►
From YouTube: Committee on Education on February 23, 2021
Description
Docket #0170 - Order for a hearing regarding the work of the Boston Student Advisory Council and their policy agenda
A
Good
afternoon,
everyone,
my
name-
is
anita
savi-george
and
I'm
chair
of
the
boston
city
council's
committee
on
education,
in
accordance
with
governor
baker's
march
12th
to
2020
executive
order,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements.
The
city
council
will
be
conducting
this
hearing
virtually
this
enables
the
city
council
to
carry
out
its
responsibilities
while
adhering
to
public
health
recommendations
and
ensuring
public
access
to
its
deliberations
through
adequate
alternative
means.
Today's
hearing
is
on
number
zero
one:
seven
zero.
A
In
order
for
a
hearing
regarding
the
work
of
the
boston
student
advisory
council
and
their
policy
agenda,
this
public
hearing
is
being
recorded
and
live
streamed
on
boston.gov
forward,
slash
city
dash
council
dash
tv.
It
will
also
be
rebroadcast
at
a
later
date
and
time
on
comcast,
8,
rcn,
82
and
vios
channel
1964..
A
We
will
take
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify
via
video
conference,
please
email,
cora,
montrond,
cora,
dot,
montrond
m-o-n-t-r-o-n-d
at
boston.gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
commenters
can
be
heard.
You
may
also
submit
written
testimony
by
emailing
ccc
dot.
A
Boston.Gov
this
afternoon,
I'm
joined
by
a
number
of
my
colleagues,
including
counselor
brayden
councillor
campbell
counselor
arroyo,
councillor
mejia.
I
think
I've
got
everybody
on
there
and
would
like
to
briefly
introduce
panelists
before
giving
my
colleagues
an
opportunity
to
give
brief
opening
remarks.
A
We
are
also
joined
by
bsac
vice
president
senior
at
the
josiah
quincy
anna
zhao,
as
well
as
bsac
member
senior
at
boston
arts,
academy,
katie,
malcolm
malcolm
s,
malconus
and
bsac
member
sophomore.
At
the
o'bryant
isabel
rayo
b,
stack
member
junior
at
boston,
international
newcomers,
academy,
urbanca.
A
And
I'll
have
everyone
correct
me
afterwards
and
be
sack
school
committee
representative
and
senior
at
boston,
london
academy,
kamadi
james?
We
also
are
joined
by
miss
maria
estrada
who's,
a
b-sac
student
engagement
manager
and
monica
roberts,
bps
chief
of
student,
family
and
community
engagement.
So
I
welcome
I'm
sorry,
a
few
of
the
students.
They
may
have
mispronounced
your
names,
please.
When
we
do.
I
get
to
your
comments
in
your
presentation
today
that
you
correct
me
please
so
I'd
like
to
first
call-
and
I
see
that
counselor
flaherty
is
in
the
weight
room.
B
A
C
That
was
like
long
story.
First
of
all,
no
thank
you.
Counselor
snobby
george,
for
holding
the
hearing.
Thank
you,
of
course,
to
all
the
incredible
students
for
your
leadership
for
your
work,
we're
all,
of
course,
so
proud
of
you.
We
wish
we
could
be
in
person,
but
we're
not
so
looking
forward
to
the
conversation,
absolutely
looking
forward
to
supporting
the
work
and
also
I'm
listening
your
agenda
items
and
how
we
can
work
in
partnership.
So
thank
you
guys,
all
for
your
leadership.
Thank
you.
Councilor
sabi
george.
A
D
Very
brief,
thank
you,
chair
asapi
george,
I'm
here
to
support
and
listen
in
on
the
vsac
agenda
and,
more
importantly,
all
things
that
deal
with
young
people.
We
need
to
not
only
show
up,
but
we
need
to
take
the
lead
from
those
who
are
living
the
realities,
and
I
think
that
vsac
has
done
an
amazing
job
at
amplifying
their
issues,
so
I'm
here
to
listen
in
and
support
and
see
where
we
go
from
there.
Thank
you.
E
A
F
G
F
A
A
Many
of
you
know
that
I
was
a
member
of
the
boston
student
advisory
council
when
I
was
in
high
school-
and
I
know
how
important
and
how
incredible
this
group
of
students
is
who
work
to
advocate
on
behalf
of
their
peers
across
our
school
district,
and
when
I
was
a
member
of
bsac.
We
worked
on
very
similar
issues
and-
and
it's
amazing
to
me
that
we
are
still
working
today
on
so
many
of
these
issues.
A
I
know
that
so
often
the
concerns
of
our
students
are
ignored
or
not
taken
into
consideration
as
seriously
as
they
should
be.
We
have
to
we
have
begun
and
are
continuing
to
work,
to
make
strides
as
a
city
to
incorporate
used
voices
into
the
many
levels
of
government.
I
know
we
have,
for
example,
today
the
there
is
a
student
chief
financial,
financial
officer
of
bps
this
year,
student
representation
in
these
places
matter.
A
What
our
students
have
to
say
about
our
schools
tells
us
everything
we
need
to
know
about
how
well
we
are
serving
them,
how
well
we
are
preparing
them
for
their
futures
and,
frankly,
how
well
we
are
respecting
them.
Our
schools
ought
to
be
places
of
learning
and
growth.
Our
students
ought
to
be
supported
in
the
ways
they
need
to
be
able
to
thrive.
So
until
we
get
to
those
places,
we've
got
lots
of
work
to
do.
A
I'm
thrilled
to
hold
this
hearing
today
to
turn
the
council's
full
attention
to
the
students
of
bsac
and
their
policy
agenda.
This
hearing
is
certainly
long
overdue,
as
I
mentioned,
we've
been
talking
about
it
for
a
long
time,
and
I
hope
it
certainly
becomes
and
part
of
our
original
conversations
was
to
make
this
part
of
our
regular
work
as
a
city
council,
as
you
prepare
through
your
work
at
bsac
your
policy
agenda
in
all
aspects,
not
just
in
education,
we
should
be
made
aware
of
of
your
work
and
your
desires
as
well.
A
F
G
All
right,
so
thank
you.
Thank
you
that,
thanks
for
that
ao
and
thank
you
for
the
introduction
to
the
counselor
anissa
good
afternoon,
no,
not
even
good
afternoon,
a
phenomenal
afternoon
to
everyone
watching
into
the
counselors.
Thank
you
for
this
amazing
opportunity.
It's
truly
great
to
be
here.
My
name
is
cardio
barbosa,
but
please,
please
feel
free
to
call
me
cat.
I
Hello,
everyone
just
to
introduce
myself
again.
My
name
is
anna
zou,
I'm
a
current
senior
at
designer
quincy.
To
start.
I
just
want
to
thank
city
councilor
syevie
george,
for
welcoming
us
into
the
space.
So
I'm
going
to
be
telling
you
a
little
bit
more
about
who
we
are
as
vsac.
We,
the
boston
student
advisory
council,
is
a
body
of
elected
students
from
across
the
district
representing
all
bps
high
schools,
and
we
help
the
district
identify
and
address
all
issues
that
pertain
to
students.
I
G
All
right
so
bsac
is
a
youth-led
program,
but
there's
also
adult
allies
that
aid
us
young
people
in
the
work
that
we
do.
Currently
there
are
two
adult
coordinators,
the
lovely
maria
estrada,
who
is
the
student
engagement
manager
and
jenny
fernandez?
Who
is
the
student
engagement
officer?
There's
also
leadership
that
comes
from
youth
on
board,
specifically
jenny,
suzama
and
who
is
actually
the
co-coordinator
of
bisac
and
is
also
the
director
of
youth
on
board
so
shout
out
to
the
both
of
them.
I
As
visa,
we
provide
many
student
leadership
and
learning
opportunities
to
start.
We
engage
in
a
lot
of
student-led
advocacy,
vsac
allows
students
to
learn
how
to
write
position
papers,
and
we
also
attend
legislative
lobby
at
the
state
house
and
city
hall
and
in
other
places
of
government,
and
we
also
have
weekly
meetings
on
mondays
and
thursdays
now
currently
on
zoom
because
of
the
pandemic,
and
we
also
have
developmental
opportunities.
I
We
have
adult
staff
that
support
in
college
and
career
readiness
and
then
there's
also
social
emotional
wellness
support
every
single
wednesday
and
us.
The
bsac
students
are
also
a
part
of
the
curriculum
development
and
professional
development
facilitation.
Training
for
staff
within
the
district
and
lastly,
vsac
represent
natives,
are
able
to
enroll
into
an
elective
course
called
the
bsac
civic
course
to
help
support
in
their
leadership
development
and
also
improve
their
gpa
and
help
them
boost.
What
they're
doing
in
school.
G
And
if
you
look
up
onto
the
slides,
we
actually
have
49
reps
across
the
30
schools
that
are
that
we
have
serving
on
b
stacks.
So
that's
amazing,
congratulations
and
shout
out
to
team
for
being
able
to
make
that
possible.
97
of
all
bps
high
schools.
Our
representative
are
represented
in
b
psych
and
that's
actually
because-
or
we
actually
started
off
the
year
with
100
percent
representation
wanted
to
make
sure
it
was
clear.
G
We
had
100
representation,
but
due
to
some
complications
that
came
about
with
the
madison
member
in
terms
of
capacity
they
couldn't
serve,
but
we're
still
going
to
make
sure
that
we
get
that
representation
and
we
get
back
to
100
representation.
Now
we're
down
to
97
representation,
and
just
a
little
bit
about
who,
like
actually
is
in
bsac
12
of
our
students,
are
with
disabilities.
39,
formerly
limited
english
proficient
and
six
percent
are
english
learners.
Eighty
percent,
our
students
of
color,
sixteen
percent
are
white
and
four
are
unknown.
I
Our
large
visa
body
is
made
up
and
divided
into
three
smaller
subcommittees.
First,
we
have
student
rights
and
student
voices.
This
group
particularly
ensures
that
the
rights
and
dignities
of
all
bps
students
are
respected
and
valued
within
the
district
and
the
next
we
have
school
climate,
culture
and
improvement.
This
group
ensures
that
all
students
are
treated
as
equal
partners
in
their
learning
at
school
and
externally,
and
aim
to
provide
ample
resources
and
pathways
for
students
to
achieve
success
during
and
outside
of
school,
and
then,
lastly,
we
have
environmental
justice.
I
J
J
You
have
had
the
opportunity
to
hear
from
my
lovely
peers,
and
now
I'm
honored,
to
discuss
our
proposal
for
removing
the
entrance
exam
to
the
three
exam
preparatory
college
preparatory
schools
in
our
city.
Before
I
continue,
I
urge
all
of
you
to
ask
yourself
this
one
question:
is
it
fair
for
a
student
to
be
defined
by
the
school
they
attend?
We
propose
eliminating
testing
requirements
as
a
part
of
the
exam
school
admissions
process
because
of
its
history
rooted
in
racism
and
segregation
meant
meant
to
keep
communities
of
color
out
of
exam
schools.
J
The
disparities
in
our
district
are
inherently
problematic.
It
is
a
great
great
pleasure
that
I
inform
you
all
that
I
am
in
fact
a
junior
at
the
john
d
o'brien
school
of
mathematics
and
science,
one
of
our
three
exam
schools
in
the
sixth
grade.
My
admissions
letter
said,
although
I
did
not
score
high
enough
to
attend
these
schools.
O'brien
made
extra
seats
for
me.
I
have
maintained
a
3.7
gpa
and
remained
in
the
top
25th
percentile
of
my
class.
J
I
used
to
constantly
question
my
ability
to
compete
with
my
peers
because
I
didn't
technically
get
into
the
school
bps
did
that
to
me.
I
now
know
that
a
test
score
does
not
define
me
or
my
academic
ability
or
potential.
I
refuse
to
witness
more
students
be
victimized
by
a
racist
and
discriminatory
system.
All
means
all,
and
we
are
doing
a
huge
disservice
to
students
by
denying
them
access
to
great
schools
that
will
prepare
them
and
make
them
more
competitive
students
in
their
future
college
endeavors.
J
We
recognize
that
admissions
policies
alone
will
not
be
effective
in
closing
the
opportunity
gap
for
so
many
students
in
boston,
public
schools,
further
investment
in
services,
especially
social
and
emotional
learning,
counselors,
advanced
work
and
welcoming
and
supportive
community
schools
can
provide
students
the
tools
they
need
to
thrive
and
exam
schools,
as
well
as
every
other
high
school
in
the
district.
What
makes
one
student
any
better
than
the
next,
I
would
hope
not
a
test
score.
Thank
you.
I
now
pass
it
to
my
peer
catherine.
J
Thank
you.
So
much
nasaj,
so
I
am
actually
going
to
be
speaking
on
now
bathroom
equity,
so
some
things
we've
been
working
on
is
the
gender
neutral
bathrooms
in
where
we
are
aware
that
the
new
buildings
we
have
right
now
are
implementing
gender-neutral
bathrooms.
But
what
about
our
old
buildings?
What
we're
asking
for
is
to
designate
a
teacher's
bathrooms
to
become
a
gender-neutral
bathroom
and
also
to
change
the
process
on
how
we
access
these
bathrooms.
J
The
majority
of
our
bathrooms
in
bps
are
being
reported
as
dirty
and
unhygienic,
which
actually
puts
in
danger
the
health
of
our
students,
causing
them
to
not
go
to
the
bathroom
state
when
they
really
want
to
go
and
just
not
being
equitable
and
clean
at
all.
When
we
say
100,
we
also
mean
to
get
rid
of
any
policies.
J
J
J
J
J
J
We
once
again
are
creating
a
sexist
atmosphere
that
is
unequitable
and
oppresses
women,
and
I
am
sure
bps
does
not
want
to
do
that.
Therefore,
we
should
have
our
menstrual
products
within
the
bathrooms
and,
lastly,
one
of
our
projects
that
we
have
been
working
on
is
to
have
comprehensive
health
classes
in
which
they
can
actually
inform
our
girls
on
how
your
menstrual
period
should
is
supposed
to
go
and
how
irregularities
could
actually
be
dangerous.
J
J
Thank
you,
catherine.
This
is
nissan
again
originally
kimani
james.
Our
student
representative,
was
supposed
to
be
presenting
this
part,
but
he
has
expressed
weariness
and
disappointment
in
having
to
convince
people
of
the
need
for
a
student
vote.
He
says
quote
unquote
asking
why
student
representative
needs
a
vote
is
like
asking
why
someone
needs
water
end
quote:
it
is
a
basic
sorry.
It
is
a
basic
human
necessity
and,
furthermore,
a
democratic,
democratic
right
and
quote.
I
cannot
express
enough
the
disappointment.
We
all
have
in
our
district.
J
I
encourage
you
all
to
ask
yourselves:
is
it
fair
that
the
only
school
committee
member
that
is
living
the
reality
and
has
to
deal
with
the
repercussions
of
the
decisions
made
by
the
school
committee
not
have
a
voice
in
these
decisions?
A
conversation
without
us
is
not
for
us,
and
enough
is
enough.
We
appreciate
we
appreciate
counselor
usabi
george
for
championing
student
vote
and
we
would
greatly
appreciate
if
all
counselors
supported
obtaining
a
vote
on
the
school
committee
for
a
student
representative.
We
recognize
change
takes
time.
J
A
K
It's
okay,
hello,
everyone,
hello
city,
council.
My
name
is
katie
biopolis.
Once
again,
I'm
a
senior
at
boston,
arts
academy
and
on
vsac
I
serve
on
the
school
climate,
culture
and
improvement
subcommittee.
As
you
can
hear,
that's
a
super
long
name.
So
on
v10
we
just
call
it
scci
and
I
see
scci.
We
work
to
advise
bps
on
the
issues
on
pertinent
to
the
student
experience.
K
K
With
regard
to
education
funding,
we
are
currently
working
with
both
bayesia,
which
is
the
boston,
education,
justice
alliance
and
major
the
massachusetts
education,
justice
alliance
to
represent
the
interests
of
bps
students
advocate
against
possible
budget
cuts
and
push
for
adequate
education
funding
on
both
the
city
and
state
levels,
in
collaboration
with
mesa.
Vsac
is
currently
working
to
use
social
media,
specifically
the
platform
of
tiktok
to
push
elected
officials
to
fully
fund
the
first
two
years
of
the
student
opportunity
act.
We
recently
worked
with.
K
I
have
a
future
coalition,
which
is
a
group
of
youth,
like
grassroots
organizations,
from
across
the
state
to
put
on
a
rally
pushing
for
beacon
hill
to
make
affordable
housing,
juvenile
justice,
youth
jobs
and
education
funding
a
priority
among
our
many.
As
of
legislators,
we
ask
them
to
commit
to
fully
funding
the
first
two
years
of
the
student
opportunity
act,
which
is
behind
on
its
seven
year
funding
schedule
today
together.
K
We
also
call
numerous
massachusetts,
state
representatives
and
senators
telling
them
that
the
current
plan
for
the
allocation
of
funding
is
not
sufficient
to
meet
the
challenges
of
our
current
crisis.
Our
state
level
advocacy
also
included
writing
a
letter
to
desi
urging
for
the
cancellation
of
mcas
and
on
the
district
level.
We
have
many
students
from
scci
serving
on
a
variety
of
committees
and
working
groups,
including
ones
concerning
the
development
of
strategic
plans
for
the
bps
library
services
and
once
focused
on
how
bps
can
most
effectively
convey
information
about
school
registration
to
our
students
and
families.
L
The
objective
of
the
abbreviated
cnc
is
to
advocate
for
a
lesser
presence
of
policing
within
school
buildings
and
to
transfer
funding
towards
increased
social
emotional
support
for
students
over
a
course
of
time.
More
than
1
billion
dollars
of
federal
money
has
been
spent
on
the
enforcement
of
policing
within
our
own
school
buildings.
L
Yet
what
we've
seen
is
that
there's
still
not
enough
resources
to
to
sorry
everybody
that
there
is
still
not
enough
resources
being
provided
in
schools
to
aid
students
with
mental
health,
and
it
is
vital
for
students
to
have
these
resources
and
progress
towards
this.
We've
created
position
papers
articulating
our
opposition
to
the
natural
presence
of
law
enforcement
in
school
and
have
advocated
for
the
diversion
of
funds
normally
allocated
to
police
to
be
erected
towards
more
extensive
social
emotional
support
that
would
further
aid
students.
M
Hello:
everyone,
my
name,
is
zara
mercer
and
I'll,
be
talking
about
some
of
our
work
involving
student
privacy
as
you've
noticed.
A
lot
of
bsax
work
is
defined
by
our
inside
outside
relationship
with
the
district,
which
means
we
generally
have
two
approaches
that
we
use
simultaneously
when
working
on
campaigns.
We
both
work
within
a
district
with
whom
we
have
an
excellent
working
relationship
and,
through
our
partnership
with
youth
on
board,
also
work.
We
also
work
with
other
youth
organization
groups
to
press
for
change
externally.
M
Our
work
around
student
privacy
is
no
different.
We
are
currently
working
with
the
student
to
student
migration,
movement
or
sim
to
push
the
district
to
end
any
collaboration
or
communication
between
b
at
bps
officers,
bpd
federal
law
and
immigration
enforcement.
Our
work
with
sim
in
this
for
the
spring
will
likely
focus
on
pushing
for
an
ordinance
banning
the
use
of
facial
surveillance
technology
in
boston.
M
Additionally,
sim,
along
with
the
unafraid
educators
and
several
other
groups,
was
instrumental
in
pushing
the
district
to
revise
their
policy
on
information
sharing.
One
of
the
one
of
these
things
that
came
out
of
this
division
and
policy
was
the
formation
of
a
district
working
group
to
continue
work
in
the
information
sharing
policy.
There
are
two
vsac
students
as
representatives
on
the
school
safety
working
group,
which
aims
to
review
their
new
district
policy.
M
M
I
You
so
much
zara
hello.
It's
me
again,
so
our
environmental
justice
subcommittee
is
divided
into
three
smaller
groups.
The
first
one
is
community
choice:
energy,
solar
and
transit.
Our
team
is
dedicated
to
ensuring
that
the
environmental
resources
that
have
been
historically
unaffordable
for
low-income
and
marginalized
communities
become
accessible
throughout
the
city
and
the
state.
This
includes
affordable
public
transportation
and
access
to
cleaner
energy
sources
for
electricity.
I
G
I'm
back
so
this
is
kat
again.
What's
up
y'all,
I'm
actually
a
part
of
the
master
news
alliance
team
and
there
we
serve
as
representatives
of
the
youth
sector
on
the
master
news
alliance.
There
we
focus
on
creating
policy
that
helps
marginalized
and
frontline
communities
that
would
be
and
currently
are
affected
by
climate
change
most
while
striving
to
create
a
greener
and
more
sustainable
economy
through
a
massachusetts
greenville
deal
which
we
actually
had
a
launch
for.
I
believe
it
was
two
weeks
ago.
G
N
Thank
you,
kat
hi,
everyone,
I'm
isabel,
I'm
a
sophomore
at
john
d
o'brien
and
my
team,
which
is
the
climate
education
curriculum
team,
is
dedicated
to
implementing
climate
curriculum
into
boston,
public
schools,
as
well
as
equipping
teachers
and
bps
staff
with
important
topics
on
environmental
racism,
adultism
and
general
education.
In
order
to
fully
educate
young
students
throughout
the
district
on
the
climate
crisis
and
how
it
could
impact
them
and
others
around
them.
N
H
A
Well,
thank
you
very
much
for
that
presentation.
It
was
really
thoughtful
and,
I
think
demonstrates
for
sure
your
desire
to
be
involved
in
issues
that
are
not
just
about
our
schools,
because
this,
you
know
all
of
what
happens
in
our
city
is
certainly
impacted
by
our.
You
are
impacted
by
all
the
things
that
happen
in
atrocity
just
want
to
check
what
was
next
on
our
list.
B
Thank
you
very
much.
I
really
congratulate
all
of
the
members
of
bisac
for
their
presentation
this
afternoon.
I
am
very
very
impressed
with
the
work
they're
doing
and
tremendous
activism
to
make
make
lives
better
for
students
in
boston,
public
schools
and
across
the
city
and
across
the
state
for
that
matter,
because
boston
leads
often
I
had
a
quick
question
about.
B
The
entrance
exam
and
your
approach
to
the
entrance
exam
their
experience
of
of
how
detrimental
or
how
difficult
that
experience
is
I'd
like
someone
to
speak
to
that,
and
then
also
the
environmental
justice
is
hugely
important.
Just
really.
I
commend
them
for
their
education
and
outreach
to
families
on
the
on
the
community
over
here.
Your
commitment,
choice,
energy-
is
really
important,
but
what
other
work
are
we
doing
to
educate
our
our
communities
and
families
about
environmental
issues?
Those
are
the
two
questions.
J
B
Your
experience
of
the
admissions
process,
what
you
found
was
difficult.
What
was
that
impact?
I?
I
grew
up
in
a
system
where
we
had
an
admissions
exam,
and
I
know
it
was
very
difficult
for
students
who
weren't
selected
so
and
just
any
experiences
that
you
would
like
to
share
or
or
how
you
would
like
to
see
the
system
fixed.
J
Definitely
the
admissions
process
is
extremely
difficult.
First
of
all,
I
think
there
are
definitely
disparities
in
the
way
students
are
given
resources
to
study
for
the
exams.
They
have
countless
programs
in
boston
to
study
for
these
exams.
However,
we
don't
all
have
the
same
access
to
them.
I
know
for
a
fact.
Some
of
my
friends
were
accepted
into
a
program
called
stepping
stones
that
helped
them
study
for
exam
school
entrances.
However,
I
was
not
even
told
about
that
program.
I
wasn't
told
about
any
test
preparatory
programs.
J
Therefore,
I
took
that
test
completely.
Blindsided
didn't
even
know
that
I
should
have
studied
for
the
test
didn't
start
studying
until
the
night
before,
because
I
was
unaware
of
how
difficult
that
exam
would
be
getting
the
letters
saying
that
you
didn't
even
score
high
enough
to
get
into
any
of
the
exam
schools,
but
o'brien
has
made
extra
seats
for
you.
It
just
makes
you
feel
bad
about
yourself
as
a
student.
J
It
makes
you
feel
incapable
and
able
and
honestly
when
I
got
to
the
school,
I
just
realized,
I'm
just
as
great
as
any
other
student
here,
I'm
more
than
capable
of
being
here
and
I'm
sure
a
lot
of
other
students
feel
that
way.
You
also
have
to
think
about
the
process
of
leaving
your
friends
coming
from
elementary
school.
So
when
your
friends
don't
get
into
the
same
schools,
you
do.
I
had
a
lot
of
friends
go
to
bls
and
they
turn
on
you
you're,
not
smart
enough.
J
O
Thank
you
and
then
thank
you
counselor
for
that
question.
I'd
like
to
just
replace
nate
assange
really
said
everything
I
just
like
to
replace
the
word
difficult
with
racist.
The
exam
schools
admissions
process
is
racist
period.
There
is
no
workaround
and
the
solution
shouldn't
be
a
workaround
and
it
should
not
be
a
band-aid
solution
period.
The
entire
system
needs
to
be
dismantled
because
standardized
testing
in
general
is
racist.
O
Back
when
I
was
in
the
eighth
grade
and
my
family
wanted
me
to
take
the
exam
school,
the
isd
to
get
into
the
school.
I
had
white
friends
who
were
going
to
you
know
like
much
more
better
funded
schools
with
much
more
resources.
Parents
can
pay
for
programs
outside
of
school
programs.
I've
never
heard
about,
and
I
was
getting
like
tests
that
were
already
done
and
marked
up
and
sort
of
how
to
erase
them
and
not.
O
So
I
just
wanted
to
emphasize
bsac
and
my
colleagues
push
towards
reforming
the
exam,
school's
admissions
policy,
and
I
just
want
to
be
very
clear
because
I
feel,
as
though
sometimes
I
feel
as
though
sometimes
adults
don't
really
get
to,
and
then
people
in
power
don't
really
get
to
hear
the
the
cut
and
dryness
of
of
these
types
of
statements.
But
this
isn't
supposed
to
be
a
band-aid
solution,
so
whoever
ends
up
getting
into
power.
O
You
know
I
like:
when
we
talk
about
politics
and
races,
I
don't
care
too
much
for
it
I
care
about
if
we
are
giving
our
students
what
they
need.
So
you
know
for
whoever
is
going
to
do
whatever
about
the
example.
Admissions
policy,
band-aid
solutions
aren't
allowed
because
you'll
end
up
having
the
same
problem.
We
need
to
dismantle
the
system
and
build
it
from
the
ground
up,
so
that
it
fully
supports
black
and
brown
students
period.
O
C
Thank
you
so
much
councilors,
sabi
george,
and
thank
you
to
all
the
students
for
your
leadership
and,
of
course,
for
that
incredible
presentation.
It's
excellent!
It's
it's
it's
beyond
helpful
and
really
just
grateful
for
the
work.
You
guys
have
been
doing
a
couple
of
questions,
because
I
know
the
five-minute
buzzer
will
go
off.
C
So
I'm
curious
from
where
you
guys
sit.
What
strategies
are
effective,
engaging
students
who
may
not
be
formally
a
part
of
bsac
but
obviously
a
part
of
our
student
population?
How
does
you
know
what
works
for
you
guys?
What
are
you
finding
being
effective
and
what
isn't
working
and
what
can
the
districts
do
better?
Based
on
what
you
guys
are
already
doing,.
K
Yeah,
I
can't
hop
in
on
that
once
again,
my
name
is
katie
malcolmis,
I'm
a
senior
at
boston,
arts
academy,
and
so
I
think
in
regards
to
the
counselors,
not
questions
we
recently
have
been
holding
on
restorative
justice
circles
with
sros,
which
was
actually
facilitated
by
our
on
the
restorative
justice.
Head
was
then
be
within
bps,
and
I
think
a
lot
of
our
conversations
with
the
district
have
been
around.
How
can
we
reevaluate
and
transform?
I
think,
ideally
for
vsac
our
stances.
K
We
believe
more
funding
should
be
taken
from
the
sr
roads
and
go
towards
mental
health
resources
such
as
social
workers,
guidance
counselors,
but
on
multiple
occasions
the
district
has
made
it
pretty
known
that
they
feel
sros
are
necessary,
and
so
I
think
right
now
we're
really
trying
to
reframe
our
thinking
in
what
are
the
different
ways
in
which
we
can
evaluate
how
sros
are
being
trained.
Do
they
have
to
be
run
through
bpd?
K
Is
there
another
evaluation,
can't
social
workers
be
trained
to
be
responsive
rather
than
reactive,
like
how
our
sro
officers
are
being
trained
and
really
trying
to
re-evaluate
that?
And
in
regards
to
the
student
and
family
engagement
and
how
we
feel
like
students
and
families
can
become
more
engaged
in
our
district?
It
really.
It
really
boils
down
to
information
justice
and
making
sure
that
the
information
is
accessible
and
being
advertised
to
our
families.
K
N
In
really
quickly
to
add,
for
especially
for
climate
education,
we've
done
many
facilitations
about
adultism
to
teach
young
children
how
you
will
be
affected
in
the
world
of
activism
and
how
you
stand
up
for
yourself.
We've
also
done
a
facilitation
on
climate
change
in
all
classrooms,
where
we
talk
to
teachers,
bps
teachers
on
how
to
implement
climate
curriculum
inside
their
own
curriculums
that
bps
gives
them.
N
We
also
did
a
supporting
your
youth
activist
to
parents
to
see
how
they
can.
They
themselves
can
support
their
young
activists,
and
this
doesn't
have
to
be
so.
They
can
learn
from
the
inside
of
school.
What
climate
education
is
without
having
to
be
part
of
bsac
like
you
said,
and
we
just
love
giving
workshops
and
teaching
young
children
and
young
students
what
it
means
to
be
an
activist
and
what
it
means
to
be
a
youth
leader.
A
J
Okay,
this
is
katherine,
I
100
agree
with
with
katie
and
isabel,
but
I
also
think
that
we
need
to
acknowledge
and
take
into
consideration
language
barriers,
make
normalize
that,
in
a
sense,
normalize,
translation
normalize
actually
to
now
in
different
languages
to
different
parents,
and
I
am
using
my
mom
as
an
example.
She
doesn't
know
english.
Therefore,
she
is
not
as
involved
in
the
district
as
she
would
like
to
be.
M
I
just
want
to
quickly
echo
something
that
kitty
had
said
again:
reaching
out
to
family
and
just
students
and
staff
is
one
like
a
big
thing
at
my
school
at
denison
inclusion
school.
What
we
try
to
focus
on
is
reaching
out
instead
of
having
people
come
to
us.
So
a
lot
of
times
I'll.
Have
my
admin
send
out
like
mass
emails,
saying
hey
we're
having
a
student
government
meeting
or
be
a
bsu
meeting?
M
So
if
you
want
to
come,
join
in
and
sit
down
and
listen
to
what's
happening
within
your
schools
reaching
out
and
even
sometimes
incentives
are
a
big
part
of
that
saying:
hey.
If
you
come
to
this
many
meetings,
you
can
get
a
10
gift
card
to
dunkin
donuts,
something
that
will
make
students
actually
want
to
show
up
and
come
or
even
just
ask
them
hey.
What
is
something
you
want
to
see
happen
in
your
school
and
they
say:
okay,
we're
going
to
talk
about
this
in
our
next
meeting.
D
D
I
know
that
I'm
here
for
all
of
it
all
the
things
that
you're
talking
about
things
that
I've
been
talking
about
for
100
plus
years
here
in
the
education
space.
So
many
of
these
things
are
not
new.
I
am
a
boston
public
school
graduate
and
my
daughter
now
is
a
bcps
student.
I'm
so
incredibly
grateful
for
you
all
and
your
advocacy
to
ensure
that
our
kids
have
what
they
need.
D
I'm
curious,
if
you
can
talk
a
little
bit
more
about
some
of
the
mental
health
and
wellness
piece
of
it
just
curious.
What
can
we
be
doing
more
aside
just
from
the
funding?
What
else
should
we
be
paying
attention
to
in
terms
of
mental
health
and
wellness
for
for
students?
If
anyone
could
talk
to
me
a
little
bit
about
that,
I'm
really
committed
to
the
mental
health
and
wellness
space,
because
I
I
feel,
like
we've,
asked
our
students
to
come
back
to
school
without
processing
all
the
trauma
that
they're
carrying
their
backpacks.
D
We've
asked
teachers
to
be
in
front
of
students
without
even
taking
a
moment
to
think
about
what
they're
carrying
and
we're
asking
parents
who
are
struggling
right
now
to
make
their
own
ends
meet,
some
of
who
are
facing
even
eviction
to
turn
into
teachers
and
to
support
remote
learning.
So
there's
a
lot
of
trauma
untreated
trauma
that
we're
not
talking
about.
So
I'm
just
curious
as
students.
What
are
some
of
the
things
that
we
should
be
paying
attention
to
in
the
times
that
we
find
ourselves
in.
G
So
I
wanted
to
speak
on
this
real,
quick
and
anyone
else
in
like
who
was
going
to
speak.
Please
jumping
out
there,
but
real
quick.
I
was
just
thinking
thinking
back
to
like
my
personal
experience,
in
terms
of
just
mental
wellness
and
just
mental
well-being,
mental
health
and
all
that
good
stuff.
And
for
me
it's
been
really
difficult.
G
G
There's
so
many
things
that
students
are
dealing
with
that
we're
not
necessarily
addressing,
but
we're
just
asking
a
lot
of
them
to
go
back
into
these
space
like
these
spaces
like
we're
robots
and
that
we're
we
can
be
programmed
to
do
as
as
they
tell
us
to
do,
and-
and
it's
even
more
messed
up
that
or
it's
ridiculous
and
pathetic.
That
teachers
as
well
have
to
deal
with
that
too,
because
we
should
definitely
pay
attention
to
our
students,
because
it's
like
what
all
of
my
peers
have
been
saying.
G
Without
without
the
students
there
would
be
no
district,
and
I
will
continue
to
say
that
and
firmly
believe
in
that.
So
we
make
up
the
district
and
we
should
be
paying
attention
to
to
the
students.
But
we
should
also
be
paying
attention
to
the
teachers
as
well,
because
they
also
help
to
make
a
lot
of
what
happens
happen
in
the
district.
G
So
I
mean
I
just
feel
like
it's
a
lot
to
do
with
making
sure
that
we're
providing
spaces
not
only
for
this
students
but
the
teachers
as
well
to
decompress
and
just
let
out
all
those
those
emotions
that
they
may
be
feeling
and
just
accept
that,
because
we
can't
expect
to
be
a
hundred
percent
normal
when
our
circumstances
aren't
100
normal.
So
yeah.
D
D
I
just
want
to
go
on
record
to
to
say
that
I
fully
support
ensuring
that
we
have
that
the
student
representative
on
the
school
committee
not
only
has
a
vote,
but
they
also
get
that
stipend
right
because
they
always
expect
people
who
have
no
resources
to
show
up
and
be
volunteers,
and
they
want
to
pick
our
brains
but
picking
our
brain
and
we're
done
with
that.
Picking
the
brain
season.
D
We
need
to
make
sure
that
people
get
compensated
for
for
their
their
expertise,
right
and,
and
I
think
lived
experience
needs
to
be
on
that
consultation
bracket,
and
so
I
think
that
I
just
want
to
go
on
full
support
and
letting
you
know,
especially,
mr
you,
mr
kamani
james.
I
know
how
hard
you've
been
working
on
this
whole
situation,
that
you
know
that
I
am
in
full
support
of
not
only
just
having
a
voice,
but
that
you
also
get
paid
because
you
go
hard
for
for
the
district
all
day
every
day.
D
So
I
just
wanted
to
just
put
that
out
there
and
all
of
your
policy
recommendations
that
you
have
set
forth
know
that
I
agree
with
everything
that
has
been
said
here.
It's
music
to
my
ears,
to
hear
young
people
fighting
for
the
things
that
I
know
are
going
to
make
the
lives
of
all
of
our
students
much
better,
including
the
exam
schools,
the
all
the
racism
that
exists,
the
funding,
the
education.
All
of
that
I'm
here
for
all
of
it.
H
I
also
wanted
to
add
one
more
thing
in
the
last
minute.
I
still
apologize
because
I
think
cassio
cat
hit
the
nail
on
the
head,
but
I
want
to
make
sure
that
we
also
do
note
that
we
get
counselors
and
resources
that
are
for
us
by
us,
so
reflective
of
our
diverse
student
population
that
we
have
here
in
boston,
such
a
melting
pot,
and
it
should
also
be
reflected
in
the
faculty
and
in
the
resources
that
we
have.
Thank
you.
E
Thank
you
so
much
to
all
of
you
frankly,
thank
you,
madam
chair,
but
thank
you
so
much
to
all
of
you
for
everything
that
you
said
like
it's
tough
to
follow,
counselor
mejia,
because,
frankly,
we're
aware
of
like
minds
on
this.
Basically
everything
she
said.
I
second
and
you
know
counselor
campbell
asked
my
question
about
school
police
or
newly
rebranded
school
resources.
Officers
and
councillor
mejia
asked
my
question
about
specifically
mental
health.
I
know
when
I
was
at
the
o'brien.
E
We
had
two
guidance
counselors
and
it
wasn't
until
I
was
in
college
that
I
realized
guidance.
Counselors
were
supposed
to
help
you
get
into
college,
because
our
guidance
counselors
did
so
much
work
actually
trying
to
work
through
folks,
mental
health.
While
we
were
there
and
that's
not
really
what
they're
for
and
so
my
hope
is,
we
can
get
more
resources
for
you
for
that.
E
One
of
my
questions
that
I
have
is
about
ethnic
studies.
Obviously
we're
trying
to
make
sure
that
we
incorporate
ethnic
studies
in
bps.
Many
of
you
have
now
been
at
bps
for
a
little
while
have
probably
experienced
what
I
experienced
when
I
was
at
bps.
You
know
I
was
in
a
ap
history
class
when
I
was
at
o'brien
when
they
talked
to
us
about
good
slave
owners
right.
E
So
I
had
those
experiences,
and
so
my
question
for
you
all
is
one:
have
you
seen
what
you
would
call
a
good
integration
of
ethnic
studies
and
if
not,
what
do
you
envision
being
a
good?
I
see
a
lot
of
head
shaking,
though
already
so
y'all
can
just
start
number
two,
which
is
what
would
good
ethnic
studies
look
like
for
you
in
bps
curriculum
white.
O
That
is
an
amazing
question.
Counselor
arroyo.
Thank
you
so
much.
This
is
actually
something
that
was
discussed
in
a
retreat
that
I
held
last
monday
with
several
people
here
about
educational
curriculum
and
pedagogy
within
the
district,
where
many
students
attended
and
lended
their
voice
and
the
need
for
ethnic
and
ethnic
and
race
studies
class
was
brought
up.
To
put
it
simply,
you
know
I'm
very
cut
and
dry
always
we
need
it
to
be
a
graduation
requirement
period.
O
There
are
adults
and,
and
quite
frankly,
they're
adults
walking
around
having
ignorant
conversations
about
race
and
ethnicity
and
and
using
that
ignorance
to
oppress
people
number
one
number
two:
there
are
young
people
walking
around
sort
of
going
through
identity
crises,
not
knowing
who
they
are
and
how
to
hold
conversations
in
in
diverse
spaces,
with
diversity
and
ethnicity,
race
and
just
diversity
and
thought
period.
So
what
does
a
comprehensive
ethnic
and
race
studies
course
look
like
in
bps
it
looks
like
its
own
class.
It
looks
like
its
own
class.
O
That
is
a
graduation
requirement
that
has
units
one
through
four,
maybe
or
however,
many
units
that
touches
upon
both
the
historical
and
contemporary
lens
of
ethnic
and
race
studies
in
the
social
construct,
the
idea
of
it
being
a
social
construct
and
how
it's
utilized
and
things
like
politics,
sociology
and
government
in
today's
society.
I
know
the
btu
has
created
some
type
of
model
that
teachers
and
I
believe
students
can
self-enroll
in,
and
I
think
that
needs
to
the
district
needs
to
go
to
them
and
sort
of
hire
them
to.
O
Let
them
create
that
infrastructure
to
implement
into
schools,
because
we
need
it.
We
need
it
not
only
because
we
need
to
educate
our
our
adults
and
our
young
people,
but
we
also
need
to
unlearn
a
lot
of
things.
The
we
walk
around.
We
don't
realize
that
we
walk
around.
We
walk
around
with
a
lot
of
colonized
minds,
a
lot
of
colonized
ideas
and
all
of
that
needs
to
be
unlearned.
N
I'm
going
to
go
really
quickly.
I
know
there's
a
lot
of
people
in
line,
but
since
you
are
from
ob,
I
wanted
to
emphasize
that
I
am
in
ap
world
history
right
now
and
I
have
the
same
teacher.
I
did
last
year
for
history
and
he
is
an
amazing
teacher
and
he
is
brazilian
and
he's
been
underrepresented
throughout
his
career
and
he
really
robert
strayer
his
textbooks.
N
Sometimes
this
teacher
steps
away
from
the
textbook
and
really
goes
deeper
into
personal
experiences
and
his
own
experiences
telling
us
that
when
the
book
talks
about
columbus
being
good,
we
turn
back
and
look
at
the
real
evidence
and
look
at
what
actually
happened.
Instead
of
always
going
by
the
book
teachers
give
you
work
papers
by
the
book.
That's
not
how
it's
supposed
to
be.
We
need
a
human
interaction.
We
need
a
teacher
who
has
been
oppressed,
a
teacher
that
had
knows
what
all
students
feel
like.
That's
what
really
needs
to
be
implemented
in
schools.
G
G
It
teaches
us
the
oppressive
side
of
history
and
it
it
just
shows
us
all
this
negative
like,
and
I
there's
a
lot
of
things
that
I
had
to
unlearn
myself
and
I
had
to
teach
myself
that
I'm
so
much
more
than
what
my
history
paints
me
out
to
be,
and
it's
crazy
that
we
still
like
in
the
district.
We
still
learn
the
same
repetitive
slave
slave
slaves,
and
I
understand
that
that
history
is
important.
G
But
what
about
the
history
of
the
other
student
of
the
other
students
in
the
class
like
money
was
saying
we
should
have
like
like
ethnic
studies
that
represent
our
classrooms,
because
at
the
end
of
the
day,
if
we
don't
have
that,
then
what's
the
point,
what's
the
point
of
teaching
students,
something
that
doesn't
really
pertain
to
them?
That's
why
we
lose
a
lot
of
students
while
a
lot
of
students
don't
feel
engaged,
they
feel
so
disconnected
emotionally
and
spiritually,
because
they
don't
they
don't
know
who
they
are
in,
like
that
history.
G
That
missing
piece
of
that
puzzle
can
like
make
or
break
a
student.
It's
like
whole
career.
So
I
think
that
if
we
really
like
care,
then
we'll
truly
dedicate
a
lot
of
history
and
teaching
and
just
yeah
just
what
all
of
the
kimonos
said
I
could
go
on
forever,
but
I'm
gonna
stop
right.
There,
oliver
kimono
said
100.
I
agree
with
it.
M
I
just
want
to
echo
something
that
a
few
leaders
have
already
said.
Already.
I
don't
understand.
I
have
two
amazing
history:
teachers,
mr
power
and
miss
vanessa
leisure.
They
kind
of
always
would
teach
us
the
textbook,
but
then
go
away
from
it
and
say
this
is
actually
what
really
happened.
I'm
actually
kind
of
tired
of
learning
about
christopher
columbus
and
how
he
was
a
great
man
and
I'm
tired
of
learning
about
how
we
have
you
bombed
on
the
pearl
harbor.
M
Yes,
that
was
bad,
but,
like
I'm
tired
of
hearing
the
same
thing
going
over
how
they
talk
about
how
it
was
their
fault,
but
really
it
wasn't
their
fault.
I
want
to
go
deeper
actually
into
the
cultures
that
we
learned
about
and
skip
through
the
history
book.
I
feel
like
ethnic
studies
shouldn't
just
be
a
class
b,
be
incorporated
into
our
daily
classes,
be
incorporated
into
our
regular
history
classes,
because
world
history
in
american
history
isn't
just
the
colonizers
and
the
white
people.
It's
the
slavery,
it's
the
jim
crow
era,
it's
more
than
that.
M
I
I
As
such
a
diverse
district
like
the
boston
public
schools,
we
have
so
many
different
cultures
and
it's
really
important
that
every
single
student
and
teacher
reflect
the
culture
they're
teaching
and
have
half-lift
experiences
that
could
connect
with
what
they're
teaching,
because
their
real
and
real
lift
experiences
will
allow
them
to
connect
with
the
students
and
teach
from
you
know
the
root
of
the
history
rather
than
what
is
on
the
surface.
Thank
you.
A
P
Thank
you.
Thank
you,
counselor
sabi
george,
for
this
important
discussion.
Thank
you
to
the
students
that
are
participating
and
for
your
leadership
on
this
discussion
as
well
enjoyed
listening
to
the
questions
from
my
colleagues,
but
also
enjoyed
listening
and
learning
about
your
answers
and
your
life
experience.
P
P
They
don't
have
a
voice
in
government
or
society,
they
may
be
undocumented,
but
they
deserve
to
be
treated
fairly
and
with
respect-
and
I
know
that's
what
you're
advocating
for
here
today
and
in
your
life.
So
thank
you
for
giving
me
a
few
minutes
to
talk
to
you,
but
I
especially
learned
learned
a
lot
just
listening
to
you.
Thank
you.
Counselor
sabi
george.
A
A
I
do
want
to
make
just
a
quick
note
that
you
know
I'm
fully
supportive
in
full
support
of
the
student
vote
as
I'm
I'm
the
one
that
filed
the
home
rule
petition
for
that.
We
are
disappointed
and
anxious
that
we
haven't
been
able
to
move
as
quickly
as
we'd
like
to
on
that
piece,
as
well
as
the
the
the
stipend
piece
as
well.
You
know
for
sure.
A
A
I
don't
think
that
date's
been
confirmed
yet,
but
we
are
looking
forward
to
moving
quickly
on
that.
I'd
love
it.
If
you
could-
and
I
also
can't
wait
to
participate
in
the
platform,
I
can't
wait
to
read
the
platform
and
participate
in
the
forum
regarding
that
platform.
As
the
election
season
heats
up,
I
would
love
to
hear
a
little
bit
about
the
relationship
from
anyone
here.
Students,
of
course,
but
maria
or
jenny,
may
be
able
to
add
to
this
as
well.
R
R
We
have
what
we
call
an
inside
outside
partnership
and
so
the
way
we
administer
the
program,
we
have
the
two
staff
members
that
kat
did
a
beautiful
job,
explaining
sort
of
the
bps
support
end
of
it,
and
so
myself
and
jenny
fernandez
administer
and
the
internal
end
of
it,
and
we
are
under
the
office
of
student,
family
and
community
advancement
and
we
have
a
whole
other
sort
of
level
of
support
from
monica
roberts
and
some
other
staff
members.
So
we
work
very
closely
as
a
team.
R
Our
program
is
because
of
the
capacity
that
youth
on
board
builds
for
us
to
be
able
to
do
the
work
that
we
do
and
to
have
the
staff
that
we
have,
and
so
I'm
gonna
take
a
guess
at
the
numbers,
but
I
think
we're
close
to
maybe
10
or
11
direct
program
staff
from
the
youth
on
board
and
with
jenny,
suzama
and
then
with
also
a
development
director
and
other
folks.
That
really
think
about
how
do
we
provide
stipends
for
our
young
people?
How
do
we
provide
transportation
if
there's
a
late
night
meeting?
R
Q
Yeah
great
question
anisa
that
basically
the
history
about
well,
I
don't
know
if
people
on
this
call
know
that
bsac
was
put
forward
as
a
law
by
youth
activists
back
around
the
desegregation
time.
So
it
was
it's
a
state
law
that
every
city
and
town
in
massachusetts
is
supposed
to
have
a
sac.
If
you
go
onto
the
board
of
education
website,
it's
hidden
somewhere,
but
it
is
there.
Q
So
we
got
a
phone
call
about
25
years
ago
from
one
of
the
school
boston,
school
committee
members
and
said
you
know,
isn't
this
what
you
guys
do?
Aren't
we
supposed
to
have
a
student
on
the
school
committee?
So
we
came
in
and
helped
create
this
partnership.
We
got.
I
said
I've
known
maria
for
years,
and
I
said
I
know
exactly
the
person
that
needs
to
work
on
this.
They
gave
us
a
choice
of
should
maria's
position.
Q
It
was
funded
by
carnegie
money
originally,
and
should
that
and
bill
gates,
the
the
gates
money
also
funded
the
position
and
they
said,
should
maria
be
part
of
youth
on
board
staff
or
should
be
bps
staff.
So
we
said
bps
staff
for
sure.
So
it's
this
beautiful
inside
outside
partnership.
What
we
have
here
is
we
have
an
organization,
a
group
of
young
people
that
can
have
access
to
the
superintendent
on
a
bi-weekly
basis,
have
access
to
the
city
council
and
can
push
from
the
outside.
Q
It
is
an
incredible
model
that,
and
it
would
not
work
without
the
without
this
incredible
team
of
young
people
really
being
like.
It's
like
this
balance,
and
it
gets
tricky
sometimes
because
sometimes
you
want
when
you,
when
you're
getting
funding
and
you
and
you're
trying
to
think
about
pushing
and
kamani
has
been.
You
know
you
know
just
so
generous
with
us
about
you,
know,
sort
of
knowing
that
there's
limitations
on
some
things
that
we
can
do.
Q
A
Great,
I
actually
didn't
realize
I
was
a
member
of
be
sacked.
I
think
like
1988
91
or
so
I
so
post
91.
There
was
a
period
of
time
where
there
wasn't
a
student
member
on
the
school
committee.
Yes
for
for
maybe
10
years.
Oh
really,
I'm
I'm
surprised.
I'm
surprised
to
learn
that
I
should
do
a
little
bit
more
and
maria's.
A
B
C
No,
I
I
just
thank
you
I
I
just
wanted
to.
I
had
one
other
question
around
ethnic
studies,
but
I
think
everyone
answered
that
so
done
done
and
done
so.
Thank
you
because
it's
critically
important.
So
I
appreciate
all
the
students
comments
on
that.
I
guess
one
question
I
have
is
specifically:
if
anyone
has
thoughts
on
the
current
proposed
budget,
obviously
the
council
will
at
some
point
go
through
the
budget
process.
We
were
reviewing
it.
So
I
didn't
know.
C
Students
had
some
immediate
thoughts
on
the
proposed
budget
and
then,
of
course,
you
know
maria
and
jenny.
Thank
you
so
much
for
your
leadership
for
your
hard
work
as
well.
Obviously,
you're
thanking
the
students,
but
thank
you
both
as
well
and
I'll
just
say.
If
no
one
has
any
comments
on
the
budget,
it's
important.
I.
A
C
Thank
you
and
I
do
want
to
just
go
on
the
record
because
I
know
it's
a
hearing.
That's
coming
up
on
the
stipend
and
the
vote
for
the
student.
Yes,
yes
and
yes,
and
so
really
appreciate
besak's
leadership
and
advocacy
on
this
particular
point.
So
I
didn't
say
that
earlier.
But
do
you
want
to
lift
that
up,
yeah
and
kimani
or
anyone
else?
If
you
guys
have
thoughts
on
just
the
initial
budget?
That's
all
I
have
counselors
george.
Thank
you
great.
Thank
you.
O
O
I
have
been
going
through
my
budget
packet
every
day,
actually
with
nate
cooter,
some
b
sackers,
a
non-profit
that
works
to
sort
of
analyze,
bps's
budget
number
one
is
the
the
the
amount
of
funding
and
grants
that
is
not
funneled
through
bps's
calculation
for
the
budget,
bls
has
a
60
million
dollar
endowment
and
they're
getting
33
million
dollars
from
the
district.
That
in
itself
is
unacceptable
and
it
is.
It
is
the
sort
of
epiphany
of
what.
When
we
talk
about
inequities,
that's
just
what
it
is.
O
O
Is
that
the
district
isn't
allowing
the
district
isn't
allocating
enough
money
from
these
esser
funds
for
this
upcoming
school
year,
and
it's
critical
that
we're
putting
in
whatever
we
can
specifically
from
federal
aid,
because
we
are
going
to
be
getting
more.
I
think
it's
really
critical
to
put
and
allocate
a
lot
of
money
into
our
students
this
upcoming
school
year,
because
we're
transitioning
out
of
covid,
and
I
would
say
my
third
last
concern
I
can
go
on
for
days.
O
You
know
sort
of
presented
by
the
city
council
to
really
make
sure
that
we're
giving
community
members
the
the
the
chance,
because
you
know
they
have
the
chance
to
come
and
speak
about
the
budget.
That's
public
comment,
but
they
can't
speak
about
the
budget
if
they
don't
know
how
to
read
it.
So
how
are
we?
How
are
we
adequate?
How
are
we
going
to
create
a
system
where
we
can
teach
people
like
this
is
what
this
means.
This
is
what
that
means,
etc,
and
actually
you
know,
push
them
to
get
involved.
O
I
didn't
know
how
to
read
the
budget
I
had
to.
I
had
to
sit
down
in
a
it
was
a
three-hour
meeting
with
nate
cooter
in
in
you
know,
it
wasn't
even
discussing
the
actual
details
of
the
budget.
It
was
more
so
well.
Where
do
I
flip
to?
If
I
want
to
know
this,
or
what
does
this
mean?
What
does
this
acronym
mean?
We
need
it's.
What
katie
was
talking
about
it's
information
justice
again,
I
can
go
on
forever.
I
would
love
to
have
no.
C
This
is
very
helpful.
I'm
sure
my
time
ran
out,
but
thank
you
counselor.
Cyber
george,
thank
you,
and
I
know
counselor
bach
is
on
here
and
done
has
done
some
really
great
things
to
open
up
our
processes,
so
there
is
a
deeper
understanding
so
perfect
time
in
council
box.
Thank
you,
counselor
sabi
george,
and
thank
you
to
all
the
students.
A
D
D
Mindful
of
of
this
work,
that
the
young
people
are
doing
and
not
give
them
lip
service
right
because
oftentimes
we
say
that
young
people
are
the
future,
but
we
rarely
create
opportunities
for
them
to
to
be
such,
and
I
think
that
kimani
is
right
on
point
in
terms
of
you
know
saying
that
we
need
to
think
about
this
for
all
ages.
Right,
let's
see,
we
would
love
for
our
budget
conversations
to
be
informed
by
students.
I
know
that
the
boston
city
council
has,
I
mean
the
boston
mayor.
D
The
mayor
has
a
a
youth
line
item.
That's
like
a
million
something
dollars
that
they
get
to
allocate,
but
I
think
that
when
you
are
thinking
about
budgets
and
youth
voice,
I
think
that
you
should
have
a
voice
in
all
pieces
of
city
government
right
and
creating
an
opportunity
for
them
to
talk
about
housing.
To
have
young
people
talking
about
public
safety,
it
should
not
just
be
you
all
are
the
be
sack
and
you
just
talk
about
education
or
you
are
the
mayor's
council,
and
you
only
talk
about
this.
D
Well,
not
literally
now,
right
now,
you're
on
you
know,
remote
learning,
you're
all
sitting
at
home,
but
in
the
in
the
normal
sense,
you'll
be
in
these
schools
sitting
in
front
of
these
teachers,
and
I
think
that
your
voice
is
critically
important
in
terms
of
shaping
what
we're
fighting
for
and
the
young
person
that
talked
about
language
access.
Your
story
resonated
with
me
so
much
it
like
my
mom
still
to
the
state.
D
Does
not
know
how
to
speak
english
and
she
didn't
even
go
beyond
third
grade,
so
didn't
even
know
how
to
read
and
write,
even
in
her
own
native
language
right
and
so
that
piece
around
information.
Justice
is
something
that
is
deeply
important
to
me
and
I'm
glad
to
see
that
you
all
brought
it
into
the
space,
because
information
justice
is
part
of
equity
and
so
just
incredibly
grateful
for
you
all
all
the
work
that
you
do
and
jenny.
Thank
you
so
much
for
your
leadership,
maria.
D
I
just
think
that
youth
and
adult
collaboration
are
really
important
and
and
as
we
continue
to
do,
this
work
always
centering
it
on
the
experts
and
the
young
people
are
the
experts
in
these
spaces,
and
so
we
take
our
leadership
and
our
direction
from
them.
So
thank
you
for
all
that
you
do
continue
to
be
as
fabulous
as
you
are,
and
I'm
here
for
all
of.
A
It
I
thank
you
very
much
councillor,
mahir
and
excited
as
me,
and
my
office
work
on
our
city
council
youth
council,
around
rolling
out
some
very
intentional
and
thoughtful
ways
to
include
student
voice
in
all
of
the
work
of
the
city
council,
because
it
is
so
much
more
than
education
and
grateful
that
the
students
today,
through
their
presentation,
have
identified
things
outside
of
the
educational
space
in
which
they
focus
on.
Thank
you
for
all
that
counselor
arroyo.
E
E
I
think
one
of
the
things
that
I
took
away
from
that
is
it's
troubling
to
me
that
it
was
repeatedly
said
that,
in
order
for
you
to
actually
get
true
ethnic
studies,
your
your
teachers
had
to
walk
away
or
step
away
from
the
textbook
which
for
me
screams
that
we
have
to
analyze
exactly
what
textbooks
we're
putting
in
front
of
our
students
to
begin
with
and
have
some
kind
of
system
or
format
of
screening.
What
you're
seeing
I
mean,
I
I
read
you
know.
On
a
personal
level,
I
read
the
books.
E
I
give
my
nieces
and
nephews
before
I
give
them
those
books
and
so
at
a
minimum.
We
should
be
doing
this
for
our
boy
ps
students,
because
any
book
that
is
telling
you
anything
about
christopher
columbus,
that
is
the
opposite
of
rape
and
genocide
of
an
entire
generation
of
people,
is,
is
problematic
to
me,
and
this
was
the
same
issue
I
had
with
bps
history
books
when
I
was
in
school.
E
As
far
as
you
know,
your
vote
for
a
student
representative
in
a
stipend
I'm
wildly
in
support
of
that,
but
I
think
my
my
one
question
for
you
all
is
we've
talked
about,
and
this
was
prior
to
colbit.
So
I
don't
know
how
remote
learning
has
really
impacted
this,
but
inclusionary
learning
and
what
different
models
of
inclusionary
learning
makes
sense
in
terms
of
how
many
teachers
we
have
in
the
classroom
and
how
that
works
and
how
that
operates,
and
so
you
know
obviously
covet
and
working
remotely.
E
I
don't
know
how
that's
impacted
any
of
that
in
a
positive
way,
but
I
guess
my
question
for
you
all
and
whoever
wants
to
answer
it.
If
nobody
feels
equipped
to
answer
it.
Do
you
have
an
inclusionary
model
that
you've
gone
through
that
you
believe
in
or
that
you
have
heard
that
you
support
what,
if
you
have
any
opinion
or
thoughts
on
just
the
inclusionary
models
presented
for
or
how
we
work
in
classrooms.
K
Oh
no,
I
just
wanted
to
ask
for
clarification.
Make
sure
I
answer
the
question
correctly,
so
I
was
in
a
party
I
actually
just
learned
vsac
this
year,
so
I
wasn't
a
part
of
it
last
year
when
that
discussion
came
up,
but
I
think
one
way
that
I've
seen
so
I
go
to
boston
arts
academy,
which
is
a
full
inclusive
school.
K
So,
whether
that's
writing
a
paper
or
if
it's
creating
a
presentation
or
doing
like
a
graphic
model
or
a
slide-
and
I
think
that's
been
really
helpful
for
different
students
of
different
needs,
especially
students
that
are
neurodivergent.
So
last
week,
like
kimani,
said
many
of
us
held
these
town
halls
and
one
of
the
biggest
things
we
heard
was
in
regards
to
mental
health.
K
There's
a
huge
lack
of
support
for
our
neurodivergent
students,
especially
with
the
transition
to
remote
learning,
and
how
a
lot
of
neurodivergent
students
have
tr
have
struggled
because
they've
gone
from
having
this
in-person
schedule
to
now
having
to
fully
transition
it
to
remote
learning
and
how
it's
been
hard
to
accommodate
to
the
online
learning.
And
so
I
think,
having
outcomes
based
grading
where
one.
K
It
also
pushes
this
emphasis
on
students
really
taking
full
control
of
their
education
and
being
able
to
identify
their
learning
styles
and
being
able
to
identify
how
they
can
best
grab
content
and
concepts.
I
think
it's
really
beneficial
and
once
again,
when
looking
at
an
inclusive
setting
in
an
inclusive
classroom,
it
allows
students,
like
you
mentioned,
of
different
needs,
to
be
really
be
able
to
learn
in
the
ways
that
they
need,
and
it
also,
I
think
in
my
school.
K
We
have
at
least
one
support
in
the
room
like
a
secondary
teacher
for
students
that
might
have
special
needs,
but
I've
even
seen
classrooms
where
we
have
one
teacher
and
now
it's
working,
because
students
are
able
to
freely
ask
questions
and
vocalize
how
they
need
to
grasp
the
content.
I
hope
that
answered
your
question.
No.
E
That
was
incredibly
helpful.
I
appreciate
that.
I
also
you
know.
Obviously,
students
learn
in
different
visual
mediums.
My
brother
is
actually
an
alum
of
baa,
so
it
doesn't
surprise
me
that
they
would
find
different
ways
for
folks
to
express
themselves
and
make
sure
that
they're
showing
their
content.
That
actually
makes
a
lot
of
sense,
and
so
I
appreciate
that
answer
very
much.
Thank
you.
So
much.
A
Thank
you,
council
arroyo,
council
flaherty,
I
think,
has
left
my
screen
and,
as
has
sorry
just
looking
at
my
screen
from
a
distance
here,
counselor
bach
welcome
if
you'd
like
to
give
I'll,
give
you
a
few
extra
moments.
If
you'd
like
to
give
us
some
general
statements
and
ask
some
questions
of
our
boston
student
advisory
council
members.
S
Thanks
so
much
madam
chair,
I
I
think
I
was
late
enough
that
I
I
don't
want
to
risk,
asking
questions
that
folks
have
already
answered
and-
and
I'm
gonna
have
to
review
the
tape
for
the
first
hour.
I
I
definitely
wanna
lift
up
what
kamani
said
about
information,
justice
and
the
budget
and
say
that
I
would
love
to
work
with
vsac
around
the
school
budget.
I
also
think
there's
a
dynamic
there's
a
dynamic
for
the
council,
where
the
school
budget
like
we're
at
this
weird.
S
We
have
this
weird
relationship
to
the
school
budget,
because
the
only
thing
we
vote
on
at
the
end
of
the
day
is
the
absolute
number,
because
the
line
items
are
all
voted
on
at
the
school
committee
level,
and
so
and
so
sometimes
that
can
be
a
frustration
to
us.
But
I
think
that
what
our
process
can
do
is
create
like
a
lot
of
space
for
like
the
real
public
public
education,
about
the
budget
and
and
going
back
and
forth
on
what
our
priorities
are
and
how
it's
structured.
S
S
In
our
you
know,
municipal
elections
and
beyond
so
a
conversation
for
another
day,
but
but
just
yeah
have
always
found
you
all
really
inspiring
and
again,
I'm
sorry
that
I
was
at
another
commitment
and
so
late
to
this
table,
so
I
I
won't.
I
won't
take
up
too
much
more
air
time,
but
look
forward
to
the
collaboration
on
the
budget.
Thank
you,
madam
chair.
A
Thank
you
very
much,
counselor
bach,
and
I
know
that
a
few
students
had
to
peel
off
at
the
5
30
hour.
So
I'll
use
this
as
an
opportunity
to
ask
the
last
question
unless
someone
from
central
staff
tells
me
otherwise,
I
think
we
have
no
public
testimony.
I
am
curious
and
we'll
talk
about
this
in
greater
detail
at
our
student
vote
hearing,
but
I
am
curious
about
how
we
encourage
students
to
join
bsac.
How
do
we
make
sure
that
we
do
have
that
100
representation
understand
that
we're
so
close
to
that?
O
I
would
love
to
answer
this
as
briefly
as
I
can,
because
I
hate
feeling
as
though
I
talk
too
much,
you
kill
two
birds
with
one
stone
and
you
implement
city
government
into
the
classroom.
We
need
a
civics
course
that
gives
students
the
information
about
how
boston
politics
is
ran.
Here's
what
school
committee
is-
and
here
are
the
people
that
are
on
school
committee-
hey
there's.
This
amazing
thing
called
public
comment
that
you
can
go
to.
You
know
what
you
don't
have
to
do.
O
A
written
homework
assignment
your
homework
assignment
is
to
go
to
public
comment.
Give
a
public
comment
come
back
the
next
day
and
let's
talk
about
it,
that's
your
homework
assignment,
because
you
have
demonstrated
that
you
understand
how
a
school
committee
in
your
city
works.
Let's
learn
about
city
council
who
are
who
are
the
members
of
city
council?
What
do
they
do?
What's
their
jurisdiction,
what
falls
under
their
sort
of
jurisdiction?
What
doesn't
go
to
a
city
council
hearing,
listen
to
one?
That
is
passionate,
and
you
know
some
committee
hearing.
O
O
What
systems
what
systems
in
local
government
are
in
place
that
needs
to
be
that
needs
to
be
a
civics
course
period.
It
needs
to
be
a
civics
course.
Students
should
not
have
to
go
out
their
way
to
go,
learn
it
because
that's
independent
studies
that
they're
not
getting
compensated
for
and
that
they're
not
getting
credit
for,
and
once
you
put
that
into
the
classroom,
they're
going
to
be
like
wow
all
these
different
avenues.
G
Again,
money
said
at
all:
I
think
that
we
should
just
mandate
these
type
of
things
in
classes
and
just
teach
people
that
the
power,
not
people,
the
young
people,
the
power
of
their
voices,
because,
right
now
everybody
feels
silence
that
I
hear
a
lot
of
students
in
my
class
say:
oh
like
I,
I
don't
feel
like.
I
have
a
voice
in
the
district.
I
don't
know
what's
going
on
and
usually
things
hap
like
happen
to
get
to
them
when
they're
already
happening
or
it's
too
late
for
them
to
do
anything
about
it.
G
So
I
think,
rather
than
waiting
until
it's
too
late,
how
about
you
actually
implement
our
voices
into
the
conversation
when
things
are
just
starting
to
get
created,
just
like
kimono
is
saying,
make
sure
that
it's
mandated
in
classes
and
that
they're
taught
about
this
because
yeah
all
the
courses
are
great.
You
know,
like
sure
I
mean
learning
whatever
I
learned
in
math
and
whatever
it's
good
like.
It's
don't
get
me
wrong.
G
It's
important
but
like
this
is
far
more
important
because
it
dictates
how
my
four
years
or
however
many
years
I
spend
in
bps
is
gonna.
Look
like,
and
if
I
don't
have
a
say
in
that,
what's
the
point
of
me
being
a
part
of
bps
doesn't
make
any
sense
to
have
other
people
have
me
on
a
leash
and
run
me
around.
I'm,
not
an
animal,
so
stop
treating
me
like
one.
G
That's
how
I
view
it
and
I
think
that
just
adults
in
general
should
stop
viewing
young
people
as
objects
like
like
they
can
do
whatever
they
want
with
us.
That's
how
it
feels
like
and
just
removing
the
adults
frameworks
that
are
in
place
and
things
just
things
of
that
nature
and
then
also
making
sure
that
we
ensure
that
teachers
and
and
principles
because
principles
don't
tell
us.
I
didn't
find
out
what
bc
was
until
my
junior
year.
That's
pathetic.
G
I've
been
saying
I've
been
throwing
around
the
pathetic
word
a
lot
but
like
this
is
truly
upsetting
that
I
didn't
find
out
about
it,
because
I
would
have
loved
to
have
been
a
part
of
b-side
my
freshman
year
working
my
way
of
building
all
the
connections
I
could
have
been
building
and
actually
helping
make
a
difference
in
the
district
so
yeah.
I
just
think
that
making
sure
that
of
school
officials
are
actually
like
to
the
whole
school.
Not
just
select
you
too,
that's
another
thing
that
irritates
me:
all
students
are
not
giving
equal
opportunity.
G
I
I
just
wanted
to
provide
some
more
context
on
the
civics
course.
So
for
the
past,
you
know
three.
Four
years
I've
been
on
vsac
we've
actually
worked
on,
creating
a
civics
course
within
the
curriculum.
However,
that
course
is
not
mandated
and
needs
to
be
mandated.
So
every
single
student
have
access
to
this
course
and
we
have
to
make
sure
that
is,
you
know,
funded
fully
within
the
boston
public
schools
budget,
because
we
need
to
make
sure
that
every
single
school,
no
matter
you
know,
if
they're
a
charter.
If
they
are,
you
know
exam
schools.
I
J
Counselor,
thank
you.
I
just
I
just
had
to
make
it
clear
that
vsan
should
be
taught
in
some
civics
classes,
so
that
students
who
are
actually
passionate
about
the
work
can
go
and
join.
I
also
have
to
say
that
this
kiwani
became
the
student
representative
six
months
after
joining
visa
katie
didn't
find
out
about
vsax
or
her
senior
year.
I
didn't
find
out
about
besiktas.
In
my
junior
year,
patio
didn't
find
out
about
bisac
until
his
junior
year
now
look
he's
the
president
that
it's
a
pattern.
J
We
need
to
be
teaching
students
about
what
we
need
to
be
teaching
what
city
council
is
and
we
need
to
make
it
relate
to
them,
because
students
don't
care
if
it
doesn't
relate
to
them.
And,
lastly,
we
need
students,
teaching
other
students,
I'm
not
interested
in
an
adult
telling
me
something
they
have
nothing.
They
have
no
knowledge
about.
They
don't
know
about
at
all.
We
need
students
teaching
other
students,
we
need
them
getting
community
service
hours.
Just
like
you
get
community
service
hours
to
be
a
manager
for
a
football
team.
R
Yes,
thank
you
counselor.
So
the
only
other
thing
I
would
add
yes,
agree
with
everything
that
young
people
said
is
that
at
the
school-based
level,
we
need
to
figure
out
how
to
build
the
capacity
of
the
staff,
so
the
test
back
into
the
adultism
trainings
and
really
having
young
people
be
at
the
center,
and
it's
something
that
we
have
struggled
when
we
think
about
the
budget
at
the
district
level
is
how
do
we
at
least
have
one
adult
ally
at
the
school-based
level.
That's
thinking
about
the
civics
course.
R
B
R
A
O
O
I'm
sorry,
I
just
really
quickly
had
to
say
city
councilor,
snobby
george,
while
while
many
of
us
here
may
have
a
student
government
at
our
schools,
I
just
wanted
to
point
out
that
a
lot
of
the
time
our
student
government,
as
I
can
speak
about
mine
specifically
at
bla,
is
for
show
it's
performative
it.
You
know
administrators,
don't
really
allow
them
to
have
any
actual
influence
at
the
table
at
the
space.
When
we
talk
about
student
voice,
we
don't
want
student
voice
anymore.
That
was
acceptable
ten
plus
years
ago.
O
Now
we
want
it
to
be
translated
into
policy,
we're
asking
for
something
and
we're
asking
for
more
power.
So
you
know
any
school
can
easily
put
in
place
of
student
government,
but
it's
about
the
fact
of
are
administrators
in
that
school
being
held
to
that
expectation
and
are
there
consequences
for
lack
thereof
when
it
comes
to
them
actually
holding
an
elevating
student
voice.
J
Okay,
I
was
just
was
really
going
to
echo
on
what
nasaj
said:
let
the
students
teach
for
once.
I
am
tired
of
having
to
sit
in
a
classroom
where
teachers
just
pass
papers
and
don't
really
care
about
the
topics
they're
really
teaching.
So,
yes,
let
the
students
teach.
I
think
that
I
have
been
like
a
broken
record
when
I
am
really
trying
to
emphasize
on
the
the
varieties
of
languages.
I
definitely
100.
I
am
putting
myself
in
the
line.
J
We
understand
a
lot
better
when
we
are
speaking
in
our
home
languages,
and
this
is
something
important.
So,
let's
normalize
this
and
let's
say
you
as
a
student,
you
can
teach
this
in
several
languages
because
we
want
students
to
be
engaged.
I
myself
struggle
with
big
vocabularies.
I
myself
struggle
with
knowing
all
the
terms
that
happen
in
the
district.
Everything
I
have
a
hard
time.
So
I
know
students
who
aren't
flapped
yet
are
going
to
have
a
harder
time.
J
So
I
didn't
just
really
trying
to
advocate
and
just
let's
normalize,
this
being
in
different
languages,
because
at
the
end
of
the
day,
america
is
not
only
english.
America
doesn't
have
a
language
set
down
in
barriers,
so
let's
literally
lift
that
up
and
be
in
multiple
languages,
because
I
want
students
to
be
able
to
understand
and
really
be
able
to
engage
within
our
district,
and
I
am
sure
well.
At
least.
I
hope
that
boston
wants
that
as
well.
A
B
K
I
just
wanted
to
echo
off
of
what
maria
had
shared
about
us
needing
to
have
adult
allies
in
our
schools
that
are
willing
to
push
for
students
to
be
in
leadership.
I
just
think
we
just
need
to
scratch
the
idea
and
have
a
district
mandate
policy
like
you
have
to
have
students
at
the
table.
It's
not
a
question.
We
just
need
to
eliminate
this
adultest
rhetoric
that
it's
up
to
the
adults
to
decide
whether
or
not
us
students
are
allowed
to
be
present.
I'm
going
off
of
the
discussion
of
dsac.
K
I
didn't
know
what
vsac
was
until
this
year
after
I
was
told,
I
could
not
run
for
student
body
president
at
my
school,
and
so
my
school
appointed
me
to
be
sad.
I
honestly,
if
I'm
being
fully
transparent,
I
thought
I
was
going
to
go
to
the
first
meeting
of
bsac
and
then
not
attend
again
and
luckily
I
fell
in
love
with
the
work
and
realized
it's
the
place.
K
I
have
people
on
my
student
government
that
have
been
in
student
government
for
four
years
and
don't
know
what
bsac
was
it
wasn't
until
this
year
that
I
started
advocating
and
said:
b-side
needs
to
not
only
be
on
student
government,
but
it
needs
to
be
an
e-board
position
at
the
end
of
the
day.
I'm
not
just
representing
you,
know
the
senior
class,
I'm
representing
everybody
in
our
school
at
a
district
level.
So
we
really
need
to
amplify
that,
and
through
this
year
my
school
I've
seen
my
school
go
through
a
transformative
process.
K
Where
now
we
have
students
at
every
single
faculty
senate
meeting
students
are
leading
the
grading
policy
task
force
to
have
this
initiative
to
have
an
anti-racist
grading
policy.
I
push
and
I
I
simply
tell-
and
I
think
we
need
to
normalize
this-
that
students
are
the
ones
really
guiding
our
our
adults
in
power
like
this.
There
would
be
no
district
that
there
was
no
us
and
we
need
to
normalize
students
giving
feedback
like.
K
I
simply
tell
my
principal
and
luckily
miss
clark,
the
principal
of
boston
arts,
academy,
she's,
amazing
and
she's
all
for
student
voice
and
involvement,
and
so
she
really
takes
in
what
we
say.
But
we
simply
have
a
policy
now
in
our
school
that
if
a
student
is
in
a
decision-making
body
in
the
school,
they
are
not
sitting
there.
If
they
do
not
have
a
voting
right
and
with
every
decision-making
body,
there
has
to
be
at
least
not
one
but
two
or
three
students
present
and
we
have
to
have
students.
K
I
have
close
to
10
students
from
my
school
coming
to
give
public
comment
at
school
committee
tomorrow,
like
they
would
have
not
known.
If
I
had
not
joined
b
stack,
they
would
not
have
known
what
public
comment
was.
What
school
committee
was
they're
coming
in
with
issues
that
I
haven't
even
thought
about?
We
have
students
coming
with
the
fact
that
seniors
are
receiving
no
support
district.
Why?
Because
they're
talking
out
there
they're
talking
to
their
friends
from
10
other
high
schools,
that's
not
just
their
own
and
how
they
read.
K
They've
received
minimal
to
no
support,
and
so
our
students,
I
think
we
really
like
I
keep
saying
we
need
to
normalize
on
the
idea
that
our
students
are
the
ones
that
truly
know
best
within
the
district.
We
are
the
ones
experiencing
it
experiencing
it
firsthand,
so
we're
the
ones
that
can
honestly
probably
provide
the
best
solutions.
K
K
We
just
need
to
eliminate
this
entirely
district-wide,
because
then
we're
going
to
keep
running
into
the
same
issues
that
we
have
now,
where
some
schools
do
other
things
we
spoke
about
this
last
week
in
our
town
halls,
where
I
was
even
talking
about
ap
and
dual
enrollment
courses,
the
exam
schools.
I
only
have
one
ap
course
offered
in
my
school,
like
we
just
need
to
normalize
this.
This
fact
that
this
autonomy
can
be
no
longer.
We
just
have
to
things
that
every
student
deserves
every
student
deserves
for
their
voice
to
be
heard.
K
A
Q
Well,
first
of
all,
counselor
asabi
george,
this
is
amazing,
and
one
of
the
things
that's
happening
here.
If
you
can
see
that
there's
discussions
that
we
are
like
marie
and
I
are
taking
madden
notes
because
they're
discussing
all
recorded,
it's
all
recorded,
but
one
of
the
things
that's
happening
is
like
I'm
hearing
from
the
students
things
that
this
format
has
is
allowed
to
bring
out
right
and
one
of
the
things
I
just
want
to
tell
the
students.
Is
we
the
three
generations
before
you
did
pass
a
policy?
Q
There
is
a
mandate
that
that
every
school
is
supposed
to
have
a
student
government,
but
it's
an
unfunded
mandate
right.
So
there
isn't
so
and
often
the
person
that's
in
charge
of
the
student
government
at
the
school
is
a
junior
teacher
who
leaves
after
a
year
or
two.
So
it
is
some,
so
we
do
have
some
of
these
policies
in
place
and
what
we
need
to
do.
I
don't
remember
who
said
it
that
young
people
need
to
hear
from
the
young
people
is.
I
think
that
the
superintendent
has
been
would
be
very
open.
Q
She,
I
don't
think
we've
ever
had
a
superintendent
that
has
been
more
in
favor
of
youth
voice
ever
before,
and
I
think
that
she
would
be
if
we
put
together
proposal
about
what
actually
needed
to
happen.
The
funding
piece
is
another
issue,
but
if
we
could
put
a
proposal
together
about
how
student
government
and
youth
voice
needs
to
get
talked
about
and
be
sack
needs
to
get
put
out
in
the
world,
I
I
think
she
would
listen
to
us.
I
you
know,
would
take
some
mo
organizing
to
make
things
happen,
but
this
is
amazing.
J
I
don't
know
I
just
want
to
thank
you
so
much
for
having
us
here,
and
I
also
noticed
that
our
social
media
director-
and
I
am
so
glad
that
you
guys
are
here
supporting
bsac
and
all
the
projects
we've
been
talking
about.
So
please
follow
us.
I
know
I'm
using
this
to
advertise,
I'm
so
sorry,
but
please
follow
us
buzz
on
twitter
and
instagram.
Please
allow
us
to
grow,
bigger
and
amplified
our
voice
at
the
end
of
the
day.
A
I
think
that
is
the
most
appropriate
way
to
end
this
hearing
this
afternoon.
I
do
hope
that
this
continues
to
be
an
annual
presentation,
in
addition
to
having
bsac
voice
at
all
of
our
other
education-related
hearings,
especially,
but
all
of
our
hearings
that
this
policy
review
for
your
goals
do
your
work
on
your
platforms
for
the
for
the
year
ahead
becomes
an
annual,
an
annual
hearing
and
presentation.
A
As
I
noted
today's
hearing
on
docket
number
zero
one,
seven
zero
was
recorded,
it
will
be
rebroadcast,
it
will
be
available,
so
it's
available
for
sharing
on
social
media
and
will
be
available
for
rebroadcasts
and
for
all
of
you
to
save.
So
with
that,
I
will
call
this
meeting
adjourned.
Thank
you.
All
for
joining
us
have
a
great
evening.