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From YouTube: Committee on Ways & Means FY23Budget: Academics
Description
Dockets # 0480 - 0486 - Fisal Year 2023 Budget: Boston Public Schools- Academics
This hearing will cover topics including Opportunity and Achievement Gap, curriculum, Code of Conduct, English Learners, special education and inclusion, literacy, early education/Universal Pre-K, special curricular programs (AP, Credit Recovery, Age 22), vocational education, graduation and career readiness, libraries, MCAS, Office of Elementary Schools, and Office of Secondary School
Held on April 28, 2022
A
A
The
council's
budget
review
process
will
encompass
a
series
of
public
hearings
beginning
in
april
and
running
through
june.
We
strongly
recommend
we
start
to
encourage
residents
to
take
a
moment
to
engage
in
this
process
by
giving
testimony
for
the
record.
You
can
do
this
in
several
ways
by
attending
one
of
our
hearings
and
give
public
testimony,
we
will
take
public
testimony
at
each
departmental
hearing
and
also
at
two
hearings
dedicated
to
public
testimony.
A
The
full
hearing
schedule
is
on
our
website
at
boston.gov
forward,
slash
council
dash
budget,
our
scheduled
hearings
dedicated
to
public
testimony.
One
was
april
26th
at
6
pm
and
the
next
one
at
june
on
june,
2nd
at
6
pm.
You
can
give
testimony
in
person
here
in
the
chamber
or
virtually
via
zoom
for
in-person.
Testimony
please
come
to
the
chamber
and
sign
up
on
the
sheet
near
the
entrance
for
virtual
budget
review
website
or
by
sorry
for
virtual
testimony.
A
When
you
are
called
to
testify,
please
state
your
name
and
affiliation
residence
and
limit
your
comments
to
two
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard.
Email.
Your
written
testimony
to
the
committee
at
ccc.wm
boston.gov,
submit
a
two-minute
video
of
your
testimony
through
the
form
on
the
website
for
more
information
on
the
city
council
budget
process
and
how
to
testify.
Please
visit
the
city
council's
budget
website
at
boston,
dot
gov
for
slash
council
dash
budget.
A
Today's
hearing
is
on
dockets
zero.
Four
eight
zero
dash
zero
four
eight
two
orders
for
the
fy
23
operating
budget,
including
annual
appropriations
for
departmental
operations
for
the
school
committee
and
for
other
post-employment
benefits
opeb.
Four.
Eight:
three
orders
for
capital
fund
transfer
appropriations,
dockets
zero,
four,
eight
four:
two:
zero:
four:
eight
six
orders
for
the
capital
budget,
including
loan
or
loan
orders
and
lease
purchase
agreements.
A
A
I
will
now
turn
to
the
floor
for
administration
for
their
presentation.
Prior
to
that.
Just
so
you
know
you
have
20
minutes
for
your
presentation
and
if
you
require
more
time,
we
ask
that
you
continue.
After
questioning
we'll
go
to
what
first
round
of
questions
to
my
council
colleagues,
they
will
have
five
to
seven
minutes
to
question.
B
B
I
want
to
acknowledge
many
of
my
colleagues
who
are
here
for
the
boston
public
schools
both
for
support
and
also
to
potentially
answer
some
questions.
I
I
want
to.
I
want
to
just
make
three
quick
points
that
I
think
are
summarized
well
in
the
in
the
powerpoint
presentation
and
then
I'll
turn
it
over
to
you.
Chair
for
facilitation
of
questions
I
want
to.
I
want
to
just
acknowledge
up
front
that
boston
public
schools
needs
to
do
better.
B
B
B
The
system
has
made
some
adjustments
that
I
think
are
important
that
I
think,
will
help
strengthen
the
work
that
we
have
to
do
ahead.
For
example,
our
transition
to
a
more
rigorous
set
of
graduation
requirements
through
the
mass
core
graduation
requirement
policy
that
the
school
committee
bravely
passed,
I
think,
is
game
changing
for
our
students.
B
But
there
are
persistent
gaps
that
continue
to
exist.
These
gaps
are
inexcusable
and
we
have
to
more
aggressively
through
a
multi-tier
approach,
improve
instruction,
I
think,
you'll
see
in
our
investments
in
the
powerpoint.
This
will
be
my
final
thought
before
I
turn
it
over
to
you.
I
think
some
really
clear
investments
that
are
very
intentionally
and
strategically
trying
to
move
us
forward
in
a
way
that
I
think
is,
is
really
important.
B
One.
The
investment
in
equitable
literacy,
the
design
of
our
equitable
literacy
system,
has
been
so
intentional
to
focus
on
new
dyslexia
guidance
to
push
us
toward
a
more
native
language,
instruction
and
literacy
model
to
provide
increased
access
to
libraries
and
increased
access
to
ethnic
studies
program,
which
is
now
part
of
our
mass
core
graduation
requirements.
B
Second,
we
need
to
improve
outcomes
and
opportunities
for
our
multilingual
learners
and
our
students
with
disabilities
and
our
high
school
redesign
work,
which
is
promising,
needs
significant
work.
You'll
see
that
the
foundation
for
this
is
built
around
an
expectation
that
all
students
have
access
to
the
mass
core.
Graduation
requirements
have
access
to
inclusive
learning
opportunities,
as
well
as
access
to
native
language,
instruction
that
strategy
plus
access
to
the
core
for
around
career
technical
education
opportunities
around
pre-ap
and
ap
options,
ib
options
in
early
college
and
dual
enrollment.
B
B
A
C
B
A
B
B
B
Challenge.
Number
two
is
responding
to
very
explicit
and
clear
academic
discrepancies
and
academic
outcomes
that
our
data
tells
us
around
how
our
students
are
currently
performing,
so
those
cur
those
those
academic
outcomes
for
students,
especially
for
our
black
students,
our
students
with
disabilities,
our
multilingual
learners
and
our
multilingual
learners
with
disabilities
needs
to
be
actively
addressed
through
a
multi-tier
system
of
support
and
that's
focused
on
high
quality
tier
one
instruction
challenge.
Number
three
is
that
they're
based
on
inequities
within
the
system.
B
We
have
some
schools
that
are
fully
delivering
on
most
elements
of
the
quality
guarantee,
and
there
are
other
schools
that
aren't
doing
that,
and
we
have
to
take
that
as
a
systems
problem.
We
have
to
address
that
really
actively
and
you'll
see
investments
in
our
fy23
budget
that
are
attempted
to
tackle
that
problem.
B
B
B
This
is
a
really
important,
I
think,
in
a
transparent
way,
for
us
to
be
really
clear
that
all
too
often
we
are
preparing
students
or
graduating
students
who
have
not
met
those
expectations
and
an
investment
in
this
area
is
critical
and
so
you'll
see
attached
to
that
sort
of
analysis
of
data.
The
investments
that
we're
making
to
address
that
6.2
million
dollars
to
support
all
high
schools
to
implement
mass
core
in
ninth
grade.
The
policy
starts
this
year.
B
The
requirements
of
the
math
corps
graduation,
I
will
just
say
that
an
important
part
of
the
process
for
us
this
year
has
been
to
for
the
academics
team
to
meet
with
each
head
of
school
and
to
ensure
that
their
schools
have
been
designed
so
that
they
are
actually
fully
delivering
on
the
expectation
for
the
ninth
grade
students.
There
are
the
way
the
system
is
set
up.
B
Those
scores
are
lower
for
our
students
with
disabilities.
Our
english
learners,
our
black
students
and
our
latinx
students
compared
to
their
white
and
asian
peers.
These
gaps
are
inexcusable
and
demonstrate,
from
my
perspective,
a
tier
one
problem
across
the
system
that
some
students
are
not
getting
access
to
the
type
of
instruction
that
leads
to
grade
level
expectation.
B
In
terms
of
the
investments
for
this
fy23,
we
are
investing
five
million
dollars
to
support
a
transition
of
our
office
of
english
learners
to
an
office
of
multilingual
learners
that
is
putting
at
the
core
a
shift
toward
more
native
language
instruction,
dual
language
programs
across
the
city,
because
we
know
the
research
is
very
clear
that
academic
outcomes
improve
when
all
students
have
access
to
native
language
instruction
we're
putting
in
10
million
dollars
to
expand
academic
counseling.
That's
in
addition
to
the
5
million
dollars.
B
And
we
lay
out
in
a
much
more
substantial
way
and
some
of
the
other
sort
of
supplemental
documents.
But
we
think
that
every
school
should
have
access
to
sort
of
high
quality,
culturally
responsive
curriculum
through
a
high
quality
academics
program
that
our
schools
need
access
to
enrichment.
That's
what
our
families
are
telling
us
right.
B
B
But
our
current
facilities
all
too
often
do
not
provide
students,
the
type
of
access
to
things
like
science,
labs
to
technology,
to
library
to
gyms
and
performance
performance
spaces.
That
really
should
be
part
of
a
high
quality
education
and
for
too
long
we've
tolerated
in
the
in
the
city
of
boston
that
those
things
are
okay
to
not
have
in
in
the
boston,
public
schools
and
that's
that
needs
to
be
addressed
and
then
finally,
to
ensure
that
resources
are
in
place
for
our
students,
families
and
and
so
that
our
students,
families
and
communities
can
thrive.
B
These
are
things
like
adjustment,
counselors
and
school
counselors
embedded
within
our
schools.
Social
workers,
school
nurses
are
all
part
of
sort
of
the
wraparound
services
that
we
want
to
ensure
our
students
have
access
to,
and
so
you'll
see
below
the
types
of
investments
that
are
made
in
our
fy
23
budget
to
tackle
that
third
challenge.
B
D
Thank
you
for
that.
I
have
two
questions
in
this
first
round.
We
know
that
many
times
students
who
had
dyslexia
were
not
identified
that
way
and
we
didn't
consider
it
a
disability.
So
then,
when
the
families
went
and
the
teachers
were
advocating
for
reading
supports
at
the
iep
meetings,
they
weren't
getting
specific
dyslexia
services.
D
So
if
you
could
just
walk
me
through,
because
I
know
we
talk
about,
we
are
following
the
dyslexia
guidelines
now,
but
from
the
screening
to
the
intervention
plan
when
they're
at
the
iep
meeting,
like
once,
we
identify
that
they
do
so.
If
you
could
just
confirm
that
we
are
identifying
students
and
not
having
families
pay
their
own
money
to
get
outside
testing
done
and
then
how
do
the
services
look?
What
does
the
service
delivery
look
like
for
these
students.
B
B
You've
formally
worked
in
in
the
boston
public
schools,
so
you
know
it's
really
hard
for
bps
to
pivot,
really
quickly
for
a
whole
host
of
reasons
and
for
far
too
long
in
the
boston,
public
schools
we
invested
in
programs-
and
this
is
true
across
the
commonwealth.
This
is
not
just
exclusive
to
the
basketball
schools,
but
in
reading
programs
that
are
not
consistent
with
what
the
science
of
reading
tells
us
about
what
students
ought
to
have
access
to,
and
we
have.
B
We
have
really
shifted
our
practice
in
this
way
and
in
in
really
important
ways
that
I
think
are
really
important.
One
is
from
assessment
perspective,
so
we've
invested
in
the
last
year
or
so
in
screeners
that
are
mandated
across
the
entire
system.
So
we
have
good
early
data
around
the
reading
abilities
of
our
students
and
we
have
students.
B
B
I
I
think,
as
part
of
our
sort
of
former
sort
of
curriculum
that
we've
implemented,
it
wasn't
clear
to
me
in
the
past
that
the
phonics
curriculum
or
programming
was
as
strong
as
it
needed
to
be
and
with
our
program
in
focus
and
the
sort
of
correlated
phonics
programs
that
are
attached
to
that,
as
well
as
to
the
foundations
program
in
our
later
years.
We,
finally,
I
think,
in
a
really
important
way,
have
strong
phonics
programs
across
the
system.
B
I
think
there
was
a
time
when
reading
interventionists
were
were
in.
Work
were
like
there
was
evidence
of
those
positions
across
the
bps,
and
it's
really
important
that
particularly
for
our
students
who
need
those
those
supports
that
they're
in
place
and
so
we're
building
out
a
sort
of
foundation
and
infrastructure.
B
Yeah
we
at
the
rec
my
request.
The
team
has
worked
to
identify
every
licensed
and
certified
certified
sorry
educator
in
both
wilson
and
orton
gilligan,
and
we're
able
to
identify
what
specific
schools
they're
at
and
sort
of
deploy,
individuals
in
creative
and
strategic
ways
to
ensure
that
not
only
these
new
positions
that
I've
talked
about
in
terms
of
the
reading
interventionists,
but
that
those
folks
are
also
available
to
provide
resources.
B
We
could
provide
those
resources
in
the
bps
for
sure
now.
I
think
some
of
these
things
are
individual
conversations
around
whether
out
of
district
placements
are
needed,
and
so
those
are
things
that
have
to
work
through
the
team
process,
as
you
know,
but
we
are
resourced
and
prepared
to
ensure
that
students
with
dyslexia
or
at
our
risk
for
dyslexia
have
the
support
that
they
need
in
the
boston,
public
schools.
D
Thank
you.
I
probably
have
30
seconds,
but
thank
you
for
that
answer.
My
second
question
is
the
idea
of
this
top
down,
which
I
don't
think
works,
and
I
was
an
early
childhood
educator,
so
I
often
will
advocate
for
the
strong
foundation
and
when
we
talk
about
37
percent
of
our
students,
we're
finding
out
at
graduation
are
not
meeting
what
they
need.
D
It's
way
too
late.
Like
you
know,
we
wait
till
sixth
grade
when
kids
take
a
test
to
say:
oh
wait,
we
haven't
prepared
everyone
to
move
on
to
different
options.
So
what
are
we
doing
in
this
system
to
make
sure
that
we're
not
waiting
till
we
find
out
that
we
failed
them
that
we're
starting
beforehand.
B
B
We're
excited-
and
I
hope
I
can
say
this
out
loud-
but
we're
excited
to
submit
that
to
ed
reports
to
get
it
rated,
and
we
expect
that
it
will
be
rated
quite
high,
given
the
the
amazing
work
of
the
team,
we're
also
at
the
at
grades.
Three
to
six
we've
been
as
our
core
tier
one
program
have
been
investing
in
excellence
for
all
it
has
expeditionary
learning
at
its
core.
E
Oh
absolutely
it's
a
really
great
question,
because
the
analysis
for
mass
core
adoption
began
at
the
district
level
in
which
we
actually
analyzed
every
course.
There
was
a
massive
effort
that
our
christine
landry
led
in
the
bps
with
multiple,
obviously
team
members,
but
in
conjunction
with
working
with
schools,
we've
identified
where
they're
scheduling,
programmatic,
for
example,
we
have
boston
arts
academy,
which
has
a
beautiful
humanities
program.
E
So
some
of
the
courses
did
not
necessarily
match
with
the
math
core
alignment,
so
we
have
an
individualized
response
to
every
school
to
ensure
that
there
is
an
alignment
to
the
umass
core
requirements.
In
addition
to
that
facilities,
for
example,
if
we
are
adopting
the
mass
core
requirements
that
require
a
lab
that
there
needs
to
be
a
facilities
and
a
structure
and
certainly
classroom
environment,
that
will
provide
those
opportunities
for
those
students.
E
So
we
are
moving
that
forward
in
the
secondary
pathways
as
well
in
seven
to
twelfth
grades,
where
some
students
have
access
to
advanced
algebra,
let's
say
in
the
ninth
or
tenth
grade
because
you've
part
they
participated.
Let's
say
in
you
know:
ninth
grade
algebra
in
the
eighth
grade,
so
there's
some
double
dosing
of
courses
that
have
also
depended
on
the
schools
that
have
also
taken
place
and
so
we're
looking
at
the
system
in
terms
of
what
we
need
to
do,
which
is
ensuring
that
we
provide
guidance
counselors
at
the
ninth
grade.
E
So
we
are
investing
eight
million
dollars
in
the
schools
and
secondary
schools,
so
that
there
is
a
pathway
in
a
plan
for
every
student
to
your
point
and
ensuring
that
it's
not
always
a
college
track
and
that
we
make
sure
for
our
students
who
are
choosing
a
different
pathway,
that
we
also
support
their
pathway
for
career
advancement
and
certificates
as
well.
As
you
know,
union
trades
and
other
opportunities.
So
that
is
the
the
big
shift
that
we
really
are
focused
on
in
the
secondary
schools
and
how
we
also
provide
that
shared
support.
F
F
They
have
more
flexibility
around
the
pedagogical
practices
around
how
they
deliver
the
curriculum
and
we've
seen
that
the
model
in
a
lot
of
ways
works.
But
we've
seen
you
know,
it
works
better
for
young
people
of
color
and
we've
also
seen
in
other
schools
who
teach
their
academic
curriculum
more
traditionally,
that
they
have
higher
attrition
rates
for
black
and
brown,
young
people
and
so
on
and
so
forth.
And
so
obviously
this
is
a
budget
conversation.
F
So
we're
not
going
to
speak
specifically,
but
I'm
curious
about
the
financial
investment
that
makes
way
for
kind
of
like
that
level
of
creative
curriculum
implementation
and
how,
if
we
are
at
all
investing
and
making
sure
that
schools
have
access
to
getting
more
creative.
We
know
that
the
majority
of
our
bps
students
are
students
of
color,
and
so
we
can't
you
know
miss
eccleston.
Is
that
how
you
pronounce
it?
I
really
appreciate
your
how
candid
you
were
in
your
presentation
right.
F
You
painted
a
very
clear
picture
that
we
are
not
where
we
need
to
be,
and
I
don't
think
that
the
answer
to
that
is
to
add
more
rigor
in
the
traditional
way
that
we've
been
delivering
curriculum,
because,
obviously
that's
not
working
for
our
students
based
on
where
they
come
from.
So
I'm
curious
about
if
you've
made
any
financial
investments
in
the
budget
or
anticipate
with
you
know,
to
rethink
and
how
we're
doing
curriculum
specifically
around.
Like
rigor
and
traditional
academics,.
B
Yeah
I'll
start
and
then
maybe,
if
her,
if
her
can
add.
So
I
think
one
of
the
intentional
decisions
we
made
in
terms
of
the
design
of
our
equitable
literacy
work
was
to
start
with
who
our
students
were
right
and
like.
Maybe
that
doesn't
seem
like
such
a
radical
idea.
But
I
think
all
too
often
that
doesn't
happen
right.
And
so
we
tried
to
think
about
who
who
are
those
students
in
the
boston
public
schools?
And
how
do
we
design
in
approved
curriculum
and
select
curriculum?
B
That
is
culturally
affirming
and
response
to
the
needs
of
our
students
and
for
our
community?
And
so
our
work
has
focused
by
sort
of
really
taking
a
look
at
goldie
mohammed's
work
which,
if
you
haven't
had
a
chance
to
read
it,
I
think,
is
really
both
inspiring
and
exactly
what
you're
talking
about
in
terms
of
sort
of
a
more
radical
approach
to
the
way
that
we
think
about
pedagogy.
And
we
think
about
what
kind
of
content
we're
putting
in
front
of
students.
B
And
you
know
she
writes
a
lot
about
and
talks
a
lot
about
and
when
she's
met
with
our
principal
core
and
our
tea,
our
folks
on
the
academics
team,
I'm
just
starting
with
this
sort
of
idea
of
joy
right.
How
do
we?
How
do
we
like
ensure
that
we
have
a
curriculum
that
excites
our
students
that
talks
about
in
in
frames
for
things
both
windows
and
mirrors
into
their
living
experiences?
B
B
Part
of
your
question
also,
I
think,
if
I
understood
it
correctly,
was
also
talking
about
like
the
ways
that
these
this
type
of
a
instructional
approach
or
academic
approach
is
implemented
in
our
alternative
schools.
Was
that
fair?
I
will
say
that
you
know
I
started
in
the
in
the
district
in
in
july,
it's
been
a
busy
year
and
I
have
not
had
an
opportunity.
I,
through
the
fall
and
early
winter,
I
think
I've
visited
65ish
schools.
B
B
E
This
is
the
area
that
I
love,
because
I
have
done
a
lot
of
paolo
prairie's
theory
of
radical
education
as
well
as
education
to
liberate,
and
I
think
some
of
those
practices
and
really
sort
of
thinking
about
the
collective
and
the
community
and
communal
practices
in
education,
as
well
as
that
critical
consciousness
that
students
need
to
build.
I
think
that
we
have
really
great
materials
and
that
we
need
to
also
advance
them
in
terms
of
the
enabling
text
which
can
expect
to
dr
tatum's
work,
which
is
part
of
our
equitable
literacy
work.
E
Our
goal
is
to
ensure
that
schools,
aside
from
also
alternative
schools
that
are
especially
our
pilot
schools,
innovative
or
innovation,
excuse
me,
schools
and
other
schools
that
might
be
have
more
flexibility
in
terms
of
curriculum
that
we
have
a
sense
of
guidance
in
working
with
them.
So
there
will
be
an
approach
and
I'm.
F
Sorry
to
interrupt
you
because
I
know
I'm
about
to
run
out
of
time,
but
specifically
you
know.
What
we
see
in
bps
is
that
the
schools
that
are
identified
as
being
high
performing
have
a
specific
amount
of
financial
resources
attached
to
them.
They
can
have
this
many
ap
classes,
extracurricular
activities,
and
so
more
so
in.
In
that
vein,.
G
F
Do
you
feel
the
budget
is
investing?
You
know,
I,
I
think
a
lot
of
people
are.
Oh,
you
know
we.
We
are.
We've
continued
to
have
this
conversation
that
we're
spending
too
much
money
at
bps,
but
if
we
were
then
bls
wouldn't
need
a
60
million
endowment.
So
how
right?
How
do
you,
how
do
in
terms
of
the
curriculum
and
the
academic
excellence?
C
C
Other
academic
investments
that
they
may
want
to
highlight
even
more
sr
includes,
over
over
years
two
and
three
three
million
dollars
in
ethnic
studies,
programming
and
then
13
million
dollars
over
the
three
years
of
esser
in
equitable
literacy.
So
that's
intentionally
going
to
ensure
professional
learning
and
training
for
education,
educators,
high
quality,
instructional
materials
and
implementation
support.
So
it's
not
just
about
buying
new
materials
and
leaving
educators
on
their
own,
but
really
making
sure.
There's
high
quality
implementation
of
this
new
framework.
H
Just
so
you
know,
but
now
I'm
really
excited
and
grateful,
and
I
always
defer
to
counselor
ladas
for
her,
I'm
just
just
bringing
that
sense
of
honesty
and
ease
and
accountability
into
the
space,
because
we
do
expect
bps
to
work
miracles
with
mayonnaise
and
that's
not,
but
we're
here
also
to
hold
you
accountable.
So
here
are
my
questions.
H
It
you
ready
for
it
yeah.
I
have
questions,
so
I'm
curious.
If
we
could
just
start
off,
can
you
tell
me
specifically
how
you
all
are
planning
to
address
the
mckinley
schools
for
schools,
specifically
with
that?
Has
you
know,
students
with
disabilities,
but
they
don't
have
a
gym,
a
library,
a
cafeteria
yeah.
Can
you
talk
to
me
about
that?
Real,
quick.
B
I'm
going
to
talk
to
you
real,
quick
yeah.
You
tell
me
just
interrupt
me
if
I'm
going
for
dinner,
so
let
me
say
this:
I've
had
an
opportunity
to
visit
the
mckinley
twice
and
I'm
very
clear
that
something
needs
to
change.
The
superintendent
is
very
clear
that
something
needs
to
change.
I've
had
opportunities
to
speak,
not
only
to
educators
there,
but
also
the
community
members
who
share
that
who
share
that
feeling.
B
B
B
H
B
We
have
multiple
people
on
the
team
who
have
expertise
in
literacy,
some
people
at
early
childhood
grades,
other
people
at
secondary
levels,
we've
also
posted
for
next
year,
a
number
of
positions
to
lead
our
equitable
literacy
work
and
we'll
be
hiring
people
who
have
deep
literacy
expertise
to
lead
to
lead
those
initiatives.
Awesome.
H
Okay,
so
then
let
me
just
go
to
some
questions
around
english
language
learners.
You
know
oftentimes,
we
pair
english,
language,
learners
and
students
with
disabilities.
You
talked
about
the
fact
that
we
have
so
many.
We
have
students
who
are
this
that
or
the
other,
but
sometimes
they're,
all
of
those
things
right.
So
can
you
just
talk
to
me
a
little
bit
about
what
your
coordination
looks
like
when
we
have
students
who
fall
in
multiple
buckets
and
what
that
coordination
looks
like
quickly,
because
I
have
one
more
question
before
I
get
buzzed.
E
So
for
our
english
language
learners,
multilingual
learners,
we
have
a
weekly
meeting
with
our
office
of
special
education,
so
we
have
an
executive
director,
fay
carp,
who
has
been
doing
tremendous
work
and
actually
has
been
in
the
office
for
about
10
years.
So
we
work
closely
together.
We
collaborate
with
the
office
of
special
education
as
well
as
youth
opportunities,
so
we
are
trying
to
really
move
and
break
down
the
silos.
E
If
you
will,
the
institutional
silos
and,
and
sometimes
it's
unintentional
in
terms
of
all
of
the
buckets
and
work
that
people
have
going
on
part
of
the
mtss.
The
multi-tier
system
of
support
work
is
to
be
able
to
really
ensure
that
there's
a
collaborative
effort
so
that
our
students
are
at
the
center
so
that
when
they
are-
and
you
know
when
we
are
engaging
in
a
policy
for
example,
or
a
shift
or
programmatic
analysis-
that
we
are
working
across
the
department
awesome.
H
I'm
encouraged
to
hear
that
I
always
say
we're
resource
rich
for
coordination,
poor
and
then
I
have
one
more
question
before
my
buzzer
goes
off.
This
is,
I
don't
forget
who
it
was
here,
but
they
talked
about
some
investment,
5
million
in
addition
to
english
language
learners,
but
you
really
didn't
talk
about
the
120
million,
like
what's
your
plan
in
terms
of
transitioning,
the
total
system
from
english
immersion
to
access
to
native
language.
Can
you
talk
to
me
a
little
bit
about
that.
C
E
And
so
we
also
included
in
that
the
title
1
as
well
as
title
3..
The
additional
five
million
is
to
reshift
the
focus
so
implement
the
look
act
in
bilingual
education
programming.
Part
of
that
is,
unfortunately,
I've
had
to
restructure
the
office
in
my
interim
role
since
january.
So
we
have
a
new
positions
that
we've
created
that
are
multilingual,
instructional
coaches,
six
of
which
are
bilingual.
E
Additionally,
we're
hiring
an
executive
director
and
a
director
to
lead
that
work.
So
our
strategy
is
also
working
with
family
specialists
so
that
we
are
working
with
our
school
communities
that
is,
educators,
families,
school
principals.
So
we're
looking
at
the
programs
in
which
we
have
language,
specific
sci
programs,
for
example,
as
well
as
the
high
percentage
of
that
language
dominant
language,
in
addition
to
the
staffing,
the
language
capacity
and
the
linguistic
abilities
of
staff,
to
ensure
that
we're
not
doing
onto
schools
again
as
a
as
you've
mentioned
and
really
working
with
them.
I
Thank
you.
I
think
I'm
going
to
continue
on
this
line
of
questioning,
because
it's
taken
some
time
under
the
look
act,
you
mean
to
get
that
implementation
of
native
language
instruction,
and
so
hopefully
you
know
with
your
leadership.
It
sounds
like
we're
really
trying
to
accelerate
that,
and
that's
encouraging
to
hear.
Can
you
just
talk
us?
You
know
walk
me
through
what
a
classroom
looks
like
for
an
english
language,
learner
who's,
also
a
student
with
a
disability,
because
I
want
to
know
what
that
classroom.
I
What
what
a
day
looks
like
in
terms
of
resources,
paraprofessionals
just
walk
us
through
what
a
day
in
a
classroom
should
look
like
and
what
the
ultimate
goal
would
be,
and
I
know
it's
going
to
vary
by
student
because
I
think
we're
talking
about
4
000
students
right
when
we're
talking
about
around
that
right,
english,
language,
learners,
who
also
and
so
based
on
the
chart
that
we
saw
earlier.
I
didn't
know
what
the
percentage
is.
I
You
know
with
english
language
learners,
we
get
an
18
on
top
of
the
baseline
and
then
I
I'm
not
sure
what
it
is
for
students
with
disabilities.
But
what
is
what?
What
does
that
look
like
in
a
classroom
right
now
and
and
with
full
implemented
implementation
of
the
look
at?
What
is
that
going
to
look
like.
E
We
have
about
three
programs
that
are
sti,
inks,
language,
specific
and
also
inclusion,
and
so
we're
working
with
the
department
of
justice.
One
thing
I
should
mention
is
that
all
of
our
programming
has
to
meet
the
department
of
justice
requirements
and
the
department
of
education,
so
we
we
have
a
very
thorough
process
if
you
will
so
the
look
at
implementation,
we're
working
with
the
state
to
really
redefine
what
that
means
for
us
as
a
district
with
our
sei
programming,
especially
with
the
language
specific
programming.
E
E
Correct
yeah,
saying,
let
me
just
explain
because
a
lot
of
acronyms
in
our
in
our
field,
so
scissors,
sheltered
english
immersion,
which
is
the
the
state
which,
after
the
the
2003,
when
we
did
away
with
trans,
with
transitional
bilingual
education
and
the
initiative,
what
it
did
was
really
harm
the
district.
It
hung
families
it
harmed
educators.
There
were
teachers,
including
myself,
when
I
was
a
director
who
said
I'm
afraid
to
speak
in
spanish.
I
was
like
no,
no.
E
You
can
absolutely
speak
in
spanish
too
to
that
student,
but
the
state
and
that
revision
after
that
law,
when
it
passed,
said
that
all
students
needed
to
acquire
english
in
one
year
and
that
we
will
no
longer
use
a
native
language,
and
so
what
we
have
to
also
do
is
we
have
to
deal
with
the
belief
system
that
adults
have
in
our
district.
That
includes
principles.
It
includes
us
as
a
district.
E
It
includes
educators
paraprofessionals
if
we
do
not
create
the
belief
that
language
is
an
asset
and
that
we
absolutely
need
to
create
the
structure
in
a
system
to
in
a
pathway,
but
part
of
that
is
also
training,
educative
materials
and
ensuring
that
we're
working
with
our
families
and
really
elevating
their
voice
in
this
process.
That
we
should
be
valuing
in
the
additive
language
that
our
students
bring.
I
Yeah,
thank
you.
I
mean
it's
spot
on
and
I
think
ms
jefferson,
you
were
talking
about
this
too
right.
The
way
that
we
talk
about
our
students
and
I
will
always
be
the
ones
when
we
talk
about
our
english
language,
learners,
it's
an
asset,
and
we
need
to
be
able
to
talk
about
you
know
even
of
our
students
who
learn
differently
right.
We,
how
do
we
look
at
all
of
this
as
an
asset
related
to
something
that
counselor
fernando
anderson,
I
believe
mentioned,
and
we've
been
talking
about
it.
I
So
I
wonder
what
the
plan
is
there
and
relatedly?
If
folks
could
speak
to
the
barriers
that
credentialing
will
create
and
will
create,
especially
in
this
native
language
front?
What?
How
can
we
be
thinking
differently
about
the
credentials
that
we
require
that
create
barriers
for
teachers
of
color
educators
of
color
who
want
to
enter
the
game.
E
Thank
you,
and
I
just
will
have
to
honor
my
dear
mentor,
carmen
torres
who
transitioned
this
week,
who
had
worked
in
the
office
of
english
learners
and
was
a
cow
founding
principal
and
a
headmaster
for
boston
arts
academy
in
fenway,
and
she
was
my
mentor.
She
was
my
puerto
rican
madre
who
really
grounded
me
when
it
got
tough
in
the
district.
When
I
worked
at
the
office
of
english
learners
in
years
throughout,
so
we
have
to
do
better
in
creating
mentorship
and
opportunities
for
our
educators,
who
are
linguistically
and
virtually
diverse.
E
There
is
certainly
a
feeling
of
sometimes
feeling
isolated
alone
or
that
you're
sort
of
fighting
for
students
and
families
that
doesn't
necessarily
feel
that
it's
supportive
in
the
school
community,
or
that
this
system
is
responsive
to
the
students
and
families.
So
a.
I
think
there
needs
to
be
intention,
an
intentional
system,
aside
from
the
racist
right
sort
of
pedagogical
approaches
that
we
have
in
testing
and
that
it
does
prevent
many
of
our
highly
qualified.
E
You
see
some
of
these
educators
in
their
classrooms
and
they
are
phenomenal,
and
yet
the
struggle
to
pass
an
mtel
test
is
the
barrier.
And
so
we
know
that
when
we
say
racist,
that
it
means
that
we
have
to
move
into
an
anti-racist
framework
of
how
do
we
really
dissect
that
testing
items
and
working
with
educators
and
coaching
our
recruitment
cultivation
diversity
office
does
do
a
model
in
which
they
do
provide
a
bilingual
endorsement.
B
Really
appreciate
the
strategic
questions
that
you're
that
you're
tackling
here.
Another
part
of
our
strategy
is
to
identify
particularly
the
language,
specific,
sheltered,
english
immersion
classrooms.
They
tend
to
disproportionately
have
educators
who
speak
the
language,
the
target
language
at
the
school
and
their
community
is
set
up
to
make
a
transition
toward
a
more
native
language
instructions.
That's
part
of
the
strategy,
in
addition
to
some
of
the
things
that
that
pharah
just
mentioned
under
fair's
leadership.
I
just
also
wanted
to
let
the
council
know
that
I
believe
in
may.
E
Yes,
yes,
that
we
are
also
working
with
boston
college
and
I
am
working
with
them
to
create
a
bilingual
leadership
pathway,
because
we
do
not
have
one
in
the
state
or
as
part
of
the
requirements
from
the
state
as
a
bilingual
endorsement.
And
we
also
have
to
develop
and
build
our
school
leaders
with
bilingual
education.
In
order
to
make
that
shift.
J
Counselor
bach,
thank
you,
madam
chair
and
I'll
just
say
I
I
would
second
counselor.
He
has
questions
about
mckinley.
I've
got
both
the
middle
and
the
high
school,
and
I
was
encouraged
to
see
the
175
000
in
the
budget
for
for
a
study
there.
But
when
we
get
to
the
capitol
hearing,
would
love
to
talk
more
about
that
because
it
yeah
we
just.
We
need
a
whole,
a
real,
a
real
commitment
to
those
students
and
that
it
bothers
me
a
lot
having
those
two
campuses
in
my
district.
J
C
J
J
You
know,
thinking
about
our
students
returning
and
all
the
social
and
emotional
support,
and
there
was
kind
of
a
sense
of
like
surge
and
the
reading
stuff
was
a
surge.
But
I
think,
like
you
know
things
like
the
reading
interventionists
you're
talking
about
today,
things
like
the
librarians
I
mean
I
took
down
this
list
of
things
that
we're
putting
esser
funds
into,
and
it's
pretty
obvious
that
there
are
capacities
that
the
district
is
trying
to
build
permanently
like
we.
J
We
know
from
the
literacy
numbers
that
we
need
the
reading
interventionists
and
it's
not
like,
because
there
was
a
pandemic
right.
So
what's
the
kind
of
plan
to
bridge
from
these
pretty
extensive
staff
commitments
out
of
the
esser
kind
of
looking
forward
to
that
sort
of
cliff
that
you
guys
have
on
the
yeah,
can
you
speak
to
that?
A
little
bit.
C
In
the
central
office
side,
we
did
look
at
the
the
categories
of
of
spending
on
central
office
to
think
about
it
in
a
couple
different
categories.
The
first
are
those
things
that
would
likely
require
city
funding,
there's
about
21
million
dollars
per
year
on
esser,
that
are
those
types
of
positions
that
you're
sort
of
flagging
as
39
ftes,
including
and
then
k-8
academic,
counselors,
athletics,
recruitment
and
cultural
diversity
programs.
C
Those
kind
of
things
that
we
are
investing
in
on
esser
as
sort
of
a
down
payment
on
on
either
future
efficiencies
or
additional
revenue,
there's
another
18
million
dollars
on
esser
per
year,
approximately
71
ftes.
That
are
things
that
we
may
need
to
continue,
but
are
primarily
focused
on
recovery
or
pilot
programs.
C
So
things
that
we
will
be
monitoring
and
trying
to
determine
if
they
have
effective
outcomes,
this
includes
things
like
acceleration
academies
and
additional
nursing
staff
that
was
hired
for
a
coveted
recovery
and
then
there's
another
20
million
dollars
per
year
or
excuse
me,
20
million
dollars
over
the
three
years
that
are
one-time
cost,
that
we've
identified
those
things
that
are
professional
development
for
the
start-up
cost
of
academic
counselors
repairs
to
bleachers
and
weight
rooms
as
part
of
athletic
investment,
laptops
and
materials
for
social
workers.
Those
kind
of
things.
C
So
I
do
think
that
the
future
sort
of
plan
around
sustainability
for
sr
has
to
do
with
either
identifying
a
different
additional
revenue
or
for
us
to
identify
how
we
will
start
to
sunset.
Some
of
the
soft
landings
that
we
talked
about
this
morning,
that
54
million
and
through
either
additional
closures,
consolidations
or
other
ideas.
As
we
look
for
efficiencies
as
a
district.
J
B
I
agree
and
I'll
take
it
and
then
you
can
build
one.
I
just
want
to
appreciate
the
the
question
as
it
relates
to
our
strategy.
Around
investing
in
libraries,
we
made
very
explicit
a
decision
to
ensure
that
our
esser
investments
for
librarians
in
libraries
are
those
one-time
costs
so
books,
the
updating,
the
collections
getting
the
software
to
sort
of
check
in
the
books,
et
cetera,
so.
B
J
B
Something
that
that
keeps
me
up
at
night.
I
I
think
to
the
to
counselor
mejia's
question
around
investments
in
the
infrastructure.
It
was
really
important
to
us
to
ensure
that
we
had
the
expertise
that
we
needed
at
the
central
office
to
ensure
that
we
could
deliver
on
the
work
that
we're
promising
relative
to
equitable
literacy,
and
we
knew
that
we
needed
to
get
this.
This
infrastructure
started
certainly
was
feedback
that
came
to
us
through
our
equity
community
equity
roundtable,
and
so
we
wanted
to
build
that
infrastructure.
J
Yeah
exactly
all
right!
Well,
that
sounds
like
my
timer
just.
I
would
just
say
that
I'm
thrilled
about
the
the
mass
core
commitments,
I
think,
making
sure
that
we've
really
got
that
across
the
board,
and
we've
had
several
years
now
of
sitting
in
these
budget
hearings
and
saying
we're
getting
to
the
high
schools
and
investments
in
the
high
school's
next
budget
season.
So
it's
good
to
see
some
movement
there
thanks.
Madam
chair.
K
So
quick
question:
on
the
amount
of
students
we
talked
about:
30
percent,
our
english
second
language,
learners,
just
to
dive
into
that
a
little
bit
more.
Do
we
know
the
breakdown
of
students
by
grade,
so
in
other
words,
how
many
of
that
percentage
are
in
what
we
would
call
the
k
through
third
grade
group
and
then
the
third
through
sixth
grade,
and
then
seventh
through
high
school?
Do
we
can?
Can
we
break
those
numbers
down
to
that
level?
Do
we
know.
C
Yes,
I
can
pull
up
the
numbers,
as
you
ask
other
questions,
but
yeah
we
have
the
breakdown.
We
break
down
all
of
our
enrollment
projections
by
grade
and
program
and
school.
So
we
can.
We
can
slice
that
data
up
in
many
different
ways
to
look
at
the
enrollment
and
one
thing
I'll
just
add
as
we
go
to
it.
We
we
often
look
at
the
english
learner
data
by
language
group
and
by
neighborhood
as
a
way
to
kind
of
understand
how
overall
sort
of
trends
are
happening
across
those
neighborhoods.
K
Okay,
the
reason
I'm
asking
is
obviously
these
are
all
different
sort
of
and
pivotal
in
their
own
ways
sort
of
periods
of
education.
But
it
also
helps
me
understand
when
you
can
pull
these
numbers
up,
whether
or
not
we
have
you
know.
If
you
have
a
third
grade
or
a
second
or
first
grade
class,
they
eventually
become
a
sixth
and
seventh
and
eighth,
and
so
on
and
so
forth.
So
it
helps
me
understand
what
those
patterns
are
showing.
K
If
we
have
a
density
of
those
numbers
early,
then
we
should
be
building
sort
of
ramps
or,
if
it's
spread
out
evenly,
then
that
sort
of
explains
that
too.
But
the
the
question
that
I
do
have
on
this
is
we
had
talked
earlier
about
the
general
classes
that
they
take
general
course
load
as
well.
Do
we
know
today
what
percentage
that
30
percent
are
are
focused
solely
on
esl
classes
or
taking
sort
of
general
language
class
as
well.
K
K
K
So
that's
that's
what
I'm
looking
for,
how
much
overlap,
because
when
you
have
30
of
our
student
populations,
english,
second
language
learners,
but
only
11,
give
or
take
dedicated
specifically
to
english
as
a
second
language
and
the
pushback
is
well.
They
also
take
some
of
these
general
education
classes.
I'd
like
to
know
what
that
percentage
is.
C
K
Of
wrap
around
what
I
would
consider
wrap
around
services
right,
like
I'm
sure
they
also
benefit
from
the
heat
and
the
fact
that
we
keep
the
lights
on
exactly
so.
I
that's
more
so
what
I'm
talking
about
is
money
towards
programming,
specifically
for
educational
programming.
We
could,
you
know,
obviously
the
arts
in
in
sort
of
teaching
the
whole
child.
K
I
count
that
as
well,
but
I'm
talking
about
specifically
academically
we
got
to
about
11
percent
of
this
budget
goes
towards
that
right
in
terms
of
in
terms,
so
let
me
be
more
clear:
it's
not
11
of
the
total
budget.
It's
11
of
the
portion
of
this
budget
that
is
dedicated
towards
academics,
specifically
for
english
learners,.
E
G
E
K
K
Second
language
learner
students
with
covid
with
travel
policies
and
things
that
have
changed,
there's
been
some
fluctuation
there,
but
previous
to
that,
that's
where
the
crux
of
it
comes
from
in
terms
of
succeeding
here
academically
in
this
in
this
state,
when
the
mcas
is
an
english
only
test
is,
to
my
knowledge,
it's
an
english-only
task.
Correct.
K
We
don't
have
enough
time
here,
but
when
we
talk
about
wrap
around
things
like
mental
health
supports,
it's
really
important
to
me
that
they
can
get
that
in
a
language
that
they
can
actually
benefit
from.
What
do
we
have
available
to
them
right
now?
I
know
we
did
a
big
thing
about
social
workers
in
every
school
and
trying
to
make
sure
we
had
sort
of
school
psychologists
and
things
like
that,
how
much
of
that
is
accessible
to
them
in
a
real
way,
because
it's
in
the
language
that
they
speak.
E
So
we
do
have
an
mtss
special
emotional
and
mental
health
presentation
on
monday.
One
of
the
questions
that
we'd
asked
or
that
will
be
shown
is
the
ratio
of
social
workers
for
students
and
the
other
will
be
a
breakdown
of
the
languages
of
social
workers
as
well
as
behavioral
health,
so
our
school
psychologists
and
the
languages.
I
know
that
we've
increased
the
capacity
of
the
languages
and
school
psychologists,
one
of
the
critical
areas
that
I'm
working
with
office
of
human
capital
and
others
office
of
special
education
again.
E
A
sort
of
a
team
approach
is
that
we
are
working
to
ensure
that
we
shift
some
of
the
requirements
for
positions
for
next
year,
so
that
dual
language
and
schools
with
programmatic
sort
of
high
language
dominance,
for
example
in
spanish,
are
requiring
that
language.
There
are
obviously
some
issues
around
meeting
that
with
the
with
the
workforce,
in
addition
to
our
btu,
as
well
as
other
unions
and
working
with
them
on
that.
L
L
L
E
100-
and
I
was
an
early
childhood,
read
interventionist
and
so
a
lot
of
my
work
actually
started
with
multi-lingual
students
prior
to
referral
and
students
with
disabilities,
and
I
can
tell
you
that
the
intersection
of
language
and
language
development
as
well
as
disability
is
very
complex,
as
you
know,
and
it's
not
often
easy
to
tease
out
in
the
early
grades
as
students.
Variability
in
early
childhood
really
drastically
could
look
different
for
some
a
child
who's
at
exactly
three
years
old
versus
three
years
old
in
nine
months
or
you
know.
E
Similarly,
to
you
know
the
age
span
and
around
being
five
years
old
or
six
years
old.
So
because
of
that,
there
has
to
be
flexibility
as
well
as
a
lot
of
small
group
and
rotations,
which
most
of
our
teachers
and
educators
have
been
trained
to
do
in
early
childhood,
and
it's
that
language
integration
is
also
building
on
the
oral
language
foundation.
So
if
there
is
a
second
language
most
of
the
students
when
they
enter
the
classroom,
you
might
expect
that
there's
a
long
time
for
weight
response.
E
Students
are
taking
more
time
to
process
they're
really
connecting
their
auditor
and
what
they're
hearing
from
what
they're
seeing
so
they're
matching
it
with
what
their
home
language
is.
One
of
the
areas
that
we
have
to
work
on
as
part
of
our
new
vision
with
the
office
of
multilingual
multicultural
education
is
that
bilingual
pathway.
So
I
have
started
meeting
with
the
early
childhood
department.
We
are
looking
to
create
a
bi-literacy
pathway
for
students
in
their
native
language
to
sort
of
see
what
is
the
scope
of
the
language
development,
especially
with
literacy,
sound
systems.
E
Those
are
the
sort
of
the
early
sort
of
elements
of
literacy
that
you
need
to
kind
of
learn
and
then
build
on
as
opposed
to
you
know.
Here's
how
I
sort
of
learn
so
there's
two
things
simultaneous
for
a
language
acquisition
which
happens
from
zero
to
three
ages,
so
students
and
children
who
are
learning
both
those
languages
really
thrive
and
master.
You
know
at
a
much
higher
rate.
E
We
see
that
in
the
cognitive
development
research
across
you
know
across
the
the
ages
that
it
really
carries
those
students
and
they
have
the
benefit
of
that
cognitive
ability.
In
that
meta-linguistic
awareness,
so
in
order
to
really
move
towards
this
vision,
we
have
to
create
those
opportunities
for
our
students
to
engage
and
also
learn
in
a
second
language.
There
are
particular
classrooms
that
early
childhood
offices
engaged
in
partnering
with
as
well
as
cbo,
so
community-based
organizations.
So,
for
example,
viet
aide
has
a
bilingual
vietnamese
program,
so
students
are
learning
vietnamese.
E
So
that's
really
important
that
we
continue
to
really
cultivate
and
grow
those
programs,
but
also
supporting
the
educators.
So
our
early
childhood
has
been
supporting
those
educators
in
classrooms
across
the
ymca,
in
partnership
with
the
ymca,
the
cbo's
to
train
them
using
the
focus,
curriculum
and
part
of
that
training
is
also
around
the
foundations,
which
is
that
sort
of
again
reading
skills
and
some
of
those
prerequisite
skills
that
you
really
kind
of
need
to
be
able
to
develop
a
great
reader
or
reader
and
meeting
the
fluency
that
they
need
at
that
grade
level
and.
E
What
we
have
are
our
amazing
horace
mann
school
for
the
hard
of
hearing
and
deaf
that
is
also
a
bilingual
school
in
asl.
I
don't
think
they
get
enough
recognition,
but
they're
an
amazing
asset
to
our
school
community,
because
they
also
have
students
who,
whose
families
speak
spanish
at
home
and
their
child
is
deaf
and
hard
of
hearing.
So
families
don't
always
necessarily
have
the
asl
language,
and
so
students
are
learning
to
do
both
and
they
also
have
parent
classes
in
which
parents
can
engage
and
also
learn
asl
themselves.
E
So
there
are
other
sort
of
deaf
and
hard
of
hearing
settings
across
the
district,
but
I
think
that
school
in
particular,
we
really
need
to
sort
of
elevate.
The
amazing
work
they're
doing
in
working
with
a
multicultural,
multilingual
families
across
the
state
really
because
they're
also
a
day
program,
and
they
provide
those
services
in
that
school
site
from
opportunities
for
the
state.
Very
good.
Thank.
A
Sorry
just
have
to
stop
this
clock.
I
have
a
few
questions,
one
just
to
continue
on
the
ell.
I
know
that
certain
students
come
in
with
a
language
need,
and
I
really
like
what
you
said
about
asset,
because
I
think
that
I'm
I'm
someone
who
goes
around
and
I
say
I'm
a
polyglot
and
it
just
gets
sort
of
like
under
scene
like
so
what,
but
it's
not
so
what
it's
a
big
deal
to
speak
six
languages
fluently
and
so
for
all
the
kids
out
there.
Who
can
do
this
you're
you're
superstars?
A
G
E
Absolutely
so
I
was
a
former
sly
teacher.
That
means
students
with
limited
interrupted,
formal
education
and
I
taught
at
boston
international
newcomers.
I
taught
students
were
also
newcomers
in
that
program,
so
that's
sort
of
where
my
heart
lies.
As
a
I
mean,
if
teddy
sullivan
in
elementary,
but
I
do
really
feel
that
we
have
to
to
to
be
able
to
assess
how
well
right
we
do
our
work
as
the
district.
It
is
based
and
measured
on
our
most
vulnerable
students
and
that's
how
we
we
view
it
and
it's
life
students
in
particular.
E
So
they
ask
the
students
and
their
families
about
their
their
education
journey,
their
years
of
learning
the
gaps
of
learning.
So
we
have
a
slight
program
that
serves
students
what
we
call
high
intensive
literacy
training.
I
should
also
mention
we
are
also
under
the
meta
consent
decree
at
the
office
of
english
learners.
E
So
we
do
have
a
mental
consent
that
really
sort
of
delineates
our
guidance
around
site
programming,
so
hilt,
one
is
majority
of
students
have
had
probably
very
little
educational
experience
and
health
2
might
be
a
student
who
might
have
had
three
to
five.
You
know
three
years
of
gaps
of
learning,
so
both
are
true.
There
is
a
language
and
literacy,
so
we
absolutely
teach
reading
skills.
There
are
foundational
skills
that
we
have
to
develop
and
then
there's
a
scaffolding
from
grade
level
to
really
meet
the
needs
of
those
students
and
push
them
up.
Thank.
A
B
A
B
Yeah,
so
the
question-
I'm
sorry
just
one
more
time
is
about
social
emotional
learning.
Is
that
what
you
said?
Yes,
okay,
yeah,
so
our
our
approach
toward
thinking
about
social,
emotional
learning
is
that
that
has
to
be
embedded
within
the
core
academic
content.
Separate
programs
isolated
from
academic
content
on
social,
emotional
learning
for
for
a
tier
one
approach,
is
not
something
that
we
think
sort
of
works
for
students.
B
So
all
the
programs
that
we
invest
in
so,
for
example,
in
expeditionary
learning,
which
is
our
core
literacy
program,
the
tier
one
sel
work
is
built
directly
into
that
program.
So
that's
part
of
the
sort
of
assessment
we
go
through
when
we're
selecting
the
curriculum
or
the
programs
for
our
students.
You'll
see
investments
directly
and
through
esser
and
other
operating
budget
things
around
curriculum
and
all
of
those
curricular
choices
have
sel
built
into
them
at
their
at
their
core.
B
Do
I
think
our
teachers
are
qualified
at
this
time
to
do
it?
Yes,
I
think
they're
qualified
to
do
it.
I
will
acknowledge
that
you
know
the
last
two
years
have
been
really
hard.
Certainly,
this
last
year
has
been
my
diff
most
difficult
career
year
of
my
career,
of
trying
to
respond
in
real
time
to
all
the
operational
issues
that
covet
has
brought
plus
the
sort
of
real-time
trauma
and
concerns
of
our
faculty
and
our
educators
and
our
families
and
our
students.
B
So
I
think
I
think
that
there
are
some
challenges
for
sure,
but
I
do
think
that
we
are
providing
high
quality
professional
learning.
I'm
really
proud
and
would
be
happy
to
share
our
copy
of
all
the
professional
learning
that
we
have
already
established
for
next
year
for
our
educators
to
ensure
that
they're
able
to
particularly
in
the
area
of
literacy,
have
the
tools
and
resources
that
they
need
to
implement
these
programs
well
and
to
incorporate
the
sel
components
of
that
into
the
curriculum
you.
A
C
The
teams
include
the
planning
and
analysis
team,
that's
responsible
for
all
enrollment
projections,
the
grants
team,
an
external
funding
team
that
handles
all
of
our
federal
funding,
the
business
services,
which
includes
account
accounting
and
our
procurement.
They
do
contracts
and
all
the
requisitions.
The
budget
team,
which
helps
prioritize
the
great
team
you'll
see
sitting
up.
There,
helps
prioritize
and
work
with
schools
and
and
we're
developing
an
internal
controls
team
to
help
improve
our
overall
risk
management.
C
Internal
controls
there's
a
number
of
things
that
are
in
the
budget
office
overall
finance
division
budget
that
includes
the
district-wide
budgeting
for
benefits.
So
a
large
portion
of
our
budget
is
actually
all
of
the
benefits
that
are
paid
out
as
a
district.
We
also
manage
other
central
office
spending,
including
transportation
attendance
for
charter
schools
and
safety.
A
So
the
fy23
proposed
of
199
million
675
210
dollars
it's
the
largest
sum
in
your
budget,
and
I
I
was
just
really
curious
because
you
guys
must
do
a
lot
of
hard
work
to
have
the
largest
sum
in
the
budget
above
anything
else
above
elementary
or
high
school
or
anything
else.
So
you
must
and
then
sorry
I
I
stand
corrected
the
k
through
eight
actually,
but
then
that's
202
million
and
then
so.
C
C
C
A
A
C
C
Explore
budget
that
allows
you
to
see
the
per
pupil
amount
by
school
and
then
broken
down
by
type
of
spending,
so
you
can
see
within
a
school
how
that
allocation
comes
across
and
so
you're
going
to
see
a
lot
of
differentiation
based
on
how
full
the
school
is.
How
many
students
there
are,
what
the
needs
of
those
students
are
so
there's
a
lot
of
different
factors
that
go
into
that
range
of
per-pupil
spending
at
a
school.
C
Yeah,
so
we
do
a
number
of
different
interventions
in
in
specific
schools.
The
soft
landings
and
hold
harmless
are
one
way
to
stabilize
the
school
and
intervene.
That's
not
based
on
a
per
pupil
amount.
It's
meant
to
to
stabilize
and
keep
specific
resources
out
of
school
for
individual
students.
There's
multiple
ways
that
a
school
could
receive
additional
services
if
needed.
The
special
education
department
manages
a
lot
of
our
related
services.
Occupational
therapy,
physical
therapy,
additional
behavior
supports
those
are
not
on
individual
school
budgets.
They're
allocated
out
as
resources
and.
C
B
Questions
so
that's
more
of
an
academic
question,
so
at
the
individual
school
level
each
school
is
required
to
have
a
student
support
team.
They
are
monitoring
that
team
is
collectively
monitoring
the
progress
of
students
both
from
an
academic
and
social
emotional
sort
of
learning
perspective,
and
if
educators
have
concerns
about
progress
that
students
are
making,
they
would
bring
that
case
forward
to
this
to
the
student
support
team
to
discuss
it
to
problem
solve
it
to
figure
out
where
interventions
are
needed.
B
Yeah,
so
do
you
want
to
talk
a
little
bit
about
panorama
or
I
can
do
it?
Then
we
have
a
a
platform
called
panorama
and
it
hosts
all
of
our
data
from
an
academic
and
social
emotional
learning
perspective,
and
so
our
educators
and
on
the
student
support
team
are
able
to
look
into
this
data
to
to
track
the
individual
academic
performance
of
students,
as
well
as
look
at
the
sel
data
from
surveys
and
other
things
that
a
student
might
complete.
C
C
C
Well,
I
just
I,
if
I
could.
I
wanted
to
mention
two
other
processes
that
we
have
in
place
to
ensure
that
we
are
responding
to
school
needs.
Schools
throughout
the
budget
process
can
can
request
additional
funding
if
they
feel
they're
in
a
situation.
That
is
not
that
is
outside
the
scope
of
weighted
student
funding,
and
it
was
called
this
year.
C
So
what
we
wanted
to
do
was
make
sure
that
it
wasn't
about
just
those
who
advocated
or
those
who
had
influence,
but
we
were
really
trying
to
identify
trends
across
schools
and
that's
a
great
way
to
get
feedback
from
our
individual
school
communities
that
are
saying,
hey,
there's
an
area
of
funding
that
is
not
covered.
There's
an
area
of
student
need,
that's
not
yet
covered,
and
then
we
would
respond
to
it
and
we
found
a
couple
different
areas
this
year
that
changed
the
way
we
funded
schools
based
on
feedback
from
school
leaders.
C
C
Based
on
historical
trends,
for
the
the
the
way
that
those
students
will
persist
within
our
system,
I
think
what
what
they're
doing
at
the
at
the
school
level
and
at
the
academic
system
level
is
responding
to
in
near
time
how
students
are
doing
now
to
be
able
to
deploy
the
resources
that
have
been
put
in
the
budget
to
better
meet
the
needs
of
students.
Thank.
A
C
We
try
that
is
reactionary
to
the
changing,
but
that
those
reserves
that
we
hold
are
intended
to
give
us
the
financial
flexibility
to
meet
the
needs
of
students
as
they
arrive
and
to
make
sure
that
we're
not
you
know,
sort
of
in
a
situation
to
fall.
Where
a
school
is
saying.
I
have
10
more
english
learners
that
I
need
more
staff
for,
and
we
don't
have
the
resources
to
deploy.
We
we've
planned
for
that
eventuality
because
there's
always
this
level
of
unpredictability
about
where
students
will
enroll
and
in
what
numbers.
A
I
think
to
council
laura's
point,
you
know
in
terms
of
transformative,
pedagogy
or
just
sort
of
curriculums
that
are
more
innovative
and
looking
at
if
we
continue
to
do
the
same
thing,
but
we're
not
looking
at
preventative
measures
in
terms
of
tackling
social
determinants
of
health,
and
I
understand
you're,
not
public
health,
your
schools,
but
that
we
are,
we
talked
about
this
yesterday,
creating
that
synergy
between
resources
in
school,
home,
school
connections
right
all
of
that
stuff.
But
we're
always
reacting
to
the
result,
and
so
we
know
what
we're
going
to
get
already.
A
And
I
just
wonder
if
we
can
start
thinking
about
what
council
laura
was
saying
in
terms
of
transforming
this
system
so
that
we
are
preparing
before
we
actually
have
the
issue,
and
at
this
point
like
we're,
we're
just
reacting
we're
just
okay:
here's
where
the
money
is
going
to
go,
because
this
is
where
the
problem
we're
just
reacting
right.
And
so
I
think
I
think
that's
what
everyone
is
feeling
here
in
terms
of
you
know,
there's
a
need:
there's
a
supply
and
there's
a
demand.
A
A
When
do
we
go
into
services
without
a
diagnosis
so
that
we
can
assess
situations
that
are
situational
circumstantial
without
actually
labeling
and
putting
medication
and
all
the
stuff
to
a
child,
if
not
necessary?
But
in
order
for
the
insurance
companies
and
all
those
third-party
companies
that
you're
bringing
into
the
schools
in
order
for
them
to
build
them,
they
have
to
diagnose
these
children.
A
They
have
to
put
a
label
to
them,
and
so,
when
we
see
the
problem,
we
say
they
need
social
workers,
they
need
mental
health
and
then
we
react
and
then
diagnosis
and
we
create
this
prison
pipeline
and
we're
not
really
addressing
it.
All
we're
doing
is
reacting
and
because
they
have
to
because
insurance
has
to
pay
for
it.
They
have
to
get
a
diagnosis,
we're
just
labeling
a
whole
bunch
of
black
and
brown
children
over
and
over
and
over.
G
G
So
here
come
the
questions.
Desi
receivership
is
like
the
sword
of
damocles
threatening
to
derail
all
this
wonderful
work.
So
I'm
wondering
if
there
is
something
that
can
be
done,
even
if
it
resorts
to
legal
measures
that
stop
them
from
taking
over,
because
this
is
great,
but
if
they
come
in,
they
have
their
own
agenda.
That's
the
first
thing.
The
second
thing
in
terms
of
private
fundraising
by
several
different
schools
that
are
bps
schools.
G
Are
there
policies
and
procedures
guidelines
that
you
guys
are
looking
at
that
are
guard
rails
for
a
school
that
has
64
million
dollars
in
endowment
and
still
gets
funding
from
bps?
Is
there
something
in
line
for
that?
In
addition,
recruitment
retention
of
teachers
of
color
this
year
we
lost
10
principles
next
year,
potentially
will
you
will
lose
30
principles,
and
that
is
another
disruption
in
leadership?
G
Is
there
something
that's
in
place
for
that
to
stabilize
the
leadership
city
councillors?
Are
you
guys
possibly
pushing
for
pilot
funding
and
making
them
more
responsible,
because
that's
some
more
money
right
there,
tens
of
millions
of
dollars
that
are
payment
in
lieu
of
taxes
and
they
haven't
paid
it.
So
looking
at
the
funding
formula,
also,
which
was
an
issue-
and
it's
been
there
for
several
years
initially-
it
was
being
pushed
by
senator
sonia
chang
diaz
who's
now
running
for
governor,
but
I
think
that
gets
stalled
in
legislatures.
G
A
A
D
B
B
B
They
don't
even
know
that
they're
getting
there
that
they're
going
to
a
career,
technical
education
school
and
that's
a
really
intentional
strategic
decision
that
a
student
and
family
might
make,
and
we
we
want
to
ensure
that
not
only
do
families
and
students
know
that
that's
what
they're,
what
they're
going
to,
but
that's
something
that
they're
really
passionate
about.
They
have
some
idea
of
what
they
might
want
to
explore
when
they
get
there.
B
These
means
might
mean
like
sort
of
carpentry
or
something
like
that-
that
those
folks
have
a
set
of
knowledge
and
skills
relative
to
that
work,
but
they
haven't
necessarily
been
trained
as
teachers
right,
and
so
there
has
to
be
far
more.
I
think,
support
for
particularly
new
teachers
as
they
start
to
think
about
making
a
transition
from
our
career.
B
It's
one
of
my
favorite
meetings
of
the
week:
I'm
actually
not
there
right
now,
because
they're
meeting
from
3
30
to
6
because
we're
here,
but
they
are
they're,
now
unpacking
all
this
me.
This
data
that
sort
of
has
come
forward
and
then
monica
and
her
team
at
oda
have
prepared
data
packets
for
the
for
the
the
intervention
team
and
we're
moving
forward
with
some
recommendations.
B
Is
that
the
work
that
we're
doing,
I
hope,
is
in
inspired
by
the
people
who
are
there
every
day?
And
I
hope
that
in
collaboration
with
the
educators
with
our
union
partners
and
with
other
with
others,
that
we'll
get
to
a
set
of
recommendations
that
I
think,
I
think
hope
will
not
only
make
the
school
community
proud.
But
the
entire
city
of
boston
has.
B
F
F
She
was
not
only
an
incredible
educator
and
had
such
a
big
impact
on
the
bps
system,
but
she
was
also
my
aunt
and
it's
been
a
loss
for
our
family.
So
thank
you
so
special
needs,
I'm
gonna
ask
them
all,
and
then
you
can
answer
them.
So
our
special
education
student,
specifically,
you
know
inclusion,
students,
people,
the
ones
who
are
in
some
separate
classrooms.
They
need
accommodations,
which
include
kind
of
adaptive,
materials
and
other
therapeutic
supplies.
F
I
I'm
using
this
as
an
example,
you
know
my
kid
has
sensory
processing
disorder
and
he
uses
a
sensory
necklace.
He
takes
it
to
school.
I
sometimes
forget,
because
I'm
a
single
parent-
and
I
my
brain
is
somewhere
else
and
the
other
day
he
came
home
with
a
makeshift
sensory.
They
had
like
a
necklace
and
they
used
like
a
little
zip
tie,
and
I
was
like
why
don't
they
have
necklaces
at
the
school?
Why
do
they
have
to
make
this?
F
And
so
you
know,
if
you
were
to
ask
an
occupational
therapist,
what
would
they
say
about
their
ability
at
bps
to
kind
of
provide
the
materials
for
the
students
in
these
classrooms?
My
second
question
is
about
weighted
student
funding.
I
know
that
you
know
we
ensure
that
students
that
have
differing
needs
get
what
they
need,
but
it
looks
like
it's
decreasing
by
26
million,
and
I
know
that
we
are
increasing
our
overall
spending
by
22
million,
but
it
doesn't
necessarily
close
the
gap.
So
can
you
talk
a
little
bit
about
that
loss?
F
I
would
assume
that,
especially
after
the
pandemic,
we
have
more
needs
and
not
less
and
then.
My
final
question
is
about
the
inclusion
staffing
model.
Can
you
talk
a
little
bit
about
the
different
inclusion
staffing
models
and
how
bps
is
thinking
about
this
quality
guarantee
when
it
comes
to
inclusion,
classroom
staffing?
I
know
that
we've
seen
a
lot
of
reports
of
just
inequitable
staffing
across
schools,
and
I
know
that
you
can't
speak
about
the
current
contract
negotiations
with
btu,
but
I
know
that
we're
having
we're
also
having
that
conversation
about
classroom
ratio.
C
Question
first
because
I
think
it's
most
straightforward,
the
the
decrease
in
weighted
student
funding
and
the
increase
in
hold
harmless
are
correlated,
and
so
that's
part
of
why
you
see
such
an
increase
in
hold
harmless
costs,
because
those
are
costs
that
would
have
been
paid
for
outweighed
student
funding.
The
reason
that
you
don't
see
a
straight
correlation
between
the
two
is
because
of
we
have
three
closed
schools,
and
so
the
timilty,
the
irving
and
the
jackson,
man
schools
were
all
schools
that
received
weighted
student
funding
allocations
in
this
current
fiscal
year.
C
C
So
that's
where
you
see
on
the
per
student
funding
and
then
we
are
seeing
fewer
students
with
disabilities
as
part
of
the
enrollment
decline,
and
so
that's
another
piece
of
it
as
well,
and
so,
as
we
see
declines
across
the
district,
there
are
declines
in
english
learners
in
special
education.
That
has
to
do
with
just
overall
percentage
decreases
and
then
I
for
the
other
two
questions.
I
think
I'll
defer
to
this
team
can
follow.
C
B
B
B
They
will
not
need
that
level
of
service
and
that
level
of
service
might
actually
be
a
hindrance
for
them
to
become
more
and
more
independent
in
their
work.
I
appreciate
you
also
sort
of
acknowledging
the
the
state
that
we're
in
relative
to
contract
negotiations
and
certainly
without
revealing
anything.
I
will
say
that
I
feel
really
confident
that
the
btu
and
the
district
are
in
the
same
spot
relative
to.
We
understand
that
this
is
something
that
needs
to
be
fundamentally
changed
and
we
will
roll
up
our
sleeves
to
do
this
work.
F
F
A
H
B
Yep
I'll
I'll
start-
and
I
think
that
is
a
real
disappointment
in
our
system
right
now
right,
I
think
too
many
students
and
too
many
families
go
too
long
to
wait
for
based.
You
know
when
an
assessment
is
finished,
to
wait
for
the
development
of
their
iep
to
get
things
signed
off
off
and
as
the
deputies
deputy
superintendent
of
academics.
I
need
to
take
accountability
that
we're
not
where
we
need
to
be
relative
to
to
compliance
issues.
B
H
H
H
B
B
H
The
the
the
follow-up
to
that,
then,
is.
We
also
heard
from
folks
who
have
experienced.
This
is
that
there
have
been
folks
who
have
applied
for
promotional
opportunities
to
go
up
the
ladder
who
have
been
people
of
color,
and
they
have
been
passed
up
for
the
white
counterpart
to
end
up
then
being
trained
by
the
folks
who
had
far
more
experience
than
them.
So
can
you
talk
to
me
a
little
bit
about?
What
are
we
going
to
do
to
rectify
that.
B
Within
the
next
few
months,
under
the
new
superintendent,
we
will
be
placing
a
posting
for
the
assistant
superintendent
for
the
office
of
special
education.
This
will
be
obviously
the
next
superintendent
selection
and
I'm
committed
as
the
deputy
superintendent
of
academics,
to
ensure
that
that
person
represents
the
racial
and
ethnic
diversity
of
our
community,
and
we
need
to
make
sure
that
that
is
not
only
in
that
position,
but
also
in
the
upper
ranks
of
the
special
education
department,
because
there's
real
consequences
for
decisions
that
you.
H
H
If
you
want
to
ask
yourself,
thank
you
you're,
so
good.
Thank
you,
I'm
learning
what
is
the
plan?
I'm
just
curious
and
I'm
not
sure
who
would
answer
this,
but
what
is
the
plan
for
literacy
in
hiring
someone
who
is
a
leader
in
the
literacy
space
and
to
build
infrastructure
for
academic
support
for
all
boston,
public
school
students,
especially
those
who
are
english,
language,
learners
and
students
with
disabilities?
Can
you
talk
to
me
a
little
bit
about
that.
B
Yeah,
I
am
we
we
earlier
this
year,
a
few
months
into
maybe
my
my
tenure.
Maybe
like
august
september,
we
presented
to
the
community
equity
roundtable,
our
plans
for
implementing
literacy
and
the
feedback
from
community
members
was
swift
and
clear.
You
don't
have
the
infrastructure
to
pull
this
off,
and
so
we've
been
building
up
the
infrastructure.
To
respond
to
that,
we
have
a
multiple
senior
level
positions
that
are
that
are
posted
and
we'll
be
recruiting
people,
both
external
and
internal,
to
the
system.
To
address
that.
Thank.
H
You
and
then
one
more
operational
question,
but
this
is
more.
This
is
for
farah,
I'm
just
curious.
You
know
like
we
need
an
operational
plan
for
the
transition
from
english
immersion
to
and
I'm
just
curious.
Is
there
a
plan
in
writing
with
like
where's
where's,
the
plan
where's?
Where
are
we
in
that
process?
Is
there
something
that
we
can
see
because
you
know
we
should
have
had
this
a
long
time
ago
under
the
lookout?
So
I'm
just
curious
about
where
we
stand
with.
That
is.
H
E
There
a
plan
right
now.
Yes,
so
we've
had
multiple
plans.
Unfortunately,
it's
the
sort
of
sustainability,
as
well
as
the
matching
of
the
look
at
so
we
worked
with
our
el
tasman
english
learner
task
force.
Members-
and
I
have
to
be
honest.
As
a
former
member
myself,
we
advocated
for
the
look
act
as
well
as
matt
saw.
We
are
nowhere
where
we
need
to
be.
We
have
implemented,
for
example,
the
mather
vietnamese
dual
language
program,
the
josiah
quincy
chinese,
enhanced
program.
E
We
obviously
the
asl,
as
I
mentioned
at
the
horace
mann
school,
but
in
terms
of
our
plan
right
now,
it's
in
the
works
that
would
be
presented
to
english
our
task
force,
but
it
will
not
sort
of
have
the
all
of
the
details
built
out
because
we're
still
in
this
phase
of
building
on
infrastructure
and
that's
a
crucial
piece
and
element
to
this
work.
One
of
the
areas
that
I
think
I
also
mentioned
is
that
we
are
all
of
our
programming,
is
guarded
by
the
department
of
justice
and
and
department
of
education.
C
H
H
I'm
curious,
as
we
begin
to
talk
about
next
level
stuff,
I'm
curious.
If
you
could
just
tell
me,
why
is
it
that
often
times
what
I've
seen
is
most
of
our
kids
of
color,
who
need
when
it
comes
to
out
of
placement
district
placements,
usually
are
white
that
get
these
out
of
placement
opportunities
and
most
students
of
color?
H
H
Okay,
because
the
reason
why
I'm
asking
is
we're
spending
a
lot
of
money
for
out
of
placement
right
and
oftentimes
the
people
who
are
taking
advantage
of
that
or
who
are
able
to
successfully
do
so
do
so
because
they
have
lawyers
and
they
have
the
resources
to
fight
the
district
and
win
that
battle
and
then
oftentimes.
Those
who
have
lease
resources
are
unable
to
do
so.
So
I'm
just
curious
what
what
are
we
doing
to
help
close
that
gap.
B
H
I
talk
about
often
that
particular
school
has
an
opportunity
to
to
really
be
transformative
right
and
it
doesn't
seem
to
in
terms
of
resources
if
we
were
instead
of
sending
students
for
out
of
placement
and
spending
fifty
thousand
dollars
to
put
our
students
into
different
spaces.
Why
aren't
we
investing
in
improving
the
quality
of
instruction
and
care
and
design
at
a
school
like
the
mckinley.
B
I
can't
answer
that
question
historically.
However,
I
will
tell
you
that
it
is
a
top
priority
for
me
moving
forward
and
people
can
hold
me
accountable
for
that
I'll
be
working
with
the
team
to
ensure
that
we're
moving
toward
improving
the
academic
opportunities
at
the
mckinley
moving
forward.
I've
received
an
enormous
amount
of
feedback
from
the
community.
I've
observed
with
my
own
two
eyes
and
know
that
we
have
work
to
do
with
that
community
to
ramp
up
instructional
opportunities
for
students.
There.
H
A
H
A
C
Would
just
add
that,
for
the
you
asked
that
question
on
the
out-of-district
tuition
cost
the
average
cost
for
out-of-district
tuition
is
a
hundred
thousand
dollars
that
doesn't
include
the
transportation
costs
for
students,
and
then
it's
just
important
to
note
that
that
is
a
range
of
services
for
our
district.
So
there
there
of
course,
are
some
students
that
are
in
more
expensive
programs
and
some
that
are
slightly
less.
I
I
But
these
are
not
the
not
the
first
time
that
anyone
has
asked
these
questions,
and
you
know
tomorrow
we're
having
a
hearing
on
the
boston,
residence
job
policy
and
something
that
comes
up
again
and
again
is
that
people
are
say
that
we
need
a
true
vocational
school
and
I'm
like
well,
we
have
madison
park.
So
I
just,
I
guess,
a
question
there
is:
what
is
the
vision
for
really
you
know
creating
a
really
robust
vocational
education,
vocational
education
school.
Some
people
say
that
we
should
turn
it
into
an
admissions-based
school
right.
I
I
think
there
are
equity
problems
there,
but
if
we're
talking
about
making
sure
that
you
get
folks
into
the
school
who
are
from
the
boston
area,
a
boston,
a
bps
school,
if
you
could
talk
a
little
bit
about
that
like
what
are?
What
are
those
karma?
I
just
need
a
bit
more
than
like.
You
know
we're
thinking
about
it.
I
wanna
I
wanna
know
what
what
where
exactly
we're
thinking
about
to
really
make
that
more
robust
yeah.
B
I
don't
wanna
disappoint
you
in
any
way,
so
I'll
do
my
best
to
answer
the
question
but
continue
to
push
if
you're
not
getting
what
you're,
what
you're
looking
for.
Let
me
just
say
just
to
clarify
one
thing
that
I
said
I
I
think
it's
still
consistent
with
your
spirit
but
like
of
what
you're
saying
but
like
it's
not
that
there
haven't
been
plans.
B
B
I'm
sure
that
you,
if
you
had
a
chance
to
talk
to
educators,
they
preserved
what
told
you
so,
I
think,
that's
that's
obviously
sort
of
part
of
the
problem.
I
think
some
of
the
the
issues
that
you're
sort
of
uncovering
and
asking
about
about
whether
or
not
there
should
be
admissions
criteria.
Those
are
those
are
real
conversations
that
we'll
be
having
as
an
intervention
team
and
I'm
sensitive
to
the
fact
that
these
decisions
have
impact
from
an
from
an
equity
perspective.
B
And
that's
why,
under
dr
granson's
leadership,
we
have
put
the
racial
equity
planning
tool
at
the
center
of
the
work
that
we're
doing
around
this.
These
these
intervention
teams,
so
our
plan
that
the
plan
that
we're
going
to
develop
and
make
recommendations
to
the
superintendent
is
due
to
the
superintendent
by
mid-june,
so
I'll
be
in
a
place
where
we
can
certainly
have
community
conversations
or
I
can
come
back
and
talk
talk
about
the
specifics.
But
let's
do
the
superintendent
for
her
to
accept
or
reject
those
recommendations
by
mid-june.
I
And
we're
waiting
and
I
want
to
stop
waiting
and
students
there
and
a
lot
of
folks
want
to
stop
waiting.
Two
is
the
question
on
libraries.
I
went
to
taylor
in
mattapan
and
I
was
there
a
few
weeks
ago
and
I
really
love
miss
asaraj.
My
saying
last
name
right
that
you
mentioned
slife,
because
I
got
an
opportunity
to
take
a
look
at
the
side
program
there.
I
I
mean
I
love
folks
coming
to
management,
but
I
think
that's
a
problem
that
we
don't
have
more
seats
available
closer
to
their
home
right
and
it's
great,
because
it
adds
diversity
and
language
diversity,
which
is
an
asset
again
to
the
school
environment,
but
just
wanted
to
flag
that.
But
I
I
really
do
think
that
this
life
model
is
a.
I
just
want
to
elevate
that
that
we,
that
it
is
a
great
model
and
that
I
hope
that
we
continue
to
build
on
that.
Excuse
me.
They.
I
And
so
I
you
know
hope
that,
in
terms
of
like
thinking
differently
about
how
we
educate
and
meet
kids,
where
they
are,
I
think
that
is.
We
need
to
do
more
of
that.
But
I
also
went
to
my
tail
to
my
elementary
school
and
I
found
that
it
was
like
exactly
how
I
remembered
it,
which
is
a
problem
right,
and
so,
as
someone
who
cares
deeply
about
making
sure
that
all
of
our
schools
have
libraries.
I
E
Many
of
them,
unfortunately,
do
I
live
in
the
brighton
east
boston,
so
we've
sort
of
maxed
out
our
capacity
there's
literally
no
space
in
east
boston,
we've
maxed
out
the
capacity
there
we've
added
classrooms
to
brighton
high
school.
The
principals
headmasters
have
been
amazing,
but
it
certainly
has
been
a
challenge:
we're
adding
more
classroom
seats
as
well
next
year.
I
Yes,
my
questions
around
libraries
number
schools
that
don't
have
libraries,
but
the
library
that
even
exists
at
taylor
school
is
a
not
a
good.
It's
not
a
good
library,
just
isn't,
and
so
we
got
a
lot
of
work
to
do
even
in
the
schools
that
have
libraries.
So,
like
you
know
I
in
the
previous
hearing
I
was
like
we
got
to
know
what
is
the
baseline.
I
We
want
in
each
school,
but
we
need
buildings
and
facilities
that
are
dignity,
affirmative
affirming,
especially
in
schools,
that
high
populations
of
immigrant
students,
high
population
of
black
and
brown
students
right
facilities
and
experiences
that
really
are
quality
and
dignity.
Affirming
books,
you
know
we're
going
to
continue
to
push
this
native
language
like
books
that
are
in
their
native
language,
and
you
know
I
was
at
over
at
eggleston
library
and
they're
doing
a
really
great
job
of
getting
books
on
the
shelves
that
are
in
spanish
right.
I
I
want
to
see
that
also
in
our
public
schools.
I
don't
want
just
a
library,
that's
a
star
excuse
for
a
library
like
really
robust
that
it's
also
you
know
thinking
about
we're
in
2021
22.
What
do
libraries
look
like?
How
are
we,
like?
You
know,
infusing
it
with
like
the
digital,
you
know
with
the
technology
that
libraries
have
in
2022
yeah
and
then
I
have
one
more
about
data
so
but
yeah,
but.
N
L
N
Yeah
so
49
right
now,
but
out
of
125,
yes
eve,
as
you
said,
you
know
about
the
taylor.
Even
the
schools
that
do
have
active
libraries
right
now
will
be
part
of
this
refresh
and
it's
a
renewal
process.
So
the
taylor,
for
example,
their
years
2025,
where
they're
going
to
receive
new
collection
updates
to
their
books.
I
N
N
That's
exactly
right,
not
the
taylor
and
I
just
quickly
add
the
other
piece
of
the
puzzle.
I
think
is
as
that
we
are
working
closely
with
simmons
and
other
local
universities
on
with
their
library
programs,
to
ensure
that
we
have
diverse,
talented
librarians,
who
can
join
our
forces
right,
we're
going
to
be
hiring
a
lot
of
librarians
and
there
aren't
a
lot
of
librarians
available
right
now,
so
we
need
to
grow
our
own
and
so
we're
working
with
local
universities
to
do
that.
I
One
last
question
around
data.
I
asked
this
question
during
our
first
hearing,
but
it
just
seems
to
me
that,
based
on
the
first
hearing
that
we
had
today
that
we
we
we
do
collect
a
lot
of
data
as
a
district,
but
it
seems
like
sometimes
the
data
just
sits
there
or
we're
not
doing
a
good
enough
job.
Collecting
data
around
reasons
why
we're
actually
able
to
attract
students
back
from
charter
schools
or
from
whatever
school
environment,
or
the
reasons
why
our
students
are
leaving.
So
what
is
it
that
we
need?
I
You
know,
I,
I
think,
there's
some
great
questions
asked
earlier
about
central
office.
I
don't
really
want
to
go
into
the
dynamics
of
that,
knowing
I'll
just
say
that
we
need
strong
leadership
but
like.
Why
aren't
we
manipulating
data
better
to
our
advantage,
to
tell
our
story
to
tell
the
things
that
we're
doing
well
and
what
are
the
challenges
that
we
experience
around
around
using
the
data
to
show
our
prowess
right,
because,
like
people
like
to
say
all
the
things
that
we're
doing
wrong
as
an
urban
school
district
right
receivership's
on
the
table?
I
B
Monica
hogan
who's
sitting
next
to
me
as
the
senior
executive
director
of
the
office
of
data
and
accountability,
one,
I
think
I
do
think
we
have
some
good
systems
and
structures
in
place.
I
think
part
of
the
challenge
in
the
past
in
this
is
my
third
time
working
in
the
bps
and
the
most
recent
time
I
was
here
before
returning.
B
B
The
assessments
so
the
ways
that
we
were
administering
sort
of
tests
or
assessments
for
students,
the
teachers
didn't
have
a
lot
of
confidence
that
those
assessments
were
high
quality,
and
so
they
didn't
necessarily
have
trust
in
the
data.
I
think
what
we've,
what
we've
tried
to
do
under
monica's
leadership
and
working
with
some
members
of
her
team,
is
to
engage
in
a
much
more
sort
of
collaborative
discussion
with
our
union
partners
and
our
educators
to
ensure
that
they're
at
the
table
when
we're
making
select
selections
about
assessments.
B
So
I
think
we're
in
a
place
now,
where
our
educators
have
much
more
confidence
in
the
the
the
types
of
assessments
that
we're
using
are
high
quality
and,
as
a
result,
they're
getting
better
information
from
that
under
monica's
team,
we've
invested
in
data
inquiry
facilitators,
and
these
are
individuals
who
have
a
set
of
analytic
skills
who
can
help
schools
analyze
both
quantitative
and
qualitative
data
and
help
them
help
principals
and
their
instructional
leadership
teams.
Think
through?
B
And
then,
finally,
I
will
say
that
I
think
to
a
question
that
counselor
murphy
started
with
is,
I
think,
we're
taking
a
much
closer
look
than
we
have
in
the
past
about
our
early
intervention
assessments,
particularly
in
the
area
of
literacy,
where
we
have
to
be
far
more
proactive
in
what
our
individual
students
need
and
develop
the
systems
and
structures
that
fair
and
others
are
leading
around.
These
student
support
teams
to
really
have
high
quality
conversations
that
are
structured.
Well,
that
are
thinking
about
all
right.
B
A
student
is
struggling
here
relative
to
literacy
instruction.
What
what
are
the
actual
practices
that
we're
going
to
put
in
place
to
help
move
the
needle
for
those
individual
students
and,
I
think,
we're
getting
to
a
point
of
systematizing
that
work?
I
think
we
have
some
more
some
more
work
to
do
through
the
investments
that
we're
making.
C
I
apologize
to
expand
on
a
already
comprehensive
answer,
but
I
think
our
answer
this
morning,
that's
prompting
your
question.
Around
data
analysis
was
incomplete
because
you
were
specifically
asking
about
our
ability
to
understand
and
analyze
enrollment
data
and
how
we
could
compete
against
charter
schools
better
and
our
answer
was
incomplete
because
we
we
do
look
at
that,
and
I
think
dr
eckelson
gave
a
great
answer
in
terms
of
how
we're
using
academic
data
and
the
and
and
monica's
team
does
a
great
job
of
looking
at
academic
data.
C
There
is
a
separate
team,
that's
responsible
for
looking
at
enrollment
patterns
and
how
students
navigate
the
system.
It's
called
the
planning
analysis,
team,
they've,
really
sophisticated
models
and
and
and
really
understand
the
flow
of
students,
we've
developed
fact
based
to
understand
and
inform
our
bill.
Bps
process,
there's
also
a
talented
team
on
the
operations
side,
an
analyst
who
is
responsible
for
building
and
understanding
our
facilities,
data
there's
better
analysis.
That's
specifically
around
our
transportation
data.
C
Each
of
these
different
data
sets
require
a
different
set
of
skills
and
knowledge
to
really
ream
a
lot
of
information
out
of
it
and
turn
it
from
something
that
is
data
into
something
that
is
really
actionable
intelligence
and
information.
And
so
I
do
think
that
we
have
places
where
we
had
gaps
in
the
past
that
were
building
muscle,
and
I
think
operations
is
a
great
example
of
that.
The
information
we're
now
getting
about
our
buildings
is
better
than
at
any
point.
C
I've
seen
in
my
time
at
bps,
which
is
over
10
years
now,
and
so
I
just
wanted
to
say
that,
because
it
highlights
that
we're
trying
to
get
more
and
more
information,
we're
also
trying
to
partner
with
the
city,
who
has
a
lot
of
rich
data
for
us
to
to
leverage,
including
the
boston
planning
and
development
agency.
So
I
don't
want
you
to
think
that
we're
like
sitting
on
our
hands
and
and
not
using
a
lot
of
the
information.
C
I
Well,
I
mean
I'm
here
for
the
nerdy,
if
that's
going
to
help,
no
I'm
serious,
if
that's
going
to
help,
inform
the
change
that
we
got
it.
We
have
to
do
here
in
our
city
or
the
story
that
we
need
to
tell
I
you
know
I
just
I
get
really
frustrated
in
the
education
space,
especially
in
the
equity
space,
especially
in
when
we're
talking
about
black
and
brown
kids,
especially
because
I
think
that
we
accept
data
points,
as
fact
and
I've
seen
this
and
it's
trying
my
best
not
to
curse
here.
C
C
I
think
that's
a
really
that
in
my
own
personal
learning
and
growth
in
using
the
racial
equity
planning
tool,
I
think
that's
a
great
opportunity
for
us
to
be
explicit
in
our
interpretation
of
what's
happening
so
that
others
can
say.
That's
not
right.
What
you
should
be
looking
at
is
this
and
I
think
the
way
that
you've
asked
questions
around
students
who
are
chronically
absent
or
students
who
have
different
educational
experiences,
challenges
us
to
really
think
differently
about
how
we're
analyzing
and
interpreting
that
data.
B
A
You
can't
nerd
out
without
the
numbers
or
your
reports
or
the
data
or
the
equity
data
that
we
asked
for.
We
can't
nerd
out
on
any
of
this.
It's
all
theoretical
and
hypothetical.
Unless
we
see
it.
So
I
think
that
we're
we're
patient
and
we
are
extending
ourselves
and
saying
bring
it
so
that
we
can
do
that,
but
other
than
that
we're
just
it's
just
a
lot
of
fancy
talk
every
single
one
of
you,
sound
brilliant!
A
L
Thank
you,
madam
chair.
I
I'd
like
to
sort
of
touch
into
the
whole
area
of
stem
education,
and
you
know
we're
seeing
this
huge
number
of
new
new
labs
and
the
biotech
industry
is
just
blowing
up.
Boston
is
considered
one
of
the
premier
locations
for
biotech
in
the
world,
and
not
all
of
these
labs
are
going
to
need
phd
scientists,
but
we
can
do
those.
L
We
can
prepare
our
students
to
be
those
phd
students,
scientists
as
well,
but
I
really
feel
that
I'd
love
to
just
get
a
and
get
some
idea
about
how
we're
doing
in
terms
of
stem
education,
not
only
at
high
school
level,
but
in
in
k,
through
6
and
and
also
just
to
check
in
on
what
do.
Our
our
teaching
lab
facilities
look
like
and
are
just
like
folks
are
concerned
about
libraries,
I
think
to
to
do
stem
education.
B
Sorry,
I'm
I
don't
know
what's
going
on
with
the
microphone.
I
I
think
your
question
is:
is
a
really
important
one
and
the
facility
side
of
this.
I
think,
like
the
the
question
on
libraries,
is
woefully
inadequate
in
its
current
structure,
and
I
appreciate
that
we're
trying
to
do
some
work
on
this
relative
to
build
bps,
but
I
do
think
it's
a
real
barrier
and
a
problem
for
us,
and
probably
you
know
in
some
ways
more
appropriate
to
dig
into
it
in
the
capital
hearing.
B
But
I
do
think
it's
something
that
we
need
to
be
sensitive
to
and
we
need
to
be
able
to
respond
to
in
terms
of
the
the
sort
of
curriculum
and
the
programming.
I
do
think
there
are
some
exciting
things
that
are
happening
on
this
front
and
some
of
them
are
looped
into
our
work
on
on
our
sort
of
high
school
redesign.
B
So
I
mentioned
in
my
earlier
opening
comments
that
we,
our
strategy
around
how
to
improve
the
secondary
experience
of
students,
starts
with
a
clear
map
like
the
mass
core
graduation
requirements
for
all
students,
as
well
as
inclusion
and
native
language
options,
and
then
there's
what
the
superintendent
calls
the
core
for.
One
of
those
core
fours
involves
sort
of
innovation,
pathways
and
career,
technical
programs
for
students
and
there's
pathways
that
we
can
be
building
out.
B
So
if
a
school,
for
example,
has
students
who
are
interested
in
biomedical
sciences,
we
can
build
out
a
course,
a
pathway
of
courses
that
prepares
students
to
potentially
get
some
sort
of
certificate.
As
a
result
of
that
work
and
to
have
those
sort
of
academic
programs
in
some
of
our
schools
that
have
this,
this
specific
program
around
biomedical
sciences,
they
might
go,
and
some
of
them
do
go
to
harvard
medical
school
campus
and
they
have
simulation
classes.
So
it's
like
building
off
of
their
work.
B
L
D
L
E
Absolutely
I
think
we
want
all
of
our
students
to
be
makers
and
doers
and
to
be
creative,
and
I
know
that
this
is
an
area
that
our
us,
christian,
andrew,
is
also
pushing
on.
We
do
have
an
open,
syed
curriculum
that
we've
invested
in
that
has
been
so.
One
of
the
challenges
with
the
state
as
well
is
that
we
have
to
meet
the
massachusetts
state
frameworks.
E
N
Yeah,
thank
you
so
much
fair.
The
other
context
I
would
add,
is
that
we
are
still
in
partnership
with
ge.
We
have
been
for
several
years
and
the
the
focus
of
that
partnership
is
on
case
six
science
instruction
in
the
district
and
aspara
noted
really
focusing
in
on
curriculum.
First,
so
they've
supported
us
in
upgrading
all
of
our
elementary
curriculum
for
k-5
and
then
open
syed
in
the
middle
schools,
which
is
aligned
to
all
of
the
current
science
standards.
N
We've
served
6476
students
with
that
program.
So
far
we
have
129
teachers
trained.
All
of
our
middle
schools
are
now
using
open,
syed,
which
is
incredibly
exciting.
We've
been
leaders
in
that
work
in
the
in
the
state-
and
I
know
desi-
is
sending
lots
of
people
to
us
to
learn
about
science.
Education
in
the
elementary
and
middle
school
area,
which
we're
we're
very,
very
excited
about
and
will
help
with
the
pathways
that
drew
spoke
about
the.
L
Other
you
know
we,
I
I'm
kicking
leaf
out
of
cancer
flaherty's.
He
constantly
references
the
fact
that
this
is
boston
and
we
have
more
colleges
per
square
inch
than
anywhere
else
in
the
world,
probably
and
really
access
to
those
partnerships
with
our
high
school
colleges
of
education
and
listen.
You
mentioned
harvard
medical
school
and
whatever
it's
really.
L
You
know
tutors
and
mentors
and
facility
access
and
all
sorts
of
things.
That
brings
me
to
the
question
about
partnerships
and
how
I
understand,
there's
only
one
person
at
bpas
who
is
sort
of
look
focused
on
partnerships,
and
it
seems
like
maybe
we're
leaving
a
lot
of
resources
on
the
table
if
we
don't
ramp
that
up
a
little.
C
And
so
that's
part
of
the
work
that
schools
do
to
identify
partnerships,
dr
mcintyre
this
morning,
referenced
partnering
with
wheelock
and
other
schools
to
get
social
worker
interns
and
and
resources
for
their
students.
I
think
those
are
great
opportunities
for
us
to
continue
to
explore
and
yeah
I'll
leave
it
at
that.
L
I
think
the
other
madam
chair
have
a
second
sure.
This
is
more
of
a
comment.
I
think
one
of
the
challenges.
I
I
hear
it
all
the
time
in
the
media
and
in
our
discussions
about
equity
in
in
in
every
aspect
of
our
lives,
is
that
the
absence
or
the
very
low
visibility
of
of
people
of
color,
and
especially
women,
of
color
in
in
science
basis?
So
it's
really.
You
know,
I
know
from
talking
to
community
members
who
are
involved
in
the
local
church
that
that
they're
immigrants
are
from
africa.
A
M
Thank
you,
madam
chair,
and
I
apologize
to
my
colleagues
and
to
the
bps
team
for
being
late.
I
had
a
medical
appointment
that
I
needed
to
attend.
I
don't
have
any
questions.
I
don't
have
any
comments,
I'm
gonna.
I
know
I
missed
some
of
I
missed
a
lot
of
this,
so
I'm
just
gonna
watch
the
video
tonight
and
and
I'll
follow
up
if
necessary.
Thank
you,
madam
champion.
A
Thank
you,
president
flynn,
I
hope
all
as
well
with
you
and
family.
I
think
that
you
know
a
lot
of
my
questions
are
sort
of
you
know.
It
just
feels
like
attached
to
everybody,
and
I
would
have
liked
to
see
like
one
map
one.
You
know
data
source
where
we
can
reference
everything,
and
we
can
look
at
all
of
this.
You
know
in
one
platform,
and
so
I'm
going
to
ask
you
to
send
us
more
information.
A
I
know
that
I
touched
on
the
equity
piece
right,
so
let's
just
do
an
inventory
of
what
that
was.
One
was
that
we
take
all
the
questions
on
equity
and
that
we
put
it
into
a
powerpoint
presentation.
If
there
were
questions
that
you
felt
like
it
was
more
of
a
list.
That's
okay,
like
you
know,
fill
that
in
in
a
slide,
and
then
I
asked
for
we.
I
think
we
cause
we're
sort
of
you
know
shaping
this
and
all
of
the
questions
that
are
here.
A
Then
we
asked
for
specifically
for
ratio
of
service
per
pupil,
so
basically
how
many?
What
is,
how
many
social
workers,
how
many
services?
Third
party
agencies,
if
you
have
any
outpatient
contracted
coming
in,
if
you
have
psychologists,
if
you
have
nurses,
liaisons
fcocs
any
of
those
services
that
are
in
schools,
family
partners
and
then
the
ratio
of
you
know
pathologists,
like
what.
How
do
you
measure
that
and
where
are
those
numbers?
And
now
it
seems,
like
you
know,
we're
talking
about
library.
So
we
want
to.
A
A
Contrary
to
what
some
may
say,
facilities
are
extremely
important,
and
I
mentioned
this
earlier.
We
are
environment.
We
feel
what
you
know.
People
people
behave
accordingly
to
what
they
feel
they
deserve,
and
if
you
are
asking
children
to
come
to
basements,
you
know
cold
basements
to
sit
on
the
floor
and
it
looks
bad.
Then
they
feel
that
way
right.
So
I
won't
belabor
that
point,
but
I
would
like
to
know
in
terms
of
your
facilities
according
to
what
you
believe,
schools
need.
A
A
So
we
want
to
fairly
assess
that
with
you
and
say
we
get
it.
We
understand
why
only
these
schools
are
being
redone
or
we
understand
why
these
schools
have
are
getting
a
gym
next
or
why
this
school
has
a
priority
for
a
swimming
pool.
We
cannot
do
that
unless
we
have
the
full
picture
unless
we
fully
assess
where
the
needs
are,
how
long
they've
been
decrypted
for
or
what
we're
doing
here.
A
A
What
what
are
we
or
how
are
we
investing
other
than
mindfulness
and
classes
and
all
this
other
stuff?
Are
we
investing
in
financial
literature
not
curriculums?
Are
we
implementing
programs
in
schools
to
do
to
complement
that,
to
give
children
incentives
to
look
forward
to
something
else,
and
are
there
any
work
programs
for
students,
especially
in
high
school,
because
if
and
I
want
to
know-
because
I
want
to
work
with
you
and
how
we
can
turn
thing-
that
into
policies
that
maybe
it's
a
program
where
we've
kids
are
getting
paid
to
do
homework?
A
B
A
C
A
C
The
request
that
you
had
for
the
equity
packet
that
was
part
of
the
forgetting
the
letters
that
were
the
rfi,
the
request
for
information
whatever
it
was.
We
will
have
that
information
to
you
by
monday
for
the
breakdown
of
positions
that
are
funded
as
part
of
our
quality
guarantee
and
the
formula
the
basis
for
which
those
the
social
workers,
the
family,
liaisons
the
calculations
we
can
have
that
by
the
next
hearing
as
well.
The
questions
you
asked
about
facilities.
C
There
are
three
three
parts
to
that
and
we
will
have
those
more
detail
in
anticipation
of
the
facilities
hearing,
which
I
believe
is
not
until
march
31st,
but
maybe
we
can
provide
that
information
ahead
of
time.
The
first
is
a
prioritized
building
list
on
building
conditions.
This
is
our
current
availability.
C
C
The
second
thing
is,
we
are
contracting
out
and
just
launched
a
project
to
do
a
facilities,
condition,
assessment
and
fca.
That's
a
major
project
to
have
outside
group,
come
in
and
assess
the
quality
and
needs
of
all
of
our
existing
buildings.
That's
run
out
of
india,
alvarez's
shop,
the
the
facilities
team
she's,
the
chief
of
operations.
C
The
third
piece
that
you're
asking
about
is
a
statement
and
an
assessment
around
the
educational
opportunities
and
resources
at
every
building,
meaning
which
of
our
buildings,
have
a
cafeteria
which
have
a
gymnasium
we're
launching
a
new
k-6
7-12
study.
That
is
meant
to
be
our
statement
on
what
every
school
should
have
from
a
facility's
perspective.
C
C
C
That
is
anticipated
to
believe,
be
a
six
to
12-month
study
to
come
up
with
what
we
think
every
building
should
have,
but
I
will
say
that
we
have
not,
as
a
district
or
as
a
city,
come
up
with
a
definitive
statement
about
what
we
want
every
school
to
have.
I
know
each
person
has
their
own
definition,
but
we
have
not
had
a
building
standard
to
say
when
we
build
a
new
k-6,
it's
going
to
have
all
of
these
things
and
be
all
these
size.
It's
been
something
that's
been
a
gap
for
us
as
a
district.
C
Not
since
really
the
early
2000s
when
orchard
gardens,
mildred
have
and
several
other
schools
were
built,
that
was
the
last
time
we
had
a
comprehensive
sort
of
building
program.
The
buildings
that
are
being
built
now
are
all
individual
tailored
projects
that
they
have
gone
in
and
said.
Okay,
what
do
we
need
to
do
for
the
boston
arts
academy?
Or
what
do
we
want
to
do
for
this
elementary
school
that
we're
renovating
or
the
quincy
upper
project?
C
H
I
just
want
to
be
mindful
that
I
just
want
to
just
because
I
know
we're
supposed
to
end
at
five
and
I'm
not
sure
if
we're
gonna
get
another
round
right,
it's
from
two
to
five
and
if
we're
going
to
get
another
round,
I
just
want
to
make
sure
that's
going
to
happen,
because
if
it's
not,
I
can
go
get
myself
prep
for
something
else
that
I
have.
So
I
just
want
to
make
sure
that
I
manage
my
expectations
and
I
just
wanted
to
check
in
with
you
chair.
A
F
A
A
C
M
Thank
you,
madam
chair,
and
thank
you
to
the
again
thank
you
to
the
bps
team.
Just
listening
to
the
conversation-
and
I
just
want
to
say,
acknowledge
your
honesty
nate
about
you
know
the
lack
of
assessments
that
we,
we
probably
should
have
done.
So
I
think
I
think
it's
important
to
acknowledge
that
with
which
you
have
so
I
I
respect
that.
M
So
I'm
I
just
wanted
to
follow
up
on
that
would
have
a
bps
potential.
Bps
superintendent
ask
for
an
assessment
of
buildings.
Ask
for
an
assessment
of
academics,
a
potential
bps
superintendent.
Would
they
ask
for
an
assessment
of
the
current
conditions
of
schools,
academic,
social,
social
and
emotional
related
issues
before
they
accept
before
they
accept
the
job?
So
the
reason
I'm
asking
that
is
a
superintendent
needs
to
know
what
they're
coming
into.
M
C
C
I
I
can't
begin
to
imagine
what
a
new
superintendent
coming
into
the
district
would
want
to
see,
but
I'm
sure
you
know
what
we
saw
from
from
our
current
superintendent
was
she
wanted
to
get
out
in
the
schools
and
see
them
right
away.
So
you
know
that
was
her
her
way
of
assessing
the
condition
and
the
sort
of
lay
of
the
land,
and
I
think
you
were
asking
for
access
to
those
transition
documents.
I'd
need
to
go
back
and
talk
to
the
team
about.
M
C
Just
while
I've
been
here,
you
know
each
superintendent
has
has
sort
of
dived
in
and
focused
on
a
different
part
based
on
feedback
they've
gotten
from
the
community
or
what
they're
hearing
from
city
councils
when
they
first
arrive.
So
it
really
it
is.
It
depends
on
the
candidate
and
depends
on
sort
of
what
feedback
they
hear
and
what
direction
they
want
to
go
in.
M
Okay-
and
I
guess
my
final
point
on
that
question,
so
even
if
so
when
a
superintendent
does
accept
the
job
I
would
I
would
assume
that
a
superintendent
would
want
some
type
of
update
on
how
the
schools
have
been
doing
over
the
last
five
years
over
the
last
10
years.
An
audit-
I
guess
they
know
what
the
challenges
are.
The
weaknesses
are
the
strengths
are.
C
Yeah,
I
think
one
of
the
one
of
the
biggest
challenges
we're
coming
into
taking
over
district
with
the
complexity
and
history
of
boston.
Is
that
how
they
can
get
up
to
speed?
On
I
mean
I
think,
we've
had
different
conversations
about
individual
school
communities
and
they
need
to
understand
the
history
of
how
they've
been
treated
by
the
district
and
what
their
challenges
are
as
part
of
the
superintendent's
transition.
C
She
has
asked
each
of
the
divisions
to
begin
documenting
their
work
and
flagging
current
status
of
projects
we've
also,
we
do
have
different
profiles
of
schools
that
we
can
put
together
and
then
the
school
superintendent
team.
You
met
dr
mcintyre
this
morning
and
dr
tavares
and
there's
a
team
of
school
superintendents
who
are
the
experts
in
those
individual
school
communities
and
will
help
prepare
and
brief
the
new
superintendent
as
they
come
in.
C
M
You
and
my
final,
my
final
point:
it's
really
not
a
question
just
something
I
would
recommend
is
maybe
every
year
or
every
18
months,
regardless
of
who
the
superintendent
is
or
regardless
of
who
the
mayor
is.
There
should
be
a
written,
in-depth
assessment
of
bps
of
what's
working,
what's
not
so
that
anytime,
anyone
wants
to
look
at
that
type
of
an
assessment
city
council
is
the
public
parents
it's
available,
but
it's
a
document,
that's
always
updated.
That
can
that
can
be
useful
and
helpful.
M
D
So
I
have
a
couple
questions
to
close
out:
one
I'll
list
them
all,
and
then
we
can
answer
them
after
school
programming
for
our
special
ed
students.
We
know
we
have
to
do
better
at
before
and
after
school
programming
across
the
district.
But
if
you
could
speak
on
opportunities
for
our
students
with
special
needs
and
many
times,
the
school
does
not
offer
proper
programming.
And
what
are
we
doing
if
the
school
can't?
What
other
options
are
we
giving
these
families
and
students
when
it
comes
to
libraries?
D
D
So
when
we
talk
about
49
libraries,
some
schools,
if
they're
just
elementary,
may,
not
require
them,
but
are
we
investing
in
because
I
worked
at
a
school
with
a
wonderful
big
library
that
had
a
certified
librarian
and
there
was
a
time
when
principals
could
replace
the
librarian
who
was
paid
like
a
teacher
with
a
library
para
because
it
wasn't
legally
required
to
so.
Are
we
investing
in
putting
librarians
back
into
our
schools?
D
Also,
I
do
say
when
I
look
at
my
kindergarten
picture
from
the
murphy
school.
The
orange
bookshelves
from
when
I
was
there
in
1974
are
still
there
still
there.
So,
even
though
we
do
have
libraries
in
certain
buildings,
they
definitely
need
some
love,
and
then
I
worked
at
the
henderson
which
had
no
library,
10,
small
schools,
but
amazing
spaces,
where
we
created
reading
nooks
or
whatever.
So
it
is
an
individual
somewhat
on
some
base
what's
happening.
Where
and
the
last
is
the
inclusion
model,
the
henderson?
D
Does
it
one
way
other
schools
have
rolled
it
out
different
ways.
Many
people
feel
that
it's
more
of
a
burden
on
a
teacher
and
not
the
supports,
aren't
there.
So
if
you
could
just
talk
about
your
vision
going
forward
and
how
we
decide
which
model
goes
at
which
school,
especially
as
we're
hoping
to
have
more
inclusion
across
the
district,
thank
you.
B
Them
and
try
to
be
succinct,
so
I'll.
Take
the
second
question.
First
on
libraries
I
just
wanna.
I
wanna
be
clear
that
I
think
your
your
question.
Some
of
the
examples
you
pointed
out
is
that
even
in
the
schools
where
we
have
49
or
even
even
though
we
have
49
libraries,
many
of
them
are
still
inadequate
right.
So
it
takes
investments
in
those
libraries
too.
B
B
Your
description
of
what
happened
here
is
totally
right
on
is
that
in
the
past
the
district
had
invested
in
these
positions
and
and
having
libraries
more
broadly
through
autonomies
and
other
things.
Principals
may
have
made
decisions
to
either
eliminate
that
position
when
they
maybe
face
budget
cuts
for
their
own
individual
school
budget
and
or
to
replace
librarians
with
library,
library
paras.
B
B
I
think
it's
really
important,
that
we
note
that
I
think
one
of
the
fundamental
flaws
of
the
ways
that
we've
approached
special
education,
more
broadly
in
the
city
of
boston,
is
that
we've
approached
this
in
a
way
to
assume
that
everyone
who
has
a
certain
profile
needs
the
same
exact
thing,
and
that
is
not
consistent
with
what
special
education
is
asking
us
to
do.
And
so
I
can't
say
to
you:
every
student
who
needs
who
deserves
to
have
access
to
an
inclusion
seat
should
have
exactly
these
sorts
of
resources.
B
Those
are
things
that
have
to
be
developed
at
an
individual
child
level
from
the
team
discussion
based
on
the
individual
needs
of
the
decision.
Otherwise
it's
not
special
education
in
the
way
that
it's
intended
to
be.
I
think
I
mentioned
to
an
earlier
comment.
I
will
say
that
it's
at
least
my
perspective,
having
sat
in
in
negotiations
with
the
btu,
and
I'm
certainly
not
going
to
talk
about
anything
that
I
shouldn't,
but
I
do
think
that
it's
important
to
put
the
district
into
the
btu
to
get
this
right.
B
L
D
And
after
school
programming
and
some
charge,
some
don't
some
have
great
programming
that
comes
in
from
outside
sources.
Some
doesn't
but
my
big
question.
That
is
an
issue
we
definitely
need
to
address,
but
the
special
ed
access
for
students,
many
students,
especially
if
they're,
not
in
an
inclusion
setting
like
the
henderson
they're,
told
they
can't
sign
up
for
a
certain
after-school
programming
if
they
don't
have
the
right
supports.
B
B
It's
also
inconsistent
with
what
our
quality
guarantee
articulates
and
that
this
should
be
an
expectation,
a
foundational
expectation
across
every
every
school
on
the
bps,
and
so
I'll
have
to
come
back
to
you
and
to
an
answer
of
like
how
we
scale
that
up.
But
I
do
know
that
it's
important
to
our
superintendent
into
our
school
committee
and
to
our
community
more
broadly,
to
ensure
that
that
happens.
Thank
you.
H
Thank
you
chair.
I
just
wanted
to
uplift
that
a
lot
of
the
questions
that
the
chair
was
asking
is
startling
to
hear
that
we
don't
have
that
which
nate.
I
always
go
right
back
to
you,
because
we've
been
at
this
now
for
three
years.
These
are
some
of
the
same
questions
that
I've
been
asking
and
what
I
find
to
be
really
interesting
and-
and
this
is
not
I'm
not
even
gonna-
ask
questions.
I'm
gonna
use
my
time
to
just
talk.
H
H
And
I
think
that
I
have
a
responsibility
in
whatever
little
two
years
that
I
have
left
on
this
council
to
continue
to
bring
all
of
myself
into
this
space
and
not
adapt
to
what
makes
everyone
else
feel
comfortable
so
that
I
could
be
here
fully
expressed
and
I
feel
like.
I
need
a
translator
and
the
reason
why
I
went
uh-huh
to
you
is
because
some
of
the
same
questions
that
council
louisiana
was
asking
around
chronic
absenteeism
around
eols.
H
H
When
they're
fighting
for
their
children,
when
they're
trying
to
get
their
special
education
needs
met
when
they
don't
know
how
to
speak
english
and
they
get
all
the
materials
in
a
language
that
they
can't
understand
right.
These
are
all
of
the
things
we
can
talk
about.
Academics,
all
we
want,
but
if
we're
not
talking
about
how
we're
going
to
shift
the
culture
and
the
dynamics
and
how
we
show
up
for
families,
all
of
this
is
just
talk
right,
like
you
have
to
really
think
about
this.
H
All
of
these
great
intentions
and
these
powerpoint
presentations,
which
I
go
back
to
it's
just
talk.
If
there's
no
real
intention
around
shifting
the
culture
and
how
you
perceive
our
students,
we
want
to
talk
about
data.
You
always
lead
with
all
of
the
things
our
kids
don't
have,
but
what
about
the
resiliency
that
they
do
bring
to
the
table
and
everything
that
they
have
to
overcome
just
to
show
up
in
school?
How
are
we
celebrating
and
measuring
that
in
terms
of
growth?
H
Right
when
you
talk
about
academic
success,
it's
not
just
about
the
rigor.
We
talk
about
the
whole
child
yesterday,
where's
the
whole
child.
In
this
conversation,
if
we're
not
talking
about
how
these
children
can
show
up
as
their
full
selves
in
a
classroom
and
see
themselves
reflected,
I'm
glad
that
we
got
rid
of.
I
don't
know
which
hearing
was
about
the
way
people
on
the
walls,
and
now
we
have
more
joy,
that's
great,
but
we
need
to
do
more
and
these
budget
hearings
like
for
me.
H
I
want
to
come
here
and
feel
like
I'm
making
a
difference.
I
don't
want
to
come
here
and
waste
my
time
and
be
here
for
another
two
years
and
nothing
has
changed
for
the
families
that
put
me
here
and
so
I'm
frustrated
beyond
frustration,
and
I
think
some
of
it
goes
to
what
the
chair
was
talking
about.
H
H
A
A
So
I
want
to
thank
you
for
always
being
strong
in
opening
yourself
up
in
advocating
for
the
community
for
boston,
and
I
heard
you
loud
and
clear,
and
I
felt
it
deeply
because
when
I
said
about
the
being
a
polyglot,
it's
a
problem.
I
learned
a
bunch
of
languages
so
that
I
could
be
viable
as
an
undocumented
person
for
17
years
to
find
jobs,
and
so
I
taught
myself
how
to
read
and
write
and
speak
these
languages.
A
So
I
could
make
money
because
I
didn't
have
a
green
card
to
go
to
college
at
the
time.
So
I
heard
you're
I
heard
I've.
I
think
I've
read
on
your
story
farah
as
well,
and
so
this
is,
it
resonates
with
us.
It
resonates
with
counselor
illusion,
I
know
for
sure
and
counselor
murphy
who's
spoken
about
being
a
teacher
and
understanding
children.
A
A
I
I
I
okay,
if
we
are
gonna,
wait
to
have
this
k
through
six
seven
through
twelve,
like
this,
is
what
every
school
should
have
fine.
If
we
need
to
wait
for
that,
the
study
is
going
to
happen,
fine,
but
what
we
must
have
accompanying.
That
is
what
she
asked
for,
which
is
that
breakdown
of
what
our
schools
currently
do
and
don't
have
what
schools
do
have
a
cafeteria.
What
schools
don't
have
an
auditorium
what
schools
don't
have
like?
I
We
need
that
and
I
need
that
by
neighborhood,
particularly
because
I'm
an
at-large
city
councilor,
particularly
because
there
are
neighbors
that
I
come
from
like
matapan,
where
I
go
back
and
I
look
at
my
my
elementary
school
like
what
like
this,
looks,
the
exact
same.
What
like
there's
a
it's
like
someone,
punched
the
wall
and
it
hasn't
been
fixed
like
like,
what's
going
on
and
like
the
fact
that
there
are
students
that
are
like
they,
they
ask
for
an
elevator
and
they're
like,
but
wait
am
I
being
too
needy
like
do
I?
I
I
But
if
you
don't
give
us
that
we're
not
going
to
be
able
to
help
you
in
that
conversation,
I'm
just
saying
that
right
now
we
need
that.
We
need
that,
so
that
we
can
be
able
to
argue
that,
for
reasons
of
of
neglect,
white
supremacy,
racism,
whatever
our
schools,
don't
have
what
they
need.
But
look
we're
trying
to
give
that
to
you
and
we're
trying
to
give
that
to
you
through
reimagining
what
our
schools
look
like
through
reimagining
what
those
facilities
look
like
through
designing
new
schools,
and
but
we
can't
do
that.
I
If
we
don't
know
what
the
baseline
is
and
a
lot
of
this
is
about,
like
we've
made
things
so
complicated
for
families
to
understand
it's
complicated
for
me
to
understand
sometimes,
and
so
we
need
to
make
it
very
simple
for
our
families.
This
is
what
your
schools
have
and
don't
have.
This
is
what
we're
trying
to
build
for
you.
I
That's
how
we're
trying
to
dream
alongside
all
of
you
and
if
you
don't
give
us
that
data
we're
not
going
to
be
able
to
have
those
smart
conversations
along
alongside
all
of
you
and
then
I'm
I'm
happy
to.
I
love
responses
to
that,
then.
My
other
question
is
just
like:
how
much
does
it
cost
to
have
a
library
in
each
school
and
have
a
library
and
what
like?
What's
the
numbers
behind
a
fully
funded
library,
any
school.
C
C
Yeah
our
current
plan
on
library
expansion
is
a
three-year
expansion,
fy
23,
24
and
25.,
so
the
costs
of
the
librarians
over
the
three
years
would
be
8.5
million.
If
you
include
all
of
the
one-time
costs,
furniture
new
bookshelves,
which
I
would
advocate,
maintain
orange,
that
would
be
14.5
million
for
the
that's
expansion
of
collections
and.
C
That
doesn't
include
really
what
we
want
to
talk
about,
which
is
this
is
converting
existing
space
or
doing
more
libraries
in
the
classroom.
I
see
christine
and
andrew
just
came
up,
but
it
doesn't
include
building
out
a
brand
new
library
space
like
you've,
seen
at
the
mata
hunt,
which
has
a
great
beautiful
library
space,
where
you
know
that
that's
the
kind
of
thing
that's
really
part
of
the
vision
in
the
long
run.
A
N
I
I
N
C
I
would
just
say
so:
the
cost
of
a
full-time
librarian-
and
in
this
case
we're
not
talking
about
library,
para
professionals,
we're
talking
about
full-time
librarians
and
the
schools.
Don't
have
the
discretion
to
change
this
full-time
librarian,
salary
and
benefits
is
approximately
136
000
per
year.
The
estimated
cost
again
there's
136
136
for
the
salary
and
benefits
for
that
position.
I
C
I
C
A
No,
for
example,
if
you
sent
out
a
memo
to
everyone-
and
you
said,
send
me
an
inventory
because
I
know
they
do
right,
but
send
me
an
updated
inventory
of
everything
that
you're
missing
a
teacher
as
principal
of
that
school
would
know.
They're
missing
arts
they're
missing
a
gym,
they're
missing
an
auditorium.
They
need
more
food,
they
don't
have
sensory
pro
room,
they
don't
have
a
place
for
safe.
I
don't
know
restrictions,
they
don't
like
a
principle
would
know
so.
Couldn't
we
send
out
a
memo
and
get
that
sooner.
C
I
think
the
every
time
we've
done
an
assessment
like
that.
Invariably
we
come
back
without
without
a
piece
of
information
that
somebody
would
have
said
is
standard
and
required
at
the
school.
So
whether
it's
the
the
interesting
place
when
we
looked
at
our
schools
and
were
assessing
the
challenges
that
we
had
to
respond
to
the
pandemic,
one
of
the
things
that
came
out
was,
we
didn't,
have
enough
separate
nursing
spaces
and
then
a
nursing
suite.
C
When
you
look
at
some
of
our
schools,
they
have
multiple
separate
rooms
for
a
nurse
to
be
able
to
isolate
a
student
who
may
have
a
fever,
and
then
you
have
other
schools
that
have
a
single
sort
of
converted
closet
for
a
nursing
space.
So
if
you
did
a
survey
that
said,
do
you
have
a
space
for
your
nurse?
If
you're
not
specific,
in
how
you
ask
the
question?
You'll
often
get
data
back
so.
I
C
C
What
we're
trying
to
do
and
the
work
that
indi
alvarez,
is
launching
and
doing
a
tremendous
amount
of
work
and
and
good
work
on
is
doing
it
well
and
doing
it
right
and
then
every
two
years
coming
back
and
saying
you
know
what
we
can't
just
assess
our
buildings
once
and
then
move
on.
We
need
to
continuously
assess
it
so
that
this
is
something
that
other
districts
do
and
is
standard
operating
procedures
that
our
facilities
team
has
not
done
in
years
past.
C
And
so,
when
we
sit
here
and
testify,
there
is
a
real
fine
line
between
us
sort
of
saying
you
know
I
can
represent
our
work
and
talk
about
where
I
can
be
honest
about
where
I've
fallen
short
and
where
my
team
has
fallen
short.
There's
another
thing
for
me
to
say:
yeah
by
the
way
that
operations
team
that
came
and
testified
18
months
ago.
C
They
didn't
do
anything
and
now
there's
a
new
team.
That's
taking
it
over
and
they're
doing
the
work
for
real
this
time
and
I
think
it's
just
difficult,
and
so
the
the
team
is
organized
to
make
progress
on
those
work
in
a
way
that
we've
not
been
since
I've
been
here,
and
I
can
I'm
I'm
both
confident
in
their
work,
and
I
can
say
this
is
no
longer
leading
the
bill.
C
Bps
work
that
the
team
is
in
a
better
position
to
make
progress
for
you
and
so
that,
18
months
from
now
six
months
from
now
the
conversation's
not
the
same,
and
I
apologize
that
you
know
we
have
been
stuck
in
this
period
of
telling
you
it's
going
to
be
different
and
then
coming
back
and
nothing's
different.
So
counselor
me.
I
do
hear
you
and
I
recognize
how
this
is
the
same
line
of
question
that
you've
been
asking
for
multiple
years
and
the
answer
hasn't
changed.
A
A
A
A
D
Just
want
to
thank
you
all
for
being
here.
I
know
it's
been
a
long
afternoon
and
we
have
more
hearings
to
look
forward
to,
but
I
just
quickly
did
want
to
touch
on
the
survey
and
appreciate
how
difficult
it
is.
Knowing
that
I
worked
in
bps
schools
for
over
20
years,
because
there
are
rooms,
we
call
cafetoriums
and
we
have
auditoriums
that
then
become
gymnasiums
and
it
works,
and
I
don't
think
we
need
to
knock
down
every
building
and
add
everything.
D
So
it
really
is
a
walk
through
and
when
you
made
that
point
that
we
could
ask,
what
do
you
have?
So
you
might
say?
Well
I
don't
have
this,
but
you
do
have
a
space
that
does
work
and
there's
no
need
for
addition,
and
there
are
times
when
there
are
really
big
things
missing.
Absolutely
I'm
not
saying
there
aren't,
but
it
isn't
as
easy,
but
I
also
do
have
to
say,
even
though
we're
a
big
school
district,
some
people
will
say
125.
D
Schools
is
not
that
many
to
walk
through
right.
If
we
walked
through
them,
we
could
do
it
as
a
team,
and
you
could
have
your
clipboard
and
check
off
right
so,
and
it
is
true
that
different
principles
or
the
question,
if
it's
just
asked
would
respond,
you
would
need
follow-up
visits,
and
so
that's
I
just
wanted
to
mention
that.
So
thank
you.
Thank
you.
Council
murphy.
H
Council
over
here,
so
I
just
want
to
say
thank
you
for
your
grace
chair
and
for
you
all.
It
is
not
easy
to
sit
here
and
listen
and
know
that
you're
gonna
come
back
and
have
to
ask
the
same
questions
and
hope
and
pray
that
things
will
be
different,
not
just
for
the
hearings,
just
in
general
right
like
when
you
go
back
out
into
the
streets
so
like
what
did
you
learn?
What
did
they
say?
How
did
you
make
out?
H
What's
going
to
change
and
you're
like
we're,
going
to
have
to
wait
and
see?
That's
a
lot,
and
it's
not
just
for
us.
It's
for
you
guys
too
right
because
you're
here
right
and
everybody
is
always
talking
about
accountability,
but
you
all
also
are
holding
yourselves
accountable
to
this
right,
and
I
said
this
yesterday:
it's
not
just
about
bps.
H
H
We
created
a
new
committee,
called
government,
accountability,
transparency
and
accessibility,
which
we're
going
to
create
opportunities
to
invite
you
all
back
in
and
talk
about.
How
are
things
going
and
what
can
we
do?
What
interventions
we
need
to
do
where
we
at
how
are
those
dollars
being
spent
and
what
we
need
to
do
to
get
us
to
the
finish
line.
H
H
I
was
trying
to
rush
you,
but
I
was
because
I
did
have
a
five
o'clock,
but
I
cancelled
that
one,
but
you
know
it's
important
for
us
to
understand
that
accountability
requires
all
of
us
to
look
at
what
we
are
doing
and
what
we're
not
doing
and
the
city
council
council
allata
said.
Yesterday
we
don't
have
an
elected
school
committee.
H
We
are
the
next
best
thing
to
that,
and
this
is
our
opportunity
through
the
chair
to
make
sure
that
we
are
asking
you
the
questions
that
are
going
to
get
us
to
a
place
where
we
can
measure
those
outcomes,
because
all
of
this
is
recorded.
We
can
go
back
and
play
the
tape
in
which
I
will
and
I'll
be
creating
a
remix
and
drop
in
some
music
underneath
it
and
I'm
going
to
send
that
to
you
nate,
because
I
will
ask
you
the
same
question
in
every
hearing
until
you
get
it
right.
I
Thank
you,
council,
illusion
yeah.
I
guess
I'll
just
say
that
you
know
I'll
just
be
for
myself
and
that,
if
there's
impatience
in
my
voice
and
in
our
voices
as
a
new
city
counselor,
this
is
my
first
time
sitting
through
this
right
and
I
come
at
this
and
at
all
the
change
that
we're
seeing
and
experiencing
here
in
our
city
with
tremendous
optimism.
I
Knowing
the
data
that
exists
and
knowing
that
we
have
a
lot
of
work
to
do
so,
it's
the
sense
of
urgency
in
the
issues
that
we
have
experienced
as
people
who've
graduated
from
bps,
as
we
would
think
deeply
about
inequities
and
the
inequities
in
our
system.
So
it's
it's
out
of
a
tremendous
respect
for
the
difficulty
of
the
work
that
you
got
to
do,
but
within
with
the
recognition
of
the
urgency
of
the
issues
that
we
face
and
not
wanting
to
accept
the
data
points
that
we
hear
over
and
over
and
over
as
reality.
I
That
is
a
big
fear
of
mind
that
we
just
accept
and
that
we're
not
really
pushing
beyond
what
we
accept,
as
fact,
and
so
the
urgency
that
you
experience
is
just
because
we
want
to
get
this
right
and
we
want
to
get
this
right
by
the
people
who
have
you
know
empowered
us
to
be
sitting
in
these
seats
and
the
things
that
you
know
keep
you
up
at
night.
Keep
me
up
at
night
making.
We
just
want
to
get
it
right.
I
So
I
just
thank
you
for
being
here,
and
I
really
hope
that
these
don't
aren't
repetitive,
that
we're
not
asking
the
same
questions
a
year
from
now
with
the
acknowledgement
that,
of
course,
the
work
is
hard
right
and
that
change
doesn't
happen
overnight.
But
that
cannot
be
my
experience,
because
I
don't
have
the
patience
for
that.
So
I
just
hope
that
we
can
continue
to
move
forward.
Thank
you.
M
Thank
you,
madam
chair,
and
thank
you
for
the
important
work
you're
doing
madam
chair
and
providing
positive
leadership
to
this
body.
I
also
want
to
thank
the
bps
team.
That's
also
here.
That
is
also
providing
strong,
strong
leadership,
especially
during
difficult
times
in
our
city
and
in
country,
and
I
listen
to
my
colleagues
and
I
certainly
agree
with
my
colleagues
about
the
important
work
ahead
of
us
and
I
respect
my
colleagues
for
taking
their
job
very
seriously,
because
I'm
I
I
I
do
the
same.
M
M
We
can
disagree
or
challenge
each
other
on
on
issues
and
I
think
that's
an
important
part
of
the
budget
process,
and
I
think
madam
chair
you're
doing
an
excellent
job
on
that,
and
I
also
know
in
madame
chair
you're,
providing
the
strong
example
that
it's
also
it's
also
about
us
working
well
together,
learning
from
each
other,
treating
us
with
us,
treating
you
with
respect
and
you
treating
us
with
respect.
So
I
just
want
to
acknowledge
that,
in
my
opinion
that
the
conversation
has
been
has
been
back
and
forth,
but
it's
still
been
respectful.
M
So
I
think
that's
also
a
critical
part
of
it,
because
what
we
all
want
is
a
successful
bps
program
for
our
kids
and
my
my
wife
and
I
have
our
son
of
the
bps
system
as
well.
So
I
I
want
to
see
a
successful
bps
for
for
every
kid,
but
anyway,
I
just
want
to
say
thank
you
to
you,
madam
chair
and
the
dedicated
bps
team.
That's
with
us
today
this
afternoon.
Thank
you.
A
A
A
They
see
western
public
schools
and
they
think
I
have
all
this
money
and
then
I
have
to
apply
for
scholarships.
I'm
like.
Oh,
I
don't
live
in
weston
so
that
that's
why
I
put
emphasis
on
facilities,
because
I've
seen
the
difference
and
I
would
like
every
child
to
have
that
in
boston.
Thank
you
so
much
for
your
patience
and
tenacity
in
your
work.