►
From YouTube: Committee on Education on April 11, 2022
Description
Docket #0199 - Hearing on state receivership for Boston Public Schools.
A
Order
for
the
record,
my
name
is
julia
mejia,
I'm
a
city
councilor
at
large
and
I'm
the
chair
of
the
boston
city
council's
committee
on
education
and
the
sponsor
of
this
docket,
I'm
also
joined
by
my
colleagues.
Once
they
arrive,
I
will
announce
them
in
accordance
to
the
chapter
20
of
the
acts
of
2022,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
from
certain
requirements,
including
the
requirement
that
public
bodies
conduct
its
meetings
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
A
This
public
hearing
is
being
recorded
and
live
stream
on
www.boston.gov
slash
city
dash,
council
dash
tv
and
via
broadcast
on
xfinity
8,
rcn,
82
and
files
964..
We
will
also
be
rebroadcasted
at
a
later
date.
Anyone
who
would
like
to
testify
on
this
matter,
please
email,
huang.lopez
boston.gov,
with
your
full
name
for
the
zoom
link.
Today's
hearing
is
on
docket
0199
hearing
on
state
receivership.
A
I'm
not
sure
if
who,
if
any
of
my
colleagues
are
here?
If
any
of
my
colleagues
are
here?
Oh,
I
see
president
council
ed
flynn
is
here
as
well
as
my
co-chair.
Aaron
murphy
and
I
see
michael
flaherty-
is
here
as
well.
So,
in
the
order
of
arrival
I'm
going
to
go
to
d2
council
president
ed
flynn,
you
now
have
the
floor.
B
So
I've
been
thinking
about
this
subject
a
lot
recently
in
you
know,
certainly
I
want
to
see
the
mayor
responsible
for
the
public
schools
in
boston
and
not
someone
not
someone
from
the
state
we
elected,
we
elected
the
mayor
in
a
big
part
of
the
city
budget.
A
big
part
of
the
responsibility
is
the
boston
public
school
system.
B
B
Having
said
that,
I
also
am
interested
in
learning
why
the
state
is
seeking
to
possibly
take
over
boston,
public
school
system
and
what
are
their
reasons
or
why?
Why
are
they
inclined
to
do
that?
What
are
what?
What
are
they
seeing
that
we're
not
seeing
in
our
investigation
of
the
public
school
system?
B
But
at
this
time,
when
we're,
when
we're
about
to
hire
a
new
boston,
public
school
superintendent,
is
placing
this
receivership
of
the
boston
public
schools
in
receivership.
Is
that
the
best
is
that
the
best
answer
is
that
is
that
what
we
want
to
do?
I
don't,
I
don't
think,
that's
the
answer
and
if
the
answer
is
supporting
our
children
supporting
our
public
school
kids,
especially
at
this
difficult
time
over
the.
B
B
A
C
Thank
you.
Thank
you
to
the
chair.
I'm
looking
forward
to
this
hearing
learning
more
about
what
what
brought
us
here
and
how
we're
going
to
get
ourselves
out
of
this
boston,
public
school
teacher
for
over
20
years
and
a
mom
who
had
to
corral
my
kids
through
the
system
and
know
firsthand
that
many
of
our
schools
are
not
doing
what
they
need
to
for
our
children,
for
our
families,
consistent
low
performance
year
after
year
decades
now
and
declining
enrollment
in
the
bps
schools.
C
It's
concerning
for
me
as
a
resident
as
a
mom
and
now
as
a
former
teacher,
but
as
a
city
councilor.
So
really
I'm
looking
forward
to
hearing
what
your
panelists
the
panelists
here
today
right
are
going
to
share,
but
also
on
continuing
our
work
as
a
council
to
see
what
is
best
because
at
the
end
of
the
day,
we
have
to
make
sure
we're
advocating
and
fighting
for
the
children.
C
C
D
D
D
D
I
can
say
that
chronic
absenteeism,
I
could
say
that
chronically
underperforming
schools,
I
can
say
the
declining
graduation
rates.
I
can
say
that
our
student
athletes
not
being
able
to
compete
a
couple
schools
weren't
able
to
compete
this
year.
That's
an
embarrassment,
that's
an
absolute
embarrassment
and
folks
need
to
be
held
accountable
for
that,
and
so
I
look
forward
to
this
discussion
today.
I
look
forward
to
obviously
supporting
our
children
and
their
families.
I
look
forward
to
supporting
our
school
committee
any
way
that
we
can.
D
But
that
said,
our
track
record
and
the
microscope
is
now
on
us
and
we
have
some
explaining
to
do
as
to
why,
year
after
year
after
year,
we're
seeing
a
very
minimal
impact
on
outcomes.
When
we've
been
spending
a
significant
amount
of
money
per
pupil
and
again,
money
has
to
get
to
the
classroom
for
teaching
and
learning
if
we're
going
to
have
remove
the
dial.
So
look
forward
to
the
testimony
today
appreciate
the
opportunity.
Madam
chair.
E
Thank
you
so
much
chair
and
thank
you
to
all
of
my
colleagues
and
folks
from
bps
for
being
here
this
morning.
I
think
that
all
of
we,
we
all
share
one
thing
on
this
call
and
it's
really
a
vision
for
a
thriving
school
district
in
boston
and
I'm
here
today,
because
I
don't
believe
that
state
receivership
is
going
to
get
us
any
closer
to
that
vision.
E
There
has
shown
to
be
no
clear
benefit
to
bps
or
any
of
the
other
districts
under
receivership
in
the
last
decade.
You
know
the
state
has
taken
over
what
three
school
districts
across
the
state
and
not
only
have
these
districts
not
shown
any
significant
improvement
since
the
takeover
bps
is
currently
outperforming
every
single
one
of
them
in
every
district,
there's
been.
E
Oh,
eighty
percent
of
the
students
have
come
from
low-income
families
here
in
boston,
it's
71,
but
just
like
all
the
other
districts,
we
have
a
majority
latinx
population
in
our
public
schools.
The
timing
is
of
concern
to
me.
The
governor
baker
is
on
his
way
out.
We
have
a
new
mayor
and
in
november
almost
80
percent
of
the
voters
in
boston
voted
to
return
to
an
elected
school
committee,
and
so
why
now,
when
we
are
moving
towards
a
much
more
democratic
structure
in
our
public
schools,
are
we
looking
into
state
receivership?
E
E
I
think
boston's
parents,
teachers
and
students,
we
you
know
we're
closest
to
the
problem
and
therefore
we
should
be
leading
in
creating
the
solution
and
we
have
rights
to
determine
our
own
future
in
the
future
of
our
children.
And
I
think
that
we
should
do
everything
in
our
power
to
ensure
that
state
receivership
is
something
that
doesn't
happen
here.
Thank
you,
chair.
A
F
Thank
you,
madam
chair.
As
we've
heard,
our
bps
fossil
public
schools
isn't
where
we
want
it
to
be.
However,
I
believe
we,
as
a
city
know
our
students,
our
system
better
than
anyone
else,
so
I
believe
that
the
solution
is
here
with
us
and
it's
just
about
getting
the
resources
being
creative
and
innovative
on
how
we
drive
the
incomes
that
were
our
outcomes
that
we're
all
looking
for
as
counselors
elected
officials
and
as
parent
and
I'm
looking
forward
to
this
conversation.
Thank
you.
A
Thank
you,
councilman
and
I'll
just
assert
my
privilege
as
the
chair
to
just
make
a
few
remarks
myself.
You
know
I'm
a
bps
graduate
and
I
actually
went,
I
would
say
always
every
single
boston,
public
school.
You
could
imagine
because,
like
many
of
our
students
today
back
in
the
day,
I
bounced
from
place
to
place-
and
I
was
never
in
one
place
long
enough
to
make
friends-
and
I
think
that
the
social
and
emotional
and
the
trauma
that
a
lot
of
our
students
are
facing
today
need
to
be
looked
into.
A
As
we
start
talking
about
real
support
services
for
students,
we're
always
asking
our
teachers
to
do
more
with
less,
and
I
think
we
have
an
opportunity
to
really
lean
into
this
conversation
so
that
we
can
address
the
systemic
flaws
that
have
happened
here
for
far
too
long,
and
if
anyone
has
followed
my
education
journey,
you
would
know
my
stance
on
receivership,
for
bps
is
clear.
We're
not
here
for
it.
A
A
Receivership
is
a
complex
topic
and
it's
important
for
us
to
be
able
to
to
break
it
down
in
ways
that
people
can
understand
it,
and
my
hope
is,
is
that
our
panelists
and
my
council
colleagues
will
use
their
time
to
expand
the
conversation
and
get
everybody
up
to
speed.
The
second
thing
is
that
I
hope
that
we
will
do
in
this
hearing
is
motivate
people
to
activate
and
get
involved.
A
A
What
receivership
is
and
what
it
means
for
bps,
although
I'm
sure
our
panelists
will
speak
more
about
what's
at
stake
for
boston,
public
schools
receivership
over
on
bps,
as
was
described
the
described
best
in
the
bay
state
banner,
calling
it
an
aggressive
state
intervention
which
the
department
of
elementary
and
secondary
education
deci
assumes
control
of
the
district
replaces
the
superintendent
effectively
super
succeeding
the
authority,
the
the
mayor
and
of
the
school
committee.
The
move
in
effect
takes
away
local
control
of
our
schools.
A
As
you
know,
we
have
reached
the
two
year
anniversary
of
the
memorandum
of
agreement
between
the
boston,
public
schools
and
the
department
of
elementary
and
secondary
education
in
order
to
be
able
to
provide
a
timely
and
accurate
update
of
the
board
of
elementary
secondary
education,
bessie
on
bps
areas
of
progress
and
continued
challenges.
Desi
is
in
the
process
of
conducting
a
follow-up
on
district
review
for
bps.
It
is
my
hope
that
the
district
review
will
also
provide
important
information
to
the
new
incoming
bps
superintendent.
A
The
notice
that
you
enclosed
states
at
the
subject
of
april
11th
2022
hearing
will
be
quote-unquote
state
receivership
for
the
boston
public
schools,
as
the
boston
public
school
district
review
is
not
yet
complete.
It
would
be
premature
for
me
to
appear
before
before
the
committee
on
education
to
discuss
this
topic,
and
I
respectfully
declined
the
invitation
to
appear
before
the
committee
on
education
at
this
time.
A
So
I'm
I'm
looking
forward
to
this
conversation
and
hoping
that
we
can
get
to
a
place
where
we
realize
that,
at
the
end
of
the
day,
local
control,
especially
with
99
000
people
who
voted
for
an
elected
school
committee,
recognize
that
the
city
needs
more
democracy,
not
more
bureaucracy.
So
I'll
know
I'll
now
turn
over
the
conversation
to
our
first
panel.
G
Thank
you,
chairman
hiya,
and
members
of
the
education
committee.
I'm
proudly
joined
this
morning
here
with
my
colleague,
farah
azeraj,
who
will
be
presenting
farrah
serves
as
the
deputy
chief
academic
officer
for
the
boss
public
schools.
I
wanted
to
just
acknowledge
upfront
that
superintendent
casilius
couldn't
be
here
this
morning.
She
is
undergoing
dental
surgery.
She
would
much
prefer
to
be
here
this
this
morning,
but
unfortunately
she
couldn't
join,
but
we're
honored
to
be
here
to
engage
in
this
discussion.
G
I
just
wanted
to
share
a
few
sort
of
opening
thoughts
before
we
speak
for
just
a
few
moments
to
frame
this
discussion
this
morning,
and
I
want
to
begin
with
this
idea
that
at
least
it's
my
interpretation
and
belief
that
there
are
two
narratives
around
the
fossil
public
schools
and
that
both
of
those
narratives
can
be
true.
At
the
same
time,
counselor
flaherty's
opening
remarks
in
in
questions.
I
think
we're
really
sort
of
poignant
and
really
resonate
with
me.
G
G
Our
focus
for
this
morning
will
share
an
analysis
of
the
progress
that
we've
made
in
six
areas.
That
deci
has
decided
are
important,
relevant
relevant
to
this
review,
as
well
as
to
articulate
areas
where
improvement
is
needed,
we'll
be
honest
and
transparent,
both
about
the
great
things
that
are
happening
across
our
system
and
the
evidence
and
sources
of
of
data
that
suggest
progress
is
being
made,
as
well
as
the
information
that
demonstrates
that
we
have
to
do
a
far
better
job.
G
G
Our
agenda
for
this
morning
as
we'll
be
super
quick
through
these
slides,
but
we'll
just
explain
the
rationale
as
we
understand
it,
for
the
district
review
communicate
the
focus
for
the
review,
as
well
as
the
in
the
methodology
that
desi
used
to
collect
information.
We'll
share
our
quick
academic
analysis
of
bps
compared
to
our
state
and
national
peers,
as
well
as
share
some
information
that
we
think
is
relevant
to
work.
G
G
G
In
terms
of
the
methodology
that
deci
used
to
try
to
have
a
better
understanding
of
the
progress
bps
has
made,
there
were
several
different
ways.
They
collected
information
one.
They
conducted
a
document
review
before
coming
on
site.
The
bps
fully
complied
with
that
document
review
and
shared
over
590
documents
with
the
department
in
advance
of
their
arrival
to
bowling
building.
G
A
mass
core
graduation
requirement
to
make
more
rigorous
academic
expectations
for
our
students,
irrespective
of
the
school
that
they
attend
in
the
bps,
equitable
grading
policies.
To
ensure
that
our
grading
policies
across
the
system
are
free
of
bias,
as
well
as
overhauling
the
exam
school
admissions
process.
G
G
Our
btu
members
were
extreme,
extremely
amazing
partners
during
this
time.
Ensuring
that
educators
had
access
to
high
quality
professional
development
to
support
our
transition
to
remote
learning
during
the
spring
of
2020,
as
well
as
during
that
fall,
we
have
invested
in
over
100
million
dollars
in
a
quality
guarantee.
G
These
are
are
really
important
commitments
first
made
by
mayor
walsh
and
affirmed
by
mayor
janie
and
marawu
that
ensure
that
across
the
system
in
academics,
in
enrichment
in
facilities
and
in
family
and
community
engagement,
that
our
schools
have
the
necessary
resources
that
they
need.
Our
schools
now
have
full-time
nurses,
full-time
family,
liaisons,
full-time
psychologists
and
social
workers,
high
quality,
instructional
materials
that
we'll
talk
about.
G
We
also
use
this
time
to
make
major
investments
in
facilities.
We've
moved
more
facilities
projects
in
the
last
two
years
in
bps's
history,
we
even
invested
in
an
air
quality
monitoring
system
and
dashboard
so
that
people
have
in
real
time
what
the
air
quality
is
in
each
each
educational
space
across
the
entire
bps.
G
G
G
G
In
fact,
the
bps
had
the
highest
ranking
district
effects
in
eighth
grade,
mathematics
and
reading
of
all
of
all
school
districts
in
their
study
and
were
either
leading
or
were
near,
the
top
across
all
urban
school
districts
in
reading
and
math
across
all
grade
levels
in
their
study,
mirrors
or
windows.
How
well
do
large
large
city
school
public
schools
overcome
the
effects
of
poverty
and
other
barriers?
G
We
also
think
it's
important
to
take
into
context
how
the
boston
public
schools
performs
as
compared
to
its
state
peers
in
the
commonwealth.
I'll.
Take
you
to
take
one
moment
to
disorient
you
to
this
table,
which
I
think
is
is
quite
instructive
and
important
to
this
discussion,
which
looks
at
how
bps
students
perform
on
mcas
compared
to
the
urban
peers
in
the
commonwealth,
some
of
the
urban
peers
in
the
commonwealth,
and
so
in
the
blue
rows.
You
see,
grades
3
to
8
and
then
the
orange
rows.
You
see
grades
grade
10.
G
and
if
you
look
at
the
boston
public
school
performance
in
2021,
compared
to
many
of
the
other
larger
urban
school
districts
in
the
commonwealth,
you'll
see
that
bps
is
outperforming
most,
if
not
all,
in
ela.
It's
all
school
districts
that
are
listed
on
this
table
and,
in
fact,
is
far
outperforming
the
three
school
districts
that
are
currently
in
receivership.
That
of
lawrence
massachusetts,
holyoke
and
southbridge,
which
are
noted
here.
H
H
We
have
shared
documentation
as
well
as
a
narrative
in
all
of
the
six
areas,
and
we
want
to
outline
with
all
of
you
the
evidence
of
progress.
In
addition
to
the
areas
of
improvement.
We
know
there
are
many
areas
of
improvement
as
well
as
dr
eccleston's
comments
earlier,
I
mentioned.
There
are
many
areas
of
success
that
we
intend
to
highlight
in
order
to
really
make
the
connection
across
these
six
indicators.
That
desi
has
asked
us
for
review.
H
So
in
our
self-assessment
with
leadership
and
governance.
Our
district
strategic
plan
excuse
me,
has
engaged
in
our
community
over
2
100
participants
throughout
that
process,
with
dr
casilius's
strategic
plan
outlines
anchored.
The
strategic
plan
outlines
the
six
core
commitments:
eliminating
opportunity
and
achievement
gaps,
accelerating
learning,
amplifying
all
voices,
expanding
opportunities,
cultivating
trusts
and
activating
partnerships.
H
So,
throughout
that
engagement
process,
there
has
been
a
very
strategic
focus
on
the
development
of
equity-based
policies,
in
addition
to
really
shifting
how
we
think
of
our
system
in
response
to
the
students
most
in
need.
Some
of
the
progress
that
we've
made
with
equity-based
policies
are
under
attendance
grade
level,
retention,
the
math
core
college
and
career
readiness
courses,
as
well
as
standards
that
are
aligned
by
desi,
as
well
as
the
policy
that
has
been
implemented
as
of
last
year
through
the
boston
school
committee.
H
So
again,
we
have
many
focus
areas
in
ensuring
that
the
system
responds
to
the
students
in
an
equitable
as
well
as
racially
racially
equitable
for
all
of
our
students.
The
areas
of
improvement,
and
certainly
one
that
we
are
continuing
to
work
towards,
is
cultivating
and
maintaining
retaining
our
school
leader,
educator
and
central
office
in
really
in
support
of
our
educators
of
color
and
continuing
to
improve
our
internal
and
external
communication
within
the
system
and
to
our
broader
community
members.
H
In
addition
to
that,
we've
also
supported
the
school
leaders
and
implemented
new
guidance
counselors
for
new
students
who
are
in
coming
to
ninth
grade,
as
well
as
in
support
of
the
current
students
in
high
schools.
Our
clear
district
academic
priority
continues
to
be
equitable
literacy
and
by
literacy
for
multilingual
learners.
With
that
we've
updated
our
ela
curriculum,
as
well
as
materials
and
professional
development,
so
that
educators
and
school
leaders
have
opportunities
to
co-learn
all
of
the
five
academic.
H
H
Our
areas
of
improvement,
certainly
organizing
our
academic,
supports
to
better
align
with
schools,
division
and
structure
and
to
ensure
that
there
is
an
accountability
for
implementation
of
curriculum
and
because
we
do
have
many
autonomous
schools,
our
schools.
That
may
be
using
a
variety
of
curriculum.
H
With
that,
we
want
to
ensure
and
focus
on
the
core,
which
is
our
tier
one,
supports
and
make
sure
that
our
instruction
curriculum
at
the
tier
one
meets
the
quality
indicators
for
instruction
to
serve.
All
of
our
students,
in
particular,
are
multilingual
learners,
students
with
disabilities
and
those
who
are
duly
identified
as
multilingual
with
disabilities.
H
We
have
made
tremendous
improvement
in
reporting
on
our
compliance
and
meeting
our
state
and
department
of
justice
agreement
with
the
boston,
public
schools
and
ensuring
that
we've
not
just
identified,
but
we
have
hired
educators
who
are
qualified
to
serve
our
english
learners.
We
have
met
a
tremendous
threshold
for
is
esl,
which
is
our
esl
is
english
as
a
second
language
licensure
requirement
in
the
district,
as
well
as
sci,
which
the
scia
is
the
sheltered
english
instruction
endorsement.
That
is
a
state
requirement.
H
We
are
expanding
our
opportunities
for
native
heritage,
language
instruction
and
dual
language
programs
we
have.
This
is
certainly
a
vision
from
the
superintendent
and
at
the
office
of
english
learners,
in
which
we
are
looking
to
expand
our
supports
for
all
students,
but
in
particular,
we've
developed,
a
dual
language
vietnamese
program
at
the
mather-
and
it's
been.
This
is
his
first
year
of
inception.
Additionally,
cava
verdian
heritage
program
will
move
and
increase
into
two
high
schools
next
year,
as
well
as
our
chinese
sdr
enhanced
program
of
the
josiah
quincy
elementary
school.
H
We
look
forward
to
learning
from
those
programs
and
increasing
those
opportunities
for
multilingual
learner
students
to
become
bi-literate
and
meet
the
steeler
by
literacy
per
the
state
guidelines,
and
we
are
expanding.
We've
expanded
opportunities
for
inclusion
at
the
kindergarten
through
eighth
grade,
and
we
continue
to
expand
those
opportunities
in
addition
to
leveraging
that
movement
from
the
elementary
inclusion
at
the
secondary
level.
H
When
we
move
into
our
fourth
area
in
a
self-assessment,
we
are
addressing
our
data
and
assessment
systems.
We've
made
tremendous
efforts
that
have
been
coordinated
from
our
oda
office
of
data
and
accountability
and
our
accountability,
department
and
division
to
really
coordinate
the
systems
for
school
staff,
in
addition
to
centering
students
and
students
who
are
in
need,
especially
during
this
covet
era.
So
we
have
implemented
the
panorama
platform,
which
is
an
online
system
that
feeds
and
and
sort
of
houses.
H
In
addition
to
the
map,
implementation,
we've
also
seen
a
tremendous
increase
this
year
in
with
across
our
schools,
with
students,
participation
in
the
fall
and
winter
assessment,
and
with
all
of
this
across
the
system,
we've
made
tremendous
efforts
in
communication
to
families
ensuring
that
our
student,
privacy
and
data
sharing
is
also
protected
and
that
translation
interpretation,
as
well
as
data
information,
is
being
shared
with
families.
In
addition
to
receiving
feedback
and
input
from
our
families
and
communities.
H
H
So
we're
proud
of
the
progress
that's
been
made
across
the
system,
in
particular,
for
educators
at
from
paris
paraprofessionals
to
teachers,
to
school
leaders
and
we're
proud
that
87
percent
of
hires
over
the
past
two
years
identified
as
a
people
of
color.
Additionally,
53
are
fluent
in
a
language
other
than
english
and
that
educators,
where
we
have
56
of
external
hires
identified
as
people
of
color.
H
And
so
this
is
the
time
where
our
school
leaders
are
setting
diversity,
hiring
goals
for
their
school
sites
and
working
to
ensure
that
they
are
meeting
the
hiring
the
hiring
requirements
as
well
as
ensuring
that
they
understand
who
their
makeup
of
candidates
and
pool
of
candidates
are
and
working
with,
our
recruitment,
cultivation
and
diversity
office.
If
they
need
additional
support.
H
H
A
H
H
And
just
quickly,
our
fiscal
year
budget
is
underway,
and
we've
made
significant
investments
in
our
full
pillars
of
the
quality
guarantee.
Again
we
will
there's
been
an
increase
of
40
million.
That's
been
at
least
in
terms
of
proposal
to
the
city
council
that
will
be
presented
to
you
very
soon.
We
do
recognize
again.
The
facilities
in
particular
as
well
as
transportation,
continue
to
be
great
challenges.
And
again
I
want
to
move
it
to
dr
eckelson,
it's
sick
of
time
to
close
us
out.
A
Yeah
no
no
worries
so
drew.
You
know.
I'm
gonna
give
you
a
little
bit
of
grace
here,
just
because
normally
it's
five
minutes
for
the
present
for
each
speaker
and
we're
like
way
over
that
time.
So
go
ahead.
If
you
have
any
final
remarks
so
that
way,
I
can
pass
it
over
to
my
colleagues
for
questions
I'll.
A
Thank
you,
okay,
and
I
really
do
appreciate
you
all
being
so
thorough
with
the
presentation.
It
seems
to
me
that
we've
made
many
significant
gains
and
we've
actually
started
pouring
resources
into
the
spaces
and
places
that
we
need,
and
it
really
goes
to
show
that
in
this
moment
we
need
to
see
what
the
return
on
those
investments
look
like
before
going
into
a
state
receivership.
I
think
that
people
need
to
pause
on
that,
but
that's
just
me:
I'm
gonna
go
over
to
the
question.
A
B
G
G
B
G
I
was
asked
I'll
just
speak
for
myself.
I
was
asked
one
question
that,
from
my
perspective
of
our
schools
were
safe.
I
commented
on
you
know
over
the
course
of
the
fall
and
winter.
I
made
observations.
I
think
at
like
60
to
70ish
different
schools
across
the
bps,
and
I
saw
classrooms
in
schools
that
were
remarkably
safe.
I
was
just
speaking
for
myself,
though,
and
I
don't
know
yet
where
they
will
will
they'll
come
out
on
findings
relative
to
school
safety.
I
B
I
Yeah
I
mean,
I
think,
bps
thinks
our
our
schools
are
safe.
We
certainly
have
challenges
like
many
of
our
our
colleagues
across
the
country
are
right.
Now,
we've
made
significant
investments
in
our
safety
services,
team
and
partnerships
with
the
boston
police
department,
so
lots
of
room
to
improve.
Of
course,
I
always
welcome
the
feedback
and
partnership
of
the
council
on
this
topic.
A
Thank
you,
counselor
flynn,
and
you
know
I'm
glad
as
the
chair,
I'm
just
gonna
try
to
keep
things
moving
as
quickly
as
possible,
but
I
I
do
want
to
to
know
in
the
in
regards
to
public
safety.
Is
that
this
concern?
We
can't
expect
our
schools
to
be
everything
to
everyone.
There
is
a
level
of
responsibility
that
I
think
we
need
to
lean
into
in
terms
of
community
nonprofits
parents
building
people's
capacity.
A
It
should
be
a
shared
responsibility
when
it
comes
to
public
safety
and
as
we
continue
to
go
through
the
budget
season,
it
is
my
hope
that
we
will
be
leaning
into
that
conversation
and
making
sure
that
we
are
fully
resourcing
our
schools
and
larger
community
to
support
public
safety.
So-
and
I
do
appreciate
counselor
flynn
on
bringing
this
up,
but
I'm
going
to
move
on
to
counselor
flaherty.
Excuse
me
counselor
murphy,
you
not
have
the
floor.
Five
minutes.
C
G
Yeah,
thank
you
for
that
important
question
I'll
and
do
my
best
to
answer
it.
So
what
what
we
tried
to
do
in
this
powerpoint
was
to
summarize
in
each
of
the
six
categories,
obviously
a
much
larger
document
that
we
shared
with
you.
That's
about
50
pages,
that
sort
of
outlines
where
we
see
our
strengths
and
challenges.
L
M
G
H
We
are
investing
in
a
special
populations
team
to
be
able
to
support
students
across
the
system,
who
are
multilingual
learners
who
may
be
undocumented
and
or
have
a
disability
and
are
working
with
our
english
learner
task
force,
as
well
as
sped
pac
and
the
english
learner
task
force
with
students
with
disabilities
subcommittee
on
all
of
those
efforts,
and
so
we
know
there's
a
greater
area
of
need
and
to
dr
eckelson's
point.
These
are
sort
of
the
high
level
takeaways
from
the
self-assessment,
but
we
certainly
have
more
more
work
to
do
in
this
area.
C
We
need
more
support
in
so
wondering
why
those
areas
were
left
out
or
if
you
could
touch
on
any
of
those
areas,
because
those
are
very
important
to
me
and
that's
something
I
know
we
need
to
do
better
in
the
school
system,
for
families
to
feel
safe
for
kids
to
feel
like
their
school
is
welcoming
and
the
mental
health
supports
and
athletics
all
tied
together.
I
think
all
three,
although
very
separate,
are
all
very
connected
and
needed.
A
A
And
while
I
do
appreciate
my
colleagues
bringing
up
the
issues
of
safety
and
violence,
I
want
to
reiterate
that
a
lot
of
these
concerns
regarding
public
safety
is
a
shared
responsibility
that
everyone
here
in
the
city
of
boston
needs
to
be
accountable
to.
That
includes
the
boston
public
health
commission.
That
includes
soar.
That
includes
the
non-profit
sector.
A
That
includes
everyone,
and
so
it's
a
shared
responsibility,
and
I
really
want
to
reiterate
that
this
specific
hearing
is
in
regards
to
the
receivership
and
the
mammal
and
making
sure
that
we
are
able
to
lean
into
that
conversation.
And
I
will
say
that
again
and
I'm
hoping
that
we
can
keep
and
counselor
murphy
and
counselor
flynn
you're
more
than
welcome
to
if
you're
interested
is
to
schedule
a
hearing
in
regards
to
that,
I'm
already
working
in
that
space
hosting
a
town
hall
with
parents,
educators
and
students.
A
On
april,
the
28th,
alongside
the
co-chair
of
public
safety
council
florida
to
look
at
public
safety
and
the
intersection
of
mental
health
and
wellness
for
our
boston,
public
school
students
and
and
after
that,
we
will
also
then
be
leaning
into
the
conversation
so
you're
more
than
welcome
to
join
us
in
that
effort.
So
I'm
going
to
move
on
next
to
counselor
lada.
You
now
have
the
floor.
D
D
G
H
Thank
you
for
the
question.
I
think
what
we
have
identified
are
us
teachers,
educators
on
emergency
licensure
across
the
system
and
across
areas
of
licensure.
Certainly
our
educators,
who
are
educators
of
color.
In
addition
to
teaching
students,
are
multilingual,
learners
and
or
students
who
have
disabilities
are
of
highest
priority.
There
has
been
direct
contact
from
our
office
of
human
capital
working
with
those
educators.
H
There
are
esl
as
well
as
special
education
pathways,
as
well
as
mentoring
and
coaching
that
is
being
provided
to
many
educators
if
they
were
to
register
for
the
pathways
programs
and
working
with
our
recruitment
and
cultivation,
office
and
diversity
student
office
on
those
efforts
across
the
special
education
and
the
office
of
english
learners,
in
particular
to
the
office
of
english
honors.
We
have
met
the
threshold
of
over
90
of
our
english
learners
receiving
esl
with
an
esl
licensed
teacher.
H
That
is
a
huge
accomplishment
across
the
system.
Given
this
shortage
of
educators,
as
we
all
know
this
year
and
the
impact
it
had
that
cobid
has
had
on
this
the
labor
shortage,
we
are
continuing
to
work
across
the
system
to
ensure
that
every
educator,
as
per
jesse,
our
requirements
in
the
department
of
justice
who
is
teaching
any
content
core
content,
so
english
language,
arts,
math,
science,
etc.
H
Has
the
sdi
sheltered
english
immersion
endorsement?
We
are
right
now
at
87
percent,
across
the
system
of
educators
who
have
met
their
requirement
and
they
do
have
a
one
year
up
until
from
the
hiring
up
until
june
1st,
in
order
to
meet
their
requirement
to
maintain
and
continue
in
their
positions,
so
we
have
communicated
to
them.
I
have
shared
out
that
information
as
well
to
school
leaders,
and
so
we
are
ensuring
that
every
opportunity
that
exists
within
the
system
as
well
as
communication
is
direct
to
the
teachers
as
well
as
school
leaders
on
licensure.
G
And
I'll
just
add
to
this
point:
in
our
most
recent
last
two
reports
to
the
department
of
justice,
we've
reported
the
highest
rated
rankings
of
licensure
that
we've
had
in
the
bps
history.
Since
our
reporting
to
the
department
of
justice,
we
no
question
have
significant
work
to
do
ahead
of
us
around
better
survey,
serving
both
our
multilingual
learners
and
our
students
with
disabilities,
but
we
are
making
remarkable
progress
in
our
reporting
of
key
compliance
issues,
particularly
as
it
relates
to
multilingual
learners.
G
G
One
we
currently
have
a
compliance
issue
right
now
across
the
system
and
there's
several
reasons
for
that
one
during
the
during
covet,
particularly
when
some
of
our
students,
particularly
some
of
our
students
with
the
highest
priority,
were
in
remote
learning.
There
were
a
number
of
services
that
they
were
able
to
be
provided
in
a
remote
setting,
and
so
we
have
an
obligation
and
a
responsibility
to
work
with
our
families
to
ensure
that
students
get
access
to
those
services
that
they
miss
during
the
time
of
remote
learning.
G
G
The
second
issue
is
around
moving
some
of
the
sort
of
evaluations
that
we
need
to
do
particularly
around
ensuring
that
we
have
more
school
psychologists
to
conduct
the
psychological
evaluation
that
oftentimes
is
part
of
a
an
evaluation
process
and
through
the
superintendent's
leadership.
I
think
it's
something
like
30
new
ftes
and
school
psychologists
will
certainly
be
talking
about
this
in
our
budget
hearings
to
you,
but
to
have
more
additional
resources
to
help
support
that
work
is
really
critical.
G
Farah
mentioned
earlier
sort
of
investment
that
we're
making
with
our
esser
dollars
to
ensure
that
our
sort
of
classrooms
are
designed
from
from
a
universal
design.
For
learning
perspective,
which
means
how
do
we
ensure
that
our
students
can
access
the
general
education
curriculum
and
ensure
that
the
resources
that
are
necessary
for
students
to
do
that
are
in
place?
G
And
we
think
that
through
this
investment,
we
will
continue
to
increase
the
number
of
students
who
can
access
the
general
education
curriculum
and
increase
the
number
of
students
who
have
access
to
to
inclusion
options,
which
the
research
is
very
clear,
is
the
best
option
whenever
possible,
and
so
I
think
you
know
I
I
do
think
we
have
significant
work
to
do.
This
work
is
not
going
to
be
easy,
but
we
are
investing
in
professional
learning
and
new
opportunities
for
our
students
that
we
think
will
pay
dividends
down
the
road.
A
A
E
Thank
you
chair,
so
I
have
a
couple
of
questions
and
thank
you
so
much
for
for
all
those
questions
to
my
colleagues
and
and
to
the
bps
administration
for
your
answers.
So
I
have
three
questions
for
my
first
round.
The
first,
the
first
question
that
I
have
is
that
the
mou
between
deci
and
bps
states
that
bps
will
spend
the
next
three
years
working
towards
the
four
priority
areas
that
they
identified.
E
G
He
proffered
two
reasons
for
a
review
one,
his
board,
the
bessie,
the
board
of
elementary
and
secondary
education
asked
for
an
update
on
bps
progress
toward
the
mou
goals
and
the
status
of
the
emma
the
status
of
the
bps
more
broadly,
and
he
felt
he
needed
to
commission
a
review
in
order
to
provide
the
information
and
data
that
the
board
was
looking
for.
That
was
reason.
One
reason
two
was
given
superintendent
casilius's
decision
to
resign
at
the
end
of
the
school
year.
He
felt
that
another
review
would
be
instructive
for
an
incoming
superintendent.
E
Great
and
so
this
review
seems
was
presented
as
to
gather
information
based
on
the
mou.
That's
already
there,
and
so
one
of
the
things
that
we
know
is
that
receivership
has
to
happen
within
one
year
of
a
review.
And
so
is
this
review
kind
of
resetting
the
clock
to
that
one
year
time
from
the
previous
review.
Or
is
this
because
it's
just
an
update
not
considered
an
official
review
that
needs
to
happen
within
a
year
before
receivership.
I
E
Okay,
thank
you.
So
much
that's
helpful,
and
I
would
I
will
make
this
my
official
request
for
that
information
chair.
If
you
can
ask
that
question
directly,
so
we
can
get
an
answer
to
that.
Okay,
and
so
the
other
question
that
I
have
is
that
in
the
mou,
deci
also
states,
and
so
just
for
some
background.
E
It
also
states
that
desi
is
going
to
support
bps
by
brokering
partnerships
and
philanthropic
support
for
schools
that
don't
already
have
them
right
to
kind
of
like
try
to
balance
out
this
level
of
private
fundraising
from
the
other
schools
and
also
try
to
push
for
in
investment
in
the
transformation
school
specifically.
So
do
you
know
what
new
partnerships
came
out
of
this
commitment
from
deci
and
how
much
more
philanthropic
investments
in
dollars
went
to
those
other
schools.
I
Dr
eccleston,
I
don't
know
if
you,
if
you
might
have
some
information
here,
but
to
the
best
of
my
knowledge
that
work
has
not
been
pursued.
We
can
certainly
confirm
that.
I
will
tell
you
one
thing
that
the
school
committee
chair
and
the
superintendent
have
been
very
interested
in
separate
from
from
desi
is
an
equity-based
policy
on
fundraising,
knowing
that
some
of
our
schools
and
some
of
our
families
have
the
ability
to
fundraise
and
others.
Don't
we
really
need
to
be
taking
an
equitable
approach
to
doing
that
across
the
district?
I
E
I
And
I'll
just
add,
you
know
it's
not
it's
not
lost
on
me.
The
irony
of
when
this
initial
mou
was
handed
over
in
march
of
2020.
I
think
we
all
can
maybe
remember
what
that
time
frame
was
like
and
so
in
the
in
the
mou.
Both
bps
and
deci
have
made
a
number
of
commitments.
We
do
see
this
as
a
partnership,
and
we
do
appreciate
the
partnership
that
has
been
offered
from
the
state
and
we
continue
to
collaborate
to
figure
out
exactly
what
that
looks
like
on
a
day-to-day.
E
E
E
Thank
you.
I
appreciate
that
my
last
question
is
about
facilities,
and
so
how
can
the
city
council
be
supportive
in
facilities
upgrades
like
we
know
that
these
are.
This
is
like
a
very
concrete
area
of
improvement.
That's
in
the
mou-
and
I
know
that
it
requires
funding
that
goes
beyond
the
normal
annual
bps
budget.
So
how
can
the
city
council
be
supportive
and
making
sure
that
that
happens.
I
Council,
laura-
that
is
a
question
that
is
music
to
my
ears.
Thank
you
for
asking
that
question.
You
know
I
think
chairwoman
mejia
has
talked
about
the
collective
responsibility
that
we
all
have
with
public
safety
with
educating
our
children
in
general,
and
facilities
is
certainly
a
place
where
this
is
not
just
up
to
bps
alone.
Bps
is
full
of
phenomenal
people,
many
whom
are
educators
right
and,
and
they
have
more
academic
backgrounds
rather
than
operational
or
facilities
background.
So
I
really
see
the
facilities
work.
I
know
the
superintendencies
the
facility
work.
I
I
know
our
current
mayor
and
our
past
mayors
have
seen
the
facilities
work
as
something
that
is
the
responsibility
of
the
entire
city
of
boston.
You
all
approve
our
budget.
You
all
approve
the
mayor's
capital
budget.
We
have
been
grateful
to
mayor
wu
and
her
team.
We
have
been
meeting
pretty
regularly
since
she
came
into
office
to
discuss
exactly
this.
The
condition
of
our
buildings,
one
of
the
four
pillars
of
the
quality
guarantee
that
we
are
pursuing
for
every
single
school
is
a
major
investments
in
our
facilities
we
have
built.
I
We
know
that
excellent
school
buildings,
don't
necessarily
mean
you
know
we're
the
only
thing
that
make
the
the
school
excellent,
but
we
know
that
it
certainly
contributes
to
a
higher
quality
learning
environment
for
our
students.
So
we
want
to
expedite
this
work
and
we
would
love
the
council's
support.
A
Thank
you.
Thank
you
so
much
and
thank
you,
madam
chair.
No,
for
the
questions.
Thank
you.
Thank
you
and
I'm
gonna
remind
my
colleagues
again.
You
know
we're
gonna
do
a
second
round
for
those
who
have
additional
questions,
make
sure
that
you
raise
your
hand
so
that
we
can
go
back
for
a
last
round
of
questions
and
the
only
reason
why
I'm
trying
to
keep
this
on
track
is
because
we
do
have
a
lot
of
public
testimony
and
we
still
have
to
go
through
another
panel.
A
So
I
just
want
to
be
super
mindful
of
the
time
and
really
do
appreciate
my
colleagues
for
keeping
the
time.
I
just
wanted
to
also
note
that
we've
been
joined
by
counselor
lee
liz
breeden
from
district
nine,
but
now
I'm
going
to
move
on
to
council
morale,
followed
by
counselor,
louis
jan
and
then
councilor
breden,
so
counselor
morel,
I'm
going
to
start
the
clock.
You
now
have
five
minutes.
F
All
right,
thank
you,
madam
chain.
Thank
you
to
the
panel
for
presenting
and
I'll
ask
my
questions.
All
at
once.
The
panorama
platform
is
used
for
assessment.
Is
this
used
for
assessment
from
k0
to
k12,
and
then
is
all
this
information
provided
to
desi?
And
what
can
you
break
down
to
me
like?
What
is
it
measuring?
What
pin
and
rim
is
measuring
and
also
for
our
bps
system
is
the
correct
outcome.
Graduation
is
a
college
graduation
or
is
it
career
readiness?
H
Thank
you
castle,
rural
I'll
start
with
the
panorama
system.
So
panorama
is
a
platform
that
actually
houses
different
data
sets
that
we
have
from
the
system.
So,
for
example,
we
use
aspen,
which
is
our
student
information
systems,
data
warehouse,
so
that
has
information
on
student,
demographics,
their
attendance
for
example,
and
so
what
panorama
does
is
sort
of
takes
it
takes
that
information?
H
Let's
use
the
example
in
attendance
and
it
sort
of
it
calculates
and
disaggregates
that
data
to
then
provide
which
students
fall
in
the
tier
2,
chronic
absenteeism
or
tier
3,
which
is
at
a
higher
level
of
chronic
absenteeism.
In
addition
to
that,
it
also
houses.
Other
data
sets
from
map,
which
is
another
data
site,
the
students.
So
that's
an
assessment.
Students
take
in
the
fall
winter
and
generally,
you
know
spring
but
as
as
the
system
sort
of
you
know
panoramic
what
it
does
is
sort
of
collects
that
information
and
then
our
mtss
work
group
are.
H
Educators,
for
example,
student
success
teams.
So
those
are
the
teams
that
come
together
from
social
workers,
school
psychologists,
family,
liaisons,
educators.
When
so,
students
are
referred
for
needing
additional
services
and
supports,
they
use
a
panorama
system
to
develop
a
student's
success
plan,
and
so
that
could
you
know,
tie
into
the
chronic
absenteeism,
for
example,
that
could
be
an
area
of
need
where
they
need
support,
or
it
might
be
something
else.
Around
sort
of
reading
supports
or
not
meeting
a
particular
area
of
standards.
H
So
the
team
comes
together
and
they
develop
historically
and
so
we're
working
to
to
identify.
How
do
we
leverage
panorama
across
the
district
outside
of
just
the
chronic
absenteeism
or
attendance
and
student
success
plans,
as
it
was
used
during
copa
to
really
look
at
this
whole
child
and
then
be
able
to
identify
strategic
goals
for
that
student
based
on
their
areas
of
need.
H
So
that
is
the
panorama
system,
and
I
don't
know
if
dr
ernest,
if
you
want
to
touch
more,
I
mean
I
think
the
career
in
college
readiness
is
certainly
an
area.
I
think
where
we're
working
with
our
guidance,
counselors
and
career
counselors,
obviously
at
the
high
school
level,
but
they're
I'm
going
to
turn
it
to
a
doctor
and
to
see,
if
there's
more,
that
he
wants
to
add
in
that
area.
G
G
For
example,
they
wanted
demonstration
of
these
tools
and
resources,
and
so
we
showed
them
the
platforms
as
part
of
both
the
interviews
and
the
focus
groups
that
dusty
conducted,
and
then
your
question,
and
potentially
we
can
do
some
additional
discussion
about
this
either
offline
or
in
a
different
hearing.
But
we
do
think
that
is.
It
is
essential
that
the
bps
is
preparing
all
of
its
students
for
both
the
demands
of
college
and
career.
It's
not
one
or
the
other
right.
G
That
students
across
the
system
need
opportunities
to
have
things
like
ap
courses
across
the
bps,
around
career
options,
to
do
internships
and
to
engage
in
innovation
pathways,
such
as
like
biomedical
sciences
and
then
have
internship
options
that
provide
them
opportunities
to
apply
their
learning
from
those
innovation
pathways
in
real
real
time
and
so
we'll.
We
can
talk
a
little
bit
further
about
at
a
later
date
about
our
strategy
around
preparing
our
students
for
both
college
and
career.
F
A
Thank
you.
Thank
you.
Counselor
burrell
and
I'll
just
encourage
our
panelists,
because
sometimes
I
know
we
want
to
get
into
the
weeds,
but
it
would
just
be
really
important
for
us
also
because
we're
doing
interpretation
too
so
try
to
speak
slower
and
less
so
try
to
stay
more
in
less
time
and
do
so.
You
know
as
as
quickly
as
possible
as
as
brief
as
possible.
That
is
quickly
so
I'm
going
to
go
next
to
counselor,
louisiana
and
then
counselor
breeden.
O
Thank
you,
madam
chair,
and
thank
you
to
drew
and
vera
for
being
here.
I
know
she
had
this
representation
explain
why
it
should
be
in
receivership
of
our
boston.
Public
schools,
when
it
is
help,
has
not
had
a
track
record
of
improving
the
outcome
and
the
quality
of
our
schools,
especially
our
schools
on
in
urban
settings.
So
I'm
happy
to
have
bps
here
explaining
the
progress
we've
made.
Two
questions.
One
is
around
the
support
that
we're
giving
to
principals
to
create
further
stability
in
our
school
environments.
O
O
But
what
are
we
doing
internally,
trainings
programs,
space
that
we're
creating
for
principals
and
also
teachers
in
that
teacher
at
a
principal
pipeline?
You
know
given
that,
especially
in
the
past
two
years,
the
stress
and
the
strain
of
the
pandemic
on
physical
and
on
teachers
has
been
magnified.
What
is
bps
doing
to
to
deal
with
one?
O
G
Great
thank
you
for
those
outstanding
questions,
so
I'll
take
the
first
one
and
turn
it
over
to
pharah
for
the
second,
as
it
relates
to
our
our
support
of
principles,
which
I
think
is
really
critical.
I'll,
just
acknowledge
up
front
that
we
have.
We
have
less
retention
that
we
would
like
as
a
system,
although
it's
no
better
or
worse
than
sort
of
the
trends
that
we
see
nationally
or
across
the
state.
But
it's
something
that
we
have
to
invest
a
lot
of
time
and
energy
and
moving
forward.
G
We
do
have
a
significant
number
of
touch
points
with
our
principals
to
ensure
that
they
have
the
support
that
they
need,
and
I
think
we
have
more
work
to
do
there.
For
example,
we
have
maybe
once
every
two
weeks
we
have
a
call
with
principals,
where
we
talk
about
sort
of
key
either
operational
or
academic
issues
that
are
important
for
them
to
know
about,
to
try
to
engage
them
in
dialogue.
G
Through
some
of
these
really
important
issues
with
and
those
that
that
group
gets
convened
once
or
twice
a
month
with
monica
hall
who
who
leads
that
team,
as
well
as
we
have
professional
development
for
all
principals
across
the
system
on
academic
work
once
a
month,
and
we
really
try
to
hone
in
on
our
academic
priority
of
equitable
literacy.
During
that
time,.
O
G
G
Yeah,
the
the
principals
in
each
network
nominate
their
pr
the
principal
leaders
from
their
region
of
who's,
going
to
represent
that
region
as
part
of
principal
cabinets.
So
it's
rotating
folks
sometimes
people
are
fit,
are
pretty
consistent.
I
want
to
say
it's
two
or
three
principles
per
region
and
there
are
10
regions,
but
I
could
be
wrong,
but
that's
roughly
the
number
of
folks
who
participate.
O
That's
good
to
hear
just
because
I've
been,
you
know,
talking
to
a
lot
of
principals
and
visiting
schools,
and
they
just
feel
completely
shut
out
from
what's
happening
in
central
office
and
from
decision
making.
So
I
wonder
if
it's
there's
like
a
difference
in
the
distribution
on
who's
in
the
cabinet
and
whether
or
not
those
can
actually
heard
versus
you
know,
maybe
we
need
to
do
a
better
job
of
letting
principals
know
that
especially
principals
of
color,
that
they
can
have
a
say
in
the
poly
setting
the
policy
setting
agenda
bps.
G
H
Yes,
thank
you
for
that
question.
So
I
think
in
previous
years,
due
to
judge
garrity's
orders,
the
office
of
equity
was
holding.
You
know
our
schools.
Obviously
school
leaders
accountable
to
that
process.
It
has
shifted
to
the
schools
division
in
which
the
school
superintendents
and
the
chief
of
schools
for
corey
harris,
for
example,
has
communicated
this.
We
actually
held
a
training
meeting,
I
should
say
with
all
of
our
school
leaders
just
two
weeks
ago,
and
it's
a
joint
effort
between
the
schools
division
office
of
english
learners,
special
education.
H
They
just
work
with
their
teams,
especially
the
hiring
committee
at
the
school
site
using
the
superintendent's
circular,
and
they
develop
a
hiring
goal
for
diversity
at
their
school
site
and
they
work
with
their
school
superintendents
to
ensure
that
they're
meeting
that
higher
and
diversity
goal.
In
addition
to
that,
their
equipment,
cultivation
and
diversity
office
is
also
identifying
particular
schools
to
support
the
work
of
meeting
those
goals.
H
In
addition
to
looking
at
the
makeup
of
students
and
the
composition
of
educators
and
targeting
specifically
around
linguistic
diversity
and
or
racial
diversity,
so
there's
a
targeted
initiative
for
particular
schools
ensuring
that
candidates
are
identified
for
those
schools.
I
hope
that
answers
the
question,
but
please
feel
free
to
just
sum.
I
It
up,
I
just
want
to
sum
it
up.
Basically
we're
intervening
at
the
beginning
of
the
process
rather
than
having
equity
check
it
at
the
end.
So
we're
making
sure
that
folks
help
us
with
recruitment
and
retention
being
very
intentional
about
our
outreach
and
that's
where
equity
has
shifted
its
focus
versus
just
signing
off
at
the
end.
I
A
Thank
you,
I'm
thank
you.
Counselor
luigian.
I
also
just
want
to
be
super.
Mindful,
like
I
know
that
some
folks,
you
know
we
still
have
a
lot
of
folks
who
are
signed
up
for
public
testimony.
We
still
have
another
panel
to
get
through,
and
so
I
just
want
to
be
super
mindful
and
keeping
the
conversation
moving,
so
consolation.
I'm
gonna
move
on
to.
I
see
that
counselor
breeden
is
no
longer
with
us,
so
unfortunately
she
had
to
leave,
and
so
I'm
gonna
move
on.
A
I
do
have
a
few
questions
and
now
I'm
just
mindful
of
the
time
I'm
just
gonna
ask
one
and
I'll
just
come
back
at
another
time
for
others,
I'm
just
curious.
What
are
we
communicating
to
families
and
teachers
in
the
community
at
large?
You
know
in
terms
of
what's
being
considered
at
the
state
level,
I'm
not
hearing
a
lot
of
this
out
in
the
streets
right
like
people.
This
is
we're
in
the
weeds
of
it
but
like
if
you
go
to
a
laundromat
or
if
you
go
to
a
hair
salon.
A
Nobody
has
ever
heard
that
this
is
even
a
possibility.
So
I'm
just
curious
about
what
that
communication
has
looked
like
and
which
leads
me
to
the
next
point,
and
it's
not
just
so
much
a
question
more
just
something
for
us
to
be
super.
Mindful
of
is
always
the
same
usual
suspects
that
are
at
the
bessie
meeting.
A
I
testified
there
alongside
the
mayor
and
and
bps
and
and
btu
folks,
but
it
just
seems
like
we
need
to
do
a
better
job
at
building
a
stronger
coalition
to
making
sure
that
we're
sounding
the
alarm
and
that
we're
bringing
more
families
into
these
conversations.
So
I
just
kind
of
want
to
know
that
that
level
of
engagement
is
definitely
something
that
I
think
we
we
can
increase
our
capacity.
I
We
haven't
sent
any
direct
communication
to
families
specifically
about
you,
know
the
possibility
of
receivership
or
even
even
the
review
itself.
We
did
send
communications
to
our
staff
and
we,
as
dr
eccleston
pointed
out,
we
did
share
the
introductory,
I
think
it's
46
or
47
pages
and
then
the
closing
statement
that
really
outlines
the
case
that
you
know
we
think
we've
made
as
part
of
this
review
and
that's
a
public
document.
So
anybody
can
can
view
that
and
can
see
what
we've
done.
A
Thank
you
thank
you
for
that
and
I'm
going
to
go
in
the
interest
of
time
because
we
still
have
public
testimony
and
another
panel.
I'm
just
going
to
hear
the
rest
of
my
time.
I'm
going
to
move
on
to
public
testimony.
We
have
a
few,
I'm
just
gonna.
Do
this
a
little
bit
out
of
order,
so
I'm
I'm
just
gonna
do
the
first
three
we
have
jonathan
guzman,
jessica,
tang
and
peter
pisa
pisa.
P
A
Q
Okay,
well
I'll,
go
ahead
and
go
so
good
morning.
Everyone,
my
name,
is
jessica
tang
and
I'm
proud
to
serve
as
the
president
of
the
boston
teachers
union,
representing
8,
500
and
service
educators
and
additional
3,
000
retired
educators,
and
many
who
returned
as
substitute
teachers
this
year
to
help
address
the
educator
shortage
and
I'm
here
today,
because
educators
on
the
ground
are
increasingly
concerned
about
the
actions
regarding
death
c,
particularly
regarding
the
second
audit,
and
we
are
concerned
for
several
reasons.
Q
One.
It
is
another
deci
initiated
disruption
that
upended
teachers
plans,
leading
up
to
mcas
and
mcas
was
actually
postponed
in
the
42
schools
mentioned
as
a
result
of
the
audit,
and
we
have
still
not
got
an
explanation
of
why
it
couldn't
wait
until
after
mcas
and
what
the
timeline
for
the
decisions
will
be,
which
two
further
contributes
to
climate
of
fear
and
anxiety,
that
the
end
game
here
is
destiny
restorership
or
we
call
them.
Disempowerment
zones,
empowerment
zones
or
interventions
of
and
any
other
sort.
And
so
to
be
clear.
Q
Had
we
not
done
that,
however,
today
I
am
here
to
elevate
the
voices
of
educators
and
parents
on
the
ground
who
couldn't
be
here
to
speak
this
morning
and
want
to
yield
most
of
my
time
to
share
some
of
their
words.
Many
of
them
are
working
or
have
worked
in
schools
currently
under
receivership,
including
lawrence
and
other
districts,
and
I
strongly
believe
that
their
perspective
is
among
the
most
valuable
in
this
conversation.
Q
So,
for
example,
elizabeth
self
who's,
a
k2
sei
teacher
shares
that,
in
the
past,
she's
had
to
work
under
administrators
administrations
that
receive
intense
pressure
from
outside
sources,
to
boost
test
scores
and
metrics,
and
to
meet
the
demands
of
think
tanks
and
corporations
that
weren't
accountable
to
the
public
with
intense
government
intervention.
What
was
the
role
result?
She
shares
that
she
felt
frazzled
and
insecure,
and
she
couldn't
be
as
patient
with
her
students,
because
it
felt
like
every
mistake
was
going
to
have
incredibly
lethal
consequences.
Q
She
couldn't
produce
creative
solutions
to
dress
their
learning
needs
because
her
brain
was
spitting
from
the
top
down
threats
and
demands
and
didn't
feel
like
she
could
bring
joy
into
the
classroom.
She
wrote
quote:
none
of
these
top-down
interventions
changed
academic
outcomes
for
children.
Research
tells
us
that
what
kids
needs
are
safe,
joyful,
learning
environments,
access
to
teachers
who
can
be
emotionally
available
and
nurturing
to
them
strong
community
bonds
and
stabilities.
Q
Q
Unfortunately,
the
data
being
studied
with
mcas
scores
and
reading
levels
that
was
problematic
because
they
were
a
dual
language
program.
Spanish
was
not
properly
being
considered.
The
data
in
spanish
was
not
being
properly
considered,
nor
was
the
fact
that
students
in
dual
language
programs
showed
dip
in
growth
before
demonstrating
growth
that
surpasses
bilingual
students
and
other
programs,
as
well
as
their
monolingual.
Peers
wow,
was
that
the
timer
already
oh
yeah
and
I
gave.
A
Q
A
R
A
R
Okay
well
good
morning,
boston
city,
council.
My
name
is
jonathan
guzman,
I'm
the
vice
chair
of
the
lawrence
school
committee,
and
I'm
here
to
our
issue
right
to
oppose
the
idea
of
receivership
and
everybody
that
is
out
there.
Rather
than
allowing
bassey
to
take
away
the
riot
bostonians
to
run
their
schools,
they
should
listen
to
their
concerns
about
the
support
and
resources,
students,
families
and
educators
say
they
need
to
be
successful.
R
Us
as
a
legislative
branch
should
be
listening
to
the
community
and
you're
doing
it
right
now
supporting
boston
right
to
a
democratically
elected
school
committee
to
help
your
schools
and
students
get
where
they
need
to
go.
The
state
receivership
status
established
in
2010
is
the
rule
of
the
problem.
Those
in
power
in
2010
should
be
embarrassed
for
enabling
such
discriminatory
legislation
to
pass,
and
those
empowered
now
should
be
ashamed
for.
Failing
to
advocate
for
the
repeal
of
the
receivership
law,
don't
stay
silent
or
you
also
be
complicit.
R
R
What
does
bessie
believe
that
a
takeover
will
save
our
education
system
when
they
have
been
in
charge
of
lawrence
public
schools
for
10
years,
and
they
have
failed
our
district,
my
generation,
the
next
generation
of
leaders,
recognize
the
danger,
the
we
must
respect
communities
of
colors
and
have
said
that
we
understand
our
children's
need
better
than
outsiders
who
have
failed
to
deliver
on
promises
in
school
districts
like
lawrence.
They
have
pushed
aside
frontline
professionals
who
have
committed
their
life
to
education
and
they
have
harmed
both
students
and
teacher
voice
and
rights.
R
As
a
result,
they
have
taken
away
the
right
for
which
many
people
throughout
history
have
shed
blood
or
die
so
that
someone
like
me
can
have
a
voice
to
speak
for
my
community
and
the
right
to
vote
on
an
elected
school
committee.
Why
is
this
a
reason
behind
this
boston,
receivership?
Many
people
have
noticed
that
bessie
has
been
pro
pressing
for
state
control
on
a
political
power.
People
of
color
has
grown
in
boston.
R
A
L
Hi
everyone
thank
you,
chair
mejia,
and
to
the
education
committee
for
the
opportunity
to
testify
today.
My
name
is
peter
piazza,
I'm
a
researcher
at
the
massachusetts
consortium
for
innovative
education
assessment
I'll
be
speaking
out
against
an
empowerment
zone
model
for
boston,
public
schools.
In
a
previous
role,
I
visited
schools
in
the
springfield
empowerment
zone
partnership
for
three
years
from
2015
to
2018,
leading
interviews
with
district
and
school
level,
stakeholders
as
part
of
a
state
contracted
evaluation
of
the
empowerment
zone,
schools
in
springfield.
L
I
also
reviewed
their
improvement
plans
every
year
and
I
was
the
lead
writer
on
annual
reports
on
on
their
progress.
Based
on
that
experience,
I
feel
the
empowerment
zone
model
is
simply
a
bad
idea
for
boston
in
springfield.
State
partnership
has
reduced
student
learning
to
test
preparation
and,
seven
years
later,
it
has
offered
no
evidence
of
success.
L
Of
course,
all
schools
under
state
oversight
face
intense
pressure
to
raise
mcas
scores
in
my
experience
in
springfield
that
pressure,
combined
with
flexibility
in
the
empowerment
sole
model
led
to
a
number
of
unproven
experiments
that,
in
my
opinion,
were
ultimately
harmful
for
students.
Here
are
a
few
examples.
L
L
L
Although
the
focus
on
test
preparation
clearly
affected
all
students,
the
impact
was
most
troubling
for
special
education
students,
as
it
was
implemented
in
springfield
programs.
Favored
by
leaders
in
the
charter
sector
now
had
entry
into
traditional
public
schools
through
the
flexibility
in
the
empowerment
zone
model.
However,
because
charter
schools
generally
do
not
serve
students
with
moderate
or
severe
special
needs,
leaders
now
found
themselves
in
charge,
sometimes
for
the
first
time
ever
of
the
learning
experiences
of
vulnerable
students
with
complex
needs.
L
Of
course,
the
treatment
of
special
education
students
is
a
focal
point
in
desi's
second
review
of
bps.
In
my
time
as
an
evaluator.
In
springfield,
I
did
not
see
a
promising
model
for
special
education.
Instead
leaders
created
barriers
to
mainstreaming
and
used
discipline
in
place
of
social
emotional
support.
I
think
I'm
out
of
time
so
I'll
stop
there.
Yes,.
A
F
O
Sorry
jessica,
but
just
a
real,
quick
question.
I
really
appreciate
the
commentary
from
the
brother,
I'm
sorry
from
lawrence
who
talked
about
the
failure
of
jesse
receivership
there
just
wanna
know
if
he
can
talk
a
little
bit
more
about
it,
because
destiny
often
points
to
lawrence
as
an
example
of
potential
success.
So
if
you
just
expand
a
little
bit
more
around
what
deci
receivership
has
looked
like
in
lawrence.
I'd
appreciate
that.
Thank
you
so
much.
Q
Sure
happy
to,
and
if
jonathan
is
still
there
and
wants
to
weigh
in
too,
he
can
certainly
feel
free
to
do
so.
But
essentially
there
was
a
slight
uptick,
but
even
you
know,
if
you
look
at
the
data,
they
have
to
acknowledge
that
that
uptick
has
actually
decreased
and
if
you
look
at
the
three
metrics
that
deci
uses
even
for
receivership,
in
the
state
accountability
system,
so
using
their
own
metrics
boston
actually
does
better
than
all
three
of
the
districts
under
their
receivership
and
remind
mind.
Q
You
know
at
the
denver
they
had
five
different
school
leaders
and
receivers
in
seven
years.
There
have
a
they
have
a
hard
time
retaining
teachers
and
as
educators.
We
know
that
sustainability,
the
relationships
of
students
and
families
is
critical
to
student
success,
and
so
you
know
those
were
some
of
the
things
that
we
wanted
to
share
was
that
that
they
have
a
very
poor
track
record
and
what
they
did
in
lawrence
is
is
actually
not
working
in
respect.
O
It
did
thank
you,
jessica
and
like
yeah,
if
jonathan's
around
I'd
love
to
hear
from
him
too.
I
know
you
said
you're
going
to
send
a
nine
pager
to
us,
but
if
you
could
include
that
information,
I
think
that
would
be
helpful
to
help.
You
know
just
like
really
push
back
against
any
claim
that
receivership
has
been
successful
either
in
another
school
district
or
here
at
the
denver,
where
I
have
teachers
really
struggling.
You
know,
teachers
are
really
struggling
under
receivership
and
have
been
so.
A
R
I
I
can,
I
can
just
quickly
add
counselors.
Thank
you
so
much
well,
at
least
in
our
experience.
Since
lawrence
public
schools
were
put
into
receivership
in
2011,
we
we
have
seen
a
decline
and
currently
back
in
the
bottom,
six
percent
of
the
district,
and
this
is
according
to
dusty's
data,
and
what
we're
noticing
is
that
our
district
is
mostly
moving
into
this.
You
know:
factor
of
improving
scores
on
the
mcats
and
the
standardized
tests
is
ignoring
the
development
and
experience
differences
in
students
right
and
what
it
does.
R
Is
it
pushes
teachers
in
particular
to
do
this
whole
concept
of
memorization
to
our
students,
because
the
opportunity
to
facilitate
giving
them
the
opportunity
to
facilitate
personalized
deeper
learning
experience
for
our
student,
it's
not
being
acceptable
to
this
takeover
dictatorship
and
in
particular,
even
our
what
is
happening
in
lawrence.
Is
that
usually
one
individual?
E
Chair,
I
think
that
for
for
me,
maybe
it's
less
of
a
question
and
more
of
a
comment.
It's
just
about
the
pathway
out
of
receivership.
I
think
it's
something
that
jessica
mentioned
is
that
there
is
no
clear
pathway
out
of
receivership.
We
have
seen
not
just
in
the
state
but
all
across
the
country,
schools
that
have
been
stuck
under
receivership
for
decades,
even
just
most
recently
in
paterson
new
jersey,
where
they
were
30
years
under
receivership,
and
everybody
who
voted
in
support
of
it
has
found
themselves.
E
You
know
apologizing
because
they
because
of
the
failure-
and
so
you
know,
if
wanting
to
take
this
moment
to
kind
of
ring
that
alarm,
that
there
is
no
pathway
out
of
receivership
that
is
being
presented
to
bps
and
that
if
we
fall
into
it,
we
could
be
looking
at.
You
know,
generations
of
of
under
receivership
and
under
this
kind
of
failure
that
we've
seen
from
destiny
for
once,
they
take
over
school
districts.
A
Q
That's
fine
I'll
just
share
excerpts,
so
you
know
on
arroyo.
Was
there
at
the
devour
and
there's
no
longer
a
dual
language
program:
they've
had
no
significant
progress,
and
that
is
the
school.
That's
been
under
state
receivership,
cheryl
robinson,
another
teacher
at
the
denver.
What
she
says
is
what
receivership
means
to
me
is
a
stigmatizing
label
that
scares
families
into
the
halls
of
boston's
catholic
schools,
the
turn
of
students
and
teachers.
Q
Turning
over
and
sifting
through
the
community,
rather
than
building
it
up
too
many
high-priced
managers
squandering
monies
that
could
be
directed
to
reparations
level.
Child-Facing
staff
increases
research,
resources
spent
on
oversight
and
consulting
that
could
otherwise
be
designated
to
balance
the
playing
field
for
students
remaining
rather
than
lining
the
pockets
of
already
those
who
are
privileged
punishment.
Teacher
blaming
and
burnout
leila
parks
was
a
founding
teacher,
a
special
education
teacher
at
the
holland.
Q
Again
one
of
the
other
receiver
schools
in
the
district
and
essentially
basically
says
that
you
know
there
are
teachers
and
administrators
across
boston
already
doing
their
absolute
best.
Working
against
tremendous
odds
and
students
need
more
than
just
literacy
math
skills.
They
also
need
things
like
glasses
toothbrushes,
social
emotional
supports,
and
that's
why
you
know
top-down
mandates
really
solve
issues,
because
nobody
can
tell
you
everything.
Q
Each
student
needs
because
each
school
is
unique,
so
we're
advocating
for
hub
community
schools
in
boston,
public
schools,
which
is
the
wraparound
supports
and
services
and
that's
what
she
says
is
needed.
Most
is,
if
you
want
to
help
boston,
public
schools,
don't
waste
your
time
on
top
down
interventions
or
empowerment
zones
that
don't
have
a
great
record
school,
closings
and
receivership.
Just
don't
work
it's
better
time
better
time
and
money
would
be
spent
engaging
in
individual
school
communities
to
determine
what
interventions
they
already
know.
Q
They
need
and
just
ask,
and
then
there
also
was
a
mention
earlier
about.
You
know,
there's
a
narrative
that
you
know.
Bps
is
a
failing
district
in
that,
but
we
have
the
best
universities
and
I
just
have
to
push
back
on
the
narrative,
while
there
absolutely
does
need
to
be
improvement
in
bps,
particularly
around
special
education
and
multilingual
learners.
Q
Let's
be
honest
here
too,
that
bps
also
despite
its
failings,
is
one
of
the
better
urban
districts
in
the
nation
and
there's
a
lot
that
people
are
doing
right
too,
and
we
have
to
build
upon
the
expertise
in
the
district.
There's
also
a
false
narrative
that
we
don't
that
we
spend
too
much
money
right.
But
if
you
actually
look
at
the
data
again,
it's
the
middle
of
the
road,
so
you
know
boston
spends
about
37
percent
over
the
foundation
budget.
Q
In
contrast,
newton
spends
70
over
brookline
spends
83
over
cambridge
spends
135
percent
over
the
average
is
31
so
we're
about
with
the
average,
and
it
doesn't
account
for
the
funding
that
bps
has
to
fund
for
private
parochial
charter,
schools
for
special
education,
transportation
costs,
etc.
So
bottom
line.
Thank
you
for
this
hearing.
Q
A
Thank
you
jessica.
I
I
really
do
appreciate
my
colleagues
for
allowing
this
unconventional
series
of
questions
that
came
in,
and
I
know
that
counselor
murphy,
I'm
not
sure
if
you
have
any
additional
questions
that
you'd
like
to
ask
specifically
to
the
first
panel
before
we
move
on.
I
know
I
did
say
that
I
would
do
a
second
round
and
I
want
to
just
honor
that
and
curious
if
any
of
my
colleagues
have
any
other
questions
for
the
first
panelist
before
we
move
on
to
the
next
panel.
A
No
seeing
no
hands
I'm
going
to
move
on,
thank
you
to
our
first
panel
and
to
the
members
of
the
public.
If
you're
able
to
stick
around,
please
do
so
we'll
be
moving
on
now
we're
going
to
be
starting
in
the
following
order
with
domingo
morel
who's.
The
professor
at
ruggers
rutgers
new
mark
newark.
Excuse
me
harin,
I'm
here
now
former
jesse
board,
member
and
bps
parent
and
suji
scala
parent
at
the
hurley
school
and
ruby
reyes,
and
I
just
want
to
be
super
mindful.
A
S
Thank
you,
madam
chair,
for
having
invited
me
to
be
part
of
this
important
hearing
important
conversation.
So
I
know
that
there
are
a
lot
of
other
individuals
that
need
to
speak
so
I'll.
Try
to
make
this
brief.
So
my
name
is
domingo
morale.
I
am
an
associate
professor
of
political
science
at
rutgers
university
in
newark
and
I'm
the
author
of
the
book
race.
S
I'm
skewed
excuse
me
takeover
race,
education
and
american
democracy,
and
so
in
listening
to
what
counselor,
mejia
and
others
have
been
saying,
I've
just
taken
a
couple
of
notes
and
what
I
heard
is
that
what
is
of
importance
to
the
counselors
and
members
of
the
community
is
the
improvement
improvement
of
education,
the
importance
of
citizens
to
have
a
right
and
the
say
of
what
happens
in
their
schools
right
and
that's
why?
As
councilman
mentioned,
99
000
bostonians
voted
in
support
of
having
an
elected
board.
S
S
Then
state
takeover
of
the
local
schools
is
not
going
to
provide
any
solutions
to
this,
because
what
the
research
says-
and
we
have
over
30
years
of
evidence
on
state
takeovers
of
local
school
districts,
that
these
concerns
will
not
be
addressed
because
state
takeovers
are
not
about
connecting
the
community
to
their
schools,
they're
about
separating
the
community
from
their
schools.
So
in
terms
of
social,
emotional
learning,
hiring
and
supporting
teachers
of
color,
improving
educational
outcomes,
having
citizen
participation
in
the
schools
and
at
the
school
district
level.
S
This
is
a
policy
that
we've
seen
across
the
country
over
30
years
is
consistent
with
this.
With
this
dynamic
right,
that
is,
communities
of
color
increasingly
have
leaders
of
color
that
take
over,
becomes
a
policy
option
for
states
right
and
so
I'll
leave
it
at
that.
You
know,
if
there's
any
questions,
I'm
happy
to
answer,
but
I
think
this
is
an
important
hearing
for
the
city
of
boston.
So
thank
you.
Counselor
here.
A
T
How
is
it
good
morning,
chairperson
mejia,
and
thank
you
for
the
opportunity
to
speak
today?
My
name
is
harneen
chernow
and
I
live
in
jamaica,
plain
with
my
wife
and
two
kids,
my
bp
bps
parent
and
a
member
of
the
parent
group
quest
for
11
years.
I
was
a
member
and
vice
chair
for
many
of
those
of
the
state
board
of
elementary
and
secondary
education
and
in
2011
I
voted
to
put
the
lawrence
public
schools
into
re
into
receivership,
and
I'm
here
to
tell
you
I
was
wrong.
It
was
a
difficult
time
for
lawrence
schools.
T
The
former
superintendent
was
indicted
for
fraud
and
embezzlement.
The
mayor
was
navigating
multiple
recall
efforts
and
had
called
upon
the
commissioner
to
take
over
the
schools.
The
level
of
dysfunction
was
overwhelming,
so
with
no
other
options,
I
joined
my
bessie
colleagues
to
vote
in
favor
of
a
state
takeover.
My
hesitation
was
not
without
good
reason.
I
was
not
a
supporter
of
jesse's
label
and
punish
school
accountability
system
that
replaces
local
control
with
an
external
receiver
and
uses
mcas
scores
as
the
key
indicator
to
define
school
quality.
T
T
lawrence,
ranked
16th
from
the
bottom
of
all
massachusetts
districts
with
no
clear
path
forward.
I
was
also
on
the
board
when
jesse
took
over
two
boston
public
schools,
the
devon
holland,
that
we
heard
about
from
jessica
and
even
though,
in
those
cases,
public
outcry
was
to
retain
local
control.
Does
he
still
intervene
and
we've
seen
the
results
in
terms
of
teacher
turnover,
student
turnover
and
a
reduction
in
enrollment?
T
We
know
that
district
receivership
has
been
harmful.
Now
by
looking
back
at,
what's
happened
in
massachusetts
over
the
past
few
years
we
look
at
school
stability,
even
though
teacher
turnover
across
the
state
has
been
flat
for
the
past
13
years
in
takeover
districts.
We
see
a
huge
increase
in
turnover,
starting
with
the
year
of
the
takeover.
In
terms
of
teacher
experience
as
well,
we
see
experienced
teachers
leaving
receiver
districts,
they
don't
come,
they
don't
stay
because
the
top-down
decision-making
and
lack
of
local
control
are
not
a
draw
in
terms
of
resources.
T
Many
people
think
that,
with
a
receivership,
there
will
be
additional
resources.
There
are
no
substantial
or
sustained
resources
to
address
the
challenges
that
our
districts
face.
Just
because
a
receiver
has
taken
over
the
district
or
school.
The
receiver
is
empowered
to
restructure
the
existing
budget,
but
the
state
does
not
come
with
additional
resources
to
add
to
the
coffers
and
the
the
final
thing
I
wanted
to
mention
is,
which
is
really
important,
is
the
impact
on
students.
It's
not
something.
T
We
typically
talk
about
the
bessie
student
rep,
who
has
an
actual
vote
on
the
state
board,
which
is
a
a
conversation
for
another
hearing.
Perhaps
they
reported
on
their
ex
on
student
experience
once
their
schools
or
districts
had
been
labeled,
failing
or
underperforming.
What
we
heard
was
not
good
students
reported
being
taunted
by
other
schools
when
attending
athletic
events
or
competitions.
T
T
These
concerns,
along
with
the
fact
that
it
is
mostly
black
and
brown
and
low-income
students
who
are
in
takeover
districts
and
schools,
should
raise
red
flags
for
all
of
us
about
the
top-down
intervention
and
when
we
think
of
boston's
segregated
high
schools,
we
know
which
communities
will
suffer
the
most
from
these
labels.
I
was
wrong
in
my
lawrence
vote,
but
my
but
right
in
my
fears,
increasing
the
role
of
administrators
and
the
state,
while
decreasing
the
role
of
educators
and
the
community
is
not
the
way
to
improve
schools.
T
We
just
voted
to
take
back
local
control
with
an
all-elected
school
committee.
This
takes
us
in
the
opposite
direction.
The
board
of
elementary
and
secondary
ed
has
11
appointed
members
and,
except
for
the
parent,
the
student
and
the
labor
rep.
They
are
100
accountable
to
the
governor
for
their
appointment
and
under
constant
pressure
to
support
the
commissioner's
agenda.
The
boston
city
council
voice
is
critical
to
ensuring
that
our
school
district
does
not
end
up
in
the
dossier
receivership
quagmire
that
the
previous
three
districts
find
themselves
in.
T
U
A
U
U
U
V
V
V
V
V
So
I
want
to
say
that
the
education
at
bps
works.
It's
not
perfect,
like
anything
else,
but
if
we
can
join
forces
together.
I
think
we
can
make
this
work.
We
cannot
just
dispose
of
something
that's
really
broken.
Instead,
we
should
try
to
fix
it
because,
yes,
we
do
need
a
lot
of
improvement
in
academics
and
other
things,
but
this
is
possible.
So
I
feel
like
when
desi
comes
in
as
an
intuition
intervention.
V
A
A
You
know,
I
often
talk
about
the
fact
that
I
came
to
this
country
learned
how
to
speak
english.
My
mom
did
not
even
make
it
beyond
third
grade
struggled
with
reading
and
writing
even
in
her
native
language,
a
lot
of
folks
come
to
this
country
and
don't
understand
the
education
system
or
how
to
navigate
it,
and
it's
so
beautiful
and
so
powerful
to
see
suhai
here
speaking
and
being
fully
expressed
in
her
native
language.
A
P
Good
afternoon,
thank
you,
council,
mercia
and
and
your
office
for
putting
this
hearing
together.
I'm
the
director
of
the
boston,
education,
justice
alliance
and
I'm
here
to
address
the
ongoing
bullying
of
the
boston
public
schools,
with
threats
of
state
takeover
in
the
form
of
receivership
or
empowerment
zones.
The
results
of
dusty's
receivership
across
the
state
have
been
chronically
underperforming
in
lawrence,
southbridge
holyoke
and
our
own
bps
schools
of
the
desert
and
up
holland,
southbridge,
holyoke
and
springfield
are
the
lowest
second
lowest
and
third
lowest
ranked
districts
in
the
state
respectively.
P
P
P
P
P
Please
do
not
let
this
happen
in
boston
in
boston,
dussey's,
failed,
receivership
experiments
are
at
the
denver
and
up
holland.
The
holland
was
put
under
receivership
in
2013.
in
2014.
The
up
academy
charter
management
company
received
national
attention
for
suspending
more
kindergartners
than
any
other
school
in
massachusetts.
P
P
The
developer
was
placed
under
receivership
in
2014
prior
to
the
receivership,
the
endeavor
was
majority
latino
students,
37
percent
of
the
teachers,
were
latino
and
had
one
of
the
few
dual
language
programs
in
bps.
The
never
now
has
no
dual
language
program
and
the
37
of
latino
teachers
has
turned
to
15..
P
Seven
years
later,
the
school
remains
chronically
underperforming
by
deci's
own
standards,
instead
of
supporting
boston.
After
an
overwhelming
majority
of
voters,
demanded
an
elected
school
committee
or
supporting
boston
as
it
searches
for
a
new
superintendent
or
even
offering
resources
to
support
special
education
in
boston.
The
state
makes
a
power
grab.
P
Commissioner
reilly
is
not
even
here
today
to
explain
to
our
community
why
he
thinks
the
state
has
the
capacity
to
do
better.
Basia
asks
our
city
council
to
sign
a
resolution
against
receivership
and
state
control
in
any
form
the
record
of
destiny.
State
takeovers
has
literally
helped
no
one
and
continues
to
cause
harm
and
damage.
A
A
P
I
can
say
that
for
the
boston
education,
justice
alliance,
on
our
behalf,
our
ask
is
that
the
city
council
sign
a
resolution
adamantly
opposing
receivership
in
any
form.
We're
anticipating
that.
Probably
the
move
that
dussy
will
make
is
to
put
a
group
of
schools
into
an
empowerment
zone
so
opposing
that
and
also
working
actively
to
fight
to
return
the
deborah
and
the
up
holland
to
the
boston
public
schools.
P
T
T
So
what
we've
seen
in
all
the
districts
right
now
that
where
the
state
took
over,
is
that
the
school
committee
continues
to
exist,
but
they
don't
play
a
role
in
the
daily
functioning
of
the
schools
and
connecting
the
community
to
the
school
and
having
input
in
over
any
part
of
the
school
who's
hired
how
the
schools
are
structured.
This
receiver
has
total
authority
in
this
state
through
the
2010
act
for
for
restructuring
the
school
district.
They
can
look
at
the
schedule.
They
can
look
at
the
curriculum.
They
can
look
at
the
enrollment.
T
They
can
look
at
the
school
size.
They
can
look
at
the
vote.
They
can
look
at
every
single
thing.
Basically,
that
goes
on
in
those
districts,
and
the
school
committee
does
not
have
a
role,
although
they
mentioned
that
there's
a
board
now
a
receiver
board
in
lawrence.
I
think
the
school
committee
member
referenced
that
the
board
is
still
run.
You
know,
has
a
person
who's
running
and
that
is
not
the
elected
school
committee.
T
The
elected
school
committee
sits
on
the
side,
so
the
idea
of
building
any
kind
of
community
engagement
is
is
gone
without
within
these
models
and
in
boston.
You
know
here
we
are
in
this
moment
or
on
the
cusp
of
this
major
transition
in
a
very
exciting
change.
We
had
you
know
the
highest
voter
turnout
ever
for
a
ballot
question
in
favor
of
an
elected
school
committee
where
you
know
you're
having
a
hearing
this
afternoon.
T
It's
very
exciting
everyone's
lining
up
for
this
major
transition,
and
yet
the
state
at
this
moment
says
hey:
no,
we
don't
think
you're
capable
we
don't
think
you're
competent.
We
don't
think
you
know
a
district
that
has
a
high
percentage
of
people
of
color
should
be
able
to
control
its
own
destiny,
we're
going
to
take
it
and
we're
going
to
do
what
we
think
should
happen
at
the
state
level.
That
is
how
they
operate.
You
know
it's
how
they
operate
on
the
schools
they
take
over
and
it's
how
they
operate
on
on
the
district.
T
So
you
know
is
the
timing.
What
is
the
timing?
I
don't
know
it
started
before
you
know
the
this.
We
have.
We
lost
our
superintendent
and
this
whole
transition,
but
it
is
it's
a
major
concern
that
this
is
when
our
commissioner
decides
to
really
drill
down,
and
I
thought
the
answer
to
the
question
was
interesting
from
the
bps
about
why
now
that
counselor
lara
asked
they
had
four
years,
why?
Two
years
you
know
the
board
asked
the
question.
The
board
asks
questions
to
the
commissioner
that
the
commissioner
wants
to
be
asked.
T
S
I
just
want
to
add
real
quickly
to
the
question
about
strategizing
and
so
obviously
boston
and
you
have
done
a
wonderful
job
of
community
organizing
to
get
this
elected
school
board
measure
on
the
ballot
and
getting
the
majority
of
voters
to
support
it.
And
so
what
I
would
encourage
you
to
continue
doing
is
in
addition
to
that,
to
organizing
with
other
cities
across
the
state.
So
obviously
you
had
jonathan
guzman.
S
He
testified
today
and
so
teaming
up
with
lawrence
teaming
up
with
holyoke
right,
and
so
these
other
cities
who
are
going
through
similar
experiences
to
get
their
state
legislators
to
support
you
right.
So
this
has
to
be
beyond
boston.
It
has
to
be
a
statewide
issue
and
even
to
the
extent
that
you
can
involve
members
of
your
congressional
delegation
to
support
you
as
well.
So
all
your
leverage
points
right,
utilize
them
for,
for
this
cause
not
only
for
boston
but
other
cities
who
are
experiencing
the
same
types
of
experiences.
A
A
So
there
are
some
systemic
barriers
that
prevent
families
even
to
be
able
to
let
alone
not
even
speak,
but
just
to
walk
in,
and
I
think
that
that's
something
that
we
need
to
also
look
at
in
terms
of
removing
those
barriers
for
real
family
voice,
because
I
found
that
to
be
offensive
and
also
a
bit
intimidating
to
folks
who
who
want
to
participate
but
can't
because
they
don't
have
the
proper
identification.
I
think
that
that's
something
that
I
want
to
just
uplift
as
something
for
us
to
be
super.
V
U
V
V
V
I
think
that
when
I
heard
that
that
inspired
me
that
you
can
overcome
barriers-
and
you
can
achieve
things-
look
at
yourself
now
and,
for
example,
with
desi,
even
though
I
have
a
legal
status
myself,
the
fact
that
they
rejected
me
they
as
a
parent,
they
did
not
allow
me
to
speak.
You
know
jessica,
then,
were
there,
you
were
there.
The
mayor
was
there
and
thanks
to
jessica,
then
she
gave
me
30
seconds
of
her
own
time,
so
that
I
was
able
to
participate.
A
Thank
you.
Thank
you.
Thank
you.
Thank
you.
You
know
I'm
going
to.
Obviously
you
know
we.
We
have
a
lot
of
folks
who
are
really
interested
in
in
participating
in
this
conversation,
and
I
want
to
move
on
to
public
testimony,
but
I
wanted
to
just
really
quickly
thank
our
second
panel
for
for
bringing
so
much
of
yourself
into
the
space
and
not
just
sharing
your
truth,
but
really
your
experience.
I
mean
a
lot
of
really
great
insight
to
how
things
work
or
don't
work
in
the
best
interest
of
our
our
community.
A
So
I'm
going
to
move
on
for
the
record
again.
The
subject
of
this
hearing
order
specifically,
is
around
the
receivership
for
bps,
and
we
have
sharon
hinton
lisa
green,
michael
hichman,
sarah
horsley
maria
mejia
gina
carmen
catherine
battell,
doris
mcgee,
signed
up,
but
if
there
are
other
folks
who
are
interested
in
speaking,
please
make
sure
that
you
send
us
an
email
at
julia.mejia
boston.gov.
You
can
also
sign
up
for
for
testimony
with
according
to
central
staff's
last
check-in.
A
A
Rafaela,
polanco
and
shanna-
that's
who
I
have
signed
up,
so
I'm
going
to
go
first
to
move
on
to
sharon.
Hinton
everybody
has
two
minutes,
so
thank
you
again
to
our
panelists
you're,
more
than
welcome
to
stay
or
listen
in
at
a
later
date,
but
your
voice
was
deeply
appreciated.
I'm
gonna
go
now
to
public
testimony
sharon
hinton!
You
now
have
the
floor.
J
Good
afternoon,
thank
you.
I'm
sharon
hinson,
founder
and
executive
director
of
black
teachers
matter
of
former
bps
student,
former
bps,
employee
mother
of
bps
graduate
and
educator
and
hyde
park.
Homeowner,
I'm
also
one
of
the
99
000
bostonians,
who
voted
in
favor
of
the
non-binding
referendum
to
return
to
an
elected
school
committee.
J
J
Just
as
a
history
lesson
governor
edward
everett
established
in
1837,
the
second
oldest
state
of
the
board
of
education
in
the
united
states
1837-
and
this
is
the
first
public
school
horace
mann
became
the
secretary
of
education,
the
first
state
aboard
education
and
he
didn't
have
any
formal
learning,
but
he
went
to
brown
university
and
yet
he
still
called
the
father
of
american
public
schools,
but
he
didn't
have
a
formal
education.
What
he
did
have
was
a
white
man
who
owned
property.
J
J
We
don't
have
the
people
here
with
more
educational
institutions
per
square
mile
in
hospitals
and
anyplace
else
in
the
globe.
We
don't
have
enough
educated
people
here
that
can
decide
who's
going
to
run
the
school
system
and
deci
clearly
does
not
have
a
track
record.
That
says
this.
If
this
was
a
job
application,
you'd
have
to
show
a
track
record.
You'd
have
to
show
that
you
can
do
the
job.
Clearly
desi
has
shown
thank
you,
sister,
hanin
trinam.
J
J
What
are
we
going
to
do
about
it
if
99
000
people
in
boston
can't
say
this
is
what
we
want
and
sister
harneen
said
that
desi
will
come
in
and
take
over
all
the
decision
making,
and
we
already
have
an
issue
with
parents
not
having
a
voice
students
not
having
a
voice
teachers
not
having
a
voice.
Again,
we
have
a
coalition
of
color
that
says
we
can
do
this
and
we've
got
other
people
stemming
back
to
1637.
J
A
A
We
may
need
to
go
a
little
bit
over,
obviously,
because
we
still
have
some
folks
who
have
to
speak,
and
I
know
that
lisa's
asking
for
a
little
bit
of
extra
time,
so
you're
gonna
have
to
speak
really
fast,
because
you're
not
gonna
get
that
extra
time,
because
we
still
have
a
whole
bunch
of
other
folks
that
need
to
go
after
you,
my
love,
so
so
lisa
in
the
spirit
of
just
making
sure
that
everybody
has
a
voice.
In
this
platform,
I'm
giving
you
two
minutes.
Okay,.
S
A
N
N
W
W
W
Our
city
has
been
a
high
needs
district
and
the
state
has
never
provided
us
with
sufficient
funds
since
1993.
They
have
cursed
us
with
mcas
the
massachusetts
child
abuse
system.
This
discriminatory
system
is
designed
to
ensure
that
children
who
attend
wealthy
white
schools
in
the
suburbs
look
like
they
are
doing
an
excellent
job.
While
communities
like
ours
are
guaranteed
to
do
poorly,
we
are
then
judged
to
have
failed.
Punitive
actions
are
taken
against
our
children,
and
hostile
actions
are
taken
against
schools
that
they
designate
as
low
performing
the
victim
is
blamed
and
punished.
W
Why
are
our
test
scores
so
low
because
we
have
insufficient
resources
and
poor
facilities,
because
for
over
two
years
now
corona
has
communities,
has
hurt
communities
like
boston,
moore's
ability
severely
than
the
wealthier
communities
because
of
poverty
and
racism?
Look
at
the
declining
test,
scores
j.r
screams.
He
blames
the
victim
and
ignores
the
underlying
reasons
caused
by
desi's
policies
and
practices.
W
The
pressure
from
jesse
for
the
school
system
to
immediately
raise
our
test
scores
or
else
is
abusive
and
racist.
Jesse
has
recently
invaded
our
schools
to
continue
their
harassment,
never
mind
that
the
pandemic
continues
never
mind
that
mayor
will
just
fired
our
superintendent.
We
must
defend
our
children
against
destructive
miseducational
destiny,
policies
and
practices.
W
N
X
A
Y
Y
Y
Third
desi
has
been
too
rigid
on
remote
learning,
not
allowing
districts
like
bps
to
decide
when
a
school
or
a
district
needs
to
pivot
to
remote
to
control,
coveted
outbreaks
or
surges,
such
as
we
had
at
the
curly
and
other
schools
in
the
fall.
Fourth,
when
the
state
ended
its
school
mass
requirement,
they
ignored
huge
inequities
in
vaccination
rates
between
communities.
Y
So
for
the
younger
group,
five
to
11
year
olds,
boston
is
now
about
40
percent
vaccinated
where
districts
like
wellesley
newton
concord,
you
know,
are
at
70
percent
or
above
and
then.
Finally,
desi's
engagement
with
families
is
wholly
inadequate
and
disrespectful
as
soohey
scanell
and
others
mentioned.
Their
board
meetings
are
accessible
only
in
person,
as
counselor
mcgee
mentioned,
with
an
id,
and
only
in
english,
and
also
as
councilor
mchia
noted
earlier.
Families
must
have
a
seat
at
the
table
to
ensure
accountability
and
equitable
education.
Y
So
of
course,
bps
has
room
for
improvement,
but
these
top-down
punitive
state
interventions
that
rest
control
from
us.
The
local
community,
is
not
the
answer.
So
we
want
to
ask
the
city
council
to
unanimously
oppose
receivership
or
empowerment
zone
in
any
form,
and
also
like
ruby
mentioned
return,
the
devil
and
the
holland
also
to
bbs
bps
control.
Thank
you.
A
K
V
V
It
is
providing
the
needed
support
that
children's
have
and
the
state
just
wants
to
focus
on
the
impasse
results,
and
that
shouldn't
be
the
main
point,
because
students
need
more
support,
the
day-to-day
the
relationship
with
their
teachers,
and
now
I'm
terrified,
I'm
terrified
that
my
son
will
lose
the
support
that
he's
been
getting.
I
don't
think
this
is
fair.
AA
Okay,
let
me
undo
my
camera
too.
Sorry
start
video,
sorry
for
the
technical
difficulties
find
my
testimony.
Sorry,
okay,
so
thanks
so
much
to
counselor
mihia
for
convening
this
hearing
and
to
the
counselors
and
panelists
who
are
here
today.
My
name
is
lisa
greene
and
I'm
here
on
behalf
of
bostonians
for
an
elected
school
committee,
we're
a
coalition
of
15
organizations
who
campaigned
for
the
successful
result
on
ballot
question
3
this
past
november,
when
more
than
99
000
voters
demanded
the
restoration
of
an
elected
school
committee
in
boston.
AA
The
community's
right
to
vote
is
often
attacked
in
maneuvers,
such
as
mayoral
takeovers,
like
the
one
that
installed
the
appointed
school
committee
in
boston
in
1991
and
through
state
receivership,
as
is
now
being
threatened
by
jesse.
These
are
ultimately
both
forms
of
takeover,
ripped
from
the
same
playbook,
designed
to
remove
the
power
of
the
local
community
to
exercise
influence
over
how
their
children
are
educated,
especially
in
districts
that
are
majority
communities
of
color.
AA
AA
The
state
department
of
education
is
predictably
swooping
in
to
take
that
power
away
again
and
again,
the
only
constituencies
who
have
seemed
to
support
receive
this
receivership
maneuver
so
far
are
the
same
handful
of
special
interest
groups
who
engineered
the
mayoral
takeover
in
91
that
gave
us
the
appointed
school
committee
organizations
like
the
pioneer
institute,
the
boston
municipal
research
bureau
and
others.
We've
seen
reprising
their
roles
this
year.
We
can't
let
them
win.
AA
Just
a
few
short
months
ago,
voters
in
every
precinct
and
every
ward
in
boston
demanded
a
return
to
local
democratic
control
of
our
schools.
We
want
decision
makers
who
are
truly
accountable
to
the
residents
of
boston
who,
by
design
of
the
electoral
process,
are
close
to
the
close
enough
to
the
needs
of
our
communities,
because
they
need
our
votes.
Voters
in
every
precinct
that
elected
all
of
you
resoundingly
reached,
rejected,
out-of-touched,
unaccountable
appointees.
AA
We
should
have
the
rel
the
right
to
elect
our
own
decision
makers
on
school
committee,
just
like
every
other
municipality
in
mass.
If
you
agree
visit
our
website
at
elect
thebsc.org,
where
you
find
info
on
how
to
sign
up
on
the
final
public
hearing
on
the
home
rule
petition
to
elect
an
elected
school
committee
this
afternoon
and
other
ways
that
you
can
fight
to
honor
our
undeniable
mandate
for
an
elected
school
committee
that
such
a
huge
majority
of
boston
voters
delivered
to
our
election
representatives
in
november.
Well,
thank
you.
K
A
AB
Yes,
can
you
hear
me
yeah?
Okay,
it's
vitaly,
so
I
first
want
to
say
that
all
the
hearings
I've
attended
over
the
past
two
years.
This
one
has
been
more
of
a
conversation
than
a
hearing
which
is
detrimental
to
the
process,
because
some
people
had
more
speaking
time
than
others,
and
some
may
not
have
had
the
chance
to
be
heard
regarding
the
proposed
state
receivership
over
boston,
public
schools
as
a
lifelong
resident
of
dorchester
and
a
product
of
boston,
public
schools,
myself.
AB
I
think
it's
painfully
clear
that
the
city
council
and
the
school
committee
do
not
do
enough
to
make
sure
parents
are
involved
in
decision
making.
It's
not
typical
of
me
to
agree
with
the
stance
of
the
city
council
on
any
issue,
but
it's
clear
that
the
boston
public
schools
have
a
lot
of
work
to
do
to
get
to
where
they
need
to
be
and
state
receivership
is
not
the
answer.
The
past
two
years
should
not
be
considered
in
this
decision.
As
many
school
district
school
districts
across
the
country
are
struggling
because
of
the
pandemic.
AB
It's
interesting
that
desi
is
suggesting
this
change.
Now,
after
we
have
voted
for
an
elected
school
committee,
they're
using
the
same
argument
that
they
used
back
in
the
90s
when
they
tricked
us
into
an
appointed
committee,
the
state
and
cities
seem
to
be
doing
whatever
they
can
to
keep
their
control
over
our
schools
and
keep
parents
out
of
the
decision
making.
AB
I
strongly
oppose
this
receivership
and
also
want
to
add
that
I
have
attempted
to
speak
at
at
least
six
deci
board
meetings
over
the
past
year
and
I've
gotten
declined
every
time
when
deci
offers
public
comments,
they
pre-select
who's
allowed
to
speak
and
that's
a
huge
problem
that
should
also
be
addressed.
That's
all.
A
Thank
you,
catherine.
I'm
so
glad
that,
even
though
it
took
us
a
while
to
get
to
you
that
you
were
able
to
at
the
very
least
here
in
our
hearing
had
an
opportunity
to
to
voice
and
anything
that
I'm
hosting,
I
know
it
feels
a
little
bit
more
of
a
conversation,
so
I
am
trying
to
do
my
best
to
ensure
that
we
create
space
for
people
to
be
fully
expressed,
but
I'm
going
to
continue
to
encourage
folks
to
stay
to
time,
including
myself.
So
thank
you
for
that
feedback.
I'm
gonna
go
next
to
dolores.
M
Hello,
thank
you
very
much.
I
would
like
to
take
this
opportunity
to
express
my
strong
opposition
to
state
receivership.
I
cannot
imagine
a
time
when
I
would
be
in
favor
of
state
receivership,
but
the
timing
of
one
now
is
distinctly
bad.
First
of
all,
assessment
of
academic
performance
across
the
district
must
take
into
consideration
the
unprecedented
impact
that
the
response
to
covet
has
had
over
the
last
two
years.
M
Now
is
not
the
time
to
propose
such
a
dramatic
shift
in
oversight
as
current
performance
across
the
district
is
intrinsically
linked
to
the
covid
response,
recovering
from
a
widespread
and
multifaceted
academic.
Loss
of
this
nature
will
take
time
as
well
as
more
influence
from
the
local
community,
not
less
parents
and
community
members
are
the
original
most
consistent
and
longest-standing
stakeholders
in
students,
education.
M
The
last
two
years
have
illuminated
like
never
before,
just
how
important
it
is
for
parents
to
have
visibility
into
their
child's
school
day
and
curriculum
content.
Second
of
all,
bostonians
recently
voted
in
favor
of
an
elected
school
committee.
State
receivership
would
completely
undermine
the
will
of
the
people
as
it
functionally
removes.
Local
and
local
influence
and
control.
M
Now
is
not
the
time
and
state
receivership
is
not
the
answer.
Boston
students
deserve
leadership
that
is
directly
invested
in
their
success
by
people
who
know
and
care
about
them.
Outsourcing
their
education
to
far
away
and
disconnected
entities
is
the
exact
opposite
of
what
our
children
need
after
everything,
they've
been
through.
M
M
Lastly,
seoul's
following
remarks
regarding
education
seem
particularly
salient
to
the
situation.
Boston
finds
itself
in
at
this
time.
Schools
are
quick
to
blame
everyone
and
everything,
but
themselves
for
the
failures
of
american
education
to
them.
Every
bad
teacher
is
the
exception
and
every
bad
parent
is
the
rule.
M
Parents
have
been
systematically
marginalized
and
discredited
by
schools
across
the
country,
and
the
current
situation
of
bps
reveals
what
a
mistake
that
has
been.
And
finally
finally,
lastly,
lastly,
I
just
want
to
agree
with
what
lisa
green
said.
Her
comments
about
sincerely
rejecting
the
receivership
necessarily
means
supporting
a
fully
elected,
not
hybrid
school
committee.
A
A
You
now
have
the
floor
and
then
I
want
to
know
that
natalia
and
gina
we're
still
waiting
for
you
to
respond
to
being
promoted
to
a
panelist
and
if
anyone
is
looking
to
speak,
make
sure
that
you
raise
your
hand
so
that
we
can
bring
you
over
to
the
panelists
if
you're
still
waiting
for
testimony-
that's
maria,
jorge
stephanie
and
jenna.
If
you're
still
here,
please
make
sure
you
raise
your
hand
so
that
we
can
bring
you
into
the
panel
okay
go
ahead.
X
Thank
you.
Thank
you,
councillor
mejia,
and
thank
you
to
the
council
staff
and
for
making
this
hearing
happen
today
on
vatsadis
the
executive
director
of
the
massachusetts
education,
justice
alliance,
also
known
as
maja
maisha,
collaborates
with
youth
parents
and
educators
and
community
members
to
protect
public
education
and
we're
completely
committed
to
building
a
sustainable,
inclusive
and
racially
diverse
education,
justice
movement.
X
And
now,
when
we
look
at
the
state
intervention,
we
see
how
it
also
targets,
districts
and
schools
serving
low-income
students
and
students
of
color,
as
folks
have
had
mentioned,
it's
top
down
stripping
away
local
and
community
decision,
making
it
grabs
and
takes
away
student
families
and
educators
voices.
It
silences
the
voices
and
everything
from
parent
and
student
engagement
to
budgets,
it's
disrupted,
disruptive,
replacing
and
displacing
school
leadership,
teachers
and
staff.
X
X
A
high
quality
school
is
one
that
provides
a
sense
of
belonging
to
all
students,
no
matter
their
income
or
their
background
in
a
place
where
families
and
communities
can
be
fully
engaged
in
the
decision
making
process,
it's
a
place
where
students
have
the
resources
they
need
to
thrive
now
and
a
better
future,
and
our
students,
families
and
educators
are
counting
on
you
to
advocate
against
state
takeover
of
our
schools
and
to
work
together
for
a
more
democratic,
accurate
and
effective
sport
support
system.
Thank
you.
A
AC
All
right
thanks
so
much
my
name
is
natalia
cuadras,
I'm
the
director
of
organizing
at
the
boston
teachers
union.
I'm
actually
here
today
to
read
testimony
on
behalf
of
two
teachers
who
tried
to
be
here
to
testify
themselves.
They
were
on
the
list
sheamus
hill
and
matt
ruggiero,
but
because
of
teaching
obligations,
they
were
not
able
to
log
on
themselves.
AC
AC
He
writes
I'm
here
to
testify
about
the
impacts
of
receivership
on
teaching
and
learning
conditions.
Having
experienced
it
firsthand,
the
denver
was
put
in
receivership
in
2014,
despite
loud
protests
from
students,
families
and
educators,
the
school
takeover
involved,
dismissing
a
majority
of
the
staff
replacing
them
with
wider,
less
experienced
staff,
and
ever
since
then
they've
had
a
revolving
door
of
school
leaders.
AC
AC
But
one
big
problem
with
state
control
of
a
school
is
the
lack
of
transparency,
transparency
and
community
voice
and
how
decisions
are
made
at
the
denver
teachers
work
more
hours
for
less
pay
than
teachers
at
other
boston,
public
schools,
the
gap
in
pay
equity,
lower
staff,
morale
and
leads
to
high
staff
turnover
as
educators
leave
in
search
of
more
sustainable
employment
opportunities.
The
turnover
is
noticed
by
students
and
families
who
recognize
the
disproportionate
number
of
new
faces
in
their
schools.
AC
AC
So
we
hope
that
u.s
city
councilors
will
support
the
teachers
of
the
devore
napoleons
in
the
quest
for
pay,
equity
and
join
us
all
in
calling
for
resources
and
stability,
not
receivership,
and
I
can
send
along
the
equal
pay
letter
that
was
signed
by
100
of
the
staff
at
the
denver
and
up
holland.
So
you
all
can
can
see
those
arguments
for
yourself.
It
sounds
like
I
don't
have
time
to
meet,
to
read
matt's
a
testimony,
so
we
will
email
that
one
along
as
well.
A
Yeah,
no,
I
thank
you
natalia
and
yes,
please
send
those
testimonies.
We
can
make
sure
that
they
are
submitted
into
the
record,
but
we
do
you.
You
have
super
succeeded
your
two
minutes,
but
we
love
you
and
appreciate
you.
So
I'm
moving
on
next
to
jorge
and
the
stephanie
and
then
maria
and
then
I
believe
that
is
it
unless
my
staff
tells
me
otherwise.
AD
Hi,
how
are
you
my
name
is
george
mendoza.
I
am
a
resident
of
boston,
my
children
all
attended
the
boston
public
school
system
and
a
very
interesting
conversation.
I'm
a
little
bit
upset
that
no
more
was
talked
about
education
and
a
lot
has
been
said
about
all
sorts
of
political
views
and
idealism,
but
I
am
here
in
support
of
the
79
percent
of
the
population
in
boston
who
voted
to
have
a
school
committee
that
is
selected
by
the
people.
The
city
has
had
its
chance.
AD
We
do
not
want
to
give
this
up
to
the
state
and
again
people
spoke
during
an
election,
and
elections
have
consequences.
Therefore,
we
should
be
granted
the
opportunity
to
have
to
elect
the
officials
that
are
going
to
take
part
of
the
school
committee
in
its
entirety.
We
do
not
need
to
this
hearing
or
meeting
or
the
agenda
to
be
the
stepping
tone
for
the
city
to
do
a
partial,
appointed
and
elected
school
committee
everybody's
had
a
chance
to
try.
I
think
that
we
need
to
try.
AD
We
need
to
let
the
citizens
try
for
an
elected
school
committee
that
represents
their
needs
across
the
city.
Education
affects
everyone,
it
does
not
accept,
it
doesn't
discriminate.
Bad
education
hurts
us
all.
So
we
need
to
go
ahead
and
move
forward
and
allow
the
citizens
to
be
represented
in
the
fashion
devoted
for.
Thank
you
very
much.
A
AE
AE
AE
V
V
Something
that
I
wanted
to
share.
An
experience
that
I
wanted
to
share
with.
All
of
you
is
that
I
was
part
of
the
group
of
parents
that
went
to
a
meeting
with
betsy,
and
I
wanted
to
tell
you
that
it
was
a
disaster,
because
the
person
who
was
in
charge
of
leading
or
facilitating
the
meeting
did
not
didn't
know
what
he
was
doing.
Things
got
out
of
control,
we
were
79
parents
that
were
present
there
and
the
interpretation,
translation
or
language
access
they
didn't
know
how
it
worked.
V
V
So
I
do
not
agree
with
receivership,
because
right
now
we
have
a
system
that
works.
It's
not
perfect,
of
course,
there's
a
lot
improvement
that
we
need
to
be
doing
and
we've
seen
the
data
about
the
academic
improvement.
We
need
there's
a
lot
of
work
to
do
that,
but
if
we
work
harder
as
a
community
as
a
team,
we
can
see
things.
A
K
A
So
with
that
just
wanted
to
thank
everyone
for
attending
this
hearing.
As
the
chair
of
this,
the
education
committee,
I'm
going
to
recommend
that
this
this
order
stays
in
committee
and
I've
heard
loud
and
clear
from
those
who
have
testified
today
that
we
should
be
as
a
council
filing
a
resolution
and
calling
for
a
a
no
to
the
state
receivership.
A
So
I'm
happy
to
do
that.
We
did
it
once
and
we
were
encouraged
to
have
a
hearing
so
now
that
we've
gone
through
that
process,
we're
going
to
go
back
at
it,
but
for
now
I'm
going
to
call
this
hearing
to
a
close
and
really
do
appreciate
all
the
parents,
educators
and
administrators
who
participated
today
and
without
further
ado.