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From YouTube: Committee on Education on October 1, 2018
Description
Docket # 0853 - Order for a hearing to review the Boston Public School's strategies to serve off-track youth
A
My
name
is
an
Easter
SIV
George
I'm,
a
Boston
city,
councillor
at-large
and
chair
of
the
Education
Committee
I'm
joined
today
by
with
council
president
Andrea
Campbell,
we
will
be
joined
shortly,
issues
on
loop
by
councillor,
Kim,
Jamie,
I'd,
like
to
remind
everyone.
This
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast,
eight
RCN,
82,
Verizon's,
1964
and
online.
Please
silence
your
cell
phones
and
other
devices.
We
will
also
take
public
testimony
and
would
appreciate
it
if
you
would
sign
in
and
indicate
your
wish
to
testify.
A
I
will
ask
that
you,
please
state
your
name
and
affiliation
or
residence,
and
that
you
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
are
heard.
That's
for
the
public
comment
following
our
panelists
I'd,
like
to
thank
mrs.
MacIntyre,
the
headmaster
here
at
the
Burke,
as
well
as
mr.
Silva,
for
being
so
accommodating
and
allowing
us
use
this
space
and
for
welcoming
us
into
the
Jeremiah
Burke
high
school
community.
A
I'd
also
like
to
thank
Carrie,
Jordan
and
shan-pak
from
central
staff
for
being
here
for
their
support,
as
well
as
members
from
my
team
in
councilor
Campbell's
scene.
This
hearing
is
for
docket
0
8
5
3
order
for
a
hearing
to
review
the
Boston
Public
Schools
strategy
to
serve
off-track
youth
in
May.
Uipath
prasanan,
who
are
here
with
us
today,
released
a
report
called
excellence
and
equity
for
all,
unlocking
opportunities
for
off-track
youth
and
bought
in
Boston
Public
Schools,
funded
by
the
Bar
Foundation
and
commissioned
by
bps
last
year.
A
It
reveals
that
there
are
more
than
3,000
high
school
students
off-track.
As
a
former
high
school
teacher
I
know
the
students
can
fall
off
track
quickly
and
silently
I
saw
it
through
the
grades,
attendance
and
participation,
as
well
as
many
other
impacts
of
their
act
and
everything
else
of
their
life.
We
need
to
pay
attention
to
our
kids
and
realize
that
it's
more
than
just
improving
or
providing
a
reengagement
center.
A
It
is
also
about
the
basics,
a
school
nurse
school,
psychologist,
guidance,
counselor's
and
other
specialists
who
can
focus
on
the
needs
of
our
young
people
so
that
we
can
respond
to
not
just
their
academic
needs,
but
their
emotional,
mental
and
physical
well-being.
It
is
also
about
how
we
can
improve
all
of
our
high
schools
and
support,
not
just
our
exam
schools
with
resources.
It's
about
fixing
our
student
assignment
plan
and
creating
interventions
at
an
early
age.
It's
about
prioritizing
our
students
and
figuring
out
solutions
that
will
benefit
them.
A
Putting
our
kids
at
the
center
of
our
decision-making
I
look
forward
to
working
together
with
all
of
you
to
create
and
improve
policies
and
plan
on
how
we
can
get
all
of
our
students
back
on
track,
maintain
their
track
and
excel
on
to
graduation
higher
education
and
life.
I
would
like
to
also
introduce
that
we're
joined
by
representative
elect
Liz
Miranda
was,
would
you
disappear
too?
There
we
are
and
then
I
believe
we
will
be
joined,
joined
shortly
by
the
Superintendent
of
Schools
Laura
pearl
handle.
B
Thank
You
counselors
Xabi
George,
and
thank
you
to
councillor
Janie,
who
was
on
her
way
for
your
partnership
in
this.
Thank
you
to
those
who
be
presenting
not
just
the
folks
from
the
Parthenon
group,
but
also
we
have
three
incredible
students
that
will
also
speak
and
we
think
I
think
we
all
agree.
It's
essential
to
have
their
voice
in
this
conversation,
and
we
probably
don't
do
it
enough
so
I
want
to
thank
them
in
advance
for
their
courage
to
come
forward
and
share
their
stories.
B
I
also
want
to
thank
their
representatives
from
bps,
as
well
as
the
superintendent
who
I
believe
is
on
her
way.
I
want
to
thank
the
community,
I
see
a
lot
of
familiar
faces,
who
care
deeply
about
these
issues.
I
also
like
that
I
see
some
younger
folks
in
the
room
and
I
think
that's
because
we're
doing
this
out
of
City
Hall
and
at
Burke
high
school.
So
I
want
to
thank
dr.
Mac
and
her
incredible
team
for
opening
up
their
doors
and
central
staff
for
setting
this
up.
B
It's
not
easy
to
make
sure
these
mics
work
and
that
you
can
hear
me
so
I
want
to
thank
our
team
as
well.
I
won't
spend
a
lot
of
time.
I
just
I
care
deeply
about
education.
I
was
telling
the
young
people
you
know
born
and
raised
in
the
city
of
Boston.
I
went
to
all
Boston
Public
Schools
I
went
to
five
of
them
and
at
that
time
I
think
they
were
all
deemed
excellent,
including
Boston,
Latin
School,
but
I'm.
B
Not
naive
and
I
wasn't
naive
back
then
that
there
are
folks
in
the
system
who
have
different
opportunities
and
some
are
better
than
others,
and
so
the
question
is,
and
it
continues
to
be
equity,
and
how
do
we
ensure
that
every
family
and
student
has
access
to
a
school?
That
is
excellent.
How
do
we
ensure,
from
the
school's
perspective
that
they
have
the
resources
and
everything
they
need
to
be
successful
in
delivering
a
great
education
to
their
families?
B
So
we
have
a
lot
of
work
to
do
and
I
think
the
report
demonstrates
that
I'm
also
solution
oriented,
though
I
don't
like
to
just
focus
on
the
problem.
So
this
hearing
is
not
just
to
talk
about
the
report
and
the
important
data
that
comes
out
of
that
report,
and
probably
some
things
we've
been
talking
about
for
far
too
long,
but
also
to
have
a
conversation
with
the
district
about.
How
do
we
move
forward?
B
How
do
we
make
sure
that
the
things
that
are
highlighted
in
this
report
are
see
they're
stopped
or
that
we
change
policy
and
practice
to
have
a
different
outcome
for
our
students?
I
will
get
personal
for
a
little
bit.
You
know
I
got
into
this
work
of
being
a
boston
city
councillor
after
losing
my
twin
brother.
B
His
name
was
Andre
after
cycling
in
another
criminal
justice
system
he
passes
away,
while
in
the
system
at
the
age
of
29
and
I,
leave
Latin
school
I
go
off
to
Princeton
University
and
then
to
UCLA
Law,
School
and
I,
give
all
the
credit
to
bps
and
the
opportunities
I
had
within
bps.
My
twin
brother
also
went
to
bps,
but
when
you
start
to
look
back,
I
realized,
there
was
just
a
different
experience
that
he
had
coming
through
the
system.
B
So
how
do
we
make
sure
that
everyone
had
the
same
experience
either
that
I
did
that
I
speak
so
that
I
speak
usually
with
joy
about
or
that
other
students
are
having,
and
some
of
our
students
will
talk
about
some
of
the
positive
things
that
are
happening
in
their
schools
right
now
that
we
could
probably
replicate
or
expand.
So
we
don't
have
time
to
waste.
B
I
think
there
already
is
a
sense
of
urgency,
and
if
there
isn't
this
report,
I,
hopefully,
will
create
a
new
sense
of
urgency,
but
I
also
want
to
thank
in
advance
the
district
representatives
from
bps
for
being
here
for
doing
the
hard
work,
but
also
always
being
open-minded
about
how
we
can
move
the
conversation
in
the
needle
forward
on
some
really
pressing
issues.
So
thank
you
again
and
councillor
sorry,
George.
Thank
you.
Thank.
A
C
Hi
everyone
I'm
kasha
Lundy,
so
before
I
get
started.
Most
of
you
should
have
something
like
this
in
your
hands.
I
will
be
referring
to
it
during
the
presentation
before
I
start.
Let
me
just
let
me
just
open
up
with
the
fundamental
questions
that
were
asked
as
part
of
the
project
or
as
part
of
the
work
that
that
we
did
the
fundamental
questions.
Where
do
all
students
have
the
opportunity
to
succeed
in
Boston
Public
Schools
in.
C
Back
no
is
this
any
better?
Okay
great.
So
there
were
a
few
fundamental
questions
that
were
asked
as
part
of
this
work.
Do
all
students
have
opportunities
to
succeed
in
our
high
school
system
if
they
don't
and
to
the
extent
that
some
students
fall
off
track?
Who
are
those
students?
How
many
of
them
are
there?
Where
are
they
and
what
are
their
needs?
So
those
are
the
questions
that
drove
our
work
throughout.
C
Sometimes
we
will
talk
about
a
snapshot
view,
and
sometimes
we
will
talk
about
a
cohort
view.
So,
in
the
snapshot
view,
we
just
mean
how
many
students
of
this
point
in
time
are
off-track,
and
then
you
will
also
hear
us
using
a
cohort
view,
which
just
means
the
class
of
either
2014
or
class
of
20-17,
so
that
that
that
class
that
started
a
few
years
ago
and
would
either
have
graduated
in
2014.
That
would
be
a
four
year,
graduation
rate
or
in
2016
for
a
six
year.
C
Graduation
rate,
you
will
see
us,
you
will
hear
us
referencing
to
those
groups
as
cohorts,
because
we
were
also
interested
to
see
what
was
happening
to
students
over
a
longer
period
of
time
as
they
progress
through
high
school
and
when
we
say
off-track
final
definition.
This
was
a
definition
we
arrived
at
collaboratively
with
the
Boston
Public
Schools.
We
mean
students
who
are
more
than
two
years
behind
relative
to
their
age
in
terms
of
the
number
of
credits
accumulated.
So
in
that
in
mind,
on
page
two,
we
try
to
quantify
that
for
you.
C
So,
yes,
there
are
about
3,300
students
who
were
off
track
as
of
2015-16,
which
is
the
most
recent
year
for
which
you
could
get
the
information.
Now,
just
to
put
that
in
context,
we
do
want
to
acknowledge
all
the
great
things
that
have
happened
in
the
system.
So
when
you
think
about
improvement
in
graduation
rates,
graduation
rates
have
increased
by
about
10
percentage
points.
In
the
last
decade,
dropout
rates
have
decreased
by
almost
half,
but
what
hasn't
changed?
C
That
dramatically
is
the
percentage
of
students,
so
all
high
school
students
who
are
off
track
today
so
ten
years
ago,
that
number
was
about
20%
today.
That
number
is
about
18%,
so
well,
there
has
been
some
improvement.
The
improvement
has
been
more
incremental
than
one
might
like.
On
page
three,
there
were
many
questions
that
were
asked
as
part
of
this
work,
whether
the
numbers
that
I
just
cited
to
you
looked
different
across
the
different
student
subgroups
and
the
short
answer
to
that
is
yes.
C
C
That
percentage
begins
to
look
quite
different
when
you
look
at
the
different
student
subgroups.
So
as
an
example,
if
you
look
at
it
by
race
and
ethnicity,
you
can
see
the
spread
there.
8%
for
Asian
students,
so
8%
of
Asian
students
fell
off
track
at
any
one
point
in
their
high
school
tenure
and
about
30%
of
Latino
students.
If
you
were
to
look,
for
example,
at
special
education
status,
close
to
half
of
students
who
are
in
substantially
separate
instruction,
fell
off
track
at
one
point
and
then
on
the
right-hand
side.
C
On
page
four,
why
do
we
all
care
about
this?
Because
when
you
start
looking
at
the
kinds
of
outcomes
that
are
on
page
four,
this
is
an
issue.
So
what
you
have
on
the
left
hand,
side
is
the
students
who
are
on
track,
so
those
students
about
eighty
four
percent
of
them
will
graduate
high
school
within
four
years.
If
you
allow
two
more
years,
eighty
nine
percent
of
them
will
graduate
within
six
years.
C
However,
when
you
look
on
the
right-hand
side,
so
the
students
who
are
falling
off
track
at
any
point
in
their
high
school
career
only
about
a
quarter
of
them
will
graduate
within
four
years
and
even
if
you
look
at
the
six-year
rates,
that
number
only
goes
up
to
thirty
six
percent.
So
comparing
the
thirty
six
percent
of
the
90
percent,
there's
a
big
big
disparity
of
outcomes.
C
People
also
asked
the
question
of
well:
is
there
anything
we
could
have
done
earlier?
Is
there
anything
we
could
have
paid
attention
to
so
that
we
could
have
helped
students
more
along
the
way?
And
so
what
you
see
on
page
five
is
what
we're
calling
the
early
warning
indicators
early
warning
indicators
in
this
case
after
a
lot
of
iterative
analysis,
came
down
to
these
four
things,
so
attendance,
whether
you
show
up
at
school.
C
The
threshold
that
was
a
significant
here
was
eighty
five
percent
attendance.
So
anyone
who
was
showing
up
less
than
eighty
five
percent
of
the
time
that
was
considered
at
risk
discipline,
whether
the
student
was
suspended
one
or
more
days
out
of
school
core
course
failure,
whether
the
student
failed
one
or
more
core
courses
and
MKS
whether
the
student
had
a
warning
level
on
both
the
eighth
grade
am
Casaus.
C
So
with
that
in
mind,
what
we
found
was
that
there
were
about
twenty
about
about
out
of
the
students
who
were
going
from
middle
school
to
high
school,
about
half
of
those
students
had
some
sort
of
early
warning
indicator,
another
quarter
or
so
didn't
actually
have
any
early
warning
indicators
and
then
about
twenty
percent
of
the
students.
Didn't
have
that
information
because
they
were
actually
coming
from
outside
of
the
school
out
of
the
out
of
the
boston
public
school
system.
So
the
sort
of
good
news,
bad
news
on
the
slide.
C
The
good
news
is
that
there
is
information
about
students
earlier
before
they
come
to
high
school,
which
would
imply
that
the
high
schools
could
potentially
leverage
that
information
and
use
it
to
help
students.
The
not-so-great
news
is
that
a
quarter
of
students
are
come
to
high
school
without
any
warning
indicators,
but
then
begin
to
fall
off
track.
So
there
are
a
chance
to
succeed
as
truly
and
in
those
high
schools,
helping
them
and
I
will
finish
on
this
slide
and
then
pass
it
off
to
Chris.
C
There
were
also
a
lot
of
questions
about,
as
I
mentioned,
about
where
those
students
were.
So
we
looked
at
the
entire
universe
of
the
high
schools
which,
as
you
know,
includes
open
enrollment
schools,
and
this
is
organized
by
the
mode
of
admission.
So
there,
as
you
know,
there
are
some
exam
schools.
There
are
selective
admission
schools,
lottery
admission
schools
in
open,
enrollment
schools
what
this
chart
and
for
those
of
you,
you
know
all
of
us
who
have
it
in
black
and
white.
It's
a
little
hard
to
read.
C
You
can
see
sort
of
the
scrappin
see
between
the
open,
enrollment
schools
and
the
more
selective
schools.
So
all
of
that
to
say
that
the
open
enrollment
schools
have
a
huge
responsibility
here,
but
also
a
challenge
to
deal
with,
and
the
last
thing
we
want
to
signal
here
is
you
know
that
schools
should
sort
of
look
at
that
and
say
well,
it
is
what
it
is.
What
we'll
show
you
later
is
that
there
are
actually
schools
that
are
performing
quite
well,
so
it
is
possible
to
do
so.
C
D
D
When
you
look
at
the
concentration
of
need,
the
different
schools
face
and
its
intrinsic
in
what
you
described
about
your
path
versus
your
brother's
path
and
the
different
routes
that
exist
through
the
system
and
these
things
really
matter
and
they
matter,
because
when
a
student
goes
into
one
environment
or
another,
it
changes
the
odds
of
success
for
that
individual
student,
just
the
environment
that
they're
in
and
we
were
able
to-
maybe
that's
common
sense.
But
since
we're
numbers
people,
we
were
able
to
show
that
with
some
numbers
in
the
project
here
so
I.
D
We
did
this
analysis
a
regression
analysis
where,
depending
on
the
profile
of
a
student,
his
or
her
academic
background
before
entering
into
high
school
I,
we
were
able
to
predict
the
odds
that
that
student
would
graduate
based
on
historical
data,
and
so
here
on
page
seven.
We
give
you
a
bit
of
the
profile
of
what
we
called
it.
D
Just
this
is
an
illustrative
student,
not
a
real
person,
but
who
had
certain
characteristics
that
might
have
made
him
or
her
sort
of
at
risk
entering
high
school
and
on
average
this
is
a
student
that
would
have
had
a
70%
chance
of
graduating
historically,
in
the
way
that
BPS
has
worked
until
today.
But
then
what
we
did
is
through
the
analysis.
We
were
able
to
change
only
the
characteristics
of
the
school
that
that
illustrious
student
attends.
D
If
we're
going
to
create
a
system
where
all
students
can
succeed
now
at
the
same
time-
and
I
think
you
do
have
to
sort
of
keep
both
of
these
ideas
together,
what
schools
do
themselves
the
teachers,
the
principal's,
the
support,
staff
etc
also
has
a
huge
impact
in
shaping
those
odds.
How
do
we
see
that?
Well,
on
page
9,
we
have
three
pairs
of
schools.
These
are
real
schools
and
the
bps.
D
This
is
real
data
and
we
chose
these
three
pairs
of
schools
because
they
are
similar
size
and
if
you
look
down
in
the
box
at
the
bottom,
when
we
run
them
through
this
regression
analysis,
these
three
pairs
have
basically
identical
predicted
graduation
rates,
but
their
actual
graduation
rates
are
very,
very
different.
I.
You
know
we're
talking
about
differences
in
graduation
rate
of
15
to
20
percentage
points,
and-
and
those
are
you
know,
those
are
real
impacts
on
students
that
are,
in
this
case,
a
function
of
different
practices,
different
leadership
within
these
schools.
D
Okay,
so
what's
going
on
in
schools,
isn't
the
other?
The
other
key
part
of
this?
Not
just
the
structure
piece
and
what
we
wanted
to
sort
of
understand
was
how
does
this
relate
to
the
choices
that
families
are
making?
What
lessons
can
we
take
from
that
because,
as
you
all
know,
for
the
most
part,
the
process
of
of
admission
into
bps
high
schools
is
a
citywide
choice
process.
There
are
some
complexities
to
that
which
I'll
talk
about
in
a
moment.
D
But
when
you
look
on
page
10,
what
you
can
see
is
some
patterns
in
terms
of
how
families
are
making
their
choices.
Are
they
voting
with
their
feet
so
to
speak?
And
what
we've
done
here
is
we
looked
over
the
past
eight
years
and
all
we
did
is
we
compared?
What
was
the
peak
enrollment
of
a
high
school
during
those
years
to
what's
the
current
enrollment
and
the
schools
on
the
left-hand
side?
D
The
reason
the
bar
is
so
small
is
because
those
schools
are
essentially
at
their
peak
they've
got
more
kids
attending
them
than
they
ever
have
had,
but
on
the
right-hand
side,
you
see
a
significant
number
of
schools
with
very
substantial
enrollment
declines
over
the
last
eight
years.
Twenty-Five
thirty
forty
percent
or
more
enrollment
declines
over
that
period,
and
these
are
you
know,
substantially
all
open,
enrollment
high
schools
within
the
city
and
I.
D
Think
it's
you
know,
then
you
can
to
take
the
onion
and
peel
it
one
more
layer,
and
the
thing
that
you
see
is
even
the
enrollment
that
some
of
these
schools
have
is
not
necessarily
because
this
is
where
families
were
trying
to
send
their
kids.
So
I'm
gonna
try
to
describe
page
11,
which
is
complex,
and
it's
even
a
little
bit
more
complex
when
you're
not
looking
at
it
in
color,
but
I'll
do
my
best
I
so
take,
for
example,
these
bars
that
are,
on
the
right
hand,
side
under
open
enrollment.
D
The
numbers
on
the
top
of
the
bars
reflect
the
total
capacity
of
the
school
that
we've
estimated
okay.
The
total
number
of
ninth
graders
that
his
school
could
accept
based
on
its
space
that
is,
and
the
dark
bar
the
dark
portion
of
the
bars
down
at
the
bottom
reflects
the
number
of
seats
in
that
school
that
were
filled
at
the
end
of
really
round
one
admissions
process,
meaning
when
parents
could
apply
now
we're
not
talking
here
just
about
you
were
ranked
first
by
parents.
This
is
just.
D
Did
you
fill
that
seat
by
the
end
of
round
one
and
just
visually?
You
can
see
for
most
of
the
open,
enrollment
high
schools
in
the
system,
how
few
of
the
total
seats
they
have
are
filled
through
that
round
one
admissions
process
when
parents
have
the
most
choices
of
where
they
can
send
their
kids
and
and
where
students
have
the
most
choice
of
where
they
might
want
to
go
so
the
seats
that
are
being
filled
in
these
schools
are
disproportionately
being
filled
by
other
means
and
the
the
other
means
are.
D
This
is
where
a
ll
and
special
education
programs
are
being
placed
into
those
schools.
This
is
where
quote:
unquote.
Administrative
assignment
takes
place
where
if
a
student
doesn't
participate
in
the
process
or
didn't
get
a
seat,
the
system
will
put
them
in
a
school
or
just
seats
filled
after
round
two,
when
most
of
the
schools
to
the
left-hand
side
of
this
chart
are
already
full,
and
you
know
when
we
talked
earlier
about
the
concentration
of
need
that
exists
in
different
schools.
D
Two
more
pieces
that
all
highlight
and
I
I
do
recognize
that
we're
moving
quickly
here,
but
I
want
to
leave
time
for
you
all
and
for
any
questions.
I.
We
did
a
lot
of
work
looking
at
the
alternative
education
system
within
bps
these
you
know
these
are
schools
that
are
serving
the
highest
level
of
need,
and
often
with
a
level
of
resources.
That
is
not
that
differentiated
from
the
rest
of
the
schools
in
the
system
and
the
results
that
those
schools
show
a
lot
of
room
for
improvement.
D
So
we
on
page
12
here
we
compare
the
attendance
rate
of
off-track
students
if
they
attend
alternative
education,
schools
versus
other
schools.
The
attendance
is
much
lower
for
those
students
at
alternative,
ed
schools.
We
compare
the
graduation
rate
of
students
who
stayed
in
their
original
school
to
graduation
rate
of
students
who
moved
to
an
alternative
education
school.
The
graduation
rate
was
lower
for
those
who
move
to
alternative
education.
D
We
have
seen
ourselves
in
our
work
in
other
cities,
examples
of
alternative
education,
schools
that
are
doing
better,
that
when
students
go
when
off-track
students
are
moving
from
the
sort
of
traditional
school
into
the
alternative
school,
the
outcomes
improve
because
those
schools
have
the
resources
and
the
models
are
really
designed
to
serve
those
students.
So
there's
a
real
opportunity
for
improvement
here
we
believe,
but-
and
this
is
the
final
sort
of
data
piece
I'll
review
on
page
13-
the
students
with
the
needs
have
to
be
able
to
get
to
the
right
school
for
them.
D
How
has
that
happened
historically,
one
way
of
looking
at
that
is
by
looking
at
referrals
that
were
made
to
the
reengagement
Center,
which
is
has
been
historically
responsible
for
sort
of
managing
referrals
into
the
alternative
education
system
so
which
you
can
see
on
page
13
is
in
the
2016-17
year.
There
were
four
hundred.
D
Seventy
students
referred
through
the
re-engagement
Center
for
a
an
alternative
placement.
Only
about
half
of
those
students
were
able
to
find
a
placement,
and
that's
there's
lots
of
facets.
For
that
I'm
sure
there
will
be
some
of
the
other
panels
today.
We'll
be
able
to
speak
to
experiences
or
things
in
the
system
that
explain
that
some
of
it
has
to
do
with
requirements
that
these
alternative
education
schools
can
have
for
who
they're
looking
to
serve.
D
Some
of
it
can
just
deal
with
the
process
itself
and
how
many
steps
the
student
has
to
go
through
to
get
from
one
place
to
another,
but
the
bottom
line
is
that
only
half
of
these
students
have
been
getting
placed
and
for
those
students
who
did
not
receive
a
placement,
many
of
them
dropped
out
or
simply
remained
out
of
school.
Despite
having
tried
to
get
that
new
placement.
D
So
for
us
you
know
there
are
a
lot
of
implications
from
this
kind
of
data
and
questions
to
be
asked.
I.
Think
at
a
system
level
of
a
summary
question
that
we
ask
ourselves
is
how
many
students,
high
school
students
in
bps,
are
attending
a
high
quality
school
that
they
and
their
family
chose
and
I.
Think
we
believe
that
if
we
can
get
more
students
in
high
quality
schools
that
they
got
to
by
choosing
it,
then
then
the
outcomes
for
the
system
overall
can
rise.
D
Page
15
describes
at
a
very
high
level
some
of
the
recommendations
that
we
make
at
the
end
of
our
report.
These
span
the
gamut
from
a
transformation
of
our
open,
enrollment
and
selective
schools,
an
overhaul
of
alternative
education,
trying
to
put
some
of
this
data
around
early
warning
educators
in
educated,
around
early
warning
indicators
in
educators
hands
so
that
they
can
use
it
in
a
timely
way,
as
well
as
some
thoughts
around
Paula,
see
and
how
the
district
manages
its
high
schools
on
an
ongoing
basis.
D
I
think,
rather
than
try
to
take
you
through
all
those
recommendations.
Now,
first
of
all,
we're
happy
to
take
any
questions
more
substantively
all
of
our
report
and
for
those
of
you
who
are
interested
in
the
back
up
and
the
numbers,
appendices
and
methodologies
etc,
are
all
available
online.
The
link
or
is
on
the
last
page
here,
I
apologize
that
the
link
is
kind
of
a
mouthful.
But
if
anybody
wants
a
copy
of
the
report
or
wants
us
to
send
you
the
link,
you
can
find
us
and
we're
happy
to
do
so.
D
So
again,
thank
you
for
for
having
us
and
we
want
to
thank
the
team
from
from
bps
who
were
great
partners
to
work
with
and
shared
all
this
data
and
were
thought
partners
with
us
and
what
does
it
all
mean
and
what
the
recommendations
are
and
we're
hopeful
that
this
conversation
can
lead
to
a
lot
of
good
progress
for
students.
Thank
you.
Chris.
A
B
B
You
talked
a
lot
about.
You
know
the
students
that
leave
middle
school
with
early
wanting
early
warning
indicators
that
demonstrate
their
early
off-track
before
they
go
into
high
schools.
Any
conversation
around
why
we
graduate
at
the
middle
school
level
and
pass
them
on
knowing
they're
off
track,
what
some
of
the
consideration
that
is
given
when
choosing
whether
or
not
to
keep
a
student
in
a
school
or
to
put
them
in
a
school.
D
E
D
And
you
know
there
are
research-based
models
out
there
in
the
country.
Boston
is
not
the
only
city
by
any
means
that
has
this
issue,
and
there
are,
you
know
in
terms
of
additional
academic
and
social/emotional
supports.
There
are
models
out
there
that
have
shown
some
impact.
I
would
just
recognize,
though,
that
I,
you
know
these
early
warning
indicators
are
not
something
that
consigns
you
to
a
certain
fate.
D
There
are
lots
of
students
in
every
school
who
are
coming
into
high
school
with
some
of
these
indicators,
and
they
do
great,
and
some
of
that
is
down
to
those
students
and
their
individual
characteristics
and
some
and
it's
a
lot
of
it-
is
because
of
the
combination
of
what
their
schools
are
doing
for
them
or
what
individual
teachers
are
doing
for
them.
And
so
this
is
not
to
me
a
case
where,
just
because
a
student
has
some
early
warning
indicators,
they
can't
succeed
in
high
school.
C
So
what
we
discovered
and
understood
was
that
some
schools
were
actually
doing
it
and
paying
attention
to
it,
whereas
a
lot
of
schools
were
not
so
in
part,
it
is
about
doing
it
more
systematically
across
all
of
the
schools,
so
that
you
know
all
of
those
things
that
we
were
just
talking
about,
whether
that
is
identifying
those
students
helping
them
earlier
figuring
out
the
right
supports
over
the
summer.
What
so
that
can
actually
happen
more
systematically
and.
B
D
I
mean
schools,
and
we
profiled
these
both
a
bit
in
the
report,
but
we're
sitting
in
one
of
them
I
think
the
team
here
at
Burke,
Burke,
High
School,
has
made
this
a
real
part
of
its
ongoing
process
for
school
leadership
and
instructional
leaders
in
the
school
and
another
school
that
is
an
open,
enrollment
high
school
in
a
pilot
construct
is
tech,
Boston
and
very
similar
kinds
of
practices.
Again
you
know
this
is
it's
not
like.
D
The
data
in
and
of
itself
is
the
solution
you
couldÃve
Airy
easily
make
this
a
check,
the
box
kind
of
exercise.
The
reason
why
it
works
in
these
schools
is
because
teachers
and
guidance,
counselors
and
administrators
really
come
together
around
the
data
and
say
well.
What
do
we
need
to
do
differently
for
this
student
and
they've
built
those
processes
in
places
like
Burke
and
tech,
Boston
and.
B
I'm,
assuming
at
Burke
or
tech
Boston
are
two
schools
that
address
these
sort
of
early
warning
indicators
and
innovative
or
creative
ways
recognizing
either
they
have
students
that
are
coming
with
those
indicators
from
middle
school
or
they
have
students
who
maybe
didn't
have
those
indicators,
but
maybe
they
get
them
when
they're,
actually
in
high
school.
That's.
D
Right
so
and
I
want
to
recognize
I
mean
some
of
these
schools
are
like
I,
think
that
Boston
is
a
7:12
school
right
so
to
some
extent
they're.
You
know
when
you're
talking
about
eighth
ninth
grade
transition,
some
of
that's
happening
within
the
school,
but
they
could
do
it
from
6th
to
7th
and
two-point.
It's
not
just
about
the
transition.
D
What
these
schools
have
really
created
is
an
ongoing
culture
of
looking
at
data
and
using
it
to
individualize
plans
for
students
wherever
they
are
on
their
journey
to
graduation,
and
so
what
you
do
for
students
at
the
point
of
transition
where
the
early
warning
indicators
you
could
do
for
everybody.
If
you
have
the
right
design
within
your
school
and.
B
My
last
question
is:
you
know
the
report.
I
guess
this
was
one
of
the
sad
pieces
of
the
report.
Were
those
students
that
maybe
didn't
have
any
early
warning
warning
indicators
were
not
off
track,
but
we're
entering
some
high
schools
and
suddenly
becoming
off-track
or
not
doing
well,
which
I
think
gets
to
some
of
the
not
looking
at
the
environment,
but
there
might
be
something
else
happening,
not
just
externally,
but
also
internally
curious.
B
What
schools
were
those
and
also
and
not
to
name
schools
in
terms
of
this
site,
you
know
name
schools
as
a
as
bad
schools
right.
We
have
folks
in
these
buildings
who
are
doing
really
hard
work
and,
frankly,
I
didn't
sign
up
for
it.
So
I
want
to
be
careful.
How
I
talk
about
those
schools,
but
I
do
want
to
recognize
that
that
was
a
sticking
point
or
a
conclusion
of
the
report
that
was
very
troubling.
So
what
explains
I
guess
some
of
that
yeah.
D
So
it's
you're
right
and
that's
a
big
part
of
the
story.
In
our
view,
and
in
a
sense
we
think
it's
a
reason
why
the
some
of
the
focus
has
to
be
on
high
schools
specifically,
and
what
we
saw
is
you
know
in
some
high
schools
in
Boston,
more
than
a
quarter
of
the
kids
who
are
coming
in
with
none
of
these
early
warning
indicators
are
falling
off
track
and
again
off
track
for
us
means
more
than
two
years
off-track,
so
not
just
a
little
bit
and
that
you
know
which
schools
are
those.
D
It
is
many
of
the
open,
enrollment
high
schools,
and
if
you
look
on
the
page
around,
you
know,
which
are
the
schools
that
have
had
declining
enrollment
and
which
are
the
schools
that
have
had
the
lowest
share
of
their
seats
being
filled
through
round
one.
A
lot
of
these
schools
are
would
be
on
all
three
of
those
lists
so
again,
not
to
name
names
but
I
mean
the
district.
Has
all
this
data
too?
D
D
But
you
know
there
was
a
portion
of
our
work
sort
of
an
adjunct
to
our
work,
that
involved
more
qualitative
observation
of
classrooms,
and
some
of
the
things
that
were
highlighted
were
what's
the
rigor
of
what's
going
on
in
classrooms?
Is
it
engaging?
Is
it
challenging
hooking,
kids
and
how
much?
To
what
extent
does
every
student
have
somebody
who
they
know?
That's
a
real
relationship
for
them,
who's
looking
out
for
them,
these
kind
of
things
matter
a
lot
to
whether
students
are
sort
of
finding
some
traction
in
high
school
or
not,
and.
C
Then
maybe
the
only
other
thing
to
add
to
that-
and
this
is
perhaps
that
their
risk
of
stating
the
obvious,
but
when
we
looked
at
when
students
fall
off
track,
you
know
even
those
students
without
the
early
warning
indicators,
I
mean
a
lot
of
them
fall
off
track
in
ninth
grade,
so
the
kinds
of
supports
that
Chris
was
just
talking
about.
Of
course,
students
need
that
throughout
their
high
school,
but
special
attention
being
given
in
ninth
grade
is
particularly
important.
A
F
You,
madam
chair,
good
evening,
everyone
first,
let
me
just
apologize
for
being
tardy.
We
have
a
new
normal
in
our
city
when
it
comes
to
traffic.
I
want
to
I
want
to
thank
councillor.
Sabi
George,
as
chair
of
this
committee
and
council
councilor
present
president
Campbell
for
joining
me
in
co-sponsoring
this
important
conversation,
I'm
really
anxious
to
hear
from
young
people
in
the
room.
I
want
to
thank
all
the
young
people
who
are
here.
I
want
to
thank
dr.
F
McIntyre
and
the
Burke
community
for
opening
up
their
home
and
their
school
building
want
to
acknowledge
interim
superintendent
Burrell,
who
is
here.
I
saw
you
walk
in.
You
know,
I'm
someone
who
has
done
this
work:
education
advocacy
for
a
number
of
years
before
joining
the
Boston
City
Council
and
as
such,
this
is
not
the
first
report
that
I've
seen
that
looked
just
like
this.
F
You
know
ten
years
ago,
I
think
there
was
a
report
and
I
don't
see
much
change
in
terms
of
the
types
of
schools
where
students
were
doing
well
and
the
schools
where
students
had
more
challenges.
One
of
the
things
that
I
would
like
to
see
us
is
to
really
adopt
different
language
I'm
quite
concerned
when
we
use
the
term
off-track
and
students
falling
off
tract
as
if
the
onus
is
on
them,
and
it's
something
that
they've
done
to
end
up
where
they
are
I.
F
F
D
Within
just
to
be
transparent
and
by
the
way,
I
appreciate
your
comments
and
we'll
try
to
be
careful
with
our
our
language,
because
we
agree
with
the
spirit
of
what
you're
saying
I.
We
did
not
look
at
teacher
diversity
as
a
specific
issue
within
this
study.
Just
in
transparency,
though,
I
know
that
there
are
other
studies
here
in
Boston
and
nationally
that
have
looked
at
the
impact
that
having
teachers,
that
sort
of
that
look
like
you,
I
can
have
on
on
students
in
terms
of
the
race
and
the
gender
of
teachers.
D
F
C
So
no,
unfortunately,
we
had
to
rely
on
data
that
was
systematically
available
in
the
data
system.
So
there
were
lots
of
things
we
would
have
liked
to
look
at
like
whether
students,
for
example,
were
you
know
in
a
foster
type
situation
or
what
their
family
situation
was,
or
whether
they
were
teen
parents,
or
not,
that
that
type
of
data
unfortunately,
is
not
available
systematically
in
the
data,
and
so.
F
That
would
also
include
students
who
may
have
been
involved
with
the
criminal
justice
system
or
whether
or
not
they
have
parents
who
are
incarcerated
or
a
family
member
who
has
been
incarcerated.
What
about
trauma
any?
Were
you
able
to
kind
of
look
to
see
how
many
of
these
students
have
experienced
trauma
in
their
lives?
I
mean.
D
I
I
know
when
so
I
think
that
our
study
has
to
be
viewed
in
the
context
of,
like
you
said
all
the
studies
that
are
out
there
and
I.
You
know
I
for
so
for
sure.
We
know,
and
I
would
expect
that
you
would
find
that
many
of
these
students
have
been
subject
to
different
kinds
of
trauma,
as,
as
they've
grown
up
again,
we
we
only
could
get.
D
We
were
working
with
data
sets
that
are
systematically
available
through
bps
and,
in
many
cases
we're
looking
at
cohorts
of
students
who
started
high
school
five
or
six
years
ago,
and
so
now
we
were,
we
weren't
able
to
get
to
look
at
that
kind
of
thing
in
a
quantitative
way,
because
the
data
is
just
not
available
in
that
fashion.
I.
A
A
So
you
do
have
some
more
time
to
get
to
know
and
support
your
youth
as
you
get
ready
for
that
ninth
grade
year,
where
you
know
everybody's
attitude
change
changes
about
school
because
it
all
all
of
the
sudden
matters
so
I
think
that
those
are
things
that
we
could
do
a
little
bit
better
as
a
district
for
sure,
but
I.
Think
a
deeper
dive
into
some
of
those
places
would
show
us
some
indicators
that
we
could
flag
earlier
to
help
to
help
better
identify.
Our
kids
could.
D
I
just
make
one
comment
on
those
two
things
quickly:
I
just
want
to
clarify.
You
know,
like
I
said
we
can
only
in
the
we
could
only
in
the
course
of
our
study
look
at
things
for
which
there
was
data,
but
to
your
point,
some
of
the
things
you
mentioned
do
have
data,
and
so
I
just
wanted
to
say
that
for
things
like
poverty
and
the
community
that
students
come
from,
we
did
look
at
those
things
now.
Poverty,
in
the
way
that
the
only
way
that
the
school
system
can
measure.
D
That
is
whether
a
student
is
eligible
for
free
or
reduced-price
lunch.
So
it's
a
sort
of
you
know
one
measure
of
socioeconomic
status
when
you're
looking
at
high
school
students
and
you're,
looking
at
predictors
of
how
they
do
in
high
school,
and
this
is
sort
of
a
statistical
comment
but
you're
looking
at
a
bunch
of
different
variables
together
to
see
which
ones
are
the
most
important
predictors.
In
the
context
of
our
work,
the
zip
code
that
the
student
is
from
so
the
community
they're
from
and
whether
or
not
they're
eligible
for
free
and
reduced-price
lunch.
D
It
just
turns
out
that
those
things
matter
even
more
at
the
point
of
entry
into
high
school,
then
when
it
where
a
student
is
from
or
their
income
at
least
as
measured
by
this
sort
of
one
thing.
So
we
did
look
at
that
I
do.
Your
second
point
is
around
multiple
transfers.
I
just
want
to
say
we
didn't
go
all
the
way
back
through
elementary
school.
C
The
only
other
point
related
to
that
trying
to
remember
now,
if
it's
in
the
longer
report
it
may
be,
we
also
looked
at
transfer
rates
across
schools
and
there's
actually
a
wide
variance
in
the
transfer
rates
across
schools,
which
makes
us
ask
the
question
you
know
sort
of
what's
going
on
from
school
to
school
and
whether
that
perhaps
should
lead
to
a
closer
conversation
between
the
district
and
the
schools
to
see
what's
going
on.
Why
are
why
do
some
schools
have
such
a
high
transfer
rate?
Thank.
A
You
I
also
curious
about
the
schools
that
are
successful
in
comparable
in
comparison
to
these
schools
that
we're
identifying
was
successful
with
our
youth.
Have
we
looked
at
all
at
had
the
report
looked
at
all
the
investments
that
were
happening
in
that
school,
in
addition
to
sort
of
the
core
expectations
of
certain
academic
programming,
we
talked
a
lot
on
the
council
through
much
of
our
budget
work
about
stew,
school
nurses
and
whether
a
school
has
a
full-time
nurse
versus
a
part-time
nurse.
A
Do
the
students
have
access
to
school,
psychologists
and
other
support
programs,
and
then
what
about
the
additional
enrichment
activities
and
I
think
some
of
that
is
related
directly
to
class
size?
So
are
we
looking
at
the
incoming
freshmen
size
and
what
the
I
know
that
you're
looking
at
the
numbers?
But
are
we
looking
at
that?
As
a
data
point?
A
D
D
Some
accomplish
it
through
the
classroom,
teachers
who
are
just
providing
some
of
that
support
and
relationship
to
students.
The
relationship
is
what
really
matters
I.
It
is
hard,
and-
and
in
that
sense,
there's
no
silver
bullet
from
a
strict
resourcing
standpoint.
I
would
never
suggest
that
resources
and
funding
don't
matter
for
sure
they
do.
But
it
is
also
the
case
that
you
can
find
some
schools
that
are
really
over
performing
in
this
system
and
some
that
are
underperforming
and
they
have
very
similar
levels
of
weight
of
student
funding
right.
C
Just
just
to
say,
you
know,
Chris
was
sharing
the
slide,
which
showed
the
enrollment
rate,
the
enrollment
trajectory
of
some
of
these
schools
so
yeah,
and
then
how
some
of
that
enrollment
is
almost
being
artificially
upheld,
right
and
and
and
some
of
the
schools,
but
I
mean
you
could
say
some
of
the
schools
are
potentially
under
enrolled
right
relative
to
what
they
could
be.
So
when.
C
D
A
My
last
question:
have
we
what
we
talked
about?
The
difference
was
differences.
When
a
child
moves
to
an
alternative,
ed
school
there,
they
seem
to
have
less
success
and
if
they
stated
their
original
school
their
home
school,
how
did
we
break
that
down
any
further,
comparing
the
different
alternative
programs?
We.
D
Did
yeah
we
looked
in
detail
at
the
data
for
each
individual
school,
both
students
that
they
were
serving
the
profile,
those
students
how
they
were
different,
the
resources
of
those
schools,
the
performance
of
those
schools.
We
did
look
and
there
is
definitely
variation
and
I
think
quantitatively
and
qualitatively,
you
would
see
some
schools
that
are
performing
a
bit
better
than
others,
but
as
a
system,
the
alternative
education
system.
A
Then
last
with
special
ed
students
that
either
have
an
IEP
or
receive
medical
support,
they
have
a
504
plan.
Did
we
look
at
any
students,
or
did
we
make
sure
that
we
counted
students
that
have
extended
medical
care
or
extensive
medical
care?
Maybe
Hospital
care?
Are
they
included
in
those
numbers?
Yeah.
D
Any
all
students
who
are
enrolled
are
counted,
and
there
are
some
if
a
student's
needs
are
so
significant
that
those
are
students
who
are
not
on
a
track
toward
a
high
school
diploma.
There
are
some
times
that
we
have
looked
at
them
separately
for
different
purposes,
but
all
students
are
counted
in
the
analysis.
A
Sharing
this
next,
we
have
our
very
exciting
expert
panel
from
our
students
I'd
like
to
welcome
I
know
we
have
Nia
Waring
from
Madison
Park.
You
want
to
join
us
up
here.
We
also
have
mr.
Barbosa
K.
Do
they
say
right,
Katie,
oh
great
and
Josh
we're
rim
Ramsay
from
the
bar
high
school?
Thank
you
both
for
being
with
us
all
three
of
you
for
being
with
us.
A
H
So
my
mom
she's
in
the
military,
so
I
move
around
a
lot
and
my
freshman
year
here
in
Boston
at
the
Burke,
was
actually
just
after
I
moved
from
San
Antonio,
Texas
and
I
like
Boston,
better
especially
the
school
because
I
only
like
the
heat,
but
in
like
cold
like
that.
But
when
I
first
came
it
was
I,
didn't
know
what
school
I
was
going
to
I
didn't
know
anything
about.
H
Hear
me
now:
oh
okay,
when
I
first
came
to
Boston
I
didn't
know
anything
about
it.
Like
actually
like
three
days
ago,
I
found
out
where
I
lived
was
named
field
corner
yeah
I
thought
it
was
Phillips
corner
I've
been
here
for
a
year
by
the
way.
So
basically
I
received
like
mail
from
a
couple
of
schools.
One
was
in
Roxbury,
which
I
still
don't
know.
Where
is
but
I
still
didn't
know
where
I
was
going
for
the
school.
H
But
then
my
dad
told
me
I
was
going
to
the
Berk,
which
I
told
a
friend,
and
he
told
me
that
my
friend
told
me
that
there
was
a
shooting
when
I
told
him
those
that
I
was
going
to
the
Berk
personally.
I
didn't
really
care
because
I
saw
it
as
an
open
open
opportunity,
because
if
there
was
a
shooting,
then
they're,
probably
gonna
like
step
up
the
game.
H
H
Let
my
dad
give
me
a
haircut
and
let's
just
say
it
didn't
go
so
well
and
I
just
wanted
to
cover
my
head
and
I'm
in
one
of
my
classes
and
it's
actually
build
class,
which
is
an
entrepreneurship
class
I'll
get
into
that
later
and
my
teacher
mr.
Jay
their
school
rule
is
you
can't
wear
like
hoodies,
which
I
was
wearing
a
hoodie
to
cover
up
what
my
dad
did
to
me,
and
so
he
told
me
to
take
that
off
so
being
the
innovative
person.
H
H
The
opportunities
the
burgh
provides,
are
amazing,
like
I'm
in
various
different
groups,
but
the
one
I'm
gonna
be
talking
about
is
the
build
program,
and
basically
you
create
a
business
product
and
me
and
catio
were
actually
a
part
of
it,
and
we
came
in
for
it
for
the
money,
of
course,
but
also
to
learn
about
business
as
we
grow,
and
we
actually
didn't
do
so
well.
At
first,
like
the
first
competition
was
basically
just
presenting
our
product.
H
We
lost,
but
there
was
a
no
like
real
final
outcome
and
then
we
finally
got
to
sell
our
product.
Everyone
else
sold
out,
but
we
only
sold
11
units
but
through
the
support
and
advice
that
we
were
given
through
our
teachers,
because
not
only
they're
involved
in
your
school
work,
but
they're
involved
with
you
and
what
you
do,
what
you
care
about,
throw
all
the
support
we
were
given.
We
were
able
to
make
it
to
the
final.
H
The
final
final
competition,
which
was
basically
for
two
thousand
dollars
between
three
groups
and
what
motivated
us
to
win
we
actually
won,
was
one
to
bring
somewhat
of
a
championship
to
the
Burke,
because
it's
like
a
community,
basically
like
our
second
home
and
money
into
our
bank
accounts.
So
what
I
really
like
about
Boston?
Is
that
or
at
least
the
Burke
I,
don't
know
that
much
about
Boston.
Yet
is
they
really
care
about
you?
H
And
that
makes
you
learn
better
because
I
was
always
a
straight-a
student,
but
I've
been
inspired
to
be
a
a
plus
student
because
all
the
love
and
care
given
and
every
great
group
needs
a
great
leader
which
was
like
Miss
Mac
she's,
not
here
today,
she's
traveling,
but
it
just
makes
me
feel
warm
I'm
walking
down
the
hall.
She'll
know
my
name
and
the
thousands
of
kids
at
school
or
she
even
called
me
precious
and
ninety.
My
mom
does
that
so
it
made
me
feel
good.
Thank
you.
E
For
all
you
guys
that
may
have
kids,
I
I
just
tend
to
like
do
things
things
like
what
Josh
was
doing
and
one
time
I
got
my
PlayStation
taken
away,
so
I
went
and
just
try
to
look
for
it
and
I
ended
up
finding
it
and
I
was
like
okay,
I'm
gonna
play
this
for
a
little
bit
and
then
put
it
away,
but
I
ended
up
getting
in
trouble.
I,
don't
know
why
my
parents
came
home
early
that
day,
but
they
just
did.
E
Let's
just
say:
I
got
put
on
punishment,
and
you
know
later
on
that
day
my
sister
came
home
and
we
just
had
a
little
chat
and
we
had
spoken
about
like
not
going
down
a
specific
track
and
making
sure
that
I
stay
on
track
and
in
that
moment
I
had
something
snapping
me
I
was
like
okay,
I
have
to
like
get
on
this
specific
track
and
start
doing
things
that
are
better.
For
me,
and
not
doing
these
things,
that'll
put
me
on
the
wrong
track.
So
you
know
fast
forward.
E
Leaving
middle
school,
you
know
going
into
high
school
I
was
getting
ready
to
fill
out
applications.
You
know,
I
really
wanted
to
go
to
be
CLA,
to
follow
into
my
sister's
footsteps
and
let's
just
say
that
didn't
go
so
well.
I,
slacked,
off
and
I
wasn't
able
to
get
my.
You
know
my
paperwork
in
on
time
and
I
just
got
assigned
to
the
burgh
and
coming
into
this
school
I
didn't
really
expect
much.
Like
Josh
said
you
know
he
had
a
school
shooting
but
I
thought
differently.
E
I
thought
completely
different,
but
when
I
came
here,
it
was
like
I
already
felt
a
community
because
you
know
already
being
given
an
opportunity
to
see
people.
You
know
meet
all
of
our
new
pairs
that
were
gonna,
be
seeing
for
the
ninth
grade
year
and
it
was
just
a
great
opportunity
not
really
helping
me
like
establish
myself
in
the
school
and
feel
really
confident
moving
forward,
and
that
just
follows
through
into
I
know.
E
This
is
gonna
sound,
crazy,
but
I
got
accepted
instead
of
both
Harvard
Crimson
and
Phillips
Exeter,
both
being
you
know,
really
really
good
boarding,
schools
I'm
both
being
a
good
boarding
school
and
a
really
really
good
college,
and
that
was
all
really
possible
like
it
was
just
a
crazy,
really
really
crazy
opportunity.
It
was
all
just
possible
through
the
support
it
was
just
like
in
a
a
warm
environment.
I
had
like
people
telling
me,
you
know
it's
all
right.
E
G
So
originally
I'm
from
Florida
and
so
I
moved
to
Boston.
My
sophomore
year
of
high
school
and
I
was
put
into
West
Roxbury
Academy
and
it
honestly
wasn't
a
good
experience
like
to
be
honest,
like
everyone,
there
doesn't
really
want
to
be
there,
including
the
teachers
and
like
the
rest
of
the
stuff
so
like
from
that,
like
you
would
see
just
kids
not
coming
to
school
because
it
was
like.
Why
am
I
in
school?
G
If
no
one
wants
to
be
here
so
after
my
sophomore
year,
I
stayed
out
Westie
for
another
term
and
then
I
wanted
I've
always
wanted
to
go
to
Madison
like
before
I
even
moved
to
Boston.
I
wanted
to
go
to
Madison
because
of
cosmetology,
but
my
mom
actually
grew
up
in
Boston
and
Madison
has
a
reputation
for
not
being
like
a
good
school
or
I
had
a
reputation
for
not
being
good
school.
G
So
my
mom
didn't
want
me
to
go,
but
someone
talked
her
into
like
just
going
and
seeing
the
school
and
seeing
what
it
was
about
and
she
met
mr.
McCaskill
and
they
talked
and
then
I
came
in
and
I
got
to
speak
to.
Mr.
McCaskill
and
I
was
able
to
transfer
to
Madison
and
then
I
transferred
in
my
junior
year,
and
it's
honestly
just
been
like
a
really
really
good.
G
I
just
feel
like
it's
a
lot
of
a
better
environment
for
students
cuz
when
you
have
people
supporting
you
and
like
really
being
there
for
you
like
for
you
not
just
for
like
a
paycheck.
It
changes
like
the
reason
why
you
go
to
school
you're,
not
just
going
to
school,
because
you
have
to
go
to
school
like
you're
going
to
school
because
you
want
to
go
to
school.
You
want
to
learn
and
you
want
to
succeed
and
do
something
after
high
school
and
so
yeah.
That's
my
experience.
I.
A
I
highlighted
a
few
words
that
I
think
we
read
a
little
bit
about
in
the
report
that
you
reiterated
here
as
really
important
components
to
a
successful
school
experience,
but
that
sense
of
a
community,
a
feeling
of
connection
your
environment
in
a
positive
environment,
the
relationships
that
you
get
to
build
both
with
your
teachers
and
school
staff,
but
also
with
each
other
on
your
your
peers
and
classroom,
but
then
also
this
sense
of
having
a
real
real
support
network
again,
both
in
your
school
community
with
adults.
But
then
with
your
classmates.
B
B
One
thing
that
was
missing,
I
think
from
councillor
Sabri
George's
listed
out
at
is
you
know,
restorative
justice
or
different
ways
of
disciplining
a
student
right
when
we
talked
about
discipline
second
chances
and
opportunity,
folks
not
only
showing
up
in
the
building
but
actually
demonstrating
that
they
want
to
be
there.
So
thank
you
guys,
I,
don't
have
questions
I.
Just
am
really
happy
that
you
guys
decided
to
share
today.
So
thank
you.
B
F
You
thank
you
so
much
for
being
here.
I
also
wrote
down
words.
I
would
add
just
the
sense
of
agency
and
being
real
partners
in
your
own
edges,
your
own
education,
that
really
stood
out
for
me.
In
addition
to
what
was
already
said,
it's
really
important
that
we
hear
your
voice,
so
I'm
really
glad
that
you're
here.
Thank
you
for
sharing
your
stories.
I
do
have
a
question
or
two.
F
H
F
F
H
Build
was
just
one
of
the
organizations
like
me
and
catio
were
like
a
deadly
duo.
We
do
like
a
lot
of
stuff
together,
like
we're
in
build
BAM,
to
name
one
of
them
becoming
a
man
which
is
basically
like
a
men's
group
talking
about
society
and
how
we
can
break
the
cycle
of
like
being
rated
under
or
less
than,
and
then
we're
in
alpha
male
as
well,
which
is
basically
a
group
that
rewards
the
kids
that
are
forgotten,
like
there's
kids,
that
get
good
grades,
but
aren't
as
interactive
as
others.
H
So
we
do
things
of
that
matter
and
there's
also
build
on
which
is
basically
community
work.
So
I've
participated
a
couple
times
in
build
on,
but
I
want
to
do
more,
because
I
think
you
have
to
do
community
work
for
credits
in
high
school
and
I
think
that
program
is
really
cool
because
I've
never
seen
anything
like
it,
especially
in
Texas.
This
is
more
about
money
and
education.
H
G
E
H
F
A
Just
want
to
ask
one
of
one
question:
if
they
were,
you
know
you
are
all
on
the
right
track
and
it
sounds
like
you're.
You
have
relationships
that
are
supportive
and
that
you
are
also
able
to
take
the
initiative
counsel.
Jamie
said
you
have
that
agency
for
your
classmates
that
maybe
aren't
enjoying
the
same
successes.
What
do
you
think
is
missing?
E
So
that
way,
the
student
feels
more
encouraged
to
you
know,
go
out
there
and
you
know,
take
those
opportunities
and
definitely
like
you
know,
start
going
towards
success,
because
I
feel,
like
everyone
definitely
has
potential,
and
they
can.
You
can
definitely
see
it
in
them,
especially
our
administrators.
Thank
you.
I.
G
H
I
think
a
thing
teachers
can
do
to
help.
Students
like
that
is
just
be
more
interactive,
like
I
have
a
couple
of
friends
to
mention
like
one
of
them.
They
like
just
have
random
outbursts.
One
has
a
two-hour
commute,
maybe
like
just
talking
with
them,
which
my
teachers
have
but
I'm
just
talking
about
in
general.
H
If
you
could
like
talk
with
them
and
let
them
understand
their
problem,
maybe
give
them
a
solution
or
two
or
just
let
someone
know
that
there's
someone
there
for
you,
because
just
having
someone
by
your
side
or
over,
you
can
just
comfort
you.
It
can
just
provide
so
much
so
much
of
a
better
feeling,
an
environment
for
you
to
learn
and
just
to
go
through
everyday.
Thank
you
thank.
J
B
A
I'd
like
to
recognize
that
we've
been
joined
by
representative
Tyler
Chyna's
trying
the
toilets
here
somewhere
and
I
know
the
superintendent
Laura
Perot
would
like
to
come
up
and
address
the
audience
here
today
and
in
following
the
superintendent
we'll
be
joined
by
members
of
the
Boston
Public
Schools
and
administrative
team.
We've
got
I'll,
introduce
them
while
you're
coming
up.
Laura
didn't
come
up
after
you.
J
Are
all
here,
but
just
Jan,
Manny
and
Tommy
are
gonna
join
me
for
some
commentary
and
remarks
and
I
want
to
thank
the
councillors
for
convening
this
hearing
on
an
incredibly
important
topic.
I
also
want
to
thank
Josh,
catio
and
Nia
for
sharing
your
stories
and
contributing
to
the
conversation
and
I
hope
we
will
hear
from
more
of
our
youth
as
well
as
educators
and
school
leaders
and
community
members.
As
part
of
this
conversation,
the
how
the
Boston
Public
Schools
serves
off-track
youth
and
here
I
want
to
accept
the
counselors
edit
here.
J
What
I
would
say
is
that
how
the
Boston
Public
Schools
serves
students
whom
we
have
collectively
allowed
to
fall
off
track,
because
it
is
ultimately
an
issue
of
adult
responsibility
to
support
our
students
to
find
their
way.
But
how
we
have
collectively
allowed
students
to
fall
off
track
is
a
significant
concern.
J
But
on
behalf
of
all
of
us
who
work
for
youth
and
children
in
this
city.
As
you
know,
there
was
a
transition
in
the
middle
of
the
report
was
received
in
May.
There
was
a
leadership
transition
which
brought
me
into
this
current
role,
but
important
work
that
was
already
underway.
So
my
first
step
this
summer
was
really
figuring
out
where
those
pieces
of
work
stand
and
how
we
consent
this
and
accelerate
them
into
a
coherent,
focused
and
ongoing
response
to
some
of
the
challenges
that
the
report
illuminates.
J
My
first
focus
in
July,
however,
was
making
sure
that
the
schools
had
what
they
needed
to
get
the
year
started,
I
think
in
the
area
of
high
schools.
At
the
time
we
had
just
one
of
the
three
key
academic
superintendent
positions
filled,
which
I
quickly
filled
with
some
willing
players
from
around
the
districts
and
schools
who
I'll
mention
to
get
that
started,
but
I
think
now
that
the
school
year
is
underway.
J
We
are
working
very
diligently
to
dig
into
some
of
the
early
actions
underway,
but
then
some
of
the
next
steps
that
we
can
take
to
bring
a
more
formulated
plan
and
strategy
forward
for
how
we
will
work
in
high
schools.
But
I
want
to
start
by
pointing
to
some
of
the
guiding
thinking
and
then
some
of
the
early
steps,
a
number
of
which
were
actually
pointed
to
in
the
report
when
it
comes
to
and
I
think.
The
the
real
priority
here
is
that
this
will
be
a
principal
focus
of
specific
action.
J
This
fall
and
some
deep
work
over
October
November
and
December
in
particular
in
the
handouts
that
are
circulated.
There
is
a
slide
of
current
priorities
of
the
district,
they
are
three
and
what
I
would
and
they
focus
first
and
foremost,
on
improving
opportunities
for
students
related
both
to
opportunity
and
achievement
gaps,
but
really
looking
at
the
systemic
conditions
that
central
office,
as
well
as
schools,
need
to
address
to
allow
those
to
enable
the
gap
closing
work
that
we
all
need
to
focus
on.
J
The
third
one
is
relative
to
bill
BPS
investments
in
the
future,
shape
of
the
district
and
some
of
the
challenges
around
our
high
schools,
they're,
not
solely
building
related,
but
they
are
about
enrollment
program
placement.
Much
of
will
also
be
addressed
in
bill
BPS.
I
think
the
four
significant
areas
of
work
that
are
guiding
our
thinking
are
really
framed
here
as
questions
to
push
our
thinking,
and
so
the
first
one
is:
how
do
we
engage
and
retain
all
of
our
students,
but
especially
those
who
are
the
most
vulnerable?
J
So
the
first
step
this
fall
is
that
we
are
reconstituting
a
working
group.
There
was
a
working
group
throughout
the
duration
of
the
development
of
this
report.
We
are
reconstituting
that
now
focused
on
implementation
and
looking
at
how
we
actually
make
the
moves
and
take
the
actions
relative
to
these
priorities.
So
the
work
group
will
be
composed
initially
of
BPS
staff
and
school
leaders,
but
it
will
pull
in
external
partners
and
experts
as
needed.
J
One
of
the
early
moves
that
did
already
take
place
this
summer
is
to
shift
the
reengagement
center
back
into
the
management
of
bps,
still
working
in
close
collaboration
with
the
pic,
but
to
house
it
back
in
bps
in
order
to
provide
continuity
to
other
bps
departments
and
resources
and
more
closely
aligned
with
our
chronic
absenteeism
work.
So
that
shift
happened
this
summer,
so
under
Manny,
Allen's
leadership
and
inside
of
the
office
of
school
supports.
J
This
fall
I've
also
actually
laid
the
summer
have
prioritized
action
to
streamline
our
early
warning
indicators,
systems
to
accelerate
work
to
build
out
a
more
comprehensive
system.
This
is
a
clear
calling
of
the
report,
as
folks
may
or
may
not
know,
there
are
pockets
of
ewi
work
that
have
been
happening
as
we've
catalogued
it
in
four
different
offices
and
across
a
handful
of
schools
that
needs
to
all
be
pulled
together
and
synthesized
into
one
core
enterprise
to
really
build
out
a
ewi
system
that
can
then
be
accessible
to
many
schools.
J
So
I've
asked
Tommy
Welch
our
associate
superintendent,
who
is
also
the
interim
academic
superintendent
for
alternative
education
to
spearhead
that
work.
We
have
a
strategic
data,
fellow
who
we
have
just
I,
see
in
the
audience
who
has
just
joined
the
team
and
we're
hoping
to
accelerate
what
has
up
until
now
been
sort
of
an
uneven
and
hopscotch.
J
Approach
across
many
different
early
adopters,
but
now
needs
to
be
synthesized
into
a
system
that
we
can
make
available
to
more
schools.
We
are
also
looking
carefully
at
our
alternative
education
programs,
particularly
around
student
identification,
who
they
serve:
alignment
of
programs,
differentiation
of
programs
and,
in
some
cases,
specialization
of
programs.
These
are
all
on
the
table
as
we
look
at
all
how
effective
all
alternative
education
programs
are,
and
also
this
issue
of
intake
barriers.
So
that's
a
program
design
function
as
well.
J
The
other
step
toward
beginning
that
deeper
work
with
alternative
education
is
that
these
programs
are
now
incorporated
into
the
bps
office
of
secondary
schools
and
to
keep
them
more
closely
aligned
with
the
work
of
the
district.
So
those
are
some
of
the
early
steps
that
are
underway,
even
as
we
can't
reconstitute
this
workgroup
and
as
we
move
through
a
couple
of
slides
that
my
colleagues
are
going
to
share
I.
J
Think
the
the
one
of
the
important
slides
lays
out
a
series
of
recommendations
which
are
a
combination
of
those
drawn
from
directly
from
the
report,
as
well
as
bps
analysis
and
in
terms
of
feasibility,
and
those
are
the
ones
that
we
will
and
ideas
generated
from
last
year's
workgroup.
That
is
where
this
current
workgroup
will
begin.
J
So
we
will
be
starting
with
that
I
think
pretty
substantive
work
as
a
starting
point
and
again
focused
on
what
are
the
things
that
we
can
move
into
action
as
early
as
this
year
and
what
are
the
sequence
of
steps
that
will
be
required
for
some
of
the
more
profound
challenges
that
need
to
be
addressed.
So
with
that
I
will
turn
things
over
to
Jan
Manfredi
I
will
apologize
in
advance?
I
will
stay
here
as
long
as
I
can
but
have
to
be
at
another
significant
community
forum
this
evening.
K
K
Both
the
policies
and
we've
talked
a
little
bit
in
the
Parthenon
report
about
some
of
the
policies
that
are
roadblocks
to
important
work.
That
needs
to
get
done
with
students
and
then
also
looking
at
our
students
from
from
a
school
by
school
basis,
and
where
can
we
replicate
practices
that
are
proving
effective
and
working
well
for
some
of
our
students,
and
then,
where
can
we
show
those
as
exemplars
to
other
schools
to
either
emulate
or
adapt
to
their
to
their
work?
K
Superintendent
pearl
referred
to
this
particular
slide.
It's
page,
4,
I,
think
of
your
report.
This
is
the
beginnings
of
a
response
to
the
Parthenon
report
from
the
district.
We've
had
the
report
for
a
couple
of
months
and
have
worked
on
it
through
the
transition,
and
these
are
the
areas
where
we
felt
we
our
focus
should
be,
and
also
where
we
would
have
greater
impact.
K
So
we
are
looking
at
equitable
and
sustainable
quality
schools
as
a
number
one
priority:
exciting
schools
and
expanding
learning
opportunities,
I
leave
the
work
under
expanded
learning,
which
also
includes
summer,
and
we
have
come
closer
and
closer
to
incorporating
summer
into
a
year-round
academic
approach
to
students.
It's
also
a
strategy
used
in
the
Wallis
schools
that
participated
in
the
summer
learning
exemplars
as
a
way
to
keep
students
from
falling
off
track.
So
we've
internalized
that
work
and
learning
that
we
got
from
Wallace
and
are
looking
at
ways
to
incorporate
that
into
our
planning.
K
For
the
first
time,
we
were
also
able
to
have
teachers
use
the
city
as
a
classroom
and
they
experienced
externships
out
in
some
of
our
partners
across
the
city
and
that
brought
enormous
learning
to
the
teachers
in
terms
of
what
the
21st
century
skills
are
that
are
needed
for
students
out
there
and
also
what
are
the
soft
skills
needed
in
communities
that
we
need
to
also
build
as
we
move
students
out
of
our
education
system
and
into
the
workforce
and
the
secondary
world.
I
am
fortunate
to
have
had
Manny
moved
to
our
offices.
K
I've
worked
with
Manny
for
12
years,
but
am
privileged
to
have
him
now
part
of
our
team.
He
is
leading
the
work
around
beginning
to
look
at
not
only
our
dropout
population,
which
was
the
primary
focus
of
the
reengagement
for
many
years,
but
now
working
with
Headmaster's
in
looking
at
students
who
are
close
to
falling
off
track.
K
So
we
are-
and
he
can
speak
to
this
a
little
more
himself,
but
we
are
meeting
with
particularly
our
open
enrollment
schools
to
talk
about
student
by
student,
those
schools
and
students
where
we
know
kids
may
be
at
risk
of
dropping
out.
So
that's
a
shift
that
I'm
very
proud
of,
and
we're
working
still
very
closely
with
the
private
industry
Council.
They
provide
us
with
case
managers
and
they've
increased
that
number
this
year.
So
we
have
more
people
on
the
streets
reaching
out
to
students,
progress,
monitoring,
&
mid-course
adjustment
is
the
final
category
again.
K
Laura
referred
to
our
DWIs
early
indicators
being
a
very
essential
part
of
this,
and
we
are
bringing
that
data
out
to
more
schools.
A
key
piece
of
that
is
how
to
read
it
and
understand
it
and
then
use
it
effectively
in
terms
of
strategies
for
schools.
So
we'll
be
looking
at
those
four
areas
and
then
I'd
like
to
turn
it
over
to
Manny.
To
talk
about
some
of
his
specific
work
around
the
reengagement
Center.
L
Okay,
Thank
You
Constance
for
having
us.
Well,
you
know,
let
me
just
start
cuz
I'm
in
my
home
this
is
a
I.
Actually
I
start
with
myself
in
my
story,
so
I
actually
dropped
out
of
this
school
a
lot
of
years
ago
and
when
I
was
17.
I
was
out
for
about
two
years,
I
returned
at
19
and
I
graduated
at
21.
So
it
was
interesting.
Listen
you
Josh
and
listen.
You
listen.
H
L
Of
tell
your
story
and
just
kind
of
talk
about
your
experiences
that
actually
brought
me
back,
but
I
wanted
to
start
there,
because
that's
what
this
re-engagement
work
is
about.
It's
really
about
giving
students
an
opportunity
to
win,
because
that's
exactly
what
I
got
here
so
to
talk
a
little
bit
all
three
engagements,
and
this
is
a
partnership
between
the
picking
the
Boston
Public
Schools
Neil,
Sullivan,
Cathy
Hamilton,
my
partner's
right
there
and
I
would
just
talk
about
give
you
a
context
of
the
numbers.
L
Over
the
years
over
the
years
we
have
reached
out
to
well
over
fourteen
thousand
seven
hundred
students
who
have
left
school.
We
were
able
to
have
in-depth
conversations
with
about
seventy
eight
hundred
of
them.
We
were
able
to
re-enroll
back
in
the
school
three
thousand
four
hundred
over
three
thousand
four
hundred
students
that
doesn't
count
GED
or
other
programs
non
diploma
grants
and
programs,
and
we
were
able
to
graduate
about
a
thousand
so
to
kind
of
go
into
that.
L
L
It
starts
with
life
because
most
students
are
trying
to
figure
how
to
live,
how
to
be
independent,
how
to
make
sure
that
they
have
what
they
need,
and
so
that's
what
we
focus
on
and
then
we
sort
of
talk
about
how
school.
What
I
learned
is
how
school
is
helpful
in
order
and
in
order
to
achieve
that,
so
the
the
reengagement
Center,
of
course,
is
one
of
the
recommendations
from
the
report
was
a
redesign
of
the
re-engagement
Center.
So
I'm
just
going
to
talk
about
some
of
the
changes
that
we
made
thus
far.
L
L
It's
it's
also
an
enrollment
process
which
requires
paperwork
paperwork
that
sometimes
students
don't
have
access
to
and
we've
over
the
years
and
I
don't
wanna
go
to
get
too
detailed,
but
over
the
years
we've
streamlined
that
it
made
it
easier
for
students
to
re-enroll
some
students
where
he
will
even
able
to
re-enroll
them
with
just
an
email
because
they
dropped
out
the
previous
left
school.
The
previous
school
year
I
mean
the
the
other
piece
in
the
was
really
important.
It's
follow
up.
L
The
initial
meeting
is
great,
but
you
have
to
be
able
to
follow
up
with
these
students
not
only
to
get
them
into
school,
but
then,
while
they're
in
school
and
adding
two
additional
case
workers
or
was
definitely
helpful
to
that.
The
other
thing
we
was
able
to-
and
this
is
interesting-
we
all
got
together
and
we
actually
did
a
door-knocking
event
the
day
before
the
first
day
of
school,
which
is
a
really
challenging
thing
to
do,
but
we
got
together
inside
we
was
gonna,
do
it
we
were
able
to
to
do
that.
L
We
had
23
the
volunteers,
all
in
the
community.
We
targeted
the
roxbury
area
and
just
to
give
you
some
numbers
on
that
we
visited
about
165
homes.
We
we
left
101
door
hangers.
We
actually
talked
to
51
students
of
families
and
also
caring
neighbors.
We
helped
19
student
requested
follow-up.
We
were
able
to
follow
up
with
them,
and
one
student
even
requested
it
wolf.
It
was
the
first
day
of
schooling
in
a
backpack,
and
this
wasn't
just
a
drop
off.
This
is
also
to
chronically
absent,
which
is
which
is
the
disorder.
L
L
This
we're
gonna
do
that
at
the
end
of
October,
well
hoping
to
make
this
one
bigger,
and
so
the
other
thing
I
kind
of
want
to
talk
about
again
is
just
thinking
about
Josh
and
and
thinking
about
our
young
people,
who
are
speaking
really
thinking
about
what
this
is
about,
because
we
talked
about
focusing
on
schools.
And
yes,
it's
about
schools,
but
it's
also
about
what
happens
outside
of
school.
L
A
lot
of
our
conversations
are
tough
because
it
deals
are
issues
that
really
don't
have
to
do
with
with
the
school
building,
but
impact
does
impact
a
student's
ability
to
be
able
to
learn
and
attend
school.
So
the
the
next
thing
we'll
be
doing
is
adding
a
social
worker
to
the
reengagement
Center,
so
that
students
can
begin
to
get
that
support
and
we're
also
working
on
our
wraparound
services.
L
So
I
just
wanted
to
say:
there's
a
lot
of
work
to
do
not
going
to
pretend
that
there's
not
a
lot
of
work
to
do,
but
but
to
be
honest,
I'm
really
proud
to
do
this
work
because
I
feel
like
what
we
do
is
very
important,
and
that
is
regardless
of
what's
currently
going
on
to
actually
reach
out
and
have
conversations
with
real
people.
Families
in
need
and
will
continue
to
do,
that.
Thank
you.
N
All
right,
Thank,
You
Manny,
what
Manny
forgot
to
mention
was
that
day
we
went
door
knocking
it
was
about
95
degrees
outside
it
was,
but
it
was
one
of
the
most
gratifying
experiences
we
all
had
as
a
team,
and
we
look
forward
to
joining
you
in
October.
So
what
I
want
to
do
here
is
just
share
a
few
things
that
we've
done
in
the
past
few
months
and
addressing
the
off-track
youth
report
as
well
as
describe
some
of
the
things
that
we're
working
on
and
share
the
plans.
N
The
media
plans
for
what's
coming
next,
the
driving
purpose
of
the
Secondary
Schools
Network,
a
reorganization
earlier
this
spring
was
to
focus
on
the
student
needs
at
each
school
and
the
structures
available
to
support
our
students.
The
goal
was
to
make
sure
that
we
have
the
most
resources
available
to
support
our
most
vulnerable
student
populations
and,
as
the
high
school
division
was
reorganized
into
smaller
networks,
the
office
of
secondary
schools
and
the
office
of
school
Support
and
transformation
have
plan
to
differentiate
the
support
for
our
schools,
based
on
the
need
aligned
with
the
off-track.
N
You
study,
essentially
the
essentially
the
schools
with
the
highest
demand
for
support
are
grouped
into
smaller
networks,
with
more
resources
available.
In
addition
for
lead,
headmaster
positions
were
created
to
collaborate
to
Livity,
develop
professional
development
experiences
for
our
headmasters
to
further
enhance
the
best
practices
that
are
evident
in
our
schools.
This
network
network
9
specifically
clustered
our
alternative
education,
high
schools
and
programs
within
our
schools
for
specialized
support.
So
it's
a
relatively
smaller
group
of
schools
that
are
working
together
to
address
some
of
the
needs
of
their
students.
N
When
discussing
the
bps
off-track
use
report,
youth
up
the
off-track
youth
population,
we
saw
we
examine
support
that
the
broad
definition
of
these
students
from
the
recent
report,
which
is
our
young
and
far
our
older
and
far,
and
our
old
and
closer
older,
near
based
on
the
age
and
credit
accumulation.
Although
the
definition
of
off-track
youth
in
the
report
identified
students
across
all
secondary
schools,
it
was
also
recognized
that
the
highest
concentration
is
in
our
alternative
schools.
So
we
know
we
have
a
lot
of
work
to
do.
N
They're
in
addressing
our
off-track
youth
population,
the
office
of
secondary
schools
is
going
deeper
by
not
only
looking
at
the
groups
of
students
but
by
actually
auditing
these
students
actual
official
transcripts
in
order
identify
how
far
the
students
are
from
graduating
and
to
pick
apart.
The
exact
needs,
as
far
as
what
they
need,
based
on
the
mass
core
classes
that
they're
passing
and
and
meeting
their
benchmarks
on
the
MCAT
assessments.
N
Once
this
team
compiles
the
information
of
understanding
and
understands
exactly
where
the
students
fall
in
the
young
and
far
old
and
far
old
and
near
categories,
the
academic
soups
and
the
Headmaster's
are
planning
to
participate
in
periodic
data
dialogues
that
focus
on
our
tier
3
interventions.
This
these
two
or
three
interventions
are
going
to
support
our
our
High's
need
population
of
students.
Eventually,
this
work
will
advance
to
better
inform
our
objectives
for
tier
two
and
Tier
one
interventions
as
well.
N
The
result
this
work
will
be
a
deeper
understanding
of
how
alternative,
high
schools
and
all
high
school
support
all
students.
As
many
said,
we
know
this
work
will
take
time
and
the
first
phase
of
this
work
included,
bringing
all
the
alternative
schools
together
in
network
9.
In
the
near
term,
school
leaders
will
collaboratively,
define
the
work
and
clarify
the
subgroups
of
off-track
students
that
are
being
served
at
each
school.
N
We're
also
going
to
be
looking
at
how
the
subgroups
of
object
students
are
in
each
program
are
being
served
and
how
the
strategic
design
at
each
school
site
is
going
to
work
together
as
a
network
later
in
the
year,
there'll
be
a
focus
on
the
connection
of
the
focus
of
the
off-track
youth
and
on
the
transition
points.
The
key
transition
points
as
our
students
in
our
students,
educational
journey,
as
they
progress
from
elementary
to
middle
school
middle
school
to
high
school.
N
If
they
they
have
to
get
involved
with
the
re-engagement
center,
that
is
another
key
transition
point
to
ensure
that
they're
appropriately
placed
in
our
alternative
networks
and
the
goal
here
is
to
make
sure
that
our
students
are
successful
for
graduation
career
life
and
beyond.
So
with
that
I'll
turn
it
back
over
to
Laura.
J
And
I
think
I
would
just
emphasize
in
the
context
of
this
hearing
and
going
forward,
that
these
early
pieces
of
work
that
we've
just
outlined
both
around
early
warning
indicators
about
the
re-engagement
Center
and
the
work
to
reconnect
with
students,
both
those
who
may
have
dropped
out
and
those
who
are
chronically
absent
and
thus
vulnerable.
And
then
the
initial
steps
and
I
will
call
them
initial
steps
around
at
redesign.
J
J
We
would
welcome
an
opportunity
later,
this
fall
early
winter,
to
have
another
opportunity
to
talk
about
this
work
as
it
becomes
more
embedded
and
where
larger
action,
pieces
and
strategies
are
able
to
be
put
in
a
place,
but
to
get
early
warning
indicators
started
to
begin
looking
deeply
at
all
Ted
and
to
highlight
our
focus
on
chronic
absenteeism.
These
are
almost
preconditions.
If
you
will,
that
must
happen.
J
We
see
a
direct
through
line
in
the
effectiveness
of
our
alternative
education
programs,
the
structural
issues
that
challenge
our
open,
enrollments,
open,
enrollment
schools
and
the
need
to
support
all
of
our
high
schools
that
are
in
redesign
or
significantly
beginning
to
accelerate
their
work
and
I
want
to
thank
the
many
Headmaster's
or
the
Headmaster's
who
are
here
today.
I
see
Kevin
right
in
front
of
me,
but
many
others
as
well,
who
are
critical
pieces
of
this
work,
but
I
think
those
are
things
we
need
to
do.
J
Even
while
we
look
at
the
more
significant
barriers
and
again,
I
also
want
to
point
to
another
key
finding
of
the
report
that
I
think
is
front
and
center
in
our
high
school
work,
but
also
in
bill
BPS,
which
is
around
program
placement,
and
that
is
an
equity
issue.
It
is
a
quality
of
service
issue,
it's
an
access
issue
and
how
we
equitably
and
viably
place.
Our
programs
I
think,
is
something
that
has
to
be
a
part
of
the
bill.
Bps
conversation,
just
as
it
is
a
part
of
our
ongoing
work.
J
So
I
want
to
point
to
that
as
a
fourth
area
that
is
under
active
review
and
discussion,
this
fall
so
I'm
going
to
stop
there,
and
we
certainly
are
happy
to
answer
questions,
but
also
eager,
like
you
to
hear
from
others,
because
this
listening
and
learning
is
instructive
to
us
as
we
continue
and
really
dive
more
deeply
into
this
redesign
work.
Thank.
A
You
thank
you
very
much
all
of
you.
Many
especially
thank
you
for
sharing
your
own
personal
story
and
how
it
informs
your
work
that
you're
doing
every
day
and
I'm
really
very
interested
in
a
few
things.
One,
the
door-knocking
us
as
elected
officials,
spend
a
lot
of
time.
Door-Knocking,
so
I
hope
that
you
will
ask
us
to
help,
because
I
think
we
should
be
we're
pretty
we're
pretty
good
at
it,
especially
those
of
us
that
have
won
our
races.
That
makes
us
pretty
good
at
it.
A
So
please
include
a
special
in
the
October
one
I
happen
to
know
that
DNR's
are
due
usually
about
the
end
of
this
week,
maybe
for
our
schools.
Why
are
we
waiting
until
the
end
of
October
to
go
out
and
door
knock
again?
I,
just
I'm
curious
with
the
DNR
cuz
I
know.
Schools
are
gonna,
start
kicking
kids
off
of
roles
this
week.
L
L
A
A
L
Was
the
initial
the
the
next
Joe
boy?
It
was
a
network
superintendent
as
well.
He
sees
over
Brighton
in
other
schools
and
so
the
the
in
the
next
round.
We
will
definitely
plan
to
have
schools
in
as
well
and
then
and
again
it
was
neighborhood
based.
So
we
wanted
to
kind
of
strategize
in
roxbury.
First
great.
The
next
is
Dorchester
and
we'll
keep
continue,
go
out
great.
A
And
then
I
also
wonder,
especially
if
we're
identifying
youth
that
are
at
that
ninth
or
tenth
grade
level
and
they've
maybe
been
disengaged
for
whatever
reason,
whether
it's
the
high
school
community
that
knows
the
kid
best
or
maybe
they're
their
middle
school-
that
there
might
be
some
pre-existing
relationships
where
we
could
bridge
some
communication,
I
think
asking
teachers
and
school
staff
to
participate
in
that
I
know.
Just
by
coincidence,
this
morning
one
of
my
students,
I,
saw
an
Instagram.
A
You
graduate
I
had
him
a
class
he's
been
graduated
he's
in
college,
but
we
had
this
exchange
on
Instagram.
That
was
just
a
quick
back
and
forth
and
for
me,
as
a
as
his
former
teacher,
it's
important
to
remain
connected
to
kids.
I
can
but
I
think
that
there
are
lots
of
teachers
that
maybe
have
these
relationships
that
we
aren't
aware
of,
and
we
should
use
teachers
to
be
engaged
with
those
kids,
so
I
think
about
the
sixth
grade.
Teacher
kids
were
leaving
for
seventh
grade.
A
What
rule
could
that
6th
grade
teacher
have,
or
the
8th
grade
teacher
have
for
that
kid?
That's
in
the
ninth
grade,
or
maybe
having
a
difficult
time
and
the
10th
grade.
Can
that
relationship
be
valuable
and
you
know
and
I
love
that
that
caseworker
I
think
that
that's
really
good.
If
we
can
get
that
intensive
with
this
group
of
kids
and
and
how
but
I
just
don't
forget
those
school
communities
and
the
role
that
they
can
play
from
classroom
when
I
say
teacher,
it
could
be
a
classroom
teacher,
but
it
could
be.
A
The
school
secretary
could
be
the
para
who
knows
who
has
that
relationship
but
involving
the
school
and
that
in
a
meaningful
way,
I
think
can
can
really
really
work
and
getting
some
of
these
kids
re-engaged
cuz
there
may
be.
You
don't
have
to
go
to
all
that
in
the
report
has
showed
us
that
kids
are
actually
more
successful
if
they
return
back
to
their
original
school.
So
let's,
let's
get
them
in
there
and
get
them
going.
So
thank
you
again
for
sharing
your
work
and
I'm
excited
to
be
involved.
A
However,
I
can
and
I'm
sure
my
colleagues
feel
the
same
Jane
you
mentioned
about
I
think
it
was
you.
They
talked
about
policies
that
are
railroad
blocks.
Have
we
been
able
to
identify
policies
that
immediately
we
should
be
walking
away
from
and
what
is
some
of
the
policies
over
the
short
and
long
term
that
we're
gonna
look
to
change?
K
Yeah
we've
compiled
a
through
some
of
the
work
that
Manny's
been
able
to
do
in
talking
with
programs.
So
some
of
our
all
Ted
programs
have
additional
criteria
for
entry.
Besides
just
the
referral
process,
so
we've
begun
a
conversation
around
what
those
are
and
what
we
think
are
feasible
and
what
we
might
want
to
recommend
some
changes
to
and
we
are
bringing
those
to
superintendent
Parral.
K
Some
one
example
would
be
that
you
had
to
have
failed.
All
3m
casts
in
order
to
get
into
a
school,
and
we
just
think
that
maybe
we
should
look
at
kids,
even
if
they
have
not
failed
em
cast
a
lot
of
them,
never
get
to
tenth
grade
to
take
em
cast,
so
we're
blocking
out
a
whole
group
of
students
who
could
move
forward
under
a
credit-bearing
system
and
continue
to
take
em
castes
or
try
to
take
the
retakes
on
em.
Take
castes
so
we're
creating
a
barrier
by
the
policy
for
kids
to
move
forward.
B
Thank
You
councillor
Kayla,
Thank
You,
councillor
sabi,
George
I,
will
tell
I
have
quite
a
bit
of
questions,
but
I
will
be
respectful
and
mindful
of
my
colleagues
so
I'm,
just
starting
with
the
PowerPoint
presentation,
so
I
look
at
this
and
I
agree
with
you,
superintendent
that
it's
you
know
their
roadblocks
and
they
are
general
suggestions
of
the
big
picture
work.
But
I
don't
view
this
as
a
plan
right.
You
know
that.
J
B
J
Is
not
the
plan
this
and
and
the
the
the
elements
that
I
outlined
are
some
early
building
blocks
to
work?
That
should
be
happening
immediately.
Even
while
we
are
planning
what
that
represents,
is
sort
of
the
synthesized
list
of
of
possible
areas
of
work.
That
will
be
a
starting
point.
We
don't
want
to
just
we
there's
no
reason
to
start
from
scratch.
There's
been
significant
work
rolling
forward,
so
that's
sort
of
the
Distilled
list
of
best
ideas
that
we
will
begin
with
with
the
reconstituted
working
group.
So.
B
My
question,
I,
guess
related
to
the
working
group.
Development
of
a
plan
is
who
you
know:
how
do
we
make
it
so
that
the
public,
including
our
school
leaders,
our
teachers,
our
parents,
our
students,
are
aware
of
what's
happening
even
behind
the
scenes,
with
respect
to
all
of
this
right.
The
development
of
that
plan,
so
the
working
group,
for
example,
is
it
set
up
who's
on
it?
How
do
we
make
that
list
public
lying.
O
D
B
Working
group
timeline
around
getting
to
a
place
where
it's
an
actual
plan
that
I'm
sure
has
to
either
go
before
the
school
committee
come
to
the
council.
That
demonstrates
the
budgetary
impacts
that
includes
not
just
these
roadblocks
but
other
things.
You
might
consider
that
should
go
into
that
plan
that
connect
the
bill,
BPS
plan
and
so
many
others.
B
Of
course
we're
also
expanding
that
to
include
those
who
are
almost
almost
out
of
exactly
and
then,
of
course,
now
expanding
it
to
include
this
additional
thousands
of
students
who
are
and
I
agree
with
councillor
Janey
who
are
behind
where
they
should
be
so
now.
This
is
expanded,
the
PI
of
students
that
we
have
to
deal
with
right
that
we
have
to
now
make
incredible
changes
both
in
the
immediate
in
the
long
term.
B
J
So
I
can't
I
think
it
would
be
premature
for
me
to
give
you
a
concrete
timeline
right
now,
because
we
are
just
convening
the
workgroup
as
we
speak,
but
I
can
say
we
will
share
that
membership.
We
will
also
share
strategies
that
we
will
be
drawing
in
additional
input,
but
initially
there
is
some
deep
work
that
needs
to
happen
inside
of
bps,
even
with
this
existing
list
to
figure
out
which
of
these,
for
example,
would
require
policy
changes
which
can
be
done.
J
J
In
addition
to
the
internal
bps
workgroup,
there
will
be.
There
is
a
school
leader.
There
will
be
a
school
leader
subcommittee.
We
had
more
than
a
dozen
Headmaster's
volunteer
in
our
late
August
advanced
Leadership
Institute,
so
they
will
be
a
core
of
who
we're
bringing
together.
But
as
we
finalize
that
list
we'll
be
happy
to
share
that
back
with
you
and
then
as
soon
as
possible,
get
a
sense
of
the
time
line.
And
please.
B
Do
not
take
my
questions
that
sort
of
an
attack
on
you
guys,
obviously
there's
a
sense
of
urgency,
and
one
of
my
points
of
frustration
and
being
in
government
is
how
slow
we
are
typically
to
move
to
get
things
done
right
and
to
resolve
plaguing
issues.
I
know
we
have
the
expertise
to
wherewithal
if
we
don't
have
it
within
the
system.
B
We
have
it
externally
with
people
in
this
audience,
people
in
community,
so
whether
it's
a
plan
for
these
students,
whether
it's
a
plan
related
to
build
VPS,
Madison,
Park,
we've
just
said
Madison
Park
I-
think
there's
a
sense
of
frustration
about
either.
If
a
plan
does
exist,
what's
happening
with
it,
so
we're
waiting
on
built,
bps
people
want
to
know.
Where
is
that
what's
happening?
And
then
you
add
these
other
layers
of
knowing?
B
We
need
more
plans
to
address
very
issue,
the
very
issues
that
we're
talking
about
today,
which
is
these
thousands
of
students,
in
addition
to,
of
course,
folks
who
are
dropping
out
or
on
the
verge
of
dropping
out.
So
it's
really
helpful
to
us
to
have
these
plans,
of
course
in
place,
but
also
for
them
to
be
a
plan
that
is
visible
and
that
we
can
actually
attach
timelines
to
so
we
can
hold
not
just
you
guys,
accountable,
hold
our
hold
ourselves
accountable
with
respect
to
that
plan.
B
So
I
would
love
to
hear
sooner
than
later
what
our
plan
is
with
respect
to
developing
a
plan
for
this
particular
issue,
yep
and
then
my
last
set
of
questions
before
I
turn
it
over
I
can
come
back.
I
have
to
just
sort
of
do
with
this.
The
alternative
IDI
re-engagement
Center.
We
often
sometimes
use
those
chain,
those
terms,
I,
think
interchangeably,
alternative
and
people
think
sometimes,
if
that
is
what
the
engagement
center
does
so
can
you
just
give
a
sense
of
how
many
alternative
IDI
programs
exist?
B
Where
are
they
pull
that
apart
for
people,
including
those
who
are
viewing
this
and
have
no
idea?
What
we're
talking
about
yeah
I
think
we
did
talk
a
lot
about
the
reengagement
Center,
but
what
does
it
also
mean
in
terms
of
so?
How
does
it
connect
to
the
alternative,
ed
programs
that
we
have
as
well
so.
J
I'm
going
to
turn
things
over
to
Tommy
in
a
moment
about
the
alternative,
ed
programs,
but
just
to
go
back
to
the
plan
and
the
timeline
I
think
one
of
the
things
I
also
share
your
sense
of
urgency
and
I.
Think
many
of
us
in
the
room
here
do
that's.
Why
I
want
to
be
very
clear
that
a
plan
is
not
a
proxy
for
inaction,
while
students
are
in
our
buildings.
J
So
while
deep
planning
on
some
of
the
big
moves
does
need
to
happen
collaboratively,
there
is
a
lot
of
foundational
work
that
has
been
done
and
I
think
it
will
hopefully
move
relatively
quickly
in
terms
of
what
can
we
operationalize
in
in
what
sequence,
so
we
will
get
back
to
you
on
that.
I.
Do
think.
It's
important
and
your
your
question
points
to
this,
that
we
also
speak
clearly
about
what
is
already
happening.
So
maybe
there's
some
inch.
J
You
know
some
interim
communications
that
we
can
focus
on
that
talk
about
current
work
underway,
even
while
a
more
elaborate
plan,
if
you
will
is
being
developed
and
then
the
last
is
to
just
again
return
to
the
things
that
we
are
already
acting
on,
because
we
do
not
need
to
plan
to
know
that
we
need
an
early
warning
indicator
system
developed.
We
just
need
to
get
going
on
that,
and
so
that
is
a
clear
priority.
J
We
did
not
wait
for
a
plan
to
move
the
reengagement
Center
and
expand
its
scope
of
work
that
is
already
underway
and
while
the
alternative
education
redesign
work
needs
to
happen,
the
foundational
moves
of
pulling
it
back
into
a
network
under
the
secondary
office.
That
has
already
happened
this
summer
and
was
rolled
out.
This
fall
so.
G
B
So
how
do
we
actually
put
that
into
a
place
where
everyone
can
look
at
that
happening
at
the
same
time
and
know
where
it
fits
in
and
also
allows
us
to
say,
hey
we
didn't
get
to
this,
this
part
of
the
plan
by
October
30th.
We
have
to
do
better
and
we
don't
know
that
if
it's
just
happening
behind
the
scenes
and
not
in
a
more
transparent
way,
so
I
know
that's
your
goal
and
I
appreciate
it.
J
Okay
and
then
on
the
alt,
ed
programs,
we
will
I'll
turn
this
over
to
Tommy,
except
to
say
that
we
have
a
number
of
alternative
education
school
models
that
many
of
us
historically
might
have
thought
of
as
schools.
And
then
we
have
a
cluster
of
subcontracted
programs
with
community
partners.
That
I
think
are
less
well
known,
and
what
is
happening
now
is
that
all
of
those
are
being
pulled
into
the
secondary
network.
That
Tommy
is
leading
thank.
N
Thank
you
just
just
to
summarize.
We
have
about
ten
programs
or
schools,
and
one
of
the
work
that
one
of
the
works
rooms
that
we're
focusing
on
right
now
is
clearly
identifying
what
the
schools
are
specializing
in,
and
the
students
that
they're
serving
part
of
this
work
is
clearly
communicating
not
only
with
our
team
at
the
Rec,
but
also
the
academic
counselors
and
the
principal's
that
some
of
our
traditional
schools,
our
selective
schools
across
the
city.
N
So
when
you
have
a
student
and
you've
exhausted
all
the
interventions
that
you
have
at
your
own
school,
you
could
clearly
say:
okay,
I
need
to
reach
out
to
Manny
here's
a
student
that
may
be
a
great
candidate
for
one
of
these
two
programs.
But
you
know
exactly
how
that
program
is
going
to
help
out
those
students
just
to
highlight
a
couple.
The
greater
Egleston
is
the
program
that
we
have
in
agusan
square.
N
It's
focusing
specifically
on
our
young
and
far
population,
so
they're
really
trying
to
create
this
niche
market
of
the
students
who
may
be
our
nine
retains
or
on
the
younger
in
the
spectrum,
or
even
students
that
are,
we
know,
are
off-track
in
the
eighth
grade
years.
So
we
know
that
they're
coming
in
targeting
specifically,
what
are
those
students
need
thinking
about
work
based
experiences
at
an
early
age?
N
We
have
our
community
academy
which,
which
really
works
with
a
small
group
of
our
court-involved
youth
as
well
as
old
and
far
it's
a
very
small
program
with
great
deal
of
supports.
It's
also
in
the
Jamaica
Plain
Roxbury
area
be
de
a
Boston
dated
evening
Academy.
This
is
our
only
program
that
services
students
beyond
the
age
of
21,
normally
after
student
turns
22.
We
have
to
think
of
other
alternatives,
options
for
them
in
the
Boston,
Adult,
School
or
other
GED
type
programs,
but
Boston
diamond
Academy
their
horse
man
charter
school.
N
N
N
The
Boston
collaborative
high
school
is
one
school
that
supports
six
different
programs
and
programs,
meaning
partnership
programs
from
some
of
our
external
support
providers.
They
do
have
three
programs
kind
of
in-house,
one
of
them
being
the
program
for
young
parents
in
expecting
teens
at
st.
Mary's,
very
small
population.
But
it's
it's
a
program
designed
for
life
skills
as
well
as
as
their
graduation
requirements.
Austega
high
school
right
downtown
is
for
recovering
youth
drugs,
alcohol.
N
It
is
a
regional
high
school,
so
we
do
have
students
from
outside
of
bps,
but
we
do
have
a
population
of
bps
about
half
the
students
are
at
bps
from
BPS
schools.
Edco
is
another
one
of
those
contracted.
I
was
just
there
today,
they're
really
focused
there.
They
just
got
relocated
to
the
edwards
they're,
focusing
on
our
older
older
and
for
our
students.
So
we
have
a
collection
of
schools.
Long
story
short.
What
we're
trying
to
do
is
really
make
it
clear
as
far
as
communicating
what
we
serve.
N
So
when
people
have
students
that
they've
they
could
come
to
Manning,
they
said
I've
tried
this.
This
does
not
or
students
that
have
already
dropped
out
and
we
could
go
back
to
the
school
that
they
were
just
that
and
we
can
engage
with
their
counselors
and
clearly
understand.
The
key
triggers
are
the
key
factors
that
number
one
worked
as
far
as
intervention,
but
also
what
didn't
work.
So
we
could
design
a
clear
program
and
an
assignment
for
them
I
just.
B
Have
two
questions
before
I
turn
it
over
and
they're
connected?
You
know
if
a
student
is
seeking
a
different
school
experience,
how
do
they
go
about
sort
of
finding
that
alternative
school
or
friend
program
what's
sort
of
the
process?
And
then
who
is
responsible
for
sort
of
matching
that
student
once
they
do
find
that
option
to
that
that
new
alternative
program
so.
L
I
think
that's
where
every
engagement
Center
comes
in,
so
a
student
will
come
in
and
meet
with.
So
first
of
all
the
students
are
currently
enrolled.
We
already
have
a
conversation
with
this
school.
That
way,
we
know
that
the
schools
on
board
the
parents
on
board
and
the
students
are
more
before
we
work
with
a
student.
So
that's
first
and
then
part
of
our
conversation
is
the
parts
that
are
all
out
because
many
times
students
don't
taking
consideration
the
outside
things
that
are
going
on
with
them
as
well.
L
That
may
prevent
them
from
going
to
a
particular
school
that
might
be
location.
They
may
be
working
parents
in
like
these
things,
so
we
literally
have
a
conversation
about
their
life,
about
not
only
what's
going
on
in
their
life,
but
also
their
goals
and
and
then
we
figure
out
a
school
and
and
then
we
help
walk
them
through
the
enrollment
process,
because
each
school
has
its
own
interview,
enrollment
process,
so
we
sort
of
walked
through
that
walk
through
that
in
some
schools
we
literally
go
with
them
to
the
interviews
and
and
as
we
gain
staff.
B
N
Many
mentioned
the
fit
I
think
that's
a
really
that's
a
part
of
the
secret
sauce
of
getting
our
kids
back
into
schools,
and
it's
not
saying
like
we
just
have
one
program,
that's
perfect
for
you!
Maybe
it's!
We
have
a
program,
that's
really
good
for
you
on
this
side
of
the
city
versus
on
this
side
of
the
city,
so
the
fit
meaning
both
for
the
student.
K
Also
want
to
just
mention
that
the
same
time
we
are
working
with
schools
to
look
at
their
own
internal
interventions
because,
as
the
Parthenon
study
has
pointed
out,
those
kids
are
more
successful
if
they
remain
in
their
school
than
if
they
go
out
to
an
alternative
program.
So
helping
with
many
and
our
social,
emotional
and
wellness
departments
trying
to
look
at
other
supports
that
can
be
put
in
place
when
the
students
still
in
home-school.
So
that's
another
sort
of
prong
of
the
work
before
we
recommend
somebody
move
out
to
an
alternative
program.
Do.
K
B
K
A
F
F
Students
get
to
eighth
grade
before
they're
getting
to
middle
school.
I
see
this
the
fact
that
so
many
of
our
students
are
not
getting
the
support
that
they
need.
That
happens
early
in
their
schooling
and
so
the
more
we
focus
on
prevention
and
intervention,
the
better
off
we'll
be
so
what
is
happening
in
our
early
grades
that
we
still
year
after
year,
have
this
persistent
problem.
L
Right
so
my
area,
expertise
is
high,
school
I
would
say,
but
what
what
I
do
notice
is
attendance
in
middle
school
is
a
big
predictor.
So
when
I
look
back
and
then
sometimes
we
look
at
MCAT
scores,
many
of
our
students
have
passed.
Mcats
I
should
acknowledge
that
I
should
say
that
many
of
the
students
who
have
left
school
or
struggle
in
school
have
passed.
203
MCATs
some
in
some
cases,
all
three
so
we're
in
largely
not
dealing
with
an
academic
issue.
L
But
what
I
do
notice
from
some
of
our
students
who
come
in
and
I'm
looking
at
Kevin
bro
the
headmaster
over
there
who
works
with
a
lot
of
these
students?
What
I
do
notice
is
attendance?
Usually
I
stopped
missed
a
lot
of
school
in
middle
school
and
then
they
end
up
getting
an
overage
and
then
they
kind
of
start
high
school
behind
the
eight-ball,
so
I
I
won't
I,
can't
really
necessarily
jump
jump
into
what
happens
in
the
school
buildings
at
the
eighth
grade.
But
I
do
notice
those
things
I.
F
Appreciate
that,
and
and
that's
the
same,
those
are
the
same
indicators
that
we
heard
10
years
ago
in
a
report.
So
I
guess
you
know,
one
question
is
what
is
going
to
be
different
now
this
is
not
the
first
time
we've
had
this
conversation,
it's
not
the
first
time
we've
talked
about
tardiness.
We've
talked
about
absenteeism,
we
talked
about
students
being
overage,
we've
talked
about.
You
know
middle
school
being
able
to
point
this
out
on
who
was
on
track
to
to
drop
out
of
our
schools.
So
what
is
going
to
be
different
this
time?
F
What
are
we
proposing
that
is
different
here
and,
as
folks
have
already
acknowledged,
this
is
not
a
plan
and
I
would
like
to
see
in
addition
to
just
building
on
what
councilor
Campbell
said,
in
addition
to
folks
being
aware
about
the
development
of
a
plan,
I
want
people
to
participate.
So
what
I
heard
from
our
young
people
here
was
that
they
were
partners
in
their
own
education
that
their
parents
were
involved.
F
They
had
relationships
and
connections
with
teachers
who
cared
about
them
and
their
administration
was
there
for
them
and
to
me
those
four
elements
are
very
important
if
we're
talking
about
doing
anything
in
terms
of
making
change
for
the
better
in
our
schools,
making
sure
that
there's
partnership
between
students,
parents,
teachers
and
administrators,
so
I
would
like
to
see
them
part
of
the
development
of
a
plan.
But
back
to
the
question,
this
plan
build
PBS
plan.
F
P
Q
P
For
real
had
to
head
to
leave,
let
me
just
start
with
the
first
question
about
the
the
middle
school
and
and
coming
into
high
school
already
off
track.
So
as
as
you
know,
we
and
actually
there's
a
very
strong
intersection
point
was
with
Bill
VPS
and
the
number
of
grade
configurations
we
have
and
the
many
changes
that
have
occurred
to
how
we
structure
our
schools
that
have
given
that
have
created
some
opportunity
opportunity
areas
in
some
places
where
opportunity
may
be
lessened
as
a
result.
P
So
one
of
the
things
we
can
see
is
that-
and
it's
also
part
of
our
study
of
enrollment
and
assignment,
is
that
over
the
past
five
seven
years,
there's
been
a
market
decrease
in
the
enrollment
in
our
six
seven
eight
schools
that
model
just
in
general
nationally,
there's
a
tremendous
amount
of
evidence.
Research
evidence
to
suggest
that
that
that
model
isn't
really
well
aligned.
P
For
the
most
part,
this
is
not
as
I'm
not
trying
to
take
a
crack
at
any
one
school
or
any
any
type
of
school,
but
that
model
isn't
necessarily
aligned
with
building
a
support
service
system
around
our
most
vulnerable
students.
At
the
point
where
they
enter
early
adolescence,
and
so,
if
they're
coming
out
of
elementary
school
well
prepared
to
do
middle
school
work,
there's
generally
a
smoother
transition
and
in
a
lot
of
places,
there's
a
k-8
setting
where
that's
that
whole
kind
of
nurturing
occurs
and
remains
all
the
student
remains
in
one
place.
P
But
when
you
have
a
series
of
smaller
transitions-
and
perhaps
your
student
is
a
little
bit
more
at
risk
of
experiencing
school
stress
and
school,
endless
less
able
to
engage
fully
and
stay
completely
on
track.
I
know
where
I'm
trying
to
be
working
with
the
language
shifts
here
that
that
is
a
that
early
adolescent
moment
is
a
very
tough
moment,
so
those
are
some
of
the
other
considerations
that
lead
into
students
coming
in
tonight's.
A
that's
a
two
second
explanation
of
a
monumental
research,
literature,
dr.
F
Monson
can
I
just
I
want
to
be
mindful
of
time
and
I
see
that
people
are
leaving
and
I
have
a
couple
of
other
questions
and
while
I
have
you
perhaps
you're
the
best
one
to
answer
I'm,
not
sure.
So
the
bar
report
that
came
out
a
couple
of
months
ago
showed
what
many
of
us
predicted,
including
myself,
that
if
you
change
transportation
and
assignment
through
the
homegrown
system
or
the
home
based
system,
that
more
students
would
have
less
access
to
quality
schools,
and
the
bar
report
showed
that.
F
P
Not
not
wanting
to
oversimplify
and
and
the
barri
report
is
looking
at
I
believe
three
years
of
implementation,
data
which
is
essentially
K
one
and
two
I
believe
or
pre-k,
one,
okay
and
one
so
that
that
research
is,
it's
also
providing
more
support
from
some
to
some
extent.
For
what
I'm
saying,
which
is
that
we
need
all
of
our
schools.
Obviously
we
need
every
one
of
our
schools
to
be
a
robust
educational,
Learning
Center
for
all
children
and.
P
Not
all
there
at
the
moment,
and
so
what
we
need
to
make
certain
that
happens
through
all
the
plans
you
were
describing
is
that
we
are
coming
at
all
fronts
on
improving
the
quality
of
our
educational
services.
The
access
students
have
to
those
and
our
ability
to
get
to
in
instructional
and
socio-emotional
and
other
types
of
supports
to
our
most
vulnerable
students
when
they
begin
to
show
evidence
that
they
need
them
not
when
they
perhaps
get
to
a
grade
where
it's
a
part
of
the
way.
We
think
about
the
problems.
F
L
Were
a
number
of
things
so
in
jumping
on
it,
but
so
lots
of
things
so,
first
off
and
there's
two
groups
distinct
groups
of
students
right
so
first
we
got
the
chronically
absent
which
range
all
ages.
We
even
had
some
students,
one
student.
It
was
six
on
the
list,
that's
another
story,
but
the
bottom
line
is
so
you're
in
some
sense,
as
you're
talking
to
the
parent
that
sometimes
you're
talking
to
the
student
and
sometimes
you're
talking
to
a
neighbor.
L
So
when
it
comes
to
parents
of
chronically
gasps,
a
lot
of
them
were
excited
that
we
were
getting
out
that
they
were
going
to
get
in
support,
that
there
was
someone
who
even
cared,
and
we
can't
enough
to
kind
of
do
this
with
some
others
were
for
dropouts
lots
of
times.
The
the
information
changes
very,
very,
very
quick.
Anyone
who
does
work
with
when
young
people
known
as
cell
phone
numbers
and
addresses
they
changed
really
quick.
F
N
Know
that
just
from
sharing
out
afterwards,
several
examples
of
people
happen
to
work
or
doing
other
things
that
impacted
their.
That
would
prevent
them
from
going
to
school.
But
there
are
a
couple
that
I
ran
into
during
my
business,
where
this
one
young
man
passed
all
his
name.
Cassie
was
just
a
couple
of
classes
away,
but
he
was
battling
depression.
He
he
he
something
happened
in
school
as
talking
to
his
aunt.
He
didn't
want
it.
He
doesn't
want
to
leave
the
house,
he
gained
a
whole
bunch
of
weight.
He's
like
I.
N
Just
don't
want
to
leave
the
house,
and
he
didn't
realize
that
we
had
different
options
for
him.
That
didn't
require
him
to
go
back
to
it
and
he
was
in
a
citywide
school.
He
was
at
a
school
that
you
would
think
of
as
a
pretty
high
in
school.
He
was
this
close
away
and
didn't
realize
that
there
was
an
option
to
get
him
there
and
probably
listen
a
semester
based
on
some
of
the
programs
that
we
have
he's
coming.
F
N
N
If
we
had
like
a
mini
counseling
session
right
there,
I
was
like
look
here
all
the
math
core
classes
here,
the
tests
you
are
this
close
and
just
kind
of
that,
like
I'm
19
years
old
and
like
I,
could
come
back
and
finish
by
December
I
was
like
yeah.
You
can
so
I
think
that
that
personal
touch
I
know
that
you
had
mentioned
earlier.
The
words
that
you
heard
were
community
connection,
positive
environment.
N
Those
resonated
with
me
as
a
school
leader
when
I
was
in
middle
school
and
high
school
principal
I,
used
to
love
starting
my
my
meetings
off
with
like
students,
I
love,
you
I
support.
You
I
think
that
really
needs.
We
need
to
figure
out
how
to
get
that
and
translate
into
a
language
where
kids,
who
are
this
close
or
kids,
who
are
way
far
off,
actually
understand
people
are
there
to
support
them
and
we're
here
to
take
care
of
them.
We're
here
to
get
him
to
that
finish
line.
N
F
L
First,
to
follow
up
I
know
that
there's
five
that
we
directly
connected
and
I
I'd
have
to
get
back
to
you
on
the
other
ones.
But
I
did
what
five
I
know.
One
was
a
one
of
the
young
ladies
on
a
list
also
had
a
sister
who
was
having
some
challenges
as
well.
We
was
able
to
reconnect
both
of
them.
So
that's
what
and
that's
two
of
the
five.
B
Thank
you
just
to
follow
up
on
the
altar
at
peace.
So
obviously
not
every
off-track
student
needs
a
placement
in
an
alternative,
ed
setting,
but
the
report
did
demonstrate
that
we
have
what
I
think
1200
seats,
but
without
over
3,000
right
who
might
possibly
look
to
the
alternative
space.
So
what's
the
district's
plan
in
terms
of
expanding
the
capacity
of
this
programs
and
the
sort
of
the
options
of
these
alternative
programs
to
meet
the
needs
of
these
students,
I'll.
L
Start
by
saying
this
because
there's
one
thing
we
didn't
mention
so
when
I
first
started
doing
these
work,
this
work,
the
list
of
students
who
had
dropped
out
of
school,
was
about
two
thousand
two
thousand
students
on
that
list.
So
when
I
look
at
my
last
round
of
our
reach,
it's
about
seven
hundred,
so
we
were
able
to
lower
the
to.
L
L
What
we
dealt
with
before
was
we
had
alternative
schools
that
had
long
waiting
list,
because
you
had
you
had
so
many
different
students
with
all
with
different
demographics,
all
outside
of
school,
and
so
now
what
we're
dealing
with
where
we,
where
we
have
lowered
the
dropout
rate,
is
that
we're
dealing
with
students
who
may
have
some
higher
needs
and
combinations
of
things
where
they
may
be
homeless.
They
may
be
parents
and
they
may
have,
they
may
have
IEP
s
or
yeah
spent
a
capacity
and,
and
so
was
happening
is
we
have.
L
We
have
seats,
but
not
all
the
seats
can
work
for
the
students
that
are
actually
out
there
and
which
is
the
reason
why
we're
all
here
while
we're
doing
this
work-
and
that's
that's
part
of
it
so
I
so
I
will
speak
to
my
partner
from
what
I'm.
Seeing
from
from
my
work
I'll.
Let
everyone
else
comment:
I.
N
Think
it
is
important
to
note
that
our
schools
do
have
support
structures
in
place.
Our
citywide
schools
are
our
higher
performing
schools,
our
admissions
based
schools
that
we
need
to
really
look
at
the
practices
we
and
the
programs
we
have
within
the
school.
There
are
two
schools
I'm
thinking
of
right
now
at
Excel
and
Charlestown
high
school.
They
actually
have
alternative
programs
within
their
own
building.
So
just
my
experience
as
a
school
leader,
I'd
work
with
my
principals
in
the
local
area
and
I'd
say:
look
we're
going
to
handle
our
arts,
our
student
population.
N
N
I
think
that
one
of
the
goals
of
this
work
is
not
only
if
we
mentioned
aw
our
early
warning
indicator
system,
getting
the
information
into
the
hands
of
our
school
leaders
as
fast
as
we
can,
so
they
can
basically
intervene
and
provide
the
proper
interventions
to
our
students.
As
fast
as
we
can.
You
mentioned
the
middle
school
to
high
school
transition
a
lot
of
times.
Our
students
come
with
rich
information,
but
it's
not
always
transferred
as
fast
as
they
can
to
the
next
school.
N
That's
going
to
be
serving
the
students,
so
thinking
about
how
could
we
can
get
accurate
information
within
the
systems
and
support
that
we
have
in
our
that
we
already
have
existing,
but
then
thinking
about
how
we
get
the
interventions
in
place
for
the
students
at
a
very
early
stage
in
their
in
their
high
school
career.
If
a
student
is
chronically
absent
for
fifth
and
sixth
and
seventh
and
eighth
grade,
we
could
easily
look
back
and
say:
look
at
the
student
missed
150
days
in
the
last
four
years
of
school.
N
By
the
time
they
come
to
ninth
grade
that
might
be
a
red
flag
for
the
attendance
counselor
or
somebody
on
that
team
to
say
look.
We
need
to
talk
to
Manny,
who
has
demonstrated
very
poor
attendance,
which,
after
two
or
three
years,
it's
gonna
by
definition,
he's
going
to
miss
X
amount
of
days.
What's
going
to
put
him
back
so
really
thinking
about
the
resources
we
have
getting
the
information
to
our
school
leaders
and
our
leadership
teams
as
fast
as
we
can,
so
they
can
act
and
provide
intervention.
I.
B
Mean
just
for
the
sake
of
time,
because
I
just
have
a
few
more
questions
related
to
enrollment
accountability.
I
think
are
important
for
people
to
know,
but
this
still
sounds
like
theirs.
So
my
question
was:
what's
the
plan
to
expand
the
capacity
and
the
type
of
alternative,
ed
programs
that
are
available
to
our
students,
so
there
still
is
a
gap
between
those
students
that
you're
speaking
of
manning
that
are
seeking
something
that
we
currently
they
don't
have
having
created
or
isn't
available.
B
P
We
have
a
school
Excel
that
has
has
a
program
inside
of
it
right
now,
that
is
in
its
second
year
of
existence,
and
it
is
there
specifically
to
work
with
Excel
students
who
are
are
sort
of
there
they're
near
they're,
near
graduation,
whether
they're,
old
or
they're
young
in
there,
but
they've
had
been
experiencing
stress
inside
of
Excel.
The
two
pieces
are
both
part
of
Excel,
but
the
children,
the
students
transition
over
into
that
Excel
that
Excel
on
site
all
Ted
program.
P
We
did
learn
a
lot
from
looking
at
the
Parthenon
report
in
the
Parthenon
data
and-
and
there
is
a
pretty
clear
indication
that,
to
the
extent
that
you
can
keep
students
in
their
home
school
they're,
there
they're
going
to
do
better,
at
least
according
to
the
way
things
are
set
up
right
now,
with
our
all
dead
system.
So
we're
looking
at
different
ways
to
work
on
this.
It's
will
be
part
of
the
plan
that
that
superintendent
Perot
was
talking
about
concretely
in
more
detail.
P
What
will
what
will
happen,
but
some
of
our
work
is
aimed
at
providing
strong
or
alternative
education
support
inside
our
open,
enrollment
high
schools.
Many
of
our
schools
have
a
program
and,
and
some
of
them
have
the
same
issues
that
going
to
another
school,
have.
If
you
go
into
that
program
at
some
point
in
the
middle
of
the
semester,
you
can't
transition
back
until
a
certain
point
in
time.
So
we
need
to
reduce
barriers
with
the
existing
programs.
P
We
need
to
check
outcomes
with
the
existing
programs
and
we
need
to
take
some
of
the
national
models
that
are
out
there
for
how
this
type
of
thing
works
and
pilot
them
in
some
of
our
schools
to
expand
seats,
not
just
in
new
programming
somewhere
else,
but
inside
of
the
school
for
those
students
for
whom
that's
appropriate,
so
you're
right.
This
will
be
a
piece
of
what
comes
back
to
you
in
the
draft
plan
for
comment
and
input,
but
we
are
already
working
on
some
small
models
and
some
small
pilots
around
the
district
and.
B
P
B
P
So
I
I
think
that's
probably
a
big
intersection
point
between
this
work
and
bill
BPS,
because
some
of
those
middle
schools
are
some
of
the
large
some
of
our
six
seven
and
eight
are
some
of
our
largest
existing
spaces
and
they
used
to
have
1200
1400
students
and
they
now
have
300
350.
So
I
do
believe
that,
as
the
bill
BPS
work
is
is,
is
it
ongoing
and
we're
starting
to
make?
You
know
we're
starting
make
trees
and
getting
ready
to
make
presentations
about
what
some
of
the
findings
are?
B
P
B
Then
sort
of
a
couple
of
just
a
couple
of
questions.
I
know
this
is
bill
bps
and
we're
waiting
for
bill
PPS
anxiously
waiting
for
bill
BPS,
but
you
know
who
tracks
all
of
this.
So
our
seats,
our
enrollment,
the
seats
are
going
down
here.
We're
going
to
assign
this
program,
this
group
of
students,
administrative
Lee,
to
this
school
who's,
dis,
who's
responsible
for
the
decision-making.
With
respect
to
all
of
this.
P
F
Last
question,
because
we
definitely
want
to
hear
from
the
public
and
I
do
appreciate
that
you're
here
and
I
also
want
to
acknowledge
all
of
our
nonprofit
partners
who
are
who
are
in
the
room,
just
kind
of
and
I
guess
we'll
find
out
on
the
17th.
But
when
I
hear
1,200
seats
to
300
I
mean
1200
students
to
350
students
in
middle
schools,
I
think
it.
You
know.
People
worry
about
school
closures
and
stuff,
but
I
guess
you'll
probably
hear
about
that.
B
Just
to
piggyback
on
that
I
mean
obviously
it
shows
up
in
the
middle
schools,
but
it
shows
up
in
our
high
schools
right.
So
if,
if
it
is
not
a
closure,
if
it's
not
a
consolidation,
what
does
that
mean
to
have
a
school,
for
example,
that
it
has
a
group
of
students
that
are
wait?
Well,
one
they've
maximized
all
of
their
round
one
to
get
into
this
school,
and
now
they
have
people
waiting
to
get
in.
B
Then
you
have
another
school
over
here
that
either
people
aren't
choosing
and
most
of
those
some
are
open
enrollments,
but
are
being
administrative
Lea
signed
to
what
does
that
do
in
terms
of
the
resources
for
that
school,
the
programming
at
that
school?
What
impact
does
that
have,
regardless
of
what
we
decide
to
do
at
that
school?
What
impact
does
that
have
on
that
school?
And
how
do
we
sustain
that
school?
Financially?
If
that's
the
case.
P
So
one
of
the
conversations
that
the
Parthenon
people
alluded
to,
but
we
didn't
go
into
detail
about,
had
to
do
with
concentration
of
need
and
the
impact
on
both
performance
and
also
on
also
the
requirement
for
funding.
So
I
feel,
like
that's
a
a
very
important
topic
for
us
to
delve
into
at
a
later
time,
when
there's
more
time
for
us
to
have
that
conversation,
and
we
can
amass
the
information
that
we're
beginning
to
compile
and
and
talk
it
through
and.
B
So
one
continent
so
outside
of
the
question
I
just
asked,
which
was
just
the
reduction
of
numbers
right
off
that
gap.
Then
you
know
that
for
some
open
enrollment
schools,
the
the
folks
that
need
the
most
are
being
concentrated
in
certain
schools
that
also
need
the
most
because
either
they're
under
enrolled
or
in
addition
to
being
under
enrolled.
They
have
students
that
are
desperately
in
need,
whether
it's
English
language,
learners,
those
administrative
or
the
sign,
because
they
just
got
here.
B
They
are
behind
in
some
way,
but
they're
still
are
being
assigned
to
these
schools
versus
the
ones
that
are
filled
to
capacity
someone's
deciding
to
put
those
students
here
versus,
say
in
Latin,
school
or
anywhere
else.
So
I
think
having
that
pulled
apart.
A
little
bit
in
this
plan
or
part
of
the
conversation
I
think,
is
really
important
for
the
public
for
families
to
have
a
deeper
sense
of
enrollment,
a
deeper
sense
of
their
choice.
B
When
it
comes
to
our
school
process,
people
may
be
choosing
schools
putting
one
two
and
three,
but
not
getting
those
schools
right
or
they
may
be
administratively
signed,
hoping
to
get
a
transfer,
and
we
know
that's
not
happening.
So
what
effect
is
that?
Having
on
this
idea
that
we
say
we
have
a
system
that
is
designed
around
choice,
so
I
look
forward
to
continuing
conversations.
I
really
appreciate
you
guys
being
here
in
the
work
you
do,
including
the
pieces
that
you
are
doing,
that
many
people
may
not
know
about.
B
A
R
R
R
I'm
Betty
bulky,
O'gara
and
I'm.
The
executive
director
of
an
agency
called
key
steps
which
is
co-located
at
open
and
Roman
high
schools
in
the
Boston
Public
Schools,
and
we
served
last
year
300
over
300
young
people,
302
young
people
and
I
just
need
to
say
that
I
did
have
prepared
testimony.
But
I
think
I'd
like
to
highlight
some
of
the
points
that
you
made
today.
R
One
Kim
we
work
with
young
people
who
are
generally
over
age
and
under
under
credited
young
parents,
newcomers
to
the
country
and
other
young
people
who
are
special
needs
who
need
extra,
supports
and
Kim
you
or
counselor
Janey.
You
underscored
the
need
for
trauma,
services
and
I.
Certainly
concur
with
you
a
hundred
percent
counselor
George.
You
underscored
what,
in
my
opinion,
was
the
need
for
the
community
opportunity
at
school
and
that
to
me
indicates
mainstreaming
of
all
of
our
young
people.
R
I
really
feel
that
mainstreaming
is
the
way
to
go
as
opposed
to
separating
out
all
ii
D,
although
I
also
feel
for
high-risk
high
need
young
people.
There
are
those
issues
that
we
do
need
to
deal
with
in
an
alternative
school
setting,
but
for
the
most
part
the
sense
of
community
is
so
very
important
and
president
chairperson
Campbell,
when
you
cited
your
brother
I,
just
wonder
if
he
was
marginalized
by
the
high
schools
because
of
perhaps
quote
unquote.
R
Lack
of
interest
and
I
really
feel
that
most
young
people
are
in
school
because
they're
extremely
interested
in
being
in
school
and
succeeding
with
school
and
moving
forward,
and
our
graduation
and
retention
rates
started
out
as
56%
and
it
gradually
eased
up
to
90
percent
over
10
year
period
of
time
we're
down
to
80
percent.
But
that's
okay,
because
in
a
four-year
graduation,
sometimes
it
takes
extra
time
and
I.
R
Don't
think
that
there's
anything
wrong
with
taking
five
years
to
get
out
of
high
school
if
you're
prepared
to
go
to
college,
to
go
to
work
and
to
create
a
healthy
family
and
healthy
community.
So
in
summary,
I
would
like
to
underscore
the
comments
that
you
made
as
very
important
questions
that
this
plan
and
any
other
plan
that
has
to
do
with
keeping
young
people
in
school.
Not
keeping.
But
making
sure
that
they
are
invested
in
school,
their
parents
are
invested
in
school
and
their
teachers
are
invested
in
them.
R
The
last
part
is,
and
Donna
touched
upon
it
a
little
bit,
but
when
you
get
a
young
person
in
the
middle
of
the
school
year
to
come
back
to
school,
she
or
he's
going
to
get
the
teachers
that
are
most
probably
very
young.
Teachers
perhaps
need
a
little
bit
more
esprit
de
corps
in
terms
of
identifying
with
young
people
and
so
on,
and
engaging
them
and
I
think.
R
We
also
have
to
look
at
training
for
our
new
young
teachers,
because
we
have
a
40%
turnover
and
staff,
and
we
have
to
pay
attention
to
that
and
we
have
to
pay
intention
to
engagement
and
connection.
So
I
I
actually
had
all
kinds
of
statistics,
but
I
really
feel
that
you
very
succinctly
addressed
a
lot
of
the
questions
and
issues
that
young
people
are
confronted
by.
R
We've
been
around
since
1978
and
we
we
are
co-located
at
our
high
schools,
which
mean
we
provide
full
time
services
in
the
high
schools
to
make
sure
that
the
young
people
engage
with
the
teachers
and
engage
with
the
system,
and
it's
a
lot
of
social
and
emotional
work
and
we're
all
masters
level
counselors.
So
thank.
A
B
S
S
Maybe
had
some
absences,
maybe
didn't
have
you
know
the
parental
support
of
other
that
other
students
did,
and
there
was
intervention
with
the
guidance
office
with
a
teacher
at
the
school
who
would
check
in
early
morning.
You
know
check
in
about
homework
and
check
in
at
the
end
of
the
day.
So
the
model
is
not
that
different.
It
can
be
done
at
any
of
the
high
schools
and
I
do
not
profess
to
have
any
expertise
in
administrative
management,
but
the
outgoing
superintendent
had
a
reorganization
plan
and
I
believe
the
interim
is
pretty
much
following
it.
S
I
did
notice
that,
unlike
in
the
past,
when
the
principals
of
some
of
the
higher
achieving
schools,
the
exam
schools
and
the
other
open,
enrollment
schools
and
some
of
the
alternative
schools
all
got
together,
there
was
a
very
productive
of
dialogue
and
they
liked
being
able
to
talk
across
those
different
types
of
strata.
This
new
organizational
plan
has
a
lot
of
high
schools
under
one
superintendent.
You
know
some
lower
scoring
high
schools
in
another
bucket
and
then
some
high
schools
that
the
former
superintendent
thought
whoops.
They
might
fall
into
a
level
four.
S
There
are
level
three,
so
I
guess
as
a
non
educator
I'd
ask
you
know.
Maybe
we
need
to
rethink
that
you
know.
Do
we
put
a
level
three
with
schools
that
are
succeeding
or
have
some
of
these
promising
practices,
whether
it's
Charlestown
high
with
diploma
press?
There's
something
or
do
we
lump
them
with
the
lower
scoring?
It's
just
a
question,
for
you
know
those
people
out
there
who
were
doing
the
hard
work
to
think
about.
B
M
Also,
a
member
of
educators
for
excellence,
Boston,
a
teacher
led
nonprofit,
focused
on
improving
student
outcomes
and
elevating
the
teaching
profession.
I
want
to
talk
briefly
about
concentration
of
need.
I'm,
just
gonna
move.
This
I
am
a
21st
century
educator
I
believe
that
good
teachers
don't
lecture
we
facilitate
and
we
experiment.
We
guide
students
from
curiosity
to
creativity
at
East
Boston.
We
have
a
lot
of
students
with
poor
attendance
which
upsets
collective
progress
in
the
classroom.
Consequently,
off-track
students
excuse
me
consequently
on
track.
Students
sometimes
become
off-track,
because
they're
destabilized
by
inconsistency
and
repetition.
M
Poor
attendance
is
a
problem
among
my
students,
but
it
is
a
symptom
of
more
unmet
and
immediate
needs.
Students,
minds
and
bodies
need
to
be
healthy,
safe
and
free
to
wonder
in
search
for
truth.
Unfortunately,
my
students
are
more
focused
on
survival.
They
battle
homelessness
and
hunger.
They
worry
about
staying
employed
to
supplement
family
income.
They
struggle
to
maintain
health
and
hygiene,
either
unaware
of
available
social
supports
or
baffled
by
the
processes
that
they
need
to
follow
to
access
those
supports.
M
Last
year,
I
had
a
student
named
Mario
who
worked
60
hours
a
week
in
a
restaurant
he
sent
a
portion
of
his
paycheck
home
to
feed
his
brother
in
El,
Salvador
and
Mario
was
18
years
old
and
shouldered
more
responsibilities
than
some
of
the
adults
here
in
this
room.
Both
professional
and
personal
Mario
did
not
pass
science
class
and
he
did
not
return
to
school
this
year.
Ultimately,
the
system
did
not
embrace
him
in
and
supply
him.
The
alternatives
that
he
needed
to
be
successful.
M
Students
like
Mario,
are
not
off
track.
Their
tracks
are
different,
and
every
school
in
bps
needs
to
have
the
resources
and
the
flexibility
to
acknowledge
and
accommodate
their
personal
struggles
without
waiting
for
plans
that
won't
adequately
address
logistical
challenges
like
matriculation
and
transportation.
The
policy
recommendations
in
the
parthenon
report
make
it
seem
like
schools
in
the
future
will
be
tailored
to
different
kinds
of
needs
that
families
and
students
will
be
able
to
shop
for
a
school
that
they
in
the
same
way
that
they
they
might
shop
for
back-to-school
supplies.
M
This
model
is
inherently
competitive
and
it
will
likely
produce
another
iteration
of
systemic
inequity
where
students
and
families
with
more
resources
to
start
access.
The
best
resources
available,
a
scenario
that
I
imagine
sounds
kind
of
familiar
every
school
in
Boston
needs.
More
personnel
supports
until
more
supports
are
consistently
in
place
to
help
students
and
families
address
out
of
school
issues
that
steal
attention
from
academics.
Teachers
like
myself,
will
fight
a
losing
battle.
The
inconsistency
of
student
attendance
reflects
the
district's
own
inconsistency
in
providing
targeted
supports
for
students
who
are
pulled
away
from
learning.
M
Last
year
there
was
a
health
clinic
in
my
school
this
year.
It
isn't
there.
This
year
we
have
a
teen
empowerment
program,
but
I'm
not
sure.
If
they'll
be
back
next
year,
Boston
can't
ask
students
to
show
up
for
school
at
Boston,
won't
show
up
for
students
yelling
not
daily.
We
need
to
show
up
year
after
year,
that
is
when
a
grown
up
in
a
school
goes
away.
Students
feel
abandoned.
If
we
want
a
long-term
commitment
from
students,
we
must
make
a
long-term
commitment
to
them.
M
So
please
hear
my
call
for
more
mental
health
staff
in
school.
I
realize
I'm,
going
over
the
five
minutes
allotted
I'll
close
out
here
for
more
medical
professionals,
more
money
for
social
services,
more
robust
translation
services,
more
flexibility
for
schools
that
want
to
offer
alternative
schedules.
I
heard
people
talking
about
that
alternative
programs
within
the
schools
to
working
students
so
that
they
can
work
and
sleep
as
you
can
send.
As
you
consider
the
findings
and
recommendations
from
the
private
anon
report,
I
implore
you
to
act
on
these
areas
for
improvement
in
the
presence,
some
structure.
B
A
O
O
Am
from
where
I
have
no
flag?
Why?
Because
my
country
killed
my
family,
I
am
from
Nelson
Mandela
leader
and
peacemaker
in
the
world.
I
am
from
my
dream
to
get
my
high
school
diploma
at
Boston,
adult
Technical
Academy
I
am
from
where
I
wish
to
pass
my
examinations
and
all
my
subjects
getting
opportunities.
Just
like
those
who
were
born
here
and
grew
up
here,
excerpt
from
about
a
graduate
last
year,
Somali
student
and
refugee,
who
last
year
was
facing
discharge
and
forced
removal
from
our
school.
O
In
fact,
I've
been
here
for
about
eight
years
I'm
here
with
my
colleagues
and
one
of
our
students
today,
and
what
we'd
like
to
do
is
share
a
letter
from
our
school
community
to
the
members
of
the
student
of
the
City
Council
and,
along
with
that,
we'll
be
sharing
a
few
excerpts
from
our
students.
Writings,
like
the
one
I
just
shared,
and
while
their
students
have
not
been
able
to
speak
and
advocate
for
themselves.
O
O
Concerned
members
of
the
City
Council
as
teachers
and
x/n
students
at
Boston,
adult
Technical
Academy,
an
alternative
school
that
serves
students
aged
18
to
22.
We
want
to
offer
a
perspective
on
the
issue
of
how
BPS
is
serving
off-track
youth,
most
of
them
from
the
district
and
newly
arrived
English
language
learners,
in
fact,
about
80%
of
our
population,
our
recent
immigrants
into
the
country.
O
We
believe
that
our
students
deserve
the
supports
and
resources
they
need
to
succeed
with
us
and
beyond.
Our
students
are
often
sent
to
us
part
way
through
the
year
from
their
four-year
high
schools,
for
a
variety
of
reasons,
one
of
which
might
be
that
the
student
is
in
danger
of
failing
or
has
little
hope
of,
earning
enough
credit
to
graduate
in
time.
O
T
T
I
learned
a
lot
of
English
and
I
even
person,
one
of
my
amicus
and
I
have,
but
this
year's
I
will
be
22,
so
I
can't
stay
in
the
same
place,
I'm
being
for
for
sure
to
go
a
new
school
where
I
will
take
only
two
days
for
class
at
night,
but
I
don't
like
that,
because
I
wish
to
have
more
day
to
study
with
supportive
teacher,
where
I
can
learn
more
and
prepare
for
college
class.
I
wish
to
get
my
high
school
diploma
and
also
to
go
to
college
to
study
education.
T
I
don't
want
to
give
up
on
my
dream
because
of
my
age.
I
really
love
my
school
and
I
wanted
to
continue
to
study,
because
my
future
isn't
on
my
school,
but
is
a
place,
but
is
so
good!
That's
why
I
want
to
stay
there
until
my
graduation
I
come
here
in
this
country
for
opportunities.
So
that's
why
I
wanted
to
go
ahead
until
I.
Have
my
dream
in
my
hand,
thank
you.
I
think,
I
think
about
school.
Every
single
day
to
me.
Bada
is
a
place
where
I
can
flow.
Well.
This
is
my
home.
T
What
I
write
from
vara
so
I,
but
it's
a
place
where
I
can
flow
well
at
Barratt,
I
feel
safe.
Vara
is
not
my
house,
but
I
feel
more
comfortable
than
my
house.
I.
Am
here
writing
some
words
to
describe
era,
because
here
at
bara
I
see
my
future
Fiat
bara
I
see
my
happiness
here
at
Ibarra,
I
feel
happy,
but
I
see
more
community,
but
here
everyone,
everybody
is
safe.
Here
everybody
learn
about
life:
education,
community,
I,
sleep
dreaming
with
bara
I.
T
T
T
E
U
So
a
student
like
Erickson
who's,
turning
22
in
November
in
the
past
before
sort
of
the
Parthenon
rapport
in
this
scrutiny,
I
guess
I,
don't
know
exactly
what
to
call
it.
Students
who
were
close
to
graduation
were
were
kind
of
allowed
to
stay
until
they
they
met
that
goal
for
English
language
learners,
especially
our
school,
provides
a
service
that
I
think
is
very
difficult
to
to
get
anywhere
else
in
in
the
city.
U
So
last
year
in
in
October
in
November,
we
were
informed
that
students
would
be
exited
on
their
22nd
birthday
abruptly
and
without
prior
communication
from
the
district.
So
this
was
kind
of
we
were
told.
Students
are
being
told
right
now
that
they're
leaving
tomorrow
because
they're
overage
and
we
need
to
clear
space
in
the
school
we
need.
We
need
seats.
U
So
it's
actually
for
English
language,
learners,
students
who
are
new
to
the
country.
You
provide
I,
think
a
space
and
an
education
that
they
cannot
receive
elsewhere,
one
of
our
students
from
a
few
years
ago,
our
past
few
valedictorians
in
fact
have
been
students
who
graduated
at
22.
This
is
one
student
from
a
recent
bata
graduate
who
is
currently
enrolled
in
a
four-year
program.
She
faced
many
socio-economic
challenges
to
get
to
graduation.
She
was
a
new
immigrant
to
the
country.
U
She
was
dealing
with
sort
of
documentation,
so
she
came
to
bata,
and
this
is
what
she
said
in
her
graduation
speech.
She
said
like
many
of
you.
I
am
one
in
over
11
million
people
who
emigrated
from
their
home
country
to
the
United
States
seeking
a
better
future.
We
came
to
the
United
States
without
knowledge
of
the
language
or
culture,
and
our
time
at
bata
gave
us
the
understanding
to
become
part
of
the
world.
Today,
I
am
full
of
joys.
U
I
start
a
new
chapter
of
my
journey
I'm
not
going
to
deny
that
when
I
think
about
leaving
you
all,
it
causes
me
sadness,
but
now,
as
an
adult
I
can
say
that
these
two
years
at
bada
gave
gave
me
so
much
knowledge
and
hope.
We
are
all
ready
to
start
new
goals,
new
aspirations
and
new
lives
from
this
day
forward.
Q
So
good
evening
my
name
is
Susanna.
Stiring
I've
been
a
teacher
in
alternative
education
for
the
past
22
years,
and
the
reason
that
we
are
testifying
tonight
is
to
see
if
this
can
be
an
easy
fix
and
an
easy
solution.
As
Miss
Danny
said,
we
were
given
assurances
last
year
that
our
students,
even
if
they
turned
22
on
their
birthday,
they
could
still
graduate
with
us
and
we
are
hoping
to
achieve
the
same.
Q
So
we
believe
our
students
should
not
suffer
the
rejection
from
their
school
community
and
think
that
another
solution
is
possible.
So
we
request
the
following
all
affected
students
who
are
being
identified
for
dismissal.
This
includes
Erickson.
It
also
includes
about
15
to
20
other
students
at
the
school
who
we
are
in
the
process
of
developing
relationships
with
visiting
their
families.
Thinking
about
next
steps,
thinking
about
college
applications,
so
we
are
building
a
community
with
these
students
who,
unfortunately,
on
their
birthday,
as
of
yet
are
being
told
that
they
need
to
find
another
program.
Q
So
we
are
asking
that
they
be
held
harmless
for
the
school
year
finishing
the
school
year
with
us
in
future
years.
Boston,
adult
Technical
Academy
should
be
granted
an
MoU
waiver
to
serve
students
up
to
the
age
of
23,
so
that
the
district
has
an
appropriate
plan
for
over-aged
English
language
learners,
who
do
not
currently
have
another
program
option
in
the
future
years.
Appropriate
and
equitable
transition
plans
are
created
with
the
students
and
their
families
to
best
serve
student
needs,
including
slice
and
Els
over
time.
Q
We've
developed
trust,
social
bonds
and
positive
learning
communities
because
of
the
students
contributions.
Many
of
the
students
who
are
affected
by
the
enforcement
and
policy
have
had
excellent
attendance,
earn
credits
at
our
school
and
our
on
track
to
graduate
at
the
end
of
the
school
year.
Using
such
a
blunt
instrument
to
enforce
compliance
with
a
bureaucratic
decision
and
an
arbitrary
figure.
Just
a
birthday
has
the
practical
effect
of
ripping
apart
the
fabric
of
our
school
family
and
denying
the
students
an
opportunity
to
earn
a
high
school
diploma.
Q
I'm
going
to
end
with
a
poem
that
a
student
wrote
all
of
the
poetry
that
you've
heard
tonight,
our
students,
who
would
have
not
graduated
if
this
policy
you
know
were
to
be
in
effect
for
which
we
have
been
continuing
effect
inside
these
walls,
we
want
to
believe
we
will
receive
a
good
education.
We
hope
to
find
and
achieve
this
for
this
generation.
One
love
one
heart:
it's
a
simple
interpretation:
let's
overturn
all
the
hate
and
oppression
give
birth
to
a
new
nation.
We
should
put
our
heads
together,
reject
all
negativity.
Q
Only
then
can
we
succeed
and
tap
into
our
creativity
as
long
as
we've
been
fighting,
let
my
words
not
fall.
I'm
ready
now
it's
time
to
seek
and
find
what
we've
been
envisioning.
So
we
are
hoping
that
you
hear
us.
We
do
not
want
to
lose
these
students,
we
want
them
to
graduate
with
us,
and
we
believe
that
this
is
like
an
easy
phone
call
fixable
solution.
B
I
was
gonna,
say
and
bps
has
not
left,
so
a
lot
of
leadership
is
still
here,
including
Tommy
and
some
others
I'm
Jan.
So
could
they
talk
to
you
before
you
guys
leave
to
also
bring
a
request
to
the
superintendent
who
had
to
leave
early?
Unfortunately,
we
can
also
do
it
this
way.
What
they're
here
thank.
I
I
My
name
is
Theresa
Tahoma
and
I'm,
a
special
educator
and
science
teacher
at
Mission,
High,
School
I'm,
also
a
member
of
educators
for
excellence,
Boston,
a
teacher
led
organization
dedicated
to
ensuring
that
teachers
have
a
leading
voice
in
policy
I'm
here
today
to
advocate
for
changes
to
support
all
students
and
bps.
Specifically
I
would
like
to
talk
to
you
about
the
person
reports.
Second
recommendation,
which
encourages
the
district
to
overhaul
alternative
education
as
a
special
educator.
I
teach
a
vulnerable
student
population.
I
According
to
the
report,
almost
half
of
all
students
who
are
both
special
education
and
English
language
learners
fall
off
track
over
the
last
four
years.
I've
had
many
experiences
with
students
from
this
particular
population
falling
behind
one
student
of
mine,
whom
I
will
call
John
stands
out,
in
particular,
I
taught
John
biology
and
chemistry,
9th
and
10th
grade
in
a
setting
that
was
a
small
group
setting.
So
a
lot
of
support,
initially
John
had
many
of
the
early
warning
indicators
identified
in
the
report,
which
includes
poor
attendance,
frequent
core
course.
I
Failure
as
well
as
special
needs
and
English
language
learner
status
over
those
two
years,
I
watched,
John
slowly
but
surely
veer
off
track
thanks
to
amazing
and
highly
involved
staff
and
of
teachers
and
guidance
counselors.
We
generally
managed
to
get
our
students
back
on
track
and
we
did
all
the
things
we
always
do.
I
We
employed
teacher
interventions,
parent
meetings,
additional
academic
supports
counseling,
but
any
progress
that
we
made
in
the
one-on-one
conversations
and
meetings
just
did
not
translate
to
the
class
setting
and
John
started
wandering
the
hallways
instead
of
attending
class
on
the
few
days
that
he
was
actually
present.
We
all
know
that
the
long-term
consequences
of
students,
failing
to
graduate
students,
have
ended
up
in
jail
or
in
other
dire
situations,
I've.
I
Actually
personally
experienced
both
and
do
not
want
to
ever
have
to
experience
that
again,
I'm,
never
asking
you
to
ensure
that
Boston
Public
Schools
have
the
resources
and
the
funding
to
provide
a
pathway
that
supports
these
students
who
are
struggling
in
a
traditional
setting.
My
student
John
was
put
on
a
waiting
list
to
get
into
one
of
the
sought-after
alternative
programs
he's
still
waiting
and
that's
more
than
a
year
later,
wasting
precious
time
when
he
shoot
the
learning
and
catching
up.
I
B
A
I'd
like
to
thank
everyone
who
was
I
stayed
for
the
evening
and
to
hear
all
the
public
testimony
a
special
thanks
to
the
bps
team
that
stayed
to
hear
public
testimony.
It's
really
important
to
see
that
and
have
that
and
we're
going
to
adjourn
and
prepare
a
report
for
our
next
council
meeting.
Thank
you.