►
From YouTube: Committee on Education on March 21, 2022
Description
Docket #0294 - hearing regarding a cradle to career tracking system
A
A
One
two
one:
two:
okay,
so
first,
let
me
just
start
off
by
saying
that
this
is
my
first
hearing
in
the
chamber,
so
I
am
acclimating
myself
to
the
space,
so
I
ask
for
your
patience
as
we
navigate
this
virtual
hybrid
model.
So
not
only
do
I
have
to
be
in
the
chamber,
but
I
also
have
to
make
sure
that
the
people
who
are
tuning
in
are
also
brought
in
so
really
wanted
to
just
put
that
out
there
that
this
is
the
first
time
that
I
do
this.
A
So
please
bear
with
us-
and
this
is
my
colleague's
first
time
in
his
hearing.
So
I
just
wanted
to
just
congratulate
you
and
so
glad
that
you
came
out
with
something
so
deeply
concerning
here
in
the
city
of
boston
or
something
that
you
deeply
care
about,
so
excited
that
you
are
doing
this.
So
let
me
just
begin
just
to
to
start
off.
I'm
calling
this
hearing
to
an
order.
A
A
We
have
an
order
of
arrival,
counselor
ed
flynn
from
district
2,
counselor
liz
brennan
from
district
9
and
counselor
at
large
ruthie
rutzi
luigian,
in
accordance
with
the
chapter
20
of
the
acts
of
2021,
modifying
certain
requirements
of
the
open
meeting
law
and
revealing
relieving
public
bodies
of
certain
requirements,
including
the
requirement
that
public
bodies
conducts
its
meeting
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
This
hearing
will
be
broadcasted
in
part
over
zoom.
A
If
you
would
like
to
testify
on
this
matter
via
zoom,
please
email,
juan.lopez
boston.gov
for
the
link.
We
will
also
take
in-person
public
testimony
if
you
have
signed
up
and
asked
that
you
sign
in
to
testify
or
register
your
attendance
for
those
in
attendance
in
the
chamber.
We
ask
that
you,
please
silence
your
electronic
devices
at
the
start
of
your
testimony.
Please
state
your
name
address
and
affiliation.
A
Today's
hearing
is
on
docket
0294
order
for
a
hearing
regarding
a
cradle
to
career
tracking
system.
We
are
joined
by
the
following
panelists
panel,
one,
the
administration,
marcia
ines,
mitchell
and
you'll
correct
me
when,
if
I
mispronounce
your
name
please,
she
is
the
bps
director
of
post-secondary
partnerships
and
initiatives.
A
We
also
will
be
joined
virtually
or
in
person
by
rasad
cope.
Who
is
the
director
of
youth
engagement
and
employment
as
well
as
alex
valdez?
Who
is
the
executive
director
of
women's
advancement
here
for
the
city
love
to
see
the
diversity
panel?
Two
is
benjamin
form
who
is
for
man?
Who
is
the
research
director
for
mass
inc
will
austin?
A
A
Okay,
you
will
have
a
seat
at
the
table,
so
come
on
in
and
make
sure
that
you're
ready
to
go.
When
it's
your
turn.
Okay,
then
we
also
have
panel
three
and
if
you
are
a
panelist-
and
you
are
here
in
person-
please
find
a
seat
within
the
chamber
so
that
we
can
make
sure
that
we
call
upon
you
and
we
know
who's
here
and
who's
in
the
virtual
world.
We
have
penny
bender.
A
Okay,
we
also
have
dr
sarah
sherry
rice
who's,
the
executive
director
of
digital
ready,
and
if
you
are
here
in
person,
please
and
you
too
kristen-
I
need
everyone
who's
here
to
testify
who's
here
in
person
to
assume
your
seat
inside
the
chamber.
Yes,
is
that
okay,
because
I'm
making
up
my
own
rules,
I
need
to.
I
need
everybody
ready
to
roll
when
it's
time
for
me
to
call
upon
you
and
then
everyone
else
will
be
virtually
so.
C
We
know
that
there
is
a
direct
correlation
between
a
person's
graduation
graduating
from
high
school
and
college
to
their
career
path
and
income
level.
Other
states,
like
california,
texas
and
new
york,
have
started
innovative
models
to
help
prepare
their
students
for
the
careers
of
today
and
tomorrow.
I'm
looking
forward
to
our
panelist
discussion
at
this
hearing
to
explore
how
we
can
build
upon
proven
partnerships
and
programs
that
will
better
support
our
students.
Thank
you.
A
D
D
I
will
be
brief
because
when
I
also
saw
the
powerful
panelists
that
are
here,
I
know
that
we're
going
to
learn
a
lot
from
you,
but
I
am
your
at
large
city
councilor
now,
but
for
over
two
decades
I
was
a
teacher
in
bps
and
I
did
see
too
often
that
we
passed
along
our
students
when
they
weren't
ready
and
we
take
a
lot
of
data.
We
spend
a
lot
of
time
outside
of
teaching
our
students
during
the
day
to
test
them,
but
then
we
don't
always
do
anything
with
the
data.
D
D
We
need
to
be
tracking
it
from
birth,
and
I
really
love
that
this
is
to
career
because
oftentimes
we
end
it
bps,
sometimes
like
we
wash
our
hands
like
that's,
we've
done
our
job,
but
knowing
that
we
want
to
make
sure
that
we're
supporting
them
right
through
when
they're
able
to
be
financially
independent,
and
does
that
mean
college?
Does
that
mean
training
in
you
know
the
unions
or
other
training,
it's
very
important
that
we
support
all
the
way
through.
So
thank
you
very
much,
and
I
look
forward
to
this
hearing.
A
B
I
think
that
we
here
in
the
city,
particularly
as
it
pertains
to
bps
when
we
have
a
kid
that
come
across
that
stage
in
many
instances
it's
a
first
generation
high
school
graduation
situation
that
we
all
get
we
get
caught
up
in
the
hugs
and
the
high
five
moment,
but
no
one
actually
tracks
that
recent
graduate
on
to
a
career
path.
I've
often
said-
and
my
colleagues
will
will
remind
me-
because
I
say
it
ad
nauseam-
is
that
we
are
an
opportunity,
rich
in
a
resource-rich
city.
B
It's
why
I've
been
a
long
time
supporter
of
boston's
year,
13,
giving
kids
that
opportunity,
and
just
the
first
three
cohorts
I
don't
know
of
another
program
in
the
city
that
is
having
the
success
that
sarah
cherry
rice
and
her
team
are
having
with
with
boston
year
13..
So
again,
it's
just
another
example
of
making
sure
that
we're
following
through
and
for
me
it's
never
been
just
about
that
kid
graduating
from
high
school.
It's.
What
is
that
kid
doing
next?
Is
that
kid
going
on
to
college?
B
Is
that
kid
going
on
to
a
career
path?
What
type
of
career?
What
are
the?
What
are
the
wages?
And
I
I
just
think
about
you-
know:
boston
skyline,
particularly
in
my
neighborhood,
the
south
boston,
waterfront,
skyline
ceos
are
moving
their
companies
to
boston
on
a
regular
basis,
trying
to
tap
into
a
lot
of
our
natural
resources.
We,
the
brain
power,
obviously
the
accessibility
piece
of
it,
academia
we've
got
the
best
colleges,
universities
and
hospitals
and
network
of
community
health
centers
in
the
world.
B
So
we
got
a
lot
of
great
things
going
for
our
city,
including
championship
teams
that
said
their
workforce
and
their
careers.
We
want
to
make
sure
that
that
opportunity
trickles
out
throughout
all
of
our
neighborhoods,
and
it
really
is
going
to
take
a
concerted
effort
from
bps
in
this
program
that
our
colleague
and
council,
overall
and
also
council
murphy,
are
talking
about,
which
is
the
the
cradle
to
career
tracking
system,
and
I
think
we
have
the
capacity
and
as
well
as
the
resources
to
do
it.
B
So
I'm
looking
forward
to
this
hearing
listening
to
folks
who
really
know
this
space
and
have
spent
a
significant
amount
of
time
trying
to
make
a
difference
in
people's
lives
and
we're
here
to
partner
with
you
as
the
members
of
the
boston
city
council.
So
we
continue
to
move
the
dial
and
close
those
gaps.
So
thank
you,
madam
chair,
and
look
forward
to
the
hearing.
A
Thank
you,
counselor
flaherty,
I'm
going
to
go
to
the
virtual
world
and
ask
my
colleague,
counselor
luigi
jen,
to
please
offer
actually
no
I'm
going
to
before.
Just
give
you
the
heads
up,
I'm
going
to
you
next,
but
I'm
going
to
go
to
my
colleague
who's
here
right
now,
counselor
flynn,
you
now
have
the
floor.
E
Thank
you
councilman
here
and
I
want
to
say
thank
you
to
council
warrell
for
sponsoring
this,
and
I
know
council
rural
has
been
engaged
and
active
on
this
issue
for
for
a
long
period
of
time,
and
thank
you
for
council,
ralph
and
council
murphy
for
bringing
this
forward
and
council
of
flaherty
as
well.
Council
council
flaherty
and
I
have
focused
a
lot
on
the
booming
waterfront
in
south
boston,
and
we
want
we've
been
working
to
make
sure
that
that
booming
economy
those
jobs
are
working
for.
E
So
that's
something
I
know
we'll
continue
working
on
council
flaherty,
but
I
just
want
to
say
thank
you
to
the
administration
team.
That's
here
for
the
important
work,
you're
doing
and
want
to
say
thank
you
to
the
chair,
but
also
to
council,
rel,
council
murphy
and
councillor
flaherty
for
really
working
hard
on
this
on
this
important
issue.
Thank
you,
madam
chair.
F
F
A
G
Thank
you,
councillor
mejia,
and
thank
you.
Everyone,
I'm
sorry
to
be
joining
you
all
virtually,
and
my
time,
unfortunately,
is
limited.
But
I
wanted
to
thank
again
the
sponsor
here,
counselor
warrell,
for
filing
this
order
into
the
co-sponsors,
counselors,
murphy
and
flaherty
for
highlighting
this
important
issue.
G
We
definitely
need
a
holistic
system
that
connects
all
of
the
city's,
very
rich
resources
throughout
boston
for
our
young
people,
and
we
have
a
responsibility
as
a
city
to
make
sure
that
all
of
our
young
people
are
getting
the
most
from
this
research
city
and
we
have
to
investigate
when
it's
not
working
or
when
something
new
or
different
could
work
in
boston.
We've
seen
similar
cradle
to
career
ideas
in
other
cities
and
also
historically,
we've
seen
that
oftentimes
when
we're
using
the
word
tracking.
Sometimes
it's
meant
to
funnel
or
sort
students.
G
You
know
wealthy
students
or
white
students
into
good
schools
and
programs
and
everyone
else
into
alternative
programs
based
on
the
perceived
ability,
and
so
it
looks
like
what
now
we're
talking
about
is
using
data
and
metrics
to
really
track
kids
to
ensure
connected
pathways,
education,
trades,
enrichment
and
employment.
All
of
that-
and
these
are
not
the
same
things
as
what
we've
seen,
and
so
I'm
really
looking
forward
to
what
we
can
build
here.
G
I'm
really
glad
that
there's
like
such
a
diversity
of
people
represented
on
these
panels
from
people
in
the
education
non-profit
space
to
the
administration,
to
our
trades,
to
really
think
holistically
about
connecting
resources
for
our
students.
So
again,
thank
you,
councilworld,
even
when
I,
when
I
have
to
leave
my
my
staff,
is,
is
watching
and
we'll
be
paying
attention
to
see
how
we
can
partner
and
help
in
this
work.
So
thank
you.
A
H
Good
afternoon
everyone,
my
name,
is
tania.
Fernando
anderson
welcome
for
all
of
you.
I
haven't
gotten
to
introductions
or
hopefully
to
get
to
know
you
soon.
I'm
sorry,
I'm
at
my
apologies
for
being
late,
schedule's,
crazy.
Looking
forward
to
hearing
this,
I'm
very
excited
about
your
hearing,
counselor
warrell,
and
in
whatever
way
I
can
contribute
to
this
process.
I'm
here.
Thank
you
so
much
for
welcoming
yeah.
Thank
you.
A
And
I'll
just
offer
a
quick
just
I'm
glad
that
all
my
colleagues
had
a
chance
to
have
some
opening
remarks.
I'll
be
brief
with
mine.
You
know
for
me
as
the
education
chair,
when
I
heard
this
order,
I,
and
also
as
the
I
chair
workforce,
development
labor,
as
well
as
government,
accountability
and
transparency.
So
I
felt
like
any
of
these
committees
would
have
been
the
best
committee
to
host
this
hearing,
because
all
of
these
things
are
intersection.
A
You
know
I
talk
about
often
that
I
was
almost
20
by
the
time
I
graduated
high
school
and
I
was
on
do
not
drop
out
track
because
I
had
already
dropped
out,
and
so
when
we
think
about
this
conversation,
I
think
about
all
those
students
who
are
disappearing
from
our
halls.
We're
no
level
of
accountability
right,
and
I
also
see
this
more
as
an
opportunity,
the
opportunities
that
exist
in
the
trades,
the
opportunities
that
exist
and
holding
employers
accountable
and
creating
more
access
and
opportunities
for
our
young
people.
A
So
I'm
really
excited
about
what
this
tracking
system
is
will
be
able
to
do
and
how
we
can
use
that
as
a
measure
of
accountability
and
a
source
of
inspiration
in
terms
of
here's.
When
you
know
what
you
know,
the
question
is:
is
always
what
you're
going
to
do
about
it
right,
and
so
I'm
really
excited
about
that
conversation,
and
I
always
say
out
in
these
streets-
is
that
we're
resource
rich,
but
coordination,
poor
and
right
now?
A
A
I
feel
like
I'm,
I'm
seeing
an
event
here
but
yeah
for
those
folks
who
know
who
I
am
know
how
I
roll
so
just
get
ready
for
it
because
we're
about
to
dive
into
this
work,
I
think
we're
going
to
start
off
with
our
first
panel
with
marcia
ines
mitchell,
I'm
the
director
of
bps
post-secondary
partnerships
and
initiatives.
You
now
have
the
floor.
Thank.
I
You
so
much
chairperson,
mahia,
your
fellow
counselors,
brian
warrell
and
aaron
murphy
and
all
of
the
other
counselors
who
are
here
today.
My
name
is
marsha
ennis
mitchell.
You
did
good,
but
I
don't
penalize
folks,
but
my
last
name-
I
just
you,
know
corrected
when
I
had
the
opportunity
to
do
so.
So
thank
you
for
allowing
me
to
do
that
and
thank
you
all
for
having
me
here
today.
I
I
We
have
a
deep
partnership
with
generation
success
and
I
know
you'll
hear
from
krista
mcswain
from
the
opportunity
agenda
a
little
bit
later
on,
and
we
also
have
a
strategic
effort
underway
around
pathway
development,
where
my
cap
is
a
core
component
of
the
student
development
and
student
support
structure
with
new
skills,
boston,
which
is
a
pathways
expansion
effort.
That's
coming
out
of
investors,
so
I
wanted
to
name
everyone,
and
I
think
I
got
all
the
core
partners
and
will
get
a
check
for
my
colleagues.
For
that.
So
utilizing.
I
The
naviance
college
and
career
platform
is
where
I'll
focus
most
of
my
remarks
on
today,
because
that's
where
we
have
an
opportunity
to
really
track,
monitor
data
and
milestone
completion
of
key
experiences
that
we
want
students
to
engage
in
while
they're
with
us
within
their
secondary
years,
at
the
boston
public
schools.
So
through
the
naviance
college
and
career
platform,
students
have
the
opportunity
to
really
drive
their
learning
over
multiple
years
as
they
build
their
college
and
career
profile.
I
I
I
We
have
begun
to
roll
out
the
naviance
platform
to
our
students
in
grade
six,
seventh
and
eighth,
and
that
work
will
continue
this
spring
students
collaborate
directly
with
their
school
counselors,
their
teachers,
their
pathway,
coordinators
and
utilizing
the
tool.
These
persons
also
have
user
accounts.
So
they're,
not
just
you,
know,
utilizing
the
tool
by
themselves
these
individuals,
frontline
practitioners,
are
actually
engaging
them
in
robust
workshops
and
lesson
plans
and
the
activity
the
aligned
activity,
whether
it's
an
assessment,
a
smart
goal,
feature
a
resume
builder.
I
The
aligned
activity
is
actually
was
built
into
the
platform
and
what
we
use
to
monitor
and
track
that
students
actually
engaged
in
an
experience
and
while
naviance
is
not
a
data
system,
it
does
like.
I
said
track
engagement
in
these
milestones
for
college
and
career
and
serves
as
an
e-portfolio,
so
students
are
able
to
utilize
it
as
like,
a
locker,
a
place
to
house
artifacts
that
can
then
be
used
to
apply
for
internships
jobs
as
well
as
throughout
the
college,
planning
and
application
process
for
career
planning.
I
I
They
include
a
set
of
developmentally
appropriate
assessments
that
follows
the
students
over
time,
so
students
gather
information
about
themselves
right
when
you
think
about
you
know
how
did
you
kind
of
learn
about
what
you
liked
what
you
didn't
like?
What
brings
you
joy,
your
learning
styles,
your
personality
was
unique
about
that,
but
how
did
you
know
how
you
know
how
it
uniquely
connected
to
potential
majors
as
well
as
careers?
I
You
know
when
we're
growing
up,
we
see
things
on
tv
and
we
all
saw
like
all
the
csi
stuff
and
everyone
wanted
to
go
into
criminal
justice.
My
child
wants
to
be
a
dermatologist,
because
now
dr
pimple
popper
is
a
big
thing,
and
so
we
want
to
make
sure
that
we're
putting
tools
in
front
of
young
people
where
they
can
assess
who
they
are
and
where
they
want
to
be,
but
not
make
it
feel
like.
We
are
kind
of
locking
them
into
one
pathway,
but
giving
them
a
start
right.
I
Here's
a
little
bit
of
information
and
data
about
yourself,
so
you
can
then
utilize
that
to
think
about
what
opportunities
might
be
best
aligned
to
fit
your
needs,
students
can
then
get
matched
to
a
set
of
road
trip.
Nation
videos
to
learn
about
professional
paths
of
folks
who
are
in
careers
that
they
are
interested
in,
that
video
bank
is
embedded
within
the
platform.
So
when
they
complete
a
career,
profiler
or
interest
survey,
there's
a
series
of
videos
from
a
diverse
group
of
professionals
that
the
students
can
then
engage
with.
There
is
a
resume
builder.
I
That's
within
naviance
students
develop
their
resumes
within
the
platform
during
their
9th
and
10th
grade
years.
That
information
is
then
pulled
down
by
the
pick
career
specialist
in
concert
with
the
students.
So,
in
partnership
with
the
student
to
then
develop
out,
what's
called
a
professional
resume
and
put
in
a
professional
template
to
be
used
for
job
applications.
A
I
For
the
career
planning,
all
of
our
students
have
access
to
all
of
the
information
that
they've
collected
over
time
and
they
apply
that
self-knowledge
to
really
working
with
their
counselors
and
identifying
institutions
that
might
be
a
good
match
for
them.
Other
career
planning
pieces
that
we
collect
in
naviance
is
colleges
that
students
are
interested
in
scholarship
applications,
financial
aid,
so
we
track
their
fafsa
completion,
which
we
kind
of
draw
down
from
the
data
that's
housed
within
the
state
and
whether
or
not
they've
matched
their
common
application
to
the
naviance
platform.
I
A
And
this
is
where
the
awkwardness
comes
in,
because,
first
of
all,
I
don't
have
a
mask,
so
all
of
my
non-verbals
are
showing
you.
Yes,
we
have,
and
the
fact
of
the
matter
is
is
that
the
way
this
is
only
five
minutes,
so
it's
really
hard
for
people
to
dive
in
into
the
body
of
work,
but
I'm
hoping
through
conversation
and
questions
and
answer
you'll
be
able
to
bring
in
a
little
bit
more
so
for
those
who
are
going
to
be
testifying
next
know
that
you
have
five
minutes.
A
Mr
cope,
I
know
you,
you
are
well
familiar
about
that,
and
so
I
know
I
you
got
me,
but
I
also
just
want
to
be
super
mindful
that
try
to
just
be
confident
in
knowing
that
we'll
be
able
to
ask
further
questions.
So
if
you
don't
get
everything
in
five
minutes,
it's
all
good,
because
we
have
time
to
let
things
breathe
a
little
bit
okay,
so
I
just
want
to
encourage
our
panelists
to
just
have
a
little
bit
of
grace
for
yourself
all
right.
Absolutely!
Thank
you
so
much.
I
appreciate
it.
Thank
you.
A
A
A
J
Thank
you
so
much.
Thank
you
there
we
go.
Thank
you
so
much
madam
chair,
councilworld
and
concerned
murphy
for
having
us
here
and
for
come
and
testify,
since
we
have
five
minutes
I'll
make
sure
to
make
it
short
and
precise.
First
of
all,
just
thank
you
so
much
for
your
continued
support
on
the
child
care
entrepreneur
fund,
which
is
so
amazing,
has
been
a
huge
success
for
the
city
of
boston.
J
Today
we
have
trained
a
little
bit
over
200
family
child
care
providers
in
the
city
of
boston
and
like
councilor
murphy
mentioned
we
focusing
on
the
birth
and
the
early
education
piece
is
very,
very
important.
Currently,
we
are
having
three
spanish-only
cohorts
which
will
be
actually
doing
graduation,
this
upcoming
thursday
for
54
participants
from
2021,
so
we're
super
excited.
J
We
have
one
more
cohort,
that's
left
for
the
year
for
the
fiscal
year
and
we
are
excited
to
continue
in
that
some
of
our
other
efforts
that
we
focus
in
the
office
of
women's
advancement
is
also
our
child
care
survey,
which
is
currently
out
right
now,
and
we
always
eager
city
of
boston
residents
to
fill
it
out.
It's
mailed
in
spanish
and
english,
but
it's
also
available
in
10
different
languages
as
well
for
all
residents
to
make
sure
that
language
is
not
a
barrier
for
anyone
who
that
would
like
to
fill
out
the
survey.
J
The
child
care
entrepreneur
fund
offers
classes
to
family
child
care
providers
in
the
city
of
boston.
At
the
end
of
each
class.
They
have
six
classes
what
they
take
and
then,
at
the
end
we
offer
them
a
3,
500
stipend
for
finishing
the
class.
The
the
funds
can
be
used
for
expansion.
The
funds
can
be
used
for
quality
in
their
early
education
and
can
be
used
for
anything
to
enhance
in
making
sure
that
we're
providing
quality
education
for
the
young
families
in
the
city
of
boston.
J
The
great
thing
is
that
we
we
talk
about
diversity
all
the
time.
Ninety
percent
of
the
small
business
owners
are
women,
women
of
color
and
which
brings
us
so
much
more
to
the
focus
of
how
do
we
continue
to
help
more
residents
in
the
city
of
boston,
and
this
program
has
been
able
to
do
that
and
I'm
super
excited
to
continue
in
the
work
and
partnering
with
you
guys
and
see
how
we
can
move
this
work
forward.
And
I
look
forward
to
continuing
the
conversation.
A
K
Great
thank
you,
madam
chair.
I'm
in
good
afternoon,
council
members,
community
members,
I'm
fellow
colleagues.
I
will
definitely
be
brief
as
well.
I
too
was
hoping
to
make
it
down
and
be
with
you
in
person,
but
I'm
sorry
about
that.
I'm
counselor
warren.
Thank
you
very
much
for
your
steadfast
leadership
on
this
effort
here.
So
I
currently
serve
as
the
director
of
the
department
of
youth,
engagement
and
employment,
and
one
of
the
largest
efforts
of
the
department
is
youth
jobs.
K
Certainly,
there
are
many,
just
more
organizations
that
we
know
of
that
play
a
pivotal
role
as
champions
in
summer,
youth,
employment
and
certainly
out
of
school
time,
youth
development
opportunities
that
is
really
dedicated
to
this
work
here
in
boston
as
well.
I
think
when
we
think
about
workforce
readiness
and
development
and
as
we
are
considering
this
cradle
to
career
framework
here
in
boston,
I
just
want
to
share
just
one
helpful
research
effort
on
the
youth
job
front
that
aligns
with
this
conversation.
K
So
in
2020,
our
office
had
partnered
with
northeastern
university
on
a
research
grant
with
the
william
t
grant
foundation
called
the
institutional
challenge
grant
in
the
institutional
challenge
grant.
It
encourages
university
based
research
institutes,
schools
and
centers
to
build
sustainable
research
practice
practices
with
public
agencies
or
nonprofit
organizations.
K
The
goal
of
our
research
practice
partnership
is
to
conduct
and
disseminate
both
long-term
research
and
short-term
rapid
response
on
data
analysis,
to
inform
decisions
about
policy
and
practice
to
really
make
sure
that
we're
building
a
more
holistic
and
inclusive
workforce
development
system
for
boston's
young
people.
So
there
are
four
points
I'll
just
close
with
these
four
points.
K
One
is
increasing
coordination
and
alignment
across
city
agencies,
program
intermediaries,
community
colleges
and
employers
to
target
opportunities
for
underserved
youth.
The
second
is
strengthening
program
features
that
have
the
potential
to
reduce
inequality,
I.e
the
job
type,
career,
readiness
curriculums
that
are
happening
across
the
city,
job
laddering,
how
young
people
are
moving
from
jobs
to
jobs
and
the
number
of
summers
young
people
are
participating
in
summer
job
opportunities.
K
K
So
those
are
just
some
efforts
that
we're
currently
working
on.
We
absolutely
think
that
there
is,
you
know,
just
great
alignment
with
this
conversation
here
councilworld
we
spoke
the
other
day
and
we,
I
absolutely
look
forward
to
continuing
to
be
a
part
of
this
conversation
to
figure
out
ways
in
which
we
can
support.
So
thank
you.
A
C
I
also
want
to
thank
all
the
panelists
for
your
attendance
and
anything
you
know
that
comes
out
of
a
creation
of
a
cradle
to
career
pipeline
is
going
to
need
collaboration
and
trust
amongst
boston,
public
schools,
the
researchers
and
everyone
involved
and
we're
looking
forward
to
working
with
the
city,
the
administration,
boston
public
school.
On
this
one
of
my
first
questions
is:
does
boston
public
school
have
one
system
that
tracks
students
from
pre-k
all
the
way
through
12th
gr,
12th
grade
just
a
general
tracking
data
collecting
mechanism.
I
I
We
do
have
the
college
and
career
planning
platform
that
tracks
that
information
from
6th
grade
through
12th
grade
and
then
other
experiences,
such
as
pathway,
development
pathway,
taking
is
tracked
within
our
aspen
system.
So,
to
answer
your
question,
no,
there
is
not
one
system
that
is
built
currently
that
follows
a
student
from
pre-k
all
the
way
to
post-secondary
or
career
okay.
I
I
don't
have
the
number
in
my
head.
I
do
know
that
we
have
our
major
student
information
management
system
aspen
and
then
we
have
a
separate
data
warehouse
that
we
pull
information
from.
We
have
the
naviance
college
and
career
planning
on
platform
and
then
different
agencies
such
as
the
pic
and
others
have
like
salesforce
databases
that
they
also
are
monitoring
students,
but
we
can
definitely
work
with
our
directors
of
data
and
accountability
and
information
and
technology
and
get
that
specific
number
and
the
types
of
systems
back
to
you
all.
C
I
We
also
have
non-disclosure
agreements
with
several
school-based
partnerships-
service
providers
who
serve
as
an
extension
of
our
school
counseling
divisions
so
they're
on
the
ground
in
our
schools,
and
we
engage
them
in
a
data
non-disclosure
agreement
and
provide
them
open
access
to
the
platform.
So
they
can
engage
in
service
delivery
with
our
students.
So
it's
from
through
contracts,
data
sharing,
non-disclosure
agreements.
C
And
how
do
we
measure
the
impact
of
interventions
in
assistance?
Like
do
we
know
if
early
childhood
interventions
are
helping
our
student
students
graduate
on
time?
Do
we
know
if
a
family
that
receives
assistance
from
the
city
of
boston
is
doing
better
or
worse
in
a
school?
Can
you
speak
to
how
we
track
that.
I
Yeah,
so
we
would
definitely
need
to
you
know,
bring
that
question
back
to
our
early
childhood
team,
as
well
as
our
directive
dating
and
accountability.
My
specific
area
is
on
secondary
space,
and
I
haven't
really
been
in
the
space
to
to
track
that
longitudinal
data.
We
do
track
outcomes
based
on
mass
core
taking
ap
taking.
I
We
know
that
students
who
are
engaged
in
rigorous
coursework
pathways
do
enter
and
persist
at
higher
rates,
and
that
is
one
of
the
reasons
why
the
superintendent
has
put
forth
a
push
to
institutionalize
mass
core
across
the
board
to
make
sure
that
students
have
access
to
the
coursework
during
high
school.
That
would
increase
their
readiness
to
enter
into
a
competitive
post-secondary
experience
and
thrive.
L
A
D
Thank
you
I'll,
be
brief.
So
thank
you
for
that.
That
was
informative,
but
I
spent
most
of
my
educational
career
in
early
childhood
and
then
also
as
a
special
ed
coordinator,
and
I
am
the
mother
of
young
adults.
So
I
have
gone
through
the
naviance
system,
as
in
my
kids
were
in
high
school,
and
that
is
useful
if
you're
on
the
path
for
a
career
in
college.
But
we
know
many
of
our
students
aren't.
D
Do
we
see
like
what
is
it,
what
the
students
who
are
leaving
kindergarten
and
getting
into
first
grade
successfully,
who
are
going
from
third
into
fourth,
while
you
know
choosing
different
middle
school
options,
because
there
were
opportunities
for
them
and
this
tracking
system
that
brian
councilworld
was
you
know,
envisioning
is
going
to
really
support
that.
So
I'm
hopeful
that
we
can
get
that
into
all
of
our
grades,
not
just
waiting
for
high
school
for
a
certain
group
of
students
who
are
on
a
certain
path.
So
thank.
F
F
I
Yes,
thank
you
so
much
for
those
questions
so
I'll
tackle
the
first
one,
I'm
around
the
parents
as
we're
rolling
it
out
to
the
middle
grades,
we're
also
opening
fuller
access
to
our
families,
so
they
know
how
to
access
the
student
profiles
and
really
partner
with
us
and
their
young
person
in
their
self-discovery
journey.
So
to
answer
your
question,
the
education
to
parents
right
now
has
really
been
just
making
sure
that
there's
awareness
of
the
platform
and
giving
them
questions
that
they
need
to
be
access
asking
their
young
person
about
their
planning
process.
I
F
I
The
school
counselors
do
lead
the
the
my
cap
process
at
the
school
and
they
they're
very
inclusive
of
career
and
technical
education
pathway
teachers,
as
well
as
other
service
providers
within
that
career
space,
to
provide
contacts
to
the
students
around
those
specific
career
paths.
Thank
you,
madam
chair.
A
I
Yeah
so
for
dual
enrollment,
just
broad
dual
enrollment,
we
have
about
550
students
who
are
engaged
on
an
annual
basis
for
our
innovation
and
our
early
college,
structured
pathways
that
are
designated
by
the
state.
We
have
approximately
300
students,
but
we
can
also
get
you
specific
data
pathways
by
school
at
a
later
time.
B
I
You
know
so
far
has
been
positive.
I
think
there
are
those
parents
who
want
a
traditional
pathway
for
their
young
person
and
their.
You
know
the
unique
thing
about
boston
is
we
have
so
many
portfolios
of
schools
that
our
families
can
choose
from?
We
need
to
do
more
and
know
that
we
need
to
do
more
around
educating
our
families
in
the
elementary
and
middle
grades,
on
all
of
the
pathway
opportunities
across
our
district
schools,
that's
available
for
them
and
equip
them
with
the
power
of
choice.
A
E
Thank
you
counsel
me
here
and
thank
you
again
to
the
panelists
for
the
important
work
you're
doing
so
I
I
stepped
out
for
a
while.
So
I
don't
know
if
my
question
was
asked,
but
but
I
guess
maybe
I'll
ask
one
brief
question
and
I
you
know
review
the
review.
The
minutes
as
well
as
it
relates
to
the
stem
program,
stem
subjects.
E
How
are
we
engaging
them
in
these
types
of
programs
and
getting
getting
our
young
people
more
involved
and
active
and
studying
the
stem
subjects
so
that
they're
able
to
get
a
you
know
an
internship,
a
job
at
education
training
in
one
of
these
growing
fields
in
in
boston?
So
that's
you
know.
I
know
it's
kind
of
a
broad
question,
but
just
wanted
to
see
what
your
thoughts
might
be
on
that.
I
I
We
have
some
career
themed,
early
college
programs
that
are
focused
on
engineering
information
technology
as
well
as
computer
science.
That
is
a
very
deep
collaboration
with
institutions
like
wentworth
and
others,
and
so
there
are
definitely
big
pockets
of
collaboration
happening
around
stem
with
not
just
companies
and
industry,
but
also
with
our
colleges
and
universities.
E
Thank
you
and
I
guess
my
final.
My
final
point
is,
I
know
counselor
warrell
and
the
the
other
sponsors
counselor
flaherty
and
council
murphy
mentioned
the
the
close
relationship
with
bunker
hill
community
college.
So
I'm
glad
to
see
that
mentioned.
I
don't,
I
think
bunker
hill
community
college
plays
a
critical
role
in
our
city.
Roxbury
community
college
plays
a
critical
role
in
our
city.
E
I
think
both
of
those
institutions
need
more
resources
and
assistance
from
us
at
the
possibly
at
the
city
level
and
in
the
business
community.
But
you
know
those
are
city,
kids
that
really
go
to
those
colleges
and
they're
receiving
a
a
great
opportunity,
great
experience
and
education
and
training
for
a
career
path.
E
You
know,
in
my
opinion,
they
do
more
work
than
some
of
these
major
colleges
here
in
the
in
the
city
of
boston,
so
I'm
proud
of
bunker
hill,
I'm
proud
of
roxbury
community
college
and
also
ben
franklin.
That's
in
my
district.
I
know
it's
moving
over
to
council
of
fernandez
anderson
district
as
well.
So
I'm
proud
I'm
proud
of
that
school
and
wentworth
as
well.
So
can
we
do
more
work
in
helping?
I
I
Their
cultural
community
wealth
like
that
we're
valuing
their
linguistical
abilities,
their
navigational
abilities,
and
you
know
all
the
other
ways
that
we
measure
success
and
so
that
work
is
underway
and
we're
super
excited
to
be
a
partner
at
the
table
with
them.
So
yes,
there's
always
more.
That
can
be
done,
but
I
think
both
presidents
are
raising
their
hand
to
do
the
hard
work.
A
H
Thank
you.
Thank
you,
madam
chair
again,
thank
you
for
the
co-sponsors,
lease
sponsors
and
co-sponsors
for
this.
I'm
very
invested
in
in
this
topic,
and
it
excites
me
that
again,
it
excites
me
that
it's
just
something
that
we're
talking
about
careers
at
a
very
early
age
sister.
What's
your
name
marsha
in
this
mitchell,
miss
mitchell
dennis
mitchell
in
this
mitchell,
innes
mitchell.
Thank
you
for
your
presentation.
I
H
H
You
work
from
grade
six
enough
or
just
six
to
eight
six
through
twelve
six
through
twelve
okay
and
then
the
way
it
works
is
that
you're
connecting
to
industries
you're
connecting
to
career
building
you're
connecting
to
the
school
it's
connected
to
aspen
and
how
does
that
get
implemented
in
terms
of
aspen?
What
are
we
looking
at
if
work
is
being
done,
if
homework
is
being
done?
What
is
it
for.
I
There
are
certain
scholarships,
that's
earmarked
to
certain
student
groups,
and
so
it's
an
easy
way
to
just
query
a
student
group
awesome
and
send
them
over
similar
to
internships.
We
also
add
in
their
gpa
data
whether
students
taking
dual
enrollment,
a
gas
placement.
All
of
that
other
data-
that
is,
our
indicators
of
college
ready.
Thank
you.
H
I
H
I
As
far
so,
one
of
the
key
things
that
we're
really
excited
about
is
taking
the
scaffolded
lessons
and
integrating
them
into
the
core
academic
curriculum.
So
we're
not
having
to
carve
out
a
separate
advisory
to
do
this
work,
but
there's
a
teacher
training
component
that
would
need
to
go
deeper
in
order
for
that
to
be
a
more
embedded
kind
of
experience
for.
H
The
student
possibility
opportunities
there
for
us
to
implement
something,
yes
got
it,
and
so,
in
terms
of
and
two
more
sorry,
my
colleague,
casa
warrell,
asked
about
numbers
in
terms
of
data.
You
talked
about
all
of
these
spaces
and
places
where
we
can
access,
and
you
said,
look
it's
ready
upon
delivery
like
if
we
asked
you
to
come
back
and
give
us
that
information
in
terms
of
how
you're
measuring
equity
or
how
you're
applying
this
you
said
you
can
access
it.
I
H
This
way
we
can
monitor
and
we
can
measure
it
we
can
re-evaluate
and
how
we
need
to
improve
right.
Yes,
so
the
last
thing
is,
then:
how
have
we
been
creating
transparency?
Thus
far,
have
we
been
communicating
with
our
parents?
Have
we
been
working
on
homeschool
connections
to
ensure
that
parents
are
supporting
their
students
in
using
this
feature
and.
I
H
I
As
far
as
the
college
career
planning
process-
yes,
please,
I
think
you
know
the
integration
of
it
into
the
fabric
of
the
school
I
think,
is
still
very
much
is
owned
by
the
school
counselor
and
they're
awesome
right.
But
we
really
need
to
build
the
mindset
across
all
of
our
practitioners
around
owning
it,
embedding
it
into
different
spaces
and
really
understanding
developmentally
what
students
should
be
should
know
and
be
able
to
do
at
any
given
point
in
their
journey.
I
H
A
Job
you
held
it
down
in
time.
Yes,
I'm
gonna
just
ask
a
few
questions
and
then
I'm
going
to
do
it
on
the
second
round.
I've
been
advised
that
council
royale
has
a
few
more
questions,
so
just
bear
with
me.
I
just
have
a
few:
are
you
familiar
with
the
youth
development
network
through
the
boston
public
health
commission?
A
A
A
And
so,
as
we
start
thinking
about
this
college
to
career
situation,
it's
really
important
for
us
to
understand
the
lived
realities
of
a
lot
of
the
students
that
we're
trying
to
experience.
You
know
impact
and
that
as
you're
thinking
about
the
data
always
looking
at
what
are
some
of
the
resources
and
community
support
services
that
exist,
organizations
that
are
funded
specifically
to
support
our
most
vulnerable
students
so
that
we're
not
replicating
right.
A
And
so
I
think
that,
as
you
start
diving
into
the
data
really
partnering
up
with
some
of
these
non-profit
organizations
to
help
elevate
the
support
services
for
the
students,
so
that
the
data
and
everybody's
always
talking
about
data
informed
decisions.
This
is
an
opportunity
for
us
to
look
at
what
what
that
looks
like
and,
more
importantly,
how
are
we
going
to
hold
ourselves
accountable?
A
A
Are
you
all
really
publicly,
sharing
that
information
and
holding
community
conversations
and
bringing
some
of
these
parents
in
and
helping
them
understand
how
they
can
unpack
this
data?
What
are
some
of
the
tools,
techniques
and
tips
that
we
can
provide
students
to
support
that
work,
because
the
the
reality
is
that
bps
is
not
going
to
be
able
to
do
it
all,
and
there
is
an
expectation
that
everybody
always
comes
for
y'all
thinking
that
you're
going
to
fix
everything.
A
So
I
think
that
there
is
an
opportunity
to
really
look
at
this
as
a
community
centered
approach
and
I
think
convening
parents
so
that
they
understand
what's
at
stake.
Absolutely
is
key
and
that's
why
I'm
really
encouraged
that
my
colleague
over
here
counselor
anderson
had
asked
about
family
engagement,
because
I
think
that
that
is
key,
and
so
that
counselor
breeden
is
that
that
oftentimes,
those
who
are
living
the
realities
are
usually
the
last
to
get
involved,
and
I
do
think
that
there's
an
opportunity
to
ask
for
feedback
in
terms
of
user
experience.
A
Are
parents
able
to
understand
navigating
this?
Is
there
an
opportunity
to
do
a
reset
and
a
refresh?
How
accessible
is
it?
You
know?
I
always
talk
about
the
fact
that
my
mom
never
made
it
beyond
third
grade
and
struggles
to
read
and
write,
even
in
her
native
language.
Are
we
being
really
superly,
culturally,
confident
and
really
thinking
about
the
barriers
that
people
face,
who
are
struggling
to
read
and
write?
So,
there's
a
lot
of
assumptions
being
made
that
everybody
knows
how
to
turn
up
an
app.
A
I
Yeah,
we
definitely
engage
parents
both
at
the
district,
as
well
as
at
the
school
level,
not
just
through
events
but
through
smaller
workshops.
Zoom
efforts,
I
facilitate
some
of
those
conversations
myself
when
it
comes
to
like
here,
are
the
dual
enrollment
opportunities
for
your
child,
and
this
is
what
we
need
you
to
do
at
home
to
support
them
in
creating
a
space,
so
they
can
engage
in
this
very
rigorous
college
course
experience.
And
what
does
that
mean?
Because
we
recognize
that
some
of
our
parents
are?
I
Definitely
our
students
are
first
generation,
so
our
parents
don't
necessarily
understand
the
college
landscape
and
what
that
means
and
that
it
requires
their
students
to
kind
of
navigate
it
in
a
little
bit
more
of
an
independent
way.
We
also
collaborate
with
several
non-profit
agencies
who
have
a
strong
parent
component,
making
sure
that
we're
holding
on-site
application
sessions
we
launch
fafsa.
Completion
is
a
big
thing
right
now
right
and
has
been
for
many
years.
I
I
My
colleague
and
I
do
our
own
mailings
like
we
just
did
one
for
the
tfcc
to
our
parents.
Saying
here,
is
a
free
opportunity
for
your
young
person
to
get
access
to
a
stackable
credential
that
then
can
be
used
to
access
a
four-year
degree.
If
you
choose
so
there's
many
ways
that
we're
engaging
with
families
and
zoom
has
opened
up
so
much
opportunity
for
us
to
kind
of
get
in
front
of
them
at
a
time.
That's
more
convenient
for
them.
A
At
night
and
on
the
weekends,
thank
you,
and
I'm
going
to
be,
like
my
colleague
over
here,
trying
to
keep
it
as
brief
as
possible
so
that
I
can
get
through
my
time
because
I'm
holding
myself
accountable
to
this
too.
So
I
just
want
to
make
sure
that
I
get
at
least
one
or
two
more
questions
into
this
mix.
I
A
Is
I'm
curious
about
the
role
that,
because
not
everyone's
going
to
go
on
to
college
and
the
assumption
and
the
privilege
that
a
lot
of
people
navigate
under
that
assumption,
sometimes
to
me,
puts
a
lot
of
pressure
on
young
people
who
aren't
interested
in
pursuing
college,
and
so
I'm
curious
about
what
role
the
trades
play
in
helping
to
inform
how
you're
setting
up
students
for
success
who
are
not
interested
in
pursuing
college?
Well,.
A
I
A
A
If
you
could
just
talk
to
me
a
little
bit
about
kind
of
the
importance
of
setting
the
early
foundation
early
childhood
education,
usually
they
call
child
care
and
we're
here
to
shift
that
narrative
because
they're
early
childhood
educators
right.
So
let's
talk
a
little
bit
about
the
important
role
that
setting
up
that
foundational
learning
and
how
that
could
tracking
that
can
help
implement
and
also
set
up
our
students
for
long-term
success.
Can
you
talk
a
little
bit
about
that.
J
Thank
you
for
the
upgrade.
Definitely,
I
think,
some
of
the
things
that
we
have
been
doing
really
to
make
sure
that
we
check
that
data
is
through
our
our
child
care
survey,
which
goes
directly
to
our
parents
and
last
year's
efforts.
We
focused
on
how
has
the
pandemic
focused
on
reinstating
that
workforce
and
how
it
has
been
affected.
Our
parents
and
focusing
on
that
aspect
of
early
childhood
make
sure
that
we
are
tracking
the
quality
education
and
making
sure
that
we
are
asking
parents
in
that
survey
also
when
it
comes
to
the
cost.
J
Oh
since,
because
of
time
I'll
give
one
brief
key
point
from
last
year's
survey.
It
was
that,
based
on
the
responses
of
the
sample,
the
average
cost
of
career-based
care
in
greater
than
massachusetts
state
average,
which
is
already
the
second
highest
in
the
nation,
behind
washington,
d.c
and
again
this
year
we
are
focusing
on
talking
about
cost
and
quality
and
we're
looking
forward
to
seeing
the
results
that
we
get
from
this
year's
response.
Thank.
A
You
for
that,
and
just
wanted
to
acknowledge
mr
cope.
I'm
just
gonna.
Ask
you
one
quick
question:
I'm
utilizing
the
chairs
privileged
to
do
so
in
case
anyone's
wondering.
Is
that
I'm
just
curious
from
an
employment
standpoint?
What's
your
data
management
tracking
in
terms
of
how
many
young
people
go
through
the
program?
How
many
are
we
retained?
Do
you
do
you
have
any
data
around?
What
that
looks
like
do
you
employ
new
young
people?
Are
there
some
that
come
back
and
like
based
on
that
data
tracking?
K
Sure
councilman
here
so
you
may
be
familiar.
We
actually
use
the
city
of
boston's
isims
applicant
tracking
system,
where
many
young
people
have
to
go
through
on
the
employment
process
through
that
system.
So
I
don't
have
the
data
in
front
of
me.
I
didn't
prepare
that
for
this
conversation,
but
we
do
just
have
numbers
around.
You
know
returners
how
many
young
people
are
participating
in
the
jobs
program
from
summer
in
the
summer,
demographic
data
by
neighborhood
race.
So
we
do
have
that
data
in
our
city
system
that
we
can
pull.
A
C
Thank
you
chair,
madam
chair,
and
a
lot
of
my
colleagues
answered.
I
mean
axed
a
lot
of
my
questions,
but
I
have
just
a
couple
more
questions.
How
is
longitudinal
data
being
used
to
analyze
and
use
for
school
improvements?
Also?
Does
bps
share
this
data
with
any
other
city
department
or
data
analyzing
organizations,
and
are
we
making
this
data
available
to
the
public.
I
So
we
do
with
support
from
the
pick
share,
longitudinal
data
on
the
outcomes
of
certain
graduation
graduating
classes
through
the
success
boston
initiative,
and
that
has
been
public
for
a
number
of
years,
as
we
track
increases
of
our
six
and
seven
year,
college
completion
rate
so
and
that's
shared
with
families,
schools,
heads
of
schools,
counselors
students.
We
are
all
aware
of
that
and
then
looking
at
you
know
specific
interventions
such
as
transitional
coaching,
the
my
cap
pathway,
development,
fafsa
and
completion.
I
How
is
all
of
that
helping
to
move
the
needle?
As
far
as
the
pre-k
more
longitudinal
data?
I
would
not
be
the
one
to
kind
of
speak
on
that
particular
piece.
We
will
probably
need
to
pull
in
members
of
our
data
and
accountability
division
as
well
as
folks
from
our
state
education
department.
To
address
that
specific
question.
C
Awesome
and
then
council
flynn
brought
this
up
for
existing
partnerships
that
you
currently
have
with
bunker
hill,
community
college
and
other
organizations
like
the
pick
and
the
boston
opportunity
agenda.
What
have
you
found
most
useful
about
those
partnerships
and
what
has
been
the
most
challenging.
I
I
think,
what's
been
most
useful
is
we're
all
sitting
in
a
cross-sector
space
where
there
are
clear
strategic
plans
and
shared
goals
right
when
you
have
a
shared
goal,
you
all
are
aware
of
what
part
of
that
goal.
What
component
you
need
to
address
within
your
system
in
order
to
move
the
needle
for
our
young
people?
A
Thank
you
is
that
all
yeah,
okay,
great
I'm,
going
to
ask
a
central
staff
if
we
lea
huang,
if
we
have
any
folks
looking
to
give
public
testimony,
because
I
always
complain
about
the
fact
that
those
who
are
most
impacted
have
to
wait
till
the
end.
So
I
want
to
set
the
stage
here
and
find
out
if
there
are
any
public
testimonies
before
we
begin,
we
do
have
three
folks,
one
these
two,
oh
okay,
the
ones
written
in
okay,
which
two
catherine,
okay,
okay,
catherine
fatale
and
david
wrote
d.
A
D
D
It
shows
us
that
many
of
our
students
do
not
move
on
to
college
or
if
they
do,
that,
they
struggle
and
they
need
to
take
some
remedial
like
writing
or
classes
to
stay
in
college,
and
I
also
know
that
many
times
like
when
it
was
college
day.
I
always
would
say
I
share
that.
I
wear
my
dad's,
proud
local
223
union
shirt
and
all
of
the
other
teachers
always
had
their
college
church
with.
L
D
I
was
a
teacher
bps
and
also
as
a
parent
going
to
these
college
fairs,
and
we
know
that
the
colleges
have
these
nice
brochures
and
they're
all
around
the
gym
and
usually
five
or
six
unions
are
sharing
one
table
in
the
corner
in
the
back.
So
I
think
we
really
need
to
do
a
better
job
at
not
just
talking
about
different
options,
but
really
promoting
and
exposing
our
students
to
them
and
one
quick
question
on
your
child
care
survey.
D
D
Do
we
have
data
from
that
period
of
like
child
care
needs
or
many
calls
to
the
system
needing
help
supporting?
And
I
know
it
was
a
global
pandemic
and
we
were
doing
our
best.
So
I'm
not
pretending
we
could
have
like
just
fixed
it,
but
knowing
that
we
have
to
not,
even
as
we
move
out
of
this
pandemic,
I
think
we
have
to
always
remind
ourselves
that
we
have
to
remember
like
how
did
this
affect
our
children?
And
what
do
we
need
to
do?
J
Numerous
and
a
lot
of
calls
in
regards
to
child
care
needs
in
regards
to
not
having
enough
seats
in
regards
to
child
care.
Closing
due
to
the
pandemic,
we're
currently
working
on
the
data
in
the
sense
to
compare
as
to
how
many
child
care
businesses
did
close
during
the
pandemic,
and
we're
also
hoping
that
we
get
some
responses
back
in
this
year's
child
care
survey,
which
we'll
be
more
than
happy
to
share.
Once
we
have
the
full
report
done.
J
But
to
your
point,
it
is
very
important
to
see
how
those
data's
came
back
and
also
how
we
are
going
to
react
towards
moving
forward.
And
how
do
we
fix
that?
I
think
being
able
to
the
new
creation
of
the
early
child
care
of
early
education
office
is
going
to
help
us
tackle
that
a
lot
and
which
is
going
to
be
a
huge
one
for
for
the
city
as
a
whole.
A
F
F
I
F
A
H
From
from
this
discussion,
I'm
what
I'm
learning
is
that
integration
is
an
issue
obviously
to
madam
chairs,
point
resource,
rich
and
coordination
poor.
We
understand
that
there's
going
to
be
data
and
probably
a
work
in
session
to
follow
to
your
discretion.
Madam
chair,
on
discussing
specific
questions
that
we'll
have
to
follow
up.
H
We
definitely
appreciate
your
work
and
understand
that
this
is
a
huge
undertaking,
and
this
is
this
may
be
a
beginning
of
a
wonderful
thing,
and
hopefully
it
is,
and
I
think
that,
with
what
your
with,
what
you're
offering
right
now,
it's
trying
to
do
the
best
that
you
can
with
the
resource
that
you
have
and
how
this
council
can
support
you
in
connecting
with
or
creating
policies
that
will
lead
to
implementation
of
connecting
with
or
integrating
those
programs
that
you're
talking
about.
So
I
look,
I
I
look
forward
to
that.
A
Am
I
good
I
turned
myself
off
so
be
thank
you
to
our
first
panel
and
if
you
are
able
to
stick
around
and
listen,
which
I'm
sure
you'd
love
to
to
the
rest
of
the
testimony.
Please
feel
free
to
do
so,
but
do
not
feel
obligated
to
leave.
We
totally
understand,
but
I
will
say,
as
you
exit
the
building
be
super
mindful
that
I
think
once
we
have
a
second
hearing
on
this.
A
Is
that
we're
going
to
hope
that
your
data
and
accountability
people
are
riding
alongside
you
all,
because
we
asked
a
lot
of
questions
that
were
like
sometimes
we're
going
to
defer
to
someone
else.
So
just
something
for
us
to
be
super,
mindful
of
so
that
you
could
be
set
up
for
success
so
next
time,
we'll
make
sure
that
we
have
someone
from
doit
or
someone
from
your
data
and
accountability
so
that
we
can
help
support
you
in
this
process.
So
thank
you
both
and
for
those
who
are
not
sticking
around.
A
Mr
cope,
I
don't
know
you're
virtual.
I
don't
know
if
you
want
to
hang
around,
but
you
know
you're
more
than
welcome
to,
but
we
will
be
moving
on
to
our
second
panel,
and
so
I
will
ask
if
benjamin
for
him
and
dr
nancy,
I
know
you
already
assumed
the
seat
at
this
table,
so
you're
good
to
go.
But
if
benjamin,
I
I
don't
see
you
here,
so
I'm
going
to
assume
that
I'm
not
sure
if
benjamin
is
virtual
all
right.
A
So
I'm
going
to
ask
again
that
we
limit
our
testimony
to
around
five
or
so
minutes,
and
you
see
that
in
the
question
and
answer
opportunity,
you
have
an
opportunity
to
go
in
a
little
bit
deeper.
So
don't
feel
like
you
have
to
get
everything
in
in
your
five
minutes.
Okay,
so
I
just
want
to
give
you
all
a
little
bit
of
rooming.
You
know
room
to
breathe,
okay,
so
I'm
going
to
ask
then,
since
I'm
also,
let
me
go
back
to
my
we
have
for
our
second
panel.
A
We
also
have
will
austin
who
is
joining
us
virtually.
So
we
have
two
panelists
on
deck:
I'm
going
to
start
off
with
those
who
are
in
the
building
and
switch
things
up
a
little
bit.
So
I'm
going
to
start
off
with
dr
nancy
hill,
I'm
with
charles
bigelow
professional
professor
of
education,
harvard
university
director
of
research
and
education
and
boston
area
research
initiative
do
not
have
the
floor.
N
N
Is
the
students
who
are
doing
well
who
identify
with
schooling
and
education
and
when
they
feel
that
their
hard
work
isn't
going
to
translate
into
a
job
that
pays
a
living
wage.
They
ask
themselves.
What
am
I
doing,
and
so
our
survey
quantitative
data
show
that
how
you
think
about
the
job
market,
how
well
they're
prepared
for
the
job
market?
The
opportunities
to
talk
about
those
pathways
and
steps
determine
whether
even
our
best
students
stay
engaged,
not
just
the
students
at
risk,
but
our
best
students
stay
engaged.
N
We've
done
at
the
boston
area,
research
initiative,
numerous
work
with
boston,
public
schools
and
with
the
city
of
boston,
in
particular,
through
our
collaborations,
with
bps.
We
helped
validate
and
evaluate
the
opportunity
index,
which
is
an
index.
That's
used
by
boston,
public
schools
that
aggregates
the
amount
of
risk
and
opportunities
that
we
say,
kids
bring
in
their
backpacks
because
of
where
they
live
in
their
neighborhoods
and
the
resources
in
their
neighborhoods.
And
because
this
is
a
school
choice.
N
District
kids
aren't
necessarily
going
to
their
neighborhood
school
and
so
school
leaders
might
not
know
the
kinds
of
of
experiences
and
and
resources
that
they
have
in
their
communities
that
will
help
them
engage
in
school
or
will
put
them
at
risk
and
so
by
aggregating
up
using
the
opportunity
index.
Each
school
in
this
in
the
district
gets
an
opportunity
index
and
then
that's
used
to
distribute
some
funding
to
provide
resources
for
kit
for
schools
that
have
kids
that
are
that,
come
with
greater
risk
and
and
so
we're
using
big
data
and
quantitative
data.
N
It
is
also
the
boston
area,
research
initiative
that
conducted
the
evaluation
of
the
home-based
school
assignment
system
and
identified
the
inequities
in
access
to
high
quality
education
across
the
neighborhoods
of
boston.
And
after
doing
that
evaluation,
we
were
also
able
to
to
tweak
it.
This
was
with
support
with
from
will
austin
from
the
boston
schools
fund
to
really
understand.
Well.
N
We
are
super
excited
about
using
a
a
tracking
system
that
will
help
that
will
follow
kids
from
cradle
to
career,
but
more
than
that,
we
want
to
use
those
data
to
answer
questions
about
the
the
mediating
processes
and
the
mechanisms
by
which
schools
school
students
do
well
or
not
do
well,
so
that
we
can
inform
college
readiness
and
career
readiness
in
students,
engagement,
I'll,
stop
there
and
I'll
say
the
boston
area.
Research
initiative
is
excited
about
this
opportunity
and
we
look
forward
to
collaborating.
A
A
A
Because
benjamin
is
not
in
the
building,
okay,
I
just
want
to
thank
you
for
that.
I
wanted
to
wanted
to
know
whether
or
not
a
benjamin
foreman
from
the
res
the
research
director
of
mass
inc,
if
he
has
made
it
over
to
the
zoom,
no
okay,
I'm
going
to
go
next
to
then
will
austin
ceo
of
boston
school
fund.
You
now
have
the
floor.
A
O
Great,
thank
you
so
much
for
recognizing
my
opportunity
to
speak.
Thank
you,
counselor,
well,
murphy
and
flaherty
to
invite
me
to
speak
today.
I'll,
do
my
best
to
address
what
a
logical
data
system
is.
Ben
form
was
gonna,
speak
to
that,
but
I'll
try
to
be
brief
and
then
maybe
we
can
get
to
that
and
follow
up.
I
work
at
boston.
Schools
funded,
we're
a
non-profit,
that's
committed
to
educational
access
and
opportunity,
and
equitable
access
and
opportunity
for
all
kids
in
the
city
of
boston
prior
to
boston
schools
fund.
O
To
answer
questions
potentially
about
how
kids
and
young
adults
are
moving
through
the
system
and
gaining
access
to
educational
opportunities
and
social
services,
that
work
has
been
in
place
for
a
couple
years
now
and
it's
still
in
process,
but
the
kind
of
possibility
excitement
of
that
system,
also
like
the
one
you're
going
to
hear
about
from
chicago,
like
ones
that
exist
in
dc
and
california,
mean
that
we
can
be
doing
more
for
our
kids
and
families.
If
we're
sharing
data
more
effectively.
O
I
wanted
to
share
three
things
that
I
would
like
the
council
to
take
into
consideration
as
they
think
about
creating
this
system.
First,
I
would
assume
it's
necessity.
This
council
and
our
mayor
have
discussed
important
bold
goals
for
our
children,
from
college,
from
cradle
to
career,
from
health,
to
literacy,
to
closing
the
racial
wealth
gap
at
a
minimum.
We
have
to
know
if
we're
successful
and
without
a
data
system
with
inputs
from
a
variety
of
city
and
state
agencies,
we
won't
know
if
what
we're
doing
is
working.
O
This
is
not
just
about
the
great
individual
programs
and
research
we've
heard
about
today.
It's
about
having
a
backbone,
a
data
source,
a
system
that
feeds
those
programs,
initiatives
for
from
kids
when
they're,
four
to
five
or
zero
all
the
way
up
to
21.,
and
just
give
you
a
very
clear
example
of
what
is
possible
when
you
share
data,
I
would
encourage
you
on
your
own
time
to
just
google
the
vaccination
rates
of
schools
in
new
york
city.
You
can
find
the
exact
vaccination
rate
of
any
public
school
in
new
york
city.
O
That
data
is
shared
and
publicly
available,
and
we
don't
have
that
kind
of
data
capability
yet
in
boston,
despite
all
the
great
coordination
between
bps
and
the
boss,
public
health
commission,
if
something's
important,
we
have
to
be
able
to
measure
it
two,
I
would
stress
transparency
and
partnerships,
there's
no
other
place
in
the
world
that
has
better
higher
education
resources
than
us
and
we're
home
to
more
nonprofits
per
capita
than
any
place
in
the
country.
But
these
resources
are
being
left
on
the
table.
O
The
initial
step
of
organizing
sharing
data
with
podness
to
unlock
amazing
resources
for
families,
kids
and
neighborhoods
you've
heard
about
the
great
work
that
dr
hill
and
others
have
already
tried
to
do.
We
can
do
more
of
it,
but
in
order
to
do
that
work
we
need
a
system
and
we
also
need
a
culture
that
says
that
sharing
data
is
not
a
game
of
gotcha.
The
city
needs
to
move
away
from
a
culture
of
defensiveness
about
data
and
data
sharing
and
one
towards
problem
solving
for
kids
and
families.
O
The
last
thing
I'd
like
to
encourage
you
to
think
about
is
to
build
systems
that
reflect
all
of
the
city
of
the
children
of
boston.
So
excuse
me
all
the
children
city
of
austin.
At
the
end
of
the
past
school
year,
69
percent
of
school-aged
kids
in
boston
attended
boston,
public
schools.
That
means
more
than
20
000
kids
attended
either
private
schools,
metco
charter
schools
or
homeschool.
The
u.s
census
reports
that
there's
27
000
kids
below
the
age
of
five
vast
majority
of
whom
aren't
in
school,
yet
or
in
bps.
O
O
So
if
the
city
is
going
to
be
the
municipal
government
for
all
boston
families,
we're
going
to
have
to
coordinate
not
just
across
city
agencies
but
with
the
state
and
even
individual
schools,
we
can't
have
a
data
system.
That's
69,
complete
boston.
Canada
must
do
better
than
a
d-plus
system
for
their
kids.
O
A
C
C
We
should
be
collecting
as
a
city
and
making
available
to
the
public
and
our
resource
researchers
to
help
prepare
our
students
for
the
next
grade
college
and
the
career,
and
then
what
is
the
best
role
local
government
can
play
in
advance
in
the
cradle
to
career
system
for
all
boston
students,
students.
And
how
can
we
work
here?
How
can
our
work
here
interface
with
what
is
happening
at
the
state
level.
N
I
guess
I
could
start
with
that
when
you
ask
what
kind
of
data
can
be
shared
from
where
we
set
any
data,
we
find
it
very
difficult
to
find
frank
to
access
data
through
the
boston,
public
school
system
and,
as
will
austin
talked
about
leaving
resources
on
the
table.
Many
of
my
colleagues
who
are
very
interested
and
invested
in
the
city
of
boston
find
it
easier
to
work
with
other
school
districts
that
have
access
to
data.
N
And
it's
not
clear.
It's
not
just
boston,
it's
not
clear
that
high
schools
across
the
nation
are
are
for
giving
kids
these
skills,
and
so
how
do
we
begin
to
link
what
they're
learning
in
school
to
what
the
job
market
needs,
and
so
I
know
the
private
industry
council
is,
is
so
important
as
a
collaborator.
But
how
do
we
think
about
these?
These
businesses
that
that
are
that
are
coming
to
boston?
N
We
want
them
to
hire
boston
students,
and
so
how
do
we
come
to
understand
the
kinds
of
skills
that
they're
looking
for,
so
that
they
can
hire?
So
we
can
train
up
those
skills
so
that
companies
that
are
coming
to
boston
can
hire
boston
residents
and
boston
students,
so
understanding
those
not
just
what
they're
doing
in
their
grades
and
whether
they
have
have
the
transcript
but
really
understanding
what
those
skills
and
dispositions
that
youth
really
need
today
to
succeed
in
the
job
market.
Those
are
the
kind
of
data
that
we
need
to
be
newly
collecting.
O
The
good
news
is
that
there
are
a
ton
of
resources
to
that
work.
There
are
standard
legal
agreements
that
protect
privacy
and
other
things
and
there's
best
practices
from
this
being
done
all
over
the
country,
whether
it's
california
dc
new
york,
kentucky
many
states
and
cities
have
done
this
work.
But
it's
going
to
take
coordination
to
answer
questions
that
are
really
relevant.
Why
doesn't
the
boston
housing
authority
share
information
with
bps
to
expedite
enrollment
for
students
who
are
in
bha
housing?
Why
don't?
O
We
have
clearer
connections
between
boston,
public
health
commissions,
data
on
vaccination
rates
and
how
safe
our
schools
are.
Why
don't
we
have
better
estimations
of
school
population
enrollment
when
we
have
an
entire
department
of
the
city
that
does
population
and
housing
projections?
The
data
is
all
here
and
to
quote
back
what
chair
mejia
said,
this
is
about
coordination.
It's
not
even
necessarily
about
a
fancy
new
tool
or
even
a
lot
of
money.
A
A
And
we
can
do
another
second
round,
I'm
just
really
trying
to
model
behavior
here
in
terms
of
keeping
it
moving,
because
I
know
we
have
an
hour
a
little
under
an
hour
to
finish
this
up.
So
I
just
want
to
be
really
super.
Mindful
of
my
colleagues
and
the
questions
that
you
all
may
have
I'm
going
to
go
over
now
to
counselor
murphy
then
followed
by
a
counselor
flaherty,
then
counselor,
breeden,
counselor,
fernandez,
anderson
and
then
myself
and
I
do
have
questions
so
just
I'm
here.
For
this.
D
Okay,
thank
you
and
thank
you
for
that.
That
was
very
informative
and
we
all
know
in
this
room
that
data
is
very
important
and
useful
only
if
it's
used
effectively
right
and
shared
the
way
it
needs
to
be,
and
it's
going
to
tell
us
if
our
students
are
on
the
right
path
and
if
we're
not
looking
at
the
data,
we
often
find
it
when
it's
too
late
to
do
anything
about
it.
D
So
that's
very
heartbreaking
that
we
know
we're
collecting
data,
but
we're
not
sharing
it
effectively
and
I
spent
decades
collecting
data
and
testing
students
as
a
teacher
and
oftentimes.
Unfortunately,
it
just
sat
in
a
box,
and
it
was
for
me
to
be
able
to
check
off
my
you
know
my
expectation
as
a
teacher.
Okay
did
my
fall
data?
D
We
often
hear
about
the
statistic
how
42
of
our
fourth
graders
in
bps
are
not
reading
at
grade
level,
and
I
often
push
back
and
say
to
people
that's
because
in
fourth
grade
it's
the
first
year
that
the
state
that
mcas
is
instituted
for
our
children.
So
that's
the
first
time
that
we
can't
hide
our
data.
We
can't
just
say:
let's
just
keep
this
here:
we
don't
need
to
share
it
with
anyone.
The
state
is
sharing
that
out
and
as
a
kindergarten
teacher
and
as
a
special
educator.
D
I
know
it
was
way
before
fourth
grade
that
our
children
were
reading
below
grade
level.
It
wasn't
that
tuesday
morning
that
they
took
that
ela
mcas
test
that
they
we
failed
them.
It
was
way
back
and
what
opportunities
before
they
got
into
kindergarten.
What
opportunities
were
we
providing
them
all
the
way?
Up?
To
that
day,
they
actually
took
the
test
and
that's
true,
going
forward
all
the
way
through
the
data
that
we
check.
D
There
was
an
article
recently
in
the
globe
that
talked
about
how
graduation
rates
have
gone
up
in
bps,
but
then
I
remembered
that
during
covid,
the
10th
grade
requirement
to
graduate
from
bps
was
removed
because
of
the
pandemic,
and
so
that
was
why
many
of
the
students
then
were
able
to
get
their
diploma.
But
what
is
that
diploma?
And
this
is
why
I
applaud
counselor
warrell,
that
it's
not
just
checking
off
that
box
and
getting
that
diploma.
D
What
what
is
it
worth
if
you're
not
prepared
for
a
career
that
you
can
sustain
yourself
and-
and
you
know,
have
hope
and
be
happy?
It's
not
just.
Can
you
pay
the
bills
and
stay
living
here
in
the
city
of
boston?
Are?
Are
you
happy?
Are
you
a
good
citizen?
Are
you
able
to
you,
know,
to
give
back
and
enjoy
life
here
in
the
city
of
boston?
D
So
thank
you
for
this,
and
I
know
that
we
have
a
lot
of
work
to
do
as
a
council
to
not
just
ask
for
data
when
we
feel
like
we
don't
have
the
right
information
to
make
decisions,
but
to
make
sure
the
departments
are
talking
to
each
other,
because
I
know
many
of
my
colleagues
say
we're
a
rich
city,
but
we
often
work
in
silos.
So
I
hope
that
we'll
get
past
that.
Thank
you.
Thank
you.
A
B
Until
we
teach
to
boston's
economy,
those
jobs
are
going
to
continue
to
come
online.
Other
folks
are
going
to
take
full
advantage
of
those
opportunities,
our
kids,
our
bps
kids.
It's
going
to
go
right
by
them
again
and
it'll
be
an
entire
generation
that
we're
sitting
here,
trying
to
figure
out.
How
do
we
fix
the
problem?
How
do
we
fix
the
problem?
It
starts
with
a
curriculum
stem
focused
to
to
really
take
a
big
bite
out
of
it,
but
it's
not
just
about
stem.
I
mean
think
about
this.
B
We
have
the
best
hospitals
in
the
world
the
best
hospitals
in
the
world.
We
actually
also
have
some
colleges
that
have
great
nursing
programs.
Umass
boston
is
a
perfect
example.
Why,
in
god's
name
we
don't
have
a
boston
public
school
that
is
just
strictly
geared
towards
the
next
generation
of
doctors
and
nurses
and
health
care
professionals.
We
are
the
health
care
mecca
of
the
world.
B
People
from
around
the
world
come
to
boston
for
their
health
care,
whether
they
have
insurance
or
it's
or
they're,
paying
out
of
their
pocket,
or
it's
it's
through
the
free
health
care
pool.
Yet
we're
not
even
thinking
about
that
next
wave
of
who
are
the
next
generation
of
nurses
and
doctors
and
healthcare
professionals
throw
in
veterinarians
while
you're
at
it,
but
just
anyone,
that's
sort
of
just
in
that
that
sector.
B
So
we
should
have
a
boston
public
school
that
is
basically
a
feeder,
a
theater
to
these
schools,
and
then
those
schools
in
turn
are
a
feeder
to
boston's
economy.
Once
again,
we're
missing
the
boat.
We
are
watching
our
school
system
population
decline,
so
we
actually
have
let
we're
teaching
less
kids
today
than
we
were
10
years
ago
than
we
were
20
years
ago
when
I
joined
this,
but
yet
our
per
pupil
costs
continue
to
rise
and
we're
not
putting
a
dent
in
the
achievement
gap
in
the
opportunity
gap
and
the
wealth
gap.
B
B
What
with
our
stock,
we
may
be
able
to
accommodate,
maybe
five
or
six
million
of
that
we're
now
going
to
start
to
see
maybe
commercial
properties
in
and
around
the
downtown
convert
to
life
science
time
has
come
for
somebody
to
put
their
foot
down
and
have
a
boston,
public
school
curriculum
around
stem
and
make
sure
that
we're
doing
that.
So
I
agree
with
you
wholeheartedly
and
again
until
that
happens,
you
know
we'll
have
a
hearing
five
years
from
now
ten
years
from
now,
we'll
still
be
struggling
with
the
same
problem.
B
So
again,
I
commend
my
colleague
for
his
initiative
here
and
working
obviously
with
myself
and
councilman
murphy
and
others,
but
that
has
to
if
we
take
anything
away
from
this
hearing
it
we
need
a
boston,
public
school
curriculum
that
speaks
and
prepares
our
kids
for
boston's
economy.
Thank
you,
madam
chair.
N
May
I
add
to
that:
if
we
had
that
curriculum
and
we
were
collecting
data
on
the
skills
that
students
were
gaining
through
that
curriculum,
we
could
offer
alternative
certification.
That
would
mean
that
hiring
managers
in
those
companies
could
say
no
and
have
confidence
that
the
people
they're
hiring
coming
out
of
boston.
Public
schools
have
the
credentials
that
that
they
need
to
hire
and
right
now,
students
might
go
to
a
community
college
to
look
for
those
skills,
but
are
they
getting
the
certification?
N
And
we
know,
even
if,
if
young
adults
are
getting
skills
on
the
job,
unless
they
can
prove
through
some
form
of
certification,
that
they
have
those
skills,
then
they
lose
their
ability
to
be
mobile,
and
so
companies
might
do
some
on
the
job
training.
But
how
do
you?
How?
How
does
boston
public
schools
use
their
curriculum
and
their
data
tracking
to
give
companies
the
confidence
that
students
coming
out
of
boston
public
schools
have
the
skills
they
need
to
succeed
in
their
entry
level
and
future
oriented
jobs
and
careers,
and.
B
Now
have
thank
you,
thank
you.
We've
gotten
so
comfortable
with
when
we
say
jobs,
we've
gotten
comfortable
with
the
loading
dock
and
we've
got
comfortable
with
the
security
desk
and
we,
but
we
we
haven't
really
pushed.
We
want
the
ceo
and
the
cfo
and
the
general
counsel
positions.
We
want
those
careers,
those
are
the
good
paying
careers.
We
seem
to
kind
of
hang
our
hat
on.
Well,
we
got
the
we
got,
the
folks
that
built
the
building
and
we
got
the
window
washers
and
we
got
the
security
division.
B
We
got
the
guy,
that's
running
the
loading
dock
and
we
hired
some
teamsters,
but-
and
we
seem
to
be,
we
rest
our
laurels
on
that
as
a
city,
and
we
need
to
push
the
envelope
more
on
preparing
our
kids,
our
boston,
public,
school
kids
for
the
real
jobs,
the
careers,
those
game
changers
within
those
buildings
within
those
companies.
So
thank
you
very
much
appreciate
it.
Madam
chair.
A
You're
welcome
council
flaherty,
let
you
know
I'm
the
chair
of
this
hearing
here.
So
I'm
going
to
move
on
next
to
my
colleague,
counselor
breeden,
and
then
I'm
going
to
go
to
my
colleague
on
I
was
going
to
call
you
congresswoman
councillor
fernandez,
anderson
she's
got
a
promotion.
That's
right!
I'm
here
promoting
everybody.
Doctors,
congress
people
go
ahead.
Council
breeding.
Thank.
F
F
I
really
like
time
sitting
in
this
classroom,
doesn't
necessarily
equate
with
skill
acquisition,
so
I
think
finding
identifying
those
core
skills
and
then
finding
ways
to
develop
like
group
work
and
collaboration,
and-
and
I
think
then
we
have
to
look
at
exposure
to
arts
and
music
and
and
all
those
other
things
that
are
not
a
enrichment
but
they're
just
another
way
to
help
help
our
students
develop
and
think
and
develop
all
their
full
capacity.
So,
in
terms
of
the
student,
the
skills
that
our
youth
need,
what
do
you
think's
missing
like?
N
It
is
a
big
question.
I
think
some
of
the
ways
in
which
we
are
we're
missing
the
boat.
Sometimes
you
get
it
in
the
classroom,
but
we're
not
measuring
it.
We're
not
measuring
students,
ability
to
problem
solve
thinking
critically,
thinking
thinking
in
terms
of
of
creative
and
innovation,
like
problem
solving
like
taking
a
problem
and
unpacking
it
and
in
using
even
design
thinking
principles
to
understand
how
this
problem
is
viewed
from
different
perspectives
and
then
how
do
you
really
systematically
think
about
how
to
solve
problems?
N
And
you
get
this
in
some
curriculum
depending
on
what
the
assignments
are,
but
we
don't
see
it
as
a
as
a
skill
set.
That's
that's
measured.
We
think
about
you,
know
cognitive
flexibility
being
able
to
to
switch
directions
in
into
think
flexibly
about
problems
and
issues
in
our
society
to
take
multiple
perspectives.
N
N
So
how
do
so
we
often
think
about
how
do
we
get
them
on
to
the
first
job
with
the
future
and
they
get
promoted
in,
but
that's
no
longer
how
careers
work,
people
quit
and
move
on.
They
start
their
own
companies
and
they
sell
them
or
they
they
don't
turn
out
so
well,
and
they
need
to
learn
from
that
mistake.
N
But
so
how
do
you
begin
to
understand
how
the
skills
that
they're
learning
translate
into
other
other
types
of
companies,
jobs
and
positions,
and
so
these
are
all
kind
of
cognitive
flexibility,
kinds
of
skills
that
in
in
problem,
solving
skills
that
we
need-
and
you
know
in
a
I
can
come
back
better
prepared
with
some
other
kinds
of
things
that
if
you
would
like
that,
I
think
that
the
curriculum
should
be
looking
at.
But
those
are
the
kinds
of
dispositions,
skills
and
dispositions
that
that
people
need
to
thrive
in
today's
economy.
F
Yeah,
thank
you.
Thank
you,
and,
and
really
it
was
a
recent
article
about
the
importance
of
play
and
in
early
education
that
you
know
in
those
early
years
in
those
pre-k
years
and
and
first
those
very
early
developmental
stages.
It's
not
about
academics
per
se.
You
know
like
knowing
your
abc's
or
whatever
it's
about
that
creative
thinking
and
problem
solving
and
playing
well
with
your
peers.
All
those
skills
and
those
skills
lay
the
foundation
for
a
lot
of
good
development
and
and
learning
further
along.
So
it
starts
at
the
cradle.
N
What
I'd
like
to
add
is
that
the
kinds
of
skills
you
just
described
that
are
so
important
for
our
younger
kids
to
play
and
the
peer
development
and
peer
dynamics
and
decision
making
they
need
it
all
the
way
through
all
the
way
through
the
high
school
structure,
is
so
regimented
that
our
high
school
students
have
no
opportunity
to
practice
decision
making
and
learn
how
to
make
good
decisions
and
consider
alternatives.
So
the
kinds
of
things
that
you're
thinking
about
that
are
good
for
the
the
early
grades
are
good
all
the
way
through.
O
Thank
you,
and
I
would
just
add
that
lds
and
launch
an
old
data
system
creates
the
backbone
to
know
if
those
things
are
being
done
and
if
they're
having
full
effect-
and
I
just
wanted
to
add
one
other
piece
to
the
career
element
that
was
raised
a
couple
times
and
I'm
not
sure
if
this
will
excite
or
exact
exacerbate
people
in
the
chamber.
But
we
have
data
already
on
what
careers
bps
graduates
are
going
into
and
how
much
money
they
make.
That
data
exists.
O
The
state
connected
that
data
two
years
ago,
districts
across
massachusetts,
have
this
data.
Now
it's
not
perfect.
You
know
it's
limited
to
massachusetts
residents.
As
dr
hill
mentioned,
there
is
job
mobility,
but
to
counselors
points.
We
actually
know
what
fields
our
graduates
are
going
into
and
we
can
set
goals
and
understand
resources.
We
want
to
move
them
to
other
careers
that
data
exists,
it's
just
not
being
coordinated
and
shared.
F
I
I
also
heard
a
comment.
The
other
day
about
you
know,
there's
a
shortage
of
cyber
security
and
cyber
technology,
and
that
it's
difficult.
You
know
in
terms
of
recruiting
for
that
that
work.
This
is
very
essential
in
this.
In
this
modern
time
and
the
person
who
was
talking
about
their
their
pipeline
said,
you
know
they
want
people
with
the
diverse
backgrounds
like
if
the
anthropology
or
you
know
whatever,
to
bring
all
their
creative
thinking
problem
solving
to
this
space.
F
A
You
yield
the
rest
of
your
time
and
I'll
give
our
panelists
an
opportunity.
If
you
want
to
say
anything,
no,
no!
No,
I'm
saying
before
I'm
talking
about
council
breeding's
time,
okay,
so
she's
still
some
of
her.
That's
what
I'm
saying.
Yes,
I
got
this
okay
will
or
dr
hill.
Do
you
want
any
other
comments
that
you
want
to
share
in
regards
to
what
you
just
heard?
Are
we
good
to
move
on
to
other
colleagues,
yeah?
Okay,
great,
so,
council,
fernandez
anderson?
You
have
the
floor.
H
H
H
Boston
needs
to
be
prepared
for
the
industries
that
are
now
fast
and
growing
and
always
have
been
the
center,
at
least
of
innovation
and
opportunity,
and
so
I
think
about
that,
and
I
think
about
the
data
being
already
in
existence
and
the
idea
that
we
will
be
here
again
and
again
and
again
in
perpetuating
the
same
cyclical
types
of
meetings
that
feel
a
moot.
And
where
do
we
go?
H
I
believe
that
we
have
to
be
very
honest
and
open
to
talking
about
the
core
issue
behind
this
disparity
and
so
therefore,
with
my
colleagues
and
boston
that
we
are
then
that
we
then
remove
ourselves
and
become
less
defensive
in
our
responses,
means
that
we're
not
taking
it
personal.
We
understand
that
collectively
as
a
community
that
we're
integrated.
H
If
that's
the
case,
we
can
look
at
the
data
until
we
turn
blue
and
that's
what
we're
saying
today.
We
understand
the
problem
and
we
understand
the
demographics
of
those
who
are
disproportionately
impacted
to
my
colleagues
points
and
to
your
points
and
into
the
data
that
we
already
have.
Where
do
we
go
from
here
and
how
long
we
will
be
talking
about
the
issue
and
not
be
able
to
be
afraid
to
talk
to
our
white
brothers
and
sisters,
black
brothers
and
sisters
about
a
common
issue?
H
That
again
are
we
are
interconnected
and
therefore
what
affects
you
affects
me
and
what
affects
me
affects
you.
I
guess
my
addition
to
that
is
that
we
look
at
data
in
terms
of
what
are,
for
example,
will
austin?
Are
your
organizations
leading
by
example?
What
are
the
demographics
of
the
people
that
work
for
you
and
are
your
organizations?
Leading
by
example,
are
the
people
that
are
serving
or
that
are
commoditizing
by
the
plight
of
these
issues
right
commoditizing
on
the
problem?
H
H
If
this
is
the
case,
I'd
like
to
make
this
statement
and
say
that,
hopefully,
in
the
next
working
session
that
we
are
addressing
this
with
a
very
critical
lens,
as
my
counselor,
my
colleague,
council
ferrari,
mentioned
that
we
address
how
we're
connected
to
those
industries,
but
that
we
are
also
looking
at
those
social
determinants
of
health
that
we're
looking
at
that
data
and
that
we
are
holding
ourselves
and
therefore
government
accountable.
Thank
you.
A
H
A
Right,
thank
you.
So
I
put
myself
on
a
timer
now
it's
my
turn
right.
I
think
everybody
has
gone
okay.
So
I
really
do
appreciate
a
lot
of
my
colleagues
and
the
questions
you
know.
When
I
entered
this
chamber,
I
entered
it,
knowing
what
it
was
like
to
be
a
parent
navigating
the
educational
disservice
that
was
being
done
to
so
many
of
us
right
and
I
feel
like
we
keep
having
the
same
conversation
and
the
only
thing
that
changes
are
the
characters
and
the
service
that
we've
been
getting
right.
A
So
while
I
do
appreciate
the
need
for
us
to
move
the
conversation,
the
reality
is
is
that
there
is
accountability,
and
you
know
I've
only
been
on
the
council
for
two
years
and
probably
a
few
months
and
as
the
chair
of
education,
I'm
going
to
be
unapologetic
about
accountability,
and
I'm
not
just
going
to
sit
here
and
drop
some
really
dope.
You
know
messages
about.
What
is
can
be
done
is
the
question
is:
is
how
I'm
going
to
hold
myself
accountable
to
that
work,
as
well
as
a
city
councilor?
A
So
I
do
really
appreciate
you.
Counselor
fernandez
anderson
for
naming
the
elephants
in
the
room
because
oftentimes
what
we
end
up
getting
is
a
lot
of
the
same
old
same
old.
So
my
questions
are
when
you're
thinking
about
the
data
and
the
research
are
three
one
is.
I
would
love
to
hear
a
little
bit
more
about
how
you're
looking
at
trauma
and
all
these
issues
that
our
young
people
are
carrying
in
their
little
backpacks
and
how
that
data
really
informs
the
type
of
resources
and
supports
that
our
schools
are
receiving
to
address
that
gap.
A
I'm
also
curious
about
the
data
outcomes
in
bps
and
while
I
do
appreciate
this
whole
notion
that
oftentimes
everybody
wants
to
talk
about
what
bps
is
not
doing.
You
know
this
is
the
best
and
when
you
look
at
boston
public
school
students,
there
are
students
navigating
a
number
of
different
types
of
schools
and
I'd
love
to
be
able
to
lean
into
the
data,
as
we
start
talking
about
data
and
looking
at
the
overall
outcome
and
success
of
all
boston
students.
A
But
those
are
the
things
that
we
don't
usually
measure
because
it's
hard
to,
and
I
think
that,
if
we're
going
to
lean
into
that
data,
it
would
be
great
to
do
so
with
a
lens
of
understanding
that
not
everyone's
going
to
fit
into
the
white
dominant
culture.
In
terms
of
how
we
show
up.
So
I'd
like
to
hear
a
little
bit
about
how
we're
going
to
uplift.
N
N
N
N
It
has
to
do
with
where
those
buildings
are
located,
how
far
students
are
going
to
have
to
travel,
to
get
them
the
kinds
of
opportunities
or
trade-offs
that
families
of
color
need
to
make
as
they
decide
do.
I
want
my
kid
to
go
really
far
away
and
get
on
a
bus
at
5
30
in
the
morning
to
go
to
what
I
guess
is
a
high
quality
school.
N
N
N
A
That's
right,
and
I
think
I
really
do
appreciate
that
level
of
accountability,
because
I
also
think
that
the
council
needs
to
hold
itself
accountable
as
well.
Right,
there's
been
a
lot
of
this
and
I'm
tired
of
that,
and
I
think
that
this
conversation
is
going
to
lead
us
in
the
path
where
we're
all
going
to
be
held
accountable
for
the
work
that
that
is
needed.
But
I'm
just
curious
about
the
soft
skills
piece
in
terms
of
data
like
are.
Are
we
looking
at
the
impact
of
that?
Just
I.
N
O
O
There
has
to
be
agreed
language
about
what
they
are
and
how
they're
measured
and
getting
a
lot
of
schools
and
people
to
agree
on
that
is
challenging,
and
so
a
lot
of
probably
what
you
hear
about
that
work.
Is
it's
less
so
the
data
system.
But
how
do
you
get
everyone
the
same
page,
to
agree
on
the
same
set
of
terms
and
definitions
which
again
doesn't
take
a
fancy
tool?
It
just
takes
time.
I
just
want
to
connect
dr
hill's
comments
back
to
this
concept
of
having
this
backbone
system
of
data.
O
There
are
many
city
agencies
that
engage
with
student,
children
and
family
around
the
edges
of
trump,
whether
it's
the
fire
department,
boss,
mobile
health,
commission,
you
name
it
that
the
fact
that
those
agencies
are
interacting
with
kids
and
that
data
is
not
seamlessly
available
to
the
folks
that
are
going
to
see
them
in
school.
The
next
day
is
limiting
and
we
should
have
that
type
of
data,
both
the
short
term,
but
also
kind
of
the
long
term.
O
A
Yeah,
I'm
I'm
going
to
in
the
interest
of
time,
because
I
want
to
model
my
own
behavior.
I've
already
reached
my
time,
so
I
am
going
to
ask
in
the
interest
of
time
unless
my
colleagues
have
any
other
burning
questions,
not
comments
or
statements.
If
you
could
just
withhold
them.
If
you
have
statements,
we
could
wait
on
them.
A
So
with
that,
if
the
lead
sponsor
are
okay
with
it,
I'm
going
to
move
on
okay.
So
I'm
going
to
move
on
to
our
third
panel,
and
I
just
want
to
say
thank
you
to
our
panelists
of
panel
2
for
bringing
so
much
of
yourself.
Well,
you
know
you
and
I
have
worked
in
the
space
and
looking
forward
to
that
level
of
accountability,
and
that
is
shared
responsibility
and
accountability
and
dr
hill.
A
H
A
H
Think
that
I
really
appreciate
that
folks
have
things
to
do,
but
you
know
hopefully
that
you
know
when
we
schedule
our
week
of
expectations
for
everybody
to
stay.
I
would
have
liked
for
our
earlier
previous
panelists
to
remain
because
we're
talking
about
an
ecosystem
of
these
resources,
but
if
we
leave
and
we're
disconnected,
then
we're
not
listening
to
each
other.
So.
A
A
A
So
I'm
going
to
move
on
to
our
third
and
final
panel-
and
I
believe
we
have
virtually
joining
us-
is
penny
bender,
simbring
who's,
the
co-founder
of
the
huge
chicago
consortium
which
I
hear
is
going
to
be
an
exciting
presentation,
and
we
also
have
one
of
my
favorite
people
out
in
the
streets
doing
the
work.
Kristen
mcswain
who's,
the
executive
director
of
the
boston
opportunity
agenda.
A
So
I
believe
those
are
our
two
panelists
there's
one
more.
We
have,
of
course,
renee
dozier,
who
is
with
loco
ie
ibew
103,
so
I
believe,
oh
and
then.
Last
but
not
least,
we
have
one
more.
Yes,
she
already
took
her
seat,
dr
sarah,
sherry
rice,
who
is
the
executive
director
of
digital
ready.
So
dr
rice,
thank
you
for
being
with
us
here
in
person,
and
I
am
going
to
now
go
over
and
start
off
with
you
penny,
who,
I
believe
is
joining
us
virtually.
A
P
Okay,
thank
you
very
much,
and
I
congratulate
you
all
for
thinking
so
hard
about
these
issues
and
problems.
Your
questions
sound
similar
to
what
we
think
about
in
chicago.
So,
first
just
a
a
brief
overview
of
the
demographics
of
the
chicago
public
schools.
We
have
636
schools,
340
650
students,
78
percent
of
them
receive
a
free
or
reduced
price
lunch
in
terms
of
the
racial
ethnic
composition.
P
P
The
consortium
is
at
the
university
of
chicago:
it
is
a
research
institute
that
investigates
the
problems
and
challenges
of
the
chicago
public
schools.
It
identifies
how
programs
and
policies
are
working
and
it
illuminates
what
matters
for
school
and
student
success
was
established
in
1990,
so
we
are
almost
32
years
old.
P
P
P
P
What
data
do
we
get?
We
have
a
data
agreement
with
cps
and
periodically.
We
receive
updates
of
the
data.
This
includes
student
characteristics,
student
characteristics,
students,
attendance
rates,
test
scores,
their
participation
in
bilingual
education,
special
education,
their
grades,
whether
they,
if
they're
in
high
school,
whether
they
are
on
track
to
graduate
from
high
school,
whether
they
graduate
and
then
from
the
national
student
clearinghouse.
We
obtain
data
on
where
cps
students
go
to
college,
whether
it's
a
two-year
college
or
a
four-year
college,
whether
they
persist
and
whether
they
complete
college.
P
P
P
So
every
year
we
administer
a
student,
as
I
said,
to
administer
surveys
to
the
teachers
and
students.
These
are
carefully
designed
and
they
provide
responses
that
helps
us
assess
how
strong
or
weak
their
school
is
in
this
area.
These
reports
are
they're
given
back
to
the
schools
ahead
of
time,
and
then
they
become
public,
so
everyone
can
see
which
schools
are
have
strengths
or
not.
In
these
five
areas,
schools
use
this
for
their
own
school
improvement,
planning.
P
A
L
A
P
So
the
freshman
on
track
led
to
led
to
a
great
increase
in
high
school
graduation
from
48
of
ninth
graders
graduating
in
the
1990s
now
to
83
graduating,
and
we
had
a
similar
study
in
college
going.
That
has,
we
think
helped
has
helped
to
push
the
college
enrollment,
and
that
has
also
gone
up
significantly
over
time.
P
A
You
thank
you,
penny
for
your
grace.
You
will
have
an
opportunity
to
answer
those
questions
because
we
do
have
colleagues
that
have
questions,
so
we
could
have
an
opportunity
for
you
to
incorporate.
Maybe
some
of
that
and
some
of
your
answer,
but
I'm
going
to
just
switch
things
up
just
to
keep
everybody
on
their
toes
here.
I'm
going
to
ask
my
lead
sponsor
the
lead
sponsor
of
this
hearing
to
ask
some
of
his
questions
and
then
I'm
going
to
ask
mike.
A
C
Thank
you,
madam
chair,
and
thank
you
miss
bender
steinbring.
Thank
you
for
joining
us
and
those
are
those
are
real,
impressive
numbers.
It's
almost
a
double
double
graduation
rate
from
within
the
30
years.
Can
you
tell
us
what
you
would
say
are
the
key
elements
to
getting
the
data
system
partnership
like
the
consortium
off
the
ground.
P
Well,
I
I
think
it's
good
to
you
know
we
are
at
a
university
and
we
join
forces
with
the
chicago
public
schools.
Although
we
also
have
many
other
partners,
and
we
view
our
audiences
larger
than
the
chicago
public
schools,
it
started,
we
started
small
and
both
sides,
I
think,
had
to
develop
trust
in
one
another.
P
P
It's
a
matter
of
helping
everyone
understand
what
the
conditions
are
in
schools,
what
what
the
progress
has
been,
what
the
challenges
are
and
so
and
and
just
having
informed,
you
know,
informing
everyone
and
so
that
we
all
are
looking
at
the
issue
from
the
same
set
of
facts,
one
of
the
things
that
we
we're
very
careful
with
the
chicago
public
schools,
we've
gotten
to
know
them
over
the
years,
and
we
know
the
top
leadership.
We
know
the
people
in
the
departments.
P
We
know
people
in
the
schools-
and
one
thing
we
do
is
that
before
we
release
any
report
before
it
becomes
public
even
early,
when
we're
doing
studies
as
we're
starting
to
see
what
the
findings
are
showing.
We
are
starting
to
feed
that
information
privately
to
cps
so
that
they
know
what
to
expect
and
before
we
release
any
report,
we
have
what
we
call
a
no
surprises
briefing
so
that
they
hear
it
before
and
again.
P
I
think
if
the
spirit
is
collaboration
and
trust
that
that
this
will
make
it
much
more
successful.
So
I
think
the
fact
also
that
we're
at
a
university-
and
we
are
independent
of
the
schools-
is
another
key
factor
so
that
we're
the
third
third
party
without
conflict
of
interest
and
our
our
evidence
is,
is
viewed
as
credible.
A
Just
for
the
record
for
everyone,
who's
wondering
what
I
did.
I
switched
it
up.
I
spoke
to
my
the
co-sponsor
of
this
and
I
asked
him
to
ask
us
two
questions
to
our
current
panelists
and
then
we're
going
to
move
on
to
the
other
two
panelists
that
are
the
other
three
panelists
that
are
here
so
council
rural
has
one
more
question
and
then
what
I'm
going
to
do
is
ask
my
the
co-sponsor
here.
A
C
A
Is
any
I'm
sorry,
I'm
gonna,
I'm
the
chair,
I'm
so
sorry.
This
is
my
job
to
make
sure
that
we
keep
things
on
track,
but
I
just
really
want
to
be
super
mindful
that
we
still
have
three
more
panelists
left
and
some
more
questions
coming
down.
So
I
would
really
encourage
you
to
kind
of
like
just
wrap
up
the
answer
to
this.
Okay,
because
we.
P
P
P
Okay,
so
to
be
I'll,
try
to
be
concise,
so
each
so
the
it
isn't
looking
at
a
broad,
a
broad
set
of
indicators
all
at
once.
Really
we
look
at
the
data
study
by
study,
so
college
enrollment-
we
just
did
we've
just
done
some
studies
on
bilingual
education
and
achievement
of
students
coming
out
of
bilingual
education,
so
oftentimes
there's
a
convening
or
an
event
where
cps
people
come
where
non-profits
come
and
the
data
and
the
media,
and
so
that's
one
way
it's
released.
P
D
Just
quickly,
I
know
chicago
is
a
much
larger
city
and
you
said
you
have
663
public
schools
compared
to
our
123
here
in
boston,
but
we
also
know
that
many
of
our
children
in
boston
do
not
attend
our
bps
school.
So
wondering
do
you
know
the
percentage
of
chicago
students
who
actually
attend
the
public
schools.
A
Q
I'm
going
to
try
and
do
it
in
less
than
that
so
good
afternoon,
and
thank
you.
My
name
is
kristen
mcswain
and,
as
the
counselor
said,
I
am
the
executive
director
of
the
boston
opportunity
agenda
and
we're
a
public
private
partnership
that
works
to
create
a
just
education
system
by
removing
the
systemic
barriers
that
have
created
unsatisfactory
outcomes
for
traditionally
marginalized
communities
across
the
cradle
to
career
spectrum.
So
we've
been
part
of
the
cradle
to
career,
strive
together
national
network
for
the
last
11
years.
Q
We
have
a
leadership
table
that
is
a
mix
of
government
philanthropy,
non-profit
higher
education
institutions,
and
I
think,
for
the
purposes
of
this
conversation,
it's
important
to
understand.
It's
the
boston,
public
schools,
the
charter,
schools,
the
catholic
schools,
the
city
of
boston,
bunker
hill
and
umass,
as
well
as
a
number
of
philanthropic
organizations,
and
right
now,
we're
chaired
by
lee
pelton
of
the
boston
foundation
and
vice
chaired
by
bob
giannino
of
the
united
way.
Q
Together,
we
convene
and
support
four
networks
across
the
cradle
career
pipeline,
the
birth
to
eight
collaborative
the
opportunity,
youth
collaborative
success,
boston
and
generation.
Success,
which
is
our
campaign
for
college
career
and
life
readiness
these
networks
bring
together
hundreds
of
individuals
and
organizations
working
to
create
long,
lasting
change
for
the
residents
of
boston.
Q
Q
Q
You
didn't
do
any
applications
like
you
didn't
know
what
the
process
was,
so
that
that
they
are
able
to
do
those
things
as
they
choose
to
do
them.
In
2017,
we
released
the
framework
and
a
set
of
initial
metrics
that
were
adopted
by
bps
catholic
and
charter
schools.
There
are
five
which
are
proxies
for
the
skills
and
attributes.
Students
need
to
be
successful,
so
gpa
of
2.0.
Can
you
get
a's
and
b's?
So?
Can
you
fail
in
something
but
succeed
in
something
else,
and
you
know
get
that
2.0?
Q
Do
you
attend
at
94
or
higher?
That
is
not
only
about
the
young
person
getting
to
school
and
being
able
to
overcome
whatever
their
challenges
are,
but
also
about
the
culture
and
climate
of
that
school?
Is
it
welcoming?
Is
it
a
place
that
I
see
myself
being
successful?
Do
I
want
to
be
there
access
to
rigorous
coursework,
and
in
this
case
we
said
specifically,
it's
mass
core
plus
escort
is
the
floor.
You
want
to
be
able
to
have
an
ap
experience
in
early
college
or
dual
enrollment
experience,
ib,
something
beyond
math
core.
Q
You
also
need
to,
as
marcia
talked
about
earlier,
have
the
opportunity
to
create
an
individualized
learning
plan
for
yourself,
bps
calls
it
my
cap,
other
people
call
it
different
things,
but
starting
at
least
in
ninth
grade.
Who
am
I?
What
do
I
want
to
do?
How
do
I
begin
to
test
things
out?
If
I
have
no
idea
and
how
do
I
keep
track
of
that
information
in
a
way?
Q
That's
actually
meaningful
to
employers
to
others,
and
it
shows
up,
if
not
in
my
transcript,
it
shows
up
in
my
my
camp
plan
and
we're
working
on
that
and
then
the
last
thing
is
you
have
to
have
anywhere
intertime
learning,
something
you
get
credit
for.
That
is
not
in
the
classroom
that
can
be
a
workplace
learning
experience
that
can
be
a
volunteer
experience.
It
could
be
a
wide
number
of
things.
Q
We
tested
those
criteria.
Bob
val
fans
did
a
research
for
us,
so
the
consortium
does
the
same
thing.
You
publish
a
report.
You
say
this
is
what
we
found.
What
we
found
is,
if
you
had
those
metrics
and
you
were
a
bps
student
in
the
class
of
2010.
You
graduated
college.
If
you
didn't,
you
didn't
it's
very
simple,
so
we're
like
okay,
these
are
the
right
things
to
be
tracking,
which
I
think
is
important
for
this
conversation,
because
it's
not
just
about
the
data.
There
is
lots
of
data
in
boston.
Q
What's
the
right
data,
what
are
the
questions
we
want
to
be
asking
and
therefore
what
do
we
want
to
collect?
So
we
released
that
research.
I
have
copies
for
all
of
you.
We
found
that
48
of
boston
graduates
from
the
class
of
2017
were
ready.
We've
set
a
goal
of
66
and
we're
tracking
it
every
year.
A
couple
of
these
things
for
this
conversation
are
important.
We
have
to
get
that
data
manually.
It
is
not
in
all
the
different
places
and
we'll
talk
about
the
rest
of
your
questions.
Yeah.
A
You
could
see
at
yala
learning
reading
all
of
this
kristin.
You
know
how
thank
you.
Thank
you
so
very
much.
I
really
do
appreciate
and
just
know
that
the
folks
who
are
gonna
be
who
you
would
be
able
to
finish
up
your
presentations,
hopefully
during
your
q,
a
portion.
So
I'm
sorry
for
the
rush,
but
we
do
have
a
five
o'clock,
but
we're
going
to
start
a
little
bit
later
because
we're
going
to
go
to
our
next
panel,
our
next
we
have.
We
have
right
now.
A
M
I
just
want
to
say
thank
you
for
having
me
here,
chairwoman,
counselor,
counselor
murphy.
Now
everybody
else
here.
My
presentation
is
short
and
sweet.
We
are
in
apprenticeship
program
the
ibw
five-year
apprenticeship
program
and
we
are
out
of
boston
and
we
have
a
mandatory
ten
thousand
hour
program
on
the
job,
training
and
one
thousand
hour
in
school,
and
we
have
to
report
to
the
state.
M
So
that's
who
we
are
accountable
to
my
thing
is:
I
do
a
lot
of
outreach
right
and
I'll
go
to
the
even
to
the
stem
schools
or
to
the
alternative,
high
schools
and
they're
saying
what
is
an
electrician,
what
an
electrician
do
because
they
don't
have
they
don't
know
and
that's
a
problem
because
in
boston,
like
flaherty
said
we
have
all
this
work
coming
up
this
lab
space
we
have
and
we
have.
We
should
boston.
People
should
be
doing
this
work
and
we
should
be
getting
trained
in
school,
and
I
know
this
isn't
data.
M
But
it's
important
and
I
appreciate
the
space
to
be
able
to
say
this.
We
have
pipe
fitters
plumbers,
laborers,
all
these
folks.
We
hear
that
this
work
is
a
path
to
the
middle
class
period.
You
can
make
a
living
wage
and
do
very
well
for
your
family,
I'm
a
product
of
boston,
public
schools.
It
might-
and
I
have
children
from
26
to
6.
So
I
I
understand
the
importance
of
apprentice,
not
just
in
the
trades,
but
just
like
you
said
nursing
and
everything
else.
M
M
They
don't
have
an
electrical
program,
so
they
call
me
and
say:
can
we
come
to
your
school
and
can
we
visit
absolutely
because
we
want
to
have
more?
We
need
boston
residents.
We
have
a
program
with
madison
high.
We
take
all
those
kids
from
madison
right,
our
teachers
are
in
there
and
this
is
the
partnership
that
we
really
need
to
solidify
with
the
city,
because
these
this
is
our
city.
We
should
be
the
people
from
new
hampshire,
rhode,
island
or
wherever
else
they're
coming
from
shouldn't
be
taking
our
jobs.
L
A
A
R
Well
thanks
so
much
for
having
me
today.
First,
let
me
start
by
introducing
myself.
My
name
is
dr
sarah
cherry
rice.
I've
been
in
the
district
working
around
this
work
about
15
years.
I'm
a
bps
parent.
I've
got
three
kids
in
bps
schools.
I
also
was
a
former
district
administrator.
I
taught
math
and
science
and
middle
school
and
I've
trained
many
of
the
teachers
and
principals
here
in
the
city,
so
working
in
our
public
schools,
I'm
going
to
bring
kind
of
a
nuanced
understanding
of
what
I
see
as
a
non-profit
and
community-based
leader.
R
So
at
digitalready
we
are
a
non-profit
that
really
started
seven
years
ago
with
the
high
school
redesign
project.
So,
as
you
might
recall,
that
was
under
superintendent
chang
and
then
ron
dorsey,
where
we
went
out
across
the
city
and
interviewed
2
000
students
and
their
families
and
asked
them
about
what
they
want
to
see
here
in
the
city,
and
I
really
appreciated
the
comment
earlier.
We
have
so
much
data
at
our
disposal.
We
know
what
our
students
and
families
want.
R
I
totally
agree
when
I
interview
students
they're,
like
stop
showing
me
the
one
door,
whether
it's
bunker
hill
or
not.
I
love
bunker
hill,
but
can
I
see
all
of
the
doors
that
are
open
and
available
to
me
here
in
boston?
We
have
45
institutions
of
higher
ed.
We
have
incredible
union
jobs,
we
have
life,
sciences
is
booming,
but
what
we
don't
have
is
the
career
pathways
and
the
early
college
pathways.
R
R
If
you
look
at
early
college
in
the
city,
one
percent
of
students
in
this
city
have
access
to
an
early
college
pathway.
If
you
break
down
who
is
in
our
innovation
pathways,
it
doesn't
allow
for
students
who
enter
the
country
later.
So
if
you
enter
as
a
junior,
you
don't
have
the
option
to
join
a
chapter,
74
and
innovation
pathway.
R
If
you
don't
have
the
right
gpa,
you're,
not
getting
access
to
a
career
pathway,
an
early
college
pathway,
we've
reserved
dual
enrollment
options
for
only
students
that
are
at
the
top
of
their
class
and
have
taken
everything
at
their
high
school.
Other
cities
in
our
state
have
opened
it
up
to
everyone
to
students,
not
just
that
have
a
4.0,
I'm
in
our
boston
year,
13
program.
We
have
students
who
have
a
1.63
and
that
can
use
that
extra
year
to
increase
their
gpa
show
their
potential.
R
R
So
the
big
thing
we're
asking
to
think
about
is
we
call
it
triple
currency.
What
gives
our
students
currency
to
compete
in
boston's
innovation
economy?
And
there
are
three
things
right:
it's
a
high
school
diploma!
That's
that's
like
the
floor.
I
agree.
Math
core
is,
you
know
only
37
percent
of
our
bps
students
get
mass
core
right.
Now
the
second
thing
is
early
college,
so
how
do
students
could
they
can
use
college
classes
as
currency?
R
And
then
the
third
is
work
based,
experiences,
internships,
apprenticeships?
We
were
launched
with
the
boston
private
industry
council,
but
still
when
those
applications
come
across
our
desk,
it
is
mainly
from
the
exam
schools.
We
have
not
opened
up
the
opportunity
to
all
of
our
open
enrollment
high
schools
so
that
all
students
can
really
see
the
menu
of
options
that
they
have
that
are
right
outside
the
door
that
can
connect
them
to
jobs.
A
Thank
you.
Thank
you.
Thank
you
and
I'm
excited
to
know
that
you've
been
working
with
my
colleague
ron
dorsey
on
all
things,
school
design
and
so
really
encouraged
by
your
work.
I'm
gonna
move
on
to
the
lead,
sponsor
to
open
it
up
for
questions,
and
then
I'm
gonna
go
to
counselor
murphy
for
questions,
and
then
I
just
wanna
say
thank
you,
dr
hill,
for
staying,
thank
you
and
listening
and
looking
forward
to
our
continued
partnership.
Thank
you.
Thank
you.
Thank
you.
Okay,
council
rural.
You
now
have
the
floor.
M
Program
madison
and
we
take
100
of
those
kids,
all
everybody
comes
in
and
we
work
and
we
work
with
them
if
they
need
extra
help
with,
like
she
said,
the
soft
skills,
because
some
people
it's
hard
work.
You
got
to
get
up
at
the
earth
really
early
and
you
have
to
work
hard.
But
you
know
you
don't
do
that
in
class,
so
that
type
of
stuff
that
we
you
know
we
work
with
them,
but
that
is
the
only
electrical
school
in
the
city.
M
So
we
need
more,
we
need
more
pipelines,
you
know
we
we
haven't.
We
do
a
lot
of
reef
outreach
even
for
the
middle
school
kids
with
there's
a
camp
at
the
firemen
do
because
the
national
electoral
code
and
the
firemen
are
very
we're
connected.
So
we
we
work
with
them
with
the
middle
school
kids
in
the
summer
camp.
We
talk
to
them
and
you
know
give
them
some
exposure,
because
exposure
is
everything
once
they
know
that
they
have
that
option,
then
they
can
do
their
own
research,
but
a
lot
of
times.
C
M
C
Q
One
of
the
other
reports
that
we
gave
you
is,
and
two
of
those
I
apologize
are
outdated.
The
most
recent
versions
are
on
the
web,
but
sometimes
it's
easier
to
have
it
in
paper,
so
you
can
go
find
the
next
one.
The
state
of
early
childhood
in
boston
is
primarily
about
child
care,
and
so
when
we
think
about
the
things
that
young
children
need,
they
need
access
to
high
quality
child
care.
They
need
to
have
opportunities
for
play
in
safe
spaces.
Q
All
the
kinds
of
relationships
that
we
know
older
kids
need
younger
kids
need
too,
and
they
are
protective
factors
for
them.
So
even
young
children
who
are
experiencing
trauma
when
they
have
strong
relationships
with
their
caregivers
and
with
their
families.
So
there's
a
there's.
A
microcosm
of
the
early
childhood
work
that
mirrors
what
we
talk
about
in
the
the
high
school
readiness
space,
which
is
all
about
relationships,
executive
functioning
to
use
the
jargony
word
of
it.
Q
But
those
are
the
kinds
of
things
that
we
are
measuring
in
high
school
and
beginning
to
working
with
boston
after
school
and
beyond
badge
young
people
as
having
demonstrated
that
they
know
how
to
work
with
their
peers.
They
know
how
to
problem
solve,
and
so
those
are
they're
the
same
kind
of
skills
in
an
age-appropriate
way
in
the
different
settings.
D
So
thank
you,
and
this
is
going
to
tie
renee
and
the
unions
into
a
lot
of
the
data
that
you
shared
my
kind
of
comment
in
question,
and
I
just
really
liked
that
you
spoke
into
the
record
and
into
the
space
how
we
tell
our
students
and
families
that
they're
ready
that
they've
graduated
and
council
of
worlds
first,
whereas
how
it
says
you
know
that
one
in
four
bps
valedictorians.
So
that
is
the
one
person
who
is
at
the
top
of
your
class,
not
like
the
middle
of
a
high
school
that
may
be
struggling.
D
The
top
of
the
class
failed
to
get
a
bachelor's
bachelor
degree
in
six
years
and
40
of
all
of
our
valedictorians
make
less
than
fifty
thousand.
I
mean
that
tells
you
right
there
that
our
families
and
our
students
have
put
faith
in
our
system
and
we're
handing
them
a
diploma.
But
it's
not
translating
into
success,
and
I
know
that
you
can
have
one
student
who
graduates
from
high
school
in
bps
and
freshman
year
in
college
is
easy.
D
They
often
say
my
junior
and
senior
in
high
school
was
harder
than
my
freshman
year
in
college,
so
they
are
absolutely
prepared
to
succeed
academically
in
college,
and
then
we
can
have
another
student
who
graduates
from
and
gets
the
same
boston,
public
school
diploma
moves
on
and
goes
to
college
thinking,
and
it's
probably
very
scary
and
they're
going
to
do
okay
and
they're
failing
because
they
can't
keep
up
with
their
english
101
course.
So
that's
something!
D
I
know
that
your
data
was
sharing
with
us
that
when
we
set
the
bar
very
low-
and
we
say
you
know
you
need
to
just
get
this
to
pass
mcas,
then
you
get
a
diploma.
We
really
need
to
step
that
up,
but
what
we
do
also
see-
and
council
of
flaherty
often
speaks
about
it
and
he
did
here
about
how
we
need
to
align
our
curriculum,
but
we
also
need
to
have
theater
high
schools
and
bps
does
say
they
do
right.
D
They'll
check
that
box
because
we
have
madison
park
high,
which
is
the
box
to
say
we
have
a
union
pathway
high
school.
We
have
the
kennedy
school,
which
they'll
check
that
box
and
say
we
do
have
a
high
school,
that's
a
pathway
for
students
wanting
a
career
and
the
medical
field,
and
you
know
we
have
these
high
schools
that
they
say
we
have
the
arts
academy.
But
we
know
that
once
our
students
graduate
they're
not
ready.
So
we
often
only
talk
about.
D
Are
our
students
ready
for
college
and
are
they
able
to
graduate
and
be
successful?
But
if
you
could
just
speak
renee
quickly
or
not
quickly,
if
you
don't
want
to
about
many
of
our
interns
who
maybe
not
have
graduated
yet,
but
I
know
you
take
on
many
students
before
they're
done
with
high
school
and
the
the
different
trades
and
companies
across
the
city,
but
also
those
who
have
graduated
from
say,
madison
park
or
high
school
and
they
come
to
you.
Are
they
ready?
D
Because
I
often
hear
that
many
times
we
haven't
prepared
our
students
to
be
ready
to
take
on
the
training
and
the
apprenticeship
in
the
union?
Also,
and
was
speaking
earlier
with
other
colleagues
just
about
that
work,
readiness
is
important.
That
brings
you
to
college.
That
brings
you
to
whatever
career
you're,
going
to
take
just
life,
knowing
how
to
manage
your
life
and
support
that
training.
So
if
you
could
speak
to
how
ready
we
are
sending
your
students
to
you.
M
Yes,
so
that
depends
on
the
chat
on
the
child
first
right,
so
some
of
the
co-op
programs
will
put
them
in
a
prefab
shop
and
give
them
some
experience,
but
it's
in
a
controlled
environment
right
so
they're
not
out
in
the
elements
and
they're
not
at
work
at
you
know
when
they
graduate
and
they're,
not
on
the
job
site
at
6
30
in
the
morning
when
it's
there
below
or
100
degrees
or
whatever.
So
it
depends
on
the
on
the
on
how
hungry
the
kid
is
and
how
they
really
want
to.
M
You
know
we
do
have
a
boot
camp
at
an
apprentice
at
our
apprenticeship
program.
We
tell
you
you
have.
This
is
what
you
got
to
wear.
You
know,
try
to
get
them
ready.
You
know
you
got
to
be
able
to
pick
up
the
you
know,
body,
mechanics
and
things
like
that,
but
we
do
it.
It
is
a
gradual
thing.
Are
they
ready
right
out
the
gate?
No,
no,
but
they'll
they're,
our
kids.
So
when
you
guys
give
them
to
us,
we
have
to
take
care
of
them
when
they're
our
apprentices.
M
We
have
to
take
care
of
them.
So
we
have
our
own
way
of
taking
care
of,
especially
you
know
the
first
and
second
years
we
take
care
of
our
first
and
second
years
and
make
sure
that
they
need
extra,
warm
clothes
or
you
know,
body,
mechanics
and
all
that
other
stuff.
But
it's
a
learning
process,
but
if
they
have
the
basic
knowledge,
we
can
work
with
that.
But
we
need
something
to
work
with.
In
the
beginning.
D
And
how
counselor
aurel
framed
this?
As
you
know,
birth
prenatal,
I
often
think
too
to
career
is
the
data
too.
We
should
make
sure
we're
tracking,
like
those
who
aren't
just
going
on
to
a
college
pathway,
but
did
we,
you
know,
prepare
our
students
to
move
on
to
the
trades
career,
which
is
a
wonderful,
lucrative
career
path.
M
Also,
it
is,
we
have
partnerships
with
with
benjamin
franklin
right
so
when
the
kids
come
into
our
program
and
they
find
out
that
what
they
really
like,
what
aspect
of
the
trade
that
they
like,
they
can
become
project
managers
estimators
or
whatever
they
want.
You
know
so,
once
they
get
in
there,
they,
you
know,
feel
and
see
what
they
like
the
best
they
can.
They
have
those
options.
Q
I
just
want
to
piggyback
on
that
question,
because
we
did
some
exploration
with
the
state
to
figure
out
how
we
could
include
students
who
go
into
apprenticeships
in
our
data
so
that
we
could
say
something
that
wasn't
just
about
young
people
who
went
to
college.
And
the
problem
is
that
all
of
the
data
that
rene
reports
to
the
state
doesn't
include
the
high
school
where
the
young
person
graduated,
and
so
we
can't
say
right
who
went
to
a
boston
high
school.
A
Okay,
all
right
so
counselor
murphy.
Are
you
good
with
your
okay?
I'm
gonna
just
ask
a
few
questions
in
the
interest
of
just
sparing
everyone
here
because
we're
over
time,
but
I'm
just
going
to
ask
renee
if
you
could
talk
to
us
briefly
about
the
benefits
of
your
apprenticeship
program.
Once
you
go
through
that
program,
you
are
making
a
significant
amount
of
like
salary.
So
can
you
just
talk
to
us
about
that,
because
I
don't
think
a
lot
of
people
understand
the
impact
that
that
program
makes
talk
about
that.
So.
M
And
that's
it's
hard
work.
Don't
you
know,
don't
think?
Oh,
it's
money,
money!
Yeah!
You
earn
every
penny,
but
you
can
open
your
own.
You
get
you
get
your
journeyman
license.
You
can
get
your
master
license.
You
can
open
your
own
shop,
I
mean
the.
There
are
no
limits
to
what
you
can
have
be
do
or
have.
A
So
I
just
want
everyone
to
just
really
let
that
sink
in
in
terms
of
like
that's
not
usually,
and
I'm
not
sure
if
there's
something
with
the
mics
everybody
else's
mics
are
on,
but
but
just
to
really
be
super.
Mindful
of
the
benefits
that
when
we
talk
about
union
opportunities,
is
that
no
one
really
leads
with
that
and
we're
always
focusing
on
the
college.
A
And
I
just
want
to
put
that
on
the
record,
as
you
all
continue
to
look
at
the
and
I'm
going
to
go
to
you
and
renee
in
a
quick
second,
but
just
to
really
talk
about
that
level
of
accountability
and
transparency,
because
there
needs
to
be
some
discussion
about
the
number
of
students
that
we
should
still
feel
a
sense
of
responsibility
for
who
have
graduated
and
have
not
been
set
up
for
success.
If
we're
really,
you
know
expanding
this
conversation
around
cradle
to
career.
A
M
Just
to
jump
on
that
fact
too,
we
are
100,
we
pay
for
our
own
work
self
paid.
So
your
education,
you
don't
come
out,
you
don't
graduate
with
the
debt.
We
we
take
care
of
our
own.
So
that's
not
just
electrical.
That's
all
the
union
trade.
So
we
have
a
joint
apprenticeship,
training
program
and
you
don't
cut
you.
Don't
you
have
to
pay
for
your
books?
That's
it
and.
A
It's
really
important
for
us
to
lean
in
to
all
the
opportunities,
which
is
why
I
really
do
appreciate
what
you
mentioned:
digital
ready.
Oh
my
god,
did
you
already.
I'm
miss
rice,
miss
rice
yeah
that
you
talked
about
young
people
wanting
to
look
at
what's
behind
door
number
one
and
door
number
two
and
come
on
down
talk
to
us
a
little
bit
about
that.
R
Well,
I
was
just
going
to
add
that
when
we
embed
this
in
our
high
schools,
you
know
early
college
is
no
cost.
So
a
lot
of
our.
If
we
look
at
our
state
high
schools,
you
know
high
school
students
are
now
able
to
earn
a
certificate,
industry
recognized
certificate
or
an
associate's
degree
for
free-
and
I
think
that's
huge,
so
you
don't
have
to
make
the
decision
between
college
or
career.
You
could
come
out
with
two
years:
no
cost
no
debt.
R
You
can
explore
because
one
of
the
things
we
hear
from
students
is
they
get
into
that
first
year
of
college
or
even
in
boston
year,
13,
where
everything
is
free
and
you're
only
you're
like
21
years
old.
You
may
not
know
how
many
we
get
adults
who
apply
to
your
13
and
say:
hey,
I
haven't
figured
it
out
yet.
Can
I
join
so?
Where
is
that
opportunity
to
explore
to
figure
out
your
purpose
and
passions
and
not
just
be,
you
know,
shoot
into
a
pathway
even
embedding
these
apprenticeships
into
our
high
schools?
Much
earlier,
we.
A
R
You
have
the
high
school
diploma,
students
are
so
ready
to
explore
and
say,
like
okay,
let
me
try
being
an
electrician.
Okay,
let
me
try
cyber
security
and
we
always
say
like
finding
out
you
just
don't
want
to
do
something
is
as
valuable
as
finding
out
you
do
because
don't
spend
four
years
in
college.
Q
Q
Have
an
unbelievable
amount
of
wealth
and
it's
really
distributed
inequitably,
and
you
see
that
not
only
in
our
neighborhoods
but
in
our
schools-
and
you
know:
councilman
royal
oral
started
out
talking
about
both
the
parthenon
report
and
the
valedictorians
report,
and
things
have
gotten
better
since
both
of
those
that's
right,
but
that
doesn't
mean
that
they
are
good
enough.
And
you
know
my
kids
have
the
opportunity
to
go
to
bls,
and
I
am
very
thankful
for
that.
Q
But
there
are
other
young
people
who
are
not
in
that
school
and
not
everybody
should
be
because
that's
a
whole
different
conversation.
But
but
there
are
wonderful
schools
in
our
city
that
our
young
people
are
going
to
that
are
being
taught
by
great
educators
and
even
then
those
young
people
don't
know
about
this
program.
They
don't
know
about
that
program.
They
don't
know
because
we
have
so
many
programs
that
are
little
tiny
ones
that
are
not
connected,
and
so
the
question
is:
does
the
data
system
give
us
that?
Q
A
Experiences
nonprofits
to
really
close
that
gap
in
a
way
that
everyone,
including
the
city
council,
is
holding
themselves
accountable.
So
I'm
glad
that
you
on
the
record
named
it.
So
thank
you
for
that.
So
I'm
going
to
go
to,
I
don't
know
somebody's
knocking
on
the
door
time
to
go
to
the
front
door.
I'm
going
to
ask
council
rural
for
any
closing
remarks
and
my
colleague
counselor
murphy
and
then
we're
going
to
close
this
out.
C
You
to
all
my
colleagues
that
joined
me
and
thank
you
to
all
the
panelists.
I
think
that
we
all
understand
that
it's
all
about
collaboration
and
then,
through
that
collaboration,
we'll
be
able
to
connect
our
students,
our
families,
to
the
pipelines
to
have
not
only
you
know,
college
or
but
just
any
any
type
of
career
here
in
the
city
of
boston,
and
I'm
just
excited
that
so
many
people
are
interested
in
this
conversation.
So
I'm
looking
to
further
have
more
conversations
around
this.
C
D
Thank
you
and,
thank
you
I'll,
say
it
again,
council
warrell
for
putting
this
forward.
I
know
this
is
the
beginning
of
lots
of
conversations,
so
I'm
excited
for
the
work
ahead.
I
did
just
want
to
you
know,
say
it.
I
think
it's
enough's
enough
right.
We
drive
by
all
of
these
work
sites
across
the
city.
D
If
I
go
down
river
street
in
mattapan
or
I'm
driving
through
any
neighborhood
in
the
city,
I
see
new
hampshire
and
I
see
rhode
island
license
plates
on
trucks,
and
I
see
students
in
schools
where
I
taught
for
over
20
years
and
myself
as
a
parent
in
the
city
where
I
never-
and
I
say
this
honestly
ever
knew
one
student
or
one
parent
who,
if
they
thought
their
child
or
a
student,
thought
that
a
union
job
was
where
they
wanted
to
end
up.
That
madison
park
was
where
you
should
go.
D
So
the
one
high
school
we
say
is
the
vocational
high
school
in
our
city
is
not
even
something
that
many
of
our
students
think
like.
Oh,
I
should
go
to
madison
park
hi.
If
I
want
to
be
a
successful
electrician
or
I
should
go
to
madison
park
high,
if
I
want
to
you,
know,
be
an
automotive,
so
that's
something
we
need
to
address
and
really
work
at.
But
thank
you
for
this
conversation.
A
And
before,
for
the
final
time,
I
just
asked
central
staff:
if
we
have
any
folks
looking
for
public
testimony,
I
know
I
made
that
call
we're
good
right
so
seeing
none.
I
just
also
wanted
to
thank
both
of
the
sponsors.
The
three
sponsors
that
participated
in
this
when
I
first
saw
this,
I
thought
it
was
going
to
be
his
mating
speech,
so
I
didn't
want
to
ride
his
coattail,
so
I
didn't
reach
out,
but
had
I
had
the
opportunity,
I
would
have
been
all
over
this,
because
this
is
my
language.
A
So
I
I'd
like
to
just
thank
everyone
for
participating
understanding
that
this
is
just
the
beginning
and
as
the
chair
I
would
like
to
move
forward
and
recommend
if
the
lead
sponsor
agrees,
that
we
keep
this
in
a
committee,
and
I
would
love
to
have
some
further
conversations
around
hearings
and
working
sessions,
because
people
are
tired
about
the
conversation
about
the
conversation.
So
it's
time
for
some
action,
and
I
look
forward
for
your
leadership
in
that
space
and
doing
just
that,
so
we'll
remain
in
committee.
Yeah,
awesome,
okay!