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From YouTube: Committee on Ways & Means on May 2, 2017
Description
Dockets #0536-0543: FY18Budget- Boston Public Schools- High Schools and Underperforming Schools
A
A
B
Thank
You
mr.
chair
members
of
the
City
Council,
my
name
is
Donna
Muncie
I'm,
the
deputy
superintendent
of
strategy
for
the
Boston
Public
Schools,
and
we're
going
to
begin
our
presentation
to
you
all
this
afternoon
with
a
focus
on
EPS
is
underperforming.
Schools,
our
level
3
in
our
level
for
schools,
I'd
like
to
take
one
minute
to
introduce
15
to
my
left,
is
Dan
Anderson.
The
director
of
the
academic
response
team
and
to
my
right
are
Liza
Vito,
the
director
of
turnaround
and
transformation
and
David
bloom
from
the
finance
office.
C
Thank
You
councillors
good
afternoon
so
first
wanted
to
address
the
state
accountability
system
and
really
explain
what
our
level
three
and
level
four
schools
if
folks
can
see
in
the
graphic
level,
three
four
and
five
schools
are
at
the
bottom
of
the
graphic.
All
three
of
those
accountability
levels
are
schools
that
are
in
the
bottom
20%
across
the
state
for
schools
of
the
same
type,
so
the
bottom
20%
of
elementary
schools,
high
schools,
k2,
eighths,
etc,
and
the
top
portion
of
the
accountability
system
graphic
is
levels
one
and
two.
C
Those
are
determined
by
how
schools
are
doing
on
meeting
their
proficiency
gap,
narrowing
targets,
so
how
many
students
are
proficient
level
one.
Both
all
students
and
the
high
need
student
group
are
proficient
and
level
two
it's
either
of
those
two
groups,
and
when
the
state
developed
this
accountability
system,
it
was
with
the
goal
of
promoting
the
rapid
academic
achievement
of
students
and
reducing
proficiency
gaps
by
half
by
2017
and
in
order
to
determine
what
accountability
level
a
school
is
in.
C
The
state
considers
measures
of
school
performance
and
growth
performance
in
English
language,
arts,
math
and
science
and
growth
and
ela
and
math.
It
considers
things
like
graduation
and
dropout
rate
for
high
schools
and
other
measures
like
attendance
or
behavior
rate
data,
and
then
classifies
students,
schools
based
on
both
how
the
school
is
doing
against
other
schools
in
the
Commonwealth,
that's
its
school
percentile
and
how
it's
doing
on
its
own
accountability
targets,
which
is
as
PPI
measure.
C
The
next
slide
we
have
a
list
of
bps
is
current
10
level
for
schools.
In
school
year
1617
we
have
four
elementary
schools,
Channing
GRU
Matta
hunt
and
Winthrop
in
the
parentheses
after
each
school's
name,
you'll
see
its
school
percentile,
Dearborn,
STEM
Academy
in
middle
high
school
and
the
high
schools,
Brighton
Dorchester
Academy,
the
English
high
school
Excel
and
Madison
Park.
C
Dps
also
has
a
number
of
level
3
schools.
Those
are
schools
that
are
in
the
bottom
20%
compared
to
other
schools
of
a
similar
type
across
the
state.
There
are
53
level,
3
schools
and
VPS
and
26
of
those
are
in
the
lowest
10%
statewide,
compared
to
schools
of
the
same
type.
You
see
those
schools
listed.
There
are
those
26
schools
in
the
bottom,
10
percent
statewide
again
after
the
school's
name
in
parentheses,
is
the
schools
percentile.
C
The
district
is
providing
a
variety
of
supports
to
rapidly
accelerate
student
growth
in
these
schools
and
a
bunch
of
supports
are
listed
here
and
the
far
left
column.
You
have
the
supports,
which
I'll
describe
a
little
more
and
then
which
how
many
levels
for
schools
are
receiving
those
supports
and
how
many
of
those
low-performing
level
3
schools,
those
in
the
bottom
10%
are
receiving.
The
supports.
C
The
first
one
listed
is
technical
assistance
teams.
Those
are
convened
out
of
my
office,
the
office
of
turnaround
and
transformation,
they're,
coordinated
central
office
district
supports
brought
to
the
school
on
a
quarterly
basis,
to
both
look
at
how
the
school
is
running,
how
instruction
is
working
and
also
to
problem-solve
with
the
school
any
things
they
feel
are
challenging
their
ability
to
move
the
needle
for
kids.
So
all
of
the
level
4
schools
receive
those
and
instructional
superintendents
have
piloted
that
support
into
level
3
schools.
C
To
date,
the
academic
response
team
you're
going
to
hear
more
from
my
colleague,
Dan
Anderson
about
shortly
at
6:00
level
for
schools
and
six
level
three
low
performing
level.
Three
schools
are
receiving
these
residences.
In
addition,
the
data
inquiry
team,
which
work
specifically
with
schools
to
improve
their
use
of
data,
they
often
help
the
instructional
leadership
team
and
other
school
teams,
is
in
both
level
four
and
low
performing
level.
Three
schools
and
the
next
line,
I've
noted
the
state
gave
us
a
level
three
strategic
support
grant
specifically
for
our
low-performing
level,
three
schools.
C
Twenty
schools
are
receiving
funded
activities
through
that
state
grant.
This
year
the
grant
was
four
hundred
fifty
thousand
dollars
each
year
a
school
is
in
level
four
status.
The
state
conducts
a
two-day
monitoring
site
visit
to
assess
the
school's
progress,
both
in
classroom
observations
and
in
other
systems
throughout
the
school
and
how
they're
working
all
level
four
schools
receive
this.
C
We
also
chose
to
use
grant
funds
from
the
strategic
support
grant
to
pilot
this
same
type
of
visit
in
our
low-performing
Level,
three
schools,
so
the
ten
schools
that
receive
that
this
year
are
in
the
lowest.
Five
percent
are
sort
of
most
at-risk
level,
three
schools
and
then,
finally,
that
counselors
may
be
familiar
with
acceleration
academies
where
schools
and
have
additional
learning
time
for
students
during
February
and
or
April
break,
and
we
have
both
level
four
and
level
three
schools
receiving
those
academies.
D
Good
afternoon,
the
academic
response
teams
are
three
teams
of
experienced
coaches
who
support
lower
performing
schools
with
in-depth
residency's.
What
that
means
is
each
of
our
teams
is
serving
two
schools
at
a
time
for
about
a
two
month
period,
a
little
more
over
two
months
with
individual
coaching
teacher
teams,
support
professional
development
and
coaching
that
they're
providing
build
the
capacity
and
instructional
practices
and
on
the
collaboration
that
teacher
teams
and
educator
teams
are
doing
for
continuous
learning.
D
These
three
teams
are
also
providing
additional
professional
development
opportunities
and
partnership
with
other
district
offices
district-wide,
so
for
all
schools
or
participants
from
all
schools,
and
these
staff
are
also
creating
tools
that
can
be
used
pretty
widely.
Art
is
a
pure
support
mechanism,
not
an
evaluation
mechanism.
It's
just
to
help
schools
move
student
achievement
and
you
can
see
a
list
of
the
schools
here
that
have
received
support
residency's
or
are
currently
receiving
support.
Residency's
for
this
academic
year.
C
The
first
line
is
central
office
staffing,
combined
between
both
the
office
of
turnaround
and
transformation
and
the
academic
response
teams.
The
second
line
is
about
that
extra
learning
time
I
mentioned
during
vacation
and
some
other
academic
supports
this.
Our
C
also
provides
support
directly
to
individual
level
4
schools.
This
can
range
from
additional
services
that
are
needed
at
the
school
additional
staffing,
for
instance
this
year.
C
One
of
the
things
paid
for
with
these
funds
is
to
add
a
family
dedicated
family
engagement
person
to
the
Matt
hunt,
so
that
was
something
that
was
paid
for
out
of
this
line.
The
next
line
is
about
PD
and
related
support,
so
for
both
level,
3
and
level
4
professional
development
supports
training
technology
related
to
professional
development.
C
The
last
line
I
wanted
to
draw
your
attention
to
is
new
this
year
that
turnaround
transition
funds.
Dr.
Chiang
and
the
leadership
team
at
bps
realized
that
over
the
years
as
bps
has
had
many
schools
go
into
level
4
status.
This
will
redesign
grant
funding
that
the
state
provides
which
I'll
talk
about
when
it
ended
after
three
years.
There
is
this
funding
cliff
and
they
just
didn't
have
supports
anymore.
So
the
district
has
committed
to
continuing
additional
funding
for
those
schools,
while
they
remain
in
level
4
status.
That
is
what
that
line.
C
Is
that
turnaround
transition
funds
under
the
total
district
resources
line.
Following
that,
we
have
state
grants
to
support
the
level
for
schools.
Those
are
the
school
redesign
grants
from
the
state.
Those
are
federal,
school
improvement
grant
dollars
that
are
issued
to
us
through
the
Massachusetts
Department
of
elementary
and
secondary
education.
We
have
multiple
schools
with
those
grants
this
year
and
for
FY
18,
we're
applying
now
for
Brighton
and
Excel
to
also
receive
those
grant
funds.
C
So
that's
the
applying
for
a
number
that
you
see
in
the
right
on
and
then
finally,
we
have
received
state
grants
to
support
level
three
schools
this
year
of
four
hundred
and
fifty
thousand
dollars.
We
don't
know
yet
what
that
amount
would
be
for
next
year
we
did
receive
funding
for
that
last
year
as
well
of
four
hundred
and
twenty-five
thousand
dollars.
So
we
expect
there
will
be
a
grant
again.
We
just
don't
know
how
much
yet.
B
B
So
they're
here
to
my
left,
is
dr.
Bahia
Noriega,
apparently
the
headmaster
at
the
English
transitioning
to
central
office
for
July
first
and
then
next
to
her
is
Marcia
in
is
Mitchell
the
director
of
post-secondary
initiatives
and
to
my
right
is
Michelle
Solaria
the
executive
director
of
CTE
and
we're
going
to
start
over
here.
I.
E
So
the
spending,
as
you
can
see,
is
that
of
the
muse
that
we
had
the
central
staff
as
funding
in
there
and
the
high
school
redesign
and
college
and
career
readiness.
We
also
have
the
AP.
We
want
to
commit
I
still
to
AP
colita
access
and
high
school
graduation
and
success
of
Boston,
so
you
can
see
that
they
said
increase
on
1.3
million
dollars,
because
we
want
to
make
sure
that
we
are
going
to
customize
the
services
to
this
school.
E
So
the
next
page
I
know
it's
very
small
print,
but
if
the
overall
and
the
view
that
we
want
to
pursue,
so
we
have
an
alignment
on
language,
common
vision
and,
at
the
same
time,
that
all
our
efforts
are
aligned
to
this
principles.
If
you
see
at
the
high
school
I
really
some
principal,
we
want
to
make
sure
that
we
are
going
to
focus
on
the
entire
student
so
now
just
to
fokin,
AK
and
academics,
but
also
the
emotional
social
components
that
affected
their
lives
also
to
the
culture
and
language.
E
We
want
to
make
sure
that
everything
has
rigor,
that
we
can
measure
so
trying
to
make
sure
that
we
engage
students
in
every
single
day
in
the
classroom.
Instead
of
just
letting
some
sleeping
students
take
naps,
we
want
to
make
sure
we
will
continue
working
the
classroom,
so
teachers
can
engage
every
single
student
and
meet
them
where
they
are
asked.
We
want
to
make
sure
that
we
expand
their
thinking
and
that
is
by
going
beyond
the
classroom.
E
So,
instead
of
just
applying
math
in
the
classroom,
we
want
to
make
sure
that
they
see
the
connection
with
the
authentic.
For
what's
going
on
outside
the
classroom
dynamic,
we
want
to
make
sure
that
we
are
going
to
promote
the
passion
for
learning.
Students
want
to
come
to
school
because
there's
something
exciting
happening
in
the
classrooms.
We
want
to
make
sure
that
we
are
going
to
provide
different
exploration
site
and
we
are
going
to
expanding
some
of
the
pathways.
We
also
have
the
focus
on
college
and
career
readiness.
E
E
We
want
to
make
sure
that
the
students
support
so,
as
you
can
see,
I'm
going
from
the
bottom
to
the
top,
we
want
to
make
sure
that
these
students
are
going
to
get
counseling
if
they
needed,
especially
our
families
need
a
lot
of
support
with
things
are
happening
lately.
Here
we
want
to
make
sure
that
these
students
are
going
to
get
the
remedial
courses
that
they
need
when
they
have
some
gaps.
How
we're
going
to
do
that?
We
are
going
to
talk
more
about
when
we
talk
about
these
specific
schools,
workplace
learning.
E
We
want
to
make
sure
students
have
internships
and
they
learn
these
soft
skills
or
what
we
call
professional
skills.
We
want
to
make
sure
that
we
are
going
to
expand
the
Career
and
Technical
Education
and
we
want
again
to
make
sure
everything
is
rigorous,
so
the
students
are
going
to
be
able
to
compete
with
any
other
student
from
any
other
area.
United
States.
E
Our
profile
is,
and
you
can
see,
the
programs
that
we
have
in
the
high
school
office
is
college
and
career
readiness,
Advanced
Placement,
high
school,
graduation
college
access
and
success,
boston,
career,
technical,
vocational
location
of
cv,
te
alternate
education
and
also
for
the
auto
Basic
Education,
so
I'm
going
to
fit.
My
colleague
Marsha
in
is
to
continue
with
the
data.
Thank.
F
You
so
much
dr.
Noriega
good
afternoon
counselors.
Thank
you
for
having
us
here
today.
As
you
are
probably
be
aware,
we
have
a
large-scale
citywide
college
completion
initiatives.
That's
been
underway
now,
for
a
nine
year
period
called
success
Boston
and
through
the
high
school
support
office,
we
coordinate
a
number
of
efforts
connected
to
that
cross-sector
strategic
plan,
with
the
focus
to
increase
the
rigor
of
our
high
schools,
as
well
as
reduce
the
need
for
remediation
upon
college
entry.
F
One
strategy
that
we
have
been
using
is
to
create
an
open
access
policy
for
our
students
to
access,
Advanced,
Placement
course,
where
we
support
schools
by
subsidizing
exam
for
low-income
students
to
not
be
locked
out
of
that
opportunity.
We
cover
licenses
for
AP
exam
review
sessions
for
blended
instruction
within
the
classroom,
and
we
also
coordinate
with
partners
who
offer
a
Saturday
study
study
sessions
for
our
students,
particularly
in
the
STEM
related
advanced
placement
courses.
F
The
first
class
will
highlight
some
of
our
data
for
AP
course
taking
there's
currently
32
percent
of
our
students
annually.
That's
about
2,800
students
in
our
11th
and
12th
grade
that
are
accessing
AP,
which
is
a
10%
point
increase
from
nine
years
ago.
So
we
have
jumped
from
22%
nine
years
ago,
when
we
began
this
initiative
to
32
percent
of
our
students
on
being
able
to
access
AP.
F
The
second
arm
graph
is
focused
on
high
school
graduation,
which
highlights
our
or
year
cohort
graduation
rate,
which
has
also
been
increasing
over
the
past
five
year
period
and
while
we've
been
trending
upwards
for
all
subgroups.
I
just
wanted
to
point
out
that
we've
experienced
a
significant
increase
with
our
Asian
and
Hispanic
students.
F
Our
office
helps
schools
to
review
their
data
and
set
goals
around
the
ninth
grade
retention
rates,
as
well
as
looking
at
early
interventions
or
early
and
often
connecting
students
as
and
supports
they
need
so
they're,
not
stopping
or
dropping
out
of
high
school.
We
are
excited
that
today,
seventy-two
percent
of
our
students
are
able
to
graduate
within
a
four
year
period
of
enrolling
in
the
ninth
grade.
The
third
graph
highlights
our
college
enrollment.
This
is
particularly
tied
to
my
function
as
a
director
of
post-secondary
initiatives.
F
My
focus
is
to
create
more
connectivity
between
our
schools
and
our
many
college
access
agencies,
so
they
are
working
together
with
school
counselors
in
the
leadership
to
align
up
to
the
school's
actual
goals
that
they
have
for
their
students
and
build
a
structured
system
of
supports
that
students
need
to
make
the
right
decision
for
themselves
our
16
months.
Enrollment
rates
are
at
an
all-time
high.
It
is
at
seventy-one
percent
of
our
students
who
are
leaving
us
are
entering
into
post-secondary
within
16
months.
F
The
immediate
enrollment
rates
of
students
who
are
entering
the
fall
after
high
school
graduation
is
around
65
percent.
So
that's
pretty
awesome
as
well,
and
we
will
continue
to
work
with
our
city
agencies
to
provide
transitional
coaching
support
as
students
enter
into
their
early
college
years.
Thank
you.
Thank.
E
If
you
can
see
in
the
graphic
the
open
enrollment
schools
is,
we
have
mainly
the
level
4
schools,
so
one
of
these
strategies
is
to
provide
customized
services
to
them.
We
are
going
to
tear
this
support
by
looking
at
data,
but
working
closely
with
the
older
departments
in
central
office
to
deploy
the
services
that
they
need,
but
not
just
to
work
with
level
4.
We
are
looking
at
level
3
in
order
to
make
sure
that
they
move
up
to
level
2
and
all
at
level.
E
4
schools
can
move
to
level
3
or
exit
the
turnaround
status.
That
is
the
Mayo
calling
here
and
that
is
by
customizing
the
services
for
every
single
school.
In
extension,
one
size
fits
all
is
not
it's
not
working.
We
are
going
to
make
sure
that
we
go
into
every
single
classroom
and
see
what
Souness
need
so
a
multi-position
to
me
shelf
is
area
good.
G
One
of
our
goals
is
to
improve
the
quality
of
our
current
Career
and
Technical
Education
programs.
Currently
we
have
35
programs
across
about
12
high
schools
in
bps
that
translates
to
about
1,800
students
in
career
pathways
and
about
60
teachers
who
are
involved
in
teaching
those
career
pathways.
Our
second
goal
is
to
create
a
continuum
of
work
based
learning
experiences,
including
industry
tours
job
shadows,
internships
and
other
career
preparation.
Experiences
third
we'd
like
to
increase
the
number
of
students
who
graduate
with
industry
related
credentials
and
skills.
G
G
Next
you'll
see
a
listing
of
all
of
our
programs
that
we
expect
to
be
running
for
school
year.
1718
in
the
first
column,
are
the
chapter.
74
approved
programs
that
have
been
through
the
formal
chapter.
74
approval
process
with
the
Department
of
Education
in
those
schools
include
Madison
Park,
Boston,
Arts
Academy,
the
English
High
School,
and
the
Edward
M
Kennedy.
On
the
right
hand,
side
are
what
we
call
our
Perkins
programs
or
non
chapter
74
programs.
A
Thank
you.
Can
you
just
help
me
understand?
Oh,
let
me
first
acknowledge
that
we've
been
joined
also
by
district
city,
councillor
Frank
Baker,
as
well
as
district
city
conflict
in
McCarthy,
on
Flag
3,
where
you
have
the
percentiles,
you
know
they
they
range
somewhat
dramatically.
I
think
you
know
from
one
it
to
the
Dearborn
is
25.
C
Thanks
for
the
question,
so
schools
in
the
bottom,
20%
statewide
our
level,
3,
4
or
5
schools.
So
to
get
out
of
that
range,
you
have
to
get
into
at
least
the
21st
percentile,
so
levels
2,
&
1,
our
schools
in
the
21st
through
99th
percentile.
Well,
it's
a
much
larger
spread
for
levels.
1
&
2
than
it
is
for
3
4,
&
5
in
terms
of
percentile
vice'.
C
H
C
C
A
And
I've
been
in
touch
with
Johnathan
Landman,
as
I
mentioned
in
an
earlier
hearing
who
I
believe
is
laser
focused
on
what
the
needs
of
Brighton
High
School
are
and
continue
to
work
with
him
to
make
sure
that
we
get
the
resources
needed
to
accelerate
the
advancement
is
obviously
just
too
many
I'm
sure
you
all
agree
too
many
schools
in
level
4
status
and
to
that
point,
are
the
level
for
status.
Schools
like
save
five
from
five
years
ago
to
present
higher
today
or
lower
today,
in.
C
Boston,
actually,
we've
had
several
of
our
level
four
schools
that
exited
level
four
status,
so
former
level
fours
have
declined
since
they
exited
into
lower
levels.
So
orchard
gardens,
for
instance,
has
declined
and
is
now
in
the
20th
percentile,
which
is
much
lower
than
when
it
exited
level
four
status.
So
we
are
to
your
point.
We
are
paying
attention
to
those
schools
to
make
sure
when
they
exit
they
don't
backslide.
We
want
them
to
keep
going
on
that
trajectory
of
improvement
right.
A
And
I
think
we've
heard
from
many.
My
colleagues
that
you
know
we
do
tend
to
you
know,
allocate
more
resources
when
they
went,
you
know
kind
of
reactively
and
then
we
get
them
to
a
certain
point
and
then
we
back
off
and
I.
Don't
think
it's
all
about
money,
but
I,
don't
know
what
else
we
can
do
to
keep
them
in
their
upper
statuses.
My
note
mary
lyon
was
a
level
one.
A
Now
it's
a
level
two
and
it's
always
been
I,
think
a
jewel
in
my
neighborhood
as
an
inclusion
school
as
a
school
that
serves
you
know
so
many
different
needs
it
was.
It
was
a
model
for
many
years
that
I
think
we've
expanded
throughout
the
school
system,
where
we
can
so
I
I
would,
just
you
know
say
to
all
of
you
that
this
in
particular
is
is
something
that
we
need
to
focus
resources,
attention
and
in
personnel
and
whatever
else
we
can.
C
I
was
going
back
to
the
first
slide,
with
the
graphic
about
the
accountability
system.
I
think
one
common,
misperception
and
I
should
back
up
and
say
the
state
actually
has
put
forward
its
proposal
to
the
US
Department
of
Education
to
make
some
revamps
to
this
accountability
system
as
part
of
the
every
student
succeeds
act
opportunity
for
states
to
do
that.
H
G
C
Can
absolutely
have
schools
that
are
level
1,
which
a
sort
of
reasonable
person
common
sense
would
think
level.
1
means
high
performing,
but
it
can
mean
level.
Hypeeeeee
can
mean
high
performing
that
doesn't
necessarily,
and
so
one
of
the
pieces
of
feedback
the
state
heard
frequently
was
you've,
got
to
clean
that
up.
So
it
makes
more
sense
to
families
and
teachers
and
districts
and
everybody
else,
because
it
doesn't
make
sense
right
now
right.
B
During
the
transition
of
dr.
chimes
team
into
the
district
last
year,
one
of
the
things
we
we
looked
at
very
carefully
was
what
happened
to
our
our
schools
that
had
been
in
level
4
and
had
exited
and
so
built
into
the
plan,
as
Liza
mentioned,
is
that
when
we
have
a
school
that
exit
or
when
we
have
a
school
that
exits,
we
are
working
on
a
step
down
plan
for
those
schools.
B
H
B
B
It
is
clear
that
the
additional
resources
can
help
the
school
get
on
the
path
to
to
exit,
but
that
most
of
the
research
most
of
the
national
research
on
turnaround
says
that
it
really
takes
about
five
years
for
turnaround
to
consolidate
and
become
the
way
of
the
school,
and
the
way
that
the
Massachusetts
system
is
set
up
is
looks
at
a
three
year
improvement.
So
even
best
case,
a
school
is
ready
to
exit
in
three
years.
It
still
needs
time
to
consolidate
its
practices
and
be
sure
that
they're
headed
in
the
strong
right,
correct,
great.
A
And
I
think
you
know,
aside
from
the
resources,
school
leadership
and
I,
think
that's
one
of
them.
One
of
the
the
reasons
Brighton
High
may've
slipped
I
go
way
back
to
Juliette
Johnson,
who
did
a
fabulous
job
for
decades
at
Brighton,
High,
School
and
literally
I've
been
a
district
city
council
now
for
a
little
over
nine
years
and
I
think
we've
had
five
principles
in
that
time
and
I
think
the
newest
ones
Rob.
I
I
C
Yep
I
can
start
and
Donna
can
add.
You're
right.
The
the
bps
I
think
they're
called
em
cast.
Tears
are
based
on
square
13-14
data.
We've
definitely
had
some
internal
conversations
about
a
way
to
make
sure
that
parents
can
also
see
the
school
percentile,
because
then
that
would
be
a
consistent
sort
of
data
point.
In
addition
to
other
data
points,
that
BPS
provides.
That's
not
currently
provided
in
the
assignment
option.
So
it's
not
something
that's
easily
findable
for
families
and
I.
Think
that
would
help
sort
of
go
to
what
you're
saying
about
providing
consistent
data.
H
I
B
Can
provide
that
and
lively
you
can
fill
in
the
exact
number
of
years,
but
the
the
only
issue
with
that
is
that
the
state
has
been
holding
most
of
our
elementary
and
middle
schools
harmless
for
the
past
three
years,
and
so
the
only
thing
that's
happened
to
an
elementary
or
middle
school
is
that
their
status
has
increased
if
they've
done
better,
but
it
has,
but
there
hasn't
been
an
adjustment
down
by
level.
That's
why
the
percentiles
are
so
important.
So
then.
B
I
That
would
be
fine,
so
all
I
think
all
of
you
know
that
I've
been
working
with
councillor
O'malley
on
Later
High
School's
fact
times
and
of
the
five
high
schools
that
are
currently
level.
Four.
Four
of
them
start
at
7:30
or
earlier,
and
one
things
I'd
advocated
for
is
an
8:30
start
time.
English
high
school,
for
example,
is
720
Excel,
7:25,
Madison
and
Brighton
or
7:30
I,
just
don't
know
as
a
district.
How
we
can
expect
high
schoolers
to
perform
at
7:20
in
the
morning
and
that's
the
start
of
school.
I
So
that's
you
know:
they're
they're
ready
to
go
or
they're
supposed
to
be
ready
to
go
and
academically
perform
in
the
classroom
at
that
hour.
I
just
don't
see
how
we
can
set
that
expectation
for
kids,
when
all
of
the
research
has
shown
for
decades.
That
kids
should
not
teenager
should
not
start
school
before
8:30
in
the
morning
they.
E
Can
say
my
experience
has
both
schools
Excel
high
school
and
also
the
English
high
school
when
I
arrived
at
English
High
School
five
years
ago,
the
a
starting
time
was
8:30
and
since
I
arrived
actually
later
than
what
they
are
now
so
our
attendance
has
increased
and
system
is
on
time.
One
of
the
things
that
we
did
was
a
survey
with
the
families
and
the
community
and
students
who
wanted
to
play
sport
because
we
depend
on
a
bigger
organization.
Massachusetts
students
needed
to
leave
three
classes
instead
of
one.
I
E
H
B
E
B
E
Was
an
hour
yeah
and
also
employment?
One
of
the
things
that
we
are
doing
is
the
CVT
programs.
So
therefore
they
need
to
go
earlier
in
order
to
do
internships-
and
things
like
that.
So
there
was
a
survey
and
the
students
were
the
ones
who
request
it
to
be
a
little
earlier.
So
I
do
know.
That
is
hard
questions
to
get
up
out
in
the
morning
also
teachers,
but
we
know
that
the
attendance
has
increased
a
participation
at
the
school
instead
of
decreasing,
which
was
in
the
past
five
years.
I
I
can't
imagine
that
English
high
schools
may
be
the
exception
to
the
rule.
I
can't
imagine
after
decades
of
Investigation,
both
through
different
schools
and
school
districts
across
the
United
States
medical
professionals,
pediatricians
psychologists,
psychiatrists
across
the
United
States.
The
research
has
shown
that
later
high
schools,
fat
times
are
better
for
kids
and
in
there
on
in
their
academics,
and
so
I
just
think
that
it's
it's
something
that
we
need
to
get.
H
I
As
a
district
and
something
that
we
need
to
explore
pretty
pretty
thoroughly,
although
I
think
it's
been
researched
to
all
ends
and
we
just
as
a
district
hasn't
moved
there
where
so
many
of
our
surrounding
communities
and
towns
have
it's
going
to
switch
over
to
that
academic
response
team?
How
many
people
are
on
each
team
aside
and
thank
you.
D
Thank
you
for
your
question,
but
there
are
three
teams:
one
team
that
serves
elementary
schools.
That
team
has
three
staff
members,
one
team
that
serves
a
mix
of
k-8
schools,
middle
schools
and
elementary
schools.
That
team
has
three
staff
members
and
one
team:
that's
working
with
primarily
high
schools
with
four
staff
members.
Each
of
those
teams
has
one
person
whose
primary
area
of
expertise
is
mathematics.
One
person
whose
primary
area
of
expertise
is
sciences
and
one
person
whose
primary
area
of
expertise
is
English
language,
arts
and
the
high
school
team.
D
Are
all
absolutely
licensed
and
they
are
all
former
teachers
and
then
each
one
of
them
also
has.
It
varies
from
staff
member
to
staff
member.
Some
of
them
have
experiences
in
building
coaches
as
assistant
principals
or
Headmaster's
directors
of
instruction
coaches
teacher
leaders,
some
sort
of
leadership
prior
experience.
I
I
J
I
also
want
I
want
to
agree
with
the
chair,
one
of
the
things
that
I'm
actually
pretty
disturbed
about.
So
so
let
me
understand
that
so
the
resources
for
low-performing
schools-
these
are
additional
resources
that
do
the
mayor's
budget
have
been
allocated
to
district
resources
as
three
point
one:
three,
four
million
dollars
a
lot
of
side,
one
three
five
million
dollars
is
that
is
that
true,
that's
correct!
Okay,
so
my
only
issue
is
using
VPS
parents,
information
from
the
Kristen
Johnson.
J
If
you
go
through
so
we're
slashing
level
level,
3
level,
4
and
level
5
budgets,
and
so
the
issue
is:
if
we're
talking
about
adding
three
million
dollars.
I
just
went
down
and
I.
Don't
even
have
my
calculator
in
front
of
me,
but
in
the
first
with
the
first
11
schools
from
the
Dever
Brighton
Madison
Channing
grew
winter
up,
Dorchester,
Academy,
Jackson
man,
McCormick
Timothy,
and
urban
science.
J
There's
a
six
million
dollar
cut.
So,
as
noted
before
a
couple
things
that
happen
orchard
gardens
is
in
my
district.
They
got
a
lot
of
resources,
they
were
doing
really
great.
You
took
away
resources
and
they're,
not
doing
so
great.
The
fort
and
we're
about
to
do
the
same
thing
to
the
burke.
The
burkas
has
has
exited
out
of
turn
around
and
you're,
going
to
cut
it
350,000
dollars
and
again.
J
How
do
we
make
progress
there
and
what
I'm
speaking
about
are
the
actual
cuts
to
the
your
FY
$18
reductions
at
the
Dever
Brighton
Madison
Channing
grew,
went
through
I,
so
I
just
I
want
to
understand.
If
we're
going
to
address
these
issues
around
level,
3
and
level
4,
how
does
the
money
that
you're
giving
actually
address
that
when
it's
exponentially
less
than
the
money
that's
being
cut
at
the
school
site
level?.
K
One
of
the
things
I
think
we
discussed
in
a
prior
earring
is
there's
a
difference
between
this
money
here,
which
is
money
allocated
centrally,
and
Liza
can
speak
in
detail
about
how
that
three
million
dollars
is
used
to
support
our
high-needs
school
and
money
is
allocated
to
schools
directly
for
other
purposes.
So
one
of
the
things
we've
done
is
set
aside.
K
J
So
I
Brighton's
getting
cut
a
million
dollars
right
and
I
think
I,
don't
know
a
school
that
could
survive
that
level
of
extraction
of
funds,
in
particular
in
the
year
that
they're
going
to
enter
into
turnaround
status
I
we
I
had
Trotter
in
my
district
I
have
water
in
my
district,
I
have
orchard
gardens
and
in
my
district
I'm
just
saying
this
this
this
is
we're
setting
people
up
to
fail
here.
That's
what's
going
to
by
taking
the
that
level
of
funding
away
the
McCormick,
nine,
nine
hundred
and
nine
hundred
and
thirty
six
thousand
dollars.
J
We
can
say:
there's
going
to
be
less
students,
but
a
million
dollars
to
a
school.
That's
already
in
the
hole,
that's
having
a
tough
time,
I,
just
don't
see
how
these
additional
funds
external
to
the
funding
needed
to
run
the
school
I
got
to
fill
that
hole.
So
how
are
you?
How
is
a
school
leader
to
fill
that
that
hole
that
they've
been
put
in
based
on
what
the
mayor's
budget,
which
came
over
to
you
guys?
How
do
you
do
that?
How.
K
Do
they
offer
I
can
speak
practically
to
that,
because
I've
gone
through
those
meetings
with
many
of
those
school
leaders,
if
not
all
so,
there
are
two
different
things.
We're
looking
at
in
those
meetings.
First
is
how
is
enrollment
affecting
the
number
of
classrooms
they
need
to
have
in
the
school.
In
many
cases,
if
a
school
has
lower
enrollment,
they
need
through
a
class.
Now
the
reduction
of
a
teacher
from
that
building
may
be
painful
to
the
school,
and
it
is
likely.
Maybe
you
know
so.
K
It's
some
students,
favorite
teacher,
but
that
teacher
will
end
up
in
a
different
position
in
the
district
most
likely
and
the
school
is
still
serving
the
students
they
have.
The
second
question,
then,
is
the
discretionary
or
supplemental
funds
that
the
school
is
choosing
to
spend.
That
is
what
we
set
up.
The
1.25
million
dollar
reserve
the
support
for
working
with
each
school
leader
right
now
to
determine
what
are
the
most
what's.
K
The
best
portfolio
supports
to
provide,
in
addition
to
that,
all
of
the
money
that
Liza
and
her
team
work
on
which
she
I'm
sure
would
be
happy
to
describe,
is
all
supplemental
in
nature,
so
it
doesn't
go
to
fund
core
classroom
teachers
or
anything
like
that.
It's
really
funny
additional
supports
for
those
schools.
Yeah.
J
I
just
and
I'm
not
going
to
believe
the
point
this.
This
hurts
my
heart
and
I'm,
getting
a
little
indigestion
right
now,
because
0.8
increase-
and
this
is
why
and
yesterday
those
a
question
by
the
but
budget
office
around
whether
or
not
hey,
we're
adding
all
of
this
new
stuff.
Well,
if
you're
not
paying
for
what
you,
what
was
the
baseline
before?
J
I
also
think,
fundamentally,
we
are
putting
our
young
people
in
situations
that
are
unsafe,
and
this
is
disappointing
that
these
dollars
are
aren't
there
they're
very,
very,
very
unimpressive
relative
to
what
is
getting
cut
out
of
level
three
four
and
five
and
I.
Don't
believe
that
this
is
actually
going
to
put
us
in
a
situation
that
helps
these
schools
and
again
I'm,
not
even
attributing
it
to
the
school
department.
This
shows
that
the
mayor's
budget
simply
does
not
cut
muster
here
and
a
point.
J
L
F
B
B
If
I
may
add-
and
if
this
is
not
helpful-
just
let
me
know
but
as
part
of
No
Child
Left
Behind,
the
concept
of
the
four-year
cohort
graduation
rate
and
the
actual
careful
tracking
of
every
student
and
where
they
are
in
the
universal
student
ID
has
meant
that
we
have
a
better
understanding
of
who's
graduating
now
and
how
many
transitions
they're,
making,
whether
it's
within
schools
or
across
school
districts
and
every
urban
district
has
seen
a
slow
but
gradual
increase.
As
a
result
of
that
I,
almost
every
I
mean
there
are
a
few
exceptions.
B
L
Understood
I,
just
you
know
I
just,
but
you
know,
seventy-two
percent
isn't
isn't
tremendous
from
now.
It
depends
on
where
we've
come
from.
I
agree
I'd
like
to
see
those
numbers
at
some
point
throughout
every
bps
hearing,
I
brought
up
the
chaning
school
and
once
again
you
know
out
of
the
BPS
ten
level,
four
schools,
the
elementary
schools,
seventy-five
percent
of
my
district.
One
of
them
is
closed
right,
so
caning
grew
manhunt,
Matt,
Hans,
no
longer
the
Madden
Hans
can
be
something
else.
L
We're
going
to
figure
that
one
out
the
GRU
seems
to
be
very
solid.
Classrooms
are
full
I
met
with
Channing
parents
the
other
night,
and
they
are
very
concerned
that
their
their
trust
with
what's
going
on
and
what
they
see
is
very
concerning
as
a
level
four
turnaround
school,
this
is
their
third
year.
It
was
supposed
to
be
an
art
turnaround
school
last
year
they
lost
mr.
Marshall.
L
It
was
the
who
is
the
music
teacher
this
year,
they're
choosing
between
AWC
and
their
art
program,
they'd
like
to
add
a
k1,
because
they
only
have
one
K
and
in
district
5
we
need
k1
seats.
As
you
know
better
than
I,
these
are
the
calls
I
get.
They
lost
the
second
third
grade
and
they
like
to
get
that
back
and
when
parents
call
me
and
say,
I
didn't
get
into
any
of
the
four
choices.
I
have
and
I
know
there's
room
in
a
building.
L
You
know
this:
what
I'm
getting
from
parents
and
what
I'm
getting
a
flavor
of
myself-
and
you
can
certainly
correct
me
if
I'm
wrong
I
have
no
problem
with
that
is
that
this
seems
like
it
is.
You
are
preparing
to
close
this
school.
This
sounds
to
me
like
you're,
shrinking
classes,
you're
dropping
some
and
then
D,
and
then
a
year
from
now
it's
going
to
be
well.
The
enrollment
was
down
well,
of
course,
the
enrollments
down.
L
We
don't
have
a
K
that
you
don't
have
a
second
K
and
you've
already
eliminated
the
the
third
grade
class
and
now
they're
they're,
going
to
pick
between
arts
and
AWC.
So
my
concern
with
the
chanting
is
great,
because
I
have
great
families
who
grew
up
in
high
pot,
grew
up
in
rods
and
they'll
grow
up
in
Mattapan,
personal
friends
who
have
said
all
I
need
to
do
when
I,
when
I
started.
L
When
I
ran
for
election
of
my
the
first
time,
I
knocked
on
everybody's
door
and
I
can
tell
you
just
about
every
family
who
I
said
hello
to
said,
can
you
please
just
get
me
from
k12
six
and
we'll
figure
it
out
at
six,
we'll
go
to
we'll
go
to
Latin,
align
Academy,
we'll
try
to
get
into
exam
school,
we'll
go
to
the
paschal,
we'll
go
to
see
em
we'll
go
to
font,
we'll
figure
it
out.
But
please
just
get
me
to
the
sixth
grade.
L
There
are
no
there's
no
room
in
High
Park
for
kids
anymore
for
elementary
kids,
and
it
just
seems
like
the
Channy
school,
which
I
love
the
principal
I
love
the
teachers
on
there
all
the
time
it
just
doesn't
seem
like
it's
getting
any
love
at
all
and
you've
come
down.
So
here
we
go
they're
bringing
in
the
big
they're
bringing
in
the
big
guns
all
right.
M
A
couple
thoughts
on
on
some
of
the
comments
that
you've
made
I
think
the
first
thing-
and
this
is
something
that
that
school
leaders
have
raised
to
us
throughout
the
projection
process-
is
this.
This
fear
that
we're
using
the
projection
process
to
cap
or
decrease
the
size
of
specific
schools
either
because
its
strategic
or
because
there's
a
feeling
that
people
want
us
to.
We
want
to
move
students
away
from
particular
schools,
and
that's
just
not
something
that
we
do.
M
One
of
the
things
that
we
look
at
whenever
we're
evaluating
projections
is
the
number
of
students
have
chosen
the
school
in
the
prior
year,
and
so
when
schools
come
and
request
that
they
add
and
they
grow
their
classroom.
We
often
look
at
whether
or
not
there
are
kids
in
the
waitlist,
whether
or
not
there
have
been
historically
more
students
who
want
to
get
into
those
schools.
And
then,
if
we
can,
we
do
a
comedy
because
again,
as
we
said
yesterday,
we
feel
very
strongly
with
that.
We
want
to
get
families
into
their
highest
choice.
M
Schools
earlier
in
the
process,
and
so
any
shrinking
that
we
see
of
schools,
is
a
reflection
of
family
choice,
not
sort
of
a
sort
of
forcing
of
family
choice.
Your
second
point
about
space
in
Hyde
Park
and
throughout
the
city.
It
is
certainly
true
that
we
have
space
constraints
in
our
elementary
schools
and
when
we
start
talking
about
expansions
of
K
to
5,
2
K
2
sixes-
or
we
start
talking
about
how
do
we
accommodate
families
in
this
sort
of
pathway
that
you're
you're
proposing?
And
it's
something
that
we've
heard
for
many
school
communities.
M
The
challenges
that
we
just
don't
have
the
physical
space
to
be
able
to
add
those
classrooms
in
K
to
five,
because
there
there
are
the
need
for
space
for
other
purposes,
either
for
special
education
classrooms
or
because
we
want
to
make
sure
that
every
school
has
art
rooms
and
computer
rooms,
and
sometimes
when
we
are
adding
additional
bubble
classrooms.
Where
we
have
to
accommodate
swings
and
enrollment.
M
We
do
have
to
take
away
things
like
art
rooms
and
you
are
on
a
car
or
move
to
more
flexible
sort
of
specialties,
which
is
something
that
in
build
VPS.
We
highlight
very
clearly
it's
not
something
that
we
want
to
do
so.
I
feel
like
I
made
and
I
think
you
know
we
will
be
throughout
throughout
the
guests,
we're
about
the
start,
a
community
engagement
process
asking
asking
families
and
communities
what
what
they
want,
and
it
will
be
a
very
community-based
discussion.
So
will
be
this
abstract.
L
L
The
Cheney
has
the
space,
so
they
have
the
space,
but
I
think
the
fear
that
I'm
having
as
a
resident
and
listening
to
people,
you
know
stopping
you
and
stop
and
shop
a
stock
market.
The
rumors
and/or
accusations
can
kill
a
project
right.
So
if
somebody
wants
to
build
a
home-
and
somebody
says-
oh,
you
know
it's
going
to
be
home
for
drug
addicts
once
when
the
horse
is
out
of
the
bond.
L
It's
very
difficult
to
get
anybody
to
support
the
building
of
that
home
because
they
all
know
factually
it's
going
to
be
X,
Y
or
Z
right.
That's
what's
happening
with
the
Channing,
so
we
we
make
a
stride.
We
get
a
great
principal.
We
see
changes
up
some
teachers.
They
are
going
in
the
right
direction
and
I'm
convincing
families
from
hi
Park
to
take
a
shot
and
I've
gotten
some
emails,
I've
gotten
some
phone
calls
from
family
saying
thank
God.
You
called
me
thank
God.
L
You
told
me
to
take
a
shot
and
then
they
fire
the
I
teeth
out
of
the
music
teacher,
and
now
the
I
teacher
is
on
the
ropes
and
now
people
looking
to
me
like
this
is
this:
is
you
know
now,
of
course,
the
rumor
stats
you're
on
the
path
to
close
the
school
and
now
I'm
fighting
that
rumor
you're
on
the
path
to
fight
the
school?
And,
to
be
honest,
we
the
pegs,
are
lining
up
just
like
you
would
close
the
school.
L
So
that's
why
I
brought
up
the
Channing
pretty
much
in
every
bps
hearing
so
far,
because
I'm
super
concerned
that
we
have
families
putting
fits
a
hot
market.
Everybody
knows
that
putting
the
house
up
and
they're
leaving
neighborhoods
in
droves.
Again,
you
know
and
I
know.
This
is
a
process.
Mint
happens
in
1974,
I
know
I,
you
know
we
all
I
went
through
it.
I
never
I've,
never
lived
more
than
50
feet
away
from
my
dad's
house
and
he's
still
there
thank
God.
So
you
know
I
know
the
story.
L
I
know:
what's
happened,
I
know,
we've
been
doing
this
for
a
long
long
time,
but
we
can
do
better.
I
know
we
can
do
better,
so
my
concerns
about
the
Channing
will
continue
until
I
can
see
some
positive
changes
and
I
know
that
you
know
the
mayor
is
committed
to
the
K,
the
kindergardens.
If
that
commitment,
once
in
that
commitment,
is
settled
and
we're
ready
to
go
I'd
love
to
see
another,
you
know
another
K
coming
coming
our
way,
make
sure
our
families
aren't
being
bussed
out
of
pasta
city.
L
F
L
F
Know,
I
do
and
I
think
we.
We
want
all
of
our
students
to
graduate
within
four
years,
but
we
also
have
a
five-year
graduation
cohort
rate
that
we
track
as
well,
because
if
we
don't
capture
them
within
the
four-year
period
is
very
important
that
we
capture
them
that
this
year
and
that
rate
is
76%.
Yeah.
L
N
C
No
different
different
lines
in
that
total
are
allocated
for
certain
things,
so,
for
instance,
the
all
resources,
including
grant
funds,
the
next
line
up
for
that
state
grants
to
support
level
three
schools,
the
four
hundred
and
fifty
thousand
dollars.
Yes,
there
are
20
specific
schools
that
receive
grant
funded
activities
from
that
that
specific
line
so.
H
C
Those
schools
are
all
getting
two
days:
monitoring
site
visits,
that's
the
bulk
of
those
funds
yeah.
Additionally,
several
level
three
schools
are
getting
acceleration
academies
out
of
those
funds
and
other
level
three
schools
applied
to
us
for
what
we
called
mini
grants
of
up
to
ten
thousand
dollars
that
they
used
in
specific
ways
at
their
schools.
So
it
is
not
an
equal,
just
divide,
four
hundred
fifty
thousand
by
twenty,
and
they
each
get
the
same
amount.
C
N
E
N
N
B
E
N
Okay,
can
we
talk
about
vocational
location
schools?
A
little
bit
I
think
was
it
Michelle?
Was
your
name
Michelle
I'm
Michelle
hi?
Can
you
talk
a
little
bit
about
vocation
and
technical
education
wherever
you
want
to
start
like
what?
What
what's
our
thought
here
in
bps?
Where
are
we
now?
Where
do
we
see
ourselves
in
four
years
five
years,
ten
years?
Is
it?
Is
it
a
is
it
you
know
we
have?
We
have
Madison
Park.
You
have
carpentry
electrical
in
those
sort
of
things
we
normally
think
of
for
for
technical.
N
G
H
G
G
G
G
Yeah
that
reflects
all
of
the
programs
so
altogether
there
are
going
to
be
about
40
programs
next
year,
but
this
current
school
year
we
have
about
35,
but
20
of
them
are
unique.
That
means
that
we
have
about
15
that
are
duplicate
programs,
so
you
probably
will
notice.
We
have
quite
a
few
design
of
visual
communications
programs.
Quite
a
few
computer
science
programs.
We
want
to
make
sure
that
we're
providing
unique
opportunities
to
students
I
had
mentioned
before
about
the
non-resident
student
tuition
process.
G
G
G
G
A
variety
of
programs
they're
mostly
upperclassmen,
because
the
department
changed
the
regulations
around
the
non-resident
student
tuition
process
in
2015
and
when
they
change
those
regulations,
they
stated
that
we
have
the
ability
to
keep
students
in
house
at
our
chapter,
74
exploratory
and
not
approve
students
to
go
to
area
regional
vocational
high
schools
for
exploratory.
If
we
offer
it
here
which
we
do,
what.
G
And
typically,
what
happens
in
grade
9
is
that
students
go
through
what
we
call
an
exploratory
experience
where
they
get
experiences
in
all
the
vocational
programs
that
the
school
offers
so
Madison
Park.
You
know,
for
example,
the
first
half
of
the
year
students
are
exploring
all
of
the
different
shops
and
then
they
get
to
select
those
that
they
want
to
be
considered
for
admission
and
then
the
school
makes
the
admissions
process
and
then,
in
the
second
half
of
the
year,
they
go
directly
into
the
shop.
G
N
G
G
N
G
N
Back
to
Minutemen
at
the
upperclassmen,
what
what
are
the
the
kids
Chu,
what
what
are
they
choosing
to
go
to
Minuteman
for
with,
if
we're
paying,
for
that?
Are
there
any
specifics,
like
I
had
heard
sheet
metal
before
or
whatever
it
was
some
sort
of
angle
that
was
getting
them
to
Blue,
Hills
Regional
or
the
commitment?
What
are
the
shots
that
they're
choosing
that
that
allows
them
to
go
out
there?
If
you
know
what
they
are.
G
G
N
G
B
G
N
In
as
far
as
in
my
okay,
madam
chair,
okay,
thank
you
in
so
like
how
connected
are
we
with
groups
that
are
going
to
come
in,
and
you
know
so
again,
I'm
back
at
plumbing
electrical
carpentry,
the
Carpenters
Union
zero
presence
over
there
at
Madison,
Park
plumbers.
Union!
Do
they
have
a
presence
there?
The
electricians?
Do
they
have
a
presence
there?
Yes,.
G
Absolutely
all
of
the
programs
that
you
see
listed
have
something
called
a
program,
Advisory
Committee
and
they
meet
twice
yearly,
and
that
includes
members
of
industry
as
well
as
apprenticeship
programs,
labor
organizations,
and
so
they
do
have
connections
and
many
of
them
do.
Presentations
at
the
school
yearly
to
you
know,
give
notice
to
the
students
and
families
and
what
those
opportunities
are
for
apprenticeships
with
the
area,
unions,
okay,.
N
In
my
last,
my
last
bit
here
is
in
in
the
budget
overview
run
over
was
dr.
Cheng
or
somebody
was
mentioning
about
one
week
one
week
hands-on
one
week
in
the
school
with.
Where
is
that
going?
Is
that
going
on
at
Madison
Park?
Was
that
going
on
like
it
in
all
of
our
schools?
Where
is
that
going
on?
And
how
long
has
it
been
going
on,
and
is
that
something
that
we're
going
to
continue
to
do?
Yes,.
G
Madison
Park
does
have
that
rotating
schedule.
They
are
really
the
only
school
that
has
that
schedule.
All
the
other
schools
operate
on
a
fairly
traditional
high
school
schedule.
It
allows
for
extra
time
on
learning
within
the
vocational
program
it
allows
for
students
in
as
they
become
upperclassmen,
to
have
opportunities
for
internships
and
co-op
education
because
they
have
vocational
time
is
extended.
G
I
O
C
O
Is
there
it
sort
of
any
document
or
something
that
looks
at
sort
of
pulls
that
apart
a
little
bit
so,
for
example,
the
fifty
three
level
three
schools
determining
which
ones
might
be
on
their
way
to
becoming
a
level
two
which
ones
haven't
really
moved,
which
ones
are
kind
of
moving
in
the
direction
of
becoming
a
level?
Four.
C
C
Correct
sort
of
the
lower
they
are
the
more
in
danger
they
are,
but
at
the
same
time-
and
we
did
not
actually
talk
about
this
earlier-
as
the
state
looks
at
a
variety
of
data
points
for
schools-
to
make
the
determination
on
accountability
level,
there
is
an
element
of
the
commissioners
discretion.
So
there
is
not
in
the
current
state
accountability
system,
like
a
specific
percentile
that
if
you
hit
this
you're
automatically.
H
C
Four,
it's
not
like
if
you're
in
the
sixth
percentile
you're
fine,
but
the
fifth
you're
not
so
there
is
some
discretion
by
the
commissioner
at
the
state
level
to
determine.
So
it's
not
to
say,
for
instance,
you
know
the
chittock
could
be
one,
but
the
blackstone
couldn't
is
the
Blackstone's
a
three
and
the
chitta
exit
to
if
that
makes
sense,
so
that
it's
not
a
sort
of
specific
formula
in
that
way.
But
yes,
these
are
our
lowest
performing
schools
that
are
not
already
level
four
or
five
schools
and
then.
O
C
O
Was
very
excited
to
see
in
this
budget
that
reserve
amount
dedicated
to
supporting
level
threes,
fours
and
five
schools
curious
to
know
this
I
think
I
asked
this
and
actually
decided
to
reserve
these
questions
for
this
particular
hearing,
but
mentioned
in
the
overview
of
that
1.25
million
dollars
where
that
money
is
sort
of
going
to
how
it's
being
used.
That's
that
sort
of
the
reserve
amount
in
addition
to
the
15
million
dollar
I
think.
O
K
Part
of
the
challenge
is
we're
still
finishing
up
our
turnaround
planning
process
for
our
level
four
schools.
We
want
to
get
that
finalized
because,
as
Eleanor
mentioned,
we're
prioritizing
those
tools
in
level
four.
So
once
we've
got
that
prioritized
and
final
and
I
think
those
applications
are
due
fairly
soon.
So
we
should
be
done
fairly
soon
will
then
see
make
decisions
about
how
we're
balancing,
what's
going
to
support
the
level
fours,
which
is
our
high
need
level.
Three
move.
J
K
Of
those
high
need
level,
three
schools
have
because
they
don't
go
through
a
turnaround
planning
process.
We
ask
them,
needs
to
submit
just
a
short
form
that
describe
if
they
got
additional
resources,
a
variety
of
different
levels.
What
might
they
do
with
those
resources
and
the
instructor
reviewing
those
actually
this
week
so
that
we
can
make
final
decisions
about
how
to
allocate
that
money
for
who.
O
Is
deciding
how
that
money
will
be
that
1.25
will
be
used?
Is
it
the
district
saying
looking
at
your
school,
we
think
you
need
to
do
a
better
job
with
a
B
and
C
when,
when
attempting
to
turn
around
your
school
or
is
it
the
school
coming
to
the
district
and
saying
we
need
to
do
this
to
turn
around
our
school
I?
Would.
K
O
K
Think
the
school
coming
to
the
district,
they
would
probably
put
on
the
table
25
30
40
million
dollars
of
stuff.
They
wanted
to
do
as
we're.
Looking
at
the
1.25
million.
We
have
they're
thinking
about
a
variety
of
different
options
to
provide
good
data
points
for
the
instructional
superintendent
to
make
a
decision.
K
They
weren't
able
to
close
classrooms
in
another
school.
What
it
really
meant
was
they
have
one
fewer
classroom
next
year
and
actually,
besides,
that,
their
school
is
exactly
the
same,
and
we
want
to
focus
those
resources
in
on
that
first
school,
where
they're
losing
discretionary
or
supportive
services
going
across
their
students
versus
the
second
school,
where
the
only
change
may
be
that
a
classroom
has
closed
down,
because
there
weren't
any
students.
O
Okay,
or
is
there
any
parent
or
student
involvement
in
this
process?
So
what
I
mean
by
that
is
obviously
the
school
leader?
It's
easy
to
go
to
the
school
leader
and
say:
what
do
you
need
for
your
school
to
turn
around
your
school?
What
is
there
any
sort
of?
O
Has
there
been
any
convening
for
these
particularly
level
fours,
a
level
three
that
are
in
danger
of
parents
and
students
about
what
they
think
their
school
needs
and
thus
can
inform
how
we
give
out
that
1.25
million
I
only
asked
because
we
look
at
the
matter
hon.
Are
you
looking
at
me?
Oh
well,
we
look
at
the
man.
Had
don't
look
at
me.
O
Love
him,
it
was
a
high
look
and
we're
all
in
this
together.
When
you
look
at
the
matter,
hon,
for
example,
one
of
the
things
that
was
very
frustrating
about
that
just
the
whole
process
was
how
many
parents
had
no
idea
that
their
school
was
a
level
4
had
no
idea
how
long
their
school
was
labeled
a
level
4
didn't
know
what
a
level
4
meant
couldn't
define
it
and
then,
of
course,
had
to
respond
to
the
district
plan
of
well.
O
We
need
to
do
mediate
change,
otherwise
we
may
lose
this
school
and
so
I'm
curious.
Who
was
doing
that
sort
of
proactive
outreach
to
parents
now
for
these
schools
before
we
go
in
and
say
we're
going
to
do
this
with
your
school
we're
going
to
do
this
with
your
school
and
they
feel
as
though
they
were
never
part
of
the
process.
So.
K
I
can
speak
to
level
3
and
what
I
say
actually
applies
to
the
level
scores
as
well,
but
the
level
4
is
also
get
additional
support
beyond
that
of
lies
that
can
speak
to
for
the
level
threes.
The
primary
mechanism,
through
the
budget
process
for
them
to
engage
stakeholder
input
is
through
the
school
site
Council
so
for
Elementary's
of
parents
and
teachers
at
the
secondary
at
the
high
schools.
That
includes
student
representatives
as
well,
and
that
process
actually
started
in
January
as
they
were
going
through
their
budget
process.
K
Every
school
site
council
reviews
the
budget
along
with
the
principal
and
has
an
opportunity
to
provide
feedback
to
the
district
on
their
budget
and
things
they
want
to
see
difference.
I
know,
then,
as
we've
asked
each
school
year
to
come
back,
a
number
of
them
have
just
taken
elements
from
their
school
site
Council's
letter
and
use
that
to
bring
it
back.
C
Thank
you.
So,
in
the
level
four
process,
when
a
school
is
designated
level,
four,
the
district
has
done
a
good
job
of
reaching
out
to
families
making
sure
they
know
about
the
designation
and
then
there's
a
formal
group
of
the
local
stakeholder
group
that
meets
that
has
family
representation
on
it.
But
then
the
meetings
are
also
open,
so
sometimes
families
also
its
end.
That
makes
recommendations
to
dr.
Chang
about
what
they
feel
should
be
in
the
turnaround
plan
so,
for
instance,
Brighton
and
Excel
both
had
local
stakeholder
groups.
C
This
fall
that
met
over
the
course
of
45
days,
I
believe
five
or
six
times
and
made
recommendations
to
dr.
Chang
about
those
schools,
turnaround
plants,
and
so
the
district
has
done
that.
Well
for
many
years,
what
we've
done
less
well
is
once
a
school
is
they're
ready
in
level
for
continuing
about
communication
with
families
how's
the
school
doing
in
the
second
year,
the
third
year
etc.
And
so
we
heard
that
loud
and
clear
through
the
Matt
hunt
process
in
the
fall,
and
so
this
spring
we've
been
piloting.
C
Those
type
of
sort
of
progress,
update
family
meetings,
we've
had
the
first
two
one
with
chanting:
families
that
occurred
in
April
and
Winthrop
families
that
occurred
at
the
end
of
last
week
to
really
start
talking
with
families.
How
are
we
doing
now?
Not
just
sort
of
we've
been
designated
and
then
sort
of
letting
the
three
years
pass
and
not
having
that
type
of
communication.
So
we're
piloting
those
meetings
this
spring
with
the
gold
that
starting
next
year
in
the
fall
around
designation
time,
which
usually
is
in
you,
know,
late
September.
C
When
the
test
data
come
back
from
the
previous
spring,
we
would
give
families
that
kind
of
update
and
say
here's
what
we've
learnt
right.
Here's
what's
been
working,
here's
how
we've
done
on
our
performance.
Here's
how
we've
done
on
our
growth
here
the
strategies
of
school
is
doing,
and
how
can
you
really
be
involved
in
supporting
your
child's
learning
at
home
things
you
can
get
involved
in
at
the
school?
So
that's
an
area
where
we're
growing
and
we're
piloting
that
this
spring
and.
O
I
will
say
this
is
this
is
great,
I
mean
I,
think
one
of
the
channel,
and
we
have
that
challenge,
even
if
selected
reaching
our
constituencies.
How
do
you
engage
with
parents
who
don't
participate
in
the
school
site
council
and
there's
a
lot
of
parents
who
do
not
know
what
they
do
or,
frankly,
maybe
don't
care,
but
who
are
not
engaged
in
the
process
anyway,
who
speak
a
different
language?
O
Everything
Madeleine
is
still
a
great
example
of
there's
so
many
things
to
learn
out
of
the
matter.
Hon,
particularly
when
we,
you
know
the
district
said
we're
going
to
proactively
reach
out
to
every
family
and
how
challenging
it
was
to
track
those
families
down
to
find
them
at
home,
and
so
obviously
this
could
be
a
whole
department
that
just
focuses
on
that.
So
I'm
always
thinking
about
how
we
can
do
better,
but
this
is
very
helpful
when.
C
Some
of
the
conversations
we've
been
having
and
we
have
that
a
very
strong
partnership
with
our
school
support
team
in
the
office
of
engagement
on
this
is
what
are
the
events
that
families
do
go
to
at
the
school,
whether
it's
sporting
events
a
spring
barbecue
like
any
of
those
kind
of
events
where
families
would
be
which
may
get
more
attendance?
And
how
can
we
leave
this
kind
of
information
in
to
those
while
they're
already
at
the
school?
Instead
of
just
having
a
separate?
C
O
O
B
B
O
You
know
orchard
gardens
all
the
schools
that
come
out,
one
of
their
biggest
complaints
is
or
the
Trotter
school
or
others
is
once
they
sort
of
come
out
how
the
resources
quickly
stop.
There's
not
a
downward
slope
or
even
sort
of
a
transition
plan
to
sustainability
so
curious
to
hear
about
schools
that
come
out
of
turn
around
that.
Do
the
hard
work
of
really
transforming
their
schools
to
deliver
better
outcomes.
How
do
we
then
do
a
better
job
supporting
them,
and
some
of
this
is
maybe
on
the
state
side.
O
But
how
do
we
do
a
better
job
supporting
those
schools
so
that
they
have?
They
can
sustain
those
results
forever,
whereas
we're
doing
all
this
work,
we're
investing
all
this
and
then
we're
looking
at
orchard,
gardens
or
other
schools,
literally
going
back
in
the
opposite
direction
of
where
we
want
them
to
go
so.
K
I
think
there's
a
couple
of
different
things,
but
one
thing
I
know
that
I
definitely
personally
appreciate
about
the
superintendent
and
his
team
when
they
transitioned
in
was
one
of
the
things
they
identified
really
early
on
was
that
problem,
and
we
have
a
plan
in
place
to
address
that
so
step.
One
of
that
plan
is
and
called
turnaround
transition
is
funding.
So
this
is
designed
to
do
two
things.
One
is
maintain
level
of
funding
as
a
school
stays
in
turnaround,
potentially
beyond
the
end
of
their
school
replacement,
grant
funding.
K
So
even
in
the
best-case
scenario
school
enters
turnaround,
they
have
three
years
of
school
replacement,
grant
funding.
Let's
say
the
eggs
that
turn
around
right
away,
that
they
don't
find
out
into
the
fall.
What
of
the
fourth
year,
whether
or
not
they've
actually
exited,
and
the
funding
is
already
gone.
K
So
one
of
the
things
that
the
district
is
going
to
do
as
a
part
of
the
turnaround
transition
funding
is
say
as
long
as
in
the
budget
year,
we're
in
well
as
we're
budgeting,
if
you're
still
level
for
the
district
is
committed
to
providing
the
fun
equivalent
to
the
school
redesign.
Grant,
if
that
grant
is
in
don't.
K
Long
as
they
say
a
level
four,
it
stays
in
at
a
hundred
percent.
If
that
school
then
were
to
exit
okay.
So
we
have
two
schools.
This
year,
the
Channing
and
the
Winthrop
they're
in
their
last
year,
their
school
redesign
grant.
We
don't
find
out
so
the
fall,
whether
or
not
they're
exiting
for
next
year.
Regardless
of
what
happens,
they
stay
at
100
percent
of
the
funding.
If
and
hopefully
they
do,
exit
in
the
fall.
H
O
C
So
you'll
see
right
now
that
the
English
and
Matta
hunt
their
school
redesign
grants
concluded
last
school
year
and
neither
of
those
two
schools
exited
level
4
status
in
school
year,
1617.
So
the
amounts
you
see
for
them
in
fiscal
year,
17
our
district
funds
so
for
the
English,
533
thousand
and
Madden
Hunt
600,000.
Those
were
the
amounts
they
received
yearly
in
the
school
redesign
grant,
but
they
received
those
dollars
this
year
in
district
funds
because
the
srg
had
concluded
the
grant
had
concluded,
but
we're.
A
B
Is
that
it's
a
steep,
it's
a
steep
drop-off
when
the
funding
just
disappears
we're
right
at
the
point
and
I
meant
to
mention
this
before
so,
but
if
they're,
generally
speaking,
it
really
takes
about
five
years
plus
for
turnaround
to
consolidate,
and
the
state
has
a
three
year
timeline
so
we're
when,
when
dr.
Cheng
got
here,
we
all
looked
at
everything
and
one
of
the
strong
recommendations
was
to
figure
out.
The
step-down
david
is
mentioning
the
piece
that
is
also
tremendously
important
to
a
lot
of
our
schools.
B
Don't
beg
sit
at
the
end
of
this
third
year
and
so
keeping
those
resources
intact,
so
the
school
can
continue
to
improve
enough
to
exit
is
also
a
necessary
component
of
it.
So
that's
all
that
part
is
all
going
on
now
and
we
wait
we're
looking
forward
to
a
school
exiting
to
see
the
benefit
of
the
80,
but.
K
Actually,
just
one
fraction,
we
actually
are
doing
it
retroactively
Lee
and
we
didn't
yeah
this
year.
So
we
went
back
and
you
know
now
it
was
a
plans
formally
in
place.
We
went
back
and
reviewed.
It
turns
out.
The
only
school
that's
eligible
that
was
exited
recently
was
the
Berk
and
for
the
Berkeley
get.
K
K
Regardless
of
the
one
of
the
things
we
don't
necessarily
see
in
this
presentation,
and
we
can
come
back
and
do
it
is
retro
actively
the
schools
that
have
exited
turnaround,
how
the
district
has
continued
to
provide
support
for
them
to
have
extended
school
days,
and
we
can
perhaps
work
that
up
and
bring
it
back
at
a
later
date,
but
so
for
a
school
like
the
Berk
for
gardens
or
the
father
or
the
black
zones.
Yeah.
H
K
O
I
You
Vanessa:
this
will
be
my
last
round
and
hit
my
wall
Keith.
Do
we
have
we
identified
the
differences
between
what
our
one
and
two
schools
and
three
four
and
five
schools
at?
What
are
the
key
findings?
Is
it
you
know,
is
it
partnerships?
Is
it
neighborhood
resources,
the
demographics?
Is
it
raid
configuration
more
kids
live
in
the
neighborhood,
so
there
you're
shaking
your
heads,
I'm,
hoping
you
had
that
answer.
I'm.
C
Getting
back
to
just
this
slide
that
shows
level
once
too
is
agrees,
so
the
we
know
the
state
of
Massachusetts
has
done
research
on
the
first
cohort
of
level.
Four
schools
was
designated
in
2010
and
what
the
state
decided
to
do
was
track
those
schools
during
the
three
years
of
their
turnaround
plans
is
over
the
first
sort
of
time.
The
state
had
done
that
and
found
pretty
quickly
within
that
first
year
and
that
sort
of
grew
over
time.
There
were
four
very
key
practices.
C
These
schools
were
implementing,
seemed
to
lead
to
rapid
achievement
gains
and
the
schools
that
were
not
were
either
sort
of
not
improving
or
really
rapidly
declining
during
level
4
status
and
those
practices.
We
also
see
in
very
strong
forms,
although
they
look
a
little
bit
different
in
the
higher
performing
school.
So
the
first
is
about
leadership,
shared
responsibility
and
professional
collaboration
and
just
for
shorthand
purposes,
it's
sort
of
how
the
adults
work
together
at
the
school.
It's
about
things,
like
you
know,
are
there
opportunities
for
a
lot
of
different
types
of
leadership
at
the
school.
C
Our
the
different
teams
working
together
are
the
adults
using
their
time
and
is
really
every
adult
in
the
building.
Take
ownership
for
every
student
in
the
building,
not
just
like.
Oh
those
are
David's
students,
I,
don't
need
to
worry
about
them,
but
we
all
care
about
all
of
our
students,
so
that
was
really
the
first
practice
they
found.
That
seemed
to
be
a
key
lever.
The
second
one
was
all
about
intentional
practices
for
improving
instruction.
C
You
know
the
the
work
to
provide
high
quality
instruction
is
a
lot
of
work.
It
is
not
magic.
It's
a
lot
of
hours,
it's
professional
development.
It
is
looking
at
data
sort
of
all
those
practices
that
make
for
high
quality
teaching
in
every
classroom.
The
third
is
about
student,
specific
supports
and
ensuring
all
students
are
getting
a
high
quality
education,
regardless
of
their
needs.
C
So
that
could
be
that's
about
using
data
to
really
figure
out
what
each
student
need
and
what
groups
of
students
need
to
be
successful
in
the
classroom
that
includes
our
English
language,
learners
or
students
with
disabilities
or
overage
under
credited
students
sort
of
any
group
of
students.
What
supports
they
need
to
be
successful
at
school
and
the
fourth
practice
that
really
undergirded
all
of
it
was
what
is
the
school's
culture
and
climate?
Is
it
a?
Is
it
a
climate
of
ky
expectations?
Is
it
one
where
it
is
a
joy
to
be
in
the
learning
environment?
C
Are
there
good
relationships
between
adults,
between
students
and
between
students
and
adults,
sort
of
power
families
involved
as
the
community
involved,
or
what's
it
like
to
be
in
that
space,
and
is
it
a
great
place
to
work
and
learn?
So
all
four
of
those
practices
are
things
we
would
see
in
both
sort
of
high-performing
schools
and
also
schools
that
start
low-performing,
making
those
rapid
games
there.
I
Has
to
be,
though,
within
like
what
what
leads
to
those
four
things
are
other
pieces
that
we
can
actually
measure
so
I.
Imagine,
and
we
talked
in
an
earlier
session
about
excellence
for
all
in
advance,
for
schools
that
have
those
programs
probably
are
at
a
higher
level
of
success.
I
would
imagine
I'm
just
guessing
schools
that
have
sensical
grade
configurations,
because
kids
are
going
to
stay
there
for
the
longer
haul.
I
I
So
when
we
talk
about
a
kid,
that's
in
one
building
for
a
long
period
of
time,
as
opposed
to
three
or
four
different
schools,
but
also
you
know,
schools
that
you
know
definitely
aren't
capacity
schools
right
as
we
see
that
that
sort
of
creates
so
much
uncertainty
for
families
and
schools,
with
strong
partnerships
and
neighborhood
resources
or
local
resources.
And
can
we
measure
that
at
all.
M
C
Yes,
we
do
look
at
those
things.
Certainly
I
mean
I
know
at
the
level
or
in
the
level
four
schools.
They
have
a
variety
of
goals
and
benchmarks,
both
in
their
turnaround
plans
and
in
their
school
redesign,
grant
applications
that
get
to
those
more
micro
level
like
you're,
describing
so,
for
instance,
they
there's
their
measurable
annual
goals.
That's
what
it's
called
in
the
turnaround
plan
and
one
of
the
measurable
annual
goals
is
about
sort
of
how
the
adults
feel
about
how
it
is
to
work
in
the
school.
C
So
we
use
survey
data
from
those
annual
monitoring
site
visits
where
adults
report
you
know,
I
feel
that
teachers
in
this
building
hold
all
students
to
high
expectations,
for
instance.
So,
yes,
we
do
look
at.
We
look
at
survey
data.
We
look
at
student
performance
data.
We
look
at
culture
data,
including
adult,
like
teacher
attendance,
student
attendance,
disciplinary
data,
all
of
those
things
to
see
how
schools
are
doing
now.
I
On
the
flip
side
and
I
think
you
know
I
sort
of
feel
that
supports
my
belief.
That's
what
measures
it
creates
a
one
and
to
school,
then
I,
think
of
East
Boston
high,
raise
to
work,
and
it
has
all
of
those
components.
Yet
we
still
school
still
struggles
to
ever
reach
a
level
one
or
level
two
or
a
never
mind
a
one,
because
there
are
some
other
sort
of
circumstances
that
are
outside
of
our
control.
How
do
we?
I
I
And
we
have
a
large
like
a
size
population
I
know
at
East,
Boston
high
groups,
groups
of
kids
that
have
had
you
know,
significant
gaps
in
education
becomes
the
United
States,
they're
learning
English
and
they
quite
clearly
might
say
to
a
teacher
to
administrator
I
really
just
want
to
work
on
my
English
skills
and
then
I
can't
be
18
and
put
in
all-1
Roux
and
think
that
I'm
going
to
be
here
for
4
years.
It's
just
not
going
to
have
a
I.
E
E
I
think
that
the
challenge
that
we
are
trying
to
face
when
you
look
at
it
slide,
13
that
we
actually
divided
schools
by
you
know
the
exam
schools
and
missions
open
enrollment,
one
of
the
conditions
of
schools
that
we
are
putting
as
a
district,
how
we
can
support
them
because
that
means
they
need
a
tailor
kind
of
support.
So
that's
what
we
are
dividing
them.
What
is
making
that
profile
of
school
that
can
make
it
or
break
it
in
a
way?
E
So
absolutely,
as
looking
at
the
size
number
size,
look
at
the
number
of
our
special
education
students,
no
diploma
pound
versus
diploma
bell.
So
that
is
the
work
that
we
are
doing
trying
to
dissect
while
stay
a
knowing
that
no
schools
are
the
same.
So
by
clearing
that
profile,
then
we
can
go
ahead.
E
We
assign
also
many
side
students
to
a
school
that
would
make
50%
thing.
Why
are
we
doing
to
support
a
school?
So
we
are
going
to
beginner
those
conversations
and
you
are
right.
What
is
this
thing
that
makes
a
school
successful
or
not?
And
that
is
the
part
that
we
are
doing
into
the
strategic
component.
Not
to
say
all
the
schools
will
receive
the
same
support,
it
doesn't
work
that
way,
so
don't
need
the
same
support
core
and
look
a
nice
Boston.
It's
also
what
is
going
on
in
the
neighborhood.
E
I
B
B
But
there
is
a
lot
of
statewide
advocacy,
largely
in
the
urban
superintendents
world
around
these
exact
questions
that
you're
asking
because
I've
been
struggling.
Urban
schools
are
all
struggling,
but
they
are
all
struggling.
Many
of
them
are
struggling
for
different
reasons,
and
that's
what
you're
asking?
How
do
we
bring
spare
the
specific
responses
needed
to
the
individual
needs
at
each
school?
This
is
what
has
led
to
us
trying
to
divide
out
the
schools
and
think
about
this
subgroup
by
what
each
of
those
individual
schools
is
going
to
need
to
leverage
itself
into
higher
performance.
Why.
I
We
could
also
lead
itself
to
having
a
more
truer
understanding
of
our
graduation
rate.
Yes,
because
we
can
say
on
paper
at
72%,
but
we
know
for
so
many
of
our
kids
they're
not
going
to
graduate
net
sells
against
us
so
72.
What's
the
real
number
for
72
percent
I
know
these
Boston
high.
Our
graduation
rates
is
low
right,
but
in
reality
or
I,
guess
not
reality.
I
But
if
we
were
to
look
sort
of
as
though
the
better
numbers
or
the
truer
numbers
to
what
our
graduation
rate
is
it's
much
higher,
because
there's
so
many
kids
that
will
never
graduate.
We
know
that
from
day
one,
but
that
number
is
held
against
us
as
they
become
part
of
that
cohort
forever
and
up
so
I
think
it
would
be
interesting
to
at
least
be
able
to
talk
about
what
that
true
or
number
is
for
graduation
rates.
I
do
on
the
M
on
slide
on
slide
12.
It
has
the
AP
in
the
graduation
rate.
I
F
We
have
an
extensive
process
to
track
longitudinally
the
persistence
and
completion
rates
of
our
students.
Our
most
recent
data
is
on
the
class
of
2009
because
we
track
it
across
the
6
and
7
year
period
and
we
are
at
51.3%
right
now
for
students
who
enter
into
college
within
the
first
12
months.
Completing
at
a
fifty
one
point.
Two
three
percent
rate
over
six
years
is.
F
Is
on
bachelors,
as
well
as
associate's
and
some
certificates
and.
I
I
G
G
But
the
agricultural
schools
have
a
lot
of
different
programs.
Animal
science
is
very
yea
popular
with
students
this
year,
yeah
there's
there's
a
lot
of
offerings
there,
so
it's
not
just
kind
of
a
you
know,
traditional
agriculture,
all.
G
We
don't
have
a
clear
tracking
of
all
the
demographics,
they
come
from
every
part
of
the
city.
You
know
they,
they
attend
all
different
types
of
schools.
The
application
is
fairly
basic.
We
check
their
residency
in
Boston,
that's
one
of
the
you
know
the
requirements.
G
Yep
and,
of
course,
that
that
does
happen,
so
we
do
get
an
update.
It
is
a
process
through
Sims
reporting
to
the
state
that
the
receiving
school
has
to
report
their
current
address
as
part
of
their
student
enrollment
data.
So
we
will
get
that
update
if
a
student
leads
the
vocational
school
or
if
they
move
out
of
the
Boston
district
and
then.
I
E
Later
on,
so
the
differences
between
the
programs
that
we
offer
in
the
program
studies
and
then
the
ones
that
we
receive
funding
for
so
that
was
the
success
in
immersive
Perkins
Minh,
exactly
it
wasn't
part
of
the
program
but
yeah.
There
are
more
wonderful
programs,
but
they're,
often
the
schools.
It's
just
that.
Here's
your
festivities
or
non
chapter
34
but
yeah
and
then
do.
I
These
the
staff
that
especially
the
duplicate
programs
or
the
duplicate
programs
in
particular,
do
they.
The
staff
at
the
various
schools,
have
an
opportunity
to
connect
and
discuss
best
practices
because
oftentimes,
it's
one
teacher.
It
teaches
the
one
program
so
do
they
have
an
opportunity
to
collaborate
with
across
schools?
We.
G
Are
beginning
to
put
together
opportunities
for
the
staff,
for
example,
we
just
you
mentioned
design.
We
just
started
a
design
curriculum
team,
bringing
a
group
of
the
design
and
visual
communications
teachers
together
to
work
on
curriculum
and
plan
lessons
and
do
professional
development
to
their
colleagues.
So
that
is
something
that
we
definitely
intend
to
expand.
That's.