►
From YouTube: Education Hearing on December 13, 2022
Description
Education Hearing - Docket #1240, Green New Deal for BPS
A
Getting
things
started,
I
were
going
to
officially
begin
our
hearing
so
just
wanted
to.
Let
you
all
know
for
the
record.
My
name
is
Julia
Mejia
City
councilor
at
large
I
happen
to
also
be
the
chair
of
the
Boston
City
council's
committee
on
education.
This
hearing
is
being
recorded
and
will
be
broadcasted
on
Xfinity
our
Xfinity
8
rcn82,
Verizon
964
and
streamed
at
boston.gov
cities.
Slash
Council,
slash,
TV,
we'll
be
taking
public
testimony
at
the
end
of
this
hearing.
A
If
you
are
testifying
and
interested
in
doing
so
with
us
here
today,
you
could
do
it
in
the
chamber
by
signing
up
in
the
sheet
below
next
to
the
door
or
if
you
are
interested
in
signing
up
virtually
please
email,
Central
staff
liaison
Megan
Kavanaugh
at
megan.kavanaugh
at
boston.gov,
for
the
link
written
comments
may
also
be
sent
to
the
committee
at
ccc.education
at
boston.gov
or
to
Central
staff
liaison.
Please
keep
in
mind
that
in
any
that
any
submitted
comments
will
be
made
at
part
of
the
record
and
available
to
all
counselors.
A
The
subject
of
this
hearing
is
docket
1240
order
for
a
hearing
on
the
green
New
Deal
for
BPS
plans
and
a
specific
plan
to
merge
six
schools
into
three
and
split
each
of
them
into
two
onto
two
campuses.
This
matter
was
sponsored
by
myself
and
Council
Lara
and
was
referred
to
the
committee
on
October,
the
5th
2022.
today,
I
am
joined
by
my
colleagues
in
the
order
of
arrival.
A
A
Let
me
know
if
all
of
the
folks
who
are
part
of
the
community
panel
are
here.
Megan
wolf
is
a
member
of
quest
which
stands
for
Quality
education
for
every
student,
Ruby,
Reyes
who's,
the
director
of
Beijing,
the
Boston
education,
Justice
Alliance.
We
have
Edith
Brazil,
who
is
not
here
yet
and
I'm
wondering
if
she
will
be
being
zoomed
in
and
we
just
need
to
know.
If
that's
the
case,
Allison
Friedman
is
a
member
of
the
School
parent
council
at
the
Sumner
Elementary
right
over
there.
A
We
have
Brenda
Ramsey,
a
parent
leader
at
the
Shaw
Elementary
School,
which
I
believe
will
be
participating
via
Zoom
yeah,
okay
and
John
Mudd
who's,
a
board
member
of
the
Boston
Network
for
the
black
student
achievement.
So
I
just
wanted
to
make
sure
that
those
folks
who
are
signed
up
are
either
here.
A
B
I
just
want
to
note
that
Edith
Bazil
had
a
family
emergency
and
so
Ruby
is
going
to
be
doing
her.
Testimony
for
her
apologies.
Thank
you
good
afternoon,
councilor,
Mejia
and
members
of
the
city
council.
Thank
you
for
holding
this
hearing
and
for
the
opportunity
to
speak.
My
name
is
Megan
wolf,
I'm,
the
parent
of
two
BPS
graduates,
a
longtime
member
of
quest
and
an
active
member
in
the
build
BPS
now
Green
New
Deal
coalition.
B
The
Coalition
is
a
collection
of
parent
educator
and
Community
groups
that
have
been
working
together
regarding
facilities
decisions
since
2018..
We
share
a
commitment
to
equity
and
a
belief
that
all
students
should
have
access
to
high
quality
educational
facilities,
regardless
of
their
race,
educational
needs,
neighborhood
or
the
school
they
attend.
We
believe
that
transparency
is
critical
to
any
planning
process
regarding
our
schools
and
we
believe,
based
on
an
abundance
of
research,
that
school
closings
across
the
United
States
disproportionately
harm
black
and
brown
students.
B
Many
of
us
testifying
today
have
been
through
multiple
school
closures
and
Facilities
planning
processes
over
the
years
and
I'd
like
to
share
a
little
bit
of
that
history.
As
context
for
where
we
are
today
with
a
green,
New,
Deal
and
the
mergers
mergers
under
discussion
today,
do
you
know
the
Chote
Burnham,
Charles,
Logue
or
Audubon
schools?
B
B
The
whole
McKinsey
and
Walsh
Affair
left
many
in
Boston's
education,
Community
skeptical
about
facilities
planning.
This
skepticism
led
to
another
foia
request
for
internal
Communications
between
City
Hall
and
Boston
Public
Schools
about
facilities
plans.
Hundreds
of
emails
were
released,
many
about
the
implementation
of
mckinsey's
recommendations
and
with
lots
of
language
about
quote,
reworking
the
verbiage
regarding
school
closings
and
not
using
the
word
closing
anywhere.
They
call
the
next
stage
of
facilities
planning
the
2.0
of
the
McKinsey
report
and
the
quote
mechanism
through
which
they
would
right
size.
B
The
district
in
early
2015
mayor
Walsh
rolled
out
BPS
the
10-year
educational
facilities,
master
plan,
as
councilor
Mejia
said
in
a
recent
public
meeting
regarding
the
green
New
Deal,
sometimes
being
a
BPS
constituent
is
like
being
an
abused
partner.
You
keep
going
back
because
you
think
and
hope
things
are
going
to
change,
and
this
is
how
many
of
us
entered
Bill
PPS
with
optimism,
because
one
billion
dollars
is
a
lot
of
money
and
because
build
BPS
facilities
have
been
in
dire
need
of
upgrades
for
many
years
and
Bill
BPS
was
no
fly-by-night
operation.
B
Detailed
evaluations
of
all
build
BPS
buildings
were
done,
there
were
focus,
groups
subcommittees
general
public
meetings,
and
many
of
us
participated
in
a
lot
of
these.
Despite
all
this
Fanfare
Bill
BPS
never
produced
a
long-range
facilities,
plan
facilities
and
educational
plan.
There
was
no
timeline,
no
promised
Equity
analysis,
no
impact
analysis
and
even
to
this
day,
no
Financial
Reckoning
of
that
one
billion
dollars,
and
mostly
most
importantly,
there
were
no
new
buildings
out
of
that
plan,
though
a
number
of
schools
did
close.
B
B
I
want
to
say
that
I
don't
oppose
school
closures
under
all
circumstances?
Sometimes
buildings
are
legitimately
unsafe
and
sometimes
declining
enrollment
does
require
a
review
of
the
number
of
schools
in
the
district.
But
too
often
schools
are
targeted
for
closure,
because
they're,
underperforming
or
underutilized
or
because
intentional
disinvestment
has
created
a
school
few,
would
want
their
children
to
attend.
B
But
how
can
closures
or
even
mergers
be
considered
at
this
point
without
a
full,
transparent
and
authentic
process
that
asks
and
answers
real
questions
about
our
schools,
a
process
that
shows
respect
for
students,
families
and
Educators,
who
are
affected?
Most
I'll
say
that
that
BPS
advertising
for
a
senior
project
manager
for
school,
closings,
last
December
as
male
mayor
Wu,
took
office
or
releasing
the
green
new
deal
without
consulting
informing
or
giving
a
clue
to
the
bill.
B
Bps
Coalition,
literally
centered
on
facilities
has
not
been
a
good
place
to
start
Eve
Ewing
in
her
book
ghosts
in
the
schoolyard
racism
and
school
closings
on
Chicago's
South
Side
recommends
four
questions
that
should
be
at
the
core
of
this
kind
of
process.
One
asks
what
is
the
history
that
has
brought
us
to
this
moment?
How
can
we
learn
more
about
the
history
from
those
who
have
lived
it?
What
does
this
institution
represent
for
those
communities
closest
to
it?
B
The
closings
of
school
in
Boston
would
mean
the
loss
of
institutional
fixtures
in
our
neighborhoods
places.
That
for
many,
are
a
second
home
places
that
families
increasingly
rely
on
for
a
wide
range
of
supports
places
that
nurture
the
hopes
and
planets
of
our
children.
So
Boston.
Let's
ask
the
right
questions
and
be
candid
about
our
intent.
Let's
have
an
honest
accounting
of
who
wins
and
who
loses.
Let's
authentically
engage
those
closest
to
the
pain.
Look
before
we
leap
Plan
before
we
act.
B
A
A
E
F
A
D
Some
of
them
are
for
the
Summoner
and
Shaw
as
well:
okay,
okay,
all
right
so
I,
just
I
want
to
start
with
just
talking
about
build
BPS,
one
of
the
things
that
Megan
mentioned.
I
think
that
was
also
missing
from
the
comprehensive
Master
facilities
plan
that
bill
DPS
was
supposed
to
be
with
swing
space
and
an
educational
plan
for
grade
reconfigurations
and
for
a
student
assignment
and
feeder
patterns.
D
I
want
to
just
talk
a
little
bit
about
broken
promises
for
now
and
for
what
we've
seen
historically
has
been
just
a
series
of
broken
promises,
not
only
from
the
city
but
from
Boston
Public
Schools
majority
Boston
Public
Schools
in
2019,
the
West
Roxbury
educational
complex,
was
closed.
Suddenly
those
children
were
supposed.
We
were
supposed
to
have
an
equity
analysis
of
what
happened
to
the
young
people
that
were
impacted
by
this
closure
to
the
state.
We
have
not
received
anything.
D
There
was
an
Autism
strand
program
that
was
supposed
to
be
moved
intact
to
the
Jeremiah
Burke
school.
We
don't
know
what
happened
to
those
young
people,
so
that's
just
one
example.
I
also
want
to
talk
a
little
bit
about
the
McCormick
Middle
School,
which
has
had
a
series
of
broken
promises.
There
was
a
proposed
renovation
to
turn
it
into
a
7-12
secondary
school
after
it
was
attempted
to
be
closed
along
with
the
West
Roxbury
educational
complex.
They
were
told
that
if
they
had
Community
input,
their
Green
Fields
would
stay
intact.
D
In
fact,
the
school
committee
voted
to
give
their
green
fields
and
space
away
in
the
beginning
of
a
pandemic
to
the
Dorchester,
Boys
and
Girls
Club.
To
this
day,
they
were
told
that
they
would
have
Renovations
done
in
order
for
their
merger
to
be
successful
with
the
Boston
with
bcla.
Many
of
those
promise
Renovations
never
actually
happened,
and
those
young
people
and
staff
have
come
to
school
committee
and
shared
that
those
Renovations
haven't
actually
happened.
D
D
D
The
reason
for
this
hearing
is
because
we
there
was
an
announcement
in
November
of
this
year
that
there
would
be
several
mergers
between
the
Sean
Taylor,
the
Sumner
philbrick,
the
clap
and
the
Russell.
There
was
an
announcement
that
the
clap
and
the
Russell
merger
would
not
take
place
to
this
day.
There's
been
no
explanation
as
to
why
this
merger
was
canceled
or
why
the
others
should
take
place.
D
D
I'm
sorry
so
I
just
wanted
to
quickly
share
the
McKinley.
Schools
is
a
group
of
three
schools,
three
sites,
it's
a
Day
School
for
students
that
have
emotional
impairment
and
an
IEP.
The
majority
of
the
students
have
reading
and
literacy
issues,
their
majority
black
and
Latino
young
men
and
boys.
It
is
an
equity
issue.
If
there
ever
was
an
equity
issue
in
BPS.
D
We
wonder
sometimes,
if
the
commitment
to
equity
into
racism,
if
there
was
a
legitimate
Equity
priority
for
the
district,
this
would
be
the
school
system
to
start-
and
this
is
the
schools
that
have
been
left
at
the
end
in
2017,
their
school
was
meant
to
be
demolished
for
a
new
Quincy
upper
school
and
right
now
the
Quincy
upper
school
has
plans
for
a
new
state-of-the-art
facility.
The
McKinley
has
a
study,
a
plan
first
study
for
a
building,
so
you
can
again
see
the
disparities
that
happen.
D
Currently,
the
South
End
site
has
no
gym
no
cafeteria
and
their
bathrooms
are
crumbling.
So,
there's
really
no
need
to
have
a
study
on
whether
this
building
needs
to
be
replaced,
but
that
is
what
has
been
prioritized
both
by
the
city
and
by
BPS.
I
just
want
to
add
that
the
impact
of
closures
on
students
and
families
is
much
larger
than
most
people
think
for
students
this
is
their
whole
world.
The
reason
they
go
to
school
is
because
of
their
friends.
D
It's
because
of
their
favorite
teacher
and
to
just
willy-nilly
closes
School,
destroys
their
entire
world
and
I.
Don't
think
that's
ever
taken
into
consideration
when
these
decisions
are
made-
and
you
know
I-
think
there's
dog
whistle
terms
such
as
like
personal
commitments,
making
hard
choices
and
those
things
really
just
fall
on
families
and
school
communities
to
figure
out
how
to
make
it
work,
and
that
is
ridiculously
unfair
and
has
gone
on
for
too
many
years.
Thank
you.
Thank
you.
Thank
you.
A
Ruby
yeah
so
I'm
going
to
transition
over
to
Allison
and
just
in.
Let
me
just
reset,
while
I
reset
this
timer
here
just
wanted
to
acknowledge
that
earlier
today
we
had
a
hearing
around
housing
issues
and
I
see
housing
and
education
very
similar,
especially
when
it
comes
to
displacing
children
and
the
traumatic
impact,
especially
for
young
people,
students
who
are
already
housing
insecure
to
then
be
school
insecure.
It's
just
creating
further
harm
and
Trauma
in
our
in
our
children.
We
have
to
really
Center
the
impact
and
to
Ruby's
Point.
A
Yes,
I
take
my
orders
from
the
people
who
who
I
work
for,
and
it
was
through
their
advocacy
that
we
ended
up
in
this
space.
So
I
want
to
thank
Barbara
fields
in
particular,
who
reached
out
to
our
office
and
asked
us
to
create
space
for
this
dialogue
to
happen
so
Allison.
You
really
do
have
five
minutes,
though,
because
all
and
this
time
has
been
eaten
up.
Okay,.
E
E
School
committee
was
scheduled
to
vote
on
this
merger.
A
few
weeks
later,
BPS
was
definitely
planning
to
just
announce
this
merger
and
move
on.
There
was
no
long-term
plan
for
where
we
would
end
up
eventually,
and
the
parents
were
all
very
concerned
because
post-merger
we
would
be
such
a
large
community
that
there
would
be
very
few
buildings
that
would
fit
us
the
whole
way.
This
went
down
led
to
a
feeling
of
instability
in
BPS
and
I'm,
not
someone
who's
housing,
insecure
right
and
for
me,
it
led
to
a
feeling
of
instability.
E
They
were
proposing
a
major
change,
the
kind
of
change
that
affects
the
intricate
plans,
most
of
us
Working,
Families,
have
for
drop
off
and
Peg
lap.
Hearing
about
such
a
change
out
of
the
blue
makes
you
wonder
as
a
VPS
family,
what
shoe
is
going
to
drop
next?
This
is
the
kind
of
thing
that
drives
families
out
of
BPS.
E
On
top
of
that,
no
equity
analysis
was
done
in
advance
when
we
asked
they
said
that
Equity
analysis
is
usually
done
later
in
the
process
to
figure
out
how
to
mitigate
inequity.
This
is
unacceptable.
To
me.
Equity
should
be
not
be
an
afterthought.
It
should
drive
our
decision-making
process
from
the
outset.
E
We
eventually,
as
family
members,
did
our
own
analysis
and
it
showed
that
out
of
the
elementary
schools
in
Roslindale,
Sumner
and
philbrick
have
the
highest
and
second
highest
concentrations
of
low
income
by
POC,
multi-lingual
Learners
and
homeless
students.
When
you
merge
these
two
schools,
you
concentrate
race
and
poverty.
E
We
have
repeatedly
for
six
months
now
asked
to
see
the
equity
analysis
specifically
bps's
own
racial
Equity
planning
tool,
the
rept
we
have
not
yet
seen
any
part
of
it-
Dr
granson
who's
here
today
and
is
in
charge
of
equity
for
BPS
referenced,
the
rept
meeting
in
a
rept
in
a
meeting
in
November
and
said
that
BPS
is
in
the
third
stage
of
the
process,
engaging
stakeholders.
But
how
do
you
engage
stakeholders
about
Equity?
If
you
don't
show
us
your
analysis
from
steps?
E
One
and
two
Dr
granson
also
acknowledged
that
our
own
analysis,
which
we
had
sent
to
him,
showed
inequity
and
said
that
you
know
sometimes
Logistics
make
inequity
impossible
to
avoid
to
avoid.
So
we
might
need
to
mitigate
that
on
the
back
end,
but
in
my
mind
the
district
has
failed
to
prove
to
us
that
a
more
Equitable
merger
wouldn't
be
possible.
They
assumed
a
particular
number
of
classrooms
in
the
building
we
will
move
into,
but
shouldn't
we
design
our
buildings
to
create
the
most
Equity.
Instead
of
letting
the
building
design
compromise
equity.
E
We
have
asked
repeatedly
for
Community
meetings
with
our
full
community
and
we've
had
one
one
full
community
meeting
since
May
24th,
and
that
means
to
me
that
we've
had
to
get
information
by
emailing
phone
calls
trying
to
plan
small
meetings
with
different
people
from
BPS
that
privileges
people
who
can
do
that
type
of
work,
which
means
that
we
have
a
group
of
upper
income,
moms,
mostly
white,
who
are
doing
this
work
and
I.
That's
not
a
power
that
any
of
us
want
to
have.
E
Then
superintendent
Skipper
came
in
this
fall
and
there
has
been
a
somewhat
of
a
change.
She
says
she
wants
parents
involved
in
vision
and
she
wants
us
engaged.
That's
great.
She
slowed
down
our
merger
decision
making
process.
It
won't
be
voted
on
until
the
spring
bps's
has
now
proposed
a
long
long-term
plan
for
the
Sumner
and
the
philbrick
long
term.
We
will
reside
in
the
Irving
building,
which
is
scheduled
to
be
renovated.
E
Starting
in
June
BPS
gave
us
an
option
of
merging
right
away
and
living
in
the
Philbrook
and
Sumner
buildings
or
merging
when
the
construction
on
the
Irving
is
done.
This
means
she
heard
what
we
were
saying
and
wanted
to
minimize
transitions.
We
are
really
grateful
for
all
of
that,
but
the
equity
analysis
is
still
outstanding.
We
didn't
want
the
equity
analysis
done
just
so
that
we
could
get
a
building
that
we
wanted.
E
E
We
also
have
some
current
building
issues.
The
Sumner
currently
has
seven
kindergarten
classes.
Philbrook
has
two:
they
are
all
running
full
or
close
to
full.
So
when
we
merge,
we
need
nine
kindergarten
classrooms.
The
schematic
design
currently
has
six
kindergarten
classrooms.
There's
no
Health
office.
We've
brought
all
of
this
to
the
attention
of
VPS
and
they
don't
seem
very
urgent
about
creating
a
meeting
since
we
have
not
heard
one
and
it's
been
a
month.
A
A
Mindful
of
the
allowances
that
I'm
allowing
people
to
to
go
over,
even
though
I
said
we
weren't
yeah,
because
voice
is
important
and
what's
the
sense
of
waiting
this
long
to
have
your
voices
heard
and
then
to
be
censored
right.
So
I'm
I
understand
what
it's
like
to
be
in
your
shoes.
So
but
I
am
going
to
start
seeing
this.
It's
like
come
on
we're
going
to
get
through
this,
so
thank
you.
I
am
going
to
move
now
to
some
of
the
folks
that
we
have
I'm
joining
us.
Virtually.
A
We
have
Brenda
Ramsey
who's,
a
parent
leader
at
the
shaw
which
is
down
the
street
from
where
I
live
and
I'm.
You
know
really
in
support
of
a
lot
of
the
work
that
you
all
have
been
doing
in
that
space.
Happy
to
have
you
here
and
thank
Ruby
for
making
sure
that
you
had
your
voice
heard
so
Brenda.
You
also
will
have
five
minutes,
even
though
you're
virtual,
don't
think
you
get
extra
time
all
right
go.
G
G
I
want
to
just
start
by
saying:
I'm,
the
the
typical
parent
right
I'm,
a
working
mom
I
had
two
children
at
the
shop,
one
of
them
aged
out
in
third
grade,
and
the
transition
to
another
school
did
not
go
as
planned,
and
she
struggled
therefore
I
had
to
make
the
ultimate
decision
of
pulling
her
out
of
the
district
and
I.
Imagine
that
if
promises
were
upheld
for
the
Shah
that
she
would
have
been
there
through
fifth
grade
and
unfortunately
that
was
not
the
case
for
my
little
who
was
in
second
grade
at
the
shaw.
G
G
The
shaw
is
more
than
a
Cadence
reschool
and
I
can
sit
and
I
can
talk
about
all
of
the
logistic
things
that
all
of
you
all
have
already
talked
about.
But
the
biggest
thing
for
me
is
being
an
alumni
of
BPS.
I
went
to
West
Roxbury
high
school
I
graduated
from
there,
and
my
children
were
and
are
BPS
student,
and
it
is
extremely
hard
when
I
sit
and
I
listen
to
folks
from
the
district
say
we
value
parent
voice,
but
I
spent
nights
prepping.
G
My
daughter
has
been
at
the
shop
since
K1.
This
is
the
only
school
that
she
knows.
This
is
the
school.
She
plans
on
finishing
out,
I've,
been
through
one
closure
already,
when
the
Mata
Hunt
went
through
their
turnaround
status
and
closed
and
became
an
Early,
Learning,
Center
and
councilman
Mejia
I
definitely
agree
with
you.
G
There
are
a
lot
of
things
that
need
to
be
done
within
the
district
and
I
think
the
first
one
is
honesty,
we're
human
right,
and
so
for
me
there
were
a
lot
of
things
that
have
not
been
answered.
There
are
a
lot
of
things
that
have
not
been
told
to
us
at
the
shaw
Community.
We
were
promised
to
go
back
to
a
K-5
and
there
has
not
been
a
clear
reason
as
to
why
that's
not
sustainable.
G
G
We
asked
for
modulars
I
understand
why
modulars
are
not
feasible,
but
I.
Don't
understand
why
we
can't
go
back
to
a
K-5
school,
which
is
what
was
promised
to
us
and
so
without
going
into
all
of
the
logistics
and
the
stories
behind
broken
promises,
which
is
in
writing
and
it's
out
there
for
everyone.
G
My
biggest
thing
is
communication
and
honesty.
Like
you
said,
schools
are
often
second
homes
for
people.
My
daughter's
school
was
a
second
home
for
me,
going
through
covid
going
through.
You
know,
trying
to
work
and
have
my
kids
in
remote
School.
While
you
know
sleeping
on
someone
else's
couch
was
not
easy
and
then
working
with
that
Community,
who
have
become
very
much
like
family.
For
us,
it's
hard
to
know
that
that
is
is
going
to
be
torn
apart.
G
There
are
a
lot
of
questions
that
are
unanswered
and
I
appreciate,
being
able
to
sit
here
and
have
this
conversation,
but
I
think
it
needs
to
be
more
conversations
like
this
and
they
need
to
center
around
family
voice
because
we're
the
ones
that
have
to
live
through
this.
The
folks
that
have
the
BPS
badge
that
sit
on
you
know
the
facilities
team
or
this
team,
or
that
team
they're
not
living
through
it
they're
giving
directions
and
folks
are
following
and
we're
supposed
to
just
roll
with
the
punches
after
a
while.
G
A
Thank
you
if
y'all
heard
that
and
before
we
move
on
to
the
next
person,
I
just
want
that
to
really
sink
in
for
those
who
are
tuning
in
to
the
administration,
the
city
staff
City
Council,
like
we
have
such
a
like.
We
have
an
opportunity
to
really
change
the
way
we
do
business
and
to
really
understand
the
impact
that
the
decisions
that
we
make
today
in
City
on
the
council
at
BPS,
like
families,
are
hurting
right
and
the
only
way
we're
going
to
really
repair.
A
H
Yeah,
okay,
thank
you
counselor.
My
name
is
John
Mudd
I'm,
a
founding
member
of
the
Boston
Network
for
black
student
achievement
and
a
member
of
this
Coalition
and
a
grandfather
of
a
child
in
the
Boston
Public
Schools
Barbara
Fields
isn't
feeling
well
today
and
asked
me
to
make
a
presentation
in
her
place.
No
one
can
substitute
for
Barbara.
As
you
know,
she's
unique
and
irreplaceable.
We
all
hope
she
feels
better
soon
and
will
bring
her
with
wisdom
back
to
us
as
soon
as
possible.
H
H
We
did
that
because
we
had
seen
that
under
the
achievement,
Gap
policies
that
Boston
was
implementing,
they
did
one
size
fit
so
long
and
in
that
sense
the
achievement
gaps
actually
increased
rather
than
decreasing,
and
so
we
said
there
needed
to
be
an
impact
statement
about
of
on
achievement
gaps
that
would
show
how
blacks
and
Latinos
would
improve
faster
than
whites
or
English
Learners
faster
than
non-english
Learners,
so
students
with
disabilities
faster
than
those
who
were
not
in
special
education
under
Colin
Rose.
This
achievement
cap
impact
statement
was
adapted
into
the
equity
statements.
H
We
see
today
with
instructions
to
develop
these
statements
by
using
a
racial
Equity
planning
tool.
Let's
be
clear.
We're
talking
about
equity,
which
means
How,
does
each
marginalized
group
that
received
the
instruction
and
support
that
it
needs
in
order
to
have
a
fair
chance
to
succeed
in
education
and
Light
that
this
means
that
there
must
be
different
strategies
to
meet
the
needs
of
each
group.
It
is
not
equality
where
one
size
fits
all
the
bill.
H
Bps
Green
New
Deal
coalition
has
reviewed
many
Equity
statements
involving
facilities
that
might
include
great
restructuring
mergers
closures,
new
instruction
in
none
of
these
Equity
statements
was
there
analysis
of
the
issues
specifically
facing
plaques
Latinos,
English
Learners
or
students
with
disabilities,
where
the
impact
of
the
proposals
on
these
groups
of
students.
So
there's
no
misunderstanding-
I
want
to
read
you
the
exact
language
in
the
instructions
now
step.
Two,
it
says
quote:
what
does
the
data
tell
us
about
the
current
situation
for
black
latinx
El
and
special
education
students
and
further?
H
How
will
the
proposal
impact
black
latinx,
El
and
special
education
and
economically
disadvantaged
students,
I
repeat
in
none
of
the
equity
statements
about
the
facilities
or
other
proposals?
Has
there
been
an
analysis
of
these
data
or
the
impact
of
the
proposals
and
an
explanation
of
the
logic
of
how
and
why
blacks,
Latin
acts,
El
and
special
education
students
will
succeed?
Well
too
often
in
BPS,
we
get
good
language
but
lack
of
implementation.
H
University
counselors
should
insist
on
this
and
demand
that
PPS
follow
its
own
instructions
before
proceeding
further
in
implementing
the
green
New
Deal
for
PPS
too
often,
these
Equity
statements
that
have
been
produced
are
a
cover
or
a
camouflage
for
decisions
that
are
made
behind
closed
doors.
That
is
a
perversion
of
the
concept
of
equity.
Don't
let
it
continue
to
happen.
H
We
are
about
to
go
down
this
road
again.
Bps
has
hired
the
DLR
group
to
develop
a
master
facilities
plan.
They
will
begin
Community
engagement,
meetings
in
January
and
February.
Will
this
be
genuine
parenting,
Community
engagement
in
the
decisions
that
will
be
made
about
school
closures,
mergers,
construction,
or
will
we
again
and
have
the
semblance
or
show
of
involvement,
while
the
real
decisions
continue
to
be
made
behind
closed
doors?
H
Please
use
your
power
and
influence
to
make
sure
that
the
doors
are
open
to
make
sure
that
the
real
questions
and
options
on
facilities
are
brought
to
parents
and
the
public
for
their
genuine
participation
in
the
decisions
affecting
our
students,
our
families
and
our
communities
insist
on
it
three
seconds
over.
Oh.
A
Good
job
John
give
it
up
the
only
one
who
followed
the
assignment
here.
You
understood
it.
Thank
you.
I
do
appreciate
that
I
am
going
to
switch
things
up
a
little
bit.
Normally
we
go
straight
to
the
the
administration
and
then
we
end
with
public
testimony,
but
I
really
like
to
lead
in
the
spirit
of
allowing
people
to
speak
first,
so
we
have
three
people
who
are
signed
up
for
public
testimony.
A
So
I'm
going
to
ask.
Actually,
you
know
what
that's
not
fair,
because
some
folks
may
have
not
wanted
to
stay
here
that
long
I'm
going
to
do
the
public
testimony.
Allow
my
colleagues
to
do.
I
know
questions
to
the
community
panelists
and
then
move
on
I
saw
that
I
saw
I
felt
that
energy
over
there
I
got
you
I,
know
I
know
it's
just
because
we
we
want
to
make
sure
that
people
are
planning.
People
are
planning
their
schedules
around
being
here
and
I
want
to
make
sure
that
we
honor
that
process.
I
Go
thank
you.
My
name
is
Rachel
Young
I'm
from
Roslindale
I'm.
Also,
a
Sumner
parent
and
I
would
just
like
to
quickly
re-establish
some
Norms
I
saw
that
there
was
a
lot
of
what
I
would
call
note,
passing
among
the
BPS
staff.
I
would
just
ask
that
you
put
down
your
computers
and
your
phones
and
really
listen
to
us
I
feel,
like
our
voices
aren't
being
heard
because
you're
needlessly
distracting
yourself.
I
So
if
you
could
please
put
away
any
devices,
you
have
open
right
now
so
that
you
can
really
hear
us.
I'd
appreciate
that
my
testimony
today
is
in
regards
to
bps's
Green
New
Deal
and
the
proposed
merger
between
the
Sumner
and
the
philbrick
and
the
lack
of
authentic
engagement
to
date,
I'm
one
of
several
parents
that
has
repeatedly
reached
out
to
bps's
Operations
Division,
to
discuss
this
merger
and
Foster
more
open
communication
between
BPS
and
Sumner
parents.
I
The
Operations
Division
does
not
promptly
address
comments
and
questions
from
our
school
Community.
I
cannot
say
this
enough:
this
office
cannot
but
more
infrequently
seems
to
choose
not
to
provide
the
facts
and
data
that
have
led
them.
To
conclude,
a
merger
between
our
two
schools
is
the
most
economical,
the
most
Equitable
and
the
most
logistically
prudent
decision.
I
I
Second,
the
Operations
Division
is
not
simply
uninterested
in
authentic
Community
engagement,
but
the
operations
Personnel
is
in
fact
extremely
disrespectful
and
dismissive
towards
us.
Meetings
are
proposed
only
to
be
routinely
canceled
at
the
last
minute
and
never
rescheduled.
Despite
multiple
requests
and
follow-up,
I
have
been
disinvited
to
a
meeting
with
the
Operations
Division,
a
mere
30
minutes.
Before
it
was
supposed
to
take
place.
I
We
have
been
we've
had
a
working
group
of
Sumner
and
Filbert
parents
and
staff
that
meet
that
group
has
only
met
once,
even
though
we've
asked
to
meet
again
in
conclusion,
BPS
and
other
Operations
Division
is
fostering
a
dysfunctional
and
toxic
culture
of
opaque
decision
making
frustrating
the
very
parents
that
are,
ironically,
its
fiercest
supporters.
Please
take
note:
we
are
the
biggest
supporters
of
BPS.
We
are
the
parents
that
strongly
believe
in
Equitable
quality
public
education.
I
We
are
the
parents
who
send
our
children
to
the
quote-unquote
least
desirable
schools
in
our
neighborhoods,
who
Champion
its
teachers
and
their
students.
Yet
BPS,
and
specifically
the
Operations
Division,
does
not
recognize
our
efforts
to
date.
Our
contributions
and
our
worth
and
I
admit
I
should
not
be
surprised.
It's
really
only
competent
public
servants
that
value
the
Greater
Community
offerings.
Bps
operations
is
dysfunctional
as
evident
by
the
abysmal
conditions
of
our
schools.
At
the
Sumner
there
is
paint
peeling
from
our
ceiling
in
the
multi-purpose
room.
I
There
are
hand-drawn
exit
signs
above
the
doors
in
our
preschool
classrooms.
These
are
obvious
examples
in
neglect
and
we
very
well
could
be
the
next
school
to
be
condemned,
but,
more
importantly,
these
unaddressed
building
defects,
limit
our
potential
and
prevent
our
school
from
truly
functioning
and
blossoming
it's
a
school
that
it
should
be.
For
example,
just
yesterday,
I
had
a
conversation
with
the
eec
about
getting
a
license
for
our
school,
so
we
could
offer
vouchers
to
our
after-school
students,
but
because
of
the
above
mentioned
issues
that
would
not
be
possible.
I
I've
testified
to
this
effect
repeatedly
in
front
of
the
school
committee
and
repeatedly
emailed
the
superintendent,
but
I
feel
that
today,
I
have
not
had
these
concerns,
recognized
and
so
I'm
submitting
my
testimony
to
the
city
council
in
hopes
that
you
will
be
our
allies
in
demanding
that
PPS
and
the
Operations
Division
reform
themselves,
so
that
we
can
really
have
the
green
New
Deal
that
everyone
wants.
Thank
you.
A
Thank
you.
Thank
you,
so
we're
I'm
really
so
I.
So
two
minutes:
okay,
I'm
gonna,
try
to
keep
you
out
because
I'm
being
really
gracious
here,
y'all
in
a
minute,
I'm
gonna,
stop
being
like
nope
put
it
in
on
mute,
really
two
minutes,
I
I
really
do
no.
You
know
I'm
going
out
of
order
here
by
creating
space
for
public
testimony
to
go
beforehand
because
I
don't
want
to
hold
you
hostage
but
I
need
you
all
to
work
with
me
and
keep
it
to
two
minutes.
Okay,
commitment,
Mike
commitment.
J
J
Counselor,
my
name
is
Mike
prokash
I'm,
a
cognized
car
resident
constituent
of
councilor
roll
father
of
BPS
graduate
a
member
of
Boston
climate
Action
Network
and
of
fam
Coastal
BPS
families
for
coping
safety.
We've
heard
demands
for
no
mergers
before
there's
a
full
Equity
analysis,
A
facilities
plan
and
we
want
to
add
Modern,
Heating
ventilation
and
air
conditioning
systems
in
the
schools
that
students
are
moving
into
because
they're
critical
to
learning,
they're
critical
to
health
bps's
policies
this
year
for
coveted
safety
are
not
doing
their
job.
J
There
are
five
times
as
many
infections.
This
year
as
last
year,
we
still
don't
have
a
commitment
for
pool
testing
and
mandatory
masking
after
the
holidays
rates
more
than
doubled
after
the
sense
giving
break.
We
need
protections
for
everyone
in
the
school,
not
offloading
responsibility
for
coveted
infections
onto
families,
which
is
more
or
less
the
current
policy.
J
If,
if
these
merges
occur
and
students
are
moved
into
buildings
without
modern
21st
century
ventilation,
systems
and
heating
systems,
the
buildings
aren't
ready
for
the
move.
Bps
isn't
ready
for
the
move,
so
I
could
go
on,
but
that's
the
bottom
line.
I
am
also
curious
to
know
in
BPS
testimony
whether
the
Irving
in
particular
is
going
to
have
a
full.
You
know
whether
it's
been
modernized
because
75
percent
of
BPS
schools
do
not
have
Modern
Heating
ventilation
and
air
conditioning
systems.
Students
are
taking
tests
when
it's
too
hot.
J
A
F
I'm
Mike
Ritter
I'm,
the
father
of
two
BPS
students,
one
is
at
the
Lee
Academy,
which
is
one
of
the
schools
in
the
proposed
Dorchester
possible
consolidation
plan.
I
live
in
Dorchester,
it's
District
three
now,
but
console
is
still
my
counselor
BPS
needs
Community
Trust
to
succeed,
but
often
plans
are
made
without
Community
involvement.
Promises
are
broken,
deferred,
maintenance
seems
to
have
been
bps's
facilities,
master
plan
for
the
last
50
plus
years,
and
it
shows
with
more
than
half
of
the
buildings
built
before
World
War,
II
I,
hope.
F
F
Tell
us
there'll,
be
ventilation
in
AC
and
there
won't
be
mold.
Tell
us.
Each
room
will
have
its
own
temperature
control.
Tell
us
when
our
kids
are
inside
our
schools.
They
won't
roast
on
hot
days
or
need
winter
coats
on
cold
ones.
Tell
us
our
children
will
be
healthier
and
learn
more
due
to
these
improvements.
F
Boston
tell
us,
you'll,
invest
in
public
education
like
it's
the
essential
public
good.
It
is
rather
than
treat
it
like.
An
absentee
landlord
would
give
us
public.
Give
us
a
public-facing
long-term
long
overdue
facilities
plan
run
by
a
dedicated
team,
with
a
real
budget.
Listen
to
school
communities,
keep
your
promises
and
deliver
modern
HVAC
in
every
single
BPS
school.
Thank
you
thank.
A
You
thank
you,
so
very
much
I
really
do
appreciate
your
testimony
and
I
think
that
for
those
folks
who
are
listening
to
community,
you
know
you're
getting
the
answers
in
terms
of
what
we
should
be
doing
differently,
so
I'm
hoping
you're,
taking
those
notes
and
ready
to
lean
in
and
lead
with
that.
You
know
all
right,
so
I'm
gonna
go
on
to.
We
have
one
more
testimony.
Virtually
I
see
that
we
have
Lauren,
Peter,
I,
believe
us
another
parent
from
the
Sumner
Elementary
School.
A
K
The
floor:
okay,
all
right!
Thank
you!
So
much
councilmania
for
holding
this.
We
really
appreciate
our
advocacy.
My
name
is
Lauren
Peter
I'm,
the
chair
advocacy
chair
for
the
Sumner
family,
Council
and
parent
to
the
third
grader
I'm
a
Roslindale
resident
when
these
mergers
were
proposed.
We
reached
out
to
the
other
schools
that
BPS
proposed
to
merge
in
the
green
new
deal
and
I'm,
so
glad
that
this
is
being
addressed
in
this
room
with
the
committee
on
education.
K
So
one
of
the
first
things
that
I
wanted
to
talk
about
is
that
parents
are
visiting
schools
right
now.
The
Showcase
of
schools
was
last
weekend
and
I.
Consider
it
a
little
bit
more
than
disingenuous,
but
nothing
has
been
decided
about
our
communities
long
term,
while
people
are
ranking
their
school,
their
list
of
schools
for
kindergartners
we're
also
entering
budget
season
and
while
we're
in
transition,
we
believe
that
our
community
should
be
Health
harmless.
K
We
know
that
with
a
new
BTU
contract,
teachers
such
as
ours
who
are
trained
in
special
education
and
inclusion
will
be
in
high
demand
and
we
should
not
have
any
adjustments
to
our
great
teacher
Workforce.
That
would
lose
any
of
this,
and
that
would
lose
us
any
of
this
valuable
human
capital
due
to
short-sighted
but
budgetary
constraints.
K
We
know
that
BPS
is
headed
in
a
particular
direction.
They
want
larger
schools
for
better
budgets.
We
also
feel
like
we're
alone.
In
that
knowledge,
we
look
around
at
the
other
schools
in
the
area
and
talk
to
other
parents
and
wonder
how
transparent
BPS
is
with
this
information
with
their
desire
to
merge
communities
in
this
meeting
where
several
communities
concerns
are
being
addressed.
K
We
as
the
larger
school,
have
not
observed
that
in
each
initial
interaction
leave
a
there's
been
an
impression
that
we
at
the
Sumner
have
requested
or
driven
this
merger.
This
creates
a
combative
relationship.
We
have
worked
hard
and
overcome
this
misapprehension
with
the
people
that
we
work
closely
with
in
the
Gilbert
working
group,
but
I
don't
believe
that
this
is
clear
to
the
entirety
of
the
filbert
community.
A
K
At
the
summer,
we
have
the
family
Council
work
really
hard
to
get
all
of
our
materials
to
our
community
in
as
many
different
formats
and
fully
translated.
We
are
normal
people
with
day
jobs,
and
few
of
only
a
few
of
us
are
multilingual.
We're
dedicated
to
making
sure
that
the
people
who
have
extra
time
and
money
people
who
look
like
me
are
not
the
people
making
decisions.
Our
community
we've
asked
APS
to
meet
us
in
this
Mission
repeatedly
with
limited
success.
I
request
that
focus
groups
be
held
in
Spanish
and
Haitian
Creole
at
the
summer.
K
Having
people
at
tables
at
pick
up
and
drop
off
has
been
helpful
us
for
us
in
the
past
and
reaching
all
of
our
parents,
but
our
family
Liaisons
are
invaluable
resources.
I'll
leave
it
there,
because
I
feel
that
is
the
most
important
point
that
you
meet
our
parents
where
they
are
and
that
you
reach
out
to
all
of
them.
A
L
Thank
you.
Everyone
for
being
here
I
know
that
anytime
we're
talking
about
school
mergers,
we're
talking
about
really
difficult
conversations,
and
for
me,
especially
you
know.
Two
of
my
schools
have
been
brought
up.
I
went
to
elementary
school
at
the
Taylor
longest
place.
I've
spent
any
educational
time
from
K1
to
fifth
grade.
My
niece
is
there
now
and
I
shouted
English,
immersion,
class
and
I
went
to
the
McCormick,
and
so
I've
been
since
I
got
here.
L
I've
been
really
keen
on
the
McCormick
bcla
merger
talking
to
the
head
of
school
there
lifting
it,
bringing
that
back
to
BPS
to
make
sure
that
we
are
giving
them
the
physical
resources
and
spaces
to
actually
execute
upon.
The
merger
and
I
know
that
we
have
not
been
meeting
them
from
the
very
basic
needs
like
lockers
ratings
and
things
like
Locker
sizes
for
high
school
students
throughout
the
McCormick,
the
locker
sizes.
There
are
for
middle
schoolers.
L
Everything
regarding
are
how
we've
fallen
short
for
our
students
and
it's
beyond
upsetting
and
so
I
hope
that
you
know
we
are
able
to
take
accounting
of
you
know
the
the
our
failures
and
really
Circle
back
with
BPS
about
what
it
is
that
we
need
to
do
to
make
sure
that
that
merger
specifically,
is
one
that
is
really
centered
on
the
issues
of
equity
and
making
sure
that
our
students
have
everything
they
need,
like
the
gym,
isn't
There's
issues
with
the
gym,
there's
just
like
so
much
going
on.
There.
L
I
would
like
to
hope
that
a
lot
that
when
we
have
the
master
facilities
plan,
which
I've
been
told,
is
coming
out
this
spring
and
hopefully
we'll
have
it
for
the
budget
season
that
we
will
have
a
list
of
what
all
of
the
schools
do
and
don't
have,
including
HVAC.
So
shout
out
to
my
greater
I
know
that
you
have
been
on
this
and
every
time
Deputy
Superintendent.
L
L
It
doesn't
help
to
not
have
that
centered
and
rooted
in
the
discussion,
if
that's
part
of
it
right,
because
if
you're
telling
me
that
my
niece
is
going
to
thrive
a
lot
more
as
a
result
of
this
merger,
let's
put
that
out
there
and
let's
talk
about
it
and
I.
Think
having
these
conversations,
even
when
we
don't
have
all
of
the
answers,
is
a
really
important
part
of
in
terms
of
like
building
that
trust
and
transparency.
L
So
it
is
really
incumbent
upon
BPS
to
create
a
lot
of
space
for
folks
to
to
really
understand
the
full
methodology,
the
full
thinking
of
what
we're
trying
to
achieve,
because
I
was
at
the
meeting
last
week
at
the
Mildred
about
the
Taylor
Shaw
merger
and
my
staffer
was
at
the
Roslindale
meeting
three
weeks
ago
about
the
Roslindale,
mergers
and
I.
Think
that
it's
you
leave
each
meeting
with
parents
and
community
members
saying
I
I,
don't
I
I,
don't
know
what
the
plan
is.
L
So
like
it's,
not
a
meeting,
that's
going
to
solve
all
the
problems,
but
we
want
to
lay
X,
Y
and
Z
out,
and
so
my
hope
is
that
BPS
is
getting
a
lot
better
at
communications
with
some
of
the
hires
I
believe
that
it
is
because
we
have
a
lot
of
work
to
do
to
build
trust.
I
want
to
see
my
niece
Thrive
at
the
Taylor
school.
L
A
D
Think
that's
the
part
that
goes
unnoted
I,
think
the
other
layer
is
the
poor
planning
of
not
just
the
school
committee,
but
our
staff
and
BPS
currently
there's
a
lot
of
talk
about
right
sizing,
the
district
when,
in
reality,
there's
also
an
inclusion
rollout
that
calls
for
classes
to
be
about
12
to
15
students
right.
So
how
do
those
two
things
converge
right?
If
these
plans
are
too
close
schools,
because
we
know
that
historically
that's
what
they
are
right?
D
Where
is
the
the
accounting
for
the
fact
that
you'll
have
to
have
more
space
for
these
inclusion
programs?
Right
and
Ethan?
Is
here
talking
about
inclusion
rollout?
He
knows
very
well
that
at
the
Manning,
it's
about
12
to
15
students
per
class
right,
so
we're
gonna
need
that
space,
but
there's
no
accounting
for
that.
It's
a
matter
of
closing
schools
right
and
it's
a
matter
of,
for
example,
like
having
to
ask
families
to
make
trade-offs
when,
in
reality,
like
currently
we've
been
three
years
into
a
pandemic,
we've
had
zero
HVAC
systems
installed.
B
Amen
and
I
think
that
that
so
often
the
decisions
that
are
made
about
facilities
are
not
ever
based
on
educational
philosophy
and
what
is
best
educationally
for
our
students,
the
decisions
around
closing
the
middle
schools.
That
was
not
a
conscious
decision
made
by
the
school
committee
based
on
any
research.
Never
ever
at
school
committee
was
there.
Research
presented
About,
That,
Never
Was.
There,
research
presented
about
grade
configuration
the
changes
in
grade
configuration
were
implemented
to
satisfy
the
exam
School
configuration
and
same
for
start
times.
It
was
not
based
on
any
educational
philosophy
or
research.
E
Really
quickly,
just
the
the
schematic
design
for
the
Irving
building,
which
is
now
being
designed
for
the
Sumner
and
the
filbert
to
go
into
was
designed
without
the
designer
knowing
who
was
going
to
be
in
the
building.
So
we
have
like
wrong
numbers
of
classrooms.
The
classroom
sizes
are
not
up
to
msba
standards
for
the
number
of
kids.
A
C
Was
really
okay,
I
just
want
to
say
thank
you.
You
know
to
all
our
parents
and
our
Advocates
that
constantly
advocate
for
our
young
people
for
the
betterment
you
know
of
the
city
of
Boston
in
their
future
and
I'm,
just
hoping
that
BPS
is.
You
know
just
listening
to
these
parents,
and
these
are
the
parents
that
we
want
into
our
community,
but
because
of
the
lack
of
transparency,
the
honesty
and
the
consistency
and
that
the
harm
that
we're
doing
with
these
families.
These
are
the
families
that
are
leaving
and
I.
C
Think
that,
if
we're
continuing
down
this
road,
you
know
we're
gonna,
be
losing
these
families
that
are
so
important
to
our
to
our
district.
So
I
just
want
to
say
thank
you
to
everyone
that
continues
to
Advocate.
I
am
a
big
data
person
and
research
person.
I
think
that
everything
needs
to
be
grounded
and
rooted
in
data
and
research,
and
then
communicating
effectively
to
all
our
parents,
and
even
if
we
could
communicate
to
our
children
on
why
these
changes
are
being
made.
C
It's
going
to
increase
the
amount
of
Engagement
that
we
have
with
our
schools
and
that
continued
buy-in.
So
I
just
want
to
make
sure
that
you
know
we're
listening
and
that
that's
the
movement
and
we're
trying
to
you
know
be
more
transparent
and
communicate
effectively
to
our
parents
and
our
students
just
to
increase
that
buy-in
to
keep
these
families
that
are
so
effective
to
our
Boston
public
school
system,
because
these
are
the
people
that
are
advocating
for
BPS.
C
So
we
need
to
make
sure
that
we're
working
with
them
working
for
them
and
that
when
they're,
when
they're
voicing
their
concerns
that
we're
listening.
So
thank
you
again.
Please
consider
me
an
ally
in
this
work
and
if
the
is
Brenda
Ramsey,
if
there's
anything
that
I
know,
I
have
a
list
from
the
families
at
the
ones
that
yep
well,
it's
just
Sean
Taylor,
but
at
the
list
from
the
BPS
when
Ross
until
those
schools
mergers.
But
if
there's
anything
that's
outstanding
for
the
Char
and
Taylor
communities,
please
reach
out
to
my
office.
A
Thank
you
and
in
the
interest
of
making
sure
that
Community
has
a
chance
to
respond.
Even
though
you
weren't
asked
a
specific
question,
there
is
still
time
on
his
timer
that
I'd
like
to
yield
to
you
all
in
the
interest
of
the
way
that
I
wrote,
Ruby
I,
know
you've
been
at
this
and
Megan.
Everybody
has
been
at
this
for
a
long
time,
so
I'd
love
to
create
an
opportunity
for
you
to
kind
of
like
react
to
anything
that
you've
heard
from
Council
morale.
Please.
D
I
think
I'm
more
just
hoping
that
the
staff
that
is
here
actually
makes
an
effort
to
do
things
differently.
I
think
you
know
when,
when
people
talk
about
right
sizing,
the
district
and
enrollment
decline,
they
think
of
it.
As
you
know,
the
the
solutions
are
easy,
just
closing
schools,
but
in
reality
you
know
when
we
don't.
When
we
talk
about
enrollment
decline,
there
is
a
perspective
of
you
could
just
provide
what
students
need,
instead
of
looking
at
it
as
an
opportunity
to
close
Public
School
Systems.
D
For
me,
I
find
that
terminology
really
offensive.
It
is
offensive
for
our
school
committee
to
be
saying
it
regularly
without
any
thought
about
the
impact
that
it
has
on
families
and
basically
them
telling
families
that
they're
closing
their
schools
as
an
afterthought,
rather
than
any
kind
of
conscientious
planning
going
into
it.
B
E
A
You
thank
you,
I
know.
Have
you
all
felt
rushed,
but
I
gave
you
all
a
little
extra
time
to
breathe.
I
hope
you
appreciate
that
but
I'm
gonna
move
into
the
the
administration
panel
and
as
y'all
transition
I'll
just
have
a
few
of
my
own
little
commentary
to
to
add
to
this
panel.
You
know
I
often
talk
about
the
fact
that
I
grew.
You
know.
A
Think
that
there's
there's
a
level
of
accountability
that
we
need
to
take
in
terms
of
how
we
communicate
and
how
we
engage
families
so
that
they
understand
from
the
get
that
you
are
listening
to
them
and
really
validating
the
concerns
that
they
have
experienced
and
I
know.
The
whole
entourage
is
coming
here
through,
but
I'm
going
to
actually
name
the
folks
that
the
way
I'm
going
to
switch
things
up
a
little
bit
so
I
want
Rebecca,
Charles,
Miriam
and
Sam,
and
then
I
know
that
Ethan
you're
here
to
answer
questions
as
well.
A
Also
speaking,
oh
yeah,
okay
come
on
through
and
if
you
think
that
I
was
like
that
with
the
community.
Imagine
how
I'm
going
to
be
with
y'all
I'm
gonna
be
like
no
y'all
got
three
minutes.
Each
I
did
communicate
to
Chantal
that
this
panel
was
going
to
be
a
total
of
20
minutes.
So
you
guys
have
earmarked
your
time
accordingly
right.
A
One
voice:
okay,
awesome,
all
right,
so
my
hope
is
as
I
as
you
speak
in
this
one
voice
that
you
also
keep
in
mind
of
the
voices
that
you
have
heard
right
and
while
you
may
have
your
own
PowerPoint
I
mean
your
own
data
points
that
you
want
to
share
here.
I
really
want
to
make
sure
that
those
who
have
been
tuning
in
and
those
who
have
spoken
before
you
feel
like
you've
they've
been
heard.
So
that
is
the
request.
Is
that
you
weave
in
to
your
commentary?
A
What
are
some
of
the
things
that
you
heard
here?
How
you're
going
to
address
some
of
those
things
right,
like
we've,
seen
these
PowerPoint
presentations,
because
we've
been
in
all
of
your
meetings
right
so
my
hope
is:
is
that
this
time
that
we
focus
together
is
that
we
respond
to
what
we
have
heard
and
have
note
to
be?
What
is
the
constant
Thread
about
people
feeling
like
it's
an
afterthought
that
you're
not
being
honest,
that
things
are
always
being
done
to
us
without
us
and
what
we're
going
to
do
differently.
A
So,
as
you
continue
to
talk
through
know
that
those
are
the
things
that
I
want
you
all
to
be
mindful
of
and
Ethan
in
regards
to
the
comment
that
ruby
made
in
regards
to
the
how
that's
going
to
look
I
want
you
to
speak
specifically
to
that
I.
Don't
want
I,
really
want
to
Center
this
conversation
on
what
you
just
recently
have
heard.
Okay.
Is
that
fair,
okay?
So
we're
going
to
begin
with
Rebecca
and
I'm
going
to
time
it,
and
we
definitely
are
on
time
to
start
now.
Go.
M
M
Yes,
okay,
okay,
thank
you,
councilor
Mejia,
for
sponsoring
this
hearing
and
for
bringing
us
all
together,
and
you
know
we
very
much
understand
that
this
is
an
important
conversation
and
we're
glad
that
we're
all
here,
okay,
I
realize
I
can't
turn
from
the
mic.
But
this
feels
weird
not
talking
to
the
people
who
have
just
spoken,
but
I
want
to
thank
all
of
the
community
members
for
also
being
here.
M
M
You
know
I
just
want
to
speak
for
just
a
moment
on
the
green
new
deal,
just
to
say
that
this
is
our
shared
commitment
to
ensure
that
students
have
access
to
learning
spaces
that
are
safe
and
healthy,
and
energy
efficient
and
inspiring.
I
want
to
say
that
piece,
because
I
hear
that
in
the
reflections
that
the
community
just
shared
and
we
share
that
commitment
and
I
realize
that
sometimes
the
path
to
getting
there
feels
different.
M
M
We
know
we
haven't
figured
out
the
way
to
fully
do
this
well
yet
and
we're
hearing
the
communities
that
are
the
people
that
are
here
expressing
that
to
us
and
we're
working
to
come
together
as
a
full
team.
To
do
that,
and
then
I
just
want
to
say
on
this
panel
today,
you're
going
to
hear
from
Community
engagement,
Equity
operations
and
academics
and
that
both
the
houses
of
BPS
are
working
to
be
United
and
we're
also
being
more
united
across
the
city
of
Boston.
And
that
means
the
mayor's
office
and
the
public
facilities.
M
A
Now
that
is
going
to
be
a
little
bit
different
because
that's
not
the
norm,
but
I
really
want
you
to
bring
yourselves
into
the
space,
because
what
I've
been
hearing
from
folks
is.
They
want
to
understand
that
you
understand
them
and
it's
hard
to
believe
that
at
being
understood
when
I
don't
feel
like
our
voices
are
being
validated.
Okay.
So
I'm
just
gonna
push
you
a
little
bit
more,
and
this
is
just
a
Prelude
to
how
the
hearings
are
going
to
go
next
year
during
the
budget
cycle.
Okay,
so
you
can
get
that
practice.
N
So
actually
I'll
be
jumping
in.
Thank
you.
Council
media
I
also
want
to
also
personally
thank
Ruby,
Allison
Megan
and
all
the
other
Community
Partners
that
spoke
here
this
evening.
We
have
been
listening.
Taking
copious
notes
on
the
side.
Is
that
better?
Thank
you.
I
also
just
want
to
name
that,
in
keeping
in
the
spirit
of
the
space,
I
also
want
to
say
that
over
the
23
years,
I've
been
in
the
district.
N
This
feels
different
in
the
sense
that
we're
actually
taking
the
time
now
to
actually
some
reflection,
both
internal
to
BPS
and
external,
to
VPS,
with
the
community
around
what's
worked
and
what
didn't
work
as
far
as
engagement
goes,
we've
been
thinking
a
lot
about
that.
Over
the
last
year,
we've
been
really
listening
to
a
lot
of
our
community
in
our
Advocates
and
really
trying
to
understand
how
we
go
forward
with
this
work
moving
forward.
N
So
in
our
last
launch-off
meeting
we
talked
about
inviting
cbo's,
Partners
parents,
Community
groups
to
really
volunteer
to
say
they
want
to
host
a
session.
They
can
help
us
shape
it.
They
can
help
us
run
it
and
we'll
go
show
up
as
participants.
So
we've
heard
the
community
and
that's
the
direction
we're
going
in,
so
we're
excited
to
also
put
industry
standards
in
place
around
how
we
do
this
work.
That
was,
that
has
not
been
in
place
over
the
years
that
I've
been
in
in
the
district
in
some
of
my
many
roles.
N
So
since
I've
been
in
the
role
we've
working
with
our
team
created
our
internal
dashboard,
that's
going
to
help
inform
some
of
the
projects
that
dashboard
that
we
created
that
was
announced.
Last
May
was
really
instrumental
in
US,
identifying
which
project
to
be
launched
immediately,
including
the
McKinley's
work,
including
the
white
Stadium
support
that
we're
doing
so.
We've
actually
understood
that
we
need
to
get
ourselves
organized
next.
We
also
understood
that
a
lot
of
the
work
that
we
were
doing
prior
was
not
to
Industry
standards
according
to
school
districts.
N
So
we've
really
worked
closely
with
our
Council
great
City
Schools.
We
listen
and
learn
from
other
school
districts
about
how
to
do
this
work
and
we're
confident
that,
with
that
information,
and
on
with
that
information,
we've
positioned
ourselves
to
move
forward
in
a
Direction.
That's
going
to
get
us
some
some
better
results.
N
Thank
everyone
for
their
voice
and
advocacy,
and
we
are
listening.
It's
a
matter
of
us
transitioning
to
a
point
where
we
roll
this
out.
So
as
we
do
this
work
together
in
this
new
way.
Hopefully
that
trust
will
build,
then
we'll
see
some
better
progress
in
the
future.
With
that
I'll
turn
it
back
over
to
Rebecca.
A
What
a
note
for
the
record
that
one
of
the
questions
that
we
submitted,
that
we
want
you
to
answer
at
some
point,
and
this
is
in
regards
to
you
know
why
were
some
of
these
six
schools
being
asked
to
merge
before
the
completion
of
the
the
design,
study
and
I?
Also
want
you
to
answer
you
know:
are
they
getting
new
facilities?
If
not,
are
they
getting
it
from
the
merger
with
other
schools,
for
example?
Neither
the
shaw
nor
the
Taylor
has
a
gym.
A
A
Because
that's
what
that's
that!
That
was
what
we
talked
about,
that
I
was
going
to.
We
were
going
to
set
you
guys
up
for
Success
that
we
were
going
to
send
questions,
and
some
of
these
questions
may
not
be
there.
Some
of
them
I
know
are
so
I
just
want
to
make
sure
that
you
guys
had
a
chance
to
look
at
some
of
the
questions.
Yeah.
A
N
Yeah
so
as
as
we
roll
out
and
have
the
design
team
conversations
and
we
discuss
what
the
schools
would
look
like
ought
to
look
like
feel
and
get
that
feedback
from
the
from
the
field.
We're
going
to
need
to
do
some
work
to
figure
out
what
spaces
are
available
once
the
merges
are
landed
in
the
way
that
we
think
of
work
and
then
determine
what's
missing
and
figure
out
how
to
plan
for
some
of
those
amenities
to
occur.
N
So
the
idea
is
to
have
the
conversations
figure
out
the
best
way
to
make
the
folks
fit
in
the
building
once
everyone's
in
place.
According
to
what
programmatic
needs
are
available,
then
we
can
see
what
spaces
we
need
to
modify
to
do
any
additions
or
build
on
to
any
of
the
spaces.
So
it's
it'll
be
a
process,
of
course
getting
people
in
the
building,
understanding
that
they
they're
in
the
space
figure
out
what's
missing
and
then
developing
a
plan
to
build
in
or
out
depending
on
the
space.
That's
available.
A
O
Thank
you
again.
Councilor
I'm
here
for
is
was
stated
earlier
for
convening
the
panel
and
thank
you
to
the
the
panelists
for
just
the
the
wisdom
and
the
history
and
for
continuing
to
hold
us
accountable.
I
would
say
for
the
work
that
we're
doing
in
the
Boston
Public
Schools
over
the
last
few
months,
echo
my
colleague,
Sam
depina,
and
that
this
does
feel
different
and
I.
Think
for
the
all
of
the
advocacy
and
the
panel
earlier
again.
O
And
so
some
things
that
are
different
are
that
my
members
of
my
team
are
at
the
table.
What,
for
these
conversations,
we
are
trying
to
do
sort
of
a
reset
from
the
spring
and
the
prior
history
history
and
this
summer
really
made
the
commitment
to
make
sure
that
we're
using
the
race
track
planning
tool
throughout
the
process.
We
can't
go
back
in
time
and
fix
what
was
not
done,
but
we
can
commit
that
from
this
point
forward,
it
will
be
a
part
of
the
process.
The
ideal
I
do
want
to
acknowledge
what
was
said
earlier.
O
The
idea
is
that
we
do
it
at
the
very
beginning.
There
may
be
some
circumstances,
though,
when
that
can't
happen
so
I
want
to
acknowledge
what
was
shared
earlier.
That
I
did
share
at
the
community
meeting
at
the
Irving.
That
I
looked
at
the
analysis
done
by
the
Sumner
philbrick
parents
and
I
do
think
that
you
know,
based
on
those
numbers,
there
will
be
a
higher
concentration
of
students
with
needs
and
high
needs
and
and
diverse
needs.
I
think
that
that
in
and
of
itself
does
not
have
to
mean
that
it's
inequitable.
O
That
means
that
we
need
to
do
everything
that
we're
supposed
to
do
as
educational
leaders
to
provide
the
resources
for
those
students
to
be
successful,
and
so
I
just
want
to
reiterate
that
that
the
concentration
of
high
needs
doesn't
necessarily
automatically
mean
inequity,
and
so
we
are
committed
to
continuing
I,
am
confident
in
being
able
to
save
and
and
to
be
very
transparent.
I
haven't
always
been
able
to
say
this
over
the
years
that
I've
seen
the
the
race
record
planning
tools
for
these
mergers
that
we
are
in
process.
O
Skipper's
leadership
is
our
racial
Equity
dashboard
that
we're
looking.
You
know
something
we've
been
working
on
for
the
last
two
years,
and
so
we
actually.
This
is
a
good
timing,
because
we
actually
have
a
prototype
of
it
internally
and
we're
at
the
point
now,
where
over
the
next
one
or
two
months,
we'll
be
able
to
show
and
document
where
we
are
in
every
step
along
the
way
for
every
racial
equipment
tool.
That's
active,
administry.
A
The
next
and
I
know
Rebecca.
You
are
interested
in
speaking,
but
one
of
the
questions
that
we
submitted
was
given
that
the
effort
to
create
a
coherent
long-term
plan
by
the
end
of
2023,
how
will
decisions
be
made
in
the
interim
about
facility
changes
and
how
will
the
larger
context
of
these
decisions
be
addressed,
particularly
regarding
the
racial
Equity
of
these
decisions
like
if
you
did
mention
that
I
didn't
catch
it
so
can
at
least
you
just
answer
or.
O
There
are
some
things
that
were
already
from
previous
administrations
and
the
previous
work,
as
was
noted
earlier
around
blvps.
That
was
already
in
motion,
and
so
you
know
the
example
of
the
fact
that
in
Roslindale
there's
a
building-
that's
that's
that's
available
right
for
that
merger,
but
that's
not
the
same
for
the
Char
and
Taylor
right.
O
A
You
thank
you
for
that,
and
you
just
so.
You
know
I'm
gonna,
probably
add
a
minute
or
two
since
I've
been
asking
questions
in
the
meantime
only
just
because
I
want
to
be
super
intentional
and
utilize.
Your
time
wisely
too.
So
thank
you
for
that.
I
know
Rebecca.
You
wanted
to
say
something
and
then
we'll
go
to
Miriam.
M
Okay,
I
I
actually
was
thinking
about
how
it
would
be
important
to
bring
Ethan's
voice
in
after
the
earlier
comment
in
part,
because
a
lot
of
this
has
been
centered
on
facilities.
But
a
core
piece
of
this
is
also
the
designing
for
inclusion
and
thinking
about
how
we're
thinking
about
academic
opportunities
differently.
So
my
comment
was
actually
connecting
with
Ethan's
work
so
that
even
in
the
buildings
that
aren't
transitioning
to
a
new
building,
we
can
think
about
what
are
the
opportunities
for
kids,
perfect.
A
So
then,
let
me
frame
that
a
little
bit
more
sure
in
depth
for
you
so
that
you
could
follow
this
question
here
regarding
the
potential
mergers
of
the
PA,
Shaw
and
Taylor
and
the
summer
and
the
philbrick
with
a
racial
Equity
analysis
be
done
with
an
analysis
include
reviews
of
the
number
of
students
from
different
racial
social
economic
status,
special
education,
Els,
and
how
do
they
compare
to
the
non-emerging
school
districts?
If
you
could
answer
your
question
and
address
that
within
that
framework,
that'd
be
really
helpful.
P
Now
we
have
too
many
of
them
in
substantially
separate
classrooms
right
and
if
we're
going
to
serve
them
better,
we
need
to
make
sure
that
they
are
not
stuck
in
substantially
separate
classrooms.
We
have
two
times
the
national
average
of
students
with
disabilities
in
substantially
separate
settings.
We
also
have
very
limited
opportunities
for
those
students
to
have
partial
up
inclusion
opportunities.
P
In
fact,
we
have
half
the
national
average
of
students
who
have
who
are
able
to
do
partial
inclusion
so
and
in
small
schools
it's
really
challenging
to
have
those
opportunities
for
full
and
partial,
inclusive
opportunities.
So
when
you
have
larger
schools,
you
have
more
flexibility
and
more
resources
to
be
able
to
design
schedules
that
are
able
to
serve
IEPs,
and
so
that's
why,
as
we
go
into
this,
both
at
the
town
and
Shaw
to
all
the
mergers,
we
want
to
take
all
those
things
into
account.
A
No
I'm
just
curious,
you
know
going
back
to
in
the
near
future,
we're
also
going
to
have
to
look
at
physical.
This
is
another
question
that
we
submitted
and
I
just
would
like
for
you
to
address
it.
You
know
now
do
with
the
decrease
in
student
enrollment.
The
district
says
that
we
have
too
much
space
and
need
to
downsize
and
engage
school
closures
as
well
consolidating
emerges.
P
Can
certainly
speak
to
the
special
education
and
the
IEPs
and
I
think
that
over
time,
what
has
happened
we,
a
decade
ago,
we
had
40
percent
of
our
students
with
disabilities
were
in
substantially
separate
settings
and
when
we're
talking
about
substantially
separate
settings,
we're
not
talking
about
substantially
separate
generally,
those
kids
are
totally
separate.
They
don't
spend
time
with
their
peers
at
all
right
and
that's,
not
okay,
we're
down
to
30
just
below
30
percent
now,
but
we
should
be
able
to
do
much
better.
P
The
national
average
is
below
15
percent
and
that
has
facilities
implications
because
all
those
kids
have
home
rooms
and
those
substantially
separate
settings
are
home
rooms.
So
if
we're
trying
to
get
kids
out
of
smaller
rooms
and
into
the
general
education
classroom,
we're
going
to
have
to
think
about
where
all
those
kids
are
at
different
times,
so
we're
going
to
have
to
plan
for
that
very
very
carefully
and.
P
P
Well
so
I
mean
I
think
we're
that's
where
that's
the
planning
process
that
we're
engaging
in
now
to
make
sure
we
get
that
right.
But,
for
example,
our
black
males
have
I
don't
want
to
get
too
technical,
but
have
a
3.6
risk
ratio
of
being
in
a
substantially
separate
classroom
for
emotional
impairments.
So
that
means
they're
3.6
times
more
likely
than
any
other
kid
to
end
up
in
that
kind
of
a
classroom.
We
need
to
plan
to
be
able
to
undo
that.
A
And
and
as
you
plan
I'm
just
going
to
encourage
you
to
plan
and
build
alongside
folks
like
Edith
Brazil
and
other
people
who
are
actually
100,
you
know
on
the
front
lines,
doing
this
work
and
understand
what
it
looks
like
from
a
number
of
different
spaces
and
places.
So
I
just
want
to
offer
that
as
something
for
you
to
consider
that
planning
with,
and
that
for
is,
should
be
the
only
thing
that
you
walk
away
and
learning
from
this
opportunity
here
that
we
have
for
all
growth
here.
A
Q
Thank
you
counselor,
and
thank
you
to
the
panelists
who
were
here
before
us
I'm,
the
director
of
community
engagement
for
Boston,
public
schools
and
the
role
of
the
community
engagement
team
is
to
create
spaces
where
we
can
ensure
authentic
two-way
communication
with
members
of
our
school
communities.
We
do
that
in
different
ways,
because
we
understand
that
that
work
needs
to
constantly
evolve
right
and
adapt,
and
so
we
also
understand
that
Community
engagement
is
not
just
the
role
of
one
team
right.
Q
We
also
want
to
make
sure
that
BPS
programs
and
policies
are
brought
to
communities
in
ways
that
are
understandable
so
that
our
students
and
families
can
fully
participate
in
the
district
and
benefit
from
all
that
we
have
to
offer
and
to
that
and
our
team
sometimes
functions
as
a
thought
partner
for
other
teams.
You
know
to
review
materials
presentations
before
they
actually
go
into
the
community
so
that
we
can
clarify
messaging.
Q
Q
G
Q
We
provide
interpreters
in
all
the
languages
that
are
needed
and
we're
also
trying
you
know
to
not
only
do
virtual
meetings
with
Incorporated
some
in
person,
but
we
know
there's
not
one
thing
that
will
work
for
everyone,
so
we
we
hear
that
and
we're
committed
to
doing
that
and
I
just
want
to
lift
up
that.
We
heard
that
there's.
You
know
an
important
Dynamic
that
we
have
to
Embrace
that
we
have
to
hear
from
more
people,
especially
from
our
most
vulnerable
communities.
Q
Q
A
A
Yes,
so
I
am
going
to
assume
that,
because
of
the
work
that
you
did
even
before,
you
stepped
into
the
district
that
you
walk
in,
and
you
also
work
for
the
city
school
right,
absolutely,
which
was
deep,
organizing
right
working
with
community,
so
I'm
going
to
encourage
you
right
to
bring
that
into
BPS
and
lead
with
what
you
know.
This
moment
demands.
A
A
R
A
R
So
much
councilmania,
yeah
and
I'll
I'll
be
brief,
because
I
I
really
apologize
to
the
BPS
crowd
and
to
all
the
community
testimony
beforehand
that
I
just
showed
up
at
the
11th
Hour
of
the
hearing,
so
I,
often
when
it's
this
late
wouldn't
come
to
a
hearing
at
all.
But
I
do
just
feel
like
this
is
such
an
important
issue,
because
honestly
I
mean
obviously
we
all
like
really
learned
in
the
pandemic,
how
not
fit
for
purpose.
R
I've
definitely
seen
a
lot
of
students
and
families
who
they
really
need
that,
like
specialized
support
person
and
it's
really
hard
for
that
person
to
exist
in
all
the
schools
and
I
know
that
since
I
started
actually
Staffing
for
the
council
before
I
was
a
counselor
that
issue
of
like
the
complete
school
and
how
we
make
sure
that
we've
got
all
the
support
staff
that
our
students
need
in
every
building
in
the
district
and
how
we
budget
for
that.
Like
has
been
kind
of
the
central
like
school
budget
question
from
the
council's
perspective
every
year.
R
R
Having
like
knowing
that
there's
more
than
just
like
one
teacher
in
the
building
who
can
speak
their
language
is
super
important,
so
so
I
so
I,
know
I
know
like
we're
trying
to
achieve
a
sort
of
Goldilocks
thing
here.
I
guess,
just
like
you
have
a
line
in
your
presentation.
You
say
this
plan
will
have
a
clear
timeline:
sequence
of
projects
and
cost
estimates.
R
R
Then,
when
so
I'm
sure
that
you
guys
spoke
to
this
a
bit
before
I
came
but
I,
just
I
would
love
if
you'd
speak
to
it.
Now,
because
that's
kind
of
a
I,
that's
a
dominant
concern
of
mine,
as
you
guys
have
heard
from
people
today
and
you've
heard
before,
like
there's
a
definite
sense,
people
have
a
sort
of
like
broken
promises
in
the
history
of
the
district.
Obviously
it
can't
be
the
case.
R
N
Offer
a
speaker
on
the
intersection
points
and
then
I'll
speak
to
kind
of
how
we
structured
the
intersection
points
in
a
way.
That's
transition
proof
I'll.
Get
to
that.
So
sorry,
thank
you
for
the
reminder.
So
first
I'll
speak
to
the
intersection
point
of
everything
and
then
I'll
talk
about
how
we
intentionally
set
up
those
intersection
points
to
avoid
any
transition
problems
that
may
may
not
occur.
So
what
we
found
historically
was
that
there's
been
a
lot
of
transition
in
in
those
transitions.
Some
work
gets
lost.
N
N
It's
just
the
industry,
School
District
standard
that
other
districts
do
it's
live
it's
ongoing
and
we
need
to
have
one
established
so
that
work
is
due
to
be
complete
in
the
springtime
in
March
of
23,
so
that'll
be
complete
in
Fairly
short
order,
so
that'll
be
wrapped
up
once
we
have
that
information
that
is
going
to
help
inform
the
work.
That's
done
with
the
design
study.
The
design
study
is
underway.
We
just
launched
it
and
that's
due
to
be
complete
by
the
end
of
2023.
N
So
what
we'll
be
doing
in
the
meantime
is
really
having
the
engagement
sessions.
Listening
to
what
the
community
says
around,
what
school
design
should
look
like
you
know,
once
that's
complete,
we'll
have
the
FCA
already
done,
we'll
merge
the
analysis
that
we
do
with
the
FCA
to
this
design
study
work
then,
together
those
will
help
inform
how
we
design
projects
in
in
different
scenarios
that
may
exist
so
it'll
really
start
shaping
up.
N
I
would
say
by
the
end
of
23,
we'll
have
at
least
all
the
information
together
and
then
we'll
be
able
to
form
kind
of
how
we
go
forward.
Part
of
the
work
is
I'm
also
looking
at
some
case
study
modeling
that
we'll
do
along
the
way,
but
also
understanding
what
our
current
needs
are
based
on.
The
inclusion
work
that
we
need
to
do
in
other
programmatic
needs
that
we
have
to
implement
the
Strategic
implementation
plan,
Network
that
we
that
we're
doing
with
Desi
all
that
work
has
to
continue
work.
N
That
needs
to
be
done
in
buildings
will
have
to
happen.
So
if
there's
an
emergency
in
the
building,
any
maintenance
that
we
already
have
planned,
those
will
be
ongoing
during
this
time
period
as
well.
So
you're
right.
There
are
a
lot
of
moving
pieces,
but
the
intersection
point
would
be
towards
the
end
of
2023,
but
we'll
have
more
information
on
how
we
go
forward.
R
And
I
I
guess:
do
you
think
that
the
in
terms
of
these
overall
macro
studies
about
like
what
a
k
to
six
needs
and
what
a
seven
to
twelve
means
like?
How
are
you
feeding
in,
because
when
we
had
the
contract
hearing,
we
talked
a
lot
about
the
major
new
inclusion
goals
that
you
guys
have
and
the
way
the
contract
reflects.
Those
and
I
think
that's
super
important.
It's
both
the
statutory
requirement
of
the
city
and
also
something
we
should
be
doing
for
all
of
our
Learners,
but
I
guess
like
it
feels
like.
R
N
Happens
now,
so
a
lot
of
the
the
goals
and
targets
and
initiatives
that
we're
rolling
forward
will
help
inform
those
conversations.
So
some
of
the
things
are
just
non-negotiable.
That
we
have
to
implement
will
be
part
of
the
conversations
and
planning.
Now,
as
we
talk
about
how
to
implement
that
what
it
looks
like
and
then
by
the
end,
all
those
pieces
will
be
taken
into
consideration
once
we
start
doing
some
more
case
study
planning
work
as
we
develop
all
the
pieces
that
need
to
happen.
N
P
I
mean
in
many
ways
it's
it's
all
the
same
work
right
and
it's
important
for
us
to
see
it
as
a
coherent
piece
of
work
between
the
Green,
New,
Deal,
implementing
inclusion,
reimagine
funding,
school
funding
project
and
the
multilingual
learner
strategic
plan.
Those
things
are
about.
What
do
we
want
our
schools
to
look
like
and
what
do
they?
What
does
every
school
need
to
be
able
to
do
right
and
that's
changed
and
so,
and
we
have
to
be
able
to
answer
to
that
question.
A
That's
right:
you're
welcome
getting
more
time,
but
I
wanted
to
yeah,
so
I'm
gonna
switch
things
up
a
little
bit.
I
did
advise
and
give
the
administration
all
our
liaison.
The
heads
up
that
I
was
gonna,
switch
some
things
around
right,
because
normally
what
we
do
is
all
the
you
know,
counselors
ask
questions,
but
I
really
do
love
to
lead
by
community
and
show
what
is
possible
when
we
really
give
up
our
time
and
space
for
those
who
are
living.
A
The
realities
really
trying
to
push
the
work
so
I'm
going
to
ask
the
community
panelists
to
come
for
those
who
are
interested,
and
you
only
and
I'm
not
look.
The
goal
is
to
be
out
of
here
by
5
15,
so
don't
think
that
you're
going
to
have
a
whole
Rodeo
I
hope
that
you
are
Egypt
just
coming
here
with
one
question
and,
as
you
all
make
your
way,
I'm
going
to
make
my
closing
remarks.
A
Okay,
so
I
I
think
it's
really
important
for
us,
as
we
like,
at
least
for
me,
as
as
the
chair
of
education
and
as
someone
who
has
graduated
from
Boston
Public
School
I'm,
a
BPS
parent
I,
am
deeply
committed
right
to
this
conversation
and
making
sure
that
BPS
gets
it
right,
because
if
we
don't
it's
a
reflection
of
all
of
us
right,
so
I'm
holding
myself
accountable
to
that
work
and
working
in
partnership
with
you
all
right.
So,
yes,
I'm,
always
pushing
y'all.
That's
my
job
right.
A
A
A
Now
we're
getting
sucked
right
back
in
and
we're
being
asked
to
trust
and
and
believe
that
things
are
going
to
be
different.
But
in
order
for
us
to
really
believe
that
things
are
going
to
be
done
differently,
then
we
need
to
change
the
behavior
in
which
we
are
operating.
And
so,
if
people
are
asking
for
us
to
pause
and
slow
down
and
create
a
real
structure
that
leads
with
Community,
then
if
we're
doing
this
trust
building
exercise,
then
what
would
be
the
best
thing
to
do
is
to
pause,
slow
down.
A
But
every
time
you
hire
Consultants
and
people
with
titles
and
know
how
what
you're
saying
to
us
and
I
say
us,
because
I
am
one
of
them,
that
we
don't
really
matter
that
we're
bringing
in
the
experts
because
they
understand
design
human
Design,
Center
project,
blah
blah
blah
blah.
But
families
know
what
this
looks
like
and
feels
like
for
that.
A
That
would
be
to
me
a
good
faith
effort
in
showing
that
you
are
ready
to
really
step
to
the
side
and
create
space
for
families
to
really
lead.
Those
are
my
closing
remarks
because
you
know
I
gotta
run
out
of
here.
I
got
a
mock
trial
that
my
daughter
is
going
to
need
therapy
because
I'm
not
going
to
be
there
on
time,
but
I
am
going
to
close
us
out
and
create
space
for
Community
to
really
have
the
final
word.
A
D
P
J
P
P
No
they're
not
they're,
not
completed
yet
at
all.
The
inclusion
planning
teams
have
been
launched
in
about
30
schools
and
they
will
be
working
on
their
school
plans
and
then
I
think
we're
also
through
this
budget
cycle,
trying
to
understand
what
we're
going
to
be
able.
What
is
going
to
be
a
sustainable
model
moving
forward,
because
we
don't
want
to
have
a
budget.
A
B
Oh,
you
all
say
that
this
feels
different
and
I
appreciate
that
and
I
would
say
from
this
side.
It
doesn't
feel
different,
yet
I
think
what
we
need
is
a
Truth
and
Reconciliation
Commission.
Honestly,
my
question
is
Dr
granson.
You
said
that
we
we
need
to
plan
and
Implement.
At
the
same
time.
My
question
to
anyone
on
the
panel
is:
can
you
give
us
another
example
of
where
this
happens
in
where
else
this
happens
in
public
planning
or
in
other
communities,
and
if
you
can
explain
why
this
is
necessary,
Here
and
Now.
O
Yeah
I
don't
have
an
example
top
of
my
head,
but
I
think
that
that's
something
commit
to
go
back
to
to
look
for.
It
has
been
my
experience,
though,
in
K-12
education
that
that's
that
that's
the
reality
and
I
think
that
a
number
of
things
have
been.
A
number
of
things
have
been
put
in
motion,
and
so
going
back
to
the
decision
to
eliminate
middle
schools
right,
we
have
an
opportunity
to
provide
a
higher
quality
educational
experience
for
young
people
in
Roslindale
in
that
region.
O
It
would
be,
it
would
be
a
it
would
be
a
loss
if
we
were
just
to
leave
the
building
sitting
there
right,
and
so
the
idea
from
there
is.
How
do
we
capitalize
on
that
opportunity
to
provide
a
higher
quality
learning
experience
for
students
and
and
I
went
back
to
I
go
back
to
sort
of
what
I
said
earlier?
That's
not
the
case
in
every
place
in
the
district,
so
that
that
means
that
we
do
have
to
then
take
creative
strategies
because
it's
not
going
to
be
the
same
across
across
the
entire
city.
O
But
we
do
then
do
have
to
go
back
to
what
councilor
John
said
earlier
figure
out
what
the
trade-offs
are
and
I
hear
it
loud
and
clear
what
I?
What
I
hear
loud
and
clear
my
takeaways
are
the
co-construction
I
also
heard
loud
and
clear
just
now,
it
doesn't
feel
different
on
your
side,
and
so
that
means
that
as
we
go
back
and
reflect
as
a
as
a
team,
we're
hearing
slow
down
even
pause,
even
moratorium.
O
We
need
to
be
more
clear
about
why
we
believe
this
has
to
happen
now
and
I.
Think
a
large
part
of
that
is
the
more
delay
that
we
get
and
10
years
from
now,
we
will
still
be
having
this
conversation
right
and
and
then
we'll
have
even
worse
outcomes
for
students
and
worse
opportunities
for
students.
But
I
do
hear
a
lot
and
clear
we
we
need
to
co-construct
and
not
not.
Do
it
to
folks.
L
L
A
N
A
E
E
So
that
is
hard
to
keep
hearing.
So
I
want
some
really
concrete
answers:
Mr
Grant,
Dr
grandson.
Can
you
share
the
rept
right
after
the
meeting
you
have
my
email
address,
Mr
depina?
Can
you
Dr
Davina?
Can
you
can
you
get
us
a
meeting
with
public
facilities
department
so
that
we
can
start
looking
at
that
schematic
design
together?
The
first
weekend
week
in
January.
N
So
I'll
briefly
answer:
our
goal
is
to
have
the
design
meetings
actually
start
next
week.
So
when
the
meeting
start
next
week,
does
communication
going
out
this
week
about
that,
so
you'll
be
able
to
have
those
conversations
in
the
design
team
meetings
next
week.
You'll
have
this
next
few
months
for
us
to
have
these
conversations
and.
O
A
Yeah
and
so
I'm
gonna
ask
not
that
Allison
did,
but
I
will
just
throw
it
out
there
as
the
same
level
of
urgency
in
which
we're
moving.
In
that
we
also
look
at
the
shaw
right,
yeah,
okay,
well,
I,
do
appreciate
you
know
all
the
advocacy
I
want
to
make
sure
that
no
school
is
Left,
Behind,
Okay,
so
I'll
advocate
for
them.
But
I
I
wanted
to
thank
my
additional
colleagues
that
have
joined
the
council
for
for
participating
in
a
wraparound
of
questions.
A
A
We
did
it
before
the
end
of
the
legislative
cycle,
but
that
doesn't
necessarily
mean
that
the
conversation
ends.
This
legislative
cycle,
we're
going
to
keep
this
in
committee
and
bring
it
back
up
and
what
I'd
like
to
do
is
like
every
quarter
do
a
check-in.
What
did
we
say
that
we
were
going
to
do
here?
A
What
did
we
learn
about
the
work
that
we
said
we
were
going
to
embark
on,
because
the
only
way
we're
going
to
hold
ourselves
accountable
to
the
people
is,
if
we
could
come
in
back
here
and
answering
their
questions,
so
just
know
that
there
will
be
another
meeting
another
hearing
in
the
next
few
months
to
just
look
and
see
how
things
are
going
so
for
now.
This
meeting
this
hearing
is
adjourned.
Thank
you.