
into
the
heartstrings
of
parents
that
this
method
of
schooling,
works
and
I
want
to
repeat
that
this
method
of
schooling
works-
and
this
is
not
just
something-
that's
temporary.
This
is
a
trend
that
will
continue
on.
If
we
follow
suit
of
what
we
say,
we
intend
to
do
to
support
this
school.
L
Afternoon,
councilors
will
walk
briefly
through
the
Madison
Park
budget
proposed
for
next
year,
that
was
approved
by
school
committee
and
some
additional
analysis
we've
been
able
to
do
of
that
budget
that
was
presented
to
school
committee
for
all
schools,
but
I'm,
highlighting
here
from
Madison
Park
in
particular.
That
is
the
focus
of
today's
hearing.
As
many
on
the
council
are
aware,
our
primary
method
of
funding
schools
is
a
mechanism
called
weighted
student
funding.
L
This
mechanism
includes
a
weight,
a
special
for
students
in
vocational
programs,
which
applies
to
every
student
at
Madison
Park,
and
that
way
is
just
shy
of
four
thousand
three
hundred
dollars
on
top
of
any
other
weights
that
they
may
get.
The
net
result
of
this
is
that
the
average
student
at
Madison
Park
gets
weighted
student
funding
of
fourteen
thousand
four
hundred
and
twenty
four
dollars
for
a
total
projected
for
next
year
of
thirteen,
just
shy
of
14
million
13,800,000.
There
are
also
additional
school
allocations
to
the
school
beyond
weighted
student
funding.
L
So
there
is
funding
on
grants
such
as
Title
one,
as
well
as
things
like
nursing
support,
Coast
support
and
other
supplemental
funding
that
the
school
gets
on
top
of
their
weighted
student
funding.
This
includes
support
for
partnerships
such
as
rocks
map
and
other
technical
programs.
The
new
information
that
we're
able
to
put
together
for
schools
this
year
has
to
do
with
our
central
budget
and
how
that
is
allocated
out
to
schools.
So
there
are
two
new
categories
here
that
are
centrally
funded
school
supports
and
central
administration
costs.
L
These
costs
are
helpful
to
look
at
because
they
represent
an
estimate
so
not
perfect,
of
the
district's
full
financial
commitment
to
all
schools
in
our
district.
In
this
case,
we're
focused
on
Madison
Park,
with
those
costs
included
we're
up
to
a
total
of
close
to
thirty
million
dollars
of
the
district's
funding
going
towards
Madison
Park,
which
comes
in
just
short
of
31
million
or
thirty
one
thousand
eight
hundred
dollars
per
pupil.
L
One
other
quick
thing
to
note
on
the
next
slide.
I
mentioned
that
some
other
school
allocations
the
school
gets.
One
of
the
main
sources
of
those
allocations
are
federal
and
state
grants
for
the
over
the
past
three
years
on
qui
m'a
current
year,
Madison
Park
has
been
getting
a
school
redesign
grant
from
the
state
of
about
five
hundred
thousand
dollars
a
year,
a
little
bit
more
than
that.
L
One
other
reason
on
the
next
slide
has
wanted
a
note
that
we
talked
about
central
supports
as
well.
If
we
wanted
to
compare
to
other
regional
vocational
schools,
we
need
to
look
at
the
full
costs
of
providing
supports
to
the
school
regional
vocational
technical
schools
in
Massachusetts,
are
their
own
school
districts
and
are
providing
all
costs,
including
benefits
and
transportation,
and
other
special
education
supports.
We
are
proud
that
our
support
for
Madison
Park
puts
us
among
the
higher
funded
regional
vocational
technical
schools.
L
If
Madison
Park
were
to
be
one
across
the
country,
now,
I
will
note
and
I've
labeled
this
on
the
chart,
but
in
case
anybody
can't
see
it.
Our
comparison
of
state
data
is
only
for
school
year
17.
We
did
not
try
and
place
Madison
Park
in
this
document.
Nor
are
we
make
you
direct
comparison,
because
there
are
a
couple
years
of
difference,
but
we
will
say
we
do
compare
favorably
to
the
higher
funded
end
of
this
chart
as
we
should.
L
I
We
wanted
to
share
that,
in
addition
to
the
previous
grant
slide
that
you
saw,
there
are
additional
funds
from
the
federal
Perkins
grant.
We've
been
very
intentional
about
increasing
the
yearly
allocations
that
go
for
the
most
part
to
the
pathway
program
budgets,
and
so
you
can
see
that
in
the
most
recent
fiscal
year
19
we
had
an
allocation
which,
for
the
majority,
is
equipment
grant
over
$600,000.
I
Additionally,
we
have
about
a
hundred
thousand
dollars
in
contracts
in
which
we
support
Madison,
with
things
like
consultants
for
our
skills,
library
that
captures
all
of
our
standards
and
credentialing
data
certification
and
credentialing
software
such
as
Adobe
software
and
OSHA
software.
So
there
are
additional
supports
that
are
not
part
of
those
allocations
that
you
see
in
that
slide
as
well,
and
then
I've
also
pulled
out
some
of
the
major
investments
we
have
made
into
program
areas
where
the
investment
over
the
last
two
years
has
been
$50,000
or
more.
I
These
are
pathways
that
we
really
wanted
to
have
an
infusion
of
funds
to
bring
the
equipment
up
to
speed
in
industry
standards.
So
as
an
example,
you
can
see
our
commitment
to
graphic
communications
where
we
brought
in
some
new
printing
equipment,
which
has
enabled
the
instructor
to
get
the
new
business
up
and
running
the
print
shop
that
she
has
done.
A
wonderful
job
launching
this
year,
metal
fabrication.
We
have
had
additional
allocations
to
bring
in
some
large
pieces
of
equipment
that
was
needed
in
that
shop
as
well
Auto
Collision.
I
So
those
were
some
of
our
larger
investments
that
we've
done
in
the
last
couple
of
years,
as
well
as
instructional
technology,
which
I
always
feel
is
very
important
that
our
CTE
teachers
have
an
adequate
instructional
technology
to
make
sure
that
they're
able
to
teach
the
knowledge
and
skills
in
their
classrooms.
So
there's
been
a
big
infusion
of
computers
as
well
as
projectors
and
in
other
types
of
instructional
technology.
H
As
you
see
on
the
graph
well
over
15
and
I,
think
that's
being
very
conservative
and
the
range
of
partnerships
ranged
from
our
heavy
trade
areas
and,
as
I
alluded
to
in
our
last
conversation,
that
we
had
in
front
of
the
City
Council
ibw,
103,
New,
England
carpenters
and
IUP
80.
They
they're
painters
and
allied
trades,
PC,
35,
just
outstanding
partners
for
our
trade
areas,
and
when
we
look
at
also
the
recent
signing
of
Boston
the
Met
Boston
Medical
Center
coming
on
board.
H
We
look
at
the
rocks
map
partners,
our
post-secondary
partners,
especially
Bunker
Hill,
Community
College
and
Benjamin
Franklin,
who
have
just
gone
off
the
charts
with
what
they
offer
to
us
to
is
in
a
fledgling
program
with
Wentworth
again,
which
is
going
to
be
very
promising,
as
well
as
Roxbury,
Community
College.
And
so
when
we
look
at
what
we
have
to
offer.
What
we
are
offering
are
my
partner's
offer
us
their
expertise
and
when
we
say
50
is
very
conservative,
it
does
not
include
our
advisory
committees
that
are
part
of
all
19
of
our
programs.
H
Every
single,
as
we
said
in
our
last
meeting
or
every
single
program,
all
19
have
advisory
committees
and
they
meet
twice
a
year.
In
some
cases,
they
meet
four
to
five
times
a
year,
and
these
advisory
board
committees
really
run
the
show
and
what
I
mean
by
that?
They
are
utilizing
what
it's
going
to
take
for
our
students
to
work
in
their
industry.
What
does
the
curriculum
look
like?
What
does
the
equipment
if
what
equipment
is
needed
to
really
have
these
students
prepare
the
moment
that
they
walk
across
the
stage
and
councillor
Jamie?
H
You
indicated
that
Madison
Park
should
never
be
a
fallback.
Because
of
you
know,
you
don't
have
to
go
to
college,
well,
see
our
students,
one
of
the
things
we
say,
and
this
is
coming
from
our
advisory
boards.
Our
students
probably
make
the
most
informed
decision
of
any
student
any
high
school
student
in
the
city
of
Boston,
because
they
get
an
option.
H
They
get
an
option
to
go
on
to
post-secondary
education
or,
if
they
feel
post-secondary
education
is
four
to
five
years
down
the
road
they
can
work
within
their
program
of
study
and
that
is
very
unique
to
only
Madison
Park
and
our
advisory
companies
are
very
crew,
there's
crucial
critical
partners
and
providing
those
opportunities.
But
our
partnerships
are
ever-increasing.
We
could
always
use
more,
but
again
it's
the
quality
and
I
put
the
emphasis
on
the
quality
of
the
partnerships.
H
It's
great
to
have
some
partners
and
some
partners
had
to
be
removed
from
Madison,
Park
and
I'm,
not
ashamed
to
say
that,
because
again,
it's
just
not
matter
of
putting
your
putting
your
name
on
a
roll
and
getting
two
free
meals
for
the
year
at
the
Advisory
dinners.
So
we
really
look
for
some
really
robust,
robust
partnerships
that
are
really
going
to
come
in
and
share
their
expertise,
share
opportunities
and,
most
importantly,
be
a
critical
partner
in
the
development
of
not
only
our
students
but
our
school
as
well,
and
we
do
have
a
parent
being.
H
The
partner
engagement
team,
which
is
led
by
our
director
of
strategic
partnerships
and
engagement
and
management's
brandy,
crew
third,
who
has
been
very
instrumental
in
getting
the
additional
400
incoming
freshmen
for
next
year.
Also
we
enter
mentioned,
rocks
map
and,
and
our
last
meeting
we
rented
it
is
probably
the
fastest
growing
program
that
we
have
in
the
school.
Over
the
last
four
years,
we've
seen
an
over
700
percent
increase
and
the
number
of
dual
enrollment
credits
that
have
been
obtained
by
our
students.
H
That
is
a
massive
number
in
a
short
period
of
time
and
rocks
map.
We're
no
four-foot.
You
know,
folks,
who
know
the
origins
of
rocks
map
you're
shaking
your
head
and
saying
yeah.
We
remember
the
origins,
but
this
is
the
new
improved
rocks
map
and
I.
Tell
you.
Mr.
Tanika
degres
has
been
a
driving
force
and
really
pushing
pushing,
probably
going
to
be
one
of
the
best
programs
in
the
Commonwealth
of
Massachusetts
and
also
for
a
coop.
Coop
is
a
program
in
which
students
get
the
opportunity
during
their
vocational
week
to
go
out
and
work.
H
J
Evening
once
again,
Fergus
I
just
want
to
say
publicly
thank
the
Madison
Park
previous
and
current
administration
for
their
work.
They
do
with
kids
I,
have
a
personal
investment
in
Madison
Parkinson's
that
I've
had
a
brother
who
graduated
and
a
brother
who
dropped
out
of
the
Madison,
Park
and
I've,
been
in
on
the
district
many
years
and
also
saw
the
developing
growth
of
the
school.
So
I
just
want
to
publicly
thank
folks
at
Madison
Park
for
their
support
and
the
continued
effort
support
our
kids
in
the
city
before
I
get
it
to
the
slide.
J
It's
one.
A
kind
of
highlight
bill.
Bps
has
five
different
working
components,
just
to
remind
everyone.
The
first
is
new,
builds
and
run
in
expansions.
The
second
is
real
estate
management.
The
third
is
renovations
and
reconfigurations.
Then
there
are
district-wide
investments
and
then
lastly,
capital
repairs.
J
When
we
talk
about
capital
repairs
in
the
context
of
bill
BPS,
we
take
all
of
our
buildings
into
consideration
and
discuss
what
capital
repairs
are
needed
in
those
repairs
through
those
bill.
Bps
conversations,
Madison
Park,
is
definitely
at
the
forefront
in
on
the
agenda
for
for
investments,
and
what
you
see
here
in
front
of
you
is
a
slide
that
kind
of
represents
both
capital
products
and
repairs,
as
well
as
day-to-day
maintenance
and
repair
cost
at
the
top
part
of
the
slide.
J
So
in
FY
17
we
invested
a
little
over
two
million
dollars
in
the
welding
shop.
As
recently
as
FY
19,
they
received
a
large
sum
of
21
century
furniture
in
FY
19
as
well.
We're
talking
about
building
out
locker
rooms
to
help
support
both
Madison
Park,
as
well
as
the
O'brien
school
as
well
we're
embarking
on
a
roof
project
recently
and
we're
also
involved
in
a
switchgear
replacement
as
well.
J
In
what's
noted
there
in
the
last
bullet
is
electrical
distribution,
that's
submitted
as
a
capital
repair
project,
but
that
has
not
been
fully
committed
as
of
year,
so
that's
in
the
CUDA
become
available,
so
in
total
over
the
years
fy17
through
now
we're
looking
at
a
capital
investment
of
approximately
19
a
little
over
19
million
dollars,
so
I
just
want
to
paint
that
picture.
Thank
you.
K
The
way
the
state
accountability
system
works
is
that
the
school
then
has
three
years
to
implement
that
plan
with
the
district,
and
it
almost
doesn't
matter
whether
there
are
dramatic
and
immediate
changes
or
the
school
makes
slow
progress
that
three
year
window
stays
the
same.
No
matter
what,
and
it's
only
at
the
end
of
that
three
year
window
where
Madison
is
coming
here
at
the
end
of
this
school
year.
1819
that
there's
a
decision
point
on
behalf
of
the
state
and
that
decision
rests
with
the
state
with
the
Commissioner
of
elementary
and
secondary
education.
K
There
are
three
options
for
what
happens
when
a
school
reaches
the
end
of
the
three
years
of
their
initial
turnaround
plan.
The
first
option
is
that
the
Commissioner
could
decide
to
exit
a
school
like
Madison
Park
from
that
status,
could
ask
the
school
to
take
another
one
or
two
years,
refine
their
plan
and
have
additional
time
to
implement
it.
K
What's
at.
The
bottom
of
that
slide
is
how
the
district
has
been
a
part
of
the
process
of
supporting
the
development
and
implementation
of
the
turnaround
plan.
As
you
know,
the
work
of
a
school
goes
far
beyond
facilities
and
budgets.
It's
about
what
happens
with
the
work
in
the
the
adults
in
the
building
and
in
the
district.
So
there
was
a
lot
of
work
upfront
to
try
and
put
in
place
a
plan
that
represented
the
aspirations
of
the
school
community
and
an
academic
program
that
would
serve
the
students
in
that
blended,
C,
tve
academic
environment.
K
Also,
we've
also
been
working
with
the
school
to
deploy
things
like
a
data
inquiry
residency
and
an
academic
response
team
to
provide
coaching
to
teachers
in
the
school
as
they
build
their
capacity
to
do
this
very
important
work,
and
that
has
been
ongoing
for
the
three
years
and
we
anticipate
continuing
that
support
and
identifying
what
that
support
needs
to
look
like
in
partnership
with
the
school
leadership
team.
No
matter
what
the
future
of
the
school
looks
like.
K
The
accountability
system
in
Massachusetts
has
changed
since
Madison
Park
received
a
designation,
but
the
fact
remains
that
we
have
not
yet
seen
the
kind
of
growth
on
M
Cass
that
we
think
is
consistent
with
a
decision
to
exit
a
school
from
turnaround
and
I
know.
We've
talked
about
everyone
here
feels
that
there's
more
work
to
do,
and
certainly
M
Cass,
is
only
one
measure
of
what
progress
on
that
looks
like
if
you
go
to
the
next
slide.
K
You'll
see
that
there
are
other
indicators
where
we're
starting
to
see
success
on
some
of
the
measurable
annual
goals
that
the
state
holds.
The
district
in
the
school
accountable
for
definite
bright
spot
is
the
increase
in
four-year
adjusted
graduation
rate
to
over
75%
it's
the
highest.
It's
been
in
more
than
five
years,
I
believe,
as
well
as
seeing
improvements
in
student
growth.
This
is
what
we
would
expect.
H
H
Who
can
really
do
I
really
think
really
could
do
some
outstanding
work
and
enforcing
what
are
those
things
and
from
a
mathematic
from
an
English
language
arts
perspective
from
the
industry
perspective.
I
can
really
excite
students
and
really
pique
their
curiosity
and
move
them
forward
from
a
five
minutes.
Dave
we
are
looking
for
some
money.
Dave
we
look
for
some
money.
I
mean
is
a
and
I
can
appreciate.
H
You
know
with
the
increases
in
Perkins,
we
can
increase
with
the
enrollment
increases,
but
the
truth
be
told
we
are
in
a
building
that
is
built
in
1975.
That
is
antiquated,
and
this
also
goes
with
the
facilities
as
well,
and
when
we
look
at
the
funding
method
is
similar
to
what
they're
doing
with
the
chapter
70
funds
right
now
in
the
state.
Looking
at
those
equations
and
those
our
algorithms
say,
do
they
work
in
the
21st
century
of
2019
and
I?
Think
we
really
have
to
do
an
assessment.
H
Are
the
current
funding
methods
in
the
best
interest
of
Madison
Park?
We
cannot
look
at
East,
Boston,
High
School.
We
cannot
look
at
Boston,
Latin
School
or
what
they
do
at
ba
a.
We
are
only
concerned
with
what
happens
at
Madison
Park.
If
we
are
truly
the
driver
in
the
episode
evelopment
for
our
young
people,
then
something
has
to
be
different
and
I
know
that
we
have
the
folks
in
this
room
to
really
do
a
fair
and
equitable,
make
a
fair
and
equitable
process
and
going
forward
and
from
a
vocational
perspective.
A
You
thank
you
all
for
that
very
detailed
presentation,
I'm
just
gonna,
get
to
my
timer,
so
I
hold
myself
accountable.
My
first
comment
and
a
great
deal
of
applause
as
mr.
Depina
you
mentioned
that
Madison
Park
will
be
at
the
forefront
when
we
talk
about
funding
and
build
bps.
So
I
look
forward
to
seeing
that
because
some
of
my
work
through
build
bps
I,
haven't
seen
that
I've
articulated
that
to
the
school
committee.
I've
articulated
that
to
the
school
department.
Madison
has
not
been
a
part
of
the
conversation.
A
We've
talked
about
build
bps,
so
I
think
over
the
course
of
the
next
few
weeks.
I'll
circle
back
with
the
build
bps
folks
to
make
sure
that
is
the
case.
I'm
excited
about
that
one
of
the
driving
factors
in
any
of
the
decisions
we
make
is
funding,
and
if
we
we
can't,
we
can
have
great
policies,
but
if
the
dollars
I'm
following
it,
it's
not
going
to
happen
so
I
want
I'm
starting
it
with
some
of
my
notes
on
slide
10
and
looking
at
the
breakdown
here,
which
is
thoughtful.
I.
A
L
A
L
L
L
L
A
I
I
Say
there
are
more
programs
coming
online
in
the
state
and
there's
been
a
consistent
pot
of
money,
so
we
expect
at
some
point
we're
either
going
to
level
out
or
maybe
take
a
slight
decrease
that
hasn't
happened
yet,
but
those
numbers
are
released
usually
in
July
and
I
certainly
can
share
that
with
you
at
that
time.
That's.
I
Absolutely
it's
a
reverse
type
of
process,
where,
typically,
you
put
together
your
grant
proposal
and
then
you
submit
it
to
the
grantor
and
they
tell
you
yep
we're
getting
we're
gonna
give
you
that
money.
In
this
case,
we
have
to
put
together
a
proposal
prior
to
the
teachers
leaving
for
summer
vacation,
and
then
we
find
out
in
the
summer
time
how
much
the
state
is
giving
us
and
we
have
to
make
that
budget
work.
I
I
They
do
have
program
budgets
within
Madison
parks,
budget
and
Kevin
can
certainly
speak
to
that.
It
is
a
month
of
kind
of
being
in
limbo,
before
our
Perkins
grant
opens,
where
we're
not
doing
any
purchasing
as
a
department,
but
keep
in
mind
that
the
Perkins
grant
cannot
be
used
for
any
consumables.
It's
very
convinced
of
what
we
can
put
on
that
grant.
I
For
the
most
part,
it's
used
for
program
improvement,
and
that's
why
you
saw
on
the
second
slide
the
list
of
major
equipment
purchases
that
really
allow
the
program
to
improve
and
meet
those
industry
standards.
So
smaller
items
consumables
are
not
really.
You
know
what
we
generally
put
on
the
Perkins
grant
business
as
all
federal
grants
is
a
must,
supplant
versus
supplement
regulation
around
how
we
create
and
craft
that
proposal.
Great.
D
So,
just
to
start
with
the,
where
your
presentation
started
around
enrollment
great,
to
celebrate
that
more
and
more
students,
especially
in
recent
years,
are
recognizing
the
opportunities
and
choosing
the
school
as
one
two
three
in
the
process,
the
numbers
are
still
below
kind
of
the
height
of
even
where
your
chart
starts
with.
You
know:
1,600
students
in
2004,
1500
and
2006.
What
is
the
where
do
you
envision?
What's
the
plan
for
kind
of
what
the
ideal
your
kind
of
enrollment
by
grade
level
is
at
this
one?
Are
you
aiming
for
a
thousand
students?
D
H
Could
we
go
more
when
you're
looking
at
from
a
vocational
perspective?
The
number
varies
for
per
square
footage
for
every
shop.
For
example,
you
can't
have
a
hundred
students
of
culinary
arts
from
a
safety
perspective.
So
again
it's
really
those
who
can
sort
but
1500
students
would
be
ideal
for
us.
Okay,.
H
D
H
So
folks,
so
thank
you
very
much,
but
with
respect
to
the
English,
no
I
don't
need
to
clap,
no
need
to
clap,
that's
the
truth.
It
is
the
truth
with
the
admissions
policy.
Again,
it's
simply
to
stay
in
line
with
our
sister
schools
in
the
Commonwealth,
every
single
every
single
school
has
one
in
Boston
and
again
this
isn't.
This
is
not
an
indictment
on
any
administration
here.
This
has
been
going
on
for
decades
and
it's
something
where
how
do
you
determine
what
students
are
truly
interested
in
a
vocational
education?
H
H
Good
night,
but
again
there
is
no
test.
There
is
no
there's
no
performance
test
being
given.
There's
no
essay,
that's
rated!
It's
four
criteria
in
its
performance
space,
it's
based
on
attendance,
it's
based
on
discipline
records,
but
it
is
based
on
an
educator
recommendation
and
when
folks,
the
folks
who
have
you
know
some
difficulty
or
grave
concerns
which
is
well,
why
you
going
on
performance
and
attendance
well
for
attendance?
If
we're
training
you
for
the
world
of
work,
what
you
guys
show
up,
you
have
to
show
up.
H
It's
an
important
part
is
an
important
aspect
of
that.
But
it's
an
80
point
system
in
which
now
you
are
seeing
from
top
to
bottom
and
you
simply
select
375
students
from
top
to
bottom.
It
is
no
different.
They
knows
what
is
done
in
our
sister
city
run
vocational
schools
in
Linn,
Worcester
and
Springfield.
H
D
J
D
H
D
And
how
long
does
that
take?
So,
if
we're
already
looking
at
too
late
for
a
first
school
year,
1920
earliest
the
school
year,
2021
does
the
deci
piece?
Add
more
I
mean
it's
it?
What,
when
would
you
need
to
be
done
with
it
at
the
city
level
to
get
deci
enough
time
to
have
it
done,
even
potentially
for
2021
any.
J
D
I
H
A
H
Madison
Park
has
traditionally
had
special
education
rates
as
high
as
forty
one
percent,
but
when
you
look
at
the
special
education
rates
of
sister
schools
such
as
Minuteman
Minuteman,
traditionally
has
a
high
one
of
the
highest
special
education
rates
in
the
Commonwealth
for
vacationing
school's,
almost
mirroring
Madison
parks.
The
only
difference
is
the
levels
of
special
education
needs
and
challenges.
That's
the
difference,
but
so
you.
H
So
when
we
talk
what
we're
talking
about
discriminating
against
special
education
students
or
any
other
demographic
of
student
I,
do
not
think
the
Department
of
elementary
and
secondary
education
would
pass
a
policy
and
send
it
back
to
a
district
without
vetting
it.
You
know
exclude
just
just
vetting
it
just
for
the
sake
from
a
civil
rights
perspective,
so
the
question
becomes.
Why
is
it?
H
A
E
On
this
line
of
questioning
on
the
actual
admissions
policy,
I
was
at
that
school
committee
meeting
back
in
2015
I
think
you
were
fairly
new
mr.
McCaskill,
maybe
and
within
your
first
year,
I
think
you
know,
I
have
long
advocated
that
the
school
department
treats
all
of
us
our
schools,
as
if
they're
the
same
so
we
treat
a
Boston
Arts
Academy.
The
same
way.
We
would
treat
an
East
Boston,
High
School,
the
same
way.
We
would
treat
Madison
and
we
shouldn't
we
do
that
with
a
hiring.
E
So
our
young
people
are
kind
of
testing
the
limits
they
are
challenging,
Authority
in
a
different
way
they
may
get
in
trouble
now.
The
work
that
I
did
prior
to
coming
here
was
very
much
grad
and
grounding
and
making
sure
that
we're
eliminating
opportunity
and
treatment
gaps
and
that
we're
doing
more
in
terms
of
dismantling
the
school-to-prison
pipeline.
E
And
so,
if
we
are
going
to
look
at
things
like
school
discipline,
important
to
kind
of
recognize
that
every
person
needs
kind
of
that
second
chance,
particularly
if
they
made
a
mistake
in
middle
school
and
so
I'm,
certainly
up
for
the
conversation
around
how
we
devise
an
admissions
policy
that
makes
sense
for
Madison
that
recognizes
that
is
a
tech
VOC
school
and
that
we
want
folks
who
students
who
want
to
be
at
Madison
to
kind
of
go
to
Madison
in
terms
of
the
enrollment
I'm.
Looking
at
I,
don't
know
what
slide
that
says.
E
E
For
the
students
who
either
got
into
fights
or
students,
for
whatever
reason
didn't
work
out
at
other
schools,
I
think
now
people
are
lifting
up
Madison
in
a
different
kind
of
way
to
make
sure
that
every
child,
every
student
who
was
there
wants
to
be
there-
is
that
where
we
see
this
dip,
though
from
the
2012-2013
and
then
in
2014,
we
see
it
go
down
to
890.
Is
that
the
change
when
the
school
department
stopped
administratively
assigning
like?
Are
they
just
assigning
students
that
choose
Madison
one,
two
or
three?
What's
now?
What's
now
happening.
H
J
H
J
N
E
E
E
It's
from
you
mr.
bloom
that
says
that
there
are
grants
from
FY
19
that
went
from
1/2
million
now
down
to
94
thousand.
Can
you
explain
what
that
is
so
for
fiscal
year
19
there
was
five
hundred
and
twenty
four
thousand
dollars
in
other
grants,
and
but
in
fiscal
year
twenty
two
94563.
So
that's
huge,
a
very
significant
drop.
What
is
that
so.
L
L
L
It's
always
hard
to
be
making
direct
comparisons
to
other
schools.
What
I
would
say
is
we
Madison
Park
is
one
of
the
the
highest
funded
schools
in
the
district
right
and
quite
possibly
the
highest
when
you
remove
high
needs
special
and
only
schools
from
that
equation,
and
we
are
very
proud
of
we've
made
to
Madison
Park
I
think
you
know,
making
direct
comparisons
to
other
schools,
and
districts
is
hard
so,
but
we
are
at
the
higher
end
of
what
we
see
from
other
regional
vocational
schools
when
we
look
at
a
comparable
set
of
costs
right.
E
L
E
E
The
question
that
I
would
have
is
again
back
to
student
population,
and
it's
not
clear
to
me
that
these
schools
are
serving
the
same
kind
of
students
in
terms
of
student
need,
so
whether
we're
talking
about
English
language
learners,
whether
we're
talking
about
students
who
are
living
in
deep
poverty,
if
we're
talking
about
students
who
have
special
needs-
and
so
I
just
want
to
highlight
that
so
our
schools
in
Boston
period
are
serving
those
children
and
Madison.
Park
historically
has
served
those
children,
and
so
we've
got
to
make
sure.
E
A
M
Thank
you
very
much.
I
madam
chair,
just
a
quick,
quick
statement
and
then
a
quick
question
really
the
$32,000
per
pupil.
That's
wonderful!
Having
said
that,
you
know
I,
don't
think
necessarily
throwing
money
at
students
or
throwing
money
and
making
that
the
silo
of
what
we're
doing
is
really
all
that
important.
I.
Think
it's
how
and
where
you
spend
the
money
that
we
have.
You
know
I
look
at
the
Patriots
are
middle
of
a
salary
cap
every
year
they
when
the
soup,
all
the
Buccaneers,
are
over
the
salary
capped
at
five
and
eleven.
M
They
were
awful,
clearly
they're
spending
money
in
the
wrong
areas.
My
question
really
related
to
that
is
I've
been
over
Madison
Park
several
times.
In
fact,
we
went
on
a
trip
over
to
Ireland
where
they
have
vocational
schools
in
Limerick
and
in
Donegal
hospitality,
vocational
schools,
as
well
as
your
traditional
vocational
schools,
they're
doing
phenomenal,
phenomenal
things
with
dropouts,
as
well
as
young
men
and
women
who
graduated
from
high
school,
but
can't
find
their
way.
I've
been
over
to
the
O'brien
many
times,
I've
been
over
Madison
Park
many
times
and
been
welcomed.
M
Every
time
I've
been
there
having
said
that,
when
I've
gone
through
Madison,
Park
and
I
see
science
projects
being
done
out
in
the
hallways
or
carpentry
shops
being
done,
you
know
in
a
used
to
be
a
broom
closet
or
whatever
space
is
an
issue.
So
O'bryant
continues
to
grow
as
an
exam
school
people
want
to
have
their
children
and
Boston
residents
go
to
an
exam
school
I.
Get
that
having
said
that,
what's
the,
how
much
are
they
really
impeding
on
your
space?
M
Because
I,
you
know,
I,
don't
think
that
you,
you
know
if
the
School
Committee
puts
a
cap
on
the
number
of
a
you
say,
the
cap
is
375.
If
you
indeed
had
375
per,
would
you
have
enough
room
and
I
think
honestly,
you'd
say
no
and
then
how
do
we
fix
that
so
we're
in
the
middle
of
bill
BPS?
How
do
we
make
sure
that
we're
not
missing
this
opportunity,
because
you
know
I,
say
college
isn't
for
everybody
and
you
know
sometimes
it's
a
popular
statement.
Sometimes
there's
not.
My
son
happened
to
be
at
Wentworth.
M
He
left
Wentworth
to
join
the
army.
College
wasn't
for
him
after
two
years.
He
realized
this
isn't
for
me,
he's
getting
a
great
education
now
I
can
tell
you
that
much
and
it
starts
at
five
o'clock
in
the
morning,
which
is
a
whole
other
issue.
But
what's
what's
the
situation
with
the
space
on
an
honest
conversation
and
how
can
we,
as
a
council,
help
you
and
the
O'brien
for
that
matter,
move
into
the
next
century?
Well,.
H
Be
you
know,
being
relatively
news
still
about
four
years,
but
a
seasoned
veteran
now
that
matters
apart
space
is
an
issue
and
I
cannot
speak
upon
what
has
transpired
in
Madison
Park,
with
giving
up
space
and
particularly
in
building
two
I,
think
a
councillor
of
McCarthy
with
respect
to
space
in
the
shops
and
I
in
our
heavy
trades.
We
have.
We
have
more
than
enough
space.
I
want
to
make
that
point
perfectly
clear.
H
More
than
enough
space,
I
think
with
classroom
space,
it
becomes
an
issue
and
again
in
building
two,
which
is
I,
write
an
academic
portion
of
our
building.
But
again
it
is
partially
shared
with
O'brien
and,
as
you
alluded
to
earlier,
O'brien
is
growing
and
the
question,
and
there
was
a
retort
and
my
point
was
rhetorical,
but
at
whose
expense,
and
so,
if
we're
running
out
of
space
and
we're
constantly
giving
up
space,
that
does
not
allow
us
to
grow,
and
so
we
have
these
ambitions
of
growing
to
a
1,500
student
in
school.
H
Right
now
classroom
wise.
We
can
probably
make
it
realistic.
We
can
probably
make
it.
The
question
becomes:
if
O'brien
continues
to
grow
and
I
know,
there's
an
outcry
of
equity
in
the
exam
schools.
If
they
continue
to
grow.
There's
a
situation,
that's
brewing
and
it's
not
those
who's
going
to
be
a
hatfield-mccoy
situation
in
the
hallway
between
the
two
schools,
but
as
some
part
in
time,
when
does
Madison
Park
be
allowed
to
expand
itself.
J
A
The
part
of
the
knee
ask
recommendations
want
a
revisit
of
a
revised
admissions
policy
which
was
developed
which
has
been
developed
in
the
past.
What
implications
does
the
knee
ask
study
and
their
findings
have
on
the
follow-through
with
the
admissions
policy,
which
also
would
likely
include
an
application
sure.
J
So
the
knee
ask
work
and
recommendations
are
basically
into
woven
between
the
turnaround
plan
and
everything
that
goes
on
in
Madison,
so
they're
not
different,
separate
buckets
of
work
or
initiatives
they
all
align
very
well,
but
with
regard
to
the
policy,
what
we'd
be
doing
is
we
have
a
central
office,
Nia's
team,
so
made
up
of
facilities,
people
IT
people,
budget,
people,
myself
the
school
administration?
What
we
do
is
we
work
with
that
team
to
help
prepare
the
Nia's
reports.
J
We
work
with
academic
team,
special
education
team,
all
the
different
central
office
departments
that
we
coordinate
the
work
at
Madison
as
a
relation.
The
ask
work
as
well
the
recommendations
that
come
back
from
the
visit.
What
we
do
with
that
is
we
take
those
recommendations,
bring
it
to
the
team.
The
team
discusses
every
aspect
of
the
recommendations
that
we
work
with
the
school
and
figuring
out
how
we
respond
to
those
asked
in
their
needs,
so
those
conversations
will
be
happening
in
the
spring
as
we
prepare
for
what's
required.
J
It
get
some
suggestions
on
how
to
make
improvements
to
what's
asked
of
us
about
the
Nia's
reports
and
we
begin
implementing
those
little
by
little
with
the
help
of
the
school.
So
the
admissions
policy
is
part
of
that
work
and
it
will
be.
Conversation
will
be
had
around
that
in
context
of
Nia's,
as
well
as
the
overall
previous
work.
That's
been
done
on
the
policy
and.
A
J
A
A
K
I
I
won't
take
the
liberty
to
speak
on
behalf
of
the
Department
of
elementary
and
secondary
education.
It
has
been
a
conversation
and
the
fact
that
they
do
hold
all
types
of
high
schools,
with
the
exception
of
our
alternate,
dedicated
alternative
education
programs
to
the
same
accountability
system.
So
the
same
process
of
setting
goals,
I
will
say
our
experience
working
with
Madison
Park.
The
last
few
years
has
certainly
been
that
there
are
the
same
kinds
of
strategies
that
can
work
for
improving
an
academic
program
in
a
traditional
general
education.
A
A
We
want
to
see
certainly
a
Mendes
improvement
in
this,
but
what's
missing
when
we
stick
with
the
percentiles
some
of
the
nuance
between
the
actual
MCAT
scores,
because
if
it
goes
up
a
few
points,
even
more
than
just
a
few
points
it,
it
may
still
keep
the
school
in
that
one
percentile,
but
we've
seen
some
sort
of
more.
We
see
the
growth
we
can't
see
it
in
the
percentile.
Is
that
broken
down
anywhere?
Yes,
the
the
specific.
K
Performance
of
students
and
subgroups
of
students
on
different
targets
has
broken
down
on
the
dusty
website.
That's
information
we
can
make
available
to
the
council
in
particular
to
Madison
in
particular
particular
to
Madison,
but
your
assertion
is
absolutely
right.
The
the
percentile
you
might
think
of
it
as
a
lagging
very
summative
indicator
does
not
necessarily
capture
variations.
If
you
looked
at
all
schools
that
were
at
the
5th
percentile,
for
example,
you
might
see
that
some
schools
are
doing
better
in
some
subjects
versus
others.
K
H
Again,
with
respect
to
the
accountability
measures,
there
are
no
vocational
accountability
measures.
You
know
all
academic
I
mean
there
are
five
factors
that
go
into
the
accountability:
measures
in
calves,
MCAT
scores
the
student
growth,
percentiles,
graduation
rate,
dropout
rates
and
being
in
advanced
academic
work.
That's
what
we're
being
rated
on.
There
is
no
quality
there's.
There
is
not
a
metric
from
a
vocational
perspective
to
rate
how
well
our
programs
compared
to
other
programs,
and
if
it
is,
it's
all
anecdotal.
D
You
and
sorry
I
stepped
out
if,
if
I
miss
a
little
bit
of
counselor
Danny's
question
period,
so
apologies,
this
is
three
duplicative.
So
I
think
the
chair
answered
my
question
that
I
was
asking
before,
which
is
that
if
to
have
an
emissions
policy
in
place
for
the
2021
school
year,
that
would
need
to
be
finalized
sort
of
done
by
the
district
by
December
of
2019.
Is
that
correct?
Just
any
generic
policy
for
any
school
for.
D
2019,
okay,
and
so,
given
that
that's
kind
of
the
that's
even
now
to
skew
school
years
away
and
to
do
that,
we'd
have
to
do
by
the
end
of
this
calendar
year.
What
is
they
and
you
said,
you're
starting
the
review
process?
What
is
a
reasonable
amount
of
time
for
the
council
to
give
before
checking
in
again
either
at
a
public
meeting
or
offline
about
how
the
review
is
going?
That's.
J
Tough
for
me
to
say,
but
we
can
have
to
keep
you
updated
on
our
conversations.
We
can
figure
that
out
offline,
but
publicly
I
would
say
it's
too
early
to
determine
amount
of
time
for
you
to
check
back,
because
those
conversations
are
ongoing.
A
lot
of
people
that
we
have
to
discuss
it
with
different
feedback
from
constituency
groups
from
people
at
central
office
impacts,
enrollment
and
impacts
budget
and
there's
a
lot
of
people.
We
have
to
have
conversations
with,
and
those
can
take
some
time
for
us
to
kind
of
wrap
our
hands
around
it.
D
About
one
month
sounds
perfect,
thank
you
and
then,
in
terms
of
the
funding
conversation
again
that
the
chair
had
been
pushing
that
represents
kind
of
a
new.
You
know
what
we're
hearing
relative
to
build
bps.
What
makes
sense
in
terms
of
when
some
warm
information
might
be
a
little
available
about
that.
D
J
D
E
That's
so
I
want
to
come
back
to
facility
there,
many
folks,
through
our
talks
with
students,
parents,
educators,
administrators
friends,
group,
have
have
mentioned
the
school
building.
Thank
you
for
kind
of
sharing,
I,
don't
want
to
say
tension,
but
this
this
issue
of
growing
space
for
your
neighbor,
if
you
next
door
to
you
and
what
that
means
in
terms
of
implications
for
Madison,
if
we
are
truly
going
to
offer
the
kind
of
education
that
our
students
deserve,
it's
not
just
about
classrooms.
E
It's
not
just
you
know
our
staff,
it's
not
just
about
funding,
it's
not
just
about
our
admissions
policy,
but
making
sure
that
we've
got
a
world-class
facility
that
can
offer
the
type
of
education
that
we
want.
Our
young
people
to
have,
and
some
folks
have
said
you
know
we
need
to
just
a
whole
new
building
somewhere.
We
need
to
kind
of
repair
this
building
I'm
interested
in
what
your
thoughts
are.
You,
mr.
McCaskill,
and
certainly
you
mr.
E
We
can't
do
that
with
a
school
like
Madison,
because
what
you
have
your
automotive
program,
for
example,
you've
got
to
have
right
there
on
site,
so
help
me
understand
what
best-case
what
you'd
like
to
see.
If
you,
you
could
have
your
way
what
you'd
like
to
see
and
then
I
think
the
question
is
for
us:
how
do
we
help
you
get
there?
I
love
our
location,
I
love,
your
location.
H
Love
the
location
and
see
you
know
again
trying
to
be
politically
correct,
one
we're
at
the
heart
of
the
city.
We
are
accessible
for
every
neighborhood,
which
makes
it
the
perfect
place,
and
so,
when
we
look
at
a
situation,
why
would
we
want
to
move
it?
The
question
becomes
if
we
are
really
going
to
look
at
changing
the
landscape
in
certain
programs,
how
do
we
do
that?
E
I
guess
the
question
then
becomes:
do
we
currently
have
the
space
in
the
school
as
it
exists
to
then
kind
of
say
we
are
moving
certain
programs
to
this
side
of
the
building.
While
we
do
the
repairs
or
the
renovations
on
this
side
of
the
building
is
a
kind
of
quite
like
this.
Maybe
this
is
a
longer
conversation.
Maybe
it's
a
different
hearing
that
we
need
to
call,
but
I
want
to
make
sure
that
we
are
doing
the
investment
that
we
need
to
do
to
make
sure
that
the
actual
facility
is
a
world-class
facility.
E
E
E
Okay,
and
how
did
that
happen?
Was
this
a
mutual
conversation
where
those
young
people,
or
is
this
just
the
fallback
we've
got
space
so
we're
just
once
again
going
to
put
students
there?
Our
students
are
students
from
West
Roxbury
who
obviously
wanted
to
stay,
and
so
we
should
acknowledge,
wanted
to
stay
in
their
school
community
in
West
Roxbury.
Now
that
they're
being
moved
or
asked
to
move,
were
they
participating
and
making
an
active
informed
decision
in
ending
up
at
Madison,
or
was
this
just
another
administrative
assignment?
Don't.
J
E
E
E
A
You
thank
you
counselor
Janie,
my
one
sort
of
I.
Think
for
me
a
closing
question
to
the
panel
and
I
think
it's
something
that
we'll
explore,
probably
in
death
depth
during
our
upcoming
budget
cycle
is
some
of
the
the
the
spending
policies
with
CTE
money
and
CdTe
money,
because
I
know
many
of
our
schools
have
CTE
programs
that
take
some
of
that
money.
That
gets
some
Perkins
money
and
get
some
of
this
other
funding.
A
E
Question
to
follow
that
up,
I'm
wondering
on
slide
13
the
Perkins
grant
allocation
breakdown,
so
FY
19
621,000,
yes,
I'm,
curious
and
understanding
what
percentage
of
that
so
to
councillor
sabi
George's
Point,
it's
a
large
part
of
money,
it's
getting
shared
with
all
of
the
kind
of
career
tech
programs
throughout
the
district.
How
much,
though,
is
Madison
getting?
Is
that
something
we
can
answer
now?
Should
we
say
that
to
the
budget
hearing
in.
I
E
A
You
all
you're
welcome
to
stay
here
for
public
testimony.
We
have
about
eight
people
are
so
seven
people,
including
a
few
folks
from
me,
ask
so
I'm
gonna
ask
that
knee.
Ask
join
us
first
for
public
testimony.
I
think
George
is
coming
down
to
testify.
You
can
choose
to
do
it
sitting
if
you'd
like
I,
don't
know
how
much
testimony
you
have
to
share
or
you
can
do
it
standing
perfect.
Thank
you.
I've.
O
Will
thank
you.
My
name
is
George
Edwards
I'm,
the
chair
of
the
Commission
on
public
schools
at
the
New
England
Association
of
schools
and
colleges
I'd
like
to
start
by
thanking
you
for
your
interest
in
Madison
Park
and
for
holding
this
hearing
and
for
the
opportunity
for
me
to
testify
before
you
today.
O
It's
really
been
a
pleasure
over
the
last
few
years,
working
with
executive
director,
Kevin
McCaskill
and
his
team,
including
the
teachers
here
from
Madison
Park
as
they've
gone
through
the
accreditation
process.
A
little
bit
about
nias
were
federally
funded
and
recognized
accrediting
agency
for
public
private
and
international
schools
serving
grades
K
through
12.
O
The
Committee
on
current
technical
institutions
at
knee
ask
works
with
the
comprehensive
caked
9
through
12
technical
high
schools
and
with
numerous
career
technical
centers
throughout
New
England,
to
ensure
that
the
technical
programs
that
are
provided
to
students
are
responsive
to
the
needs
of
local
state
and
regional
labor
markets,
and
also
to
ensure
rigorous
academic
curriculum,
instructional
techniques
and
assessment
practices.
The
designation
of
knee
asked
accreditation
signifies
that
a
school
has
voluntarily
agreed
to
commit
to
a
school
improvement
process
that
uses
a
set
of
standards
for
accreditation
based
on
research
and
best
practice.
O
Our
process
is
built
on
four
foundational
principles.
Those
principles
are:
alignment
to
standards,
self
reflection
by
the
school
community,
peer
review
by
a
team
of
unbiased
fellow
educators
and
the
process
of
ongoing
review
and
support
that
I've
already
mentioned.
Madison
Park
technical
vocational
high
school
underwent
its
most
recent
decennial
accreditation
review
in
October
2018.
O
The
school
community
spent
the
previous
year
seriously
and
honestly,
reflecting
upon
their
programs
and
practices
which
culminated
in
a
written
self-study
report,
a
team
of
20
peer,
evaluators
spent
almost
four
days
at
the
school,
during
which
time
they
performed
classroom
observations.
They
conducted
formal
and
informal
interviews
with
students
with
teachers
with
school
leaders,
parents,
community
members,
and
they
also
examined
documents
to
gain
a
deep
understanding
of
the
school's
effectiveness
and
carrying
out
its
stated
mission.
O
What
I'd
like
to
do
is
to
just
summarize
some
of
the
findings
in
the
report
and
I
would
like
to
build
on
something
that
councillor
Janney
said
earlier
about
talking
about
the
positives.
There
are
many
positives
at
Madison,
Park
one
is
that
the
committee
recognized
the
work
of
the
teachers
who
work
tirelessly
to
adjust
their
instructional
practices
to
meet
the
needs
of
students.
O
The
committee
also
identified
some
recommendations
and
you've
heard
some
of
them
already,
but
I'd
just
like
to
focus
on
a
few.
So
one
is
to
review
the
current
security
procedures
to
address
any
potential
safety
issues
for
students
passing
between
the
buildings
on
Madison
Park
campus,
to
develop
and
implement
the
plan
to
repair,
upgrade,
add
and
replace
current
security.
O
Camera
systems
throughout
the
school
to
revisit
the
revised
admissions
policy
developed
by
school,
admit
the
schools
minute
administrative
team
and
adopt
the
suggested
changes
needed
to
ensure
student
access
and
equity
at
Madison
Park
to
develop
a
long-term
capital
plan
for
the
school
which
addresses
major
structural
problems
such
as
roofing
roof
leaks
and
plumbing
issues
at
the
school
to
create
and
implement
the
plan
to
upgrade
the
appearance
of
the
school
through.
The
replacement
of
broken
furniture
window
treatments,
improperly
functioning
equipment
and
intermittent
Wi-Fi
service.
O
Madison
Park
is
not
a
neighborhood
school
but,
as
you
know,
a
citywide
magnet
school
that
requires
consistent
level
of
funding
and
support
commensurate
with
similar,
comprehensive
technical
high
schools
in
the
Commonwealth.
Students
deserve
an
educational
facility
that
is
properly
resourced
and
maintained
to
provide
them
with
a
21st
century
education.
The
New
England
Association
of
schools
and
colleges
urges
you
to
include
significant
facility
upgrades
to
Madison
Park
in
the
build
PPS
plan.
Madison
Park
needs
the
full
support
of
bps
the
School
Committee
and
the
City
Council
Committee
on
education
for
its
students
to
grow
and
prosper.
O
We
recommend
that
Madison
Park
receives
sufficient
and
consistent
financial
and
staff
resources
to
achieve
the
singular
vision
of
positioning
Madison,
Park
technical
vocational
high
school
as
the
premier
Career
Technical
High
School
in
the
city
of
Boston,
one
to
which
all
Boston
students
will
want
to
attend
to
further
their
college
and
career
aspirations.
Once
again,
I'd
like
to
take
this
opportunity
to
thank
you
for
this
opportunity
to
testify
today.
O
I
would
like
to
thank
Sam
and
the
members
of
the
bps
administration,
who
have
worked
very
closely
with
us
to
develop
plans
to
implement
the
recommendations
from
the
knee
ask
reports
and
I'd
like
to
congratulate
Kevin
and
the
students,
teachers
and
staff
of
Madison
Park
for
the
fine
work
that
they're
doing
for
the
students
in
the
city
of
Boston
I'm.
Happy
to
answer
any
questions
that
you
might
have.
George.
A
Thank
you
very
much
for
being
here.
Do
you
have
we
typically
don't
ask
questions
that
if
my
colleagues
want
to
entertain
it,
I
want
to
appreciate
you
and
what
you
what
you
do
every
day,
except
done
both
a
visit
and
I've
participated
in
the
self-study
and
the
visit
portion
when
I
was
teaching
I
mean
both
are
very
physically
and
emotionally
and
thoughtfully
demanding
on
you,
our
team,
as
well
as
the
school,
that's
being
reviewed.
So
thank
you
for
being
here.
A
A
P
My
name
is
Jim
Costello,
president
of
Jamaica
Plain
and
I'm,
a
retired
carpentry
instructor
from
Madison
Park
I
spent
first
of
all,
I
really
like
to
just
underline
everything
that
the
nice
a
creep
or
it
was
just
delivered
to
you
I
think.
That's
clearly
what
needs
to
happen.
I
work
for
a
number
of
years
on
the
admissions
policy
I
spent
many
hours
in
the
school
department
dealing
with
actually
John
McDonough,
as
he
was
the
interim
superintendent
and
I
was
in
the
school
as
an
employee.
P
At
the
time
that
we
tried
to
implement
that
policy,
there
was
a
failure
in
administration
at
that
point,
a
failure
to
provide
the
direction
and
the
support
to
promote
Madison
Park
as
a
unique
application
in
the
Boston
Public
Schools.
That
was
a
year
that
that
that
the
numbers
dropped
precipitously,
because
the
school
department
did
wish
to
recognize
the
implementation
of
our
admissions
policy.
P
There
was
no
promotional
work
done.
Mr.
McDonough
had
promised
that
every
middle
school
guidance
counselor
would
spend
a
week
at
Madison
Park
so
that
they
would
understand
that
Madison
Park
wasn't
just
a
dumping
ground
as
councillor
Cheney
has
recognized,
which
it
clearly
was
I
was
there
when
the
school
was
1700
and
I
was
I
left
before
the
school
hit
that
lowest
number.
P
The
issue
of
the
actual
assignment
policy
is
that
there
isn't
an
assignment
policy
until
there's
more
people
who
want
to
be
in
the
school,
then
there
are
spaces
in
the
school
for
them
to
be
so
that
one
does
not
look
at
an
assignment
policy
currently
and
say:
well,
you
don't
meet
the
criteria
you
haven't
had
the
kind
of
support
from
an
instructor
at
your
school.
You
have
failed
to
attend
school
consistently.
You
have
not
passed
an
EM
cast
test,
yet
these
are
all
criteria
that
are
used
in
every
vocational
school
in
the
state.
P
As
was
stated
in
a
number
of
times,
our
admissions
policy
is
no
different.
It
was
no
different
from
most
other
schools
in
the
state.
Why
it's
been
an
advance
has
to
do
with
the
fact.
I
believe
that
there
hasn't
been
the
promotional
work
necessary
to
get
people
to
be
aware
of
the
fact
that
Madison
Park
is
an
institution
of
a
unique
nature
that
provides
access
and
opportunities
to
students
that
can't
be
matched
in
any
other
school
in
the
system.
P
P
P
Okay,
this
isn't
necessarily
what
happens
upstairs
in
health
services
or
in
the
technical
services,
but
in
the
heart
shops
there's
serious
work
that
has
to
happen
on
a
daily
basis
and
there's
serious
work
has
to
be
supported
by
administrators
who
understand
what
needs
to
happen
and
have
the
authority
to
try
to
make
that
happen,
and
when
that,
when
that
does
happen,
things
run
well.
When
that
doesn't
happen,
opportunities
are
lost.
People
ask
people.
P
Can
you
send
me
some
students,
I,
got
I,
need
five
boys
to
come
or
a
girl's
family
and
to
be
conscious
to
join
an
apprentice
program
to
join
with
our
colleagues
at
youth,
build
to
develop
their
their
skills
further?
And
we
don't
have
that
aquit
number
of
students
to
send
out
students
on
interested
in
taking
on
that
challenge
at
age,
17
or
18
at
age
22
when
they've
come
back
they're
seriously.
Looking
for
that
and
we
send
them
to
us,
build
them
so
because
it's
still
available
to
them.
P
So
working
with
outside
partnerships
is
an
extraordinarily
important
part
of
what
happens
at
Madison
Park,
but
admitting
students
to
Madison
Park.
Anyone
who
wants
to
go
can
go
now.
All
they
have
to
do
is
say:
I'd
want
to
go
to
Madison
Park.
There
isn't
any
restriction
on
that
and
obviously
the
school
department
is
sending
students
to
Madison
Park
who
have
no
idea
about
being
at
Madison.
Park
I
mean
I
I
know.
P
Someone
has
to
give
and
that's
a
very
sad
situation,
that's
created
by
an
admissions
policy
that
doesn't
recognize
that
there
were
certain
populations
in
the
city
that
shouldn't
be
handling
heavy
equipment
that
shouldn't
be
in
a
system
in
a
school
where
there's
a
huge
population
of
people
who
are
not
interested
in
supporting
their
own.
The
needs
to
the
particular
needs
of
their
community
of
this.
P
These
other
individuals
in
their
school
they're,
essentially
a
separate
but
equal
group,
and
we
all
know
that
doesn't
work
very
well,
so
I
highly
recommend
that
people
pay
a
little
more
attention
to
the
school.
It's
always
easy
to
come
into
the
school
when
this
act
is
going
to
be
there
because
everything's,
nice
and
tidy
and
all
good.
But
if
you
were
to
come
in
on
an
average
Friday
afternoon
or
an
average
Wednesday
morning,
you
might
find
a
very
different
presentation
and
the
idea
that
everything
is
consistent
is
important,
but
not
always
possible.
P
Now,
that's
a
situation
that
existed
back
twenty
years
ago
and
since
that
time,
almost
all
of
our
programs
are
running
full
with
a
full
staff.
They're
not
running
full
with
full
clientele,
because
the
numbers
have
been
held
too
low,
and
that
is
that's
not
intentional,
that
we
don't
want
to
have
enough
kids
there.
It's
that
the
implementation
of
the
policy
put
limits
on
it
when
it
was
recognized
that
we
weren't
getting
the
kind
of
input-
and
that
was
from
our
failure
to
engage
the
guidance
councils
from
a
failure
to
advertise.
P
Q
Good
afternoon
my
name
is
Luis
ELISA
I
am
the
president
of
the
garrison
Trotter
Neighborhood,
Association
and
I
am
also
I'm,
a
member
of
the
Friends
of
Madison
Park
Association,
which
has
been
together
now
for
more
than
eight
years.
We
came
together
eight
years
ago
because
the
critical
situation
in
Madison
required
us
to
do
that
to
make
sure
that
Madison,
Madison
Park
would
survive
our
first
one
to
think
counselor,
sabi
George,
the
council
will
and
council
Janey
for
their
consistent
interests
in
Madison.
Q
Park
I
need
to
tell
you
that,
prior
to
your
commitment
to
get
involved
in
Madison
Park
your
predecessors,
including
those
in
the
school
department,
it's
been
far
less
time
than
you've
committed
in
the
last
year
and
a
half
matter
of
fact.
Some
of
them
still
have
never
been
into
the
school
yet
seek
to
run.
The
school
I
came
here
today
a
little
bit
off
compared
because
I
thought
we
were
gonna.
Q
Just
talk
about
the
missions
policy,
which
is
important
but
I,
want
to
say
that
I'm,
a
folk
Tech
graduate
I
graduated
from
that
from
Alexander
Hamilton
Vocational
Technical
High
School
in
1967
as
a
certified
draftsman,
which
ordered
my
life.
From
that
point,
where
I
am
now
I've
lived
in
three
different
continents,
I've
worked
for
three
presidents
number
of
governors
and
mayor's
in
the
training
I
God
is
a
draftsman
was
the
foundation
of
how
I
view
the
world,
but
it's
important
to
let
you
know
that
there
has
never
been
a
problem
with
Madison
Park
High
School.
Q
Q
While
we
gather
why
we
greatly
appreciate
the
new
and
improved
interest
in
Madison
Park,
we
are
yet
a
bit
skeptical
as
to
why
we
are
trying
to
now
the
accessibility
entrance
into
these
very
important
life,
altering
and
future
building
programs
to
those
who
may
be
more
in
need
of
them.
Seven
years
ago,
while
struggling
and
fighting
with
the
Boston
Public
Schools
Department
and
a
seed
ship
to
prevent
them
from
shuttering
the
doors
and
distributing
and
dispersing
the
students.
Q
We
heard
very
little
and
saw
nothing
from
those
who
are
here
today
dedicated
and
committed,
and
we
appreciate
that,
but
they
weren't
there.
There
is
no
failure
in
Madison,
Park
vocational
technical
school
there's,
no
failure
or
lack
of
commitment
and
there's
faculty
staff
administrators
there's
no
failure
in
the
students.
Q
The
services
and
support
and
resources
enjoy
the
same
benefits
as
other
students
in
this
city
and
this
state
and
this
region,
while
racing
towards
the
new
reality
and
understanding
of
Madison
Park.
We
cannot
be
unmindful
the
importance
of
making
sure
that
none
who
desire
or
in
need
of
this
very
special
educational
experience
will
receive
that
opportunity.
We
can't
close
people
out
who
really
want
to
get
this
education
and
training
while
we
support
and
have
advocate
and
promoted
the
idea
of
admissions
policy.
Q
We're
also
aware
that,
if
not
applied
mindfully,
it's
possibly
a
pitfall
and
a
road
that
we
can
take.
That
is
dangerous
for
the
students
who
are
there
and
who
should
be
there.
We
can
will
create
a
process
that
will
be
exclusionary
and
harmful
to
a
kind
of
student.
We
have
fought
mildly
to
include
and
support
over
the
past
20
years.
Q
We
also
know
that,
given
the
uneven
application,
disparity
and
application
and
disproportionate
discipline
for
children
of
color,
a
straight
line
regression
model
that
ways
how
a
child
fits
in
the
scaling
process
will
not
be
fair
and
not
be
even
a
clear
understanding
of
cause
and
effect
well
clearly
work
to
the
advantage
of
children
of
color.
If
we
take
in
consideration
what
their
challenges
are,
we
ask
that
we
weigh
the
mean
by
applying
when
looking
at
the
applications.
Q
The
very
subject
is
areas
of
discipline,
tightness
and
absenteeism,
homeless,
students,
sibling
managers
and
children
from
distant
areas
and
locations
in
the
city
will
experience
a
very
different
way
that
mean
a
very
different
way
of
experiencing
education
because
of
their
challenges.
Lateness.
Tardiness
absenteeism
has
a
lot
to
do
with
their
personal
quality
of
life.
We
can't
act
like
suburbia,
where
the
mean
is
flat,
where
you
can
have
people
come
close
on
each
side
and
you
look
at
well
they're
late
or
they're
tardy
or
the
absent.
Q
Sometimes,
children
are
absent
because
they're
taking
care
of
other
children,
sometimes
children
are
late
because
they
can't
catch
a
bus
or
they
change
locations
they're
living
further
away.
There
are
other
variables
I'm
just
asking
that
in
looking
at
this
admission
policy,
we
be
mindful
of
how
this
process
work.
We
be
mindful
that
all
students
don't
have
good
guidance
councils
that
everybody's
not
looking
on
behalf
of
all
children.
The
same
way
I
said,
give
them
opportunity
because
I
guarantee,
if
they
get
into
Madison,
they
will
see
a
leveling
of
the
playing
playing
fields.
Q
Q
It's
a
shame
that
this
school
and
his
students
and
faculty
have
been
disrespected
as
they've
been
over
the
past
seven
years.
It's
a
shame
that
seven
years
ago,
when
they
tried
to
close
the
school
when
I
had
master,
who
was
certified
for
four
years
in
vocational
technical
education,
a
doctor
and
vocational
tested,
education
was
run
out
of
the
school,
because
the
school
department,
its
leadership,
including
its
superintendent,
were
not
supportive
that
students
showed
up
on
the
first
day
of
schools
and
had
no
programs
the
teachers
weren't
allowed
behind
for
55
days.
Q
Q
I
need
my
congresswoman
and
Senators
to
go
in
there
and
ask
the
private
industry
council
and
the
convention
council
and
the
Department
of
Transportation
all
those
agencies
that
have
jobs
and
need
to
fix
these
jobs,
the
private
sector,
people
in
energy
and
electricity
and
construction
to
come
together
and
work
with
Madison
Park.
The
resources
are
there:
we
just
need
the
leadership
that
will
commit
to
do
it.
I.
Q
R
Peace
and
blessings
and
thank
you,
city,
councilor,
Anissa,
savvy
George
for
chairing
the
Education
Committee
holding
this
hearing
and,
of
course,
city
councilor,
Kim,
Janey
and
city
councilor,
Michelle
whoo.
You
do
an
awesome,
an
amazing
job.
Again.
My
name
is
Charles
Mohammed
I
graduated
from
Madison
Park,
High,
School,
I'm,
the
oldest
of
five
children.
R
R
R
The
current
location
of
Madison
Park
was
to
be
named,
the
Humphrey
Center,
which
is
still
wasn't
part
of
Madison
Park
High
School.
We
need
to
listen
to
the
mayor.
The
council
needs
to
listen
to
the
executive
director,
the
teachers
and
the
students
because
they
know
exactly
what's
going
on
at
Madison.
They
understand
the
needs
of
Madison
and
it's
a
shame
that
our
city,
our
leadership,
has
turned
their
backs.
R
R
We've
been
crawling
MP
for
life,
we've
been
taking
little
steps,
but
it's
now
time
for
us
to
take
large
steps
so
that
Madison
Park
can
be
the
school
that
it
was
intended
to
be
here
in
the
city
of
Boston,
and
here
in
America
I,
like
the
clothes
I'm.
Sorry
I
should
have
said
that
I
represent
Minister
Randy
Muhammad
of
Muhammad's
mosque
number
10
in
beautiful
town
growth
Hall,
because
he
also
graduated
from
Madison
Park
High
School.
R
R
R
As
more
than
two
to
five
times
more
likely
to
be
unemployed,
if
he
or
she
does
not
have
a
high
school
diploma,
this
means
that
if
young
adults
do
not
at
least
gain
a
high
school
diploma,
his
or
her
chances
for
surviving
in
the
society
are
severely
crippled
again,
please
listen
to
the
teachers,
the
students,
the
parents,
the
community,
in
your
hearts.
Thank
you.
S
Thank
you,
madam
chair,
can
you
hear
me
okay
and
thank
you
counselors
and
thanks
to
everybody
for
hanging
around
this
long
I'm
Gary,
Kaplan
I'm,
the
executive
director
of
jfy
Networks,
a
non-profit
based
in
Boston.
Today's
hearing
is
a
very
important
event,
because
it
highlights
the
importance
of
Madison,
Park
technical,
vocational
high
school
to
the
city
and
to
the
region.
Madison
Park
is
a
uniquely
critical
component
of
the
city's
and
the
region's
workforce
development
system
as
the
only
vocational
school
in
the
heart
of
the
region's
technology
cluster.
S
It
symbolizes
the
city's
and
the
state's
commitment
to
workforce
development
as
no
other
school
can.
Yet
the
school
has
suffered
from
lack
of
support,
both
financial
and
cultural.
For
many
years
it
has
struggled
academically
the
basis
of
school
rankings,
but
in
the
past
three
years
a
new
school
administration
has
begun
to
improve
academic
performance.
The
critical
first
step
of
turnaround
and
create
new
and
relevant
occupational
training
clusters
options.
S
Past
discussions
in
Madison
Park
have
compared
it
to
Worcester
tech
and
outstanding
nearby
example
of
urban
vocational
excellence.
I
visited
the
school
and
I've
done
some
research
on
its
history.
One
of
the
cardinal
lessons
of
that
history
is
the
fundamental
importance
of
basic
academic
skills
in
vocational
education
and
school
standing.
S
The
first
priority
of
the
Worcester
tech
turnaround
team
was
the
restoration
of
academic
credibility
through
improved
MCAT
scores.
They
recognized
that
a
failing,
high
school
academic
or
vocational
is
not
an
attractive
option
for
students
or
parents.
Nor
is
it
a
compelling
partnership
candidate
for
an
employer
in
2006
the
year
before,
they're
moved
to
the
new
building,
Tech's
combined,
advanced
and
proficient
percentage
in
ela
was
27%
and
in
math
35%
in
2007
the
first
year
in
the
new
building
those
percentages
rose
to
48
percent
and
46
percent.
S
They've
maintained
those
levels
with
further
gains
ever
since
now
by
every
measurement
of
academic
performance,
tech
leads
the
City
of
Worcester
MCAT
scores
mask
or
completion
SAT
scores,
graduation
rate,
higher
education
attendance
rate,
all
the
indicators.
Tech
is
now
the
only
level
one
High
School
in
the
City
of
Worcester.
S
What
we
know
with
certainty
about
the
labor
market
of
the
future
is
that
all
jobs
will
require
higher
and
higher
levels
of
literacy,
numeracy
technology,
fluency,
critical
thinking,
problem-solving,
communication
skills,
teamwork
and
all
the
other
21st
century
skills.
The
old
distinction
between
academic
and
technical
is
dissolving.
All
occupational
distinctions
are
blurring,
the
workforce
is
becoming
aamna
competent.
S
It
is
highly
significant
that
99%
of
the
new
jobs
created
since
the
Great
Recession
have
gone
to
college
graduates
to
produce
job
candidates
who
can
thrive
in
such
a
fluid
skill,
hungry
labor
market
vocational
education
has
to
excel
in
academic
skills,
as
well
as
vocational
skills,
the
academic
foundation
of
language
and
math
that
supports
all
learning,
academic,
technical
and
lifelong
has
to
keep
pace
with
the
markets.
Escalating
demands.
S
Academic
performance
must
be
given
equal
attention
with
other
concerns
in
2015,
Madison
Park
was
demoted
to
level
4
after
its
MCAS
scores
dropped
to
the
bottom
of
the
state
rankings.
In
2015-16,
the
new
executive
director
Kevin
McCaskill,
asked
if
jfy
networks
could
work
with
him
to
him
of
academic
performance.
The
highest
priority
was
math,
the
foundation
of
stem
and
all
technical
fields.
Math
scores
had
declined
to
the
lowest
level
in
11
years.
S
In
our
first
year
at
Madison,
Park
2015-16,
we
helped
raise
the
advanced,
proficient
rate,
7
percentage
points
and
reduced
the
failure
rate
16
points.
In
our
second
year
we
raised
advanced
proficient
another
12
percent
that
19
percent
2-year
increase
was
the
largest
gain
in
the
state,
while
Madison
Park
was
making
this
gain
in
math,
the
bps
district
lost
two
points
and
the
state
remained
flat.
S
Madison
Park
has
all
the
demographic
challenges
of
urban
schools
as
we
as
we've
heard.
In
addition,
the
vocational
schedule,
a
lots,
only
half
the
academic
class
hours
of
a
comprehensive
high
school
and,
like
other
open,
enrollment
schools,
Madison
Park,
is
hard
pressed
to
deal
with
the
widely
varied
academic
needs
of
its
students,
one-third
of
whom
enter
from
out
of
district,
often
out
of
country
with
no
previous
performance
data
available.
S
S
Jfy
networks
is
a
Boston
based
nonprofit,
with
the
mission
of
increasing
economic
opportunity
and
social
mobility
for
disadvantaged
underserved
youth
and
their
families
through
education
and
training.
We
have
worked
with
Boston's
public
schools
since
the
advent
of
MKS.
Our
blended
learning
program
has
helped
boost
student
achievement
at
Madison,
Park
and
many
other
many
other
schools.
Our
curriculum
is
aligned
to
the
relevant
standards,
MKS
2.0,
next-gen,
Accuplacer,
SAT,
or
course
curriculum.
It's
integrated
into
regularly
scheduled
classes
taught
by
the
regular
teachers
with
in-class
support
from
our
staff.
We
use
best-in-class
software
aligned
tightly
to
the
standards.
S
The
program
achieves
disciplined
implementation
by
providing
year-long
classroom
oversight
and
support.
It
produces
high
achievement
through
the
feedback,
loop
of
constant
examination
of
student
performance
data
and
adaptation
of
instruction.
The
ongoing
dialogue
about
Madison
Park
needs
to
give
academic
performance
equal
attention
with
other
concerns.
Academic
proficiency
is
the
foundation
of
technical
vocational
credibility.
S
N
Good
evening
good
afternoon,
thank
you
for
this
opportunity.
I
am
Linda
Freeman
I'm,
a
Boston
Public
School,
fed
parent.
My
son
is
at
Boston
Korean
Academy,
but
he's
also
been
enrolled
in
a
extended
school
year,
and
I
would
like
to
thank
Madison
Park
due
to
their
encouragement
for
my
son,
even
when
some
of
his
quirks
of
having
pickles
and
fried
pickles
on
the
menu
they've
also
encouraged
him
to
have
the
opportunity
to
try
the
other
vocational
things
during
the
summer
and
for
all
our
students
with
disabilities.
N
N
T
T
They
are
in
the
little
time
that
I
been
in
the
school
and
the
little
time
that
I've
been
seeing
and
what
I
have
seen
and
they're
the
problem
in
the
school
is
not
the
kids
I'm,
a
teen
mom
from
the
club,
the
baseball
team
of
this
school
I
treat
the
kids
and
what
I
hear
is
mom.
Give
me
a
hug
come
on
in
this,
and
I
hear
is,
but
I
want
to
do
more
in
the
school.
I
want
to
get
my
grades
up,
but
nobody
cares,
and
that
is
sad.
T
Oh
I
only
have
to
do
a
60%.
Oh
I
only
have
to
do
this.
We
have
to
motivate
them
more
and
you're
getting
a
selection
in
school.
It
gets
a
better
understanding
for
kids
who
really
wants
to
be
there,
and
it
helps
the
other
kids
who
are
already
there
they're
struggling
with
those
kids.
Who
cares
are
motivated
to
be
there
motivate
the
other
kids
to
do
better
in
school
and
and
to
push
themselves
better,
not
to
margin
them
where
they
are
who
they
are
or
where
they're
coming
from
and
that's
sometimes
it's
bad.
T
T
If
the
structure
was
more
part
of
us,
why
we
took
more
part
of
our
location
to
give
to
other
school
and
now
we're
trying
to
grow,
and
we
don't
have
where
to
grow.
It's
not
okay,
and
my
point
is
that
it's
great
to
implement
the
same
rules
are
the
other
technicals
folks
that
are
in
the
Commonwealth
of
Massachusetts.
They
has
worked
for
them.
Trust
me.
It
has
I
seen
it
with
my
own
eyes
as
a
parent
with
my
son,
and
we
need
a
better
security
in
the
school.
The
other
kids
out
of
schools
have
them.
T
Why
not?
What
this
school
doesn't
have
it?
Why
other
kids
have
better
benefits
than
our
kids?
It's
not
okay,
why
sending
in
salty
to
teachers
or
other
teachers
that
doesn't
really
care
to
teach
in
this
school?
Why
not
make
a
better
selection
of
staff?
There
really
cares
and
and
be
on
helpful
with
the
staff.
That
really
cares
because
they
are
I
been
in
the
school
like
I
saw
only
a
month
and
a
hacia
I
went
to
the
school
meeting
with
the
parents
and
teachers
meeting
and
I
can
see,
and
I
can
tell
you.
T
T
My
reason
that
I
came
to
Boston
is
because
I
have
a
very
ill
daughter
like
me,
there's
other
families
who
have
to
move
to
the
heart
of
Boston
and
it's
sad
to
come
to
the
heart
of
Boston
Boston,
thus
the
main
city
of
Massachusetts
and
see
what
is
happening
in
the
main
city,
how
the
kids
are
being
treated
in
their
education
and
main
city
like
nobody
really
cares
about
it,
and
this
is
the
sample.
This
is
the
only
kill
Bob
take.
T
We
can't
margin
those
kids,
okay,
they
their
runs
of
so
many
things,
there's
so
many
things
going
on
in
their
life,
but
they're
making
the
effort
there's
one
guy
who
didn't
make
it
to
the
team
because
his
grades,
you
know,
and
then
they
they
give
him
a
chance.
His
grades
are
coming
up.
So
something
is
saying
to
you.
T
There
is
potential
in
this
kids,
but
we
have
to
work
as
a
team
to
get
this
kids
in
a
better
lifestyle,
and
sometimes
these
schools,
technicals
books
are
the
only
the
only
thing
that
can
help
them
accomplish
better
in
life.
I
want
to
thank
you
very
much
and
I
appreciate
Boston
Technical
High
School
for
giving
us
at
home
for
giving
us
a
second
chance
and
my
son
the
first
time
he
came.
He
want
to
run,
but
then
he
set
me
down.
Mom
I'm
gonna
stay
in
that
school,
because
I'm
gonna
prove
every
college.
T
A
E
Thank
you
all
for
being
here
and
I.
You
know,
I
apologize,
I
have
another
commitment
that
starts
at
6:00,
which
I'm
already
afraid
I
will
be
late
too,
but
thought
it
was
really
important,
obviously,
to
be
here
with
my
colleagues
continuing
our
work,
supporting
Madison
and
trying
to
strengthen
Madison
in
closing
I
just
want
to
to
thank
the
folks
again,
who
are
on
the
front
line
every
single
day
working
with
our
young
people,
starting
with
you,
mister
McCaskill.
E
Thank
you
for
your
leadership,
also
to
the
other,
panelists
and
folks
central
who
is
supporting
the
school,
certainly
to
our
staff,
our
educators,
who
are
here
parents
that
are
here
and
other
advocates
as
I
said
earlier.
You
know
we
can
look
at
Madison
as
the
the
opportunity
to
really
do
something
different
in
our
city.
Someone
mentioned
on
the
panel
that
this
was
really
about
workforce
development,
but
it's
also
about
entrepreneurship.
What
is
happening
at
Madison
is
not
just
about
teaching
people
to
kind
of
go
and
work
for
someone
else.
E
It
is
about
how
you
can
also
start
your
own
business,
whether
it's
in
the
trades
or
some
other
fields
and
so
making
sure
that
we
are
doing
everything.
I
mean
we've
heard
from
in
public
testimony
as
well
in
the
questions
and
comments
from
my
colleagues,
I
think
the
commitment
that
is
here
and
that
people
want
to
see
Madison
succeed.
E
You
know
my
father,
who
is
an
educator
in
bps,
started
as
a
school
teacher
at
the
Bancroft,
was
a
principal
at
the
Roosevelt
and
then
was
at
at
orz
the
Humphrey
Center
at
Madison,
for
maybe
when
you
were
there,
brother,
Charles
I,
don't
know
if
he
was
a
headmaster,
then
very
important
to
me,
deeply
committed
to
making
sure
that
we
all
succeed,
but
we've
got
to
come
together
as
a
community
one
to
kind
of
change
our
narrative
and
talk
about
what
is
working.
We've
got
to
control
the
narrative.
E
What
working
we're
not
going
to
see
more
students
choose
Madison
if
all
the
adults
around
them
talk
about
what's
wrong
with
Madison,
so
we've
got
to
make
sure
that
we
are
changing
the
narrative,
and
that
does
not
mean
that
we
don't
acknowledge
the
work
that
remains.
There
is
a
lot
of
work
that
remains,
but
I
am
hopeful
with
the
team
that
you
have
in
place
Kevin
and
the
additional
resources.
So
we
need
additional
resources
into
Madison
to
make
sure
that
we
can
do
the
work
that
needs
to
be
done.
E
Finally,
again,
we've
got
an
opportunity
in
our
city.
Madison
sits
in
the
heart
of
Roxbury
in
the
heart
of
Boston,
and
it
is
surrounded
by
millions
and
millions
of
dollars
that
is
being
invested
in
development,
and
it
is
shameful
that
we
are
not
doing
more
to
ensure
that
our
young
people
are
part
of
that
that
they
have
the
opportunity
to
build
the
relationships
through
the
amazing
partnerships
that
exists.
We've
got
to
do
more,
we've
got
to
do
better
that
they
have
the
opportunity
to
get
the
real-life
skills
needed.
E
We've
got
to
do
more,
we've
got
to
do
better
and
then,
finally,
with
the
opportunity
to
to
earn
money
while
they're
doing
it
all
very
important.
I
look
forward
to
the
next
steps.
I
know
that
my
colleagues
as
they
close
out
this
hearing
will
offer
some
next
steps
in
terms
of
how
we
move
this
conversation
forward
and
that
we
keep
making
sure
that
we're
doing
everything
possible,
certainly
on
the
city
council
level
at
the
school
department
level
throughout
to
support
Madison
I,
will
certainly
am
very
interested
in
the
rest
of
the
public
testimony.
E
U
It's
great
colleges
it's
great,
but
you
always
need
a
tradesperson,
especially
when
there
is
such
a
need,
because
when
you
look
at
the
new
boom,
like
I
said
it's
over
18
billion
in
new
construction,
at
least
half
of
the
the
individuals
are
from
outside
of
Boston
outside
of
Massachusetts.
So
why
can't?
We
at
least
come
in
work
together.
U
Teach
some
of
these
individuals,
men
and
women
who
are
interested
in
the
building
trades
that
a
sheetmetal
workers
package
after
you
become
a
treatment
after
four
or
five
years,
you're.
Looking
like
about
at
least
eighty
eighty-five
dollars
an
hour,
that's
good
benefits!
That's
that's!
A
good
hourly
liveable
wage,
so
I'm,
hoping
today
that
we
can
really
sit
down
and
have
a
conversation
partner
up
with
people's
Academy.
Let's
teach
as
much
individuals,
that's
interested
in
the
building
trades,
get
them
on
some
of
these
projects
and
make
a
gainful.
U
V
Good
afternoon
I'm,
Joel,
Depina
and
I'm
here
for
a
lot
of
reasons,
because
for
years,
I
attended
English
high
school
and
it
wasn't
because
that's
where
I
wanted
to
go
right
and
it
was.
It
was
harder
for
me
there,
because
there
wasn't
no
program
for
me,
see
I'm
a
hands-on
person
I,
currently
own
a
business
called
JD,
Forrest,
formerly
known
at
your
time.
I
need
floral
designs
and
that's
because
I
have
a
craft
in
our
art
and
as
it
was
referred
to
earlier,
mr.
V
McCaskill
said:
there's
no
exam,
there's
no
way
the
students
are
not
being
asked.
Do
you
want
to
go
here
and
that's
Kim
Jaime
counselor
Kim
Janie
said
earlier.
It
was
just
a
dumping
ground
for
the
ones
that
they
didn't
want
to
put
with.
They
wanted
them.
It
was
just
like
here.
This
is
where
you're
gonna
go,
and
particularly
a
lot
of
Cape
Verdean
students.
That's
where
we
were
dumped
majority
of
us.
V
V
Okay,
and
if
you
look
at
what
they're
doing
to
Roxbury,
particularly
that
part
right
there
you
got
the
Boston
Police
Headquarters,
then
you
got
beautiful
northeastern
and
now
they're
gonna
put
a
beautiful
BJ's
and
things
that
justify
that
part
of
the
community.
So
do
they
really
want
Madison
there?
Do
they
care
about
protect
know?
Do
they
care
about
our
black
and
brown
kids
that
are
in
there?
No
have
they
ever
I,
don't
think
so.
V
Maybe
at
the
beginning,
when
the
school
first
opened
up,
when
Charles
was
in
there
one,
it
was
Madison
Park,
okay,
but
now
they
continue
to
drag
every
single
one
of
the
administrative
staff
out
of
there
slowly
they
make
them
uncomfortable.
The
bps
continues
to
underfund
them
and
make
them
uncomfortable
they're
jostle,
where
they
go
in
there
and
they
don't
have
the
resource
resources
to
do
their
job.
Like
mr.
McCaskill
to
be
able
to
navigate
the
school,
he
eventually
gets
overwhelmed
and
decides
I'm
going
to
leave
and
I
hope.
V
You
know
because
they
run
they
run
everybody
out,
and
then
they
watch
them
that
school
just
continues
go
down
and
someone
else
said
that
other
kids,
don't
you
don't
encourage
the
kids
to
sign
up
to
go
to
that
school
technology
has
moved
up.
You
know
automotives,
you
know
construction,
all
that
stuff.
Is
there
great
right,
but
I
see
now
I,
Drive,
uber
and
well.
I
was
until
them
issues
happening,
but
we're
gonna
fix
that,
but
I've
drove
in
uber
for
five
years
and
there's
I
have
a
college
degree.
V
Could
I
go,
do
something
else
sure
I
could.
But
you
know
what
I
own
my
business
I
do
that
and
then
I
drive
uber
part-time
and
it
makes
me
good
money
right,
but
I
chose
to
do
a
drive
over
because
you
know
what
I
hear
I
watch
every
single
Caucasian
person
get
in
my
car
and
they're
all
tech,
Chucky's
they're
all
making
six
figures.
They
all
have
computer
science
degrees.
There
are
consultants,
the
people
I
drive
around
the
city
in
the
information
that
goes
right
into
here.
V
V
What
do
you
do?
I'm
an
IT
I'm
in
all
this,
and
what
are
we
offering
now
at
this
vocational
high
school?
Do
we
have
an
up-to-date
computer
code
in
you
know?
Do
we
have?
Are
we
doing
computer
engineering?
This
is
this?
Is
a
tech
school?
So
why
are
we
still
stuck
on?
Let's
show
the
kids
how
to
fix
cars.
You
know
what
these
cars
are.
Gonna
be
fixing
theirselves
pretty
soon,
are
we
teaching
them
the
technology
of
what
these
new
cars
are
doing?
Tesla,
it's
all
computerized.
V
Are
we
teaching
them
that?
No
we're
not,
but
rather
we're
continuously
watching
them
destroy
the
school,
so
they
I
believe
and
I
will
and
I
won't
for
two
seconds.
Think
not
for
them
to
hand
it
over
to
the
state
and
then
state
turn
around
and
sell
it
to
to
Northeast
them,
like
they've
done
with
what
I
park.
What
is
the
name
of
that
parks?
I
mean
goes
right
on
on
on
Columbus
have
where
we
used
to
go
and
enjoy
jazz
right
in
the
heart
of
Roxbury.
V
Now
is
going
to
the
Seaport,
so
we
are
concerned
that
part
now
is
beautiful.
Did
you
see
the
big
white
balloon
over
there,
so
they
could
enjoy
it
in
the
winter
when
the
snow
end
is
still
hot
and
warmed
up.
So
that's
the
direction
I
feel
that
bps
in
the
city
and
state
is
going
with
the
school,
and
we
have
my
brother
Sam
de
pinna.
Here,
who's
in
the
school
department
he's
cave
ready
and
he
knows
the
stories
of
the
Cape
Verdean
students
that
went
to
that
school.
V
V
Why
I'm
here,
because
I
have
a
voice
and
I
don't
care
and
I
will
continue
to
stand
up
for
our
people,
because
every
time
one
of
you
can't
voice
your
opinion,
trust
me
because
I'm
gonna
come
right
here
and
I'm
gonna
tell
a
Councilwoman
exactly
when
it's
you
do
what
needs
to
happen
and
I.
Thank
you.
Anissa
counselor,
niece,
Ella,
George
and
counselor
wool
and
Kim
Jamie
for
holding
this
hearing
it's
long
overdue
and
I,
and
it
should
be
packed
in
here
without
community
people.
But
you
know
what
else
happens.
V
There's
a
lack
of
letting
people
know.
Okay,
no
one
gets
the
information.
You
know
how
I
know
about
this.
My
friend
Domingo's
called
means
I,
don't
get
me
a
ride.
I'm
like
where
you
going
I'm
going
to
be
hearing
about
Madison,
Park
I
said
I'm
gonna
come
pick
you
up
and
let's
go
so
this
dessert.
Is
it
no
one
knows
about
these
certain
kind
of
hearings
because
of
the
way
they
they
advertise
it?
They
don't
write
letters
to
each
home
and
say:
hey
we're.
Having
a
hearing.
V
Do
they
give
you
enough
funding
for
you
to
tell
to
write
your
students,
parents
and
invite
them
or
they
just
go
when
they
come
to
the
door
which
a
lot
of
your
parents
don't
come
to
your
door?
They
don't
even
come
to
the
parent-teacher
night,
so
you
know
so
we
we
need
to
figure
out
a
way
and
easie
as
a
lot
of
hearings
that
go
on
in
the
city,
we
need
to
figure
out
a
way
to
better,
communicate
and
to
better
advertise
it.
So.
A
I'll
just
interrupt
you
and
say
this
is
our
third
official
hearing
on
this
matter.
We
had
a
few
last
year,
both
at
the
school
based
and
then
I
think
another
one
here
and
we've
also
had
probably
discussing
Madison
Park
in
particular,
we've
probably
between
the
three
of
us
done
about
twelve
different
iterations
of
awesome.
V
W
W
W
It's
2019
and
I
stand
in
front
of
you
on
the
fifth
floor
again
here
to
speak
on
a
school
that
has
been
neglected
by
the
city
for
many
years:
60
part-time
substitute
teachers,
no
Head
Master
students
were
no
schedules
to
me.
That
sounds
like
you
was
already
planning
for
the
school
to
be
a
turnaround
school.
When
you
don't
have
a
plan
for
students
on
day,
one
I
graduated
in
96,
with
the
dreamed
of
going
to
college,
didn't
know
when
I
was
going
to
go,
but
I
had
individuals
and
now
I
can
call
him
Carlos
right.
W
I
can
get
that
and
individuals
like
him,
always
told
us.
The
skills
you
learned
today
are
going
to
make
you
who
you
are
tomorrow
and
they
didn't
lie.
A
lot
of
teachers
didn't
lie
mr.
porringer
mr.
lac,
mr.
Johnson
I
mean
I
can
go
on
and
on
of
different
teachers
who
invested
their
time
into
the
students
because
they
cared
about
us
somehow,
some
way
the
upper
administration
neglected
to
do
their
part.
To
my
understanding,
students
now
lack
prom
yearbooks
I
played
three
sports
at
Madison
football
hockey
gap.
W
W
Some
of
those
students
do
not
want
to
be
there,
they're
forced
to
go
to
a
building
that
they
have
no
interest
of
being
in
myself
and
thousands
of
alumni
Madison
has
the
hot.
You
know
the
biggest
body
of
alumni
of
students
in
Boston
from
a
screw
dad
twenty
three
hundred
plus
at
the
beginning
of
its
opening
down
to
eight
hundred
students.
Now
years
later,
we
still
have
the
highest
numbers
of
alumni
and
what
we
sit
and
we
talk,
and
we
wonder
why
the
school
is
still
in
the
same
position.
W
It
goes
back
to
administration
and
when
I
talk
about
the
school
administrators,
we're
talking
to
folks
who
are
running
bps,
the
folks
who
was
sitting
at
these
budget
hearings,
the
folks
who
were
putting
the
budget
together
to
speak
about
how
to
make
this
school
better.
We
got
one
football
coach
and
everyone
else
is
volunteering.
We
have
no
workout
facility
because
someone
else
is
used
in
that
space.
W
W
So
the
folks
who
live
in
Boston
and
who
wants
to
see
this
school
turnaround
are
just
tired
of
hearing
the
same
story.
I
graduated
in
1996
20-something
years
ago,
I
sit
here
and
it's
the
same
hamster
wheel.
I
want
to
screw
with
some
of
the
roughest
kids
in
the
city,
I
learned
how
to
fix
a
s500
that
had
thirty
two
processes
in
a
vehicle.
I
learned
how
to
build
a
model
house
from
scratch,
and
company
I
learned
how
to
weld.
W
Then
I
still
weld
today
and
teach
my
children
some
of
the
skills
that
I
learned
that
Madison
so
to
sit
here
and
see
this
proposal
and
budget
on
the
screen
that
we
barely
can
see
and
hear.
That
is
twenty
million
dollars
going
into
Madison.
But
the
school
is
shrinking.
The
student
body
is
shrinking.
The
school
itself
is
physically
shrinking.
We
have
a
brand
new
development,
getting
ready
to
be
groundbreaking
behind
the
school
called
Roxbury
rocks
crossing,
and
none
of
that
money
seems
to
trinkle
down
to
the
school.
W
So
I'm
sitting
here
and
I'm
listening
to
everyone,
speak
their
piece
and
I'm.
Thinking
to
myself,
you
know
being
a
15
year
old
freshman
at
Madison
I
wanted
to
go
there
because
I
wanted
to
fix
cars.
I
wanted
to
learn
a
trade
and
I.
Tell
myself
the
same
thing.
Some
of
these
folks
are
saying:
why
is
it
because
they're
black
and
brown
students
I
had
one
one
Caucasian
kid
in
my
graduating
class
one?
W
What
is
the
percentage
now
of
students
who
are
not
from
Roxbury
and
Dorchester
Matapan
on
high
palm?
Is
that
the
reason
why
the
city
doesn't
really
pay
so
much
attention
to
what
is
going
on
at
Madison?
Is
it
because
the
kids
that
are
going
to
Madison
are
gonna
wind
up
in
the
prison
school
to
Prison
Pipeline?
W
W
It's
frustrating
as
a
citizen
as
a
graduate
as
a
community
member
that
we
still
speak
about
a
school.
That
is
the
only
voltec
in
the
region.
We
don't
have
one
in
Quincy,
there's
not
one
in
Somerville,
there's
not
one
in
Weymouth,
there's
not
one
in
Dedham
which
these
towns
will
love
to
have
this
school.
They
will
come
in
here
and
give
it
every
single
piece
of
support.
They
can
give.
W
W
My
son
goes
to
school
in
Concord.
I
got
a
questionnaire
in
sixth
grade
about
what
he
wants
to
do
when
he's
a
freshman
in
high
school,
and
where
does
he
want
to
go
and
what
is
his
mindset
about
his
future?
That's
all
it
is,
is
a
questionnaire
that
a
guidance
counselor
can
give
or
a
teacher
can
give
in
the
6th
grade,
and
you
can
find
out
if
this
child
likes
to
code.
My
daughter
does
that
and
she's
in
the
3rd
grade.
W
W
There's
no
reason
that
we're
still
here
looking
to
turn
this
school
around
there
are
over
30
different
trades
at
Madison.
Boston
is
a
booming
development
city.
Not
one
union
seems
to
be
partnering
up
with
the
school
I,
don't
see
any
of
the
outside
businesses
coming
in
and
bringing
more
than
just
an
opportunity.
W
It
needs
to
be
a
long
term
investment.
We
need
folks
to
actually
take
this
serious,
because,
at
the
end
of
the
day,
these
young
individuals
that
were
not
servicing
are
they're,
going
to
be
the
individuals
who
are
committing
a
lot
of
the
crimes
within
our
city
and
when
they
do
become
those
type
of
individuals.
X
Good
evening
counselors,
my
name
is
serese
Hardaway
I'm
here
representing
suburban
home
health
care.
I
just
want
to
thank
you
for
having
this
hearing.
We
were
aware
of
some
of
the
other
ones
that
you
had
had
the
hearings,
but
we
heard
about
them
a
little
late,
but
we
didn't
want
to
miss
today.
I
just
want
to
also
thank
councilor
Janie
because
she
opened
her
doors
to
us
and
we
had
told
her.
We
wanted
to
partner
with
Madison,
and
so
we're
thankful
for
that
and
very
big.
Thank
you
to
mr.
X
There
is
currently
a
crisis
with
nursing,
not
only
nursing
but
certified
nursing
assistants,
PT
and
many
of
the
other
tracks
that
go
into
the
Health
Sciences
Certified,
Nursing,
Assistants
and
home
health
aides
is
the
beginning
step
in
your
entry
into
the
health
science
field
and
to
health
care.
And
right
now
we
have
thousands
of
elders
in
this
city
right
now,
along
with
those
living
with
disabilities
and
those
that
are
challenged.
X
That
cannot
get
the
quality
care
that
they
need,
and
so
sometimes
we
have
a
lot
of
people
that
talk,
and
so,
instead
of
just
spitting
out
words,
we
want
to
be
a
solution
to
the
problem.
We
are
an
employer
who
would
like
to
employ
students
from
Madison,
Park
vocational
high
school,
and
the
problem
is:
is
that
there
aren't
of
them?
And
that's
because
the
students
are
not
encouraged
to
go
there.
X
We
have
the
state
who
put
in
a
billion
dollars
or
over
a
billion
dollars
into
the
universities,
for
the
health
sciences,
bio
and
all
of
that.
But
we
don't
have
the
same
commitment
from
not
only
the
city
but
also
from
the
rest
of
the
businesses
that
are
across
the
the
city
and
the
state
who
will
hire
these
students
and
hopefully
they
will
become
nurses
and
doctors.
I
am
lucky
that
I
have
a
doctor
in
the
family,
my
brother,
but
he
did
not
start
at
Madison.
X
It
taught
us
why
we
are
first
seumas
primi,
but
it
also
taught
us
why
Boston
should
always
be
first
in
education
and
it
doesn't
mean
just
Boston
Latin
School.
It
means
all
of
our
education,
centers
and
all
of
the
support
should
be
to
our
educators.
So
excuse
me,
so
we
encourage
the
City
Council
and
for
the
mayor
to
support
mr.
McCaskill
and
his
staff,
because
we're
in
dire
need.
X
We
have
spoken
about
scholarships,
we've
spoken
about
support
for
staff
and
our
CEO
Michael
Roper
is
actually
a
graduate
of
some
vocational
programs
in
New
Hampshire,
and
because
of
that
how
it
saved
his
educational
career.
He
is
very
adamant
about
being
a
partner
for
Madison.
We
have
seen
the
news
and
how
Worcester
vocational
has
made
national
headlines,
and
we
wonder
why
we
can't
be
a
partner
for
the
school
in
our
very
own
backyard.
It
is
a
magnificent
sense.
We
had
the
opportunity
to
tour
it.
X
We
saw
the
great
work
that
the
educators
in
the
building
have
been
leaders
with
new
programming
and
some
of
the
investment
that
has
happened.
So
we're
very
thankful
for
that.
What
we
do
need
is
more
investment
in
the
Health
Sciences.
We
need
students
to
want
to
care
about
caring
for
others,
80%
of
the
health
care
that
goes
to
people
who
leave
hospitals
comes
from
the
families
and
those
who
are
the
secondary,
secondary
caretakers
like
CNAs
home
health
aides
and
the
physical
therapy
assistants.
So
please
put
your
funding.
Put
your
support.
X
Put
your
voice
behind
these
hard-working
people
behind
these
professionals,
who
do
nothing
but
teach
and
make
career,
focused
students,
I'll,
say
this
I'm.
Also
an
owner
of
a
business,
a
co-owner
with
my
family
and
Dudley
Square
and
Madison
is
a
part
of
Dudley,
Square
and
so
I'm.
Also
the
vice
president
of
the
deadly
square
main
streets
board.
It
is
so
important
that
we
see
this
school
be
successful
in
all
the
other
institutions,
the
new
stem
school
O'bryant
and
the
other
ones
that
are
in
the
area
because
they
become
our
future
business
leaders.
X
They
are
the
ones
who
invest
their
time,
their
money
and
really
continue
the
culture
of
that
epicenter
of
the
city.
I
had
the
opportunity
to
meet
one
of
your
students
who
came
into
my
boutique
and
the
bowling
building
and
was
looking
to
buy
an
outfit
and
she
the
maturity
of
this
young
woman,
I
thought
she
was
in
college
and
I
just
kept
talking
to
her
I
said:
oh,
so
what
are
you
doing?
Oh
I,
just
got
off
of
work.
I
said
you're
working.
Well,
how
old
are
you?
X
Oh
I'm,
seventeen
I
said
shouldn't
you
be
in
high
school.
She
said,
I
am
I,
go
to
Madison
and
it's
our
day
to
go
to
one
of
our
coal
co-ops
or
they
get
to
work
at
a
different
facility
and
I
said.
Well.
What
program
are
you
in?
She
said:
I'm
gonna,
be
a
CNA
and
I
said.
Well,
that's
interesting.
I've
got
a
client
that
might
want
to
hire
you
and
she
said.
Oh
well,
that's
great
I
said
well.
X
I
was
overjoyed
because
that's
exactly
what
we
need
and
we
don't
have
enough
when
I
tell
you
a
crisis,
it's
not
just
here
in
Boston
it's
across
the
country
and
people
are
dying
at
home.
They
are
being
readmitted
to
the
hospital
because
they
don't
have
the
right
caretakers
and
we
all
know.
Readmit
ins
costs
a
lot
more
money
than
funding
Madison
Park
High
School.
So
we
encourage
you
to
really
put
the
support
behind
that's
needed,
because
the
students
I
echo
the
sentiments
they're,
not
the
they're,
not
they're,
never
a
problem.
X
Our
kids
are
never
a
problem.
Our
teachers
are
doing
the
hardest
job
they
can
with
what
they
have,
but
we
are
here
to
partner.
We
want
that
to
go
on
record
and
we
want
you
to
tell
us
how
we
can
do
that,
because
we
don't
have
the
funding
to
fund
everything.
We
can
do
some
things,
what
little
we
can,
but
you
tell
us
in
the
community
how
we
can
support
you
and
doing
what
a
great
job
you're
doing
and
having
this
hearing
and
I
hope
you
all
get
the
funding
you
need.
A
Thank
you
very
much,
and
thank
you
all
for
being
here
and
staying
just
a
few
notes
of
thanks,
Michelle
David
Sam
Cheryl.
Thank
you
very
much
for
being
here.
Mr.
McCaskill.
Thank
you.
I
also
know
that
I
miss
nickens
is
in
the
audience,
so
I
just
want
to
thank
her
for
being
here
principal
of
Madison
Park,
a
special
thanks
to
the
teachers
and
other
folks
for
Madison
Park.
A
That
came
you've
been
really
great
and
I
just
want
to
thank
you
for
for
being
for
being
here
and
being
supportive
of
your
school
community
community,
the
love
that
you've
shown
for
this
process
today.
No
doubt
reassures
me
if
they'll
love,
you
show
every
day
for
your
kid
in
your
classrooms.
I
look
forward
to
what's
ahead.
For
us,
as
I
mentioned,
we've
had
a
number
of
hearings
and
other
sort
of
pieces
of
this
work.
I
think
with
the
the
conversation
from
councillor
Wu
and
mr.
Depina
about
what
could
happen,
maybe
in
the
next
month.
A
I
think
that
gives
us
a
good
timeline
to
circle.
Back,
perhaps
take
what
we're
going
to
learn
through
the
budget
process.
That's
that's!
Coming
up
in
the
next
few
weeks
and
over
the
next
or
in
about
a
month's
time
or
so
figure
out
the
best
way
to
reconvene
whether
in
a
working
session
or
other
other
another
format.
So
thank
you
all
for
being
here,
I'm
going
to
adjourn.
This
meeting
have
a
good
evening.