►
From YouTube: Committee on Ways & Means on May 10, 2018
Description
Docket #0556-0565 - Fiscal Year 2019 Budget: Boston Public Schools- Human Capital and Equity
A
My
name
is
Annie
Souris
I
be
George
a
large
city,
councillor
and
I
am
the
temporary
chair
of
this
committee.
I
am
joined
this
morning
by
my
counselor
fellow
colleague,
counselor
Kim
Janie
I'd
like
to
remind
you
that
this
is
a
public
hearing
being
recorded
and
broadcast
on
Comcast
8,
our
Sen
82
and
Verizon
1964.
A
It
is
also
streamed
at
Boston
dock
of
forward-slash
City
Council
TV
I
would
like
all
in
attendance
to
please
silence
their
cell
phones
and
other
devices.
If
you
would,
when
you
are
presenting,
please
just
your
name
and
your
affiliation.
If
you
are
signing
up
for
public
testimony,
there
is
a
sign
in
at
the
front
door.
If
you
could
sign
in
that
would
be
helpful.
This
is
a
budget
review
that
will.
This
is
one
of
our
budget
hearings,
a
review
process
that
will
encompass
over
36
hearings
over
the
course
of
five
weeks.
A
I
think
we're
about
halfway
through.
We
strongly
encourage
residents,
whether
here
in
the
chamber
or
at
home,
to
take
a
moment
to
be
engaged
in
this
process
by
giving
testimony
for
the
record
whether
in
person
or
electronically,
you
can
do
that
a
few
ways.
We
also
have
a
moment
for
public
testimony,
a
hearing
dedicated
to
public
testimony
only
only
on
Tuesday,
June
5th,
from
2
to
6
p.m.
we
will
be
here
for
that
entire
time
frame
or
longer.
A
A
Let
me
just
read
these
here:
I,
don't
give
mark
enough
credit
for
going
through
all
this
dockets
number
zero:
five:
five:
nine
through
zero;
five,
six:
three
orders
for
the
FY
19
operating
budget,
including
the
annual
appropriations
for
departmental
operations,
annual
appropriation
for
the
school
department,
appropriation
for
other
post-employment
benefits,
appropriation
for
certain
transportation
and
public
realm
improvements
and
a
appropriation
for
certain
park.
Improvements,
dockets
number,
zero,
five,
six,
four
and
zero
five
six
five
are
the
capital
budget
appropriations,
including
loan
orders
and
lease
and
purchase
agreements.
A
B
B
B
Those
numbers
that
are
reflecting
central
office
wide
reductions
that
are
achieved
through
non
personnel
efficiencies.
So
we
expect
to
have
our
same
team
I'm
excited
that
we've
been
named
a
location
for
a
leading
for
educational
equity
fellow
in
the
next
school
year.
So
we
will
increase
by
one
FTE
for
this
year
through
that
fellowship
program.
B
In
terms
of
our
equity
policies
and
protocols,
we
are
always
seeking
to
improve
effectiveness
of
our
policies
and
protocols.
This
year
we
have
been
working
with
published
protocols
for
the
first
time
so
that
we
can
give
detailed
guidelines
to
school
based
personnel
as
well
as
central
office
supervisors,
when
we
need
to
ask
them
to
assist
us
in
collecting
information
about
a
possible
occurrence
of
bias
based
conduct,
we
also
continually
improve
our
circulars,
our
internal
policies
as
a
district.
B
This
year,
one
of
the
most
important
improvements
was
incorporating
the
new
pregnant
workers,
Fairness
Act
into
our
circulars
and,
lastly,
we're
looking
forward
to
launching
a
new
circular
and
the
office
of
equity.
This
fall
because
of
many
requests
from
families
regarding
our
students
who
observe
cultural
and
religious
holidays
that
are
not
days
off
from
school.
We
want
to
make
sure
our
schools
are
supporting
those
students
by
excusing
their
absences
as
appropriate
and
providing
make
up
work,
so
that
will
be
a
new
circular
arriving.
This
fall.
B
B
There
we
go.
Thank
you
so
much
as
I
mentioned,
this
falls
in
two
areas
are
investigations
and
accommodations.
I
would
like
to
call
your
attention
to
the
staggering
number
in
the
first
bullet
that
we
have
to
date.
This
fiscal
year
responded
to
nearly
800,
employee
student
and
family
requests
for
support
and
to
give
you
a
sense
of
that
number.
In
context.
The
year
before
our
new
office
of
equity
team
came
into
place
and
with
the
Chang
administration,
there
were
a
couple
dozen
documented
requests
for
assistance
and
response.
B
So
we've
seen
a
dramatic
increase
over
the
last
few
years
and
I
think
there
are
four
reasons
for
this
one
is
we
have
added
a
very
significant
bucket
of
work
under
our
investigations
overall
area,
which
is
sexual
misconduct.
The
office
of
equity
is
now
responsible
for
internal
investigations
regarding
sexual
misconduct.
Second,
we've
seen
a
dramatic
increase
in
reporting.
We've
done
a
lot
of
work
to
make
sure
that
our
students,
our
families
and
our
employees
are
aware
of
what
types
of
incidents
need
to
be
reported
to
the
office
of
equity.
B
So
we
can
determine
what
assistance
is
needed,
so
a
big
increase
in
reporting.
Third,
we
even
proved
our
tracking,
so
we
are
carefully
documenting
every
incident.
That's
brought
to
our
attention
every
request
for
help
and,
lastly,
the
current
conditions
of
society
that
have
increased
certain
kinds
of
incidents,
and
we
feel
that
in
the
Boston
Public
Schools,
as
well
as
across
the
city
in
the
nation,
so
in
terms
of
those
nearly
800
requests
for
help.
That
includes
investigations
that
the
office
of
equity
conducts
that
includes
consultations
that
we
provide.
B
That
includes
us
coaching,
school
leaders
and
central
office
supervisors.
When
a
relatively
minor
incident,
we
will
support
them
to
address
it,
and
that
includes
responding
to
disability
and
religious
accommodation,
requests
from
employees
and
religious
accommodation
requests
from
students.
Whenever
there
is
a
serious
incident,
we
try
to
assess
whether
there's
a
bigger
need
there.
Is
it
enough
to
investigate
and,
for
example,
take
disciplinary
action,
sometimes
there's
more
needed
there.
So
sometimes
we
need
to
intervene
in
a
classroom,
sometimes
school-wide,
sometimes
district-wide.
B
So,
to
give
you
a
quick
example
of
that
recently,
you
may
have
heard
that
there
was
a
very
destructive
social
media
campaign
that
originated
in
the
United.
Kingdom
called
punish
a
Muslim
day,
and
this
was
an
early
April
and
we
had
a
number
of
students,
Muslim
students
who
are
concerned
whether
it
would
be
safe
to
come
to
school.
That
day,
we
heard
about
it
from
a
few
different
schools.
We
addressed
it
on
the
school
level.
B
For
example,
one
of
our
principals
in
partnership
with
us,
made
the
decision
to
call
every
single
Muslim
family
at
that
school.
To
say
we
will
keep
your
children
safe
tomorrow
and,
in
addition,
we
worked
with
a
superintendent
to
send
a
letter
directly
from
him
to
every
school
leader,
letting
them
know
about
this
campaign,
letting
them
know
that
their
Muslim
students
might
have
concerns
and
offering
options
for
how
to
proactively
address
those
concerns.
So
that's
an
example
of
the
way
that
we
we
don't
just
respond
to
a
specific
concern.
B
We
try
to
have
a
broader
impact
than
that
in
terms
of
our
training
and
education
efforts.
We've
conducted
nearly
80
training
sessions
this
year
in
the
office
of
equity.
This
includes
our
standard
equity
protocols,
training
that
we've
been
rolling
out
over
the
last
few
years
and
I
think
the
most
important
accomplishment,
and
that
category
this
year
is
we
have
now
trained
almost
90%
of
our
school
administrators.
B
So,
prior
to
this,
we
were
at
a
hundred
percent
participation
by
principals,
we've
now
added
every
school
administrator
being
required
to
attend,
and
we
look
forward
to
achieving
100
percent.
Soon,
we've
also
been
conducting
welcoming
schools
trainings
these
primarily
focus
on
gender
inclusion,
as
well
as
gender
identity
sessions.
B
These
are
often
requested
by
schools
where
student
is
machining
identifies
as
transgender
or
gender
non-conforming
and
lastly,
we've
been
partners
partnering
with
the
office
of
opportunity
and
achievement
gap
to
deliver
racial
equity
tool
sessions,
so
that
people
who
are
in
keed
decision-making
roles
in
particular
know
how
to
use
the
Boston
Public
Schools
racial
equity
tool,
as
they
make
those
decisions.
We
continued
this
year
to
provide
remedial
training
to
students
who
violate
an
equity
circular,
as
well
as
remedial
training
to
employees
who
are
found
to
violate
an
equity
circular.
B
It
and
numerous
grants,
but
one
that
was
particularly
meaningful
to
us
was
a
grant
from
teaching
tolerance,
which
is
the
education
arm
of
the
Southern
Poverty
Law
Center,
who
supported
our
conference
and
Maureen
Costello.
Their
director
also
was
one
of
our
keynote
speakers.
We're
holding
our
second
equity
poster
contest.
You
might
remember
seeing
our
equity
posters
in
every
school
that
launched
a
year
and
a
half
ago,
we
are
holding
our
second
contest
this
year
and
look
forward
to
putting
new
posters
by
Boston
public
school
students
in
all
of
our
schools.
B
This
fall
that
will
be
focused
in
an
age-appropriate
way
on
preventing
sexual
harassment,
particularly
between
students.
I,
continue
to
lead
an
ongoing
group
for
white
members
of
the
district
leadership
team
to
do
our
own
work
on
racism,
and
we
have
been
continuing
to
partner
with
Boston
Latin
School,
we're
near
completion
of
the
second
of
three-year
agreement
with
the
Department
of
Justice
and
making
sure
to
not
only
meet
the
requirements
of
that
agreement
but
to
exceed
them.
B
And
lastly,
in
terms
of
that
fourth
bucket
of
work
of
bringing
the
an
equity
lens
to
decision-making
across
the
district,
particularly
a
racial
equity
lens.
We
continue
to
partner
with
the
office
of
human
capital,
on
efforts
to
hire
and
retain
teachers
of
color
and
in
a
few
minutes,
Emily
closel
Bosch
will
share
much
more
information
with
you
about
that
partnership.
We
participate
in
a
wide
variety
of
department
meetings,
working
groups
to
make
sure
that
there
are
folks
at
the
table
applying
the
racial
equity
tool.
B
We
required
every
school
leader
to
complete
an
equity
analysis
of
their
plans
for
purchases.
So
we
wanted
to
make
sure
every
school
community
was
thinking
deliberately
about
how
to
use
those
purchases
to
close
opportunity
and
achievement
gaps
and-
and
that
was
an
exciting
project
to
be
part
of,
and
lastly,
I
continue
to
serve
on
the
bus
and
Alliance.
For
racial
equity
steering
committee,
with
the
goal
of
being
part
of
broader
city
efforts,
a
public/private
sector
partnership
towards
racial
equity
in
Boston.
That
concludes
my
presentation
and
I'll.
B
D
Thank
You
Becky
and
Thank
You
councillors
and
I
Becky's
thanks
for
your
partnership,
both
this
year
and
in
previous
years.
My
name
is
Emily
Kelly's,
cousin,
Bush
and
I'm.
The
assistant
superintendent
of
human
capital
I'm,
presenting
today
with
Sharon
daily,
managing
director
of
recruitment,
cultivation
and
recruitment
programs,
and
we
are
joined
here
by
a
number
of
our
staff
and
partners
in
the
audience.
So
thank
you
all.
D
As
I've
spoken
with
you
all
over
the
past
four
city
council
budget
hearings,
we've
worked
to
set
equitable
district-wide
conditions
for
success
in
bps
mutual
consent,
hiring
the
hiring
process
by
which
teachers
apply
to
schools
and
schools.
Select
teachers
is
now
how
we
do
business
and
it
enables
other
strategic
work.
It
helps
ensure
that
each
school
has
a
strong
instructional
team.
Strong
instructional
teams
will
close
opportunity
and
achievement
gaps
for
our
students
to
focus.
D
This
strategy
aligns
to
our
new
organization
as
a
district
that
I
know
that
you've
heard
about
in
previous
hearings
today.
I'll
talk
about
how
resources
in
the
office
of
human
capital
are
differentiated
in
two
main
ways
to
schools
that
are
lower
performing
and
to
schools
that
have
lower
than
average
diversity
of
their
teaching
workforce
I
want
to
share
with
you
the
context
of
who
our
educators
are
and
why
we
know
that
we
still
have
critically
important
work
to
do.
Boston,
Public
Schools
primarily
recruits
locally.
D
This
is
because
we
know
the
statistics
that
bear
out
nationally
and
here
that
80%
of
teachers
choose
to
teach
within
40
miles
of
their
home.
We
do
this
recruitment
in
a
state
where
only
one
of
ten
graduates
from
education,
schools,
our
teachers
of
color
and
in
a
national
context,
where
teachers
of
color
by
retiring
at
a
faster
rate
than
their
entering
the
profession.
D
We
are
proud
of
the
fact
that
bps
far
exceeds
the
national
average
with
a
teaching
workforce
that
is
38%
people
of
color
in
a
state
where
only
7%
of
educators
are
teachers
of
color
and
where
Boston
Public,
Schools
employees,
6%
of
the
total
educators
in
the
state,
BPS
hires,
almost
half
of
the
black
educators
and
one-quarter
of
the
Asian
and
Latino
teachers
in
the
state.
I
have
only
a
few
minutes
today
to
present
and
a
lot
of
data
that
I
want
to
share
with
you,
so
that
you
can
dig
in
and
ask
questions
so.
D
D
The
line
chart
at
the
bottom
zooms
in
on
the
change
in
our
workforce
demographics,
from
year
to
year,
with
4,400
teachers
and
fewer
than
10%
new
teachers
every
year,
changes
in
demographics
move
slowly
take
a
look
at
the
blue
line,
which
shows
the
percent
change
overall
for
black
educators
over
the
last
couple
years.
Well,
we
have
for
the
past
few
years,
seen
slight
decreases.
Last
year
we
saw
about
three
quarters
of
a
point
of
a
percentage
point
increase.
D
Similarly,
the
orange
line
depicting
movement
in
the
percentage
of
Latino
educators
is
moving
in
the
right
direction,
as
I
will
dive
into
next.
Last
year
we
saw
real
improvements
in
our
hiring
efforts
that
resulted
in
a
five
percent
increase
in
the
overall
hiring
of
candidates
of
color.
This
was
driven
by
an
eight
percent
increase
in
the
hiring
of
external
candidates
of
color.
These
are
the
new
educators
entering
our
system.
D
On
the
other
end
of
the
spectrum,
we
saw
a
significant
reduction
in
exits
by
teachers
of
color,
including
a
50%
decrease
in
exits
by
black
educators
and
about
10
percent
decrease
in
XO
by
Latino
educators.
We
are
pleased,
but
not
satisfied
with
this
progress
and
I
want
to
tell
you
that
this
was
our
best
year.
Yet
in
recent
history,
we
are
one
of
only
a
few
districts
that
have
seen
increases
in
the
numbers
of
teachers
of
color
in
recent
years.
D
Part
of
the
reason
for
this
shift
is
that
we've
done
strategic
work
across
central
office
departments,
primarily
with
our
office
of
equity,
in
order
to
give
schools
differentiated
supports
to
show
you
what
this
differentiation
of
resources
looks
like
in
practice.
This
slide
highlights
the
menu
of
supports
that
about
20
of
our
schools.
Called
diversity.
Focused
schools
received
on
the
right-hand
side
of
the
slide
you'll
see
their
resulting
overall
changes
from
last
year
to
this
year.
The
blue
line
represents
the
20
schools
in
this
cohort.
D
D
The
diversity
focus
schools
initiative
is
one
example
of
how
we
have
differentiated
supports
for
bps
schools.
This
initiative
lives
within
a
larger
suite
of
strategies
in
our
office.
The
top
of
this
page,
the
funnel
graphic,
shows
what
we
do:
NO
HC,
to
bring
new
educators
into
our
district
in
the
same
way
that
we've
differentiated
our
strategies
for
low
diversity
schools.
This
year
we've
been
differentiating
for
lower
performing
schools,
because
we
know
that
talent
is
a
critical
lever
for
increasing
student
achievement,
this
new
work.
This
is
new
work.
D
This
year,
we
look
forward
to
reporting
outcomes
related
to
it
next
year.
At
this
time.
We
also
know
that
it
is
equally
important
to
grow
and
retain
educators
once
we
have
them
in
the
district,
so
that
we
have
strategies
across
our
office
for
performance
management,
development
and
retention
of
our
educators,
particularly
our
educators
of
color.
D
This
slide
shows
just
one
snapshot
of
how
we
use
data
as
an
office
and
set
goals
for
our
work,
with
diversity,
focus
schools
and
low-performing
schools.
One
of
the
most
important
ways
that
we
ensure
that
we're
both
setting
the
right
goals
and
meeting
those
goals
against
our
strategic
priorities
is
through
the
robust
use
of
data.
D
We've
worked
hard
to
use
data
to
ensure
that
we
are
strategic
and
adaptive
in
how
we
allocate
our
resources.
That's
a
large
office.
A
significant
amount
of
our
day-to-day
work
is
the
core
function
of
payroll
and
employee
services.
This
work
ensures
that
our
10,000
employees
can
focus
on
providing
the
best
services
for
students
because
they're
paid
on
time
and
receive
their
due
benefits.
We
continue
to
carefully
manage
the
budget
to
ensure
that
we
can
continue
mutual
consent
hiring
next
year.
D
E
B
D
B
I'll
say,
while
Stephen
is
coming
to
the
microphone
that,
where
we've
been
so
enjoying
working
with
a
new
headmaster
at
Boston,
Latin,
School,
Rachel's
Skerritt,
and
are
so
pleased
that
all
three
of
our
exam
schools
are
led
by
people
of
color.
For
the
first
time
in
Boston,
history
and
headmaster,
Skerritt
has
been
doing
wonderful
work
around
shifting
the
culture
of
Boston,
Latin,
School
and
Stephen
will
tell
you
more
about
our
partnership
between
the
office
of
equity
and
Boston
Latin
School.
F
F
We
have
continued
working
with
the
students,
the
staff
and
all
the
administrators
on
making
sure
that
staff
not
only
know
how
to
report
incidents
that
happen
at
that
school
that
may
be
biased
based,
but
also
how
to
identify
them
and
then
also
working
on
developing
more
of
a
culture
where
students
are
feeling
comfortable
going
to
specific
people
to
report
those
incidents.
So
last
year
the
school
brought
on
Betty
Verano
to
kind
of
be
the
point
person
for
all
bios-based
incidents
that
has
continued
this
year
and
we've
been
continuing
to
partner
with
her
on
that
work.
F
In
addition,
we've
continued
working
on
building
the
tracking
systems
at
the
school
so
that
we
have
a
clearer
snapshot
at
any
given
time
for
the
incidents
that
are
occurring
at
the
school
and
attracts
all
sorts
of
incidents.
So
there's
BioSpace
incidents
as
well
as
like
tardies,
and
everything
like
that,
and
so
that's
another
key
piece.
So
that's
that's
the
training
and
the
culture
piece
and
then,
in
addition,
we
are
working
with
sanghavi
law
firm
to
do
a
audit
of
the
school
and
a
school
climate
audit.
F
E
Where
is
this
cool
and
it's
wonderful?
Thank
you
for
bringing
up
the
new
headmaster
its
it's
great,
to
have
her
as
a
former
student
at
BLS
and
teacher,
an
administrator
within
the
district
back
in
the
district
leading
that
work.
Tell
me,
though,
where
we
are,
if
you
could
give
an
update
on
where
they
are
in
terms
of
increasing
diversity
in
the
student
body,
as
well
with
the
teachers
and
staff,
either
of
you
or
any
of
you.
So.
B
In
terms
of
student
diversity,
the
primary
focus
we've
had
in
the
district
this
year
has
been
around
diversifying
the
exam
school
initiative
and
Colin
Rose
would
be
your
best
source
of
the
details
about
that.
But
I've
certainly
been
in
partnership
with
his
office
in
that
project.
So
we've
been
trying
to
ensure
that
all
Boston
Public
Schools
students
have
access
to
tutoring
for
the
tests
to
information
about
exam
school
entrance
and
to
diversify
the
applications
to
our
exam
schools
has
been
our
primary
focus
and
the
reason.
E
Is
so
I
asked
the
question
because
you
know,
as
these
incidents
arose,
at
Boston,
Latin,
School
and
in
other
schools
and
other
industries,
you
know
across
our
country,
racial
isolation
is,
is
one
thing
that
really
contributes
to
this
unwelcoming
failing
and
so
the
more
that
can
be
done
to
increase
diversity.
Dr.
Rose
was
here,
I
think
it
was
last
week
and
while
I
think
more
students
are
gaining
access
through
the
exam
school
initiative.
It
hasn't
yet
resulted
in
more
students
at
Boston,
Latin
School,
from
what
I've
seen
and
in
terms
of
hiring.
B
B
B
Last
year
we
had
faculty
were
required
to
participate
and
they
had
some
choices,
but
they
had
to
participate
in
some
kind
of
work
around
shifting
the
racial
climate
at
the
school
and
the
curriculum
and
many
of
the
faculty
opted
to
be
part
of
a
cohort
that
examined
the
reading
lists.
The
curricula
initiated
the
first
ever
African,
American
Studies
course
at
Boston,
Latin
School.
So
we
are
seeing
exciting
changes
in
terms
of
what
Boston
Latin
School
students
are
studying
and
reading
is.
E
I,
obviously
you
know,
through
my
work
on
the
opportunity
and
achievement
gap.
Task
force
would
like
to
see
us
move
forward
in
a
different
kind
of
way,
where
these
are
not
being
offered
as
electives,
but
that's
something
that
all
students
benefit
from
and
I
think
we
there's
plenty
of
research
that
would
bear
that
out.
I
want
to
kind
of
do
more
big
picture
now,
so
we
looked
at
one
particular
school.
You
mentioned
that
you
responded
to
nearly
800
cases
or
employees.
Could
you
request
for
assistance
request
for
assistance?
E
B
B
So
the
majority
of
our
requests
for
assistance
are
around
employee
to
employee
issues
so,
for
example,
an
employee
feeling
that
they
are
working
in
an
office
where
there
may
have
been
microaggressions,
for
example,
racial
microaggressions
or
an
employee,
who
feels
that
they
have
been
subject
to
other
kinds
of
potentially
bias
based
conduct.
That
includes
requests
for
accommodations,
so
employees
who
need,
for
example,
an
ergonomic
chair
in
their
classroom
and
because
of
a
disability
that
that
they
may
have.
B
It
includes
school
leaders
who
have
an
incident
that
maybe,
while
may
it
be
age-appropriate,
may
have
sort
of
walked
up
to
a
line
around
how
students
should
be
respecting
each
other's
bodies.
And
now
a
teacher
or
a
school
leader
is
calling
us
to
say.
How
can
I
intervene
in
this
classroom
where
there
may
have
been
some
touching?
That
was
not
entirely
respectful
between
two
kindergarteners.
B
E
B
So
a
few
things
first
I
mentioned
that
we
have
this
poster
contest.
That's
in
progress
we'll
be
announcing
winners
in
a
few
weeks
so
that
we
will
have
posters
created
by
Boston
Public
Schools
students
in
every
school.
This
fall
specifically
instructing
students
in
an
age-appropriate
way
about
respectful,
touching
and
consent.
So
that's
exciting.
Second,
we've
definitely
seen
an
increase
in
students,
particularly
female
students,
finding
their
voices
around
these
shoes
this
year.
B
So
there
have
been
some
remarkable
developments
in
terms
of
female
students
contacting
our
office
and
taking
that
initiative
to
say
this
is
how
I
want
it
to
be
in
my
school,
and
how
can
you
support
us
to
ensure
that
we
don't
have
any
incidents
of
disrespect
between
students
or
sexual
comments
that
are
unwelcome?
So
that's
that's
been
good
to
see
in
terms
of
training.
We've
always
incorporated
information
about
inappropriate
sexual
conduct
in
our
training
sessions
and,
for
example,
equity
protocols,
training.
B
However,
we
have
increased
because
we
now
have
responsibility
to
investigate
sexual
misconduct.
We
have
increased
training
for
our
school
leaders
in
that
area,
so
we
were
part
of
the
August
Leadership
Institute
curriculum
this
year.
In
sharing
with
our
school
leaders,
their
new
responsibilities
around
investigating
sexual
misconduct-
and
we
will
again
be
on
the
calendar
for
this
August
to
deepen
their
training
so
that
school
leaders
have
the
skills
and
information
they
need
to
respond
when
there
is
an
allegation
of
sexual
misconduct.
What.
E
Would
be
really
helpful
for
me
is
to
have
like
a
pie,
chart
or
some
sort
of
graph
that
highlights
the
types
yes
of
requests.
That's
how
we're
absolutely
we're
framing
them
as
requests,
so
you
mentioned
microaggressions
sexual
misconduct
like
I'd,
really
I
want
to
understand.
How
could
you
just
tell
me
off
the
top
of
your
head?
What
your
senses
do
you
have
these.
B
Data
voice
with
me
it's
this
is
an
awkward
time
of
year
to
report
out,
because
we
prefer
to
issue
our
numbers
at
the
close
of
the
school
year
when
we've
finished
cases.
So
at
the
moment
we
still
have
a
number
of
cases
that
are
in
progress,
and
so
we
can't
sort
of
offer
a
reflection
yet
on
their
conclusion.
But
I
do
have
some
data
with
me.
So
just
to
give
you
a
sense
in
terms
of
protected
category,
our
largest
category
is
race.
We
get
the
most
concerns
brought
to
us
related
to
race.
B
The
second
biggest
category
is
allegations
of
sexual
misconduct
and,
as
I
said,
those
very
tremendously
in
terms
of
very
minor
allegations,
as
well
as
more
serious,
so
in
terms
of
protected
category
race
and
potential
sexual
misconduct.
Our
two
biggest
issues
in
terms
of
the
balance
of
who
is
bringing
concerns
to
us,
as
I
mentioned,
the
overwhelming
majority,
are
employee
to
employee
concerns
and
and
remember
that
that
includes
all
employees,
so
that
could
be
a
teacher
that
could
be
a
bus
monitor
that
could
be
a
food
services
worker.
B
We
concerns
come
our
way
from
every
segment
of
the
folks
who
make
the
Boston
Public
Schools
work.
We
have
sometimes
concerns
regarding
how
an
employee
has
treated
a
student.
Sometimes
we
have
concerns
about
how
a
student
has
treated
an
employee
and
then,
of
course,
we
have
concerns
that
our
student
to
student
and
occasionally
also
parents,
bring
concerns
about
how
they
feel
they've
been
treated
by
a
teacher
or
an
administrator.
E
I've
got
a
couple
more
questions.
I
want
to
make
sure
I
get
some
human
capital
questions
so
just
to
wrap
up.
I
know,
you've
done
a
lot
of
work
to
make
sure
that
folks
are
aware
about
your
office.
You've
seen
an
increase,
possibly
related
to
just
that
people
know
I
still
worry
about
underreporting
yeah,
who
don't
feel
comfortable.
People
are
not
coming
forward.
E
Yes,
so
I
wonder
what
efforts
you're
doing
to
really
make
sure
that
people
understand
that
there
is
an
avenue
for
them,
yes
to
bring
their
concerns
and
what
has
happened
so
under
reporting
is
always
so
if
you've
got
you
know
these
cases
based
on
race
or
sexual
misconduct.
You
know
I'm
still,
mindful
that
there
are
people
who
are
not
coming
forward,
who
are
suffering
in
silence
and
I
want
to
make
sure
that
everything
is
being
done
to
ensure
that
their
voice
isn't
being
included.
E
B
E
G
B
A
E
E
A
You
so
much
hello,
Janie
we've
been
joined
by
a
council
president
kimball
I
just
have
a
couple
questions
to
follow
up
on
the
equity
presentation
and
then
we'll
go
to
councillor
Campbell's
questions.
You
had
mentioned
the
the
one
principal
that
had
reached
out
to
their
Muslim
families.
Regarding
that
awful
day,
can
you
tell
me
how
families
identify
their
religious
affiliation?
A
B
Don't
have
any
formal
process
where
families
identify
their
religious
affiliation,
for
example,
when
they
register
for
school
in
the
case
of
Muslim
families
generally
they
because
of
the
religious
garb,
they
tend
to
be
more
identifiable
than
folks
with
other
religious
identities.
So
and
I
also
think
it's
the
good
work
of
our
school
leaders
that
they're
from
they
know
their
families
and
they
are
familiar
with
their
religious
identities.
In
many
cases,
particularly
when
our
families
are
members
of
religious
minorities,
I
think
our
school
leaders
are
very
thoughtful
about
making
extra
efforts
they.
A
Certainly
think
that
it's
wonderful
that
the
principal
took
that
time
to
reach
out
I
would,
though,
caution
about
religious
identification
that
it's
not
always
very
clear,
yes,
and
that
there
are
groups
of
ethnic
groups
that
are
often
associated
with
a
religious
minority,
but
don't
necessarily
practice
that
faith.
So
there
can
be
a
lot
of
confusion.
So
I
would
just
caution
with
perception
and
reality
and
experience.
So.
A
B
So
we've
been
rolling
out
the
Boston
Public
Schools
racial
equity
tool
over
the
last
two
years.
It
started
with
a
partnership
with
the
Center
for
social
innovation,
which
is
the
consulting
arm
of
the
government
Alliance
for
race
and
equity.
The
city
of
Boston,
under
the
leadership
of
the
mayor,
became
a
member
as
a
municipality
with
this
national
organization
of
municipalities
that
are
dedicated
to
racial
equity
and
when
the
city
joined
the
government
Alliance
for
race
inequity,
we
gained
access
to
a
number
of
resources,
and
one
of
them
is
the
racial
equity
tool.
B
That's
designed
to
be
applied
at
any
public
sector
decision-making
table
and
I
worked
with
Colin
Rose
to
modify
the
tool
for
application
and
Boston
Public
Schools.
We
started
with
mandatory
training
for
all
of
the
members
of
the
district
leadership
team
and
since
then,
we've
been
offering
voluntary
training
to
the
rest
of
the
central
office
staff.
It's
housed.
Those
sessions
are
also
open
to
school,
based
personnel,
we're
seeing
increasingly
more
school-based
personnel
coming
to
those
training
sessions
and
we've
also
responded
to
requests
from
departments.
B
Specific
departments
have
asked
us
to
come
and
train
all
of
their
leadership,
or
sometimes
every
member
of
the
department
in
how
to
use
the
racial
equity
tool,
and
essentially
what
the
tool
does
is,
is
a
it's
a
guide
to
what
kinds
of
questions
we
need
to
ask
ourselves
at
every
stage
of
decision-making.
So
the
very
first
question
we
need
to
ask
ourselves
is:
are
the
right
people
at
the
table
are
the
people
at
the
table
will
be
most
impacted
by
this
decision?
B
B
I
had
given
the
example
earlier
of
the
21st
century,
Building
Fund,
and
one
of
the
highlights
for
me
this
year
it
was
hearing
school
leaders
say
this
is
the
most
comprehensive,
detailed
conversation
we've
ever
had
about
equity,
with
our
parent
counsel,
our
site,
counsel,
ins
and
evens,
in
some
cases,
our
student
leadership,
where
we,
where
we
were
requiring
our
principals,
to
bring
the
stakeholders
at
their
schools
together
to
look
specifically
at
issues
of
equity,
particularly
racial
equity.
Thank.
A
A
B
In
terms
of
violations
of
internal
policies,
there
is
never
a
monetary
payment.
Our
tools
to
address
concerns
that
are
investigated
internally.
Our
discipline
of
students
or
employees,
restorative
justice,
mediation,
education,
training,
the
coaching.
These
are
the
tools
that
we
use
monetary
findings
would
be
only
our
monetary
rewards
would
only
occur
in
the
context
of
a
legal
proceeding,
for
example,
at
the
Massachusetts
Commission
Against
Discrimination,
or
the
Office
of
Civil
Rights
at
the
Department
of
Education,
the
Equal
Employment
Opportunity
Commission
that
would
be
handled
by
our
legal
office.
A
And
then
last
year
and
last
year's
presentation,
there
was
some
information
that
was
shared
about
a
district-wide
assessment
of
gender
equity
within
the
athletics
department.
Yes,
can
you
talk
a
little
bit
about
the
action
plan
that
came
about
from
that,
whether
it
was
part
of
it
and
and
whether
it's
a
part
of
build
BPS
or
has
it
informed
built
yet
build
BPS
at
all?
Yes,.
B
B
Are
still
developing
that
action
plan
and,
in
fact
the
leading
for
educational
equity,
fellow
that
I
mentioned
who's
coming
on
board,
we
are
going
to
make
that
the
central
focus
of
that
new
employees
work
is
to
implement
title
nine,
including
around
gender
equity
and
athletics,
all
right
good.
Thank
you.
H
We
sort
of
got
off
to
a
slow
start
this
year,
as
we
put
it
out
to
be
it
and
no
one
bid
on
it.
Put
it
out
the
bit
again
found
a
vendor.
The
work
is
underway
and
we're
scheduled
to
have
the
sort
of
preliminary
solution.
The
interim
solution
of
having
a
remodeled
locker
room
for
use
for
Brian
girls
to
be
ready
as
early
as
June.
H
We're
in
pre-draft
stages
in
terms
of
design
or
I
should
say
pre
design
stage,
and
that
timeline
and
work
is
really
being
owned
by
PFD
in
terms
of
overall
any
of
these
kind
of
projects
we're
looking
at
it
as
a
part
of
the
bill
bps
and
as
it's
coming
out
of
sort
of
those
same
funds
and
I.
Think
next
steps
in
the
part
of
what
we're
doing
overall,
with
bill
bps,
is
coming
up
with
sort
of
like
you
know.
A
I
think
it's
really
important
that
we
are
including
that
gender
equity
piece,
especially
in
the
athletics
and
I
hope
through
that
work
that
you
include
or
and
the
the
contractor.
Whoever
does
some
of
the
planning
includes
female
athletes,
I'd
say,
and
perhaps
their
coaches,
who
probably
hear
a
lot
of
the
complaints
about
the
facilities.
Very
personally,
that
would
be
great
I
would
like
to
recognize
councillor
Campbell.
Please.
I
A
I
I'll
just
stick
with
the
equity
piece
for
now
Becky.
Thank
you
for
the
work
that
you're
doing
I
just
had
some
questions
specifically
about
the
racial
equity
tool.
The
training
that
you
did
because
my
goal
is
council
presidents
to
bring
the
council
through
a
similar
sort
of
training
that
has
been
happening
in
other
departments.
I
I
have
to
give
my
colleagues
credit,
we
had
an
initial
conversation
and
lunch
to
this
guy,
bringing
this
to
the
council,
but
obviously
every
employee
that
a
different
space
when
it
comes
to
this
work
in
understanding
I
think
it's
important
that
everyone
be
involved
in
the
conversation
at
the
outset.
So
I'm
curious
before
you
jump
in
and
apply
a
tool
and
say
here
you
go
use
this
in
the
work,
how
you
even
get
to
that
space.
I
B
So
so
far,
the
training
on
the
racial
equity
tool
has
been
conducted
entirely
by
myself
and
Colin
Rose.
This
isn't
Superintendent
of
opportunity
achievement
gaps
in
the
beginning.
We
tried
to
do
all
the
sessions
together.
Now
we're
doing
a
little
bit
more
of
dividing
and
conquering.
So
sometimes
he's
solo,
sometimes
I'm
solo,
and
sometimes
we
do
the
work
jointly,
depending
on
our
capacity
and
availability,
and
it's
an
excellent
question
because
to
expect
people
to
implement
the
tool
requires
them
to
have
an
understanding
and
intellectual
understanding
and
a
personal
commitment
to
why
the
tool
is
important.
B
So
in
the
standard
format
for
the
training,
it's
actually
two
two-hour
sessions.
The
first
two
hours
is
on.
Why?
Why
do
we
need
a
racial
equity
tool?
Why
does
it
require
an
active,
deliberate
effort
to
root
to
reduce
the
effects
of
racism
to
shift
systemic
racism?
So
the
first
session
is
in
maintaining
or
ensuring
that
everyone
in
the
room
is
on
the
same
page
as
much
as
possible,
and
you
know
frankly,
there's
some
employees.
They
already
know
it.
B
You
know
they're
already
committed
they're
already
there,
but
we
can't
there's
no
way
to
really
assess
that,
so
we
ensure
that
we
cover
two
hours
worth
of
why
we
need
to
operationalize
racial
equity
in
the
Boston
Public
Schools.
The
second
session
is
on
learning
how
to
actually
apply
the
tool
how
it
can
be
used.
We
give
them
practice
which
we
choose
a
topic,
that's
relevant
to
that
group
and
we
do
a
practice.
Sort
of
mock
run
the
equity
to
on
on
a
particular
dilemma
or
decision.
I
No,
that's
very
helpful.
I
think,
there's
more
sort
of
a
longer
period
of
time,
I
anticipate
needing
to
have
these
conversations,
but
I
will
too
will
say,
I'm
excited
about
it,
and
one
of
the
things
I
think
is
most
important
and
councilor
of
celerity
is
to
my
right.
So
is
not
making
sure
that
our
the
men
on
the
council
in
particular
are
not
excluded
in
the
process.
I
I
So
I
look
forward
to
sort
of
staying
in
conversation
with
you
and
call
an
offline
about
how
we
could
continue
this
conversation
and
work
when
it
comes
to
the
council,
which
is
overseeing
not
just
bps
but
interacting
with
every
department
in
a
meaningful
way.
But
how
do
we
have
the
same
understanding
when,
when
talking
about
the
issues
ourselves,
yeah.
B
And
I
would
like
to
add
that
this
is
by
no
means
the
first
effort
that
we've
made
as
a
district
during
the
superintendent
Chang's
administration
around
these
issues.
So,
for
example,
the
entire
district
leadership
team,
including
the
superintendent,
participated
in
the
YW
Boston
dialogues
on
race
and
ethnicity
and
looking
around
the
room.
Some
of
you
may
know
that
my
colleague
Matt
Thompson
and
I
actually
conducted
those
dialogues
for
the
members
of
the
City
Council
in
2010
yeah.
F
B
None
of
you
were
sitting
on
the
council
at
that
time,
so
it
might
be
a
great
time
to
repeat
that
and
we
found
it
very
valuable
internally,
and
perhaps
you
were
here
when
Colin
gave
his
report
and
you
know
they
did
21
hours
of
professional
development
work
around
racism
with
our
school
leaders
last
year
and
another
21
hours
this
year.
So
there's
deep
training
work
happening
in
the
Boston
Public
Schools
around
eliminating
racism,
great.
I
J
You,
madam
chair
and
good
afternoon,
I
apologize
for
being
late,
but
I
appreciate
the
great
work
that
you
do.
Can
you
I
know
as
alluded
to
in
the
PowerPoint
which
I'm?
But
can
you
talk
a
little
bit
about
work
at
Boston,
Latin
School
in
response
to
the
what's
happened
there
last
couple
of
years?
Yes,.
B
There
is
an
incident
to
ensure
it's
addressed
in
a
very
thoughtful
and
comprehensive
manner,
putting
all
faculty
through
various
forms
of
training,
around
courageous
conversations,
harnessing
some
of
the
brilliance
of
the
faculty
there
towards
the
goal
of
increasing
and
culturally
and
linguistically
responsive
curriculum.
So
they've
been
shifts
there
in
terms
of
what
boss
and
Latin
students
are
reading
and
studying,
and
we
are
near
completion
with
the
Year
to
climate
audits,
specifically
racial
and
ethnic
climate
audit
that
we
are
conducting
in
partnership
with
Saint
Xavier
law.
Firm.
Thank.
J
D
Yeah,
we
are
happy
to
report
that
last
year
was
our
was
our
strongest
year
yet
in
terms
of
diversity
and
in
large
part,
that
is
due
when
you
do
the
math
to
the
diversity
focus
schools
initiative,
which
is
zooming
in
on
about
about
20
schools
that
had
two
things
going
on.
One
is
a
relatively
large
number
of
vacancies
and
lower
than
average
diversity
of
their
staff.
So
you
can
see
that
by
making
a
difference
in
a
set
of
schools,
we
made
a
difference
overall,
okay,.
J
B
Just
non-personnel
efficiencies
with
we
will
keep
the
same
number
of
FTEs
next
year
and
we're
also
adding
an
additional
ft
because
we
were
lucky
to
be
the
leading
for
educational
equity
is
giving
us
a
full
time,
fellow
next
year,
which
is
an
honor
to
host
a
full
time,
fellow
sponsored
by
the
leading
for
educational
equity.
Okay,.
K
D
So
mutual
consent
hiring
initiated
we're
in
the
fifth
year
of
it.
This
is
the
process
by
which
all
positions
are
open,
posted
on
March
1st.
They
go
up
on
the
website.
Anybody
can
apply
for
them,
and
that
means
that
teachers
who
are
permanent,
who
have
tenure
in
Boston,
who
are
separated
from
their
position,
also
apply.
D
What
we
know
about
teachers
hired
through
mutual
consent
are
two
things:
they
are
more
likely
to
be
more
effective
and
I
can
tell
you
about
that
in
a
minute,
and
they
are
more
likely
to
be
a
person
of
color.
We
actually
are
working
with
researchers
from
Brown
University,
who,
just
last
month,
reported
on
the
results
very
preliminary
that
both
of
these
things
have
been
seen
to
hold
true
over
the
last
four
years
of
hiring.
So
currently,
we've
talked
in
the
past
about
this.
D
K
G
D
I
can
tell
you
about
exits.
We
are
we're
below
the
national
average
for
exits
and
we
had
about
I'm.
Looking
for
my
overall
exit
numbers.
Yeah
we
have,
we
have.
We
typically
have
about
350
people
exiting
per
year,
and
do
we
have
the
number
just
say,
396
I
want
to
give
you
the
right
number
I
apologize.
D
So
last
year
we
had,
let
me
give
you
the
exact
number
392
exits
and
just
to
give
you
a
sense
of
to
your
question.
89
of
those
were
retirement.
186
were
resignation.
That
means
they
didn't
have
to
retire,
but
they
resigned.
Then
we
have
a
number
of
categories,
such
as
dismissal
layoffs,
provisional
teachers,
whose
contracts
were
not
renewed
that
add
up
to
the
rest
of
them,
not.
K
Sure
and
then,
from
the
sort
of
the
school
site,
autonomy,
giving
sort
of
I
guess
yeah
principals,
the
ability
to
have
some
input
and
say
as
to
who,
what
teachers
will
be
part
of
their
team
and
obviously
we're
gonna,
be
holding
principals
accountable
yeah.
So
how
does
the
sort
of
the
mutual
consent
hiring
play
into
giving
principals
autonomy
with
respect
to
their
schools?
Yeah.
D
That's
right
and
because
they
have
complete
autonomy
and
they're
held
held
responsible
for
the
quality
of
the
hire.
This
is
data
that
is
used
there.
We
call
them
they're
the
skills
as
being
a
human
capital
manager,
and
that
includes
both
the
almost
like
the
site
level
recruitment.
They
do
the
hiring
they
do
the
evaluation
that
they
do
of
their
staff
and
that
is
rolled
into
their
evaluation.
K
D
K
C
K
They-
what
have
you
yes
and
they're
just
shifting
to
following
up
on
councillor
Campbell
on
the
slide?
It
would
be
page
six,
it
says
other
equity,
educational
efforts.
Can
you
just
explain
so
it
says
leading
ongoing
group
for
white
members
of
the
district
leadership.
Can
you
tell
me
what
is
that?
What's
that
mean
and
I
think
it's
important,
we
have
a
shared
responsibility,
we're
all
in
the
same
boat
here.
C
K
B
We
all
as
human
beings
are
subject
to
the
environment
around
us.
That,
unfortunately,
is
is
polluted
with
racism
and
we
breathe
it
in
whether
we
want
to
or
not,
and
so
as
a
white
person
I
take
responsibility
to
learn
to
do
my
own
learning
to
explore
my
own
personal
and
family
history,
around
issues
of
race,
to
identify
areas
where
I
can
be
a
more
effective
ally.
So
the
folks
who
are
participating
that
group
are
joining
me
on
that
learning
journey
and
I'm.
B
Seeing
some
exciting
results
come
from
it,
where
the
people
who
are
participating
are
visibly
becoming
more
and
more
effective
at
backing
the
leadership
of
people
of
color
at
taking
initiative
to
address
issues
as
they
arise,
where
racism
is
in
evidence
and
subtle,
and
not
so
subtle
ways.
So
I'm
very
proud
to
be
part
of
that
group
and
to
lead
that
group.
A
L
D
Okay,
I'll
start
and
then
I'll
turn
it
over
to
Saren,
whoever
sees
the
recruitment
team.
So
this
has
been
one
of
our
success
stories.
Over
the
last
two
years,
we've
increased
the
percentage
of
candidates
who
speak,
who
are
fluent
in
one
of
our
seven
major
languages,
from
thirty
five
percent
to
forty
one
percent
of
our
candidates.
D
We
have
a
number
of
strategies
that
sarin
will
describe,
but
this
has
been
one
of
our
largest
priorities:
we're
working
closely
with
task
forces
within
the
School
Committee
and
across
the
district
and
our
partners
to
now
ensure
that
the
students
who
speak
specific
languages
have
access
to
teachers
who
speak
that
language,
because
it
doesn't
do
us
any
good.
If
we
have
teachers
to
speak
the
language
but
in
the
wrong
classrooms,.
C
M
So
the
district
it
has
two
robust
pipelines
that
are
that
are
running
right
now,
our
accelerated
community
to
teacher
program,
which
is
a
part-time
program
that
recruits
specifically
paraprofessional
substitutes
and
our
community
members
to
join
us
in
the
journey
of
becoming
educators.
The
diversity
data
there
is
we've
had
67
candidates
come
through
our
three
cohorts
for
the
last
four
years.
76%
of
our
candidates
have
been
candidates
of
color,
46
percent,
african-american
and
27
25
%
lots.
You
know
the
most
significant
piece.
M
There
is
an
additional
two
racial
and
cultural
and
linguistic
diversities
that
we've
been
able
to
hire
40
percent
of
those
candidates
into
classrooms,
29
percent
in
teaching
on
roles
and
11
percent.
In
our
paraprofessional
roles
we
also
have
been
granted.
This
is
the
first
time
as
a
district
that
we've
been
given
permission
by
se
to
offer
an
initial
licensure
program,
an
alternative
licensure
program
for
ESL
and
special
education,
and
that's
our
bps
Teaching
Fellowship
program.
M
We
will
be
selecting
our
second
cohort
in
this
spring,
but
we
have
already
placed
27
we've
already
hired
27
of
our
fellows
coming
out
of
that
program
and
again,
linguistic
diversity
is
a
criteria
and
a
value,
and
these
are
individuals
who
are
a
hundred
percent
license
in
special
education
or
ESL
and
I
guess
the
message
there
is
it's
a
both
and
that
we're
both
aggressively
through
our
recruitment
and
cultivation
efforts.
Looking
outward
for
individuals
to
come,
work
in
Boston,
Public
Schools
and
we're
simultaneously
developing
our
own
as.
L
D
L
L
L
We
often
use
someone
in
the
school
that
can,
you
know,
communicate
with
with
someone,
but
but
but
but
they
need
to
be
certified,
I,
understand
and
I.
Think
I
think
you
can
do
I
think
we
all
can
do
a
better
job
of
certifying
getting
certified
translators,
adding
more
translators
to
the
BPS
staff.
I
don't
want
to
be
you
know
using
someone
here
and
someone
there.
What's,
let's
hire
a
bunch
of
these
people
so
that
the
special
ed,
kids
and
ESL
also
have
access
to
a
great
education.
That's
that
that
should
be
a
priority
as
well.
L
L
That's
I
understand,
but
we
we
need
a
lot
of
work
on
that
issue.
There's
a
lot
of
cracks
in
the
system
and
I.
Don't
want
to
hear
about
the
good
news.
I
want
to
know
what
the
issues
are
and
how
we
can
resolve
them.
So
there's
a
lot
of
progress
we
can
make
on
that
issue.
How
how
are
we
doing
in
terms
of
recruiting
those
in
the
disability
community.
D
We
do
similarly,
though,
the
way
that
we
talk
about
needing
to
have
a
teaching
workforce
that
reflects
the
rich
diversity
of
our
students.
We
do
very
much
value
individuals
who
have
have
lived
lived,
some
of
the
the
challenges
that
their
students
are
facing.
I
do
not
believe
we
have
specific
unless
you
want
to
speak
to
specific
strategies.
M
B
M
I
was,
I
will
specifically
comment
that
our
recruitment
and
cultivation
team
has
done
over
30
events
and
I
have
witnessed
by
virtue
of
the
way
we
set
up
our
events
that
we
have
made.
It
definitely
accommodating,
and
we
have
accommodated
individuals
who
require
different
assistants
to
speak
with
our
school
leaders
and
select
get
selected
through
the
hiring
process.
D
Councillor
Flynn
two
things:
one
is
that
we,
since
we
don't
track
specifically
disability
people,
can
self
report
it,
and
then
we
work
with
the
office
of
equity
where
necessary
for
accommodations.
The
other
thing
I
wanted
to
add
is
that
VPS
has
1
million
dollar
investment
in
translations
this
year,
so
I
want
to
make
sure
we
address
that
before
we
move
on.
L
One
of
the
reasons
I
asked
about
that
I
know:
there's
a
lot
of
returning
veterans
that
do
have
yeah
disability
issues
and
they're
highly
functional
they're,
bright,
they're,
they're
eager
to
work.
The
willing
to
work
great
I,
think
they'd
love
to
have
an
opportunity
to
work
at
bps.
But
if
you
are
able
to
do
any
type
of
recruitment,
there's
a
lot
of
women
veterans
with
disabilities.
L
You
know
it
would
go
well,
I
think
I
think
that's
a
segment
of
the
population
we
haven't
factored
in.
Oh,
we
haven't
really
regret
aggressively.
We
tried
to
recruit,
said,
be
that
be
important,
I,
think
and
I
also
think
you
know
if
we
can
think
long
term
about
our
police
force
to
make
sure
that
you
know
it
represents
the
city
as
well
the
diversity
of
the
city
all
right-
and
that
includes
you
know
we
have
a
high
concentration
of
Vietnamese
as
well.
Is
there
any
Vietnamese
on
the
police
force
I?
L
A
E
D
E
D
So
I'm
marched
first,
we
posted
455
positions
and
60
percent
of
those
right
now
are
filled.
Our
goal
is
to
have
80
percent
filled
by
June.
First,
for
the
reasons
that
we've
talked
about
before.
We
know
that
earlier
hirings,
better
positions
are
posted
continuously
after
March
1st
and
the
current
number
is
probably
around
650
or
7.
We
expect
we
have
fewer,
we
don't
have
turnaround
schools
designated
this
year,
so
we
have
fewer
teachers
who
were
excist.
Then
we
have
in
the
past
and
we
also
have
fewer
positions
overall.
E
E
E
D
C
E
D
Okay,
I,
like
your
high
expectations
for
us,
that's
good,
I,
don't
think
anybody's
ever
pushed
me
to
say
that
80%
by
June
1
is
in
early
enough.
We
yeah
we
have
to
hit
the
sweet
spot
for
the
time
that
folks,
who
are
finishing,
grad
school
and
getting
their
licenses
are
on
the
market,
which
is
March
1
and
we
want
to
be
done
before
summer.
So
that
is
our
goal.
Yep.
D
Okay,
because
so
current
hiring,
so
usually
we
wait
and
to
kind
of,
as
Becky
talked
about
with
the
reporting
on
equity
cases,
we
wait
for
the
kind
of
non
awkward
time
just
so
we
can
give
you
the
full
picture.
But
if
you
want
what
we
could
do,
okay
here,
we
have
it
so
of
the
hires
that
have
been
completed
so
far.
D
E
D
E
D
D
M
We
do
know
for
this
here
is
that
there
251
of
the
new
hires
are
internal
and
sixty-five
or
external.
Can
you
repeat
that
251
internal
and
sixty-five
external,
what
you're
requiring
55
65
65
external?
What
you're
requiring
us
to
give
you
a
breakdown
of
the
65
and
that's
what
we
don't
have
right
now
so.
C
E
D
E
M
M
D
So
I'm
gonna
use
our
what
we
call
our
October
1
data
of
2017,
so
Kim
this
would
have
been
for
a
last
hiring
cycle,
since
that
one
is
complete
and
I'll
give
you
the
numbers
and
percentages
of
teachers
by
racial
ethnic
group.
The
total
teachers
at
the
end
here
was
4,000
656,
so
I'd
like
the
percentage
sure.
D
So
that's
the
total
number
so
I'll
give
you
the
percentage
black
teachers
identifying
as
black
twenty
point:
seven:
five
percent
Latino
ten
point:
four:
two
percent
Asian
six
point:
zero:
one
percent
white
60,
1.25
percent
decline
to
identify
1.18
percent
and
then
other
is
point
three.
Nine
percent
I'm
happy
to
provide
you.
This
is
an
absurd
overview
document
cut
with
the
data
cut
only
by
teachers,
so
I
can
I
can
send
that
to
you
and
we
finished.
C
D
Right
right
because
we
know
that
we're
moving
the
needle
by
the
external
candidates
coming
in
new
to
Boston
every
year.
So
when
we
focus
there,
we
had
an
eight
percent
increase
just
with
the
external
folks
coming
in.
So
that
is
to
make
sure
we're
not
inflating.
That's
our
external
number,
so
over
all
hiring
candidates
of
color
went
up
five
percent
because
those
external
candidates
went
up
by
eight
percent
and.
E
D
I
I
would
say
that
one
of
the
major
aha
moments
that
we've
had
in
partnership
with
the
office
of
equity
and
our
instructional
superintendent
team
was
around
this
diversity
focus
school
initiative.
When
do
we
need
to
intervene,
and
how
do
we
need
to
Endermen
intervene?
In
the
past?
We
were
waiting
until
the
hiring
process
positions
go
up,
March
first,
the
Canada
high
school
hiring
teams
would
call
a
resumes
invite
people
in
put
forth
their
candidate
for
hire.
We
would
look
at
it
and
say
no.
This.
You
need
to
increase
the
diversity
at
your
school.
D
This
person
is
not
a
person
of
color.
Go
back,
go
through
the
process,
again
point
it's
April
in
May
that
was
not
effective.
That's
what
led
to
us
saying:
okay,
we
need
to
be
much
more
proactive.
We
need
to
change
hearts
and
minds.
We
need
to
do
training.
We
need
to
do
coaching.
We
need
to
give
we
need
to
deploy
more
of
our
resources
to
these
20
schools.
Then
we
give
to
the
schools
that
are
doing
relatively
well,
so
it
is
given
that
we've
seen
the
bumps
last
year
when
we
move
to
this
approach.
B
Now
I
would
also
add
that
some
of
the
efforts,
particularly
the
pipeline
programs,
that
are
so
innovative
event
at
our
national
model
for
other
districts
that
sarin
daily
overseas
are
those
are
programs
that
take
time
for
us
to
see
the
yield
from
folks
who
are
completing
it.
So
I
think
the
diversity
focus
school
initiative
is
very
important.
The
pipeline
programs
also
retention
efforts.
B
E
E
N
For
what
you
do
every
day
and
for
being
here
and
I've
had
a
brief
recap,
so
I
might
ask
some
questions
that
you've
already
answered,
and
you
know
we'll,
also
watch
the
tape.
So
my
first
question
is
the
diversity
working
group.
How
long
has
that
been
in
existence
and
have
the
recommendations
of
that
group
been
implemented.
D
M
C
B
And
I
would
add
that
there
is
a
team
comprised
of
employees
from
the
office
of
human
capital
and
myself
from
the
office
of
equity
that
meet
on
this
time
of
year.
It's
often
a
weekly
basis.
So
we
have
this
amazing,
state-of-the-art
data
tracking
system,
where
we
literally
looking
at
live
data
every
week
about
how
many
interviews
are
happening
in
a
particular
school
in
terms
of
a
racial
and
ethnic
diversity.
How
many
offers
have
been
made
and
who
were
they
had
been
made
to
how
many
have
accepted
those
offers
and
we're
intervening
in
lifetime?
N
So,
in
terms
of
that
tracking
and
that
evaluative
tool,
are
you
able
to
gauge
that
when
you
make
certain
investments
or
when
you
have
done
certain
targeted
outreach
or
tabled
at
certain
events,
what
is
providing
the
greatest
yield?
One
of
the
things
I
find
you
know
frustrating
across
industry
and
agency
or
specifically
in
government.
Is
that
often
times
we
will
count
a
touch.
N
You
know
as
a
meaningful
outreach
and
it
doesn't
always
result
in
a
yield
so
to
table
at
an
event,
and
maybe
200
people
come
to
the
table,
but
if
we're
not
tracking,
if
is
there
follow-up
or
so
I'm
just
trying
to
get
a
sense
of
those
numbers?
If
you
can
based
on
you,
know,
outreach
and
marketing?
What
do
you
think
has
which
Avenue
has
produced
the
greatest
yield.
M
We
focus
this
year
on
redesigning
our
MTEL
prep
work
for
the
district
and
we've
gotten
some
really
exciting
preliminary
information.
Regarding
some
of
our
hardest
Intel's
to
take
and
pass
in
the
fall,
we
had
20
participants
taking
our
fall
MTEL
prep-
and
this
is
these
numbers-
are
intentionally
small
because
we're
trying
to
solve
a
problem.
M
80%
of
those
candidates,
16
took
the
MTS
LM,
tell
13
passed
with
a
pass
rate
of
81%
versus
a
state
average
of
52%.
That's
powerful,
primarily
because
of
many
of
these
individuals
have
taken
and
tried
to
pass
this
MTEL
two
three
four
five
times.
The
most
significant
impact
in
this
work
is
that
nine
of
the
educators
who
took
the
ESL
out
of
this
group
of
16
were
educators
of
color
and
eight
of
them
passed.
That
pass
rate
is
88%
where
the
state
average
for
black
educators
passing
is
19%.
M
So
when
you
talk
about
touch
and
impact,
we
have
some
really
explicit
information
around
the
curriculum
and
the
weight.
These
courses
are
going
to
be
taught
going
forward
that
we're
seeing
evidence
of
impact
for
our
most
vulnerable
and
the
one
that
educators
we've
had
the
hardest
time
after
repeated
takes
on
this
particular
MTEL,
we're
seeing
evidence
of
in
our
foundations
of
reading
all
the
amtel's
that
both
impact,
our
early
childhood,
our
ESL,
our
special
ed
certifications
and
that's
something
that
we've
had
and
Kim
you
know.
We've
had
a
major
challenge,
often
asking
us
around.
M
How
are
we
supporting
our
first-year
teachers
or
any
teachers
coming
in
and
we
see
a
barrier
to
transitioning
into
the
classroom?
Is
the
EM
tells
so
I'm
feeling
really
excited
about
this
work?
But,
more
importantly,
it's
not
about
a
touch
is
that
we
have
a
good,
clear
system,
and
now
it's
about
going
to
scale
with
a
model
that
we've
seen
work
with
our
teachers
or
educators,
who
have
the
hardest
time
passing
the
most
complicated
Intel
I
want
to
talk
a
little
and
I
want
to
bring
Amanda
down.
M
If
she
can
amanda
leads
our
recruitment
and
cultivation
team
and
we've
done
a
lot
of
different
things
both,
as
you
heard
me
now,
you're
using
the
term
recruitment
and
cultivation.
The
standard
recruitment
effort
she'll
share,
but
we're
also
specifically
looking
at
cultivation
and
coming
in
to
different
communities
and
being
a
presence
to
mine
and
cultivate,
come
work
in
Boston,
and
this
is
something
you
do
now
or
we
will
be
back
next
year
and
you
can
also
continue
consider
us
as
a
place
of
employment.
M
O
You
hi
everyone.
My
name
is
Amanda
Preston,
Sakaki
I'm,
the
director
of
recruitment
for
bps.
One
of
the
things
that
we
have
done
over
the
past
few
years
is
along
the
lines
of
what
you
were
saying:
counselors
shift
from
a
general
idea
of
recruitment
to
more
targeted
cultivation.
One
of
the
ways
that
we
do
this
is
with
our
recruitment
Fellows
program.
We
stipend,
currently
I,
have
a
team
of
12
current
VPS
educators
who
come
from
diverse
backgrounds
and
have
a
range
of
experience
anywhere
from
3
to
25
years
of
experience
in
the
classroom.
O
They
support
our
team
and
our
teams
work
in
cultivation
of
candidates.
So
far
this
year
my
recruitment
fellows
have
made
personal
phone
calls
to
800
teacher
candidates,
and
that
includes
pre-screening
interviews
with
them
of
those
800
415
have
been
flagged
as
very
strong
and
top
priority
candidates.
Those
candidates
then
get
even
more
communication
exclusive
invitations
to
events.
They
are
also
sent
directly
to
school
leaders
for
positions
that
they
may
be
a
good
fit
for
of
those
415.
O
Almost
90%
of
them
have
responded
to
communications,
asking
for
more
information
on
the
preferences,
their
experiences
and
where
they'd
like
to
be
so
that
we
can
best
match
positions
for
them.
And
so
we
are
trying
to
focus
and
shift
focus
from
this
kind
of
big
broad
idea
of
what
recruitment
is
to
really
making
sure
that
we're
cultivating
and
finding
the
best
matches
for
for
the
vacancies.
We
have
well.
N
I
love
this
model
of
recruiting
fellows,
and
that
was
going
to
be.
My
question
is:
are
you
engaging?
You
know,
teachers,
you
know
who
you
have,
that
institutional?
You
know
memory
and
that
real-time
experience
who
who
know
what
is
gonna,
be
required,
but
also
can
you
know
build
a
supportive
communities,
no
different
than
having
alumni
exactly
of
any
other.
You
know
endeavor
recruiting
who's
going
to
be
the
next
generation.
If
you.
O
O
But
what
we've
done
around
the
region
are
smaller
cultivation
based
events
for
aspiring
educators,
folks
interested
in
bps,
and
want
to
learn
more
and
we've
gotten
really
positive
feedback
from
that,
and
so
we
are
gonna,
be
used,
utilizing
our
recruitment
fellows
and
our
current
educators,
even
more
intentionally
next
year,
to
have
a
lot
more
of
these
kind
of
smaller
cultivation,
regional
events
that
don't
necessarily
feel
like
you're,
a
kind
of
traditional
large
recruitment
event
and
a
feel
more
like
getting
to
know.
Vps
the
district.
N
So
what
does
that
require
to
continue
to
do
that
in
to
increase
capacity?
Is
this
revenue
neutral
to
do
this?
Is
this
just
a
matter
of
a
food
budget?
Is
this
about?
You
know
transportation
expenses?
Do
you
have
to
expand
staff?
So
you
know:
how
is
this
outreach
happening
and
cult,
this
recruitment
and
cultivation
in
a
more
meaningful
and
impactful
way
and
with
the
resources
that
you
currently
have?
Are
they
sufficient?
You.
N
M
I
would
say
is
that
we
are
intentionally
looking
our
recruitment
fellows
and
you
talk
about
teachers
like
the
alum
status
right,
bringing
individuals
who
are
closest
in
the
work
recruiting.
Those
who
need
to
join
us
in
the
work
food
budget
is
always
great,
but
it's
more
around
being
very
strategic
about
where
we
do
our
work
and
with
whom
and
who
is
joining
us
at
what
time
of
year,
and
so
I'm
really
leaning
back
on
your
point
around.
Is
it
a
touch?
N
O
So
one
of
the
really
exciting
things
we
did
this
year
was
a
completely
redesign
of
a
new
marketing
campaign
that
I
teach
campaign
with
bps
using
images
of
our
actual
teachers
on
it,
and
we
also
had
them
translated
into
all
of
our
bps
languages.
We've
used
those
campaigns
in
print
and
online
advertisements
throughout
the
year,
including
Spanish
language,
newspapers,
port,
the
Portuguese
Times
newspapers,
as
well
as
newspapers
around
the
region
as
well
as
online
similar,
and
usually
you.
N
Can
track
that
data
to
see
you
know
how
many
clicks
or
what
was
the
read
rate,
so
you
at
least
have
that
because
otherwise
I
was
gonna
say:
do
you
ask
people
when
they
come
to
you?
How
did
you
learn
so
that
you
can
work
backwards?
Okay,
we
have
a
lot
of
people
that
are
coming
off
of
that
ad.
So
let's
continue
to
do
more.
Of
that,
are
you
able
to
make
those
sorts
of
assessments
we're.
O
M
N
N
D
Side
sure
our
budget
is
on
our
last
slide,
the
human
capital
budget
increased
by
about
five
hundred
and
eighty
thousand
dollars.
That
is
specifically
for
a
new
evaluation
platform,
which
is
about
two
hundred
thousand
total.
We
also
expanded
the
Lynch
Fellows
Program,
which
is
one
of
the
strongest
ways
that
we
get
our
principals
n
bps.
It's
been
highly
subsidized
for
a
number
of
years.
Is
the
Lynch
Leadership
Academy
through
Boston
College,
so
we
are
bearing
more
of
the
cost
of
that
we
also
have.
D
There
are
two
tier
B
positions
for
payroll
and
staffing,
one
of
it,
which
was
bargained
through
the
food
and
nutrition
services
contract
because
of
more
frequent
paychecks
for
staff
there.
So
we're
about
we've
maintained
we're
a
little
bit
more,
but
I
think
the
what
we've
been
able
to
do
and
this
we
talked
a
little
bit
about
how
we
differentiate
our
resources
figure
out
where
they
are
best
spent.
So
we
don't
have
people
doing
the
same
thing.
Every
year
we
say:
okay,
here's
our
group
of
schools.
D
O
What
is
our
spin
on
that
yep?
So
marketing
outreach,
so
my
team's
total
budget-
and
this
excludes
FTE
salaries.
This
is
just
the
work
that
we've
done
is
one
hundred
and
twenty
nine
thousand
seven
hundred
and
fifty
dollars,
and
of
that
seventy
two
thousand
five
hundred
our
is
our
sorry
77541
fellows.
O
F
A
D
B
Last
year
the
office
of
equity
attempted
to
contact
every
educator
of
color,
who
left
the
district
to
ask
some
questions
about.
Why
and
any
to
see
if
we
can
have
any
learnings
and
what
we
found
was
they
weren't
very
eager
to
speak
with
us?
We
made
multiple
calls
to
each
person.
I
think
you
know
there
can
be
a
variety
of
reasons
for
that
somebody
retired
and
they
are
off
with
their
grandchildren
or
and
Hawaii.
A
B
Is
different
than
we
were
looking
at
every
exit,
but
you
know
again:
if
somebody
resigns
they
run
to
a
new
district,
do
they
necessarily
want
a
call
back
the
office
of
equity
anyway,
so
we
made
multiple
calls
to
every
person
if
we
had
a
very,
very
low
response
rate,
and
so
the
results
aren't
particularly
useful.
Unfortunately,
we
were
hoping
we
were
hoping
to
get
some
rich
data
from
that,
but
it
was
not
effective.
Great.
A
A
G
A
Leaving
the
career
altogether,
that's
much
more
concerning
to
me
then
I'm,
just
going
to
a
different
school
district,
perhaps
for
a
new
opportunity
and
speaking
I.
Think
of
cultivation
and
professionalism.
The
Lynch
leadership
fellowship.
You
just
mentioned
that
it
was
we're
subsidizing,
a
portion
of
the
tuition
for
this,
so
the
students
are
there.
Our
teachers
are
administrating.
You
have
to
go
into
this
program.
Can
we
talk
about
the
breakdown
who's
paying
for
how?
Much
of
it
sure.
D
And
actually
I'm
Lynch,
the
Lynch
foundation
has
been
paying
for
all
of
it
up
until
last
year,
where
we,
where
the
MOU
that
we
had
signed
about
four
years
ago
and
have
gradually
increased
how
much
Boston
Public
Schools
pays.
So
we
have
typically
around
five
or
six
Lynch
leadership,
fellows
they're,
usually
current
VPS
teachers
who
go
through
their
rigorous
screening
process
and
then
once
they're
selected,
their
salary
is
paid
for
a
full
year,
they're
placed
with
a
mentor,
so
they
get
in
in
job-embedded
coaching.
They
also
go
through
the
professional
moment
at
Boston
College.
D
So
in
the
past
the
Lynch
foundation
we
had
been
paid
paid
for
both
the
professional
development
at
Boston
College
and
the
salary
of
the
individually
of
the
individual.
That
amount
has
increased
the
part
that
we
bear
this
year.
So,
for
example,
average
salaries
we
use
in
district
$90,000
is
the
average
salary
for
one
of
these
individuals.
Last
year
we
paid
forty
five
thousand
Lynch
paid
forty
five
thousand
next
year,
we'll
pay
the
full
90
thousand
for
the
salary.
So.
A
A
A
D
Priority
applicant
for
being
a
school
leader
in
Boston,
Public
Schools,
we
run
everybody
goes
through
the
same
process
in
bps,
for
once
they
want
to
become
a
school
leader,
so
there
is
not
specifically
a
preference
given
our
major.
Our
major
sources
of
candidates
are
our
own
aspiring
principals
program,
which
is
internal
Lynch,
fellows,
which
I
just
described.
We
have
a
new
school
turnaround
program,
partnership
with
UVA,
but
that's
new,
so
that
that
hasn't
entered
into
the
equation.
D
M
Know
the
the
the
program
that
we
have
in
partnership
with
UMass
Boston
Lessie
offers
educational
administration
and
principal
certification,
and
it
is
intended
for
our
it's
only
for
our
bps
employees.
It's
held
on
Saturdays
with
that
intentionality,
given
that
people
are
in
different
roles,
we've
had
52
individuals
in
the
first
three
cohorts
we're
in
our
third
cohort
now.
G
M
Of
the
educators,
who've
done
that
or
were
educators
of
color
52%
black
21%
Latino
X
31%
of
the
individuals
are
male
and
of
those
males.
56%
was
black
and
19
Latino.
We
had
our
first
graduating
class
in
June
90%
graduated
on
time
with
their
certification,
and
we
also
have.
As
you
all
know,
we
have
a
male
educators
of
color
executive
coaching
program
to
develop
our
male
educators
of
color
and
our
women's
educators
of
color
executive
coaching
program.
M
The
cost
of
it's
not
us,
but
UMass
has
been
incredibly
generous
with
their
the
master's
program
it
is
on.
It
is
an
incredibly
affordable
rate.
It's
under
40
and.
M
Educators
pay
the
14,000,
which
is
a
considerable
discount
on
the
cost
for
a
master's
program,
and
we
host
the
program
on
our
campus
at
the
bowling
building,
the
male
educators
of
color
and
women's
educators
of
color
executive
program.
There's
no
cost
to
any
of
the
improv
individuals
that
attend
those
programs.
M
D
D
I'm
gonna
get
my
numbers
right
of
the
11,000,
the
numbers,
and
so
the
managerial
employees
are
the
group
that
would
most
likely
be
covered
under
the
residency
requirement,
and
that
is
approximately
eight
hundred
and
I'm
looking
at
John
run
800
managerial.
But
within
that
group,
there's
a
number
of
managerial
employees
who
are
covered
by
the
state
statute
that
exempts
put
quotes
around
it.
The
state
statute
says
employees
in
the
line
of
instruction,
so
that
number
is
probably
around.
G
A
M
M
C
A
A
Suit
we
have
one
superintendent,
I
do
know
he
lives
in
the
city
of
Boston,
but
our
Chiefs
are
executive
superintendents.
Our
assistant
superintendents
are
deputy
superintendents
yeah
that
as
those
on
the
highest
end
of
the
payroll
spectrum,
we
talk
about
budget,
we're
spending
the
most
amount
of
money
on
them,
but
they
are
living
in
the
city
of
Boston.
A
A
D
H
A
D
E
A
E
D
D
D
D
Ohc
we
have
native
Spanish
speakers,
we
have
a
native
Arabic
speaker
need
a
French
speaker.
Who
else
do
you
know.
E
Down
to
the
school
level
when
principal,
so
in
the
last
round
of
questions,
you
assured
me
that
principals
and
school
site
councils
were
still
very
much
an
active
part
of
the
hiring
process.
What
kind
of
training
are
they
getting
to?
You
know
recognize
that
the
best
candidates,
what
kind
of
training
are
they
getting
to
hire
black
and
Latino
teachers?
What's
what's
happening
at
the
school
level
and
who's
supporting
that,
and
is
that
through
your
office?
Is
that
a
joint
venture
worth
to
be
to
you
yeah.
B
So
that's
primarily
a
joint
venture
of
the
office
of
equity
in
the
office
of
human
capital.
Our
diversity
focus
schools
have
mandatory
training
where
they
must
send
at
least
a
one
person
who
is
leading
hiring
efforts
for
their
school
to
a
training
that
is
very
much
focused
on
increasing,
specifically
the
number
of
black
and
Latinos
teachers
and
that
are
hired
each
year
and
we've
added
a
component
this
year
for
the
first
time
of
specific
strategies
for
retention.
B
So
not
only
does
that
training
cover
how
to
select
black
and
Latino
teachers
and
and
why
that's
important,
but
it
also
covers
how
to
retain
the
teachers
once
they
come
into
your
building
and
what
are
some
strategies
that
school
leaders
can
use
to
ensure
that
new
teachers
will
stay?
We
also
did
some
training
work
this
year
with
the
instructional
superintendents,
because
they
tend
to
be
a
sort
of
day
to
day
in
partnership
with
school
leaders.
So
we
did
some
training
with
them.
E
Much
time
and
have
these
here,
and
so
is
that
so
you
say
that
there
are
trainings
happening.
Are
they
also
being
held
accountable?
Is
it
in
the
Job
Description?
Is
it
in
the
evaluation?
Is
there
a
line
in
evaluations
around
hiring
diverse
teachers.
M
D
Yeah
I
want
to
say
one
other
thing
is
we
talked
about
the
diversity
focus,
Schools
Initiative.
We
also
focus
on
specifically
nine
low-performing
schools,
who
may
or
may
not
be
in
the
low
diversity
group
or
not,
but
they
get
specific
training
on
setting
up
your
school
site,
personnel.
Council,
sorry
school
site,
council
personnel
subcommittee.
D
They
get
training
on
how
to
run
an
effective
hiring
process,
because
what
we
see
in
some
of
those
schools
is
that
one
of
the
reasons
they
are
low-performing
is
because
they
do
not
hire
well,
they
don't
hire
early,
they
don't
hire
diversely,
they
don't
hire
strong
teachers.
So
that's
a
specific
intervention.
E
Back
to
the
diversity
focus
schools,
it's
the
combination
of
those
that
have
the
largest
gap
between
the
diversity
of
the
students
with
the
teachers
as
well
as
openings.
So
how
many
schools
have
the
the
lack
of
diversity,
but
maybe
not
the
openings
because
they
retain
their
teachers.
So
I'm
wondering
how
many
schools
would
fall
into
that
category,
but
are
not
getting
support
from
your
office.
B
B
All
of
our
schools
are
getting
intervention
of
some
sort
in
the
sense
that,
for
example,
our
school
leaders
are
participating
in
professional
development
around
culturally
and
linguistically
sustaining
practices
like
the
that
in
an
intensive
way.
So,
while
the
diversity
focus
schools,
resources
are
just
that
they
are
honing
in
on
those
approximately
20
schools
a
year
that
fit
that
criteria.
E
I'm
back
to
the
SPC
teachers,
so
56
teachers
they're
all
in
classrooms.
How
many
so
we
expect
that
all
of
these,
so
where
are
they
in
terms
of
their
evaluation
ratings?
Are
they
going
to
have
their
own
classroom
one
day?
Is
that
the
goal
to
get
them
into
their
own
classroom?
And
what
is
the
diversity
of
this
pool
so.
D
The
goal
is
always
to
not
have
teachers
and
SPC
to
reduce
that
number.
Sometimes
that
happens
through
exits,
either
through
evaluation
or
through
somebody
resigning,
because
in
many
of
these
cases,
like
I've
said
they
only
have
one
license
and
it's
in
business
services
or
something
that
is
not
a
high
need
and
when
they
are
strong,
we
want
them
hired
as
soon
as
possible.
D
So
we
started
the
year
with
about
a
hundred
and
on
the
first
day
of
school
and
we're
down
to
56
data,
and
why
can
you
get
the
divert
the
diverted
data
to
yep
I
just
want
to
tell
you
they,
the
the
teachers
who
have
exited
this
year.
18
were
hired,
13
resigned,
so
this
is
from
September
to
last
month
of
how
the
number
get.
D
G
D
E
Helpful
and
I
want
to
kind
of
related
switch
to
the
retirement
resignation,
shorris
missile
yep
I'm
interested
in
how
how
that
broke
down.
How
many
were
retirements
overall,
looking
at
all
teachers,
yeah
I
mean
that
entire
ments
person's
resignation
versus
dismissal
and
layoffs,
and
then,
if
you
could
also
break
that
down
by
sure.
D
Alright
means
I'm
a
Nexus
that
I
had
earlier
apologize
exit.
You
see
the
word
accident,
it
wasn't
my
prepare.
So
was
an
arena
at
392
exits
right,
total
there
we
go
okay,
so
exits
392
was
the
total
counselor
Jamie.
If
I
go
through,
we
had
eighty
nine,
where
retirements
186
were
resignations.
D
D
E
That
is,
I
would
also
like
to
see
those
buckets
broken
down
by
race
if
you
could
provide
that
at
a
later
time,
Tory
I
wanted
to
come
back
to
so
there
are
a
couple
of
bright
spots
to
highlight.
One
was
the
retention
of
eighty-two
percent
of
the
Provisionals.
It
was
good
to
see
increasing
and
linguistic
diversity
from
35
percent
to
forty
one
percent.
E
You
know
I
think
and
some
of
these
areas-
Intel
prep,
you
know-
that's
been
around
for
a
while
I'm
glad
that
you've
had
the
success
this
year,
but
I
think
we've
known
for
quite
some
time.
What
works,
MTEL,
prep
kind
of
building
the
pipeline-
and
you
know
the
the
frustration
I
think-
is
it's
just
because
of
the
urgency
of
this,
and
so
it
feels
like
we
are
celebrating
things
successes
that
we
no
could
work
that
we
knew
you
know
fire
beasts.
E
Were
you
know,
ten
years
like
open
postings,
we
bad
was
back
in
the
2000
contract,
so
you
know
I'd
like
to
see
as
much
as
possible,
more
intentionality
around
moving
forward
on
what
does
work
so
that
we
can
really
get
to
the
shared
goals
that
we
all
have,
including
the
Boston
School
Committee,
which
is
having
the
teaching
staff
reflected
diversity
of
our
student
body.
Currently,
you
know
38%,
educators
of
color
versus
86
percent
students,
oddity,
so
I'm
sure
we'll
continue
to
have
conversation.
I
know
others
continue
to
have
questions
so
great.
P
You
very
much,
madam
chair.
Thank
you.
I
apologize
for
any
late
I
had
a
scheduling
conflict,
so
I
won't
reinvent
the
wheel.
I
was
gonna,
come
in
and
say,
can
you
please
start
over
I
figured
I,
wouldn't
do
that?
I
just
have
really
two
questions
of
areas
to
focus.
One.
The
PPS
nurses
I'm
really
happy
that
we're
adding
more
but
from
the
nurses
that
I
have
talked
to.
They
are
very
concerned
about
the
Family
Resource
Center's
kids
coming
in
no
forms
no
records,
tremendous
Larry
language
barriers
at
the
registration
data,
entry
isn't
very
solid.
P
D
C
D
P
So
you're
working
on
it
yeah
all
right.
The
second,
if
you
could
dive
in
a
little
bit
to
the
city,
connects
program
in
particular,
Beit
school
in
my
district
is
losing
a
beloved
teacher.
In
fact,
they've
got
a
GoFundMe
page
going
on
now
trying
to
raise
money
for
mr.
Frisby
I
know
that
the
Bates
isn't
considered
a
high
need
school,
but
as
they
move
towards
inclusion,
mr.
prisons
becoming
really
an
integral
part
of
their
community.
B
I
can
speak
to
that.
The
partnership
dollars
this
year
in
the
Boston
Public
Schools,
were
reallocated
in
the
past
and
that's
an
City
connects
is
one
of
our
external
partners.
In
the
past.
Those
dollars
were
being
allocated
based
on
relationships.
Hey
hey
somebody
at
City,
Year
knows
someone
so
at
this
school
can
we
come
to
your
school
sure
that
sounds
good
city
connect
whatever,
so
it
was
based
on
people
knowing
each
other
legacy
relationships.
B
As
I
said,
it
was
a
more
informal
connections,
kind
of
relationship
verse,
a
particular
school
saying,
city
connects
is
the
program
we
want.
We
have
X
number
of
partnership
dollars
and
City
connects.
We
feel
would
be
the
most
effective
partner
to
use
those
dollars
for
so
as
a
result
of
that
reallocation
of
funds
and
the
autonomy
that
we
gave.
B
Schools
and
I
should
also
add
that
the
partnerships
office
that
was
also
integrally
involved
with
this
effort,
went
through
a
vetting
process
where
they
reviewed
all
of
the
partner
organizations
and
ensured
that
we
were
offering
up
partners
who
had
been
effective
and
met
certain
standards
for
the
district.
So
it
was
really
a
three
prong
effort,
the
reallocation
of
dollars,
the
vetting
of
partners
and
the
addition
of
autonomy
for
our
schools
and
self
selecting
partners.
So,
as
a
result
of
that,
some
of
our
schools
increased
their
partnership
dollars.
B
D
Us
and
I
can
speak
specifically
to
your
question
about
the
baits
and
so
I'm.
Just
looking
at
my
screen
since
I
have
information
from
last
night,
the
funding
for
the
counselor
position
has
been
restored
in
large
part
due
to
additional
funding
from
the
district.
So
that
is
relatively
new
information
that.
P
P
D
N
O
B
Us
this
is
the
Boston
Public
Schools
office
of
equity,
sharing
out
our
best
practices
and
it
rid
the
conference
originated
when,
after
we
were
in
the
news
regarding
Boston
Latin
School
District's
began
contacting
us
saying
we
hear
you
know
how
to
do
this.
We
hear
you've
learned
a
lot
about
how
to
prevent
an
address
by
space
incidents
and
we,
frankly,
don't
have
the
time
to
answer
every
one
of
those
calls
and
be
consultants
to
all
the
other
districts.
B
So
it
was
that
that
inspired
us
to
organize
this
conference
and
we've
been
lucky
to
have
support
from
multiple
sponsors,
including
this
year
we
were
terribly
excited
to
have
a
grant
from
teaching
tolerance,
which
is
part
of
the
Southern
Poverty
Law
Center
for
our
conference
and
to
have
their
director
be
one
of
our
keynote
speakers.
So
the
conference
is
aimed
at
preventing
any
form
of
bias
in
schools,
so
that
would
be
a
student,
a
student
incident
and
employee
to
student
incident.
A
student
okay.
N
B
This
is
an
issue
that
within
Boston
Public
Schools,
we
are
working
on
every
day
in
multiple
ways,
looking
at
the
data
and
when
trying
to
interpret
what
they
mean,
figuring
out,
alternatives
to
out-of-school
suspension,
increasing
the
use
of
restorative
justice.
We
have
26
schools
this
year
that
have
restorative
justice
programs
for
the
first
time,
and
the
office
of
equity
is
absolutely
supporting.
All
of
those
efforts.
N
Great
and
I
just
wanted
to
so
thank
you
for
clarifying
that
and,
if
you
do
not
already
have
it,
I
will
make
sure
that
my
office
gets
you
a
copy
of
our
recommendations
from
our
partnership
with
the
national
black
women's
justice
Institute
to
specifically
address
push
out.
That
is
happening
in
all
Boston
area
schools.
So
this
is
not
just
a
charter
problem
or
you.
N
C
N
So
and
so
to
me,
that's
some
really
low
hanging
fruit,
and
so,
if
you
don't
have
the
report,
we
can
make
sure
you
get
a
hard
copy
before
you
leave
here.
Ronald,
please,
nice,
to
make
that
happen.
We
can
submit
electronically
as
well.
Our
recommendations
and
I
know
that
BPS
wants
to
be
a
partner
in
the
implementation
of
these,
and
some
of
them
will
require
a
change
through
a
school
committee.
But
for
those
things
that
you
have
the
immediate
autonomy
to
address
I'm
just
underscoring
the
need
and
asking
for
your
your
partnership.
Yeah.
B
B
For
participating
and
I've
been
part
of
conversations
to
figure
out
what
our
top
priorities
are
in
terms
of
implementation
of
some
excellent
ideas
that
are
there.
I
will
say
that
last
year,
the
office
of
equity
issued
a
model
dress
code
policy
that
is
gender-neutral,
okay,
and
that
is
part
of
what
is
needed
in
order
to
avoid
dress
code
violations
as
a
source
of
discipline.
Okay,
there
are
multiple
ways
to
try
to
mitigate
those
disciplinary
actions,
but
one
of
them
is
by
having
a
gender-neutral
code.
Okay,
all.
B
If
you
look
at
the
model
dress
code,
there
is
nothing
there
regarding
here,
but
the
only
concerns
we
have
about
hair
with
their
art,
often
rules
around
head
coverings
that
are
gender-neutral
rules
and
then,
of
course,
safety.
You
know
if
a
student
is
involved
with
athletics
and
certain
sports,
you
may
need
to
put
your
hair
and
an
elastic
whether
you're,
male
or
female,
or
or
gender
non-conforming.
Okay,.
N
Is
there
a
cultural
competency
specifically
in
that
regard,
because
we're
sort
of
saying
that
we
know
folks
don't
mean
any
harm,
but
even
with
our
male
teachers,
sometimes
how
they
are
relating
to
us
is
not
comfortable
and
in
keeping
with
our
religious
practices.
So
I
just
wanted
to
make
sure
that
that
is
a
part
of
the
professional
development
and
the
cultural
competency.
And
then
the
other
question
that
had
been
raised
and
I
know
this
gets
very
difficult.
You
know,
is
you
don't
want
to
set
a
precedence,
but
they
had
raised
about
safe
places
for
prayer?
B
So
the
office
of
equity
is
responsible
for
responding
to
all
requests
for
religious
accommodations
in
the
district,
and
that
includes
our
employees
as
well
of
art,
as
well
as
our
students
and
Families
okay
and
any
student
or
family
or
employee.
That
requests
a
quiet,
clean
private
place
to
pray
in
Boston's,
public
school
building
will
be
provided
with.
That
is.
B
N
B
We
are
continuing
to
do
cultural
competence
work
in
the
district
on
a
wide
variety
of
issues,
and
this
is
one
of
them
and
in
fact,
just
yesterday
our
team
was
reviewing.
We
got
some
excellent
suggestions
around
ensuring
that
our
school
employees
are
aware
of
the
implications
of
Ramadan,
which
is
starting
very
shortly
this
year
and
making
sure
that,
for
example,
that
there's
some
thoughtfulness
around
the
scheduling
of
M
casts
in
terms
of
lining
up
with
when
students
may
be
fasting
axel.
So
we
are
absolutely
thinking
about
those
issues
very
actively
day
to
day
and.
N
Then
I
guess
I
was
just
missing
the
the
slide
on
the
gender
breakdown
for
our
educators.
You
know
it's
just
my
old
eyes
here:
I
see
all
the
slides
on
a
race
and
we've
been
deep,
diving
on
that
and
I
and
I
know
councillor
Janie
had
referenced.
N
M
I
just
got
past
the
session
earlier.
Seventy-Five
percent
of
our
teachers,
a
female
and
twenty-five
percent
of
our
teachers
are
male.
Okay,.
N
Thank
you.
Thank
you,
okay
and
then
the
pregnant
workers,
Fairness
Act,
prompts
me
to
ask
a
question
that
you
know
we've
been
able
to
do
I've
seen
in
some
charters
and
I.
The
whole
point
of
charters
was
to
you
know
if
there
are
things
that
we
can
replicate
best
practices,
and
so
we
talked
about
teacher
retention.
You
know
one
of
the
things
that
I
see,
especially
for
our
younger
teachers,
is
that
we
they're
when
they
become
pregnant.
It
is
very
tough
to
get
them
back
after
they've
given
birth
to
that
child.
N
And
you
know,
that's
not.
You
know,
that's
a
problem
in
the
workforce
period,
but
I
hear
it
more
from
young
teachers.
I
wanted
to
keep
teaching.
So
you
know
there.
Some
charter
schools
have
made
it
possible
to
have
on-site
childcare
as
a
way
to
retain
their
young
teachers,
and
you
know
we're
raising
a
family,
and
you
know
have
a
lot
more
years
of
service
that
they
want
to
give
to
the
system.
But
childcare
is
a
real
issue.
It's
not
so
much
a
conflict
about.
Do
I
want
to
be
a
stay-at-home
mom
or
I
want
it's.
N
B
N
B
At
the
time
that
we
originally
received
an
influx
of
concerns
from
students
at
Boston,
Latin
School,
a
group
of
advocates
went
to
the
US
Department
of
Justice,
requesting
an
external
investigation
into
what
had
occurred.
Okay,
and
at
that
time
the
US
attorney
investigated
Boston,
Latin
School
and
in
the
end
they
found
that
there
was
one
incident
of
all
those
that
had
been
brought
forward.
That
was,
in
particular,
should
have
been
handled
differently
as
a
result
of
that.
So
this
was
not
a
legal
conclusion.
B
There
was
no
finding
a
legal
finding
against
Boston
Latin
School,
but
it
was
an
observation
that
was
made
by
the
department
and,
as
a
result,
we
entered
into
a
consent
agreement
with
the
Department
of
Justice.
That
essentially
requires
us
to
do
the
same
work.
The
office
of
equity
is
doing
in
every
other
school
and
plus
a
few
additional
things.
B
So
the
part
that's
common
to
all
of
our
schools,
including
Boston
Latin,
is
that
we're
working
close,
we're
training
all
of
our
administrators,
we're
training
our
students,
around
equity
protocols,
we're
giving
parents
opportunities
to
learn
equity
protocols,
we're
partnering
with
our
school
administrators
when
incidents
occur,
to
make
sure
that
they
are
addressed
sufficiently
and
comprehensively.
Some
of
the
pieces
that
are
a
little
bit
different
at
Boston
Latin
School
include
deeper
work
around
cultural
competence,
that's
mandatory
for
all
faculty
and
an
annual
racial
and
ethnic
climate
audit
by
external
auditors
for
a
total
of
three
years.
B
A
A
D
D
D
A
M
M
So
in
some
cases
it's
our
para
in
and
also
into
our
subs,
but
in
most
cases
because
of
our
pairs
being
full-time
bps
educators,
most
people
in
through
our
accelerated
community
a
teacher
program
and
it's
because
it's
Saturday
sessions
and
the
folks
can
also
be
in
the
classroom
and
also
continue
their
learning
in
on
Saturdays.
And
then.
A
G
M
Well,
as
you
might
have
heard
yesterday,
we
have
an
existing
high
school,
a
teacher
program
and-
and
he
says,
smile
it
only
because
she
and
I
worked
on
that
a
similar
program
a
couple
years
back,
but
we
continue
to
do
so.
We
recruit
our
high
school
students
to
become
educators.
We
recruit
also
high
school
mentors
that
are
both
educators
and
guidance
or
in
other
roles
in
the
district.
The
most
exciting
thing
for
us
going
forward
is
our
partnership.
M
With
city
year
we
were
partnering
with
city,
air
and
UMass
Boston
to
not
only
get
our
kids
excited
in
their
high
school
years,
but
Prevert
a
really
clear
path
for
them
to
pursue
an
undergraduate
degree
at
an
affordable
cost
and
connect
with
UMass
Boston
to
pursue
a
graduate
degree
at
no
cost
at
all.
At
debt-free
the
city
year
partnership
gives
our
students
a
year
a
gap
year
between
high
school
and
college
and
them
to
double
down
and
focus
on
what
content
and
also
what
grade
level
and
as
they
graduate
from
undergrad.
M
We
continue
to
connect
with
them
throughout
their
undergraduate
year.
So
you
will
see
a
lot
of
our
high
school
to
teacher
students
as
they
pursue
the
city
or
teach
boston,
city
or
pathway
in
and
around
Boston
Public
Schools
in
the
summer,
doing
internships
and
just
generally
learning
how
to
continue
to
be
a
great
educator.
A
A
D
A
M
I
would
say
that
one
of
the
things
that
we
do
well
is
provide
opportunities
for
professional
growth
and
development
for
our
educators.
So
you
heard
you
mentioned
the
master's
program.
That's
one
option,
but
we
also
in
our
office
have
opportunities
for
teachers
to
be
mentors
to
new
teachers,
so
our
BPS
Teaching
Fellowship,
we
recruited
six
amazing
educators
to
work
with
us
in
the
summer
as
coaches,
so
I
agreed,
I.
Think
there's
one
side
of
the
ledger
is
figuring
out.
M
Why
folks
leave
and
the
other
side
is
to
continue
to
provide
options
for
folks
to
see
themselves
developing
and
growing
in
Boston,
Public,
Schools,
and
so
those
are
those
high
school
of
teacher
mentors
are
individuals
whose
want
to
do
something
different
and
see
that
as
a
place
of
growth
and
supporting
our
future
educators.
Well,.
A
C
A
Those
teachers
and
I'd
say
most
of
them
are
more
veteran
teachers
yeah,
you
know
what
their
experience
is,
especially
you
know
towards
the
you
know,
into
the
second
half
of
their
career,
the
messages
that
that
creates
for
the
future
teachers.
Both
young
teachers
may
be
in
the
same
building
but
they're.
Also
our
kids,
who
are
thinking
about
that
profession,
because
I
think
having
having
happy
and
professionally
fulfilled
teachers
in
the
classroom,
will
help
grow
that
career
and
I.
M
A
Of
teaching
I
think
that's
it's
very
powerful,
but
that's
you
know
creating
the
appropriate
culture
for
teachers
in
which
to
perform
at
that
high
expectation
and
and
high
personal
fulfillment
yeah,
we'll
help
with
that
retention
and
also
growth
and
life
of
the
profession
as
a
whole.
Great
counsel,
Janie.
D
So
we
had
a
good
year
in
quotes
last
year,
but
you
know
and
I'll
tell
you
what
it
is
and
I'll
tell
you
the
numbers,
but
we
also
know
that
a
lot
of
this
is
dim
is
driven
by
demographics.
So
we
can
do
things
to
make
a
difference,
but
but
we
just
know
that
the
there
is
a
large
group
of
teachers
of
color
who
are
who
are
gonna
at
that
rank
and
we
did
have
a
reduction
in
the
number
of
sorry.
I.
Wouldn't
give
me
the
exact.
G
D
Of,
for
example,
between
October
2016
and
October
2017-
and
this
is
specifically
around
black
educators
who
exited
the
system
in
2016,
we
had
110
black
educators
exit
and
then
in
October
2017.
We
had
only
56
black
educators
exit
the
corresponding
numbers
for
Latino
educators,
51
2016
down
about
10%
to
46
in
October
of
2017,
so
those
are
specifically
for
for
all
exits.
D
So
so
there's
a
positive
number.
There
I
can't
and
I
think
that
I
know
this
is
because
exits
I
know
that
our
Miaka
and
we
aachen,
other
retention
programs,
are
having
a
positive
influence.
However,
we
also
know
the
demographics
drive
this
and
next
year,
I'm,
not
sure
that
the
numbers
I
don't
know
where
the
numbers
will
lie
so.
E
I
have
several
additional
questions,
but
I
think
I
am
hosting
a
hearing
on
teacher
to
diversity,
specifically
where
I
really
hope
that
we
can
dive
in
not
just
around
the
hiring
and
recruitment
piece
which
is
critically
important,
but
really
that
support
that
development,
making
sure
that
teachers,
you
know,
feel
supported
and
and
welcomed
that
we
are
not
creating
hostile
environments
in
the
workplace
that
they
have.
You
know
the
air
of
their
school
leader
right
so
I'd
like
to
kind
of
you
know,
I
want
to
get
into
the
pipeline.
E
A
N
You
know,
I,
remember
one
of
the
hearings
that
that
I
sponsored
around
improving
transitions
for
students,
receiving
special
education
services
and
one
of
the
moms
from
Spade
PAC
said
you
know,
inclusion,
isn't
a
seat
at
the
table.
It's
an
experience
right
and
so
in
terms
of
that
experience
and
to
councillor
Jamie's
point
it
being
one
that
is
more
supportive,
I.
Just
wonder
if
you've
ever
considered
an
adult
model
of
the
posse
program
where
people
where
folks
will
be
on
boarded
in
a
cohort
not
to
create
any
sort
of
separate.
N
M
M
I
think
that
one
place
one
environment,
multiple
experiences
and
one
of
our
existing
full-time
coaches,
supporting
them
for
the
year
and
the
outcome
is
really
strong.
We
have
as
the
life
of
any
of
the
six
teachers
we
had.
Five
of
those
teachers
will
be
returning
next
year
and
one
will
be
choosing
to
is
applying
for
other
positions,
but
their
experience
I
think
they
will
say
that
they
have
made
friends
for
life
and
having
the
first
year
together,
having
all
of
them,
communic
being
in
one
community.
M
With
their
same
coach,
we
had
dinner
with
I,
had
dinner
with
them
two
three
weeks
ago
and
they're,
a
group
of
multiracial
educators
at
the
Ellis
who
I
would
say
that
they
would
have
a
lot
to
say
about
their
experience
and
a
lot
of
it
has
to
do
about
the
value
of
the
cohort.
Again.
Remember:
a
school
leaders
select,
so
we
were
heavily
and
sharing
these
candidates
as
opportunities,
and
so
this
particular
school
leader
took
on
the
challenge.
And,
yes,
we
had
a
small
cohort
there
and
yeah.
It
was
a
yea
they
smile.
N
N
B
So
the
office
of
equity
conducts
very
systematic
training
and
education
programs
to
ensure
that
our
students,
our
families
and
our
employees
are
aware
of
equity
protocols.
We
have
information
about
equity
protocols,
for
example
in
the
student
parent
handbook.
We
have
a
requirement
that
school
leaders
make
intercom
announcements
each
year,
an
age-appropriate
language
about.
If
you
ever
feel
that
someone
is
talking
to
you
in
a
way
that
you
think
is
not
respecting
you
because
of
a
group
that
you're
a
member
of
this
is
what
you
can
do.
B
We've
worked
with
the
bus
and
Student
Advisory
Council,
so
there
is
an
equity
reporting
form
in
the
student
rights
app.
We
added
this
year
an
online
reporting
form
on
the
office
of
equity
website,
so
we've
been
just
attacking
this
every
way
we
can
and
I
think
the
results
are
very
obvious
since
we
had
your
to
date
and
we're
not
done
with
the
school
year.
Nearly
eight
hundred
concerns
brought
to
us
this
year
and
that's
compared
to
a
couple
of
a
couple
dozen
that
were
documented
the
year
before
this
team
started
our
work
and.