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From YouTube: Education on March 14, 2023
Description
Education Hearing - Docket #0147, Order for a hearing to establish a climate change and environmental justice curriculum in Boston Public Schools
A
A
B
B
The
city
council
will
be
conducting
this
hearing
virtually
via
zoom
and
it
is
being
recorded.
This
enables
the
city
council
to
carry
out
its
responsibility,
while
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
The
public
may
watch
this
hearing
via
live
stream
at
www.foston.gov,
City,
Dash,
Council
TV,
and
on
Xfinity
8
rcn82
and
files
964..
B
B
Thank
you,
counselor
Flynn,
for
that
intervention,
I
will
keep
going,
it'll
also
be
rebroadcasted
at
a
later
date.
Written
comments
may
be
sent
to
the
committee,
email
I
believe
at
ccc.education
boston.gov
and
will
be
made
part
of
the
record
and
available
to
all
counselors.
We
will
be.
We
will
be
taking
for
the
testimony
at
the
end
of
this
hearing,
if
you
wish
to
sign
up
for
public
testimony
and
have
not
done
so.
B
Please
email,
Cora,
Montreal,
quora,
dot,
m-o-n-t-r-o-n-d
at
boston.gov
or
email,
ccc.education
boston.gov
for
the
link,
and
your
name
will
be
added
to
the
list.
I
I
am
joined
by
today
by
my
Council
colleagues.
In
order
of
arrival,
myself
calls
Council
Mejia
counselor
Aaron
Murphy,
counselor,
Coletta,
counselor,
luigien
and
Council
President
Clinton
I
am
going
to
start
and
just
to
give
you
all
an
overview
of
who's
going
to
be
joining
us
today.
E
Thank
you,
chair,
I'm,
very
grateful
to
you
and
your
team
just
to
get
this
on
the
docket.
Given
our
busy
schedule,
my
co-sponsors
and
my
colleagues
who
are
here
joined
us
everybody
that
I'm
looking
at
on
the
screen
right
now.
Thank
you
so
much
for
taking
time
out
of
your
day
to
be
here
to
discuss
this
very
important
issue.
E
Here
in
Boston
and
some
of
the
young
folks
and
how
we're
cultivating
their
Curiosities
and
their
talents,
our
children
will
inherit
a
higher
frequency
of
severe
weather
events,
coastal
flooding
and
storm
surge.
We
already
see
this
in
my
district,
which
is
landlocked
through
East
Boston
Charlestown
in
the
North
End
droughts,
food
insecurity,
you
name.
E
Additionally,
our
kids
need
to
fully
understand
the
concept
of
environmental
justice
so
that
the
next
Generations
of
leaders
can
easily
identify
and
call
out
injustices
or
when
a
population
Bears
a
disproportionate
share
of
negative
environmental
consequences
and
I
grew
up
in
environmental
justice.
Community
I
was
Boston
and
there's
many
across
the
city
of
Boston
and
so
again
giving
our
kids
the
tools
necessary
to
be
the
leaders
for
future
Generations
is
very,
very
important.
E
It's
worth
noting
in
my
open
remarks
that
there
was
a
report
that
was
co-authored
by
the
non-profit,
North
American
Association
for
Environmental
Education
I
want
to
be
sure
to
get
that
right
that
climate
change
topics
are
not
included
in
much
of
Massachusetts
curriculum
materials
or
learning
standards.
They
actually
ranked
Massachusetts
in
the
lowest
tier
along
with
most
of
the
country,
with
a
very
low
inclusion.
That's
what
they
call
it
of
climate
change,
related
content
in
state
requirements.
E
So
since
I
filed
the
hearing
order,
I've
met
with
the
team
at
BPS
and
they
were
absolutely
wonderful
and
others
on
this
call
on
the
nonprofit
side
just
to
get
a
better
understanding
of
where
we
are
at
as
a
school
district.
When
it
comes
to
integrating
climate,
science
and
environmental
justice
into
our
curriculums.
There
is
promising
work
being
done
by
BPS
with
lesson
plans
and
units
integrated
and
woven
into
all
the
grades,
which
I
hope
again
that
they
will
get
into.
E
But
there
are
definitely
a
couple
of
opportunities
that
that
I
saw
from
my
initial
conversations
and
we
can
get
into
it,
but
specifically,
as
it
relates
to
high
school
curriculums,
the
type
of
rigor
they
require
for
our
students.
How
we
utilize
our
non-profit
Partners
to
supplement
this
work
and
support
teachers
and
then,
at
the
end
of
the
day,
how
we're
backing
up
all
of
this
work
with
resources
in
our
budget.
E
So
from
this
conversation,
I'm
really
just
hoping
for
a
table
set,
meaning
to
gather
all
the
necessary
information
to
provide
a
snapshot
of
what
BPS
currently
provides
for
from
kindergarten.
All
the
way
up
to
seniors
in
high
school
I
just
want
to
get
on
the
record
efforts
currently
underway
by
folks
in
the
stem
Department
to
push
climate
change,
science
and
environmental
justice
and
again
identifying
resources
and
quantifying
exactly
how
much
is
being
spent
on
these
efforts.
So
I'm
really
excited
for
the
conversation.
E
Thank
you
so
much
for
I'm
your
patience
with
my
opening
statements,
but
I've
been
getting
a
lot
of
folks
who
are
who
are
contacting
me.
Why
don't
we
just
focus
on
English
and
math?
First,
it's
we
can
do
both
right,
while
also
weaving
in
and
integrating
climate
science
and
environmental
justice
into
our
existing
science,
Technology
and
Engineering
courses.
So
thank
you,
chair
and
thank
you
everybody
for
being
here.
B
F
Thank
you
chair
and
thank
you
to
Castro
Coletta
for
your
leadership
on
this,
and
thank
you
for
adding
me
as
a
co-sponsor
here
on
this
very
important
topic.
You
know
for
those
who
tell
to
tell
you
who
to
focus
on
math
and
reading
science
is
also
really
important
in
our
young
kids,
who
are
often
at
the
lead
at
these
at
these
rallies
when
it
comes
to
climate
Justice,
when.
F
F
Wbur
article
that
says,
there's
a
hole
in
in
our
education
here
in
Massachusetts
and
that
hole
is
on
teaching
our
young
kids
about
environmental
justice
and
climate
justice.
So
I
think
this
is
a
really
important
conversation,
especially
here
in
Boston,
where
we
have
so
many
leading
research
institutions
and
universities.
So
many
non-profits
who
are
centered
in
this
conversation
and
we
need
to
you,
know,
learn
how
to
bring
them
in
better,
especially
when
we're
talking
about
issues
of
Justice
and
closing
gaps.
F
So
I'm
excited
about
this
and
encouraged
by
the
work
that
we
can
do
here
on
the
city
council,
encouraged
by
the
leadership
of
Boston
Public
Schools,
to
really
make
those
happen
and
I
know
that
there
have
been
similar,
similar
legislation
filed
at
the
state
level
to
really
make
sure
that
we
are
Statewide
looking
at
how
we
Infuse
our
education
more
with
environmental
justice
and
climate
Justice
issues.
So
I'm
looking
forward
to
this
conversation
and
I
think
about
how
are
we
using
this
as
an
opportunity
to
get
our
young
ones?
B
C
Thank
you,
councilor
Mejia,
and
thank
you
everyone
for
this
being
on
this
Zoom.
This
call
here
into
the
sponsors.
As
we
all
know,
I
mean
education.
It
gives
our
children
the
tools
they
need
to
change
their
attitude
and
behavior.
We
can't
expect
our
young
kids,
starting,
you
know
all
as
young
as
kindergarten
all
the
way
through
high
school
to
form.
You
know
opinions
if
we're
not
giving
them
the
correct
information
to
make
those
decisions
not
just
inside
the
classroom
but
also
outside
the
classroom.
I
mean
I.
C
C
Taking
this
on
that
we're
valuing
it
as
a
system
right
that
we
want
every
child
in
every
school
across
BPS
to
be
getting
curriculum
in
this
much
needed
topic.
Science
stem
I,
see
we
have
Beth
here
from
you
know,
the
stem
Department
stem
is
so
important,
but
making
sure
that
we're
really
giving
everyone
the
tools
they
need,
including
the
teachers.
So
thank
you
so
much
for
this
conversation.
C
B
D
Thank
you,
madam
chair,
and
thank
you
to
the
responses
and
to
you
chair
for
the
important
work
you're
doing
in
this
field,
but
also
thank
you
to
the
leaders
across
the
city
outside
of
government
that
are
doing
tremendous
work
as
well
on
environmental
justice,
climate
resiliency,
educating
our
young
people,
especially
so
I'm
here,
to
support
the
chair
to
support
my
colleagues,
but
also
to
learn
as
much
as
I
can
about
this
subject.
Thank
you,
madam
chair.
B
B
I
believe
it's
important
that
we
teach
our
BPS
students
about
the
potential
risks
to
our
planet
and
the
implementation
of
a
curriculum
around
environmental
justice
is
a
great
way
of
ensuring
students
are
well,
are
well
aware
of
these
opportunities
to
build
a
more
climate
resilient
Community.
You
know
it's
unfortunate
that
that
the
reality
is
that
we
have
caused
a
lot
of
damage
already
to
our
planet,
and
these
are
the
consequences
that
we
live
for,
that
we're
going
to
have
to
live
for
for
future
Generations
when
it
comes
to
the
conversation
of
climate,
I.
B
Think
and
I'll
just
speak
for
myself
as
a
as
a
person
of
color,
really
understanding
environmental
justice
wasn't
something
that
I
learned
until
later
in
life.
Actually,
probably
four
or
five
years
ago,
when
I
started
running
for
office
is
when
I
was
first
introduced
to
climate
justice
issues,
because
it
is
a
conversation
oftentimes
of
privilege
of
people
who
have
access
and
time
and
energy,
but
the
people
who
are
living.
The
realities
who
are
impacted.
B
The
most
are
the
least
informed
about
what
climate
Justice
is
all
about
and
the
impacts
of
what
it
looks
like
when
we're
not
well.
First,
so
I
think
that
for
those
folks,
especially
our
little
young
ones,
that
we
have
an
opportunity
to
introduce
them
to
climate
Justice
and
building
climate
resistant
communities
at
a
younger
age,
so
that
they're
not
in
their
40s
and
learning
about
why
the
the
world
is
coming
to
an
end
right.
So
I
think
that
this
is
really
an
opportunity
to
be
more
prevention
and
and
and
building
our
climate.
B
Justice
Warriors
at
a
young
reach.
So
I
just
want
to
offer
that,
as
as
a
really
great
entry
point
and
what
better
way
to
do
so
than
through
our
Boston
Public
Schools,
where
we
have
an
opportunity
to
really
not
only
say
that
we
are
climate
Justice
and
we're
building
the
green
new
deal,
but
that
we're
including
young
people,
in
what
those
conversations
look
like
and
educating
them
through
that
process
and
creating
a
curriculum,
I
think
offers
us
an
opportunity
to
do
just
that.
B
So
I
just
want
to
thank
my
colleagues
for
bringing
this
to
our
committee
and
looking
forward
to
not
just
having
a
conversation
but
really
figuring
out
what
we
need
to
do
to
move
beyond
the
conversation
and
and
looking
forward
to
supporting
the
leadership
as
they
guide
through
this
process
and
I'm
hoping
and
I'm,
not
sure.
If
my
colleague
counselor
Lara
has
joined
us,
but
in
the
spirit
of
being
respectful
and
moving
things
along
and
not
holding
people
hostage.
B
I
am
going
to
turn
the
conversation
to
our
first
panel,
which
is
the
administration
and
for
the
record,
please
state
your
name
and
title
before.
Providing
your
testimony
and
I.
Ask
that
you
keep
your
testimony
to
no
more
than
five
minutes
and
we're
going
to
start
off
with
Elizabeth
Hadley.
The
senior
excuse
me,
science
program
director
grades,
three
to
five
for
the
Boston
Public
Schools.
You
now
have
the
floor.
I
Thank
you,
councilor
Mejia,
and
thank
you
to
my
co-sponsors
on
this
hearing
order
and
to
everybody
from
the
administration
and
community
members
for
being
here
with
us
today.
I
am
just
jumping
in
after
another
hearing,
so
I
will
not
give
opening
remarks
at
length.
I
just
wanted
to
say
thank
you
and
I'm
excited
about
having
this
conversation
to
learn
more
about
how
curriculum
decisions
are
made
at
BPS
and
see
what
we
can
do
to
make
sure
that
this
critical
information
is
getting
to
our
students.
Thank
you,
chair.
B
A
J
Perfect,
thank
you
so
much
councilor,
Mejia
and
I
just
want
to
thank
all
of
our
city
councilors
for
bringing
this
to
docket.
This
is
a
topic
that
is
very
important.
As
all
the
city
councilors
stated,
it
means
a
lot
to
our
students
and
specifically
from
the
point
of
view
of
how
they
advocate
for
themselves
and
for
the
world
that
we
live
in
through
the
lens
of
climate,
Justice,
environmental
justice,
climate
science.
J
You
know
there
are
so
many
various
definitions
that
we're
working
with
when
we're
thinking
about
climate,
so
just
to
name
a
few
climate
science,
climate
change,
climate
Justice,
environmental
justice
and
environmental
science,
and
all
of
these
topics
have
various
definitions
and
so,
for
the
purposes
of
today,
really
diving
into
climate
science,
which
is
climate.
Science,
investigates
the
structure
and
dynamics
of
Earth's
climate
system.
J
It
seeks
to
understand
how
Global,
regional
and
local
climates
are
maintained,
as
well
as
the
processes
by
which
they
change
over
time
and
then
environmental
justice,
which
really
pulls
in
the
advocacy
side
of
things.
It's
a
fair
treatment
and
meaningful
involvement
of
all
people,
regardless
of
race,
color,
national
origin
or
income,
with
back
to
the
development,
implementation
and
enforcement
of
environmental
laws,
regulations
and
policies.
J
So
that's
really
the
the
point
of
context
for
this
work
and
then
I
think
one
thing
that's
really
important
to
start
with
is
just
the
the
Boston
public
schools
are
positioned
on
the
teaching
of
climate
science
in
pre-k
through
12..
So
if
you'll
allow
me
to
read
that
in
alignment
with
our
vision,
our
role
is
to
build
students,
conceptual
understanding
of
Earth
and
space,
including
climate
science,
physical
and
life
science
throughout
their
pre-k
through
12
science.
Experience.
J
Specifically,
we
provide
the
background
knowledge
that
serves
as
a
learning
progression
that
includes
an
increase
in
global
temperatures
and
a
significant
impact
on
human
activities
on
these
increases,
as
well
as
mitigation
and
resilience
strategies
that
human
societies
may
choose
to
adopt.
We
deliver
instruction
using
evidence-based
science,
including
climate
change,
human
impacts
on
natural
systems,
human
sustainability
and
engineering
design,
based
on
the
department
of
Elementary
and
secondary
education's
guidance
in
the
2016
Massachusetts
science
and
technology
engineering
and
curriculum
Frameworks.
J
So
one
of
the
things
that
I
think
is
really
exciting
about
this
work
is
that
there
are
a
number
of
places
where
the
topic
of
climate,
science
and
environmental
justice
appear
across
our
pre-k
through
12
curriculum
and
as
we
move
towards
being
an
inclusive
district.
One
of
the
things
that
we
are
working
on
with
all
our
schools
is
ensuring
that
our
classrooms
are
using
high
quality
instructional
materials
that
are
district
supported,
as
we
do
that
we
have
a
better
sense
of
what
appears
throughout
our
curriculum.
J
So
not
just
talking
about
science,
but
thinking
about
all
of
our
content
areas.
Ela
math
social
studies,
and
so
one
of
the
things
that's
incredibly
exciting
about
this
work
is
that
there
are
places
where
certainly
Beth
and
Elizabeth
will
speak
to
where
it
appears
specifically
in
our
science
curriculum.
But
much
of
this
information
also
appears
across
our
curriculum
in
ela,
in
the
humanities
in
history,
and
so
it's
exciting
to
see
that
children
will
have
multiple
opportunities
to
engage
in
this
content.
J
From
the
standpoint
of
learning
the
content,
Hands-On
opportunities
to
engage
in
just
the
process
of
science,
but
also
through
Ela
and
Humanities.
Thinking
about
how
you
debate
this
topic,
how
you
talk
meaningfully
about
this
topic
and
also
various
readings
that
are
related
to
the
topic.
So
it's
the
the
interdisciplinary
work
I
think
gives
our
children
even
more
opportunities
to
engage
in
the
content
around
science
learning,
climate
change
and
climate
and
environmental
justice.
J
H
H
It
has
some
important
links
in
it
that
we're
referring
back
to
specifically
the
2016
Massachusetts
Science
and
Technology,
and
Engineering
Frameworks,
and
we've
pulled
out
the
weather
and
climate
standards
that
show
up
in
there,
as
well
as
Earth
and
human
activity,
I'll
get
into
those
in
just
a
moment
about
what
those
mean
and
what
those
look
like
across
the
grades.
You
can
find
that
under
resources
in
the
document.
H
Additionally,
we
drafted
a
presentation
for
the
BPS
climate
change
committee
earlier
in
the
fall,
that's
also
under
resources,
and
that
includes
a
more
specific
information
about
how
these
standards
show
up
in
specific
units
across
the
grade.
It's
a
lot
to
cover
in
five
minutes,
so
I'm
going
to
try
to
provide
you,
the
storyline
of
the
K-12
experience
so
just
to
ground
this.
A
little
bit
all
students
in
Massachusetts
and
also
in
BPS,
engage
in
a
certain
progression
of
Standards
K
to
12
and
across
those
standards.
H
The
students
engage
in
lessons
around
earth,
materials
and
systems
they
get
into
plate,
tectonics
the
rolls
of
water
and
Earth
surface
processes
and
then
obviously
weather
and
climate,
and
so
they
start
to
develop
an
understanding
that
whether
varies
day
to
day
seasonally
and
throughout
the
year,
and
it's
really
the
condition
of
the
atmosphere
of
place
and
time,
and
that
sets
them
up
to
understand
what
climate
is
which
is
more
long-term
and
location
sensitive.
So
it's
really
important
in
the
younger
grades
that
students
are
building
those
foundations
of
weather.
H
That's
why
you
go
into
a
first
grade
classroom
and
you
see
students
collecting
daily
weather
observations
and
looking
for
patterns
over
time,
because
those
experiences
really
build
up
to
that
understanding
and
then
there's
also
the
biogeology
aspect
of
it.
So
that's
how
do
living
organisms
alter
Earth's
processes
and
structures?
So,
in
the
early
grade,
students
start
with
their
own
role
in
affecting
your
systems
and
animals,
and
then
they
get
into
more
larger
scale
impact
globally
as
they
go
throughout
the
grades
and
then
core
idea.
H
12
students
are
starting
to
look
at
large-scale
climate
models
and
they
start
to
see
that
human
impact
is
indeed
great,
but
additionally,
so
too
are
humans,
abilities
to
be
able
to
model
predict
and
manage
current
and
future
impacts.
So
that's
really
the
key
piece
that
we
want
to
pull
out
of.
It
is
because
there's
an
agency
sense
in
that,
and
so
you
can
see
that
Science
and
Technology
and
Engineering
is
essential
to
both
understanding
impacts
of
climate
change,
into
informed
decisions
about
how
to
slow
its
rate
and
consequences.
H
So
that's
sort
of
a
K-12
snapshot
of
the
standards
and,
as
Leslie
presented
earlier,
our
position
on
the
teaching
of
climate
science
in
K-12
and
BPS
I
like
to
also
grounded
in
our
vision
as
a
department.
We
believe
that
every
BPS
student
at
every
grade
engages
in
culturally
affirming
high
quality
science
experiences.
They
will
graduate
to
become
critical
and
capable
citizens
who
make
informed
decisions
about
the
challenges
that
confront
Society,
and
so
we
really
use
that
to
ground
our
work
as
a
district.
H
In
terms
of
how
we
select
curriculum
to
meet
the
standards
that
I
just
outlined
earlier
in
how
we
deliver
it
to
students
and
so
a
little
overview
of
how
that
works
in
our
district,
we
are
beholden
to
the
Mass
state
standards,
and
that
is
what
dictates
the
curriculum
that
we
select
for
students
so
anytime,
we're
choosing
curriculum
to
present
to
students.
We
first
see
if
it's
standards
aligned
first
and
foremost,
and
then
we
look
at
whether
it
includes
the
key
criteria.
That's
included
in
high
quality
science
instruction,
so
that
would
be.
H
Is
it
phenomena
based
does?
It
also
include
the
science
and
engineering
practices,
because
we
want
to
engage
students
in
those
all
the
time
is
there
is
a
culturally
relevant
and
Does?
It
include
those
disciplinary
core
ideas
that
show
up
in
the
standards
into
assess
curriculum.
We
use
a
research
fact
tool
called
the
equip
rubric
and
that's
how
we
initially
select
the
curriculum
and
then
from
there
we
engage
teacher
leaders
in
field
testing
and
piloting
those
units
and
then
based
on
a
combination
of
scores
on
the
rubric
and
teacher
feedback.
H
B
K
Know
that's:
okay,
I
got
a
timer
going
as
well,
so
we'll
both
do
it,
but
good
afternoon
my
name
is
Beth
miloski
I
am
the
executive
director
of
stem
in
the
office
of
teaching
and
learning.
What
that
means
is
that
I
supervise
the
science
and
math
departments,
as
well
as
stem
learning
and
programming
for
the
district
K
to
12..
K
Thank
you
for
this
opportunity
and
for
bringing
this
to
light.
Counselor,
Coletta,
counselor,
Mickey
and
the
rest
of
the
city
council,
I'm,
a
former
science
teacher
16
years
teaching,
High
School
science
and
as
an
administrator
in
four
years
in
central
office.
So
climate
change
and
climate
science
is
something
I'm
familiar
with
not
only
teaching,
but
also
in
supervising
other
teachers
and
also
supporting
some
of
our
students
and
families
and
dealing
with
the
repercussions
of
so
climate
change
is
something
that
impacts
our
entire
District
as
a
member
of
central
office.
K
It's
part
of
my
responsibility
as
a
collective
responsibility
to
ensure
that
we
support
all
of
our
neighborhoods
and
all
of
our
students
equally
and
equitably.
As
you
know,
our
Boston
neighborhoods
are
dealing
with
things
like
gentrification,
especially
in
Roxbury,
which
is
our
highest
point
in
Boston
above
sea
level,
proportional
High
numbers
of
students
with
asthma
as
a
result
of
Transportation
pollution,
traffic,
construction
pollution,
healthy
food
access,
Green,
Space
Etc.
K
We
can
keep
going,
and
so
it's
our
responsibility
to
make
sure
that
that
is
brought
to
fruition
for
all
kids,
so
like
stem,
which
is
very
interdisciplinary,
climate
change
and
environmental
justice
are
also
interdisciplinary.
So
therefore
understand
the
topics
requires
a
collaboration
amongst
all
of
our
content
areas.
Currently
you'll
find
content
topics
and
standards
across
the
BPS
content
departments.
K
Three
and
social
studies,
they're
learning
about
the
national
parks
and
exploring
environmental
stewardship
using
the
Cornerstone
curriculum
in
grades,
six
to
twelve,
they
have
access
to
the
close-up
platform,
which
allows
them
to
look
at
the
political
views
around
environmental
justice
and
in
10th
Grade,
the
ELA
curriculum
studysync
students
are
reading
Rachel
Carson
Silent
Spring,
which
is
a
complete
Testament
in
Monument
of
environmental
justice.
In
addition,
the
stem
Department
received
Sr
funding.
K
K
If
you,
okay,
I
change,
it's
exciting,
okay,
so
we've
invested
in
an
outdoor
teaching
and
learning
champion
who
is
working
across
Department
areas,
so
we're
investing
funds
in
building
outdoor
classrooms,
as
well
as
outdoor
Gardens
and
all
of
our
K-8
spaces.
That
outdoor
coordinator
is
working
with
all
the
content
departments
to
ensure
that
students
and
teachers
are
actually
accessing
The,
Gardens
and
outdoor
spaces
in
relation
to
the
content,
the
curriculum
that
they're
using
in
the
classroom.
K
K
Each
school
has
the
ability
to
fund
in
school
and
out
school
out
of
school
programming
through
partnership
dollars,
which
is
determined
by
their
opportunity
index,
which
you
can
find
linked
in
there,
each
school's
opportunity
index
from
there.
They
have
the
ability
to
choose
which
Partners
they
can
bring
into
their
school,
based
on
teacher
student,
parent
and
administrative
feedback.
So
we
know
that
we
need
these
Partners
to
do
so.
K
B
E
Thank
you,
chair
and
I
will
respect
the
the
five
minutes
I'm
looking
at
the
clock
right
now,
it's
2
50..
So
thank
you
all
so
much
for
that
in-depth
presentation.
There's
a
lot
of
information
there.
So
I
just
appreciate
all
of
you
going
through
that
and
shout
out
to
Beth
for
really
being
a
superhero
multitasking.
It's
not
easy.
E
E
K
K
Probably
almost
80
percent
of
our
schools
are
using
for
pre-k
to
the
focus
curriculum
and
then,
as
far
as
science
is
concerned,
they're
receiving
they
have
access
to
focus
on
Foss
we
Engineers
in
the
Smithsonian
STC
units
there's
so
in
the
Upper
Elementary
space
you'll
also
find
Foss
Smithsonian
STC.
Some
schools
are
utilizing
amplify
as
well,
and
then
once
we
get
into
the
middle
school,
we
also
have
in
sixth
grade
some
schools
utilizing
amplify
and
then
our
district
endorse
curriculum
is
open.
K
Syed
in
the
high
school
you'll
find
a
variety
of
curricula.
We
have
schools,
currently
piloting
open
Syed
in
the
high
school
space.
Some
schools
are
using
some
of
the
older
material,
which
is
you
know,
active
physics
living
by
chemistry,
bsds
and
then
there's
a
lot
of
teacher
generated
curriculum
that
you're
going
to
find
in
science
did
I
leave
anything
out.
K
H
That's
also
a
great
question
I
mentioned
earlier,
that
we
use
a
pretty
rigorous
rubric
to
evaluate
all
of
our
curricula
K
to
12..
It's
the
equip
rubric
which
is
linked
into
the
document.
If
you
want
to
look
at
it,
it's
pretty
meaty,
but
using
that
rubric
we
have
evaluated
the
the
Foss.
Sorry,
let
me
back
up
the
focus
curriculum
for
Early
Childhood
actually
has
the
Foss
units
embedded
in
it,
so
they're
getting
science,
but
they're
also
getting
it
in
a
very
interdisciplinary
way,
which
is
super
appropriate
for
early
childhood.
H
We're
actually
piloting
we're
going
to
be
piloting
to
New
Life
Science
units
for
fourth
and
fifth
grade,
so
those
might
eventually
replace
even
the
STC
units
that
we're
currently
using
in
fourth
and
fifth
grade
and
then
open
Syed
was
field
tested
and
piloted
for
middle
school,
and
now
that's
in
full
adoption,
and
that
was
also
vetted
using
the
rubric
and
currently
open
Syed
is
being
field
tested
at
the
high
school
level
and
they'll
be
finishing
that
up
this
year
as
well.
That's.
K
Great
I
would
say
just
to
add
on
to
that
open
side
in
middle
school
has
been
rated
highly
on
Ed
reports,
and
it's
been
rated
and
really
reviewed
in
in
its
entirety.
I
know
that
amplify
has
not
been
it's
been
rated
and
it
is
highly
rated.
It
hasn't
been
rated
for
accessibility,
and
so
we
are
looking
also
at
getting
into
the
open-sided
pilot
as
well
in
the
elementary
space
three
to
five,
but
currently
I.
E
I
know
that
you
mentioned
folks
in
those
grades
read
racial
Carson,
Silent
Spring.
That
was
another
major
point
in
my
life,
where
I
realized
that
this
is
something
I'm
very
passionate
about,
but
why
why
is
it
so
much
lower?
Would
you
contribute
that
to
how
are
we
working
with
high
schools
to
expand
access
to
high
quality,
EJ
and
climate
change
curriculum
across
the
district.
J
So
I
can
jump
in
on
a
part
of
that.
So
so
you
know
I
worked
in
Boston
public
schools
for
about
16
years
and
then
was
in
another
district
and
I'm,
just
returning
in
the
last
six
weeks
to
Boston
in
the
chief
role-
and
this
is
one
of
the
high
priorities
that
we
have
in
the
work
going
forward
across
teaching
and
learning.
We
certainly
value
the
feedback
that
our
Educators
give
us
around
what
they're
teaching
and
how
they
want
to
teach
it.
J
There
is,
though,
a
standard
that
we
want
to
set
in
terms
of
making
sure
that
all
children
have
access
to
these
high
quality
materials
and
a
couple
of
things
that
this
does
for
us
one.
It
ensures
if
a
child
goes
from
one
school
to
another
school,
that
they
have
access
to
the
same
content
and
also
the
high
quality
materials
have
been
rated
for
as
best
set
accessibility,
so
ensuring
that
every
student
has
access
to
grade
level.
J
J
J
That's
really
incredibly
important
is
the
high
quality
materials
is
one
piece,
but
then
the
teacher
professional
learning
is
another
piece
to
make
sure
that
the
the
curriculum
and
the
materials
are
implemented
with
Fidelity
and
that
teachers
feel
really
comfortable
implementing
the
material.
So
that's
a
huge
focus
of
the
work
of
the
office
of
teaching
and
learning
is
around
actually
adopting
the
materials
getting
the
the
materials
here
and
in
the
hands
of
our
Educators
and
then
providing
professional
learning
and
support
to
support
them
with
the
implementation
of
materials.
J
E
B
E
You
thank
you
chair.
The
last
part
of
that
question
was
just:
how
are
we
working
with
high
schools
to
expand
access
to
high
quality
curriculum,
but
I
think
you,
you
answered
the
question,
which
was
the
Esther
funds
through
these
materials
and
then
the
professional
learning
and
support
I,
don't
know
if
there's
anything
else
you
wanted
to
to
add
to
that.
E
C
F
Okay,
rookie
mistake,
so
I
just
want
to
thank
Elizabeth,
Beth
and
Leslie
for
being
here
with
us
and
sharing
so
much
valuable
and
critical
information.
I
think
it's
incredible
the
work
that
we
are
already
undertaking
to
make
sure
that
our
our
young
kids
have
this
curriculum
back
in
your
multitasking.
You
shared
some
incredible
information
about
our
kids
and
access
to
outdoor
teaching
and
how
the
the
district
now
has
an
outdoor
teaching
and
learning
champion
and
in
visiting
our
Boston
Public
Schools.
F
One
of
the
things
that
I
really
love
to
see
is
how
our
schools
during
the
pandemic
got
really
creative
with
the
use
of
outdoor
space.
You
know
one
of
the
things
that
I
sometimes
get
saddened
by
is
that
our
schools
oftentimes
there
isn't
this
big
campus
for
our
young
kids
to
really
have
space
in
the
outdoors
to
to
explore
to
go
to
get
outside.
F
So
if
you
can
talk
a
little
bit
about
talk
a
bit
more
about
what
what
that
has
looked
like
and
how
we
can
further
support
the
outdoor
teaching
and
learning
Champion,
whether
it's
funds
for
for
building
more
outdoor
Gardens,
which
they've
done
in
some
schools,
or
you
know
thinking
about
building
out
space
for
for
our
schools
to
have
more
outdoor
space.
If
you
could
talk
a
bit
more.
K
About
that,
absolutely
that's
an
exciting
thing,
and
and
I'm
gonna
correct
myself,
she's,
the
our
outdoor
teaching
and
learning
coordinator.
Okay,
we
have
teacher
Champions,
so
one
of
the
things
that
the
Esser
funds
has
allowed
us
to
do
is
in
year.
One
is
work
with
a
couple
Partners,
one
of
which
is
Green
City,
Growers
and
the
other
is
City.
Sprouts
is
around
the
revitalization
and
maintenance
of
current
and
existing
Outdoor
Learning
spaces
and
Gardens.
K
The
next
set
is
to
actually
build
and
to
build
so
that
we
can
ensure
that
every
K-8
building
has
a
space.
So
there's
there's
two
things
that
are
really
happening:
we're
working
in
collaboration
with
the
facilities
Department
to
and
they've
done,
an
amazing
job
of
really
going
from
school
to
school
and
looking
at
each
space
and
looking
at
potentials
and
possibilities,
any
roadblocks,
anything
that
needs
to
be
done
or
really
kind
of
thought
about.
K
If
any
repairs
need
to
be
done,
because
you
know
during
the
summer
time
it's
hard
when
everyone
leaves
the
space
is
to
make
sure
that
any
any
repairs
that
need
to
happen
can
can
happen
or
that
you
know,
any
additions
that
need
to
be
added
can
can
happen
as
well.
So
that's
how
so
that's
a
good
chunk
of
our
funds
are,
are
really
geared
towards
those
spaces
and
I
think
we
have
been
able
to
budget
it
through
so
that
we
will
hit
every
K
to
eight
space.
I.
K
Think
one
of
the
areas
that
would
be
amazing
to
look
at
is
how
do
we
then
bring
that
up
into
our
seven
to
twelve
spaces
and
ensure
that
seven
to
twelve
have
the
same
access
to
outdoor
spaces,
because
it's
just
as
important
as
far
as
Gardens
are
concerned,
but
also
like
the
learning
spaces
as
well.
So
that's
something
that
we've
been
working
on
with
facilities
to
to
look
at,
but
also
you
know
as
a
city.
F
Yeah
I
mean
that's
part
of
my
next
question.
Is
you
know
a
lot
of
these?
What
you've
mentioned,
and
if
you
have
an
exact
dollar
amount
for
how
much
we
as
a
city
have
been
allocating
I,
think
that
would
be
helpful
for
us
to
know
but
yeah
what
it
is
there.
Is
there
a
plan
once
we
no
longer
have
the
Astra
funding,
which
you
know
even
Leslie
spoke.
You
spoke
to
sort
of
the
creative
things
that
we've
been
able
to
do,
and
I
just
I
always
get
wary
about
what?
K
Yeah
and
that's
something
that
I
think
we
can
get
back
to
you
with,
is
what
what
that's
something
we've
done.
Some
research
on
and
are
continuing
to
look
at,
especially
as
we're
you
know,
breaking
ground
on
some
of
the
spaces
and
really
meeting
with
the
schools
is
looking
at.
What
is
it
going
to
take
to
maintain
those
sites
forever
and
and
keep
them
up
and
running
so
I
think
that's
something
that
we
can
definitely
get
back
to
you
on
and.
F
It
sounds
like
to
me
that
there
should
be
some
synergies
here
between
the
work
that
you're
trying
to
do,
and
the
green
New
Deal
for
Boston
public
schools
that
really
thinks
about
what
our
facilities
should
look
like
what
our
students
deserve
and
how
we're
building
for
the
future.
Embedding
that,
in
directly
into
our
curriculum,
so
I
see
some
shaking
heads,
I,
don't
know
if
any
of
you
all
have
given
thought
to
how
that
how
how
that
Synergy?
How
that
play,
how
that's
going
to
play
out
and
how
you've
been
thinking
about
it.
J
How
do
we
hope
that
our
school
buildings
will
look
in
the
future,
and
one
of
the
things
that
we've
been
shown
is
actually
buildings
where,
when
you
have
like
the
Heat
and
airflow
coming
into
the
building,
it's
actually
marked
on
the
facilities,
and
so
children
can
see
like
how
the
air
comes
through,
how
it
integrates
with
the
cooler
air
what
happens
and
so
I
think
that's
just
one
more
way
in.
In
addition
to
be
being
more
environmentally
friendly,
we
can
really
use
these
new
spaces
as
teaching
tools
for
our
young
people.
So
that's
really
exciting.
F
Yeah
I
love
that
and
that
yeah
I
love
this
being
like
very
intentional
about
the
design
for
the
design
for
us
to
be
thinking
about
teaching
and
then
I
think
maybe
close
time,
but
I'll
keep
going
until
I.
You
know
you
mentioned
that
that
we're
working
with
facilities
to
really
continue
to
build
out
what
these
outdoor
Gardens
and
outdoor
spaces
can
look
like
and
I.
Think,
especially
as
we're
talking
about
creating
these
curriculums
for
our
young
kids.
F
If
BPS,
has
been
thinking
about
how
we
can
partner
with
youth,
builds
and
Facilities
to
to
design
these
outdoor
spaces
and
to
and
to
think
about
our
built
environment
and
bringing
our
young
people
in
very
intentionally.
To
think
about
what
our
built
environments
look
like.
As
we
are
trying
to
address
climate
justice
issues,.
K
F
F
Okay,
thank
you.
Question
is
really
about
the
feedback
that
we've
been
getting
from
students
Liz.
We
talked
about
the
ess-3
models,
we've
been
using
like
what
are
the
what's
the
feedback
that
we've
been
getting
from
our
students
who
experience
these
curriculum
this
curricula
and
how
are
we
sort
of
learning
from
student
feedback,
and
that's
not
I
mean,
as
you
mentioned
it,
and
that's
why
I
I
mentioned
your
name
specifically
but
happy
to
hear
from
from
anyone.
H
K
K
In
particular,
it
was
project-based
learning
where
students
were
really
digging
into
literacy
and
non-fiction
writing
and
reading,
and
the
feedback
that
we
received
over
the
past
two
years
has
been
very
positive,
where
students
have
enjoyed
engaging
with
the
particular
science
standards
that
they
were
and
being
able
to
use
science
like
technology,
but
also
to
develop
a
plan
that
would
that
could
impact
their
community,
so
they
found
it
relevant.
They
appreciate
the
topics
and
they
liked
feeling
like
a
scientist.
So
we
we
did
get
some
student
responses.
F
F
I
Thank
you,
councilor
Mahia,
and
thank
you
to
Folks
at
BPS
for
all
the
work
that
you're
doing
I.
My
first
question
is
about
what
is
currently
in
place
and
so
you've
outlined
at
least
that
great
love
at
grade
levels,
how
environmental
justice
curriculum
is
being
implemented
and
it
sounded
a
little
bit
like.
It
was
more
science
based
curriculum
about
the
Earth
and
kind
of
in,
at
least
in
the
younger,
in
elementary
school.
I
H
So
that's
really,
where
they're
taking
their
understanding
of
whether
that
they've
engaged
in
in
early
childhood
and
thinking
about
how
that
relates
to
climate,
and
so
they
gain
an
understanding
of
how
climates
differ
across
the
world
and
then
by
fifth
grade
they're
getting
into
Earth
Systems.
We
have
a
unit
called
Earth
and
Sun,
and
so
the
the
end
part
of
that
unit.
H
Students
are
getting
into
an
understanding
of
the
geosphere
biosphere
and
hydrosphere,
and
they
start
to
gain
an
understanding
of
you
know,
heat
rise
and
how
that
might
impact
organisms,
including
humans,
and
then
it
also
in
fourth
grade.
Even
though
they're
not
studying
weather
and
climate,
they
do
study
energy
and,
as
part
of
that,
they're
exploring.
H
You
know,
human
human
use
of
energy
and
they
explore
the
trade-offs
and
benefits
of
different
types
of
energy
resources
and
that
sort
of
sets
them
up
to
evaluate
the
pros
and
cons
of
each
and
like
Leslie
kind
of
mentioned.
In
the
beginning
of
the
presentation.
Our
goal
in
science
is
to
engage
students
in
an
understanding
of
having
them
look
at
evidence
in
order
to
make
their
own
choices
and
informed
decisions,
and
that's
what
we
do
as
scientists
and
that's
what
differentiates
science
from
other
disciplines.
H
I
K
If
we
look
at
some
of
the
other
content
areas
like
in
social
studies
and
in
history,
that's
where
we
start
to
get
into
the
political
stance
where
we
can
start
to
talk
about
the
structures
of
racism.
A
lot
of
our
our
goals
would
be
to
really
build
the
criticality
of
all
of
our
content
Educators
so
that
they
can
look
at
the
curriculum
and
these
topics
through
that
critical
lens.
K
But
we
really
that's
something
that
we
want
to
do
better
is
to
do
that.
Interdisciplinary,
cross
content,
cross-functional
work
together,
but
when
we
think
about
the
curriculum
that's
connected
to
science,
it's
really
adhering
to
the
standards
which
is
addressing
climate
science
and
then
in
the
older
grades.
The
application
of
those
of
client
climate
science
in
those
standards.
I
So,
just
yes
and
just
to
ask
that
is
very
incredibly
helpful
and
makes
sense,
and
just
ask
the
question
more
plainly:
you
are
talking
about
when
you
talk
about
human
impact,
you,
you
know:
extraction
of
Natural,
Resources
you're
talking
about
structural
racism.
You
are
those
are
things
that
we
are
talking
about.
I
K
So
an
Ela,
you
know,
they're
read
they
have
like
in
Thursdays
there's
writing
units
where
they're
looking
at
environmental
justice
units,
their
SFL
systemic,
functional
Linguistics,
which
is
something
that
a
lot
of
our
schools
are
adopting.
Those
writing
units
are
Ela
and
schools
are
using
those
and
they
are
specifically
like
an
interdisciplinary
look
and
of
content
just
through
and
then
responding
to
it.
I
Foreign,
thank
you
and
I
had
another
question
that
was
about
the
green,
New,
Deal
and
I.
Think
the
council
Legion
already
asked
that
question
in
terms
of
how
we're
using
the
green
New
Deal
for
VPS
to
really
make
sure
that
our
infrastructure
and
our
buildings
are
lending
themselves
to
this
kind
of
education
and
so
part
of
part
of
my
interest
in
the
environmental
justice.
I
If
somebody
here
can
answer
it
is
really
about
our
vocational
schools
and
environmental
justice
sent
like
our
vocational
schools,
preparing
our
students,
whether
it
be
in
solar,
energy,
renewable
energy
right.
So
I
am
curious
about
how
we're
using
our
vocational
schools
as
training,
training,
centers
or
you
know,
for
this
clean
energy
as
a
response
to
climate
change.
I
So
it's
not
just
that
they're
getting
the
education,
but
then
they
have
the
really
resources
and
the
training
and
the
knowledge
at
our
schools,
through
our
Vocational
High
Schools,
to
be
leaders
in
this
field
and
I'm
wondering
if
there's
anything
happening
in
BPS.
That's
moving
Us
in
that
direction.
J
I
I
I,
don't
think
any
state
in
the
country
I
think
that,
more
recently,
in
the
last
few
years,
I
think
we
saw
a
few
states
that
filed
State
legislation
to
make
it
a
requirement
to
do
this
kind
of
education,
but
no
state
in
the
country
is
really
requiring
any
of
this
and
so
I'm
curious.
What
is
your
hope
for
the
future?
Would
you
like
to
see
how
would
you
like
to
see
this
kind
of
curriculum
grow
in
this
kind
of
teaching
group
of
eps.
J
Sure
you
know,
and
I
I
let
Beth
and
Elizabeth
weigh
in,
but
one
of
the
things,
especially
in
my
return
to
BPS
I've,
had
the
opportunity
to
see
kind
of
the
technical
piece
of
this
work
right
to
backwards
map
where
this
content
is
in
our
curriculum,
so
really
understanding
the
access
points
that
and
the
opportunities
that
students
have
to
engage
with
this
material.
The
thing
that
I've
been
thinking
about
that
I
really
want
to
push
is:
how
do
we
push
student
advocacy
right
so
as
they're
learning
about
this
material?
J
How
do
they
learn
the
critical
ways
that
they
can
be
Advocates
in
making
change,
because
that's
a
huge
amount
of
the
learning,
and
so
that's
just
something
I've
been
thinking
about
and
I
think
that
it's
certainly
happening
in
Pockets,
but
that's
something
that
really
should
be
District
wide.
And
so
how
do
we
make
that
part
of
the
learning
accessible
to
all?
And
how
do
we
prepare
our
teachers
to
engage
with
students
in
that
way
to
teach
them
that
type
of
advocacy?
J
H
H
C
Thank
you
and
thank
you
to
all
my
colleagues
before
their
questions.
Many
I
also
had
so
it
was
very
informative
on
a
few
things
and
it
ties
up
to
what
Council
Lauer
was
just
talking
about
like
how
and
I'm
gonna
assume
you
know.
This
was
brought
forward
on
the
council
for
floor
to
make
it
more
of
a
requirement
right
and
we've
heard
about
the
good
pockets
of
science
being
taught
across
the
you
know
the
system
at
different
grade
levels.
But
how
do
we
make
this?
C
C
You
know
GPS
on
now
knows
that
scheduling
and
fitting
everything
in
you
were
just
saying
that
Beth
that
that's
the
hardest
part
of
your
day,
making
sure
you're
fitting
in
everything
you
need
to
teach
and
many
times
teachers
would
incorporate
their
science
lesson
into
their
writing
or
reading
time
right.
So
how
do
we
make
sure
we
get
it
not
just
trying
to
check
off
a
box,
but
that
it's
really
like
taught
on
its
own
is
something
I
think
you
know
we
really
need
to
push
for,
and
it
was
also
brought
up
about.
C
You
know
we
had
outdoor
classrooms
back
with
minino
right
there
is
that
concern.
There
were
termite
concerns,
then
you
know
we
had
the
outdoor
wooden
benches
and
sometimes
they
were
used.
Sometimes
they
weren't.
There
was
questions
about
who
needs
to
upkeep
them,
or
not
so
glad
to
hear
that
it
seems
like
there's
a
different
setup
in
that
need
or
that
want
to
make
sure
all
schools
have
access
to
some
sort
of
Outdoor
Classroom.
C
I
know
that
then
ties
into
school
buses
and
how
do
we
get
the
money
to
get
our
students
there,
but
I
think
our
access
to
all
of
the
Amazing
Outdoor
classrooms
that
are
right
here
in
our
city
and
to
make
sure
we're
taking
full.
You
know
full
advantage
of
the
fact
that
we
do
live
in
a
city.
That's
along
the
water.
Many
of
our
students
have
never
been
on
a
boat
and
gone
over
to
one
of
our
Islands
right.
It's
just
such
a
wonderful
opportunity,
sometimes
in
a
certain
grade.
C
Maybe
it's
fourth
grade
now
like
there
would
be
funding
to
have
them
for
a
one-time
field
trip
or
the
second
grade
field
trip
to
the
Science
Museum
right.
Every
second
grade
classroom
is
you
know,
given
that
opportunity?
How
do
we
make
sure
that
it's
more
of
a
more
than
once-
and
these
kids
have
more
of
an
experience?
And
just
so?
My
really
only
question
is:
how
do
we
make
sure
that
these
Investments
aren't
just
during
this
Esser
time
where
we
can
Advocate?
Okay,
there's
extra
money?
C
This
is
what
we
need
and
how
do
we
make
it
more
of
a
permanent
thing
in
our
system
and
I?
Think
some
of
that
is
the
value
right.
We
kind
of
have
to
make
more
people
buy
in
this
Council
clearly
has
bought
in
it's
in
I
know.
The
mayor
has
and
I
think
you
know.
We've
talked
about
the
green
New
Deal
and
tying
in
the
buildings
and
everything.
C
So
how
do
we
just
make
sure
that
this
isn't
something
that
a
few
kids
and
the
last
thing
I
also
will
say
too
you
mentioned
about
many
teachers,
do
their
own.
You
know
teacher
generated
materials
which
I
know
so
many
do
an
amazing
job
and
spend
a
lot
of
time
outside
of
their.
You
know
regular
day,
preparing
those
science,
lessons
that
are
really
Hands-On
and
many
do
share,
which
is
great,
but
then
how
do
we
make
that
across
the
board?
Right?
C
So
that's
my
concern
that
you
could
walk
into
a
school
and
you
know
a
certain
neighborhood
or
wherever
and
maybe
you'll
see
a
wonderful
science
lesson,
but
that's
not
a
BPS
across
the
board
lesson
being
taught.
So
how
do
we
make
sure
that
those
pockets
of
great
learning
are
happening
at
all
of
our
schools?
J
I
think
those
are
all
great
points.
Counselor
Murphy-
and
you
know
one
of
the
things
that
we're
trying
to
be
really
intentional
about
with
the
SR
funding
is
using
the
Esser
for
those
big
one-time
purchases.
So,
for
instance,
the
purchase
of
curriculum
materials
is
certainly
not
cheap,
but
once
we
do
it
now,
we
won't
have
to
do
it
from
from
many
years
to
come.
J
J
This
this
really
speaks
to
the
high
quality
instructional
materials,
knowing
that
every
child
has
access
to
the
same
standards-based
grade
level
information,
and
so
that's
why
we're
continuing
to
push
push
this?
And
this
is
not
because
we
don't
believe
in
the
teacher
generated
materials.
We
know
that
educators
are
working
incredibly
hard
and
they're
coming
up
with
some
some
great
work
and
that
work
we
want
to
share
across
the
district.
We
actually
have
an
office
of
teacher
leadership
that
really
focuses
on
the
sharing
of
those
best
and
effective
practices
across
sites.
J
H
It
was
mentioned
a
little
bit
earlier,
but
we've
identified
really
teacher
leaders
in
schools
that
have
existing
outdoor
classrooms
and
are
either
aspiring
to
improve
them
or
to
add
new
ones
who
are
really
going
to
lead
that
work
in
their
schools
and
as
part
of
that,
we're
thinking
about
how
do
we
build
sustainability
at
the
school
level
over
time?
So
we're
thinking
about
structures
and
term
structures
for
maintenance
at
the
school
level?
We're
thinking
about
how
do
we
build
a
culture
of
outdoor
teaching
and
learning
within
the
school?
H
H
How
do
we
make
teachers
feel
comfortable
going
outside,
but
also
deliver
the
science
content
outside
too?
So
there's
really
many
moving
Parts
there
that
we're
trying
to
think
about
so
that
it's
really
an
all-inclusive
experience
for
all
students
and
we're
trying
to
capitalize
on
the
good
work
that
we
know.
Teacher
leaders
are
already
doing
across
the
district
in
terms
of
how
they're
maintaining
their
spaces,
how
they're
leveraging
Partnerships
how
they're
really
delivering
the
curriculum
using
the
outdoors
as
their
classroom
so
and
that's
really
exciting.
H
Work
too
we're
kind
of
building
the
plane
as
we
fly
it
a
little
bit
this
year,
but
it's
really
exciting
to
see
where
the
work
takes
off
and
as
part
of
that
too,
we're
also
thinking
about
Community
Partners
that
are
so
instrumental
in
that
works.
So
Beth
mentioned
you
know,
Green
City,
Growers
and
City
Sprouts,
who
are
mean
Partners,
but
we're
also
thinking
beyond
that.
You
know
everything
from
the
Arnold
Arboretum
to
Partnerships
in
East
Boston
as
well.
In
thinking
about
it.
In
terms
of
you
know,
a
really
regionally
specific
sense.
H
B
Thank
you.
Thank
you.
Elizabeth
I
think
you've
known
as
I'm
working
I
see
that
counselor
Flynn
is
no
longer
with
us,
so
I'm
going
to
move
on
to
some
of
my
questions
and
then
move
on
to
our
second
panel
and
ask
my
colleagues
have
a
second
amount
of
questions.
Just
make
sure
that
you
raise
your
hand,
so
I
can
make
sure
that
I
bring
you
back
in
before
we
transition
so
I.
You
know
a
few
things.
B
I'm
really
excited
to
hear
the
energy
around
really
seizing
the
moment
around
the
Green
Field
there's
been
a
lot
of
discussion
around
that
just
in
terms
of
planning
and
implementation
and
Community
engagement.
So
I
do
believe
that
the
green
New
Deal
really
offers
an
opportunity
for
us
to
engage
our
young
people
in
new
building
and
what
does
that
mean
for
them?
So
I
think
whatever
opportunities
you
can
Infuse
as
teachable
moments,
because
learning
is
just
not
in
the
classroom.
It's
really
about.
B
You
can't
just
like
I'm
going
to
change
the
curriculum
where
we
only
have
20
minutes
to
eat
in
the
classroom
right
or
like
five
minutes
of
recess
right,
like
all
of
these
things
that
we
need
to
factor
in,
as
we
have
these
conversations,
because
at
the
end
of
the
day,
there
is
a
higher
power
that
we'll
we'll
determine
whether
or
not
any
of
these
conversations
can
go
anywhere,
and
that
is
Desi.
That
is
real
and
I.
B
What
opportunities
has
BPS
entered
into,
or
has
explored
around
partnering
up
with
the
green
rooms
to
come
in
to
not
that
I'm
giving
John
and
his
team
any
more
work
that
they
haven't
asked
for,
but
in
the
ideal
world
we
don't
need
to
reinvent
the
wheel.
We
have
organizations
who
are
doing
climate
Justice
work.
What
opportunities
have
you
all
explored
and
tapping
into
our
non-profit
Partners
to
be
in
front
of
our
students
in
a
more
consistent,
structured
and
committed
way
to
be
the
curriculum
facilitators?
If
you
will
of
the
climate
Justice
conversation?
K
K
Our
partners
are
like
yeah
is
that
you
know
one
of
our
goals
when
we
think
about
stem
programming
is
really
how
do
we
communicate
the
opportunities
to
the
schools
because
they're
in
charge
of
choosing
the
Partnerships
and
that
they
decide
to
invest
in
as
far
as
those
dollars
are
concerned,
and
so
one
of
the
things
that
we
really
want
to
do
is
is
try
to
map
out
like
a
little
bit
to
like
what
Elizabeth
was
talking
about.
Was
mapping
out
what's
available
in
your
neighborhood
into
your
region.
K
As
far
as
the
ability
to
actually
travel
and
and
to
go
to
different
places
like
I
know,
courageous
sailing
may
be
really
difficult
for
a
school
in
Mattapan
to
get.
You
know
all
the
way
up
there
consistently,
but
it
doesn't
mean
that
that
there
may
not
be
another
partner
that
could
do
something
similar
and
have
the
same
opportunity
for
the
kids
as
well,
and
so
I
think.
That's
something
that
we
we
want
to
do
now
that
you
know
we
have
kids
back
in
schools.
K
We
have
teachers,
we
want
to
keep
our
teachers
that
we
can
actually
start
to
really
explore
with
our
outside
partners
and
really
start
to
map
like
what
is
your
capacity.
Where
can
you
go
to
and
be
able
to
communicate
that
out
to
schools
by
neighborhoods
and
by
regions
and
by
topic?
Even
more
importantly,
because
someone
of
our
schools
may
want
to
just
focus
on
robotics
or
some
of
them
really
want
to
go
into
environmental
justice
and
really
get
into
you
know,
climate
change?
So
it
really
depends
on
the
school
Community.
K
B
Think
at
some
point
there
is
an
opportunity
for
the
district
to
set
some
standards
that
no
matter
what
you
know,
type
of
environment.
Who
happens
to
be
in
that
there's
going
to
be.
You
know
80
hours
dedicated
to
environmental
justice
and
climate
Justice
learning
for
each
school
and
what
that
looks
like
could
be
you
know.
B
A
combination
of
curricula
that
is
is
instructed
in
the
classroom
or
expert
into
learning
that
happens
outside
of
the
classroom
or
in
partnering
up
with
an
organization
like
really
trying
to
figure
out
like
how
we
can
get
at
this
from
a
number
of
different
problems,
so
that
it's
not
just
one
person
or
one
organization
carrying
all
the
wage.
So
I
think
it's
like.
Maybe
just
setting
a
standard
of
how
many
hours
per
calendar
year
should
a
student
have
around
climate
Justice
instruction
and
then
figuring
out.
How
do
you
eat
an
elephant?
B
It's
what
we
started
at
a
time
right
like
how
do
you
parcel
that
out
and
because
I
think
that
what
I
find
is
that
we
have
all
of
these
great
ideas,
but
then
we
have
bureaucracy
and
red
tape
that
prevents
us
from
moving
the
needle
forward.
So
I
just
kind
of
want
to
hear
your
reactions
to
kind
of
like
or
maybe
setting
a
standard
of
hours
for
K-12
that
are
going
to
get
x
amount
of
hours
on
climate,
Justice,
environmental
justice
curricula.
What
would
that
look
like?
J
That's
a
great
question
we're
all
like
you
know.
One
of
the
things
that
I
do
know
is
that
this,
the
climate
Justice
work
appears
in
all
of
our
grades,
especially
well.
Six
through
12.
More
significantly,
you
know
I
have
to
think
about
that.
I
I
don't
want
to
to
misrepresent
or
miscommunicate.
But
that's
that's
a
good
question
for
us
to
think
about
counselor,
Mejia,
I,
don't
know
if
Beth
Or
Elizabeth,
you
have
thoughts
on
that.
K
I
think
there's
when
I
think
about
the
like
I
think
about
time,
as
Elizabeth
was
talking
about
like
time
on,
like
just
teaching
just
the
actual
content
of
science,
to
give
the
kids
like
the
fact
piece
or
like
the
time,
spent
to
teach
social
studies
in
history
there's
you
know
those
are
things
that
that
are
that
we
are
living
with.
All
the
time
is
making
sure
that
there's
actual
time
spent
understanding
those
foundations
and
then
getting
into
the
application
of
it.
I
mean
that
would
be
amazing
to
think
about.
K
I
think
wondering
how
or
if
it
would
even
be
possible.
I
think
it's
it's
something.
We'd
have
to
explore
further,
but
I
think
we
we
struggle
with
having
being
tied
to
standards
and
ensuring
that
kids
have
access
to
the
standards
k
to
12.,
but
it
doesn't
mean
that
there's
other
opportunities
like
we
do
through
stem
week,
where
they're
going
through
environmental
Justice
and
climate
change.
The
topic
is
always
that
our
kids
are
doing
projects
connected
to
it.
K
I
think,
there's
you
know
potential
in
thinking
about
the
Civics
action
projects
that
I
know.
Desi
is
looking
at
now
in
social
studies.
In
eighth
grade
and
12th
grade,
so
you
know
we're
we're,
like
you
said
earlier
very
eloquently,
we
are
tied
to
a
higher
power,
often,
and
so
thinking
about
how
we
can
work
around
some
of
those
pieces
might
be
might
be
the
way
to
do
it.
B
B
I
always
talk
about
the
fact
that
Boston
is
resource
Rich
for
coordination
for,
and
we
have
so
many
amazing
Partners
who
are
doing
such
great
work
and
I.
Think
that
if
we
can
lean
in
more
to
Our
Community
Partners
in
our
non-profit
organizations
that
are
doing
this
work,
that
there
are
creative
ways
to
get
those
owls
in
for
our
kiddos
and
I.
That's
why
I
asked
that
question,
because
I
think
this
moment
calls
for
us
to
think
outside
the
box,
especially
if
things
are
going
to
be
sustainable.
B
J
So
that's
a
great
question,
and
especially
just
given
my
recent
return.
I've
been
probably
in
about
15
schools
in
the
last
six
weeks.
So
you
know
I
can
I
would
defer
to
Elizabeth
and
Beth,
but
if
I
could
just
say,
counselor
Mejia
even
in
since
you
asked
that
question
I
think
one
of
the
ways
that
we
could
really
think
about
extending
the
amount
of
time
that
our
students
have
with
this
work
is
really
through
out
of
school
time
opportunities.
J
So
we
know
that
a
lot
of
our
kiddos
make
use
of
out
of
school
time,
I'm
a
working
mom
and
my
daughter's,
certainly
an
after
school
five
days
a
week
and
I
think
that's
a
great
place
where
we
could
really
partner
with
some
of
our
non-profit
friends,
to
to
give
children
even
more
access
to
this
material.
So
I
I
love
this
line
of
questioning
because
we
are
going
to
have
to
think
outside
the
box
in
order
to
get
to
get
more.
So
that's
even
just
something.
K
I
mean
that
the
school
that
that
first
came
to
mind
was
Boston
green
academies,
BGA,
that's
their
their
focus
and
they
have
a
a
CTE
program
connected
to
the
environmental
science,
and
so
they've
also
done
some
fundraising
around
like
using
space
and
they're
they're
container
that
they
recently
have.
Where
would
their
have
their
Garden
so
that
that's
the
school
that
that
came
to
mind
first
and
foremost
but
I?
Don't
think
we've
done
like
a
really
good
job.
B
The
next
time
we'll
do
if
we
hold
this
in
committee,
based
on
whatever
the
recommendations
are
of
the
read,
sponsor,
but
really
giving
us
an
opportunity
to
really
do
a
full
assessment,
because
there's
a
lot
that
we
can
learn
from
folks
who
have
already
been
doing
this
work
as
best
that
they
know
how,
with
whatever
little
resources
they
have,
so
that
there's
something
that
we
can
learn
from
that
process.
So
I'm
gonna
go
I'm
next
to
a
concert.
E
E
So
it
does
make
sense
that
that
interpreliminary
or
dis
interdisciplinary
approach
through
a
critical
lens
is
needed
just
to
be
able
to
apply
whatever
we're
teaching
them
from
k
through
eight
all
the
way
up
and
so
I
do
think.
It's
important
that
we
move
on
this
and
integrating
the
concept
of
environmental
justice
into
everything
that
we
do,
that
you
brought
up
the
the
Civic
Action
project
and
this
already
exists,
and
it's
allows
students
to
lead
on
advocacy
projects
to
better
understand.
E
Civics
I
don't
know
if
anybody
has
ever
gotten
the
opportunity
to
go
to
the
state
house
and
look
at
some
of
these
projects
that
the
kids
have
done.
I
really
see
it
as
a
lesson
in
advocacy
and
how
to
Be
an
Effective
citizen.
So
this
might
be
the
pathway
to
get
environmental
justice
and
climate
science
into
BPS
and
I.
Think
there
is
a
formalized
process.
Correct
me
if
I'm
wrong
through
the
Civic
Action
project
that
can
be
coupled
with
this
EJ
advocacy
through
eighth
grade
and
then
12th
grade.
K
E
K
E
E
Don't
have
the
numbers
of
how
many
hours
they
need
to
to
work
on
this
project,
but
I'm
sure
there's
a
standard
there
and
that
gets
to
my
Council
College
Point
custom
idea
where
there
needs
to
be
a
standard
and
guideline
or
prerequisite
for
some
of
this
for
some
of
this
work.
So
this
is
something
that
I
definitely
want
to
move
on
and
continue
to
talk
about.
As
we
have
these
conversations
so
I
just
wanted
to
bring
that
up
any
more.
H
Common
councilor
Coletta,
another
space
where
we've
been
seeing
this
show
up,
is
our
Citywide
stem
fair,
which
actually
just
took
place
two
weekends
ago.
I
can
share
that.
We
had
about
10
environmental
science
projects
represented
at
the
fair
and
between
the
two
divisions,
so
between
the
junior
division,
which
is
Middle
School
and
the
senior
division
which
is
high
school.
So
it's
definitely
a
space
where
students
are
taking
up
those
issues
that
they
feel
passionate
about.
E
That's
great,
that's
great,
to
know
I'm
sad,
that
I
missed
it
or
didn't
know
about
it.
I
would
have
gone,
but
it's
awesome
to
hear
that
there
was
at
least
10
of
those
one
of
those
kids
or
the
projects
that
were
that
were
working
on
this.
So
the
other.
The
other
question
and
point
that
I
wanted
to
make
was
just
around
this
assessment
and
councilmania's
question
about
who's.
Doing
it
best
made
me
think
about
how
we
are
measuring
data
and
success.
E
Just
noting
the
fact
that
there
is
a
variety
of
curricular
materials
that
are
being
used
across
grades
and
that
some
educators
are
even
creating
their
own
materials,
I'm
curious
to
know
what
measurement
tools
and
data
we
are
gathering
just
to
ensure
that
students
are
having
access
to
impactful
and
effective
climate
Justice
learning
like.
Are
there
any
assessments,
and
is
there
a
possibility
of
using
the
Civic
Action
project
measurement.
J
So
I
think
one
formative
way
that
we're
looking
at
this
is
just
in
when
we're
going
into
classrooms.
So
there's
a
huge
shift,
for
you
know
all
folks
in
central
office
to
be
in
classrooms
more
frequently
as
we
look
for
Equitable
literacy
and
while
we
are
looking
at
Equitable
literacy
look
for
is,
we
certainly
are
looking
at.
Who
is
accessing
and
using
the
district
sponsored
curriculum.
J
So
that's
some
more
formative
data
that
we
have
and
then
certainly
I,
think
a
big
part
of
it
is
through
some
of
the
formative
and
summative
assessments
that
we
give
students
just
knowing
where
they
fare
in
terms
of
really
these
standards
taking
hold
and
then
them
mastering
the
standards.
So
that's
another
place
where
you
know
there
are
a
lot
of
variables
there,
but
I
think
those
are
two
places
that
we
could
look
and
we
could
really
strengthen
that
data
collection.
E
Thank
you,
yeah
I
I
do
see
that
as
just
a
way
to
strengthen
what
we're
pushing
out
right.
If
we
know
how
kids
are
doing
and
we
see
that
they
are
struggling
or
teachers
are
really
struggling
to
get
this
out
there
and
get
some
of
the
the
the
standards
that
are
being
pushed
by
the
district
to
these
kids
and
I.
E
I
think
that
that's
a
good
place
to
start
and
so
I
do
support
having
a
full
assessment
and
then
maybe
working
with,
with
all
of
you
to
figure
out
what
the
measurements
of
success
look
like
at
the
end
of
the
day
for
our
kids
and
our
teachers,
so
I
think
that's
that's
it
for
me,
chair
I,
don't
have
anything
else
for
this
panel,
knowing
that
we
have
the
applicants
on
this.
This
call
who
have
been
patient
and
from
Roxbury
East,
Boston
Charlestown,
so
I'll
leave
that
there
and
just
want
to.
B
Thank
you,
councilor
Coletta
I,
see
that
counselor
luigien
has
her
hands
up,
and
I
also
want
to
acknowledge
that
it
is
four
o'clock,
and
this
hearings
at
five
and
I
want
to
be
super,
mindful
of
making
sure
that
our
Advocates
have
a
an
opportunity
to
speak
just
as
long
as
the
BPS
Administration
counselor
in
Louisiana.
Thank.
F
Why
I've
elevated
that
example?
So
just
want
to
be
supportive
of
that,
and
thank
our
advocates
for
being
on
here.
I
will
not
be
able
to
be
on
after
this
I
just
wanted
to.
Thank
you
all
in
advance
and
think
the
administration
for
being
here
as
well,
and
thank
you
again
to
the
lead
sponsor
for
bringing
this
issue
to
the
floor.
B
In
your
consolation,
I
am
going
to
move
on
now
to
the
and
I
would
ask
if
the
BPS
Administration
panel
is
able
to
to
stay
tuned
or
listen
in
or
you
know,
be
a
part
of
the
conversation,
because
you
may
not
know
it,
but
I
may
call
you
back
for
some
further
questioning
here.
Okay,
so
I'm
going
to
move
on
to
our
second
Channel
and
I
am
going
to
start
with.
M
M
You
know
change
is
simple:
is
a
non-profit
we
've
been
working
with
public
elementary
middle
schools
for
the
past
12
years
on
climate
climate
sustainability
issue,
one
of
the
most
critical
pieces
that
I
want
to
throw
into.
This
is
just
how
energizing
and
engaging
these
topics
are
to
students.
We've
worked
with
over
40
000
students
in
the
past
12
years,
we're
engaging
with
these
students
throughout
the
entire
school
year,
so
we're
working
with
them
time
after
time.
M
M
They
saw
increased
engagement
based
on
increased
retention
on
these
topics,
now
they're
looking
at
our
programming
and
what
we're
doing
as
well,
but
the
students,
quoting
that
they're
most
excited
about
attack
on
some
of
these
challenges.
The
climate
change
issue
is
something
that's
touching
them
both
from
a
scientific
standpoint,
but
also
from
a
social
emotional
standpoint
of
seeing
that
consistently
is.
They
have
worries
about
it.
They
have
feelings
about
it
and
they're
developing.
M
Ecosystems
that
are
being
impacted
impacted,
so
students
really
want
to
be
involved
in
these
things
and
creating
those
authentic,
real
and
well
relevanting
experiences
as
well
at
our
organization
that
we
want
to.
We
want
to
bring
this
to
life
for
kids.
In
any
way
we
can.
We
have
a
mobile
laboratory,
a
30-foot
mobile
laboratory,
that
we
bring
to
schools
to
make
sure
that
engineering
experiences
and
when
I
heard
about
this,
this
you
know
movement
to
bring
climate
Ed
to
the
schools.
I
really
wanted
to
reach
out
not
to
be
working
with
the
schools.
M
Necessarily
we
do.
We
are
doing
some
work
at
the
Burke
School
this
year
and
also
at
Boston
green
Academy,
but
really
to
just
kind
of
weigh
in
on
the
fact
that
so
much
work
and
work
in
the
scene,
such
a
drastic
improvement
in
students,
engagement,
the
light
bulbs
go
off
and
our
students,
when
we
when
they
are
able
to
connect
their
math
and
their
English
language
arts,
learning
right
into
these
topics,
they're
more
apt
to
embrace
content
that
we're
trying
to
deliver
and
what
the
content
that
the
teachers
are
trying
to
deliver.
M
When
it's
presented
in
a
way
presented
around
you
know
outside
and
we're
doing,
math
and
measurement
with
kids.
They
are
able
to
not
a
lot
if
we're
building
a
wind
turbine
with
students,
they're
able
to
understand
that
energy
component
in
a
much
more
profound
and
meaningful
way,
even
if
the
they're
getting
the
math
and
their
Academia
they're
actually
understanding,
and
it
is
much
more
significant
than
you
know,
just
that
standardized
curriculum.
M
We
really
wanted
to
kind
of
weigh
in
on
that,
because
we
see
that
excitement
from
to
be
involved
all
the
way
up
through
High
School,
we're
tracking
students
that
we
worked
with
when
they
were
in
third.
Fourth,
fifth
sixth
grade
and
now
school
and
they're
still
enter
Ed
us
about
these
topics.
So
I
think
it's!
M
You
know
it's
a
responsibility
to
all
of
us
to
jump
in
position,
and
not
only
for
us
but
I.
Think
it's
going
to
pay
dividends
to
our
teacher.
To
our
you
know,
all
the
teachers
in
our
Boston
public
schools
and
public
choose
it's
truly
because
it's
incentivizing
kids
to
learn
alerts
they're,
going
to
retain
the
material
much
better.
M
M
A
coin
it
was
called
The,
Lost
Einstein.
It
was
about
how
there
is
so
much
innovation
and
we're
only
getting
a
fraction
of
the
students
that
especially
true
innovators,
encourage
everyone
that
maybe
do
a
quick,
Google
search,
lost,
Einsteins
and
read
that
read
that
article
that
was
published
by
the
New
York
Times.
That's
my
five
minutes
and
I'm
appreciative
to
be
here,
but,
but
it
was
hearing
about
schools
is
amazing
as
well,
so
keep
it
up
and
know
that
we're
around
to
help
and
provide
some
of
the
research.
M
N
The
timer,
hey
everybody,
thank
you
so
much
to
councilor
Coletta
for
inviting
me,
this
has
been
like
Patrick,
said,
really
fascinating
and
it's
an
honor
to
be
here
with
so
many
thoughtful
Educators
and
Advocates.
So
so
thank
you
for
that.
I
think
we're
all
on
the
same
page
in
terms
of
how
important
this
is.
N
For
those
of
you
who
don't
know,
courageous
is
the
community
Sailing
Center,
but
we
are
also
very
stem
and
environmental
advocacy
focused
we're
a
BPS
Fifth
Quarter
summer
Learning
Academy,
combining
obviously
academics
and
enrichment
through
sailing,
and
that
has
very
much
a
Environmental
Science
Focus.
We
also
incorporate
stem
throughout
all
levels
of
our
summer
programs
and
along
the
the
theme
Here
of
building
Partnerships
we're
actually
going
into
both
the
Russell
and
the
Harvard
Kent
schools
with
their
Upper
Elementary.
Third,
fourth:
fifth
graders
for
weekly
stem
lessons.
N
N
One
thing
that
I
think
science
educators
are
always
looking
for.
Is
that
way
to
make
the
science
feel
and
be
relevant
to
kids
lives?
And
this
is
just
one-
that's
a
no-brainer
that
they
know.
They
know
that
this
is
an
issue
hanging
over
their
heads.
They
are
very
interested
in
learning.
More
about
it
and
when
we
made
our
summer
program,
our
fifth
quarter
summer
program
a
little
less
about
learning
about,
and
environment
and
Water
Conservation
issues
around
the
world
when
we
made
it
way
more.
N
Local
and
environmental
justice
and
environmental
racism
based
counselor
Coletta
got
got
lobbied
by
some
of
our
kids.
They
did.
They
wrote,
advocacy
letters
about
topics
that
were
important
to
them
locally
and
some
were
you
know.
We
really
need
another
trash
can
in
this
place,
but
some
were
much
broader
in
very
much
climate
change
related
and
once
we
moved
into
that
realm,
I
mean
the
the
academic
engagement
across
the
board,
just
really
really
increased.
It
was
amazing,
I'm,
lucky
enough
to
be
able
to
teach
our
older
kids
science
and
same
same
thing.
N
I
can
hold
up
a
photo
of
the
bricks
and
the
Charlestown
Navy
yard
that
they
walk
over
every
day
with
waves
breaking
over
it
in
the
last
storm
and
I
have
their
attention
and
then,
when
they're
modeling
a
way
you
know
an
environment.
An
engineering
challenge
find
a
way
to
mitigate
sea
level.
Rise
here,
go
ahead
and
model
it.
N
It's
such
a
Natural
Bridge
to
critical
thinking
in
terms
of
environmental
justice
like
great
you've,
cut
up
a
bottle
and
made
this
bubble
Shield
over
your
house,
but
when
you
apply
that
to
real
life
like
what
who's
in
the
bubble,
you
know
like.
What's
your
what's
your
skill,
what
does
this
mean
in
terms
of
protecting
communities
and
deciding.
N
N
That
I
think
is
just
an
important
way
of
getting
our
kids
thinking,
and
the
last
thing
I
want
to
leave
you
with
is
that
I
sent
some
of
our.
We
have
two
stem
Educators
now
out
in
the
schools,
so
I
had
them.
Just
ask
kids,
hey
Jen's,
testifying
at
a
hearing.
Why
do
you
think
it's
important
for
you
to
learn
about
climate
change
and
environmental
justice
and
to
to
my
surprise,
what
they
answered
was
it's
reassuring,
which
is
not
what
I
was
expecting
at
all.
N
What
they
were
saying
was
otherwise
it's
just
this
amorphous
threat
hanging
over
their
heads
and
what
they
want
is
real,
like
specific
Hands-On
and
for
information
and
they're
reassured
and
feel
empowered
by
by
a
Solutions
based
approach
where
they
feel
as
if
there
are
things
that
people
and
more
specifically
them
can
do
to
address
it.
So
I
know
I'm
preaching
to
the
choir
here,
but
I
think
that
what
we're
talking
about
is
very
important.
B
G
I'll,
try
not
to
squander
it
here.
I
want
to
thank
all
the
city
council
members
for
their
interest
in
this.
Thank
the
BPS
staff
and
it's
been
a
very
interesting
conversation
and
thanks
to
council
Coletta
for
inviting
me
in
here
relative
to
Green
Roots,
where
environmental
justice
organization
and
the
whole
reason
why
I'm
engaged
in
environmental
justice
and
in
this
advocacy
work
is
precisely
all
the
things
you've
been
talking
about
of
why
this
is
climate
change.
Is
such
an
environmental
justice?
Is
such
a
good
theme
for
building
curriculum
around?
G
It
is
because
it's
never
the
same
thing
twice
it's
cross-disciplinary.
It
brings
in
so
much
stuff.
It
brings
in
history.
It
brings
in
legal
issues,
political
issues.
It
brings
in
science
engineering
all
of
that
stuff,
which
is
so
important
not
just
for
education,
but
for
just
understanding
how
the
world
works
and
making
your
education
actually
relevant
and
for
the
experience
we've
had
with
schools.
Anytime,
we've
brought
this
before
these
topics
before
any
group
of
of
kids.
G
The
whole
concept
of
kids
have
a
natural
ability
to
detect
when
something
is
not
fair,
so
we
don't
even
have
to
describe
that.
This
is
an
injustice
and
start
scoping
out
exactly
all
the
ways
that
they
identify
it
immediately,
that
this
is
a
screw
job
and
we're
getting
screwed,
and
we
say
yes,
you
are
and
here's
what
we
can
do
about
it
relative
to
the
work
that
is
going
on
right
now.
G
I
would
give
a
shout
out
to
a
few
other
sister
organizations
in
East
Boston
in
particular,
Pierce
Park,
Sailing,
Center,
easty
farm
and
harbor
keepers
have
been
working
with
the
Sam
Adams
school
and
I'd
have
participated
in
a
couple
of
days,
education
days
with
them,
so
an
elementary
school
level
and
that
and
they've
been
doing
that
for
a
while,
hitting
on
a
lot
of
different
climate
issues
and
things
of
particular
relevance
to
a
community.
That's
right
on
the
waterfront
I
also
want
to
scratch
back
into
history
and
I.
G
Don't
know
if
folks
from
BPS
may
recall
this,
but
in
a
previous
life,
I
started
getting
involved
in
this
work
through
the
Urban
Ecology
Institute,
which
was
associated
with
the
Lynch
School
of
Education
out
at
BC
and
Mike.
Barnett
was
one
of
the
professors
there
and
we
had
an
education
division.
That
I
was
not
a
part
of,
but
was
watching
it
go
along
and
we
had
a
slew
of
Americorps
Vistas
that
would
go
out
to
all
BPS
schools
and
they
were
working
with
science
teachers.
G
They
were
also
doing
tracking
of
coyotes
and
and
different
other
other
school
districts.
I
think
in
in
review
here,
but
there's
some
of
that
material.
That's
there
that
might
be
recaptured
and
finally,
I
do
want
to
point
out,
in
addition
to
stem
or
steam,
there's
also,
this
concept
of
traditional
ecological
knowledge
or
Tech,
where
we're
working
currently
on
some
restoration
work.
G
Actually
in
Chelsea,
where
we're
trying
to
apply
indigenous
knowledge
on
ecological
restoration,
I
think
that
approach
is
pretty
important
as
its
stem,
basically
a
western
mindset
that
got
us
into
this
problem.
We
want
our
young
people
to
understand
this
technology,
but
we
also
want
them
to
understand
where
it
has
failed
us
and
what
are
some
other
ways
of
approaching
and
understanding
of
the
natural
world
and
and
humans
place
in
it.
That
comes
from
a
perspective.
That's
a
non-western!
G
B
L
Yep,
so
that
was
actually
that
swapped
over
to
me,
I'm,
representing
Charlotte
industac
in
general,
here
the
American
city
Coalition,
which
is
Place
based
in
Roxbury.
So
definitely
here
in
support
of
increasing
this
stem
education
and
climate
change
and
environmental
justice,
education
in
the
city
of
Boston,
Boston,
Public,
Schools,
curriculum
and
then
also
just
supporting
some
of
our
partners
that
are
on
the
call
we
do
not
have
we
host
programming
relevant
to
Bringing
communities
of
color
to
the
waterfronts.
L
B
Okay,
then
that
was
you
have
super
succeeded
my
expectations
on
time
here.
So
thank
you
for
that.
I
am
going
to
in
the
interest
of
helping
to
move
us
along
and
make
sure
that
we
finish
on
time.
I'm
going
to
start
off
with
our
first
round
of
questions.
I
see
concert
Coletta,
you
are,
as
the
lead
sponsor
I
believe
you're,
the
only
one
that
still
hear
yourself
between
me
and
you
will
get
we'll
cover
the
other
counselors
that
are
not
here.
So
you
now
have
the
floor.
E
E
N
N
I
mean
it's
been
growing
since
2012
and
it's
it's
still
growing
and
I
do
think
it's
an
incredibly
powerful
one.
It's
sort
of
the
new
model
of
summer
school
is
less
like
yeah.
You
have
to
miss
out
on
the
fun
stuff
because
you
have
to
go
to
summer
school.
Instead,
you're
going
to
hail,
reservation,
you're
playing
tennis
you're,
you
know
doing
something
and
learning
in
a
way.
That's
totally
tied
together
right.
E
Well,
it's
good
to
just
under
understand
that
this
is
something
that
is
there
it's
growing
and
then,
as
we
have
conversations
during
budget
season,
which
is
coming
up
in
a
month
and
a
half
two
months,
this
will
be
something
that
I'll
be
asking
DPS
about
and
seeing
how
we
can
grow
this
type
of
program
because
clearly
it's
making
an
impact
and
making
a
difference
in
our
communities.
So
thank
you
for
for
bringing
that
up
and
sheding
light
on
on
some
of
the
work
that
you
do
with
our
kids.
E
I
was
hoping
to
go
to
Patrick,
really
quick
and
just
thank
you
again
for
your
for
your
testimony.
You
mentioned
that
you
have
a
partnership
with
the
Burke
right
now,
as
the
Kirtland
stance.
Could
you
describe
that
partnership
a
little
bit
more
and
then,
when
we
had
first
met
and
through
some
reporting
as
well
through
WBUR,
your
work
with
Revere
was
highlighted,
and
so
can
you
walk
through
what
that
partnership
looks
like
with
with
that
municipality.
M
We
are
going
to
be
doing
a
we're
going
to
bring
our
mobile
laboratory
down
there,
we're
going
to
have
students
working
on
Renewable,
Energy,
Solutions
careers
and
Pathways
that
they
can
follow
through
renewable
energy
and
we're
doing
it
in
real,
exciting
ways.
We're
going
to
be
built
cars
that
the
kids
can
sit
in
and
drive
we're
going
to
build
wind
turbines
at
the
kit
that
actually
produce
energy
be
doing
a
solar
builders,
so
they'll
be
doing.
M
Our
Educators
and
also
some
professionals
from
that
field,
which
is
our
model
and
Northeastern
University
undergraduate
students.
So
that's
that's
how
our
model
works
as
we
go
in
with
Educators
and
bring
all
of
the
materials
and
everything
that
a
student
would
need
to
experience
this
topic
and
teachers
as
well.
We
support
classroom
teachers
with
educational
materials,
videos,
resource
guides,
ways
of
creating
conversations
in
their
classroom
students,
and
then
we
bring
in
experts
from
the
field
as
well.
So
specific,
you
know,
it's
like
I
think
we're
going
to
we're
going
to
have
solar.
M
That's
there
that
day
and
potentially
a
wind
expert
as
well
talking
about
the
offshore
wind
industry
industry,
so
we'll
have
the
kids
building
Hands-On
they'll,
be
using
math
and
measurement
to
accomplish
those
tasks,
tasks
and
then,
with
their
classroom.
Teacher
they'll
do
be
doing
English
language,
arts,
follow-up
material.
M
So
that's
what
we're
doing
with
the
Burke
spring
and
I
welcome
everyone
to
come
and
participate
in
that
it's
so
fun
and
the
kids
love
seeing
the
lab,
pull
up
to
their
school
and
just
go
inside
and
be
exposed
to
cool,
learn
and
then
yeah.
We
we
work
with
the
Revere
Public
Schools
as
a
whole,
we're
in
all
of
their
Public
elementary
schools.
The
bulk
of
our
work,
I,
would
say.
M
M
We
work
K
through
five
in
those
Public
elementary
schools
and
we're
here
we
deliver
a
curriculum,
is
very
Hands-On
and
very
fun
for
the
students
it
takes
place
in
their
classroom
or
in
the
schoolyard
itself,
and
we're
exploring
the
local
ecosystems
we're
exploring
Community
topics
of
great
need
so
like
waste
reduction
and
environmental
justice,
we're
covering
everything
from
you
know
the
beginning
in
the
in
the
K
and
one
recovering
topics
like
what
is
the
environment.
What
is
pollution,
pollination,
those
key
topics
and
then
we're
growing
with
the
students.
M
We
bring
everything
like
I
said,
and
we
make
it
very
Hands-On
we
like
for
our
classrooms
into
construction
zones
and
ecosystems
and
students
into
engineers
and
Sciences.
So
they
get
really
excited
about
it.
And
then
the
teacher
has
the
tools
and
the
resources
to
then
just
take
that
energy
that
they
gained
from
that
workshop
with
ours
with
our
team
and
just
run
with
that
energy.
It
could
be
writing
a
letter
to
their
City
councilors
about
implementing
composting
in
their
in
their
school
or
in
a
community
that
they're
working
in
reducing
weight.
M
More
renewable
energy,
so
writing,
persuasive
arguments
around
these
topics.
So
we're
really
trying
to
empower
the
teachers
to
have
the
the
curriculum
and
the
elements
that
they
need.
Videos
things
like
that
to
really
the
kids
around
these
topics,
but
it
be
directly
embedded
into
what
they're
doing
in
the
classroom
that
they're
trying
to
change
with
their
core.
E
Thank
you
and
just
a
follow-up
question
to
that.
Just
given
everything
that
you
do
in
your
partnership
with
the
broader
Revere
School
System,
do
they
require
you
to
perform
some
sort
of
assessment
of
what
you're
doing
or
do
you
have
to
report
anything
back
to
them
similar
to
what
has
been
discussed
earlier
in
the
conversation.
M
We
are
not
required
to
in
the
in
the
first
couple
years
of
our
partnership
with
them.
We
I
had
mentioned
a
program
evaluation
with
Northeastern
dean
of
The
Graduate
School
of
Education,
and
they
were
brought
into
the
fold
of
this
partnership
at
the
base.
They
did
some
evaluation
value
through
that
value.
M
On
the
results
from
that,
it's
not
a
requirement.
We
have
done
that
in
a
few
different
communities
of
we've
done
that
and
sit
in
the
Salem
public
schools
as
well
well
tends
to
then
take
one
program
school
and
then
grow
that
across,
and
that
was
all
that's
all
done
through
a
third
party
that,
where
we
don't
really
we're
not
really
involved
with
so
By
Request
of
the
school
or
By
Request
of
somebody
who's
supporting
the
program,
the
partnership,
whether
it
be
a
foundation
or
you
know,
cultural
Council
as
well
so.
E
B
Thank
you.
So
yes,
so
as
someone
who
I
think
has
been
on
the
other
side
of
the
BPS
partnership,
conversation
I
know,
building
partnership
opportunities
with
BPS
sometimes
is,
is
a
it's
like
trying
to
crack.
The
Da
Vinci
Code
is
like
how
do
you
get
to
become
a
partner
with
BPS,
and
what
does
that
look
like,
and
there
are
some
folks
who
have
access
and
there's
some
folks
who
have
not
right.
B
N
I
can
go
ahead
and
start
and
I
do
want
to
recognize
that
the
BPS
partnership
office,
partner,
partner,
DPS
I,
think,
has
done
a
lot
more
about
swapping
information
between
potential
partners
and
schools
then
was
done
in
the
past.
I
can
speak
about
our
own
experience,
which
is
that
our
partnership
with
the
Harvard
Kent
plus
another
few
schools
in
Charlestown,
develop
just
because
we
literally
developed
programs
with
them
to
serve
their
students
and
because
they're
right
there
near
us,
it's
a
natural
partnership.
N
The
Russell
in
Dorchester,
cold,
called
us
and
said:
hey
we've
been
courageous,
is
cool
and
we
want
our
kids
on
boats.
Can
you
work
with
us
on
and
I
will
say
straight
off
the
bat
that
we
did?
The
first
we
raised
money
ourself
for
the
first
year
of
programming.
The
schools
did
not
did
not
fund
the
program
at
all.
N
B
Thank
you.
Thank
you
for
that
Jen
Patrick
John,
not
that
you
need
to
say
anything
if
you
don't
feel
safe
or
comfortable
doing
so,
but
this
is
an
invitation.
I
mean
the
reason
why
we
like
at
least
the
way
I
experience
public
hearings,
it's
all
in
how
people
choose
to
experience
these
right,
so
oftentimes
people
walk
into
the
space
and
think
that
everything's
going
to
be
adversarial,
but
really
the
way.
I
like
to
experience
these
moments
is
really
like.
What
can
we
learn
right?
We're
bringing
people
together?
B
You
know
we're
not
all
in
each
other's
different
departments,
everybody's
doing
different
things.
So
this
is
the
these
are
unique
opportunities
for
us
to
share
information
and
to
learn
from
each
other
and
then
really
figure
out
where
the
holes
are
right
and
and
I
think
that
you
know,
as
as
we
navigate
our
BPS
partnership
programs
and
as
we're
discussing
opportunities
to
build
opportunities
for
climate
Justice
environmental,
you
know
Justice
friendly
content.
M
M
M
You
know,
then
they
have
their
own
families
as
well,
and
when
bringing
in
this
Dynamic
topic
and
this
topic
alone
or
any
other
topic,
you
know
having
a
partner
that
has
that
expertise
in
that
area
can
alleviate
some
of
the
stress
for
teachers
and
have
that
teacher
have
support
in
other
ways
to
make
them
feel
like
they
can
really
focus
on
what
they're
best
at
or
whether
they
need
to
focus
their
energy
on
the
way
I
best
explain.
This
is
I
feel
like.
M
G
L
N
You
don't
have
time
to
be
talking
to
non-profits
in
the
fall
when
you're
trying
to
do
all
the
things
so
from
the
standpoint
of
of
courageous
and
I
bet
a
lot
of
other
non-profits
much
as
BPS
does,
to
make
Partnerships
accessible
and
to
sort
of
share
that
information,
I,
think
an
explicit
encouragement
like
two
schools:
hey,
go
out
and
find
non-profit
Partners.
This
is
a
great
use
of
your
Esser
funds
that
this
is
something
that
you
should
commit
funding
funding
to.
We
are
here
to
support
you
in
this.
N
Maybe
we
host
a
fair
so
that
principles
and
potential
Partners
all
meet
each
other
at
some
point,
but
just
a
little
bit
more
structural
support
in
terms
of
making
those
Partnerships
happen.
So
it's
not
dependent
entirely
on.
Did
the
principal
have
like
a
lunch
break
that
day
when
they
could
call
us.
B
B
J
Thank
you,
counselor
Mejia,
I'm,
really
glad
you
asked
this
question
because
I
know
that
it
can
be
you
know.
Bps
is
a
very
large
system
and
I
know
that
Partnerships
can
be
challenging
to
your
point.
Jen.
One
of
the
things
that
we
want
to
do
in
central
office
is
take
the
burden
off
of
the
schools
to
navigate
those
Partnerships,
and
we
want
to
do
that
for
them,
and
so
I
see
this
as
a
great
step.
J
So
I
just
wanted
to
put
out
an
open
invitation
to
reach
out
to
any
of
us,
because
I
I,
Jen
I
think
that's
just
a
great
point.
I
think
you
know:
I've
been
a
school
principal
and
you're
just
day
to
day
going
going.
But
that's
part
of
our
job
is
to
take
some
of
that
onus
off
of
the
schools
and
to
to
to
manage
the
partnership
so
that
then
they
have
the
supports
that
they
need
in
the
school.
So
I
would
love
to
follow
up
with
with
anyone
on
this
call
afterwards,.
B
And
I
I
also
want
to
just
kind
of
again
underscore
why
these
hearings
are
so
important
and
so
on.
How
we
choose
to
experience
these
spaces
right,
because
this
is
relationship
building
and
it's
you
know,
really
inspiring
thought
right.
You
inspire
thought
and
you
hope
to
provoke
action
as
a
result
of
that,
so
really
happy
that
this
is
manifesting
right
here.
B
Think
that
sometimes
creating
that
space
and
that
infrastructure
Leslie
in
terms
of
being
super
intentional,
is
something
that
the
district
can
continue
to
do
is
to
open
it
up
and
I,
really
love
John's
Point
around
making
a
hyper
local
and
relevant
to
the
learning.
So,
as
you
all
continue
to
go
through
this
conversation
and
figure
out,
how
do
you
utilize
the
resources
that
exist,
the
non-profit
Partners,
who
can
help
supplement
some
of
the
learning?
And
how
do
you
do
it
in
a
way
that
is
culturally
relevant
and
also
regionally
relevant
to
young
people?
B
The
Learning
in
this
region,
based
on
a
very
specific
set
of
learning
or
instruction
I,
think
that
that
way
wouldn't
be
so
certain
some
I'm
a
school
Community
or
on
the
non-profit
partner,
because
what
we
don't
want
to
do
is
overburden
our
non-profit
Partners
in
having
them
do
more
work
than
they've
signed
up
for
right.
So
I
just
want
to
be
mindful
and
and
name
that
that
whatever
it
is,
that
ends
up
happening
here.
B
It's
done
so
in
a
way,
that's
Equitable
and
that
if
green
Roots
gets
called
to
do
more
work
that
they're
getting
they're
getting
compensated
for
that
work
right
and
that
there's
ways
for
us
to
make
sure
that
it's
a
win-win
and
it's
mutually
beneficial
for
everyone.
I
think
that
those
are
the
types
of
opportunities
that
we
need
to
see.
More
of
as
we
continue
to
figure
out
how
we're
going
to
make
all
of
these
things
happen
is
doing
so
in
a
way
that
not
one
group
is
carrying
all
the
weight.
B
I,
don't
think
I
have
any
more
specific
questions
for
our
non-profit
panelists
other
than
just
one.
It's
just
thank
you
for
spending
so
much
time
with
us
today
and
for
being
here
from
beginning
to
end.
You
could
have
just
did
like
Beyonce
does
and
just
show
up
when
it's
time
for
you
to
perform,
but
you
were
here
from
the
beginning
of
the
show,
so
we
really
do
appreciate
you
all
being
here
as
long
as
as
you
learn
as
well
to
rbps
Administration
panel,
you
know
you.
B
Normally
people
have
a
hard,
stop
and
and
they're
done,
but
I
think
it
really
speaks
volumes.
So
your
active
participation
here
in
the
space
that
you
weren't
just
staying
tuned
and
but
you
were
on
camera
and
you
were
listening
and
you
you
remained
engaged
and
I
think
that
that
also
speaks
volumes
to
your
commitment
to
this
conversation.
So
I
just
wanted
to
acknowledge
that
are
above
ends
here.
You
know
how
important
that
is:
Council
Coletta
I
wanted
to
give
you
an
opportunity.
E
Course,
and
thank
you
again,
Cher
again
thank
you
to
everybody.
I
did
hear
a
lot
of
themes
in
this
conversation
and
just
to
summarize
and
capture
it
all.
There
I
think
there's
clearly
movement
on
behalf
of
BPS
and
our
partners
to
push
this
work
forward
and
to
ensure
that
every
single
one
of
our
students
has
the
same
access.
E
I
definitely
learned
from
the
administration
in
BPS
and
thank
you
again
for
being
here
just
about
the
different
Patchwork
of
curriculums
being
used
and
what
the
table
currently
looks
like
I
said:
I
wanted
this
conversation
to
be
table
setting
and
I
think
we
did
that,
and
there
was
really
good
movement
on
having
a
local
Focus
Within
These
buckets
utilizing
some
of
the
existing
efforts
like
the
outdoor
classrooms
through
effort
Esser
for
experiential
knowledge.
I.
E
E
I
also
want
to
shout
out
the
the
Civic
Action
project
idea
or
the
stem
Citywide
Fair
idea
just
to
standardize
this
education
for
all
students
and
have
the
ability
to
integrate
environmental
justice
with
advocacy,
because
we
can
train
and
educate
our
future
scientists
and
engineers
and
mechanical
and
mechanical
engineers
and
Technology
folks.
But
I
think
we
also
need
to
be
doing
what
we
can
to
educate
our
our
leaders
and
our
Advocates
moving
forward
because
there's
a
space
for
them
in
this
world,
particularly
in
environmental
justice.
E
So
just
going
down
the
list
from
Council
luigien,
she
wanted
to
Loop
in
organizations
like
youthbuild
and
green
ambassadors
who
have
been
doing
this
work,
who
Focus
the
conversation
on
black
and
brown
Youth
and
their
role
in
bringing
racial
Justice
to
environmental
justice.
There's
a
push
from
Council
Lara
to
Loop
in
vocational
schools,
which
I
very
much
support.
E
So
I'll
continue
to
think
about
how
we
can
strengthen
these
Partnerships,
especially
as
it
relates
to
Workforce
Development
and
maybe
talk
to
them
about
how
we
can
get
the
pick
involved
and
bridge
that
Gap
I
heard
from
the
chair
just
a
need
for
an
assessment
and
potentially
identifying
a
number
of
non-profits
who
can
supplement
this
work
while
providing
the
resources
necessary
for
their
capacity
and
their
staff.
I
I
am
a
little
disappointed
that
Jesse
didn't
show
up.
They
did
send
some
information.
E
I
did
have
questions
for
them
around
updating
their
own
standards,
since
it's
from
2016
and
just
given
the
evolving
science
and
technology
in
the
space,
we
should
be
pushing
them
to
reevaluate
those
standards,
so
hopefully,
in
our
next
conversation,
we'll
be
able
to
have
them
here.
But
it's
clear
that
we
have
amazing
Partners
on
this
call
and
there's
already
amazing
work
being
done
by
BPS.
A
large
part
of
this,
like
I
said,
is
just
ensuring
the
resources
we
have
for
educating
our
kids
through
climate
science
and
environmental
justice,
our
high
quality
and
being
distributed
equitably.
E
B
Thank
you,
councilor
Clara
I
do
not
believe
we
have
any
public
testimony,
so
we
wanted
to
thank
again
our
panelists
and
I'm,
looking
forward
to
keeping
this
in
committee
and,
more
importantly,
looking
at
what
we've
learned
and
figure
out
what
we're
going
to
do
about
it.
So
thank
you
and
I
am
going
to
gamble
on
us
out
this
hearing.
Is
it
thank
you.
Thank
you.