►
Description
Dockets #0524-0531 - Fiscal Year 2022 Budget: Boston Public Schools Commitment #2- Accelerated Learning
Held on May 18, 2021
B
C
A
G
F
C
C
C
C
Almost
a
third
of
this
has
something
to
do
with
bps,
which
is
about
a
third
of
our
budget,
and
you
know
the
council
takes
very
seriously
its
role
in
scrutinizing
the
budget
and
supporting
all
of
our
departments
across
the
city.
We'd
love
to
have
you
testify
at
a
hearing
like
this.
So
if
you're
interested
you
can
go
to
boston.gov
council
dash
budget
to
see
the
schedule
for
all
the.
C
C
We'll
also
have
two
dedicated
public
testimony
hearings.
So
if
evenings
are
more
convenient
for
you,
you
can
come
on.
May
25th
at
6
pm
that'll
be
focused
on
dps
or
june
3rd
at
6.
00
p.m
focused
on
all
other
departments,
and
those
ones
will
jump
straight
into
public
testimony,
so
we
hope
you'll
join
us.
You
can
also
tweet
at
us
informally
about
the
budget
at
hashtag,
the
os
budget.
C
For
all
these
things.
So
basically
it's
the
all
things
academic
hearing
and
we're
looking
forward
to
hearing
from
superintendent,
dr
vernon
caselias
she
financial
officer,
nate
cooter
and
their
whole
team,
which
I
will
let
them
introduce
because
it's
extensive
today
and
I
am
joined
here
in
the
zoom
by
my
colleagues,
counselor
sabi
george
at
large
councilor
campbell
district
4,
councilor
flynn,
district
2,
councillor
brayden
district
9,
councillor
medhia
at
large
councilor,
edwards,
district,
1
and
councillor
wu
at
large.
I
I
I
That
will
give
you
all
of
the
dates
and
zoom
links
for
public
comment
to
be
able
to
watch
the
commission
and
also
participate
in
public
comment.
And
then
you
can
also
go
to
www.bostonpublicschools.org
forward.
Slash
page
p-a-g-e
forward,
slash
8662,
to
see
all
of
the
community
engagement
that
we
have
done
or
are
going
to
be
doing
with
all
of
our
groups
within
internal
to
bps,
and
you
will
be.
We
will
post
minutes
there
of
our
meetings
and
you
can
find
further
information
about
the
esser
commission
and
our
community
engagement.
J
Thank
you,
superintendent.
I
know
you
may
have
met
her
at
the
last
hearing,
but
one
of
my
great
accomplishments
of
this
year
was
convincing
miriam
ruben
to
come
and
join
our
team
during
the
pandemic
to
become
our
budget
director
with
that
I'll
turn
it
over
to
her
to
do
this
morning's
presentation
to
kickstart
us.
B
B
We
start
this
morning's
presentation
as
we've
started
all
of
our
other
press
presentations
and
we'll
continue
to
start
them
grounded
in
this
statement
from
the
opportunity
and
achievement
gap
policy.
The
statement
continues
to
be
the
principle
upon
which
our
work
is
guided
and
will
frame
what
we
talk
about
as
we
go
on
today.
B
The
budget
we're
presenting
for
fy22
would
not
be
possible,
of
course,
without
the
100
million
dollar
100
million
dollar
three-year
commitment
that
we've
received
in
the
city
of
boston.
That
has
not
only
allowed
us
to
maintain
our
existing
programming,
but
has
also
enabled
us
to
make
critical
investments
for
our
students.
B
Our
vision
for
fy22
is
structured
around
three
main
sources
of
funding:
our
general
funds,
which
includes
a
36
million
dollar
investment
from
the
city
as
part
of
that
100
million
dollars.
Federal
funding
to
support
us
in
addressing
the
impact
of
coba
19
on
our
district
and
capital
funding,
which
goes
to
supporting
new
schools
and
upgrading
school
facilities.
B
B
As
we
think
about
our
budget
and
plans
for
fy22,
we
know
that
we
are
facing
a
multi-year
challenge
challenge
to
emerge
stronger
than
before.
We
were
hit
with
the
pandemic,
and
it
is
for
this
reason
that
we
have
tied
our
plans
for
fy22
to
both
our
long-term
strategic
plan
for
the
district
and
also
to
our
framework
framework
for
cova
19
recovery.
B
You
heard
in
our
last
hearings
the
ways
we
are
supporting:
students
socially
and
emotionally,
and
the
wraparound
approach
we
are
taking
to
supporting
students
and
families
through
our
investments
in
social
workers,
family,
liaisons
and
hub
schools.
We
are
excited
to
continue
taking
you
through
our
vision.
By
now
framing
the
conversation
around
the
academic
strategies
we
are
focusing
on
to
support
our
district
in
returning
will
recovering
strong
and
reimagining.
What
is
possible
for
our
students.
B
K
K
The
primary
focus
is:
how
do
we
support
school-based
staff
and
more
explicitly
school
leaders
and
teachers
improve
their
instructional
practice
and
to
improve
the
social
emotional
development
experiences
that
our
students
have
often
in
a
district
office?
We
talk
about
the
impact
that
we
have
on
students.
K
But
what
do
we
want
to
put
80
percent
of
our
focus
and
energies
into
over
multiple
years
that
points
towards
improving
instructional
practice
and
social
emotional
outcomes?
One
of
the
other
things
that
drives
our
work
is
organizations
don't
rise
to
the
level
of
their
goals.
They
rise
to
the
level
of
their
systems,
and
so
we
see
it
as
a
critical
part
of
our
work
to
consistently
be
looking
at
the
various
systems
across
the
district
office
and
how
those
systems
impact
our
school-based
staff,
and
so
some
systems
work.
K
Well,
some
systems
need
to
be
improved
and
some
systems
need
to
be
created
and
then,
lastly,
we
are
really
focused
on
improving
communication.
We
know
that
change.
Moves
at
the
speed
of
trust
and
communication
is
the
most
critical
piece
of
trying
to
create
the
trusting
conditions
that
are
necessary
among
our
school-based
staff
and
among
our
broader
community
towards
doing
the
difficult
work
that
we
need
to
do
so.
The
way
that
we're
organized
is,
I
serve
as
the
chief
schools
officer.
K
We've
been
fortunate
to
have
a
resident
from
the
harvard
graduate
school
of
education
in
the
educational
doctorate
leadership
program,
and
then
we
have
a
leadership
development
team
who
really
focuses
on
the
professional
learning
of
our
school
leaders
and
helping
us
get
coherence,
everything
we
do
and
making
sure
that
our
arrows
are
pointing
in
the
same
direction
over
the
course
of
the
school
year
in
multiple
years.
We're
expanding
our
elementary
school
superintendent
team
by
by
adding
one
more
member
of
the
team.
K
So
adding
one
additional
school
superintendent
is
going
to
help
us
get
in
that
10
to
12
range
and
then
we're
adding
a
temporary
position
called
the
regional
academic
recovery
director
position,
and
these
are
persons
who
will
be
really
critical
in
helping
us
address
some
of
the
disrupted
learning
that
our
students
and
families
have
experienced
and
they'll
be
critically
focused
on
our
instructional
leadership
teams.
Our
instructor
leadership
teams,
kind
of
set
the
tone
and
the
focus
for
the
school,
so
they'll
be
helping
develop
that
we're
adding
a
assistant
superintendent
of
network
development.
K
You
can
put
people
together,
but
if
you
don't
have
real
intention
intention
around
how
those
people
work
together
and
how
you
identify
the
best
of
what
each
member
brings
and
try
to
leverage
that
towards
the
collective
good.
So
super
excited
about
that
and
with
our
secondary
school
superintendents
we're
expanding
by
two
last
year,
each
of
our
school
superintendents
had
18
schools
of
peace
that
they
were
supporting
and
they
also
had
a
secondary
schools
office
that
they
were
leading,
which
is
just
far
too
much
responsibility.
K
So
we're
adding
two
more
secondary
school
superintendents
to
try
to
get
down
to
that
10
to
12
range,
that
the
research
recommends
and
then
also
giving
two
of
our
school
superintendents
more
capacity
to
lead
the
secondary
school's
office.
Do
the
high
school
redesign
work,
do
the
mass
court
work
and
then,
lastly,
we
have
an
assistant
superintendent
of
operational
support,
who
leads
our
operational
leaders
and
their
tasks.
K
They're
responsible
for
managing
things,
such
as
student
code
of
conduct,
interacting
with
families
taking
care
of
facilities
related
needs
kind
of
going
back
to
number
two
that
I
mentioned,
is
addressing
some
of
the
barriers
that
get
in
the
way
of
the
main
focus
of
improving
instructional
practice
and
improving
the
ways
that
we
support
the
social
emotional
development
of
our
students.
So
that's
just
a
kind
of
a
quick
recap
of
how
we
see
our
work
and
how
we
organized
our
people
to
try
to
focus
on
that
and
ultimately
to
get
to
better
student
outcomes.
B
L
L
Efa
provides
students
in
grades,
four,
four
through
6
stem
and
world
language
classes,
and
a
near
end-of-year
capstone
project
that
allows
students
to
become
experts
on
a
topic
that
is
most
important
to
them
and
their
community.
The
efa
team
has
the
added
focus
of
embedding
program
practices
into
other
district-wide
initiatives.
L
L
They
are
also
supporting
efforts
to
increase
social
studies
instruction
in
the
elementary
grade
levels
by
developing
high
quality
units
aligned
to
the
massachusetts
curriculum
frameworks.
This
year,
efa
developed
and
facilitated
professional
development
for
all
of
the
coaches
in
the
transformation
schools
and
more
efforts
are
taking
place
to
spread
the
effective
efa
practices
across
the
district.
L
L
L
L
L
In
addition,
bps
partnered
with
22
community-based
organizations
to
provide
2700
students
in
grades
k,
2
through
6,
a
virtual
opera
learning
opportunity
for
after
school
programs.
This
program
that
began
on
march,
8th
offered
instruction
and
small
group
tutoring
around
english
language,
arts
and
math.
L
L
We
are
able
to
offer
all
services
in
ieps.
These
are
individualized
agreements.
Dermis
services
are
offered
during
vacation
weeks
extra
weeks
of
summer
and
after
school,
and
we
have
also
used
cares
act
to
fund
this
work.
We
plan
on
offering
services
in
the
fall
as
well
and
trying
to
figure
out
how
to
offer
more
in-person
services.
L
The
office
of
english
learners
has
also
offered
multiple
opportunities
for
students
to
be
engaged.
We
offered
summer
programming
in
the
summer
of
2020
out
of
school
time,
programs
for
english
learners,
multiple
platforms
for
digital
learning
and
lesson
delivery
platforms
for
els
were
made
available
to
teachers,
native
language
and
supplemental
materials.
M
This
instruction
is
delivered
by
teachers
who
understand
the
science
of
teaching,
reading
language
acquisition
and
clsp,
so
the
investment
of
2.5
million
dollars
for
this
current
year
funded
new
and
enhanced
curricular
resources
for
our
k-8
teachers
and
students
and
our
transformation.
Schools
and
professional
development
support
the
development
of
their
new
skills
as
well.
We
have
40
transformation
coaches,
who
now
support
job
embedded,
coaching
for
our
teachers
and
principals
on
the
science
of
reading
and
equitable
ela
instruction
and
this
year,
through.
Continuation
of
this
funding,
plus
an
additional
1.5
investment.
M
So
by
2022
and
decide
specifically
speaks
to
our
earlier
literacy
work
in
early
childhood
department,
so
by
2022,
all
of
our
schools
that
would
like
to
use
the
focused
materials
in
k-0
through
second
grade
will
have
access
to
them
and
by
2023.
Well,
I've
been
identified
and
started
implementing
across
the
district,
a
strong
program
for
struggling
readers,
tier
two
and
tier
three,
so
there's
a
small
group
and
individualized
interventions
that
are
needed
for
some
students
and
we
continue
to
strengthen
our
accountability
system
through
fidelity
study
and
student
outcomes.
M
So
through
these
literacy
investments,
we've
enhanced
the
phonics
component
of
our
early
childhood
curriculum
by
adding
what
are
called
decodable
texts.
These
are
early
reader
books
that
allow
children
to
practice
the
phonics
that
they're
learning
while
reading
about
topics
that
they're
studying.
So
quite
simply,
these
books
just
give
students
lots
of
opportunities
to
sound
out
words.
M
M
M
Last
year
this
year
we
will
increase
access
to
quality
education
as
early
as
possible,
with
a
gradual
expansion
to
three-year-olds
in
both
common
community-based
programs
and
inclusion
classrooms
in
bps,
because
this
allows
us
to
reach
our
diverse
learners
early
and
begin
to
address
the
long-term
impacts
of
cobin
who's
aligned
to
our
pedagogy
as
well.
Finally,
boston
upk
will
expand
citywide
opportunities
for
educators
across
the
city
to
deepen
practice
and
shared
strategies
in
professional
learning
communities.
N
Our
program
includes
increasing
rigor
through
the
recent
adoption
of
the
mass
core,
providing
access
to
regular
curriculum
through
what
we
like
to
call
the
core
four
high
school
redesign,
which
includes
making
available
to
all
students
proportionately
ib,
international
baccalaureate
programs,
career
and
technical
education,
dual
enrollment
and
early
college
and
advanced
placement
course
work.
We
are
also
paying
attention
to
opportunities
to
engage
credit
recovery
and
planning
for
graduation
and
college
and
career
readiness.
O
N
So,
just
over
the
next
few
months,
well
back
over
the
next
few
months,
we'll
be
meeting
consistently
with
all
of
our
school
leaders
and
we
will
be
planning
for
their
budget
collabs
individually
to
assess
their
needs
and
to
create
milestones
for
the
implementation
of
the
mass
core.
A
finance
team
stands
ready
with
this
up
to
10
million
dollar
investment
to
accommodate
all
needs,
as
they're
represented
through
the
budget
collab
process
and
a
milestone
of
implementation.
O
We
will
implement
the
middle
years
program,
which
is
grade
7
through
10,
the
diploma
program,
which
is
grades
11
and
12,
and
also
the
ib
curator
related
program,
which
is
similar
to
career
and
technical
education
within
the
ib
program.
The
ib
curriculum
does
address
social
emotional
learning
and
address
english
learners,
students
with
disability,
and
it's
a
very
inclusive
programming.
P
Good
morning
to
members
of
the
city
council,
the
bps
team,
as
well
as
the
public,
I'm
happy
to
share
an
update
on
vocational
education
or
what
we
call
career
and
technical
education
again.
Our
budget
has
been
very
consistent.
We
look
forward
to
about
1.6
million.
The
majority
of
that
budget
has
been
spent
on
industry
alliance,
equipment
for
our
44
approved
career
and
technical
education
programs
in
13
secondary
schools.
P
P
P
P
You
can
see
that
asian
students
made
up
three
percent
of
the
population
3.3
black
2.9
for
latinx,
and
I
think
I'm
actually
saying
that
incorrectly.
I
think
it's
3.2
for
latinx
and
1.8
for
white
students.
We
also
would
continue
to
encourage
english
learners
and
students
with
disabilities
to
participate
in
dual
enrollment,
while
dual
enrollment
is
typically
just
a
standalone
course
or
perhaps
several
courses,
we
are
working
to
increase
our
strategies
for
early
college.
High
schools.
P
That
includes
exploring
sustainable
funding,
helping
them
to
identify
a
college
partner,
strengthening
the
college
and
career
advising
process
or
the
my
cap
process.
Designing
student
support
student
structures
so
that
all
students
can
participate
in
dual
enrollment
or
early
college
and
creating
on-ramps
as
needed
for
students
next
slide
I'll.
Introduce
my
colleague,
masha
innis
mitchell,
who
is
the
director
of
post-secondary
initiatives
and
partnerships.
Q
So
this
academic
year
we
had
close
to
3
800
high
school
students
enrolled
in
at
least
one
advanced
placement
course,
which
is
about
24
of
all
of
our
high
school
students
in
grades
9
through
12,
and,
as
you
can
see
here
of
all
the
students
enrolled
in
advanced
placement
about
52.8
percent
are
asian.
17.9
percent
are
black
16.6
latinx
45.7
white
19.1
are
economically
disadvantaged
and
then
4.6
are
coming
from
our
english
language
learning
group
and
with
5.6
representing
our
students
with
disabilities.
Q
Q
So
we're
pretty
excited
to
report
on
that
piece.
Moving
forward,
we
are
focused
on
increasing
advanced
placement
participation,
particularly
at
our
open
enrollment
schools,
and
this
year
boston.
Public
schools
has
contracted
with
the
college
board
to
begin
training
teachers
to
launch
integrated
pre-ap
activities,
as
well
as
lessons
and
really
approach
this.
As
a
school-wide
initiative,
the
pre-ap
curricular
is
vertically
aligned
to
the
actual
advanced
placement
course
that's
offered
at
the
school,
and
it
is
a
proven
strategy
that
changes.
Q
Q
We
are
also
continuing
to
deepen
our
collaboration
with
mass
insight
to
offer
advanced
placement
saturday
study
sessions,
as
well
as
mock
ap
exams
through
a
district
level.
Contract
advanced
placement
continues
to
be
open
access
for
all
of
our
students
and
we
are
committing
each
year
to
covering
the
cost
of
advanced
placement
exams
for
our
economically
disadvantaged
students,
bring
their
overall
contribution
down
to
zero
dollars.
Q
Q
It
is
usually
delivered
through
a
blended
model
using
an
online
curriculum,
and
this
year
we
have
moved
to
a
new
platform
called
edmentum
as
the
curriculum
and
have
trained
our
school
staff
on
this
new
resource
moving
forward.
The
goal
is
to
design
a
more
comprehensive
approach
to
credit
recovery
as
part
of
each
school's
programming
and
align
credit
recovery
in
a
more
intentional
way
to
mass
core
during
the
academic
year,
credit
recovery
looks
a
little
different
than
it
does
during
the
summer.
Q
Q
Q
Point
average
of
2.7
or
greater
and
engagement
in
math,
core
plus
rigorous
course,
taking
some
core
strategies
for
increasing
college
career
and
life
friendliness
have
included
really
deepening
our
focus
on
positioning
our
ninth
grade
students
to
start
their
my
career
and
academic
plan
and
really
engage
them
in
a
multi-year
process
of
facilitating
these
plans
incorporating
their
kind
of
stakeholder,
their
ecosystem
and
journeying
with
them.
Throughout
these
this
planning
process
and
in
hopes
of
them,
leaving
us
with
a
very
solid
post-secondary
option.
Q
We've
also
been
focusing
on
removing
financial
barriers
through
our
free
application
for
federal
student
aid
completion
initiative.
We
all
know
that
fafsa
completion
is
an
indicator
that
a
student
is
on
track
to
access
a
college
option
by
the
fall
of
their
graduation
of
their
high
school
graduation,
and
this
year
we
and
and
this
coming
year.
Q
We
will
continue
to
increase
access
to
bilingual
financial
aid
advisors,
as
we
are
currently
doing
we're
also
offering
evening
and
weekend
fafsa
completion
application
supports
that
we
will
continue
to
ramp
up
this
coming
academic
year,
as
well
as
a
structured
and
robust
campaign
to
reach
all
of
our
families,
because
we
know
that
when
we're
talking
about
issues
of
affordability,
we
can't
just
stop
at
the
student
level.
We
need
to
engage
our
parents
and
our
guardians
more
deeply
this
coming
year.
Q
We
want
to
deepen
our
focus
also
on
academic
counseling
structures
across
our
schools
and
increasing
mentoring
opportunities
for
students.
The
budget
for
this
program
area
covers
cost
of
the
caps
and
gowns
for
all
of
our
students.
District-Wide.
We
have
a
contract
with
for
the
my
cap
system,
which
we
currently
use
naviance
to
implement
that
opportunity
for
students.
R
Thank
you
so
much
good
morning,
city
councillors
and
all
attending
today's
meeting.
We
all
know
that
an
equitable
quality
arts
education
is
an
essential
component
of
a
high
quality
and
well-rounded
education
for
each
and
every
student
in
the
bps,
and
so
we're
really
excited
to
give
you
an
update
about
our
trajectory
in
in
the
arts
department.
R
We're
super
excited
about
some
new
data
that
just
came
out
through
a
collaboration
with
the
bps
office
of
data
and
accountability.
Our
arts
office
investors
in
the
bar
foundation.
We're
excited
to
share
that.
We
have
new
research
findings
from
over
11
years
of
longitudinal
data
focused
on
the
impact
of
arts
instruction
in
the
bps,
and
some
highlights
from
that.
Research
include:
increased
student
attendance,
increased
parent
and
student
engagement
and
even
in
a
bump
in
grades,
six
through
eight
math
and
ela
mcas
scores.
R
So
as
we
increase
our
arts
offerings,
we
wanna
make
sure
that
we're
providing
a
culturally
and
linguistically
relevant
experience
for
our
students.
Over
the
past
four
years,
we've
been
deeply
focused
on
creating
sequential
professional
development
for
our
arts,
educators
that
focuses
on
learning
about
our
own
biases
auditing,
our
curriculum
materials
for
bias,
along
with
partnering
with
our
non-profit
cultural,
creative
youth
development
and
higher
education
organizations
in
the
city
to
expand
our
multicultural
curriculum.
R
We're
really
excited
just
about
the
investments
made
in
the
arts
over
the
last
few
years.
This
past
year
we
added
12
more
positions.
We've
almost
doubled
the
amount
of
certified
arts
educators
from
160
in
2009
and
this
year
being
the
first
year
that
we
have
over
300
certified
arts
teachers
in
the
bps
so
that
equals
out
to
about
97
of
our
pre-k
through
aid
students
receiving
at
least
once
weekly
arts
throughout
the
entire
school
year.
R
They're
growing
a
lot
of
people
don't
know,
but
we
have
abandoned
orchestras
in
the
bps
this
year
alone,
thanks
to
a
half
million
dollar
grant
from
the
mr
hollis
opus
foundation
and
stubhub,
we
expanded
instrumental
music
in
east
boston
to
seven
elementary
schools
and
next
year
we're
adding
a
middle
high
school
band
director
of
east
boston
high
school,
so
we're
going
to
have
a
full,
sequential
music
programming
in
that
region
of
the
city
and
we
hope
to
expand
similar
offerings
throughout.
So
that
is
my
update
for
the
arts.
B
Thanks
so
much
to
all
of
our
presenters
with
that,
we'll
close
our
presentation
with
just
a
quick
reminder
that
all
the
materials
we've
presented
today,
along
with
our
extensive
budget
materials,
are
up
on
our
website
at
bostonpublicschools.org
budget.
So
thanks
everybody
and
I'll
hand
it
back
to
counselor
bach
for
questions.
C
F
Thank
you
very
much,
madam
chair,
and
thank
you
everyone
for
today's
presentation.
It
was
certainly
and
has
been
throughout
the
course
of
this
process
to
date
very
thorough
and
thoughtful.
Dr
casellis
you've
got
a
great
team
over
there
doing
this
work.
I
also
have
a
number
of
questions,
so
I
think
that
I'll
need
madam
chair
several
rounds,
but
thought
that
we
could
start
maybe
with
early
identification
intervention
around
literacy.
I
think
it
was
christine
miss
landry
who
discussed
and
sort
of
talked
through
some
of
that
work.
F
I
am
curious
very
quickly.
What
are
the
metrics
that
we're
using
to
determine
whether
or
not
a
student
knows
how
to
read
or
is
reading
at
or
above
or
below
grade
level,
and
when
we
think
about
that
curriculum,
that's
being
rolled
out
across
the
district?
Is
that
curriculum
being
used?
I'm
sorry,
it's
curriculum
the
same
curriculum
being
used
across
the
district
through
all
schools,
and
what
is
that
professional
development?
F
M
You
so
much
for
the
question
counselor,
and
I
would
want
to
welcome
to
jason
sax.
My
colleague
that's
here,
who
can
also
support
with
answering
these
questions.
I'll
jump
in
so
assessment
is
a
really
important
component
of
the
literacy,
adoption
and
rollout,
but
also
recognizing
that
this
has
been
a
challenging
year
for
assessment,
because
our
students
were
remote
using
the
map
assessment,
which
is
the
assessment
that
we've
adopted
across
the
district.
To
help
us
understand.
M
But
we
still
have
a
lot
of
information
from
that
assessment
and
from
teacher
records
and
working
with
students
in
small
groups
and
one-on-one
to
help
us
gauge
where
we
need
to
go
with
their
literacy
instruction
for
next
year.
As
I
said,
one
of
the
reasons
why
we
adopted
map
is
that
it's
also
used
as
a
dyslexia
screener,
which
is
something
which
is
required
by
law
for
all
schools
in
massachusetts
to
have,
and
we
think
it
is
a
very
strong
product
too.
M
And
then
the
another
question
that
you
asked
was
about
the
the
curriculum
roll
out.
How
many
schools
have
that,
and
I
would
also
I
would
defer
to
jason
on
the
exact
numbers
of
schools
that
are
using
the
focused
curriculum,
but,
as
the
vast
majority
of
our
schools
have
adopted
in
k-0
through
second
grade,
which
is
very
exciting,
because
it
is
both
a
place-based
curriculum
that
is,
grounded
in
students,
experiences
in
boston
in
our
our
home
landscape
and
developed
in-house.
But
it's
also
been
enhanced.
S
That
wants
to
do
this.
Thank
you
for
asking
about
professional
learning.
It's
critical
because
it
takes
a
couple
years
to
learn
the
curriculum
and
be
able
to
implement
it
well,
and
the
data
are
pretty
clear
that
if
you're
implementing
it
with
high
fidelity,
you
get
stronger
outcomes.
So
it's
a
really
important
question.
Thanks.
F
M
And
then
you
know,
the
investments
that
we've
had
this
past
year
really
helped
us
to
strengthen
our
tier
ones.
Our
universal
curriculum
supports
in
all
of
our
transformation
schools
and
beyond
many
schools
that
aren't
in
transformation
have
asked
to
be
a
part
of
this
adoption,
which
is
really
exciting
this
year.
We're
going
to
expand
and
expand
those
opportunities
to
access
the
tier
one
curriculum,
but
also
the
funding
will
allow
us
to
move
into
tier
two,
which
is
more.
M
We
have
been
working
on
aligning
those
resources,
those
curriculum
materials
for
intervention
to
our
our
universal
approach
to
literacy,
so
that
they're
all
aligned
and
speaking
to
each
other
and
that
teachers
understand
when
and
where
and
how
to
use
those.
So
we'll
be
rolling
out
more
of
those
opportunities
this
summer
and
into
the
next
fall,
because
we
know
that
there
will
be
more
opportunity
to
utilize
them.
F
And
my
time
is
up,
so
I
will
just
end
with
a
comment.
I
think
that
we
should
actually
be
focusing
on
tier
two
investments
across
the
board,
as
opposed
to
tier
one,
especially
thinking
about
just
some
of
the
initial
investment
needs
going
into
wrapping
up
this
school
year,
but
obviously
we're
talking
about
fy
22
budget
going
into
next
school
year.
I
would
much
tier
one
obviously
is
the
standard,
but
I
think
for
this
period
of
transition
and
return
to
school,
tier
two
should
be
the
standard
across
the
board.
F
I'd
like
to
see
more
of
that
and
then
in
my
next
round
of
questions
madam
chair,
if
I
could
just
lay
the
groundwork
so
bps
is
prepared,
I
think,
there's
a
very
direct
correlation
between
libraries,
librarians
and
those
supports
in
our
schools,
especially
as
we
return
to
return
to
in-person
learning.
Thank
you,
jason
and
christine.
Thank
you,
madam
chair.
C
C
E
A
Hi
counselor,
I
can
take
that
one
and
I
believe
we
we
covered
this
a
little
bit
last
week
from
counselor
o'malley's
question,
but
we
are
allowing
extending
anybody
who's
over
the
age
of
22,
if
that's
a
choice
that
they
want
for
their
student.
We
are
extending
their
services.
Another
year
are
certainly
supportive
of
of
the
legislation
it
does
impact.
Sometimes
families
choose
not
to
do
it
because
it
does
impact,
sometimes
their
placement.
So
it's
really
an
individualized
choice
for
for
families.
E
E
E
E
But
what
are
we
doing
for
asian
students
in
general
this
summer
to
make
sure
that
they
get
the
services
the
academic
services
in
the
support
that
they
that
they
need,
and
in
factoring
in
maybe
their
mothers
or
fathers
have
limited
speaking
english
speaking
ability?
You
know
it's
educating
the
children
as
well
as
providing
resources
as
well
to
the
parents.
L
We
absolutely
acknowledge
that
this
has
been
one
extremely
difficult
year,
particularly
for
families
of
asian
background
who
have
experienced
an
ever
even
greater
sense
of
possibly
feeling
alienated
due
to
this
situation
and
our
our
our
different
departments
are
working
together
on
ensuring
that
they
can
access.
All
of
the
supports
that
we
have
to
offer.
E
Who
would
who
would
be
the
point
of
contact
that
bps
for
me
to
contact
and
to
coordinate
with?
I?
I
really
don't
think
my
my
constituents
are
getting
the
services
that
they
need
and
I'm
frustrated
about
it.
I
talk
to
my
constituents
all
the
time
and
their
parents,
but
my
constituents
deserve
the
same
level
of
support
and
services
as
other
students,
and
I
just
I
just
don't
think
my
my
constituents
are
getting,
and
especially
the
asian
constituents.
E
So
I
don't
want
time
to
go
by
and
then
find
out
in
mid-july
that
you
know
we
don't
have
a
program
up
and
running
for
asian
students.
That's
why
I'm?
You
can
sense,
my
frustration,
but
I
would
like
us
to
resolve
this,
so
my
my
constituents
can't
get
the
same
level
of
services
as
other
they're
in
a
unique
situation,
and
I
I
think
we
have
to
think
outside
the
box.
So
we
can
get
services,
academic
services
for
students
and
parents.
A
Yeah
counselor
I'm
happy
to
have
that
conversation
with
you
more
in-depth
than
the
time
that
that's
given
here.
We
absolutely
want
to
be
intentional
about
supporting
all
of
our
communities
and
being
mindful
of
communities
that
might
need
more
of
that
intentional
support
right
now
so
happy
to
have
that
conversation.
So
we
can
make
sure
that
your
constituents
and
our
constituents,
really
our
students
and
their
families
are,
are
getting
the
support
they
need.
E
All
right,
thank
you,
megan.
I
just
want
to
express
to
the
superintendent
that
this.
This
is
an
important
issue
for
me,
and
I
talked
to
my
to
the
parents
all
the
time
and
and
they're
concerned
about
it.
So
I
I'm
I'm
glad
you're
working
with
us
on
it
and
the
superintendent,
but
I
want
to
make
sure
that
my
constituents
and
in
chinatown
on
the
south
sultan
have
the
same
level
of
services.
C
T
Thank
you,
councillor
bach
and
sorry.
I
had
to
run
to
the
ladies
room.
It's
like
this
is
real
he's
along.
So
thank
you
all
for
the
presentation
and
for
the
work
that
you
guys
are
doing
just
a
couple
of
questions.
One
is
on.
We
get
a
lot
of
questions
around
excellence
for
all
advanced
work
class
and
you
know
parents
are
either
concerned
confused
about
the
ongoing
transition.
T
The
next
is
and
I'll
just
ask
all
my
questions
at
once
and
if
I
have
to
go
to
another
round
I
will
is
there
were
a
lot
of
questions
or
I'm
sorry,
not
a
lot
of
questions.
There
was
an
announcement
around
work,
the
district
working
on
a
plan
for
high
dosage
tutoring.
Can
someone
share
more
details
on
just
the
planning
and
the
review
process
for
this
idea?
T
So
the
number
of
seats
filled
compared
to
the
number
of
seats
available.
Can
someone
just
talk
about
where
the
gaps
and
how
we're
letting
folks
know
about
those
particular
programs
and
then?
Lastly,
one
question
we
got
as
my
we,
my
team
and
I
got-
was
just
around
the
boston
year,
13
pilot
in
the
district
looking
to
expand
its
partnership
with
digital
ready.
So
is
that
happening?
There
was
some
conversation
around
an
intensive
program
at
madison
being
one
of
the
ideas.
T
A
Lots
of
different
things,
their
their
counselor-
I
think
awc,
I'm
gonna
refer
to
this
afternoon's
hearing
for
the
folks.
To
answer
that
question
I
will
just
say:
generally,
you
know
I
don't
I
don't
look
at
it
as
is
eliminating
awc,
but
really
expanding
and
bringing
rigor
across
all
of
our
schools
but
I'll.
Let
the
team
kind
of
get
into
on
the
specifics
there
and
then
I
think,
probably
my
colleagues
are
better
equipped
to
answer
some
of
your
other
questions.
M
Sure-
and
thank
you
so
much
for
the
questions
I
can
jump
in
to
talk
a
little
bit
about
the
mentoring
work.
That's
starting.
We
see
mentoring
as
a
very
important
part
of
recovery
and
there
are
several
places
where
mentoring
is
being
discussed
and
that
work
is
being
done
in
the
academics
department.
We
received
a
grant
from
desi
to
support
academic
mentoring
and
that
grant
runs
through
the
summer.
M
It
has,
it
includes
components
of
tutoring.
Okay,
just
want
to
be
clear:
okay,
yeah!
Absolutely
christine!
No
thank
you,
but
we
really.
We
really
do
want
to
focus
mostly
on
the
mentoring
piece
now
and
ensuring
that
students-
and
in
this
case
we're
focusing
on
students
who
are
in
grades
6
through
12,
who
are
over
age,
who
may
have
have
a
retention
already
on
their
in
their.
You
know,
schooling,
experience
and
have
course
failures.
M
M
As
part
of
this
program,
so
we're
working
with
summer
school
programs
to
sort
of
pair
up
in
certain
spaces
so
that
students
that
are
tied
to
a
certain
summer
school
program
can
receive
additional
support.
That's
both
relationship
based,
but
also
we
can
be
connected
to
the
the
instruction
that
they're
receiving
in
the
summer
and
there's
also
a
transformative
mentoring
program
that
started
out
of
the
strategy
office
and
I'm
not
sure
if
charles
is
here,
who
can
speak
more
to
that
or
we
can
get
you
more
information
on
that
project
as
well.
T
Frankly,
in
some
of
the
basics
right,
this
has
been
ongoing
even
before
covid,
so
that
we've
been
getting
a
lot
of
questions
around
tutoring
around
academic
supports,
coupled
with
that.
So
when
will
families
know,
for
example,
what
is
available
to
them
when
it
is
available
to
them
when
they
can
sign
up
etc,
because
before
you
know
it,
I
mean
well
based
on
this
weather.
This
summer's
already
here.
M
A
If
I
can
just
add
one
thing
on
to
that
to
counselor,
I
think
that
you
know
this
is
a
question
everybody's
asking
right
now,
and
there
is
a
lot
that
is
incoming
for
families,
because
we're
still
in
this
pandemic,
things
are
still
changing
and
there's
new
information
every
single
day
right.
I
sent
you
all
a
couple
weeks
ago
the
the
link
where
families
can
learn
about
all
the
different
options
that
you
know
they
have
available
to
them.
A
We
continue
to
push
that
out
through
emails
text
messages,
social
media
through
our
schools
and
and
through
their
teachers.
You
know
multiple
forms
of
communication,
so
families
can
understand
what
options
are
available
to
them
this
summer,
but
this
is
where
it
does
take
a
village
right
and
understanding
that
there's
so
much
families
are
consuming.
A
If
there's
ever
constituents
of
yours
that
have
questions
or
or
need
answers,
I
will
resend
that
summer
school
link,
which
really
talks
about
a
variety
of
you,
know,
options
for
families,
everything
from
the
academic
side
to
the
social
and
emotional
side
to
you
know
just
making
sure
you
understand
what
what
food
options
are
available
to
you
this
summer
to
understand
in
the
after
school
and
beyond.
You
know,
outside
of
the
classroom,
learning
experiences
all
of
that,
but
it's
a
lot
right.
This
is
a
lot
for
folks
to
take
in.
L
L
In
general,
we
say
that
for
this
summer
we're
projecting
we're
hoping
about
26
000
seats
based
on
the
combination
of
all
of
the
different
plumber
programs,
and
we
are
hoping
to,
as
we've
said
in
the
past,
that
every
child
can
opt
in
for
an
opportunity
and
can
be
matched
with
an
opportunity.
This
time.
N
And
I
will
just
answer
dr
mack:
hey.
How
are
you
I'm
so
excited
to
see
you
I'm
trying
to
maintain
that?
But
anyways?
Earlier
this
year
we
did
meet
with
council
flaherty
and
sarah
cherry
rice
on
the
implementation
and
rollout
of
the
program,
and
so
we
shared
that
information
across
our
high
schools.
Students
have
been
being
registered
and
getting
on-boarded
to
be
participants.
T
C
U
Madam
chair,
thank
you,
everyone
for
a
tremendously
detailed
and
informative
presentation.
This
morning
I
learned
something
new
about
our
wonderful
schools.
Every
time
I
sit
in
on
these,
can
you
tell
us
a
little
more
about
the
high
school
redesign
work
that
you're
working
on
and
what
are
the
implications
for
high
schools,
the
the
general
admission
high
schools
in
in
the
district
and
then
someone's
already
in
terms
of
the
extended
school
year?
U
U
I
know
from
our
my
experience
of
talking
with
folks
at
the
brighton
high
there's
a
significant
number
of
our
students
in
high
schools
who
are
actually
working
significant
hours
like
30
40
hours
a
week
and
and
during
covid
they
actually
managed
found
that
online
learning
suited
them
very
well,
because
they
could
they
could
schedule
their
work
around
their
the
start
times
of
the
work
in
a
more
flexible
way.
I
just
I
think
we
have
to
be
very
nimble
in
recognizing
that
we
have
this.
U
What
are
we
thinking
about
ensuring
that
they
have
access
to
high
quality
education
while
also
working
it's
it's
it's
a
reflection
of
the
of
the
world.
We
live
in
that
many.
Many
of
these
families
require
students
of
high
school
age
to
get
out
and
bring
some
money
into
the
family.
So
those
are,
let's
see
professional
learning.
U
I'd
also
like
to
know
a
little
more
about.
You
know,
I'm
really
applauding
the
wonderful
plans
for
excellent
for
all-
and
you
know
the
advanced
work
classes
are
really
seen
as
a
great
a
great
asset,
but
I'm
just
thinking
about
the
the
the
general
admission
high
schools,
the
students
get
in
there
are
the
requirements
to
are
there
prerequisites
to
entering
into
a
program
like
the
international
baccalaureate
program,
and
I
think
that
might
be
enough
for
now.
Thank
you.
N
I'll
get
started
and
then
dr
bergerman
can
take
over
with
more
explicit
opportunities
to
discuss
brighton
high
school.
But
I
am
so
glad
that
you
asked
those
questions
and
we
are
being
very
nimble,
very
innovative
and
very
responsive
to
creating
multiple
pathways
for
our
students
to
be
credited
and
again
even
mass
core
completion
through
this
process.
And
so
we
know
that
many
of
our
students,
as
a
result
of
the
disproportionate
impact
of
covid,
have
had
to
go
to
work
to
support
their
families.
N
Our
english
learners,
as
well
as
our
black
and
brown
students,
and
so
we've
engaged
school
to
work
opportunities
for
them,
where
we
are
tying
competencies
to
their
opportunities
to
work.
Credit
recovery,
competency-based
learning
we're
looking
at
demonstrated
mastery
of
content
regardless
of
seat
time.
N
We're
not
expecting
someone
to
sit
for
990
hours
in
a
seat
in
order
to
be
competent,
but
to
show
their
mastery
in
multiple
perspectives
and
we're
also
really
heavily
engaged
in
project
based
learning,
where
it
can
extend
beyond
the
walls
of
the
school
and
incorporate
one's
opportunity
to
work
and
to
learn
and
to
connect
that
to
content
and
experiences
that
they
would
have.
In
school,
we're
creating
a
virtual
school
experience
for
students
and
we're
not
discounting
internships
or
externships,
but
including
them
as
part
of
a
student's
opportunity
to
be
credited.
N
If
we
have
a
student,
that's
playing
with
a
external
soccer
team,
how
do
we
engage
that
as
part
of
this
student's
school
opportunity
for
physical
education,
the
same
with
aau
basketball
or
any
gym
membership
that
a
student
might
engage
outside
of
the
school?
Also
our
partners
associate
latina
and
all
that
they
offer
we
partnered
with
build
a
campus
without
walls,
so
students
have
opportunities,
24
7
to
access
learning
on
a
virtual
platform,
so
we're
really
really
being
nimble
and
innovative
around
responding
to
the
needs
of
our
students
during
the
pandemic.
N
With
an
eye
open
to
these
effects?
Will
law
will
last
long
after
the
pandemic?
So
how
do
we
institutionalize
them
and
create
systems
that
always
have
them
available
for
our
students?
So
multiple
pathways,
the
open,
enrollment
schools
have
typically
served
the
highest
need
students
and
have
been
resourced
less
than
our
other
schools.
So
our
focus
on
the
open,
enrollment
schools
is
very,
very
clear
and
we
talked
a
little
bit
about
it
in
the
presentation
around
engaging
the
core
four
and
there
are
no
prerequisites
for
a
student
to
have
access
to
an
ap
course.
N
We're
building
pre-ap
models
in
the
seventh,
eighth
and
ninth
grade
and
tenth
grade
opportunities
so
that
when
they
get
to
the
11th,
the
expectation
is
that
they're
ready
and
we're
open
for
them
to
be
engaged
the
same
with
ib,
creating
a
pathway
right
now.
That
starts
at
the
seventh
grade
and
goes
all
the
way
through
the
12th.
N
So
it's
just
a
matter
of
choice
and
not
a
matter
of
a
special
selection
process
for
a
school
to
be
identified
for
a
child
to
be
identified
as
ready
for
ib
curriculum
and
so
all
of
the
resources
that
we're
engaging
in
our
open,
enrollment
schools
cte
early
college.
Dual
enrollment
are
wide
open
for
every
student
to
have
access
to
that's
the
that's
the
spirit
behind
it:
removing
barriers,
creating
access
and
providing
opportunities
for
all
students
to
be
engaged
in
rigorous,
demanding
opportunities
that
ready
them
for
a
life
for
college
for
career
and
I'll.
O
You,
dr
mcintyre,
in
regards
to
brighton.
As
you
know,
we
have
a
new
leader
over
there
this
past
year.
Mr
andrew
bach
he's
innovative
and
he
is
creative,
so
we
have
gotten
together
to
create
to
create
a
schedule
for
this
coming
year,
where
he
is
looking
at
students
that
are
working
because
we
do
know
the
population
of
brighton.
O
You
know
there
are
many
english
learners
specifically
who
need
to
work
to
help
their
parents,
especially
from
this
point
pandemic
from
bringing
you
know,
especially
all
the
needs
that
the
families
that
do
have-
and
I
know
he's
also
working
at
the
student
to
work
program.
As
you
know,
the
etco
program
clause,
so
we
bring
in
the
etco
program
inside
brighton,
which
will
be
part
of
brighton
and
and
have
the
access
to
a
school
to
work
there,
but
also
for
for
the
general
population
of
students.
O
O
One
more
thing
that
we
are
looking
right
now
is
what
we
call
in
the
common
course
catalog,
where
we
are
selecting
some
schools
to
be
part
of
this
pilot
for
the
school
to
be
open
from
seven
o'clock
in
the
morning
to
eight
o'clock
at
night,
in
a
blended
learning
model,
and
in
here
students,
especially
those
who
work,
will
have
the
access
to
just
think
about
college.
I
take
a
class
in
the
morning.
O
U
Thank
you
so
much,
I'm
very
excited
and
impressed,
I
think,
having
a
really
flexible
approach
and
also
giving
credit
these.
These
young
people
are
demonstrating
incredible
determination,
resilience
and
and
just
creativity
and
and
finding
jobs
and
being
employed,
and
you
know
I'm
delighted
to
see
that
we're
recognizing
some
of
those
great
talents
and
trying
to
cultivate
them
further.
O
U
C
V
V
Had
a
95
attendance
rate
in
order
to
go
through
that
appeals
process,
I'm
curious
about
a
lot
of
the
students
who
are
juggling
to
end
me
and
working
to
help
put
food
on
the
table
and
attendance.
I
know
that
for
me,
I
skipped
a
lot
of
school
to
do
just
that.
So
attendance
wasn't
my
best
suit
either.
So
I'm
just
curious.
What
what
do
we
know
and
how
are
we
utilizing
m-cass
appeals
for
students
in
these
type
of
situations?
V
V
I'm
curious
as
what
I
I've
been
hearing,
a
lot
about
madison
park
and
now
I'm
on
the
program
advisory
board,
and
I
have
a
soft
heart
and
loud
voice
to
ensure
that
we're
supporting
madison.
So
I'm
just
curious.
What
are
your
plans
to
support
the
current
leadership
at
madison
park
to
set
them
up
for
success?
N
So
good
to
see
you
and
I'm
going
to
get
started
with
first
reminding
or
introducing
the
idea
that
boston
has
presented
to
the
school
committee
that
we
not
use
the
no
credit
process
for
our
students
in
reference
to
their
attendance.
What
we
realized
was,
it
was
a
racist,
a
racist
policy
and
the
students
that
were
being
given
the
no
credits
or
the
failures
relevant
to
no
credits
were
the
students
who
were
black
and
brown.
N
N
V
G
V
Over
the
last
six
years,
he's
poured
so
much
into
madison
park
and
now
we're
paying
for,
and
it
seems
like
with
everything
in
the
district
that
once
things
start
working,
you
start
unworking
that
work
and
I'm
concerned
about
that.
I
just
want
to
name
it
and
push
back
on
it,
and
I
just
want
to
just
get
the
clarity
around
whether
or
not
this
transition
requires
removing
kevin
from
his
role.
N
N
We're
building
out
cte
pathways
across
all
the
open,
enrollment
schools
and
kevin
will
be
an
instrumental
part
in
lending
and
loaning
his
expertise
into
engaging
that
opportunity
and
in
that
sense,
kevin
will
relocate
to
central
office,
but
will
be
still
a
part
of
or
have
his
eyes
and
ears
to
the
ground
of.
What's
going
on
at
madison,
along
with
michelle
silveira
yeah,
dr
surveillance,
silveria.
Sorry.
J
The
first
is,
as
you
know,
the
school
committee
voted
to
close
two
schools
at
the
end
of
this
year.
The
first
is
the
edwards
middle
school
in
charlestown.
The
second
is
really
a
merger
of
the
mccormick
middle
school
with
bcla
as
part
of
that
there's
a
number
of
positions
and
budgets
in
those
two
schools
that
end
up
going
away
or
in
the
receiving
schools
recoding
them.
That
explains
part
of
why
you
see
a
change,
and
I
should
have
put
a
little
bit
of
a
nerd
alert
at
the
start
of
this
one.
J
This
is
a
very
technical
answer.
The
the
second
thing
is
we.
The
district
has
been
doing
a
full
inclusion
rollout.
So
each
year
we
have
seen
an
increase
in
the
amount
of
inclusion
grade
by
grade
and
so
for
next
fall,
or
for
this
year
it
was
in
seventh
grade
and
when
that
happens,
we
recode
a
whole
bunch
of
positions
of
the
schools
so
that
they
meet
the
union
sort
of
qualifications.
J
This
was
a
long
way
of
saying
that
the
the
changes
you're
seeing
in
the
budget
in
this
case
are
changes
in
operations
and
how
we
need
to
code
our
budget.
It's
not
an
indication
of
any
shift
around
our
literacy
and
supporting
and
just
to
talk
about
how
we
are
supporting
literacy,
I'll
turn
it
over
to
that
academic
team.
I
think.
C
I
actually
I'm
gonna
break
in
nate.
I
I
would.
I
would
prefer
the
academics
team
would
hold
that
answer
on
literacy
to
the
second
round
for
council
armenia,
just
because
I
don't
want
to
rush
through
it
in
30
seconds,
but
I
know
that
councilor
edwards
who's
up
next
has
a
time
crunch.
So
I
want
to
get
her
in
so
councilman.
I'm
sorry,
but
we'll
just
defer
to
the
next
one
counselor
edwards.
W
Thank
you.
So
if
someone,
my
first
question
is
just
an
update
on
the
kaleidoscope
program.
I
believe
district
one
was
going
to
be
doing
kicking
off
that
pilot,
and
that
was
part
of
last
year's
budget,
and
I
was
just
I
wanted
to
know
what
has
happened
with
it.
How
this
is
being
integrated
or
not?
I
I
personally
had
not
real
any
kind
of
pro
or
con
for
it.
It
just
seemed
like
it
was
decided
they
were
going
to
do
this
kaleidoscope
program
and
the
pilot
would
be
in
district
one.
W
I'm
also
wanted
to
hear
about
you
brought.
You
mentioned
the
edwards
and
there's
two
things
or
narratives
that
are
going
on
about
the
edwards
one.
I
know
that
there's
a
500
000
rfp
that
was
put
out
last
year.
I
don't
know
if
it
was
ever
accepted
or
if
someone
had
been
selected
to
help
with
the
planning
of
the
edwards
as
a.
I
want
a
commitment
to
being
an
educational
facility,
and
then
I
do
know
that
there's
questions
about
whether
it
would
be
the
swing
space,
temporary
sing
space
for
the
horseman.
W
J
The
rfp
for
the
edwards
was
related
to
a
design
firm
to
be
able
to
come
in
and
work
on
that
consulting.
We
have
not
put
that
out
the
bid
yet
so
we
are
not
ready
to
move
forward.
The
next
step
in
the
conference
is
a
community-based
conversation,
and
while
we
get
an
answer
on
kaleidoscope,
I
can
pull
up
the
exact
dates
for
the
next
conversation
with
charlestown,
which
is
in
the
next
few
weeks.
W
J
Yeah
exactly
and
I
started
I
should
have
said
clearly:
that's
probably
why
megan's
like
leaning
towards
our
camera,
we
are
planning
to
use
the
edwards
school
for
school
space.
We
are
not
planning
to
dispose
of
that
property.
It
will
be
used
for
bps
to
serve
the
needs
of
our
community,
the
design
firm
and
the
hiring
of
that
happens
in
sequence
of
knowing
exactly
how
we
want
to
use
that
space.
J
And
now
we're
informed
they
are
exactly
so.
You
know
if,
if
one
of
the
options
is
that
it
becomes
early
childhood
space
to
supplement
either
the
warren
prescott
or
the
harvard
kent,
then
the
designers
will
go
in
and
assess
the
space
and
make
recommendations
for
how
to
convert
that
space
most
effectively
for
early
childhood
or
if
it
were
to
become
swing
space
for
the
horseman.
We
would
work
with
the
designers
to
identify
all
the
modifications
that
need
to
happen
to
make
it
an
appropriate
space
for
the
deaf
and
hard
of
hearing
communities.
W
There's
a
lot
of
transition
right
going
on
with
bps
right
we're
getting.
By
that
I
mean
we're
getting
a
new.
We
have
an
acting
mayor,
we'll
be
getting
a
new
formal,
like
elected
mayor
in
november,
and
that
can
change
who's
running
a
bps.
I
can
change
the
goals
of
bps.
I
can
change
all
of
these
things,
including
this
rfp
and
var.
W
W
Would
it
actually
means
it's
going
to
happen,
regardless
of
who
ends
up
being
elected
in
the
fall
and-
and
I'm
telling
you
that
it
means
everything
to
me
that
there's
a
commitment
that
this
rfp
is
out
and
accepted
this
year,
because
that's
the
only
commitment
I
see
actually
that
I
can
hold
hold
bps
or
hold.
Whoever
is
the
future
mayor
accountable
for
so
this
is
nice.
W
This
community
process
is
nice,
it's
not
a
commitment,
it's
not
actually
real
to
me
and
it,
and
it
has
to
be
because
we
have
not
achieved
the
goal
of
universal
pre-k.
We
do
not
have
enough
k-zero
seats
in
not
just
charlestown
east
boston
in
my
district,
but
throughout
the
whole
city.
We
don't
have
enough
and
I
don't
see
a
commitment
and
even
now,
still
wavering
as
to
whether
we're
going
to
have
horus
man
in
there
or
not
I'm
ambivalent,
but
again
there's
no
commitment
from
bps.
W
I
I
know
you
said
you
will
keep
it
as
an
educational
facility,
but
I
want
I
want
that
in
writing
and
the
best
way
to
see
that
in
writing
is
an
rfp.
Where
you
put
your
money
where
your
mouth
is
now
just
real,
quick,
the
kaleidoscope
program.
Could
someone
explain
how
that
pilot
program
is
going
or
if
it's
going.
M
Before
I
can
start
by
answering
that
question
and
then
corey
harris
can
also
jump
in
and
add
some
more
context
there.
The
program
was
piloted
this
year
with
the
elliott
school.
It
has
not
started
yet
with
a
larger
group
of
schools,
but
right
now
there's
an
engagement
process.
That's
going
on.
That's
included
families,
a
racial
equity
planning
tool
process
and
will
lead
to
the
development
of
a
pilot
advisory
team
later
in
may
or
into
june,
to
really
plan
out
what
this
work
will
look
like
in
the
schools.
M
K
Christine,
I
think
you
did
a
good
job
of
covering
it.
The
only
additional
thing
I
would
add
is
starting
in
january
they
began
mapping
out
what
the
professional
development
would
look
like
for
the
upcoming
21-22
school
year,
so
that
needs
lots
of
prior
planning
and
intention
and
they
have
done
their
due
diligence
in
that
regard.
So
we
look
forward
to
really
diving
in
this
upcoming
school
year
and
many
years
beyond,.
W
K
K
W
K
C
H
Thank
you,
madam
chair
and
good
afternoon.
Ladies
and
gentlemen,
I
I
do
apologize.
I
had
a
10
o'clock,
so
I
missed
a
lot
of
your
presentation,
but
I've
just
been
going
through
the
powerpoint
with
some
notes.
So
I
appreciate
that
so
you
may
have
answered
some
of
these
questions.
Again.
Apologies
for
for
making
you
be
redundant,
but
first
off
you
know
it
goes
without
saying
that
the
motto
return
recovery.
H
Imagine
is
one
that
we
all
celebrate
and
I
truly
do
appreciate
the
incredibly
talented
staff
from
bost
public
schools
who
are
dealing
with
something
that
is
so
unimaginably
challenging,
and
I
know
everyone's
hearts
in
the
right
place
and
I'm
hopeful
that
this
is
an
opportunity
for
us
to
work
collaboratively
and
also,
you
know,
learn
from
you
and
hopefully
you
can
get
some
ideas
from
us
as
well.
So
I'm
sure
that
counselor
flynn
had
brought
this
up
and
perhaps
counselor
braden
as
well.
The
three
of
us
co-sponsored
a
hearing
and
megan.
H
C
X
H
Yes,
I
am
back
I'm
trying
to
phone
now
so
sorry
about
that.
Okay,
great
I've
been
in
my
office,
which
seems
to
have,
despite
the
fact
that
I'm
on
the
city
of
boston,
employee,
I
have
terrible
connections
so
and
my
shirt
looks
very
loud
in
the
phone,
so
apologies
for
that
as
well.
Anyway,
is
this
connection
better?
Madam
chair
just
give
me
a
thumbs
up?
Yes,.
H
A
H
H
Okay,
I
mean
it's,
it's
it's
fine
to
I
I
don't
mean
this
to
sound
combative.
I
do
if,
if
not,
we
would
need
to
have
state
legislation
passed
again,
it's
great
to
hear
that
bps
is
committed
to
serving
our
families.
I
have
no
doubt
that
you
are,
but
we
need
some.
I
need,
and
the
parents
that
I
represent
need
some
concrete
steps
that
need
to
be
taken.
It
may
be
that
bps's
hands
are
ties
and
we
need
to
focus
on
the
state
level.
So
I
guess
it's
just
frustrating.
H
How
you
have
to
sign
up
what
the
interest
has
been
thus
far
in
the
old
days,
you
would
go
to
summer
school
if
you
were
falling
behind
in
a
particular
subject,
but
this
seems
that
it
would
be
a
larger
ecumenical
approach
and
allowing
more
students
to
make
up
for
some
lost
time.
So
does
someone
want
to
jump
on
that.
L
H
L
Yeah
it's
still
early,
but
we
are
ramping
up
our
communications
process.
We
want
to
make
sure
that
families
know
exactly
how
how
to
do.
The
other
part
that
we're
also
trying
to
do
is
to
ensure
that
we
have
staffing
and
that
our
teachers
are
signing
up
to
teach
in
the
different
programs
so
we're
managing
it
on
both
levels,
the
student
enrollment
and
and
having
enough
teachers
to
teach.
H
Great
yeah,
more
curious,
obviously
that'll
inform
how
many
teachers
and
then
what
the
budget
looks
like,
because
obviously
the
teachers
would
get
a
stipend
or
some
salary
adjustment
to
continue
that.
You
know.
I
really
appreciate
a
lot
of
the
focus
on
the
powerpoint
as
it
relates
to
our
high
school.
Well,
two
two
points
echo
everything
that
counts.
Edward
said
as
it
relates
to
universal
pre-k
and
how
we
need
to
it's.
It's
an
important
issue
with
we've
all
been
talking.
H
We
need
to
see
some
better
action
there
and
then,
on
the
flip
side,
looking
at
high
school
programming-
and
there
was
some
great
statistics
as
it
relates
to
ib
programs
and
ap
programs,
and
it
reminds
me
of
policy
proposal
from
an
intern
of
mine
last
summer,
as
it
relates
to
the
ap
schools,
and
I
don't
their
ap
classes
offered
in
the
high
schools.
I
don't
have
the
exact
statistic,
but
I
think
it's
safe
to
say
that
some
of
the
exam
schools
would
probably
offer.
I
don't
know.
H
N
So
so
absolutely
we're
partnering
with
mass
insight.
We've
got
other
initiatives
that
are
going
on
in
individual
schools,
with
mass
insight
to
increase
access
to
ap
coursework
for
black
and
latin
next
students,
very
specialized
opportunities
and
just
working
from
pre-ap
to
ap.
To
build
readiness
for
the
rigor
of
of
ap
course
work
and
making
it
available
through
zoom.
Just
as
we
make
other
classes
available
and
in
this.
O
This
will
also
continue
this
coming
summer
and
this
coming
year,
especially
bringing
that
to
the
level
of
our
middle
school
students
and
training
those
teachers,
so
that
when
students
get
to
the
high
school,
even
in
ninth
grade,
they
can
access
social
studies
classes
for
ap.
We
are
also
looking
at
the
pre-ap
for
algebra
for
this
coming
summer
and
this
coming
year
to
also
do
their
training
for
our
teachers.
H
H
G
A
Yeah,
I
think,
counselor.
You
know
like,
like
a
lot
of
things
that
we've
we've
experienced
this
year.
We
are,
this
is
ever
evolving,
but
it's
certainly
something
that
we're
exploring.
No
firm
decision
has
been
made
on
this.
It's
simply
right
now
gathering
those
facts
that
you're
talking
about
what
would
enrollment
look
like?
What
would
design
look
like?
Who
would
this
be
serving?
How
would
this
work?
How
do
we
make
sure
that
students,
you
know
social
emotional
needs-
are
still
met
right
access
to
food?
A
H
No
listen,
I
I
think
you
said
it
well
megan.
I
I
certainly
have
reservations,
but,
but
I
think,
there's
an
opportunity
here
to
flesh
it
out
a
little
bit
more
and
engage.
What
interest
would
look
like
so
keep
us
posted,
and
that
is
all
for
this
round.
Apologies
for
my
poor
connection.
Thank
you.
Madam
chair.
C
Y
Thank
you,
madam
chair
mbps,
I'll
probably
have
like
six
or
seven
rapid
fires
and
I'll
listen
for
the
answers.
First,
one
is:
do
we
have
a
plan
for
the
use
of
federal
funds
relevant
to
our
learning,
loss,
graduation
and
career
readiness
and
credit
recovery
programs?
There
was
a
mention
of
the
accelerated
academies.
800
students
will
be
enrolled.
Can
we
enroll
more
and
can
they
expand
on
the
you
know,
what
acceleration
academies
will
do
they
also
mentioned
cte
enrollment
has
increased.
What's
the
graduation
rate
of
cte
students
compared
to
students
in
regular
curriculum?
Y
I
see
that
budget
is
25
000
this
year
in
the
area
that
would
consider
for
dual
enrollment
in
early
college
opportunities
and
what
they
provide
our
students
and
that's
clearly
what
I
think
council
campbell
was
talking
about
with
respect
to
boston
year,
13.,
I'm
very
happy
to
see
stem
ap
expansion
to
schools.
How
many
schools
will
offer
ap
courses
in
stem
and
do
we
also
with
respect
to
summer
credit
recovery?
Y
Do
we
have
enough
seats
for
those
interested
in
credit
recovery
and
obviously
I'm
excited
in
congrats
to
bps4,
particularly
the
area
of
arts
and
music
in
the
increased
certified
art
instructors?
That's
great
news,
and
then,
lastly,
if
you
have
time
presentation
notes
that
we,
we
need
57
additional
positions
in
secondary
schools,
what
what's
the
hiring
plan
for
those
positions?
That
seems
to
be
a
significant
growth
in
personnel
and
if
you
could
maybe
explain
the
growth
in
personnel
as
well,
obviously
we're
we're
sort
of
losing
student
population.
J
I
I
can
take
the
last
question
just
as
sort
of
kick
started,
while
people
take
the
other
more
hard
questions,
the
57
fte
for
math
score
implementation
was
the
estimate
based
on
the
current
high
school
schedule
and
what
additional
classes
they
need
to
add,
but
we
go
through
a
long
process.
This
is
the
goal
is
for
fy23,
so
it's
not
part
of
this
year's
budget,
we're
not
doing
any
additional
hiring
right
now
for
mass
corps.
J
We
will
be
working
with
the
schools
throughout
the
fall
and
into
the
winter
to
put
together
the
budget
proposal
to
make
sure
they
have
the
staff
that
they
need,
where
we
will
eventually
see
the
full
implementation
that
may
be
existing
teachers
that
are
changing
their
course
load
or
could
be.
You
know
a
net
gain
in
fte
so
that
that's
work
that
we're
still
doing
about
the
implementation.
It's
not
something
that
we're
hiring
for
right
now,.
A
And
I
just
want
to
add
to
you
know
nate
what
nate
is
saying
is
you
know
this
is
really
about
building
some
uniformity
and
expectations
across
our
high
schools,
so
we're
really
bringing
that
rigor
and
standards
that
is
predictable
for
parents
right.
So
you
can
know
that
when
you're
going
to
x
high
school,
you
understand
that
there
is
a
baseline,
that
you
can
expect
for
your
student.
P
Q
Q
In
regards
to
dual
enrollment,
we
are
putting
forth
some
funding
requests
through
our
esser
plan,
which
has
to
go
through
a
robust
approval
process
to
cover
additional
coursework
for
students
who
are
eligible
and
interested
and
eager
to
access.
Dual
enrollment,
so
we
would
need
to
cost
share
the
actual
course
credit.
Q
The
cost
for
the
course
credit
and
materials
books
and
supplies
with
the
institutions,
because
the
commonwealth,
dual
enrollment
program,
only
funds,
a
certain
amount
of
the
courses
at
certain
institutions,
and
we
want
to
really
deepen
and
widen
the
program
offerings
for
our
young
people,
we're
also
exploring
in
an
exploratory
phase
of
what
it
would
entail
to
launch
a
gateway
to
college
initiative
that
would
open
access
to
our
alternative
education
students
to
complete
high
school
while
earning
some
college
credit.
So
we'll
have
more
information
and
details
as
things
evolve.
With
that
effort.
N
It
is
our
expectation
to
make
credit
recovery
available
to
all
students,
with
a
primary
focus
on
those
students
who
may
need
that
opportunity
to
engage
in
august
graduation,
but
in
addition
to
credit
recovery
being
available,
we
will
also
have
esy
programs,
el
programs,
the
task
force.
The
special
ed
task
force
is
working
as
we
speak
on
specialized
programs
for
students
with
disabilities
over
the
summer,
working
with
the
pick
after
school
and
beyond
and
fifth
quarter
portfolios,
which
is
an
extension
of
the
accelerated
programs
over
the
summer.
C
C
Obviously,
the
the
vote
to
adopt
the
mass
core
standards
last
week
is
historic
and
a
huge
deal,
and
I
know
something
that
a
lot
of
people
on
this
call
have
been
working
on
for
a
long
time
and
not
just
in
terms
of
you
know
getting
off
the
line
of
across
the
line
of
officially
doing
it.
But
thinking
about
how
to
do
it
in
ways
that
really
support
all
of
our
learners
and
all
of
our
schools
and
and
and
provide
the
kind
of
you
know,
support
that.
C
We
need-
and
I
I
think
it's
so
important
for
for
folks,
to
know
that
graduating
from
bps
does
mean
that
you've
had
all
these
academic
opportunities
right
and
that
everybody
across
the
board
had
those
and
then
I
think
we
got
to
support
everybody
and
actually
taking
advantage
of
those.
So
it's
yeah.
It's
just
obviously
a
huge
deal,
and
I
wanted
to
acknowledge
that
I
did
want
to
ask
the
budget
question
nate
it.
It
looks
like
I
mean
the
proposal
there.
C
J
J
J
We
shifted
the
timing
and
now
coincides
with
the
adoption
and
mass
core
standards
which
are
great
so
that
10
million
would
be
part
of
the
proposed
increase
of
the
36
million.
Currently
how
we're
thinking
about
the
ask
for
fy23,
of
course,
we're
still
very
early
in
the
process.
This
is
way
earlier
than
I
would
normally
talk
about
in
the
fy
23
proposals,
but
that's
the
sort
of
idea
that
it
works
within
that
framework.
C
No
that's
great
and
I'm
glad
to
hear
that
only
because
I
just
think
fiscally
having
it
be
another
10
would
be
a
real
lift
and
the
reality
is,
you
know,
none
of
us
know
exactly
who's
going
to
be
making
a
decision
on
the
mayor's
side,
but
also
it's
not
just
about
that
person.
It's
about
the
fiscal
situation
of
the
city
and
where
new
growth
is
hitting
and
we
you
know.
C
We
all
know
that
we
think
next
year's
fiscal
year
we
may
get
some
of
the
after
effects
of
the
slowdown
in
construction
in
terms
of
our
budget
and
everything.
So
I'm
relieved
to
know
that,
because
I
do
think
it's
super
important
for
us
to
implement
this.
So
so
that's
that's
helpful.
Thank
you
for
that
and
then
circling
back
on
the
the
mentoring,
tutoring
piece.
C
So
so
I
get
that
the
idea
is
it's
up
focused.
Is
it's
an
investment
850
from
desi
focused
on
you
know
this
summer
up
to
500
kids
in
particular
folks
who
have
had
a
retention
previously,
so
I
got
that
I
guess
I'm
I'm
I'm
wondering,
because
this
is
sort
of
me
accepting
a
question.
I
asked
last
week
that
you
all
said
to
bring
to
this
hearing.
C
Just
it's
very
easy
for
me
to
imagine
those
people
getting
unengaged
and
I
would
love
to
see
some
of
the
like
that
interpersonal
mentoring
relationship
and,
frankly
also
that,
like
high
impact
academic
support
like
oh
you're,
cutting
because
you
can
learn
math
this
way
last
year.
So
we
need
somebody
over
your
shoulder.
So
those
seem
like
potentially
a
different
group
than
the
group
that's
being
described
for
this
summer
thing,
and
so
I
want
to
hear
sort
of
what
we're
thinking
about
for
them.
M
M
M
C
And
how
do
we
make
sure
so
it
sounds
like
this
is
something
where
we
may
be
using
federal
funds
to
wrap
around
and
that's
going
to
be
part
of
the
conversations
that
we're
having.
So
that's
helpful.
How?
How
do
we
think
about
because
it
is
a
balance
right?
It's
like,
I
think,
if
you
you
don't
have
that
relationship
and
trust,
then
it
just
doesn't
do
anything
for
a
lot
of
students
at
the
same
time
like
you
know,
you
do
want
somebody
who
can
like
you
know.
C
There
are
people
who
are
great
like
big
siblings,
but
they
don't
ever
actually
sit
with
you
and
explain
why
you're
getting
the
math
problem
wrong
and
that
might
not
be
exactly
what
everybody
needs.
So
how
do
you
guys
think
about
that
about
making
sure
that
I
mean
with
the
literacy
we
were
talking
about
how
fidelity
to
the
method
is
really
important
to?
M
Ongoing,
has
been
illuminating
and
really
important
for
us
to
help
define
what
mentoring
should
look
like
and
to
train
people
up,
who
you
know
many
of
most
of
our
mentors
work
as
teachers
or
in
another
capacity
in
schools
and
are
used
to
working
with
students,
but
even
still,
this
is
a
new
type
of
relationship
and
it
requires
professional
learning
and
support
to
do
it.
Well,
so
we
are,
you
know,
we're
really
digging
in
there.
M
O
And
my
past
experience,
I
have
placed
learning
programs
from
the
universities
for
for
especially
used
in
the
international
students
who
speak
their
language
and
can
help
our
students
academically
and
also
do
I
have
an
after-school
programming
so
that
they
are
that
they
are
moving
forward
with
their
academics
or
even
placing
an
in
high
school
touring
program
where
our
seniors,
who
mentor
our
7th
or
8th
graders.
You
know
academically
and
especially
kids,
who
are
just
took
those
classes.
C
Great,
no,
I
yeah,
I
just
think
I
I
I
feel
like
I
am
over
the
course
of
my
actually
middle
school,
high
school
and
college
years
did
various
forms
of
helping
out
in
bps
I
mean
when
you're
in
middle
school,
you're
kind
of
a
glorified,
like
you
know,
student
practically,
but
but
in
in
high
school
and
college.
To
that-
and
I
just
felt
like
there's
very
wide
variety
in
whether,
like
you
know,
young
people
who
are
put
into
those
situations
are
given
the
right
kind
of
curriculum
and
training,
have
expectations.
C
M
I
think
that's
a
great
point
I
would
just
add
connected
to
that
idea
of
sort
of
near
peer
tutors.
Is
that
the
the
teacher
cadet
program
out
of
our
rcd
office
has
been
a
great
source
of
you,
know,
sort
of
student
mentors
and,
and
they
are,
they
have
been
trained
already
right.
There
they're,
focusing
on
working
with
younger
people
already
as
part
of
their
programming,
so
they've
been
a
a
very
really
solid
group
of
mentors.
N
We
also
have
partnerships
with
pgc,
which
builds
the
capacity
for
older
students
to
go
into
the
classroom
of
younger
students
and
mentor
and
advise,
and
then
our
partners
that
are
in
the
communities
engage
in
the
partnership.
Work
as
well
comes
to
mind
saint
peter's
in
the
tremendous
work
they're
doing
with
the
cabo
verdean
families
and
students,
socio
de
latina,
with
the
wonderful
work
they're
doing
with
our
latinx
students,
so
really
valuing
multiple
perspectives
of
mentoring
and
tutoring.
As
it
comes
to
our
boston,
public
school
students
and
families.
C
F
Thank
you,
madam
chair,
and
just
to
follow
up
on
the
question.
I
started
in
the
last
round
just
curious
about
the
impact
of
or
the
presence
of
libraries
in
our
schools,
because
we
know
the
impact
that
they
have
on
literacy
and
in
supporting
our
students.
The
budget
before
us
states
that
we
have
17,
but
I
think
there
are
17
libraries
in
bps,
but
there
was
a
much
higher
number
shared
with
us
during
my
library
hearing
not
too
long
ago.
So
I'm
curious.
M
M
So
that
might
be
what
that
number
means,
but
it's
probably
58
active
libraries
which
leaves
us
with
68
still
68
buildings
that
don't
currently
have
an
active
library
in
place.
I
would
have
to
I
have
the
data.
Let's
see
right
here
around
the
the
staffing,
let's
have
to
do
a
little
bit
of
number
crunching.
F
Thank
you
very
much,
I'm
just
taking
a
couple
notes
here
and
then
so
if
we
could
just
get
those
those
exact
numbers
not
today,
but
if
we,
if
I
could
just
know
the
number
of
libraries
we
have
and
the
staffing
around
librarian
versus
power,
librarian
and
then
also
you
know,
are
there
schools
that
don't
have
a
stand-alone
library
but
maybe
have
a
power
librarian
or
a
shared
librarian
to
support
students
just
because
there's
such
a
you
know
you
recognize.
I
appreciate
that.
F
Have
we
looked
at
or
evaluated
at
all
the
the
financial
impact
of
these
small
schools
and,
and
certainly
I'm
asking
about
the
financial
impact,
because
this
is
a
budget
hearing
certainly
want.
You
know,
appreciate
and
don't
want
to
diminish
the
support
that
they
provide
for
students,
and
so
you
know
the
creative
opportunities
to
engage
kids
in
their
learning
and
in
their
achievement.
J
Thank
you
for
that
question.
I
think
what
we
have
started
to
have
conversations
with
in
in
terms
of
build
bps
process,
we're
going
to
talk
more
about
bill
bps
this
afternoon,
but
rather
than
think
about,
do
they
cost
more.
I
think
there's
a
trade-off
between
school
size
and
costs,
and
we
want
to
be
intentional
about
that
design
and
and
have
school
size.
That
is
what
we
are
planning
to
do
as
opposed
to
school
size
that
is
sort
of
accidentally,
small
and
so
we've
talked
a
lot
about
sort
of
declining
enrollment.
J
We've
heard
people
say
well.
This
is
an
opportunity
for
us
to
have
smaller,
more
intimate
school
communities.
That
is
certainly
true.
If
you
design
one
as
we've,
we
have
done
in
boston
to
design
certain
schools
to
be
a
size
to
serve
a
certain
population
versus
wanting
to
have
schools
that
are
robust
and
full
of
enrollment
and
then
enrollment
sort
of
makes
the
decision
for
us
that's
sort
of
the
change
we're
making
in
our
standalone
middle
schools
is.
We
can
no
longer
offer
the
program
we
think
is
important
in
the
middle
grades,
because
enrollment
has
declined.
J
So
a
school
like
latin,
which
is
our
most
resource
rich,
has
the
lowest
cost
per
pupil
and
then
some
of
our
schools,
which
are
considered
resource
poor,
have
the
highest
cost
per
pupil.
So
we're
spending
more
money
and
not
providing
opportunities
that
we
all
expect
in
the
city.
So
this
was
a
theoretical
question,
so
I
think
a
practical
theoretical
answer
to
a
practical
question
about
are:
have
we
done
an
evaluation
of
the
sort
of
costs
of
small
schools?
J
X
C
V
V
I'm
curious
what
opportunities,
if
any,
have
we
also
explored
to
look
at
some
non-traditional
types
of
mentoring
programs
like
working
with
barber
shops
and
hair
salons,
just
kind
of
really
thinking
outside
the
box
of
all
the
places
and
spaces
that
our
children
happen
to
be
in?
Are
we
creating
opportunities
to
kind
of
engage?
Some
of
these
non-traditional
men
in
many
ways
are
mentors
for
our
children
right
when
they're
sitting
in
that
you
know
getting
their
hair
cut
or
whatever
you
know
like.
M
Thank
you
for
that
question,
and,
and
we
are
in
the
very
early
stages
of
mentoring,
although
you
know
to
dr
mac's
comment,
there
is
there
are
many
things
happening
in
the
city
that
we
can
build
on
and
many
partners
that
we
can
grow
mentoring
programs
around
and
we
you
know,
as
we've
talked
about
today.
The
need
is
clear.
O
It's
actually
great
that
council
mejia
mentioned
the
hair
salons.
She
probably
hear
about
the
initiative
that
we
are
doing
for
the
modern
dollar
conference
on
october
16,
with
about
six
universities,
where
we
are
going
to
be
bringing
from
our
comprehensive
schools,
some
girls
and
moms
or
or
grandmas,
and
actually
we
are
going
to
pamper
them
and
start
realigning
some
type
of
mentoring.
We
actually
are
going
to
as
a
kickoff
to
something
we
are
going
to
be
doing
in
march
for
international
women's
conference,
and
so
we
are
planning
this
in
october.
O
16
is
going
to
be
online
where
we
are
going
to
we're,
bringing
in
maggie's
from
his
boston
the
hair
salon
there
that
that
we
we
certainly
going
to
partner
with,
and
then
we
are
thinking
who
else
will
we
bring
in
the
future
that
is
going
to
be
actually
live
where
we
are
because
you
know,
when
I
go
there,
it's
great
you
know
using
talking
to
the
hairdressers
therein
and
about
their
children
and
guiding
them
about.
You
know.
The
possibility
of
college
and
some
kids
have
dropped
out
is,
is
certainly
a
different.
O
G
V
Thank
you.
I
I
know
that
that
would
be
the
case.
So
then,
let
me
just
get
into
some
of
my
hard-hitting
questions
here.
I
gave
you
a
little
soft
one
just
to
line
you
up,
but
here
comes
the
hard
balls.
Okay
in
terms
of
graduation
rates,
we're
seeing
some
of
the
lowest
graduation
rates
in
boston
day
in
evening
academy
and
bata.
What
are
we
doing
to
ensure
that
adults
who
are
going
through
the
bps
system
are
retained
and
prepared
to
graduate
as
well?
V
N
So
let
me
start
by
saying
the
multiple
pathways
that
we're
engaging
as
policy
relevant
to
the
mass
core
is
going
to
be
very
instrumental
in
addressing
some
of
those
challenges
and
growing
the
graduation
rate.
In
addition
to
the
multiple
pathways,
we
are
working
with
competency
determination
at
this
point,
so
students
are
being
granted
mcas,
competency,
determination
based
on
class
performances
and
not
necessarily
the
mcas
assessment.
N
V
Can
you
talk
to
me
specifically
around
bata
in
boston
evening
academy,
just
kind
of
like,
because
I
know
that
those
two
schools
have
a
very
low
graduation
rate
and
I
also
know
that,
but
that
works
with
a
lot
of
students
who
are
who
have
had
interrupted
education,
who
are
a
little
bit
older,
who
are
immigrants,
many
who
are
undocumented,
and
so
the
desire
and
and
and
the
will
is
there
to
graduate.
But
they
are
experiencing
a
lot
of
hardships
on
that
journey
towards
that.
V
And
so
I
would
like
to
get
some
some
more
depth
around
that
and
before
I
see
the
gabo.
I
also
want
to
know
that
the
the
second
question
that
I
have
is:
what
are
we
doing
to
make
sure
that
every
school
has
access
to
arts
and
music
education
and
that
those
programs
reflect
the
diversity
of
backgrounds
in
our
students,
and
that
are
those
are
the
two
questions
that
I
want
to
make
sure
we
get
okay.
So.
N
N
In
the
time
many
of
the
students
that
arrive
there
are
behind
they're
over
age
and
they
need
time
not
only
to
address
their
social,
emotional
wellness
but
their
academics
and
they
use
competency
based
they're,
using
vocational
models
and
they're
really
beginning
to
defer,
diversify
their
opportunities
to
engage
students.
But
they
are
some
of
the
most
vulnerable
students
that
we
serve
in
the
community
and
as
far
as
bhatta
we're
connecting
bhatta
to
our
central
adult
central
high
school.
N
V
No,
the
gavel
is
up
and
I
I
don't
want
to
hear.
I
would
like
the
answer
to
the
other
question
in
terms
of
what
are
we
doing
around
arts
and
music
education?
I
really
want
to
get
to
that,
because
I
think
that
that's
how
my
time
usually
gets
eaten
up.
So
if
somebody
could
just
address
that
question,
please
thank
you
and
I'm
sorry,
counselor
box.
I
see
the
gamble.
R
Sure,
well,
we've
increased
arts
specifically
big
time
in
the
pre-k
to
eight
space.
It's
really
the
high
school
level
that
we're
focusing
in
on
now
we're
going
to
be
studying
that
over
this
year
and
where
the
gaps
are.
But
something
I
didn't
bring
up
earlier
is
that
we
have
over
60
arts
partners
in
the
city
either
offering
arts
instruction,
along
with
the
teacher
or
directly,
to
fill
in
the
gaps
in
everything
from
high
square
task
force
to
our
friends
at
zoo
mix.
A
And
I
just
want
to
add
counselor
me,
and
this
is
exactly
why
we
just
passed
the
mass
core
policy
that
we've
been
talking
about
several
times
to
really
create
standards
across
the
district
at
the
high
school
level,
and
part
of
this
first
year
is
really
understanding.
Where
are
the
gaps
right
in
art
and
music
and
athletics
right
and
there's
that
commitment
that
mr
cooter
spoke
about.
Chief
kuder
spoke
about
around
the
10
million
dollars
to
make
sure
that
we
are
funding
those
positions
as
part
of
the
implementation
of
this
policy.
V
W
You
I
wanted
to
go
to
some
of
the
outdoor
space
and
I
guess
infrastructure
provided
for
our
young
folks.
I
can
speak
to
some
of
the
playgrounds,
for
example
the
o'donnell
in
east
boston,
which
is
in
desperate
need
of
infrastructure
and
investment,
and
if
someone
could
speak
to
me
about
how
we
are
making
sure
that
our
playground
space
and
places
where
our
kids
gather-
and
I
think
that's
also
part
of
their
education-
is
being
invested
in,
and
I
also
wanted
to
know
where
there
may
not
be
points
for
the
budget.
Are
you?
W
How
are
you
leveraging
private
dollars
to
at
least
pay
for
those
things
and
that
infrastructure?
What's
your
proper
private
gatherings
together,
I
I
did
want
to
give
a
shout
out
to
zumix
and
the
increase
in
art,
especially
having
a
band
teacher.
It's
incredible!
So
thank
you
so
much
for
that.
But
maybe
you
could
speak
to
me
about
the
play
space,
the
joy
space
and
bps's
plan
to
make
sure
they're
all
functioning.
W
J
I
can
take
the
first
question
about
our
investments
in
outdoor
learning
spaces
in
our
capital
budget.
There's
two
programs
related
to
our
playgrounds.
The
first
is
a
outdoor
space
maintenance
program.
One
of
the
things
that
we
need
to
do
a
better
job
of
across
the
board
is
having
a
preventative
schedule
for
all
of
our
assets,
including
school
yards,
and
you
mentioned
the
playground
at
the
o'donnell
and
the
sort
of.
J
Failed
upkeep
that
as
an
issue
that
we're
trying
to
address
with
this,
the
second
is
an
investment
in
the
school
yard
initiative.
It's
been
a
long
program
to
upgrade
the
school
yards,
and
that's
not
just
you
know.
The
the
repair
program
is
resurfacing
and
painting
and
maintaining
our
existing
structures.
The
school
yards
initiative
is
meant
to
do
major
upgrades.
C
W
W
I'll
tell
you
what
I'm
trying
to
do
as
a
city
councilor,
I'm
now
looking
to
apply
for
cpa
funds,
I'm
now
trying
to
talk
to
developers
in
east
boston,
so
I
I'm
advocating
for
that
open
space,
and
I
just
want
bps
to
be
as
well
for
all
of
the
playground
spaces.
I
think
it's
a
matter
of
equity,
it's
a
matter
of
pride
when
you
come
in
and
whether
you
see
the
basketball
hoop
is
there
or
if
it's
just
a
blank
space.
W
It's
a
matter
of
safety.
Obviously,
again
a
kid
fell
through
the.
I
think
it
was
the
bridge
and
it's
it's
just
a
source
of
also
gathering
and
a
place
where
you
feel
that
your
I
don't
know
physical
sense.
Your
ability
to
to
have
joy
with
your
friends
on,
and
the
other
thing
too
is
provided
that
they're
not
gated
up
that's
often
times
where
people
play
to
when
school
isn't
in
session.
W
W
Okay,
thank
you,
okay.
That
would
be
helpful
and
then
so
I
did
want
to.
Despite
the
criticisms
I
did
want
to
say
thank
you
for
the
continuing
in
the
movement
towards
streamlining
our
schools
in
east
boston
and
making
sure
that
we
had
the
the
k-6s
and
the
second
building,
I
believe
for
the
otis
moving.
I
don't.
I
don't
know
if
there's
been
a
change
in
that
time
schedule,
but
I'm
still
grateful
for
seven,
seven
to
12
and
charlestown
and
seven
to
twelve
in
east
boston.
J
W
W
All
of
them
have
done
amazing
jobs
of
really
integrating
and
gathering
and
pulling
and
moving
parents,
and
so
this
actually
only
enhances
that,
because,
instead
of
then
there'd
be
a
drop
off,
a
lot
of
the
parents
have
found
it
hard
to
follow
them
over
to
the
edwards
in
charlestown
or
other
schools.
Now
I'm
seeing
that
you're
going
to
only
continue
to
increase
that
parental
involvement
into
streamlining
as
they
go
up,
so
I'm
excited
on
behalf
of
a
lot
of
those
parents.
It's
a
really
good
moment
for
us.
W
I
know
east
boston
walks
more
than
any
other
school
area,
any
other
district
in
east
boston.
We
walk
to
school
more
than
anybody
else.
I
don't
know
it's
just
our
island
mentality
or
what,
but
they
tend
to
prefer
to
stay
in
east
boston.
So
I
just
want
to
say
thank
you
for
hearing
us
and
and
speeding
up
that
timeline.
W
J
I
know
that
they're
in
the
process
now
they
do
want
to
have
that
sort
of
separate
space
for
seventh
and
eighth
graders,
so
they
can
create
kind
of
that
academy
type
feel.
I
haven't
seen
the
specific
plans
recently,
but
I
can
follow
up
with
the
timeline
on
on
construction.
I
know
it's
a
it's
a
sort
of
multi-phased
process
for
for
getting
the
schools
ready.
J
W
C
Great
yes,
no,
that
sounds
good
and
I
have
a
couple
more
questions.
But
before
I
go
to
myself,
I'm
going
to
let
the
public,
we
have
three
members
of
the
public
who
have
waited
for
this
whole
hearing
to
testify,
and
I
really
want
to
make
sure
we
get
them
in
and
since
we're
closing
in
on
our
time,
I'm
going
to
quickly
let
them
testify,
and
so
I
will
sorry
I'll
just
start
with
barry
barry
winer.
You
have
the
floor.
D
All
righty
thanks.
I
just
wanted
to
thank
everyone
that
backed
ed
carpenter's
bill
and
signed
off
on
the
resolution,
so
my
name
is
barry
weiner
I've
been
taking
care
of
my
kids
alone
over
20
years.
I
have
three
boys
two
twins
that
are
disabled,
that
go
to
perkins
school
for
the
blind
they
are
supposed
to
graduate
next
year,
but
due
to
the
pandemic,
my
children
and
others
like
them
lost
an
entire
school
year
that
needs
to
be
made
up.
Zooms
were
attempted,
but
for
students
like
mine,
that
did
nothing.
As
far
as
learning
goes.
D
D
Imagine
a
wheelchair-bound
child.
You
know
unable
to
get
any
physical
therapy
for
how
many
months
way
too
many,
so
they
lost
the
everyday
every
week,
consistency
that
they
require
to
learn.
You
know
there
were
too
many
gaps
too
many
stoppages
and
just
not
enough
in-person
learning.
You
know
their
school.
Officially
closed
march
13th
last
year,
they
just
went
back
full-time
about
five
weeks
ago
now
my
guys
were
also
part-time
residential
students
and
they
have
been
unable
to
access
that
for
over
14
months
and
that's
where
they
could
work
on
daily
living.
School
skills.
D
D
D
You
know
they're
not
just
numbers.
These
are
human
beings,
people.
You
know,
let's
not
lose
sight
of
that.
So
for
once
I
would
just
like
the
right
thing
to
be
done,
because
it's
the
right
thing
to
be
done.
These
kids
need
what
they
lost
and
they
deserve
what
was
lost.
So,
let's
give
them
what
they
lost.
C
B
Z
Hi,
my
name
is
lynn
waskalis.
I
want
to
thank
you
for
the
opportunity
to
speak
about
an
extra
year
of
school
for
students
with
complex
disabilities
that
are
aging
out
of
school
as
a
remedy
for
the
education
loss
during
the
pandemic,
thanks
to
my
counselor
o'malley,
and
to
consular
flynn
for
highlighting
the
educational
losses
based
by
this
population
of
vulnerable
students,
I'm
a
parent
of
a
20-year-old
daughter
who
also
attends
the
perkins
school
she's
due
to
graduate
in
2022..
Z
So
learning
remotely
was,
you
know,
a
pretty
near
impossible
challenge.
The
pandemic
resulted
in
more
than
a
year
of
severe
loss
of
in-person
education
and
in
person,
social,
emotional
development
and
the
kind
of
instruction
that
my
daughter
needs
to
learn,
which
is
full-time
in
person
and
consistent.
Z
We
recognize
that
my
daughter
and
everyone
did
their
best
under
these
circumstances,
but
she
did
regress
emotionally
due
to
the
challenges
she
faced.
Her
isolation
and
her
confusion
around
the
pandemic
and
no
one
can
really
truly
measure
what
was
lost
by
my
daughter
and
other
students
like
her.
These
are
students
who
can't
really
be
assessed
using
standardized
tests
or
assessments,
and
for
this
reason,
for
these
reasons
that
we're
requesting
additional
year
of
school
for
our
daughter
and
students
like
her,
these
are
the
students
who
have
to
work
so
hard
to
learn
and
make
progress.
Z
Students
who
are
some
of
the
most
negatively
impacted
by
remote
learning
and
the
isolating
experience
circumstances
of
the
pandemic
this
extra
year
will
allow
her
and
them
to
recover
some
of
what
was
lost
and
better
prepare
them
for
the
transition
to
adult
life.
Thank
you
for
considering
these
complex
disabled
students
that
are
nearing
graduation
in
the
upcoming
budget,
and
thank
you
also
for
your
support
of
the
hd
bill.
C
X
C
X
Oh
good,
okay,
thank
you,
everyone
for
your
time
and
and
all
your
efforts
we're
very,
very
grateful,
and
I
want
to
thank
representative,
probably
kyle.
It's
hd40120
bill
for
the
special
needs,
students
and
and
because
they
they
suffer
trouble
to
re-enforce
everything.
Barry,
weiner
and
lynn
just
stated
exactly
the
same
thing:
they
have
a
very
hard
time
learning,
I'm
the
sole
guardian,
the
senior
citizen
for
a
21
year
old
young
man
he's
legally
blind
autistic.
He
suffers
add
adhd
and
pdd
and
just
learning
alone
is
a
huge
challenge
for
him.
X
He
tries
the
best
he
can
and
really
tries
to
apply
himself
as
well
as
possible.
He
needs
a
lot
of
help
and
he's
a
lot
of
in-person
teaching,
etc.
In
addition
to
that,
like
that,
I
said
they
lost
a
lot
of
the
services.
There
was
no
occupational
speech
or
physical
therapy
during
this
entire
time,
a
huge
loss
for
all
these
students.
They
have
enough
in
their
place
really,
and
we
are
very
hopeful
that,
when
age
out
of
22,
that's
the
the
age
we
understand,
but
that
can
be
amended.
It's
not
impossible.
X
We'll
be
very,
very
grateful
to
get
one
more
year
with
school.
This
will
be
the
class
of
22..
I
understand
that
the
focus
is
the
this
immediate
year.
Obviously
we
understand
all
that
we
would
be
most
grateful
if
they
truly
consider
this
and
again
our
thanks
to
representative
kwabinger
and
city
councilors,
larry
and
flynn
for
the
resolution
that
flynn
put
together
and
from
council
flaherty
for
his
lecture
to
join
canadian
education
and
the
one
with
senator
the
rules
committee.
So
thank
you.
Everyone
for
your
attention,
we're
very
grateful.
C
Great,
thank
you
bernadette.
Thank
you
so
much
for
your
testimony
and
to
all
of
you
for
waiting
so
patiently
throughout
the
hearing
and
for
all
you
do
on
behalf
of
your
students.
All
right.
I
am
mindful
that
I
and
others
on
this
call,
have
an
appointment
at
two
o'clock
for
another
hearing.
So
I
will
just
ask
one
more
well.
C
At
least
I
understand
it
to
improve
the
chances
that
our
students
are
going
to
really
be
exposed
to
serious
history
instruction,
which
I
think
is
important
for
content
and
context,
but
also
for
all
the
kind
of
critical
thinking
and
writing
skills
that
students
need
as
well.
So
I
I
I'm
just
saying
that
I
would
love
to
get
deep
in
the
weeds
in
those
curricular
conversations,
but
we'll
do
it
another
time
the
I
did
want
to
circle
back
because
it
we
sort
of
cut
off.
C
It
was
in
counselor
mejia's,
first
round
of
questions,
but
I
did
want
to
circle
back
to
the
literacy
piece,
because
I
appreciated
the
detailed
briefing
and
that
we
have
a
real
plan.
It's
really
good
to
hear
that
we
have
a
real
plan
because
those
numbers
that
are
attached
as
an
appendix
to
the
deck
I
mean
just
the
you
know
the
idea
that
we've
got
such
low
literacy
rates
of
amongst
our
our
black
and
latinx
students,
like
the
second
grade
oral
reading
expectations
numbers
these
it's
you
know.
C
So
I
guess
I
saw
that
sort
of
multi-year
plan,
I'm
sort
of
curious
what
success
looks
like
curious.
I
hear
I
heard
your
note
jason,
I
think
about
the
fidelity
right
like
it's,
not
just
that
we
get
everybody
great.
You
know
my
first
readers,
it's
that
somebody
knows
how
to
work
with
them
with
them.
So
what's
our
like?
What's
our
experience
of
success
getting
getting
instructors
to
operate?
C
That
way,
because
do
you
think,
there's
a
little
bit
of
a
tendency
just
it's
human
nature,
to
like
give
a
kid,
give
a
bunch
of
kids
books
and
then
let
them
be
reading
them,
and
so
I
don't
know
I
just.
I
would
love
to
hear
more
about
that,
because
I
think
that
it's,
the
one
thing
that
you
guys
presented
on
that
we
haven't
really
talked
about
much
here,
but
it's
clearly
like
a
pretty
major
issue
in
the
district.
M
Thank
you
so
much
for
that
question.
It's
something
we
could
talk
about
for
a
long
time
too,
and
I
know
jason
has
many
thoughts,
he'd
like
to
share
I'll
just
start
by
saying
just
a
bit
more
about
this.
This
transition
in
the
way
that
we're
thinking
about
literacy,
which
you
just
alluded
to
for
many
years,
the
district
has
used
a
balanced
scholar,
balanced
literacy
approach,
which
sounds
great
and
has
some
strong
components
to
it.
M
But
over
time
we
have
learned
in
the
education
field
that
this
is
not
the
right
way
to
do
things,
and-
and
very
you
know,
at
a
very
high
level,
what
we're
doing
is
sort
of
diagnosing
where
students
reading
and
sort
of
gradually
giving
them
a
bit
more
challenging
books
right
to
hopefully
close
that
gap
to
reach
grade
level
text
and
what
we've
found
and
what
the
the
broader
education
and
literacy
community
has
found.
Is
that
when
you
take
that
approach,
students
don't
have
access
to
the
language
that
they
need.
M
But
this
is
a
huge
mindset
shift
for
teachers,
and
this
is
we're
not
the
only
place
that's
dealing
with
this
across
the
country.
People
are
talking
about
this
change.
We
are
a
bit
behind
in
it,
though
I
will
say
that
most
major
districts
have
made
this
shift
already
and
we're
thrilled
that
we're
finally
getting
to
this
place-
and
I
think
you
know
there.
M
As
I
said,
we
started
with
our
transformation
schools,
which
was,
it
was
a
push
at
first
right
and
there
was
a
lot
of
pushback
around
making
this
shift
and
reading,
and
it's
it's
too
hard.
It's
too
hard,
it's
too
hard
right,
but
our
our
teachers
and
our
leaders
have
come
along
and
I
would
say
it
that,
beyond
our
transformation
schools,
as
I
mentioned
before,
we
have
many
schools
that
have
said
we
want
to
do
this
too.
We
understand
this
is
the
right
thing
to
do
so.
M
We're
trying
to
move
people
through
professional
learning
and
provide
the
coaching
needed
to
get
everyone
on
board
as
fast
as
possible.
With
this
different
approach
and
jason
can
speak
more
to
this,
but
you
know
this
has
been
a
very
collaborative
process.
I
just
want
to
finish
with.
Between
the
you
know:
academics
department,
early
childhood
special
education,
oal
opportunity
gap
office.
M
So
we're
all
saying
the
same
thing,
which
I
think
is
also
incredibly
critical
and
has
not
happened
during
my
time
in
the
district
before
and
it
starts
with
early
childhood
and
jason,
and
his
team
have
done
an
incredible
job
of
making
the
shifts
that
are
needed
to
provide
our
our
youngest
students
with
the
type
of
literacy
experiences.
They
need
in
our
teachers,
with
the
types
of
type
of
professional
learning
and
coaching
that
they
need.
S
Actually,
I
think
you
said
everything
I
would
have
wanted
to
say
much
better.
So
the
only
thing
I
would
just
add
is
that
we
are
going
to
be
collecting
data
along
the
way.
So
you
can
ask
for
data
by
student
type,
using
both
the
map
data
and
then
the
fidelity
data
like
who's
actually
using
curriculum
which
schools
are
signed
up
and
you
you
can
monitor
the
the
change
over
time.
So
that
would
be.
The
only
thing
I
I
would
add
is
just.
S
So
I
just
the
collaboration
is
amazing,
but
it
is
you
know
I
would
say
about
a
third
of
the
students
right
now
are
experiencing,
that
kind
of
high
fidelity,
pre-k
decay
to
first
to
second
grade
experience,
and
so
that
this
is
a
lot
of
work.
That's
gonna
need
to
be
monitored
and
evaluated,
and
then
what's
gonna
be
like
third,
fourth,
fifth,
six
you
know
like
and
then
how
does
it
track
its
way
across
and
up
throughout
the
district?
M
So
this
is
also
been
an
important
change
for
us
and
one
that
we
would
love
to
work
with
councillor
mejia
on
as
as
you're
thinking
about
adult
literacy,
because
I
think
we've
you
know,
we've
stumbled
on
something
really
important
here
and
and
not
stumbling,
it's
very
intentional.
But
I
think
that
a
next
piece
here
is
to
think
about
the
connection
to
adult
literacy
as
well.
So
we
would
welcome
an
opportunity
to
work
on
that.
X
C
Yeah
no,
but
that
yeah
it
does
seem
like
that,
takes
a
real
preorientation.
So
I'm
really
glad
to
hear
that
you're
tracking
it-
and
I
just
think
that's
something
you
know.
I
guess
I
would
just
say
that's
something
that
I
hope
that,
like
as
the
district
continues
to
come
to
the
council
and
stuff
that,
like
you,
know,
giving
us
updates
on.
Where
are
we
with
that?
And
where
are
we
with
outcomes
on
that?
It's
just
really
important.
C
I
think
in
a
weird
way,
the
the
internet
like
world
has
also
really
like
made
literacy
like
in
a
funny
way
really
essential.
We
actually
all
read
a
lot
more
people,
don't
always
people
say:
oh
we're
not
reading
books,
etc,
but
like
actually
the
amount
of
text
that
people
are
consuming
in
order
to
kind
of
navigate
things
is
there's
a
lot.
C
So,
okay,
well
that's
great,
and
then
I
had
one
more
question
which
is
just-
and
this
might
be
innate
question-
I'm
sorry,
I've
blanked
on
who
it
was
who
presented
this
sort
of
flow
chart,
but
the
staff
chart.
But
can
I
just
get
a
refresher
on
which
of
the
this?
Is
the
division
of
schools,
header
agency,
that
was
corey-
is
cory's
out
here
or
have
we
lost
him?
Oh
no,
cory's
here
corey.
C
K
Yep
so
we're
looking
at
adding
regional
academic
directors
so
that
we
can
add
a
little
bit
more
muscle,
as
we
think
about
helping
our
school
leaders
and
their
instructional
leadership
teams
really
focus
on
instruction
and
really
bring
that
data
piece
to
the
conversation,
because
I
think
right
now
we're
kind
of
left
to
our
own
narratives.
And
so
we
need
to
do
a
much
better
job
of
monitoring.
What's
happening
real
time,
so
that
we
can
make
adjustments
on
the
fly.
K
And
what
I
like
to
say
frequently
is
often
we
work
as
a
group,
meaning
that
we're
disconnected
and
working
in
our
own
individual
lanes
and
what
we
need
to
do
is
to
move
towards
working
as
a
team
where
we
have
a
level
of
interdependence
to
each
other.
My
success
is
connected
to
your
success
and
that
doesn't
just
organically
happen.
It
takes
intention
and
you
can
bring
in
specific
tools
that
create
that
increase.
The
likelihood
that
you'll
get
that
level
of
interdependence
that
you
need.
C
Yeah
I
mean
I
I
so
I
said
the
last
hearing,
which
I
think
you
weren't
at
that
I
mean
my
biggest
concern
about
us
going
into
september.
Is
that
we've
actually
added
a
ton
of
great
support
for
our
students,
but
that
everyone
is
kind
of
like
the
ball
falls
between
the
outfielders
you're
like?
How
could
we
miss
it?
There
are
five
outfielders
now
right,
but
it's
like
actually
sometimes
when
there's
five
outfielders,
everybody
thinks
you
know
the
other
person's
got
it.
C
K
C
So
who,
but
this
assistant
superintendent
of
network
development,
I'm
sympathetic
to
turning
something
into
a
team,
but
who
are
they?
Turning
into
a
team
like
who
are
the
like?
Is
this
somebody
who's
working
with
other
people
in
central
office?
Is
this
somebody
who's
worrying
about
making
our
our
school
site
staffs
more
team-like,
or
is
that
more
the
academic
directors
like
who
are
they
actually.
K
Yeah
good
question:
so
what
we're
trying
to
do
is
to
coordinate
the
entire
district
office
so
I'll
give
you
kind
of
an
example.
So
you
have
the
school
superintendent
you'll
have
a
regional
academic
director.
We
have
our
supervisors
of
attendance.
We
have
our
hub
school
strategy
that
we're
trying
to
move
forward.
We
have
data
inquiry
facilitators.
K
K
So
when
I
was
a
principal
supervisor
for
nine
years,
I
had
a
team
of
people
who
supported
me
in
the
schools
that
were
in
my
portfolio,
and
I
was
like
totally
responsible
for
coordinating
all
of
these
people
and
keeping
up
with
the
tons
of
other
things
I
had
to
do
so.
This
person's
focus
is
really
about
supporting
the
school
superintendents
to
organize
and
align
their
the
team
of
people
who
support
them
across
the
district
office
around
their
portfolio
of
schools.
C
C
I
also
was
in
the
world
of
universities
for
a
while,
like
administrative
jobs
tend
to
increase
and
then
never
disappear,
and
sometimes
you
know
the
question
of
sort
of
how
we're
like
how
we're
being
intentional
about
that
long
term
can
can
suffer.
So
I
I
just
think
it
would
be
helpful
for
the
council
to
have
those
job
descriptions.
If,
if
adding
these
roles
is
part
of
what
we're
funding
in
the
budget.
K
C
C
So
I
think
without
further
ado,
just
before
I
adjourn
I'll
just
say
to
the
bps
team
that
in
light
of
this
running
long,
I
will
start
the
next
one
10
minutes
after
the
hour,
so
I'll
start
at
2
10,
so
people
can
grab
something
to
eat
and
such
so.
Thank
you
all
and
with
that
this
hearing
of
the
city
councils,
sorry,
is
someone
going
to
say
something:
no,
okay,
with
that
this
hearing
is
adjourned.
Thank
you.