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From YouTube: Boston School Committee Meeting 10-6-21
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
C
A
Tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
may
find
tonight's
meeting
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org.
A
A
E
Thank
you
very
much,
madam
chair
good
evening.
Everyone,
my
name,
is
juan
bernal,
distinguished
guest.
I
am
the
spanish
interpreter
assigned
to
provide
consecutive
interpretation
for
spanish-speaking
school
committee.
Member,
miss
rafaela,
polanco
garcia,
while
the
other
two
spanish
interpreters,
mr
dominguez
and
mrs
barretto
will
provide
simultaneous
interpretations
throughout
the
event.
A
A
A
L
O
Q
A
Thank
you.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
supports
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
A
A
A
I
want
to
start
off
by
recognizing
that
october
is
bps
college
pride
month
and
I'm
happy
to
say
that
several
of
our
members
have
put
their
college
insignia
on
their
backgrounds
and
would
love
to
have
you
take
a
moment
to
quickly
introduce
yourself
in
your
college
and
we'll
move
forward,
and
hopefully
other
members
will
be
able
to
also
talk
about
their
colleges
at
our
next
meeting
so
miss
lapera?
Would
you
like
to
speak.
R
Thank
you,
madam
chair.
I
had
the
privilege
of
attending
boston
college
for
undergrad
and
it
was
an
incredible
experience
and
I
attribute
a
lot
of
my
community
service
and
dedicating
my
professional
career
to
a
lot
of
the
pieces
that
I
learned
being
at
boston
college,
so
excited
and
proud,
eagle
for
sure
great.
E
S
E
E
So
it
was
very
interesting.
It
was
very
interesting
because
actually
the
law
that
applies.
It
is
the
french
law
of
the
that,
basically,
it
is
given
there.
So
I
was
very
concerned
because
they
were
speaking
in
french
and
actually
well.
Everything
was
taught
in
spanish,
but
law
is
regulated
by
the
law.
French,
of
course,.
E
A
A
T
Sure
actually
miss
pongo,
garcia
and
I
just
started
learning
the
history
of
the
dominican
republic
and
I
didn't
know
that
the
french
code
applied
there
so
very
interesting.
I
went
to
harvard
college.
I
had
a
privilege
to
go
there.
I
really
enjoyed
my
time
there.
T
I
wanted
to
go
there
since
I
was
like
10
years
old,
and
so
I
was
happy
to
to
make
it
also
enjoy.
I
had
made
lifelong
friends
that
we
meet
every
sunday
night
by
zoom
now
on
all
different
walks
of
life
and
backgrounds,
so
yeah
very
much
enjoyed
my
my
experience
there.
Thank
you.
U
A
V
Like
miss
lopera,
I
am
very
proud
to
be
a
boston
college
eagle
and,
like
miss
mo
lopera,
I
attribute
a
lot
of
my
time
and
focus
on
community
service
from
what
I
learned
from
the
jesuits
of
service
to
others
and
to
whom
much
is
given
much
is
expected.
I'm
also
very
proud
to
receive
a
master's
in
business
administration
from
babson
college,
so
unfortunately,
I'm
not
as
advanced
as
ms
lapera
is,
and
miss
polenko,
garcia
and
dr
coleman
to
have
a
proper
background
on
my
screen.
A
Thank
you
is
mr
tron
with
us.
I
can't
see
him
sullivan
is
mr
tron
here.
A
Alrighty,
thank
you.
So
I
graduated
from
wheelock
college,
which
is
now
part
of
bu.
We
lock
and
I
was
trying
to
find
a
background
and
one
does
not
exist.
So,
mr
dr
coleman,
I
may
need
your
assistance
in
finding
an
appropriate
recognition
of
of
that
merger,
so
I
got
both
bachelors
and
a
master's
in
an
honorary
doctorate
from
wheelock
spending.
My
entire
life
around
early
childhood
education
and
early
childhood
leadership.
W
W
Then
I
got
my
specialist
degree,
which
is
a
degree
in
administration
and
leadership,
and
then
I
got
my
from
also
from
the
university
of
st
thomas
and
then
when
I
was
in
memphis
with
carol
johnson.
I
enrolled
in
my
doctoral
program
and
I
received
my
doctorate
in
leadership
and
policy
and
organization.
A
Wonderful,
as
you
can
see,
that
education
has
been
very
important
to
all
of
our
school
committee
members
and
our
superintendent,
and
I
know
that
we
are
doing
a
lot
of
this
month
in
at
all
levels
within
our
schools
to
have
our
teachers
and
school
leaders
and
others
share
with
our
students,
the
variety
of
colleges
and
programs
that
they
have
attended
and
also
helping
kids
to
understand
more
about
all
of
the
wonderful
schools
of
education
that
we
have
right
here
in
the
greater
boston
area.
A
So
hopefully,
as
this
month
goes
on,
we'll
be
able
to
hear
a
little
bit
more
about
the
kinds
of
opportunities
and
experiences
our
students
are
happening
having
during
this
month
of
college
exploration
as
well.
Thank
you
so
much
all
right.
We
will
now
move
on
to
the
approval
of
minutes
from
the
september
22nd
2021
school
committee
meeting.
At
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
september
22nd
2021
school
committee
meeting
as
presented
sarah
motion.
A
Thank
you
seriously.
I
think
I
heard
a
second
in
there
as
well.
Is
there
any
discussion
or
objection
to
the
motion.
X
V
A
W
Thank
you,
madam
chair,
and
thank
you
all
for
joining
us
tonight.
I'm
going
to
try
to
keep
my
report
as
brief
as
I
can,
but
I'd
like
to
create
some
recent
district
highlights
and
some
operational
updates
as
well.
So
I
want
to
thank
you,
madam
chair,
for
recognizing
college
and
career
month.
This
is
a
great
time
for
us
to
be
able
to
showcase
all
of
the
good
work
of
our
team
and
what
we
do
to
make
awareness
around
college
and
careers
within
boston,
public
schools.
W
It
marks
an
exciting
time
to
ensure
our
young
leaders
of
tomorrow
are
prepared
for
post-secondary
success
and,
amidst
the
pandemic,
it's
even
more
important
than
ever
to
develop
in
every
learner
the
knowledge,
the
skill
and
character
to
excel
in
college,
career
and
life.
Our
entire
district
offers
a
wide
variety
of
college
access
and
success.
Programs
and
the
goal
of
college
and
career
month
is
to
spotlight
these
initiatives
throughout
all
of
october,
making
sure
that
students
and
their
families
know
what
resources
are
available
to
them.
W
Bps
and
success.
Boston
will
be
sharing
a
number
of
events
and
activities
designed
to
encourage
all
students
and
their
families
to
begin
planning
for
a
passion-filled
life
after
high
school
as
early
as
possible,
and
to
encourage
students
to
engage
their
families
work
with
their
counselors
and
teachers
and
partners
and
mentors
and
their
journey
towards
achieving
their
goals.
W
W
W
W
W
Mr
mccarthy
also
founded
boston
baseball
camp,
which
provides
an
opportunity
for
the
children
of
various
neighborhoods
of
boston
to
make
connections
with
peers
and
learn
the
game
of
baseball
boston.
Baseball
camp
has
served
the
youth
of
this
city
since
1990
and
continues
to
this
day
and
what
a
wonderful
day
it
was
for
the
red
sox
last
night.
W
W
The
winship
school
received
this
national
honor
due
to
its
sharp
focus
on
cultivating
its
students,
identities,
interests
and
strengths
in
and
out
of
the
outside
of
the
classroom,
as
I
greeted
the
staff
parents,
caregivers
and
students.
During
my
visit
with
the
mayor,
there
was
a
warm
sense
of
community
and
family.
W
W
W
W
I'd
also
like
to
take
a
moment
to
recognize
educators
across
the
district
who
have
recently
received
awards
and
recognitions
for
their
dedicated
service
to
our
community.
Congratulations
to
marjorie
peta,
pre-k
teacher
and
candida
jay
mandu
mando.
Excuse
me:
mundo.
Arboleda,
spanish
language,
literacy,
teacher
for
this
life
program.
Two
amazing
educators
from
the
rafael
hernandez
k-8
school
in
roxbury
both
will
be
honored
at
the
latinos
for
education,
state
of
latino
education
conference
this
week
in
the
midst
of
latinx
and
hispanic
heritage
month.
W
W
W
As
you
know,
saturday
october
16th
kicks
off
bps
stem
week.
We
are
so
excited
to
have
a
district-wide
initiative
dedicated
to
stem
that
will
provide
bps
students
with
the
access
and
opportunity
to
explore
stem
content
that
is
relevant
to
their
school
communities
this
year.
The
theme
for
stem
week
and
for
the
design
challenge
is
how
do
I
improve
the
health
of
my
city
using
steam?
W
Bps
has
partnered,
with
boss
stem
to
support
educators
in
helping
our
students
explore
social
justice
and
civics
by
using
stem
as
a
lever
for
change
students
participating
in
the
stem
week.
Design
challenge
will
be
presenting
their
final
projects
and
findings
at
an
exhibition
hosted
at
franklin
park
zoo
on
october
23..
W
W
W
During
our
last
meeting,
I
updated
the
committee
on
the
leadership
transition
at
mission
hill
k-8
school
early.
Last
week
we
announced
valerie
lowe
as
the
interim
principal
for
the
school
year.
Ms
lowe
resides
in
the
community
and
is
a
retired
bps
principal
with
extensive
experience.
Miss
lowe
previously
led
the
curly
k-8
school
and
the
timothy
middle
school.
W
I
want
to
again
thank
margarita
muniz
academy,
head
of
school
dania
vazquez
for
her
stepping
in
and
last
month
to
support
the
mission
hill
community.
Through
this
really
difficult
time
of
transition,
retired
hail
principal
ms
romaine
teak
mills
will
continue
to
provide
additional
support
to
ms
valerie
lowe
to
the
mission
hill
k-8
community
on
a
part-time
basis.
W
W
W
W
As
I
want
to
give
an
update
on
advanced
work
class,
the
advanced
work
class
working
group
was
convened
and
they
held
10
meetings
from
april
through
june.
W
W
W
We
are
also
actively
interviewing
and
hiring
candidates
to
provide
proper
coverage
on
our
buses
and
safely
transport.
Our
students
as
bus
monitors
in
the
past,
one
to
two
weeks
transfer
transportation
has
submitted
51
candidates
for
hire
for
bus
monitors
and
three
monitors
have
been
fully
hired.
Our
team
is
also
working
to
consolidate
routes.
W
W
W
Bps
transportation
is
incredibly
complex
and
I
again
want
to
acknowledge
and
commend
the
transportation
team
in
particular
delavar
stanislaus,
on
their
continued
work
to
improve
miss
stanislaus
is
actually
receiving
the
henry
l
shattuck
public
service
award
at
7pm
this
evening
from
the
boston
municipal
research
bureau.
At
their
virtual
event,
it
is
so
well
deserved,
because
dell
and
her
team
work
day
and
night
to
implement
every
operational
improvement
that
they
can
in
service
of
our
students
and
our
families.
W
A
representative
from
the
esser
commission
and
a
representative
from
the
city
of
boston
of
urban
mechanics.
You
can
see
this
is
a
big
group,
but
we
feel
it
is
a
big
challenge
and
a
big
task
ahead.
To
begin
to
think
about
and
reimagine
boston,
public
schools
and
and
the
transportation
operational
issues
that
we
have.
Each
and
every
year
I
say
often
that
transportation
is
a
symptom
of
the
system
needing
to
be
fixed
and
order.
W
For
that
to
happen,
I
think
we
need
a
very
transparent
and
open
process
for
the
community
to
be
able
to
engage
with
the
very
challenges
of
the
the
the
difficult
decisions
we
need
to
make
about
some
of
the
things
that
have
been
troublesome
for
us
in
the
past.
W
W
W
W
We
also
have
covid19
testing
at
each
of
our
bus
yards
self-administered
testing
at
every
school
and
provide
regular
updates
on
how
to
access
free
testing
for
all
staff.
Members
bps
established
a
vaccine
clinic
last
spring
exclusively
for
our
workforce
and
has
hosted
dozens
of
back-to-school
vaccine
clinics
at
our
schools
over
the
last
several
weeks.
Bps
continues.
W
Excuse
me.
Bps
schools
are
hosting
additional
vaccine
clinics
in
the
coming
weeks,
and
I
know
there
was
one
today
at
binka
and
another
one.
Today
at
the
sumner
we
have
deployed
staff
to
our
central
kitchen
and
five
other
regional
hubs
to
support
collecting
verification
paperwork
and
assist
employees
with
uploading
their
documents.
A
A
A
I'll
start
with
dr
coleman.
U
Great,
thank
you.
Well,
a
big
rich
big
report.
There's
a
lot
there
and
thank
you.
Thank
you
for
the
little
detail.
I
particularly
want
to
appreciate
when
you
your
proposals
around
the
transportation,
because,
in
fact
that's
those
are
the
questions
I
was
going
to
be
asking
for
more
specifications,
so
I
look
forward
to
getting
you
know
getting
that
written,
and
so
I
go
over
more
detail
and
not
not
that
I'm
such
an
expert
that
I
can
see
what
you're
not
getting,
because
I
know
you're
consulting
a
lot,
but
I
want
to
get
this
get.
U
I
think
we
all
need
to
dig
into
that.
This
is
a
major
problem.
That's
been
for
a
long
time
and
we
need
to
be
educated,
well
educated
about
what's
going
on
in
consulting,
but
you
know
really
really
appreciate
the
breadth
of
the
committee
that
you're
trying
to
pull
together
for
that.
Because
that's
exactly
what
if
you
hadn't
said,
it
is
very
close
to
what
I
was
going
to
be
suggesting
we
do
so.
U
I
want
to
turn
to
the
area
that
that
that's
bigger
for
me
and
when
you
say
you
want
more
authority
to
move
forward
on
awc.
So
when
I
look
for
the
report,
I
could
I
saw
what
the
problem
was
with
awc
and
what
the
struggles
and
challenges
were
facing.
I
didn't
have
a
sense
of
what
kind
of
possible
solutions
you
were
proposing
and
if
we,
you
know,
we
what's
the
range
of
possibilities.
U
If
you
have
to
move
forward
with
an
immediate
decision,
because
everything
is
so
flux,
what
are
the
type
of
things
that
you
think
needs
to
be
done
to
continue
that
program,
particularly
the
work
that's
been
done
over
the
past
five
years
or
so
to
increase
equal
access
to
those
early
programs.
W
W
The
reason
that
I
am
not
bringing
a
policy
change
from
the
working
group
is
because
we
have
greater
work
to
do
because
of
the
exam
school
policy
and
the
requirements
within
the
exam
school
policy
to
do
esi
and
to
really
look
at
efa
expansion
and
to
incorporate
that
into
an
overall
academic
vision
for
rigor
at
grades.
Four
through
six,
and
I
want
to
give
dr
eccleston
the
time
to
meet
with
the
committee
and
hear
their
recommendations,
and
he
hasn't
had
time
to
do
that
just
yet.
W
So
I
didn't
feel
comfortable
bringing
it
forward
to
the
school
committee
at
this
time,
because
there's
just
too
many
moving
pieces
with
grades
four
through
six
and
the
overall
academic
work
that
we
want
to
do
so.
He'll
bring
that
forward.
He'll
meet
with
the
edith
and
john
and
the
entire
committee
hear
their
recommendations
and
then
we'll
move
forward
with
a
broader
vision
around
grades
four
through
six
and
how
we
address
the
advanced
work
class.
W
I
think
all
of
those
are
related
and
it
didn't
seem
appropriate
to
bring
just
a
piece
of
the
puzzle,
and
so
that's
why
I'm
asking
for
the
policy
to
be
where
we
just
retain
what
we
had
last
year,
where
we
don't
give
the
terra
nova
to
500
students
when
it
really
only
impacts
about
112
students
right
now,
and
we
allow
for
the
program
to
for
the
schools
that
have
aw
awc
to
make
those
decisions
at
the
school
level,
which
is
the
current
policy.
That's
in
place.
U
So
let
me
let
me
try-
and
I
got
that
right
so
you're
saying
that
we
we
accepted
a
new
proposal
a
year
or
a
year
and
a
half
ago
I
don't
remember
the
exact
date
and
you're
actually
an
extension
of
that
policy,
and
until
at
which
time
you
feel
that
the
the
your
team
could
put
together
a
a
long-range
policy
so
rather
than
reinstitute
an
old
policy
that
may
not
be
relevant
you're
asking
for
more
time
to
build
a
useful
and
equitable
policy
going
forward.
I
get
that.
T
Thank
you,
madam
chair,
so
actually
in
in
reverse
order
of
issues
that
dr
coleman
raised
so
on
awc.
I
I
think
I
understand
it
better
now,
but
I'm
actually
I'm
not
inclined,
though,
to
extend,
extend
the
waiver.
I
think
a
test
can
be
given.
You
know.
Kids
are,
as
I
learned,
kids
are.
T
You
know,
they're
being
tested
on
various
things
right
now,
so
I
don't
see
why
why
we
need
the
waiver
again
at
this
point
and
why
not
revert
back
until
or
you
know,
have
the
task
force
come
forward
with
their
recommendations
and
begin
begin
implementing
that
that
process?
It's
just
it's
just
a
timing
issue
or.
W
No,
we
don't.
We
don't
have
the
capacity
to
do
the
taranova
test,
and
so
we
weren't
planning
to
do
the
terra
nova
test
for
testing
everybody
when
it
really
only
impacts.
Such
a
very
small
of
the
population
and
the
temporary
policy
has
been
working
really
well
at
the
schools
that
have
awc
right
now,
and
so
we
just
figured
we'd
bring
forward
a
stay
put
for
this
year,
since
we
know
that
the
pandemic
is
still
really
impacting
learning
loss.
W
T
I
know
I
appreciate,
I
know
all
the
kids
are
taking
the
the
map
test
right
right.
W
T
Yeah,
okay,
and
so
I
because
I,
when
I
got
this
report,
I
didn't
have
a
chance
to
talk
to
folks
on
the
task
force,
but
they
feel
that
it's
fine
to
kind
of
have
this
waiting
further
away.
Or
are
they
anxious
to
get
these
recommendations
implemented
or.
W
Well,
I
think
that
the
task
force
members
would
like
to
see
us
just
not
have
awc,
and
I
think
that
that
has
to
be
just
reviewed
with
the
overall
academic
vision.
W
And
so
I
we're
just
not
quite
ready
yet
to
bring
those
recommendations
and
just
do
a
little
bit
more
vetting
with
the
community.
T
Okay,
all
right
and
then
on
busing.
I
appreciate
superintendent
again
mapping
out
that
this
is
a
systemic
issue.
T
I
will
say
for
my
colleagues
here
on
the
school
committee
that
this
is
about
as
big
as
of
an
issue
that
I
think
we're
going
to
deal
with
and
that
we
as
a
stakeholder
in
this
process
as
school
committee,
have
to
be
prepared
to
be
part
of
this
process
to
ensure
that
all
the
stakeholders,
the
mayor's
office,
the
city
council,
obviously
the
district,
you
know
labor
the
contractors
that
everyone
is
aligned
to
make
sure
it
gets
the
result
that
we
want,
which
is
to
have
our
kids,
arrive
at
school
and
arrive
at
home
safely
in
a
timely
way
that
that's
not
happening.
T
T
We
we
know
that,
and
we
really
need
to
be
at
the
table
as
as
one
of
the
key
stakeholders-
and
I
I
just
to
reiterate
what
I
said
at
the
last
meeting-
I'm
not
going
to
vote
in
favor
of
a
policy
or
of
a
collective
bargaining
agreement
with
respect
to
the
busing
policy,
until
until
I
have
in
in
writing,
verifiable
that
all
of
these
stakeholders
are
aligned
making
sure
that
the
fiasco
that
we
have
happen
every
year
and,
of
course
we
have
a
different
flavor
this
year
because
of
because
of
covid,
but
that
doesn't
happen
again
and
I'm
not
I'm
not
confident
that
we're
we're
anywhere
near
there.
T
I
know
elections
are
happening.
I
know
it's
an
issue
and
families
are,
you
know
reaching
out
to
the
other
stakeholders.
Families
are
reaching
out
to
school
committee
a
stakeholder,
and
we
really
need
to
make
sure
that
we
take
up.
We
take
a
leadership
position
on
this.
That
we
are,
you
know,
firmly
understand
all
the
pieces.
We
approve
the
policies
on
zones,
we
approve
the
policies
on
start
times
and
end
times
all
the
pieces
of
the
superintendent.
T
I
think
you
know
highlighted
for
us
at
the
end
of
the
day
we're
the
school
committee's
making
these
policies
right,
so
we're
responsible
for
very
key
pieces
and
obviously
the
other
stakeholders
are
responsible
for
their
pieces.
So
we
have
to
send
a
clear
message
to
them
that
you
know
we're
going
to
wrestle
with
these
issues
we're
going
to
get
a
hold
of
them.
T
I
do
recommend
that
we
have
a
task
force
complimentary
to
to
the
efforts
that
the
superintendent
is
doing,
not
you
know
not
to
supplant
or
duplicate,
but
so
maybe
something
for
our
retreat
to
talk
about
you
know
next
week.
This
is
such
a
critical
high-level
issue
that
we
have
to
be
ready
to
properly,
engage
in
this
constructively
engaged
in
this
and
and
come
to
a
solution
for
for
families.
So
thank
you.
Y
Hello
good
evening,
so
my
first
question
is
what
makes
bps
transformation
transportation
so
complicated
or
challenging?
Is
it
the
amount
of
students?
Is
it
where
they
live
et
cetera.
W
W
W
That's
one
piece,
I
think
the
other
piece
is
around
neighborhood
schools,
and
you
know
we
bus
about
27,
000
students,
and
so
that's
a
lot
of
students
on
buses,
and
so
looking
at
you
know
close
to
home
and
how
students
are
assigned
is
really
a
key
piece.
W
I
think
another
piece
is
start
times
and
tears
and
you
know
how
how
those
are
decided
and
walk
zones
the
state
it
requires
busing
for
any
student
over
two
miles.
We
do
it
at
one
and
a
half
miles,
so
we
have
more
students
on
the
buses.
We
also
bus
charter,
schools
and
private
school
students,
and
we
bus
out
of
the
city
and
into
the
city,
and
so
there's
just
a
lot
of
complications.
W
Not
to
mention
the
traffic
that
that
boston
has
so,
I
think,
all
of
those
are
really
tough
issues
to
talk
about
with
the
public
and
talk
openly
and
transparently
about
the
challenges
with
each
of
those
decisions.
So
I
appreciate
mr
de
rusho's
comments
about.
This
has
to
be
a
very
large
conversation
with
the
community
about
the
kind
of
schools
that
they
they
want
to
have
in
boston.
Y
Thank
you.
So
my
next
question
is
on
vaccination.
So
to
be
clear,
students
need
to
have
their
parents
con.
Are
the
parents?
Are
guardians
consent
to
receive
the
vaccination
from
bps?
Y
W
A
You
next
miss
polanco,
garcia.
Z
E
Within
the
community,
the
community
itself
there's
been
many
complaints
and
thank
you
very
much,
madam
chair
there's
many
complaints
in
the
community.
I
do
value
a
lot.
S
E
E
S
E
We
have
to
consider
that
there
are
multiple
families,
many
families
that
are
suffering
at
the
moment,
that
they
do
use
public
transportation
or
school
transportation.
I
do
have
to.
I
do
agree
with
them,
mr
religion.
We
have
we
need
to
have
these
conversations,
but
there
are
families
suffering
in
the
process
because
of
this.
E
According
to
the
report
that
was
read
by
the
superintendent,
madam
superintendent,
the
she
mentioned
that
51
potential
candidates
had
been
interviewed,
which
is
seen
as
a
good
thing.
E
I
get
a
little
bit
lost.
I
just
want
to
make
sure
that
I
do
understand
what
is
being
proposed
and
what
I
shared
correctly,
if
I
heard
correctly
51
potential
candidates
or
were
hired
for
that
in
the
process,
however,
21
had
been
removed.
I'm
a
little
confused
about
this.
I
need
to
make
sure
that
I
do
understand
this.
I
and
I
will
appreciate,
if
you
could
please
elaborate
on
this,
how
can
we
balance
the
situation
between
hiring
and
removal
at
the
same
time?
Where
are
we
in
the
process.
W
So
we
removed
21
routes
and
were
conduct
consolidating
the
routes
that
doesn't
mean
that
the
drivers
were
removed.
They
were
just
moving
to
other
buses,
so
we
took
those
out
of
the
equation,
which
then
gives
us
more
drivers
to
cover
more
routes.
W
And
I
don't
know
if
mr
depina,
you
have
anything
else
to
add,
and
if
that,
if
you
I
want
to
make
sure
that
you
understood
what
I
said:
miss
garcia,
yeah.
W
E
E
E
W
E
It
is
very
important.
It
is
very
important
that
I
do
have
to
insist-
and
I
do
have
to
emphasize
my
point
when
it
comes
to
communication.
It
is
imperative
that
the
families
know
if
there
is
a
delay
or
not,
and
how
sooner
what's
the
immediacy
by
which
the
families
are
going
to
be
told,
because
this
could
be
problematic,
is
an
unhealthy
situation,
not
knowing
that,
especially
if
it
happens
really
fast
in
the
pickup
times
in
the
morning.
W
Yeah,
I
I
know
I
don't
know
mr
depena
wants
to
talk
about
our
notification
process
and
how
we
notify
parents.
AA
Yes,
thank
you,
dr
celias,
and
good
evening,
members
of
school
committee
and
the
public
at
large.
So
our
communication
process
starts
very
early
in
the
morning
once
we
are
aware
that
there
there's
no
bus
coverage
for
the
particular
route.
This
we
find
this
information
out
about
six
a.m
in
the
morning,
because
that's
when
we
know
most
of
the
routes
are
covered
are
not
covered
and
we
begin
communications
with
families
at
that
early
time,
as
well
as
to
the
schools
to
inform
them
of
of
coverage
or
no
coverage.
AA
And
then
we
continue
that
communication
on
going
through
the
morning
until
we
reach
someone,
so
sometimes
it's
difficult
to
reach
from
families
in
schools.
So
we
continue
that
effort
in
the
afternoon
time.
We
follow
a
similar
process
in
the
afternoon
time.
We
do
want
to
stress
that,
because
of
where
we
are
now
with
the
reduction
in
the
number
of
buses
and
routes.
As
dr
sully's
mentioned
in
the
increasing
number
of
drivers,
we
are
at
a
way
better
place
on
coverage.
AA
We
have
about
approximately
two
routes
left
to
to
cover
and
we're
confident
that
we'll
get
that
done
and
resolved,
but
for
the
most
part,
around
communication
we'll
continue
to
communicate
with
families
in
the
afternoon
until
we
can
make
sure
there's
a
bus
to
cover
and
once
a
parent
or
or
guardian
knows
that
they're
able
to
pick
up
a
child
as
long
as
they
are
in
communication
with
the
schools
as
well
we're
in
communication
with
parents
in
schools
in
our
transportation
department
to
convene
the
coverage
and
getting
kids
back
home
from
school.
AA
So
again
we
continued
to
do
our
best.
We
also
urge
that
if
families
have
updated
contact
information
that
they
could
just
continuously
provide
that
to
schools,
sometimes
we
may
or
may
not
have
correct
numbers
and
we
try
to
talk.
Oh,
I'm
sorry
and
I
just
also
urge
that
families
continue
to
update
their
parent
contact
information
to
make
sure
we
have
the
correct
emails
and
our
phone
numbers
to
also
communicate
as
well,
because
sometimes
we
run
to
barriers
of
that.
Also.
So.
AA
But
thank
you
and
we
appreciate
your
concern
and
we
share
that
concern
and
we'll
ensure
to
focus
on
communication
as
much
as
we
can.
R
R
What's
up
yes,
perfect!
Thank
you
so
much
superintendent
for
that
report.
I
I
especially
want
to
thank
the
pieces
that
you
mentioned
around
all
of
the
factors
affecting
transportation,
and
I
think
we
also
really
need
to
be
thinking
about
facilities
and
the
impact
of
this
challenge
where
schools
are
located,
the
physical
state
of
structures
and
where
most
of
our
students
and
families
live
and
obviously
tied
to
this
is
also
the
quality
of
education
resources
available
at
each
school,
so
definitely
a
large
undertaking.
R
That
will
require
many
of
us
to
be
rowing
in
similar
directions
and
so
no
real
question
there,
but
just
apprecia
appreciation
for
for
that.
For
that
being
taken
on.
I
also
do
want
to
emphasize
miss
blanco
garcia's
point
around
communication.
R
I
know
that
this
is
something
that
you
all
are
actively
working
on,
especially
around
transportation,
but
I
feel
the
need
to
say
that
in
general,
there's
just
room
for
growth
in
this
area
for
for
boston,
public
schools,
to
make
sure
that
our
families
are
getting
the
information
that
they
need
when
they
need
it
and
that
they
have
enough
reaction
time
to
be
able
to
respond
to
that
communication.
Especially
around
transportation
and.
W
Then
can
I
say
one
thing
about
that,
of
course,
one
I
agree,
and
because
of
the
one
of
the
things
we'll
look
at
with
the
drivers
bid
is
that
you
know
we
have
105
standby
drivers
so
really,
if
they
all
show
up,
we
shouldn't
have
this
problem.
W
W
R
Agree-
and
I
appreciate
you
sharing
those
pieces,
I
can
tell
you
that
when
my
son
was
taking
the
bus
two
years
ago,
we
did
not
know
all
of
those
pieces
and
we
knew
that
we
were
having
issues
and
our
bus
just
wasn't
showing
up,
and
we
were
just
angry
with
bps
that
the
bus
isn't
here,
and
so
I
think
it
is
really
important
for
our
residents
and
folks
who
are
part
of
our
community
to
really
understand
the
challenges
and
also
how
they
can
be
a
part
of
resolving
some
of
that.
R
So
thank
you
for
for
sharing
that,
and
I
hope
that,
with
the
working
group
more
of
this
information
is
available
and
that
we
can
really
just
work
together
on
finding
those
solutions.
So
appreciate
that
now
the
other
piece
that
I
want
to
touch
on
was
around
pool
testing.
I
know
you
mentioned
some
of
the
implementation
challenges.
R
I
know
that
this
is
through
the
partnership
with
deci
and
cic
health,
and
so
I
just
want
to
understand
from
your
perspective,
how
is
the
state
responding
to
this
challenge
and
I
think,
honestly,
more
importantly,
how
are
our
communities?
How
are
communities
with
high
percentage
of
latinx
and
black
students
really
being
prioritized,
because
I
also
know
that
as
a
parent,
it
is
concerning
to
know
that
not
every
school
has
the
pool
testing
that
we
were
all
expecting
and
to
really
think
that
our
children
are
safe
in
schools.
W
It
has
been
a
challenge
and
a
daily
challenge
to
work
this
out.
The
state
is
responding.
I've
met
with
the
commissioner
and
his
staff
about
it.
Then
there
were
additional
staffing
resources
put
on
it.
That
has
not
been
actualized
the
way
that
it
was
supposed
to
be
and
so
I've.
W
I
talked
to
the
commissioner
again
and
asked
for
another
meeting
to
really
look
at
this,
because
you
know
we
were
told
that
boston
would
be
prioritized
and
that's
why
we
selected
to
continue
to
go
with
the
state,
and
so
we
will
continue
to
work
with
them
on
their
their
testing
and
they'll
continue
to
pressure
cic
health,
their
vendor.
W
W
R
R
I
think
the
last
piece
I'll
mention-
and
this
is
more-
I
guess
for
my
colleagues,
my
school
committee
colleagues-
we've
talked
we've
heard
a
little
bit
about
vaccine
mandates
with
our
teachers
and
I'm
wondering
when
we
begin
to
start
talking
about
a
timeline
for
mandating
vaccination,
not
solely.
AB
R
Our
teachers
and
staff,
but
also
with
eligible
students.
I
think
that
one
that
could
perhaps
be
encouraging
for
some
of
our
families
who
perhaps
are
hesitant
and
we
have
students
who
are
ready
or
interested
in
being
vaccinated,
but
they
need
help
in
making
that
happen,
and
so
for
my
colleagues,
I
think
that
this
is
something
that
we
need
to
be
considering
and
talking
about.
AB
V
Thank
you,
madam
chair.
I
want
to
be
respectful
of
time.
My
questions
and
comments
about
transportation
have
been
asked
and
answered.
I
do
echo
the
importance
of
communications
in
particular
on
that
miss
lopera.
Your
your
question
about
vaccine
mandates
is
interesting.
As
you
undoubtedly
know,
some
districts
are
starting
to
do
it.
La
is
one
of
the
first
to
do
it
now.
The
state
of
california
overall
is
going
to
be
mandating
it.
V
V
Some
families
are
obviously
concerned
about
the
experimental
nature
of
it
and
as
that
gets
approved,
and
particularly
what
happens
for
the
younger
students
so,
but
I
I
agree
with
you
that
I
think
we
should
be
watching
and
considering
very
closely,
because
it
does
provide
a
measure
of
support
for
families
and
in
line
with
that
superintendent.
You
mentioned
about
the
district
tracking
as
city
of
boston
asked
overall,
our
employees
who
have
vaccines
and
the
work
that
you're
doing
to
gather
the
data.
V
I
do
mention
that
it
is
very
difficult
to
go
on
to
the
city
of
boston
site
some
for
some
people
and
provide
the
information,
and
I
say
that
because
both
chair
robinson
and
I
had
difficulty
in
putting
our
vaccine
information
in
because
as
school
committee
members,
we
were
required
to
do
it
as
well
and
we
were
unable,
after
many
many
attempts
to
log
in
and
put
in
our
information
to
the
point
where
we
both
had
to
do
the
paper
process.
V
And
so
I'm
sensitive
to.
We
may
have
a
number
of
employees
that
have
the
same
difficulties
that
the
chair
and
I
had
on
that
so
and-
and
you
did
mention
that
you
were
reaching
out.
But
I
just
thank
you
to
employees
who
may
have
difficulty
in
offering
to
help
with
the
paper
process
and
then
implement
it.
Otherwise,
because
that
is
a
sticking
point
for
for
some
people.
V
And
I
again
I
only
speak
for
personal
experience.
I
know
the
chair
and
I
and
maybe
some
other
members
that
have
the
same
difficulty.
V
W
Thank
you
for
that,
bringing
that
up
again,
because
it
is
the
the
the
piece
that
is
really
troubling
for
me
is
that
you
know
we
see
the
same
equity
statistics
with
these
employees.
So
it's
a
higher
percentage
of
african-american,
latinx,
community
members
and
asian
members
and
their
hourly
employees.
And
so
we
have
been
trying
to
use
paper
to
make
sure
that
we're
providing
the
additional
support.
V
Yeah,
because
I
just
wouldn't
us,
I
will
caution
us
all
together
against,
assuming
that,
if
someone
has
not
put
in
vaccine
information,
it
means
that
they're
not
vaccinated.
There
may
be
people
like
the
chair
and
myself
who
had
been
vaccinated,
but
were
unable
technology
wise
to
have
the
system
accept
our
information.
So
thank
you
for
all
you're
doing
paper
and
otherwise
to
help
bridge
that
gap.
And,
lastly,
just
to
clarify
my
interpretation
of
what
you
said
about
awc
is
that
you
are
recommending.
V
We
keep
the
policy
in
place
that
you
asked
for,
and
we
agreed
to
last
year,
which
was
in
effect
to
allow
the
school
leaders
to
have
awc
decide
how
to
handle
it
on
a
la,
in
conjunction
with
their
school
site
councils
school
site
councils,
to
decide
how
to
handle
awc
invites
at
their
particular
school
because
of
the
difficulties
of
doing
terra
nova,
et
cetera.
W
That
is
correct.
We
are
talking
about
a
really
small
number
of
schools.
I
think
it's
four
schools,
the
quincy,
the
murphy,
the
orenberger
and
the
jackson,
man
school,
who
currently
offer
programs.
Many
of
them
have
figured
out
how
to
do
this
in
a
hybrid
fashion.
I
think
the
quincy
school
is
using
their
pre-ib
program
or
their
pyp
program
to
have
rigor
at
grades
four
through
six
for
all
their
students.
I
think
the
murphy
school
is
also
offering
this
to
everyone
and
then
in
the
ora
burger.
V
So
they're
each
deciding
a
different
way
that
works
best
for
their
school
and
their
school
community
and,
in
the
meantime,
you're
focused
on
taking
the
learnings
from
excellence
for
all,
which
I
think
had
some
real
promise
when
we
started
to
implement
it
a
few
years
ago
and
think
about
how
we
expand
this
district-wide.
So
thank
you
for
that
notification.
W
Yeah,
I'm
going
to
leave
that
up
to
the
academic
team
to
work
with
the
working
group
on
how
to
expand
efa.
I
think
that
there
were
some
implementation
challenges
with
that,
and
I
think
that
they're
wanting
to
do
some
reforms
around
that
and
it
makes
sense
if
we're
going
to
do
that.
We
might
as
well
also
do
awc
and
esi
and
the
overall
approach
to
grades
four
through
six,
as
we
think
about
the
overall
pathways
and
academic
vision.
V
W
And
that's
part
of
the
policy
that
we
are
looking
at
grades
four
through
six
and
we
also
have
to
revamp
our
grades
fifth
grade
and
sixth
grade
social
studies
and
science.
V
So
the
awc
recommendations
or
the
awc
task
force
recommendations.
One
ingredient
in
what
is
a
fairly
complicated
recipe.
V
V
A
Yes,
thank
you,
superintendent
and
members
for
your
questions.
I
just
have
one
quick
one,
dr
concellius,
could
you
just
give
us
a
quick
update
on
what's
happening
with
food
services,
I'm
interested
in
both
understanding?
How
are
we
doing?
I
know
we
still
have
some
shortages
and
also
how
schools
managed
around
with
the
tents
etc,
for
being
able
to
have
a
socially
distanced
lunch
for
their
programming
for
their
students.
W
Well,
with
everything
else
going
on,
it
has
been
also
a
really
big
challenge
around
food
nutrition,
as
you
probably
read
in
the
globe
with
not
only
staffing
challenges
but
supply
challenges
and
again
you
know
superintendents
across
the
nation,
feel
like
everything
is
being
thrown
at
them
right
now,
and
it
is.
It
is
quite
the
challenge.
So,
with
our
specific,
I
think,
we're
still
down
about
20
percent.
W
I
think
it's
a
little
more
than
that,
like
22
of
our
employees
in
the
food
nutrition
department,
so
it
is
really
challenging,
I
think,
we're
having
to
shift
to
pre-plated
meals
in
over
20
schools.
You
know
where
they
typically
would
have
my
way
cafe,
which
you
know
is
really
hard,
and
so
we
want
to
hurry
up
and
get
these
staffing.
We
have
done
everything
to
try
to
get
more
staff
in
these
positions.
W
I
think
residency
is
a
problem
for
our
our
employees,
but
it's
written
in
their
contract.
That
residency
is
required
for
our
these
hourly
employees,
and
I
think
that
that's
also
causing
some
challenge.
You
know
our
bus
monitors
are
paid.
You
know
22
dollars
for
a
ride
on
the
bus.
I
think
that
that's
challenging.
W
I
just
think
that,
structurally
fundamentally
during
the
pandemic,
we
have
realized
how
essential
our
hourly
employees
are,
and
I
think
that
you
know
this
is
something
that
we
need
to
take
up
across
the
nation
in
terms
of
public
education
and
how
we
resource
ourselves
and
how
we
compensate
our
employees
at
the
hourly
hourly
wages
as
an
equity
measure
too.
Many
of
them
are
our
families
right.
So.
A
W
Done
yes
and
the
challenging
thing
there
is
we
are,
you
know
we
have
the
all
of
the
employee
contracts,
and
so
we
have
all
of
the
considerations.
W
You
know
with
any
kind
of
adjustments
that
need
to
be
made
that
you
know
you
want
to
be
fair
and
to
all
of
your
employee
groups,
and
so
I
think
that
you
know
they
all
kind
of
go
together.
W
So
it's
you
know
a
two
percent
increase
to
someone
making
twenty
dollars
is
very
different
than
a
two
percent
increase
to
someone
who's
making
over
a
hundred
thousand
dollars,
and
I
just
think
that
there's
just
some
equity
and
and
parity
that
we
have
to
think
about
as
we
think
about
how
we
structure
our
contracts
in
the
future
right,
which
means
also,
I
mean
then
there's
there's
payoffs,
there's
trade-offs
for
us
right.
I
mean
all
of
these
things
come
with
trade-offs
and
so
there's
trade-offs
then
like
we
can.
W
If
we
want
to
do
something
like
that,
we
have
to
come
up
with
the
funding.
For
that.
You
know
across
all
of
our
employee
groups,
and
you
know,
then
that
means
we
can't
do
new
investments
in
athletics
or
other
things
that
you
know
our
facility
or
other
things,
maybe
facilities
a
different
pot
of
money
capital.
But
still
it's
just
you
know,
money
is
money,
so
it
you
know
it
is.
W
It
is
a
it's
a
balancing
act
of
of
these
types
of
decisions
that
have
to
be
made,
and
I
think
it's
important
for
the
public
to
know
all
of
these
really
tough
decisions
and
complexities
that
go
into
into
employee
contracts
or
into
operational
excellence,
or
into
all
of
these
things.
W
I
went
over
there
and
visited
and
walked
to
school
with
them
and
spoke
with
them.
We
continue
to
seek
out
new
space
for
emk.
We
had
a
spot.
That
was
really
a
great
area
for
them,
but
you
know
it
was
in
a
basement,
so
the
school
leaders
said
that
you
know
she
didn't
think
that
that
was
going
to
be
appropriate,
so
we
are
still
seeking
it
out
and
she
is
you
know
you
know
considering
and
thinking
about.
W
So
we
have
to
figure
out
the
long-term
solution
for
them
and
really
start
to
put
our
effort
there.
And
but
we
continue
to
work
with
the
emk
community.
We
have
a
realtor
who
is
working
with
us
to
try
to
scour
every
single
space
available.
So
I
know
last
time
I
was
speaking.
I
got
several
community
members
who
sent
some
ideas
and
we
explored
those
and
they
just
weren't
viable.
A
A
T
AB
T
AC
D
D
D
D
D
D
N
C
AD
AD
I
want
to
highlight
that
ken
jenny
said
when
signing
this
order.
Signing
in
in
the
order
is
easy.
We
need
to
take
the
steps
necessary
to
understand
our
complicated
history
to
make
sure
that
we're
lifting
up
those
who
for
too
long
have
been
marginalized
and
that
we
create
space
for
of
us
to
enjoy
the
city
of
boston,
social
latina.
Youth
leaders
have
been
advocating
for
the
removal
of
columbus
that
we
acknowledge
that
indigenous
people,
who
islam
has
told
me
that
the
terrible
history
of
our
nation.
AD
We
need
to
make
sure
that
students
properly
understand
this
complicated
and
tragic
history.
We
know
that
when
history
is
not
thought
is
repeated.
The
story
of
u.s
history
has
been
completely
one
sided
when
addressing
indigenous
people.
We
are
left
in
the
shadows.
Bps
needs
to
do
better
and
host
indigenous
people
curriculum
days
and
teachings.
D
Thank
you
very
much
I'll
now
invite
our
interpreters
to
offer
support
for
our
next
set
of
speakers.
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony
school
committee
member,
ms
polanco,
garcia,
will
receive
spanish
interpretation
by
phone
when
testimony
is
being
presented
in
a
language
other
than
english
or
spanish.
AB
Z
Z
F
My
name
is
ileana
montalbo.
I
have
I'm
the
mother
of
two
children
that
were
attending
mission
hill.
Unfortunately,
I
had
to
take
them
out
of
the
school,
because
my
my
kids
were
threatened
to
death.
The
threats
were
directly
at
them
that
they
were
going
to
kill
them.
F
Z
Z
F
I
want
to
thank
dania.
She
was
a
great
support
for
me
and
for
my
family
she
helped
the
move,
my
kids
from
one
school
to
another
and
do
they
transfer
smoothly.
However,
I
did
not
receive
any
any
word
on
what
happened.
You
know
what
was
the
end
of
this.
You
know
these
threats
and
it
is
a
concern
for
me
because
I
want
to
know
the
the
outcome.
What
happened?
Why
was
this
happening
to
my
kids,
my
family
and
also
is
this
happening
to
other
kids
in
mission
hill,
which
could
be
a
possibility.
Z
F
Another
concern
that
I
had
in
mission
hill
was
about
a
teacher
that
would
bring
nail
polish
to
the
school
and
encourage
the
students
to
to
polish
their
nails.
I
put
a
complaint
about
that.
I
didn't
agree
with
that.
However,
I
never
received
you
know
any
any
reports
or
any
answers
about
it,
see
you
guys.
Z
F
Okay,
this
is
this
is
my
main
concern.
You
know
that
I
didn't
receive
the
the
reports
either
way,
and
I
know
danny
is
doing
a
great
job.
You
know,
and
I
am
raising
my
voice
to
support
the
children
in
mission
hill,
because
that
school
is
in
great
need
of
support
and
help.
D
D
Thank
you.
Thank
you.
Both
you're
welcome.
Thank
you.
Our
next
speaker
is
nicole.
Wang
nicole
will
be
using
a
mandarin
interpretation.
If
nicole
is
with
us,
please
raise
your
hand
virtually
and
zoom.
M
AE
You
hi
I'm
sorry.
This
is
my
first
time
so
I
just
have
been
to
boston
for
a
few
years
and
my
I'm
trying
to
move
from
suburban
to
boston,
so
I'm
trying
to
name
my
daughter
to
attending
like
the
middle
school,
which
is
famous
for
so
now.
I
just
want
to
know
when
we
can
start
the
application
it's
just
kind
of
get
nowhere.
AE
D
AE
Oh
okay,
so
where
are
you
supposed
to
get
the
application
and
just
fill
in
the
application
and
that's
it
and
then
waiting
for
the
poll
or
what
I
supposed
to
do
because
they
can
say
I
don't
want
to
miss
it.
It's
like
some
something
like
I
want
to
still
able
to
get
everything
done
and
properly
so
just
go
to
go
to
the
website,
get
an
application
and
fill
out
applications.
It's
a
way
is
that
right.
D
Very
good,
we
do
have
your
information.
Thank
you.
Okay,
thank
you.
Our
next
speaker
is
salika.
Soto.
F
And
I
and
I
live
in
the
south
end
los.
S
F
The
workers
for
the
community
that
engage
the
community
from
my
point
of
view.
They
need
to
have
more
training
to
be
able
to
engage
the
families
in
a
more
proper
way.
F
This
should
have,
they
should
have
good
access,
it
should
have
equity
and
it
should
have
a
good
training.
P
So
we
need
a
quality
interpretation
and
parents
need
more
than
48
hours
to
be
able
to
access
these
meetings.
Sorry,
I
just
had
to
provide
better
interpretation,
something
else.
P
F
S
F
F
And
I
haven't
heard
about
the
requirements
of
the
the
safety
distancing
measures
or
I
haven't
learned
that
there
is
any
remote
learning
classes.
P
Yes,
I
can
send
this
in,
I
will
send
it
in
in
spanish
and
in
english,
but
the
language
access
was
not
appropriate
here,
and
I
know
there
are
some.
You
know,
spanish-speaking
members,
that
did
probably
understand
what
I
was
trying
to
say,
but
interpretation
needs
to
be
offered
on
in
a
equitable
and
also
it
needs
to
be
a
quality
interpretation.
P
This
is
why
I
decided
to
do
my
testimony
in
spanish
today,
although
I
speak
fluent
english.
Thank
you.
D
AF
AF
AF
AF
Yes,
the
bps
has
operated
a
dual
system,
an
excellent
education
for
a
few,
mostly
white
and
privileged,
and
an
unfair
education
for
mostly
low-income
children
of
color.
Yes,
the
bps
has
filled
many
of
our
children.
However,
the
historical
educational
record
in
promoting
quality
and
equity
for
the
commonwealth's
public
schools
has
been
much
worse.
They
have
always
provided
sufficient
resources
for
white,
wealthy
communities
and
negligent
treatment
and
funding
for
low-income
communities
of
color.
AF
AF
AF
AF
School
system
creates
policies
and
practices
with
an
equity
lens.
Commissioner
riley
wants
to
be
selected.
Schools
wanted
to
be
selected
superintendent
of
schools
in
boston
wisely.
He
wasn't
even
a
finalist.
Mr
riley
is
pissed,
mr
commissioner,
get
over
it.
Thank
you.
Q
Q
I'm
nancy
lesson:
retired
occupational
health,
specialist
member
of
mass
kosh
health,
technical
committee,
mother
of
a
bps
high
school
teacher,
grandmother
of
four
bps
elementary
school
students.
I
live
in
jamaica
plain.
I
have
concerns
about
needed,
permanent
ventilation,
filtration
systems
and
heating
cooling
systems
to
address
airborne
viruses
and
climate
change,
about
covid
testing,
contract
contact,
tracing
and
notification,
bus
transportation,
lack
of
remote
option,
but
I'll
hone
in
on
one
the
need
for
outdoor
meals
nationwide,
5.9
million
children
have
tested
positive
for
covet
19..
The
number
of
new
cases
is
high
850
000.
Q
Over
the
last
four
weeks
last
week,
children
were
over
26
percent
of
reported
weekly
cases.
It's
unknown
how
this
virus
harms
children's
long-term
health
boston
is
a
cdc,
designated
high
transmission
area.
Many
students
are
not
in
the
weekly
pool
tests,
since
some
are
over
one-third
of
all
in
massachusetts.
Infected
with
covid
have
been
fully
vaccinated,
while
vaccination
is
important.
Additional
protective
measures
are
essential.
Q
Q
Last
year,
schools
received
large
tents
that
stayed
up
for
the
season
now,
with
delta
variant,
more
kids,
more
understaffing
schools
got
pop-up
tents
to
put
up
and
take
down
daily,
while
some
schools
now
have
children
eat
outside
even
without
tents.
Many
do
not.
I
heard
two
phrases
when
discussing
this
with
the
bps
ombuds
person.
We
have
to
learn
to
live
with
the
virus
and
the
benefits
of
in-person
learning
outweigh
the
risks.
Neither
excuses
bps
from
failing
to
do
what's
needed
to
reduce
covid19
transmission,
not
take
a
lunch
break.
Q
AG
Did
I
manage
to
get
in
okay,
okay,
john
mudd,
cambridge
massachusetts,
member
of
the
boston
network
for
black
student
achievement
and
the
ell
task
force
as
you
review?
What
will
no
doubt
be
a
sobering
mcas
report
on
student
performance
and
achievement
gaps
later
tonight?
AG
AG
AG
Your
former
colleague
when
the
school
committee
says
this
issue
of
teacher
diversity
is
a
question
of
priorities
and
the
bps
pays
only
lip
service
to
it.
Teacher
diversity
must
be
a
priority
that
pervades
the
system.
If
we
are
ever
to
see
systemic
change.
That
means
the
teacher
diversity
must
be
highlighted
as
a
priority
by
you
as
a
school
committee
by
the
superintendent.
It
can't
just
be
left
to
the
office
of
human
capital
and
school
leaders.
AG
Finally,
there's
the
issue
of
scale
that
I'm
quoted
as
emphasizing
boston
has
many
innovative
teacher
development
in
pipeline
programs,
but
they
are
producing
very
small
numbers
of
new
diverse
teachers
in
classrooms.
I
saw
in
the
article
there
has
now
been
an
allocation
of
about
a
million
dollars
of
esser
funds
annually
to
improve
teacher
diversity.
AG
That
is
not
in
any
of
the
original
proposals
and
is
to
be
applauded,
but
as
good
as
that
is,
how
will
it
be
used
and
is
it
enough?
Are
we
laying
the
groundwork
that
will
be
needed
to
improve
student
performance
and
overcome
achievement
gaps
with
the
urgency
that
this
calls
for?
Thank
you
for
hearing.
AH
AH
During
my
family's
first
five
years
at
mission
hill
school,
I
was
a
fairly
active
parent.
I
participated
in
parent
council
when
I
could
supported
our
annual
book
sale
and
joined
classroom
activities,
but
I
avoided
a
leadership
role,
partly
due
to
the
time
commitment.
While
we
had
a
new
baby,
my
daughter
who
just
started
at
mission
hill
in
kindergarten,
but
much
more
because
in
my
experience
the
school
was
thoughtfully.
AH
AH
Our
governing
board
has
been
put
in
the
position
of
having
to
fight
to
preserve
the
founding
principles
and
commitments
of
our
school
and
my
conscience.
Won't.
Let
me
sit
on
the
sidelines,
having
benefited
immensely
from
mission
hill
school
from
its
diversity,
its
democratic
principles
and
its
restorative
justice,
justice
practices.
AH
D
AJ
N
AI
Lovely
dog,
my
name-
is
sharon
kelleher,
I'm
a
resident
of
charlestown.
I
have
a
student
at
boston,
latin
and
I
have
a
student
at
the
warren
prescott.
AI
I
understand
that
we
didn't
have
school
students
in
schools
last
year
when
it
was
at
its
coldest,
but
right
now
we
have
open
windows,
lack
of
heat
and
kids
getting
rained
on
and
want
to
know
from
a
policy
perspective.
Whether
bps
is
intending
to
upgrade
upgrade.
Dress
codes
address
this,
how
this
is
going
to
be
handled
so
that
when
we
get
to
the
bitterest
coldest
months
in
january
and
february,
our
kids
can
feel
safe,
but
also
not
die
from
the
cold,
especially
since
there
are
some
equity
issues
involved
as
well
in
terms
of
learning
loss.
AI
I
have
yet
to
hear
a
district-wide
plan
on
how
to
address
that.
I
understand
that
you're
talking
about
academies
in
february
and
april,
what
about
now
what's
being
done
at
the
district
level
to
try
and
address
learning
loss
for
all
of
the
students
who
missed
out
so
much
over
the
last
15
to
18
months,
and
I'd
also
like
to
understand
why
esther
funding
is
being
handled
at
the
school
level
and
not
the
district
level
to
address
some
of
the
real
systemic
problems
that
we
have
in
terms
of
improving
the
schools.
AI
AI
AI
I
don't
understand
why
updates
are
now
being
back
behind
public
comment
as
opposed
to
right
after
the
superintendent's
report,
and
I
also
understand
that
there
are
some
people
who
feel
like
there's
too
much
public
comment.
My
answer
to
that
is
many
of
the
committee.
Members
have
been
there
for
a
long
time
as
long
as
well
as
the
administration
and,
quite
frankly,
it's
only
because
of
remote
school
meetings
that
were
allowed
to
attend
and
provide
comment
on
what
we
think
is
abysmal
performance.
Thank
you
very
much
for
your
time.
I
appreciate
everything
that
everyone
does.
AI
AL
AK
And
I
would
like
to
know
like
what
is
going
on,
what
have
they
done
about
it.
D
Ms
figueroa,
we
do
have
your
contact
information
and
someone
from
the
superintendent
staff
can
follow
up
with
you
offline
to
have
a
conversation.
AK
F
AM
Sorry
good
evening,
everyone
and
thank
you
for
your
work.
First
of
all,
I
will
read
my
comments
just
for
the
sake
of
time.
I
want
to
make
sure
that
I
have
the
two
minutes
to
express
my
ideas:
I'm
an
educator,
a
parent
and
an
immigrant
that
chose
to
settle
in
boston
because
of
the
role
of
culture
and
education
in
this
city.
AM
AM
AM
AM
Instead,
I
would
prefer
the
adoption
of
a
win-win
model
rather
than
seeing
a
group
of
children
left
behind
the
eight
socio-economic
tiers
are
still
not
clear,
and
this
is
my
second
point.
I
would
appreciate
more
transparency
around
the
data
used
to
define
this
criteria,
and
finally,
this
is
a
more
general
comment
from
the
point
of
view
of
the
public
administration.
AM
AN
Good
evening,
respectful
committee
member
and
the
superintendent
eliminator
oxford
parent
of
two
kids
volume
bls,
the
other
one-
is
the.
L
AN
Grader
waiting
to
join
the
exam
school,
so
I
have
a
question.
I
know
there
will
be
a
simulation
presentation
afterwards,
my
daughter,
we
are
leaving
investor
february
in
zone
a
my
daughter
is
in
a
school.
That's
not
in
a
part
of
the
school
started
with
10
bonus
points.
So
it's
a
general
question.
AN
It's
for
my
daughter,
she's,
a
top
in
the
class
op
op,
all
a
pluses
in
all
her
subjects
and
doing
well
in
everything,
but
she,
unfortunately
in
a
school
that
without
the
10
bonus
point
it's
she
still
have
a
chance
to
go
to
exam
school,
any
exam
school.
So
it's!
This
is
also
the
question.
AN
I'm
asking
for
a
lot
of
other
parents
that
in
the
same
situation,
so
based
on
the
current
policy,
the
school
without
the
10
10
bonus
point
have
zero
chance,
any
kids
in
the
class,
no
matter
how
good,
how
bad,
how
good
they
are,
have
zero
chance
to
go
to
the
exams
exam
school,
any
exam
schools.
I
think
it
does
not
and
that's
not
fair,
so
can
superintendent
just
assure
us.
AN
We
can
resolve
this
issues.
Thank
you.
AP
Charlie
kim
resident
of
the
north
end
and
parent
of
two
bps
students
I
come
tonight
as
a
board
member
of
the
special
education
parent
advisory
council's
bedpack
spedpac
is
required
under
massachusetts,
general
law.
We
advise
the
district
on
matters
pertaining
to
education
and
safety
of
students
with
disabilities,
that
is
over
11
000
students
or
approximately
one
quarter
of
the
population
of
bps.
AP
The
massachusetts
general
law,
however,
stopped
short
of
granting
sped
pack
the
ability
to
hold
the
district
accountable.
That
responsibility
falls
on
this
body.
The
school
committee
on
may
26
2021
sped
pack
presented
to
this
committee,
bps
compliance
failures
and
open
items.
I
come
today
to
sadly
report
that
over
a
month
into
this
academic
year,
the
compliance
failures
and
open
items
have
dramatically
grown.
AP
The
department
of
academics
is
operating
in
its
third
year
without
a
special
education
strategic
plan,
and
there
appears
to
be
over
50
million
dollars
of
cares
and
essers
funds
earmarked
for
special
education
unaccounted
for.
Where
is
the
chief
internal
audit
executive,
this
committee
approved
for
hire
on
march
27
2019
to
account
for
this
money
right
now.
I
personally
believe
we
parents
have
exhausted
all
local
administrative
remedies.
AP
AP
X
My
name
is
ruby
reyes
and
I'm.
The
executive
director
of
the
boston
education,
justice
alliance
and
dorchester
resident
on
monday
beija
hosted
a
town
hall
with
parents,
students
and
educators.
Exploring
the
continued
growing
needs
of
reopening
parents
talked
about
the
ongoing
bus
issues
of
receiving
last-minute
notifications
that
they
would
not
that
they
would
have
to
figure
out
how
to
get
their
child
home
from
schools.
X
Families
receive
an
automated
call
at
1pm,
giving
them
only
a
few
hours
to
find
alternative
ways
of
getting
their
child
home.
There
are
no
solutions,
suggested
or
alternate
resources
being
provided
for
some
families.
What
bps
uses
an
inconvenience
means:
loss
of
employment
and
or
income
for
working
families.
X
At
the
bayesia
town
hall,
we
were
also
joined
by
president
of
the
bus
drivers
union,
who
shared
that
a
main
issue
is
the
design
of
the
routes
themselves.
This
is
an
issue
that
needs
ongoing
support
with
the
bus
drivers
squarely
at
the
table.
Other
parents
talked
about
the
need
for
better
communication
on
contact.
Tracing
parents
have
received
calls
from
the
boston
public
health
commission
explaining
that
their
child
may
have
been
in
contact
with
the
person
who
has
tested
positive
for
kovid.
X
There
is
little
direction
or
information
being
offered
to
families
about
what
their
next
course
of
action
should
be
aside
from
taking
their
child
to
a
coveted
testing
site
and
waiting
to
see
what
happens
beyond
the
lagging
needs
of
pandemic
response.
There
is
a
need
for
central
office
to
prioritize
the
fostering
of
parent
and
student
involvement,
infrastructure
and
training.
Family
liaisons
need
to
receive
more
training
on
how
to
support
parent
leadership
development,
so
they
can
ensure
parent
counsel,
school
site,
council
work
and
student
governance
is
fostered
and
supported.
X
This
will
streamline
communication
decision
making
at
the
school
level
is
vital
to
a
thriving
school
community,
and
cultivating
trust
is
largely
based
on
how
you
are
implementing
the
solutions
parents
are
providing,
but
that
leadership
development
has
to
happen
at
the
school
level
and
it
is
currently
not.
The
revised
bps
code
of
conduct
does
not
use
restorative
justice
as
an
overall
cultural
shift
across
the
district.
Restorative
justice
requires
a
commitment
on
the
part
of
central
office
in
order
to
create
full
community
shifts.
That
won't
happen
unless
it
is
prioritized
by
by
leadership.
D
AQ
AQ
We
were
enslaved
for
another
150
years
in
1783,
cork
walker,
an
enslaved
african
sued
his
owner
for
his
freedom,
despite
desegregation
black
students
continue
to
fight
for
racial
and
educational
equity
in
bps,
black
students
are
assigned
to
under
resourced
understaffed,
underfunded,
segregated
schools
and
bps
fails
to
hire
retained
black
educators.
Despite
a
court
order
during
desegregation
bps
created
the
mckinley
schools,
four
separate
special
education,
therapeutic
schools
for
students
with
emotional
impairments,
black
males,
comprise
the
highest
population
and
face
the
harshest
treatment.
AQ
AQ
Meanwhile,
white
policy
makers
craft
a
bps
plan
in
code
of
conduct
freely
ignoring
the
crisis
at
the
mckinley
schools,
which
makes
a
total
mockery
of
the
racial
equity
tool.
Black
educators,
whom
research
of
firms
get
better
results,
are
restricted
from
impacting
real
change.
They
are
dismissed,
ignored
or
set
up
in
possible
working
conditions
with
no
power.
Some
leave
not
surprising
black
families
in
boston
also
seek
alternatives
to
bps.
AQ
Here
are
four
recommendations
for
immediate
change.
One
construct
a
black
agenda
to
address
the
historical
racialized
trauma
inflicted
upon
black
students
prior
to,
during
and
in
the
aftermath
of
boston's
desegregation,
including
racial
barriers
that
continue
to
impact
black
families
and
whole
communities
intergenerationally
to
hire
and
retain
retain
black
educators,
including
central
office
staff,
who
have
the
power
to
make
change
three,
create
an
equity
infrastructure
with
the
power
to
enforce
and
use
the
racial
equity
tool
and
apply
consequences
and
build
inclusive
school
communities.
And
finally,
I
echo
what
my
friend
carl
charlie
kim
said.
AQ
I
in
additionally
state
enlist
a
highly
qualified
special
education
leader
with
lived
experience
and
a
proven
track
record
of
success
to
ensure
black
students
are
not
misclassified,
segregated
miseducated
and
dumped
into
settings
that
gaslight
them
into
the
school
to
prison
pipeline.
Thank
you.
This
district
will
not
improve
until
you
do
write
by
black
students.
Thank
you
very
much.
AR
Thank
you,
boston,
school
committee
and
the
superintendent
for
allowing
me
this
opportunity
to
speak.
My
name
is
marci
carmody.
I
reside
in
charlestown
and
have
three
children
in
bps
schools,
I'm
here
to
continue
to
draw
attention
to
the
transportation
issues
that
plague
bps
even
after
a
month
into
school.
AR
AR
AR
AR
AR
AR
AS
AL
AL
Last
meeting,
thank
you
for
the
opportunity
to
speak
last
meeting.
I
spoke
about
my
family's
experience
at
mission
hill
school
and
this
meeting.
I
would
like
to
express
that
I
I
do
not
pretend
to
speak
for
everyone.
I
realize
that
each
family's
experience
is
different
and
I
am
very
proud
of
the
diversity
of
opinions
and
experiences
shared
here
this
time
and
last
time,
because
good
leadership
requires
discussion.
AL
These
are
serious
incidences,
but
very
rarely
did
the
superintendent's
office
become
involved
in
any
of
them.
So
let's
be
real.
The
delayed
investigation
of
a
family's,
very
real
and
painful
experience
seems
to
be
of
opportunistic
timing
to
the
continued
dismantling
of
an
autonomous
school
is
that
about
control
is
sameness
more
important
than
democracy.
AL
Democratically
run
institutions
may
be
messy,
but
our
children
need
to
learn
how
to
participate
in
them
if
they
are
to
participate
in
our
society,
then
again,
that
might
not
be
your
point
of
view.
Considering
you
are
an
appointed
committee.
Let's
remember
that
the
only
elected
member
of
the
school
committee
is
not
allowed
to
vote
for
mission.
Hill
democracy
is
central.
AL
D
D
AO
Good
evening,
good
evening,
my
name
is
manuka
zampanakis
and
I
am
a
proud
father
of
two
incredible
bbs
students.
Two
went
to
a
to
a
public
school,
not
here
in
the
united
states
in
greece,
where
I
grew
up
there,
you
you
go
to
the
school
that
is
assigned
to
you,
based
on
your
address
and
usually,
if
you
live
in
a
city
or
a
town,
it's
in
walking
distance.
AO
This
day
I
still
joke
around
with
those
a
couple
of
those
parents,
good
friends,
now
about
those
comments
and
our
kids
are
12
years
old.
All
these
years
have
been
asking
the
same
question.
Why
are
we
only
talking
about
three
schools?
It
was
so
nice
to
hear
you
say
the
same
thing.
A
few
weeks
ago,
madam
chair,
there
are
over
26
000
students
in
grades
6
to
12
of
bps
the
three
schools
that
everyone
is
talking
about,
accounting
for
6
000
of
them.
AO
That's
20
000,
kids
that
go
to
schools
that
no
one
that
has
been
complaining
to
you
giving
testimony
in
the
last
year
and
a
half
about
exam
schools
seems
to
want
to
send
their
kids
to
all
those
unhappy
angry
disappointed.
Parents
aren't
complaining
about
not
being
able
to
go
to
the
infamous
bls,
dla
and
obrient
they're
complaining
because
they
feel
that
they
don't
have
a
better
option.
AO
AT
Thank
you
good
evening.
My
name
is
sarah
wharton,
I'm
a
bps
parent
of
two
kids.
We
live
in
the
north
end.
My
eldest
is
in
third
grade
and
my
younger
son
is
in
k2
for
the
past
three
years.
I've
been
involved
locally
at
our
school
and
we've
been
so
lucky
to
be
at
a
school
that
gives
our
students
what
they
need
to
excel.
AT
My
husband
and
I
are
big
advocates
for
public
schooling
and
we
felt
like
we
won
the
lottery,
maybe
better
the
powerball
honestly,
when
our
eldest
got
a
seat
at
boston,
public
schools
for
k2,
and
we
were
lucky
enough
to
get
placed
at
the
elliott
and
then
that
knowledge.
Let
us
know
that
our
younger
son
would
be
able
to
follow
and
we
could
plan
and
invest
in
our
future
in
our
community
in
the
city.
AT
AT
A
true
pleasure
of
our
experience
at
the
elliott
is
that
we're
an
inclusion
school
that
real-life
exposure
of
varying
personalities
and
abilities
breeds
a
compassion
and
understanding
that
we
can
all
agree
is
we
need
much
more
of
in
the
world
today
discovering
there's.
Only
one
inclusion,
high
school
in
the
bps
system
was
such
a
disappointment
for
us
and
I'm
voicing
a
very
strong
hope
that
by
the
time
my
young
sons
are
taking
their
next
steps
out
of
the
elliot.
That's
no
longer
the
case,
and
we
have
more
inclusion,
high
schools
to
offer.
AT
We
have
vibrant
communities
and
vibrant
parent
communities
in
all
of
our
public
schools
at
bps,
and
we
often
share
between
each
other
informally
trying
to
help
each
other's
schools
as
much
as
any
involved
parent
can.
But
when
it
comes
down
to
it,
we
need
deep
innovation
to
come
from
these
power
structures
that
you
all
are
involved
in
to
make
the
actual
large
changes.
Let's
begin
to
move
forward
in
new
ways
to
give
all
of
our
high
school
students
excellent
choices
they
deserve
for
their
years.
Thank
you
for
your
time
and
thank
you
for
your
work.
AU
AU
I
want
to
stress
that,
while
classroom
libraries
and
the
public
library
branches
have
a
role
to
play,
they
cannot
and
should
not
be
used
as
substitutes
for
school
libraries.
A
staffed,
well-stocked,
curated,
culturally
relevant
school
library
has
thousands
of
books
at
all
reading
levels.
All
topics
and
with
an
emphasis
on
supporting
each
school's
curriculum.
AU
AU
I
will
close
with
sharing
an
interaction
I
had
just
the
other
day
with
one
of
our
freshmen.
This
student
on
his
very
first
visit
to
the
library,
was
adamant
that
he
hated
reading.
He
is
now
in
the
library
multiple
times
a
week,
checking
out
graphic
novels
and
he
shared
the
other
day
that
he
thinks.
Actually,
he
does
like
to
read
and
he
told
me
he
had
never
been
in
a
school
with
a
library
before,
so
he
never
had
a
chance
to
find
the
books
he
actually
enjoys.
AU
AV
So
I
this
my
name
is
amy
wyeth.
I
am
the
co-chair
of
the
edward
m
kennedy
academy
for
health
careers,
high
school
parent
council.
AV
I've
spoken
to
this
committee
before
and
I
really
appreciate
all
of
you
listening
to
the
comments
from
myself
and
many
people
from
the
school
who've
spoken
to
you
about
the
new
building
or
our
need
for
a
new
building,
and
I
just
wanted
I'm
here,
because
I
wanted
to
share
a
couple
of
stories
now
that
I've
actually
been
inside
this
building
at
the
endicott
school,
which
is
temporarily
housing,
our
11th
and
12th
graders,
and
I
do
hopefully
think
that
it's
going
to
be
temporary.
AV
The
first
story
is,
I
had
to
go
to
the
building
for
a
meeting
earlier
this
week.
So
this
is
my
first
time
into
the
building
and
the
meeting
was
with
one
of
the
school
deans
and
we
unfortunately
had
to
wait
several
minutes
for
a
space
to
meet,
because
he
informed
me
he
doesn't
have
his
own
office.
AV
So
when
we
finally
did
get
into
an
office,
the
office
had
walls
that
did
not
extend
to
the
ceiling.
So,
even
though
it
was
a
meeting
on
a
private
subject,
it
was
something
that
could
be
heard
throughout.
You
know
for
anyone
who
happened
to
be
standing
on
the
other
side
of
the
wall,
this
was
also
an
issue
in
the
former
northeastern
building.
AV
Who
knows
me
through
the
parent
counsel,
who
told
me
that
her
she
said
the
teachers
really,
if
you
give
them
more
ability
to
prepare,
they
will
do
better
and-
and
she
said
right
now-
I'm
preparing
my
lessons
in
a
broom
closet
and
with
a
mop
literally
next
to
me,
as
I'm
sitting
there
preparing
my
lessons,
and
the
third
story
I
just
would
like
to
share
is
that
my
son
has
told
us
that
he,
since
the
start
of
the
school
year,
has
witnessed
two
crimes
in
this
neighborhood,
one
where
a
kid
was
hit
by
a
car
which
I
think
you
might
have
heard
of.
AV
It
was
because
it
was
in
the
news
and
the
other
where
he
said
it
was
a
mugging
and
someone
got
mugged
for
his
moped.
So
so
you
know,
I
know,
that's.
There's
a
number
of
neighborhoods
in
boston
that
aren't
terribly
safe,
but
it
kind
of
is,
is,
is
upsetting
when
you
hear
this
kind
of
story
from
your
child
and
then
you
see
the
school
and
by
the
way,
there's
no
library
in
this
school,
and
I
totally
support
the
librarian
who
just
spoke.
AV
It's
great
wonderful
would
be
wonderful
for
the
emk
students
to
have
a
library
and
space
for
their
health
assisting
classes,
and
so
I
would
just
continue
to
ask
that
you
please
do
everything
you
can
as
a
school
committee,
to
pull
out
the
stops
and
help
us
fund
the
fine,
sorry,
the
building
that
we
need
for
all
of
our
students
and
for
the
long
term.
Thank
you
so
much.
AV
AW
AW
AW
AW
To
the
four
talented
teachers,
I
understand
the
travesty,
that's
happening
to
you
and
thus
the
mission
hill
community
too,
a
few
squeaky
wheels
bulldozing
through
does
bps
have
a
clue.
Do
you
get
the
ramifications
of
what
you
do
in
the
least
your
response
is
negligence
at
the
most
justice
is
well
overdue:
superintendent,
casilius
in
the
school
committee.
AW
A
Thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
extremely
important
to
us.
Our
first
action
item
this
evening
is
an
in-kind
donation
from
the
langling
foundation
of
26
keyboards
and
accessories
with
the
total
estimated
value
of
50
000.
A
None
superintendent
can
somebody
just
give
us
a
quick
brief
update
on
how
this
donation
came
to
be
and
how
it
will
be
ultimately
used.
A
Okay,
thank
you
and
I
just
know
how
much
how
important
having
the
arts
to
our
schools
at
all
levels
are-
and
this
is
you
know,
quite
a
wonderful
donation.
So
thank
you
very
much
for
making
sure
that
this
can
happen
if
there
are
no
further
questions
I'll
entertain.
A
motion
to
approve
to
approve
this
grant.
AC
A
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion?
U
T
AC
AC
A
A
Okay
hearing
none,
I
will
entertain
a
motion
to
approve
the
grants,
as
presented
sir
motion
so
hoped.
Thank
you.
Is
there
a
second.
B
T
AC
AC
B
A
Thank
you.
I
just
want
to
let
everyone
know
that
I've
pulled
the
action
item
of
the
revised
bps
code
of
conduct
from
the
agenda
tonight.
There's
still
a
few
questions
and
feedback
that
we're
asking
the
district
to
incorporate
and
they're
working
to
incorporate
that,
and
we
will
bring
this
item
back
before
you
at
a
future
meeting.
A
Moving
on
our
final
action
item
is
the
library
services
strategic
plan
covering
the
period
from
20
2022
to
2026..
A
W
Well,
thank
you,
madam
chair.
As
you
can
tell,
I
am
extremely
excited
about
library,
services
and
having
a
library
at
every
bps
public
school,
as
you
heard,
from
the
public
commenter
in
the
library
and
from
fenway
today,
how
just
important
it
is
and
from
our
own,
ms
mercer,
and
how
it
sparked
her
imagination
and
has
really
set
her
up
for
success.
W
V
V
All
right
just
real
quickly,
superintendent.
I
just
want
to
reiterate:
I
am
supportive
of
this.
I
also
encourage
you,
as
I
said
last
week,
and
I
know
you
are
to
really
think
about
how
to
avoid
funding
pitfalls
on
the
essa
funding
and
that
we
work
the
library
the
increases
in
salaries
into
the
regular
budget.
V
I
just
feel
an
obligation
to
make
sure
to
say
that
for
the
record,
I
also
feel
it
important
to
say
that
I
really
appreciated
the
librarian
from
the
fenway
school
who
spoke
this
evening
and
said
that
her
students
had
already
checked
out
a
thousand
books
so
far
this
year,
and
I
just
that
brought
the
biggest
smile
to
my
face
hearing
that
so
and
look
forward
to
hearing
that
in
many
many
more
of
our
schools.
Because
of
these
actions.
W
Mr
o'neill
to
the
school
committee,
I
want
to
assure
you
that
I
am
thinking
about
sustainability
with
the
budget.
You
know
I
shared
before
that
it
is
our
operations
budget
that
is
the
ongoing
expenses.
However,
esser
does
allow
for
us
to
build
an
infrastructure
and
buy
the
collections
that
we
need
to
buy
the
shelving
that
we
need
to
buy
the
printers
and
the
checkout
systems.
W
I
mean
all
the
things
that
would
make
a
librarian,
and
possibly
even
some
facility
changes,
I'd
love
to
see
us
partner
with
a
business
and
adopt
a
library
type
of
program,
but
in
the
fy23
23
ongoing
budget.
As
you
know,
we
have
36
million
dollars
left
of
the
100
million
dollar
commitment
from
the
city
in
our
three-year
budget.
It
is
within
there
that
we
will
purchase
the
librarians,
and
so
that's
where
we
plan
to
put
in
the
staffing
costs
it's
wonderful.
W
This
is
also
true
of
athletics,
so
you
know
you
see
in
the
esser
budget
the
athletic
increases.
We
had
a
testifier
earlier
talking
about
athletics.
We
plan
on
ramping
up
our
athletics
avery
has
brought
forward
an
incredible
expansion
of
our
athletics
for
students.
This
is
one
of
the
things
students
said
that
they
wanted
and
we
will
pay
for
coaches
and
the
ongoing
costs,
but
we'll
upgrade
our
athletic
materials
and
equipment
with
ether
with
esser
funding.
A
Thank
you.
Thank
you,
superintendent.
If
there
are
no
further
questions
I'll
entertain
a
motion
to
approve
the
library
services,
strategic
plan,
26
2022-2026,
presented
sarah
motion
who
moved
thank
you
is
there
a
second.
AB
T
AC
V
A
Miss
thank
you,
mr
sullivan.
Our
first
report
this
evening
is
the
district's
2021
mcas
results
at
this
time.
I'd
like
to
invite
monica
hogan,
bps
senior,
executive
director
office
of
data
and
accountability
to
please
be
present
a
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
some
opening
comments.
W
Madam
chair
I'd
like
to
just
thank
monica
hogan
and
the
entire
office
of
data
accountability
for
their
work
under
chief
mitchell,
also
for
their
summaries
that
they'll
be
providing
this
evening.
I
do
want
to
just
speak
to
the
caution
of
interpreting
these
results,
given
some
of
our
students
took
it
remotely,
some
of
our
students
took
it
in
person
and
also
the
fact
that
the
test
was
different
than
in
prior
years,
because
it
was
shortened.
W
I
know
that
ms
hogan
will
share
with
you
all
of
these
limitations
of
the
of
the
test
itself
and
even
within
all
of
that,
the
results
show
that
we
have
some
work
to
do
and
that
some
of
our
students
suffered
more
than
others,
and
so
we
will
continue
to
work
on
our
academic
recovery
plan.
Our
esser
investments
and
our
operational
supports
that
we
put
in
place
for
our
students,
both
their
social,
emotional
well-being,
as
well
as
their
academic
success.
AX
Thank
you,
superintendent
and
thank
you
school
committee
members.
I
want
to
start
with
adding
some
additional
context
to
what
the
superintendent
just
shared
around
the
changes
that
were
made
to
the
mcas
administration
this
year,
so
first
students
in
grades,
three
through
eight,
took
only
one
session
of
the
mcas
assessment.
AX
Approximately
half
took
session
one
and
half
took
session.
Two
students
in
these
grades
were
also
permitted
to
take
the
mcas
remotely
if
they
were
learning
at
home,
rather
than
in
person
in
grade
10
were
required
to
take
the
mcas
in
person
due
to
the
competency
determination,
graduation
requirement,
unlike
in
grades
three
through
eight,
the
test
in
grade
10,
was
not
shortened.
AX
AX
AX
AX
AX
AX
AX
Similarly,
there
were
declines
in
the
math
achievement,
an
sgp
but
again
larger
than
an
ela
math
achievement
for
all
students
decreased
by
10.5
scaled
score
points
again.
The
trend
for
all
major
student
groups
was
a
decline
with
the
smallest
decline
again
for
students
with
disabilities
and
the
largest
decline
for
english
learners.
AX
AX
AY
Thank
you
monica
for
presenting
this
information.
Your
analysis
with
your
colleagues.
I
want
to
share
my
personal
sort
of
opinion
that
there
is
significant
work.
Obviously,
after
hearing
this
data,
we
have,
we
have
work
to
do
as
a
system
to
ensure
that
all
of
our
students
are
provided
access
to
a
high
quality,
excellent
and
equitable
education,
and
I
take
personal
responsibility,
along
with
the
team
members
and
the
academics
team,
to
work
to
very
quickly
ramp
up
to
support
our
schools
to
ensure
that
our
students
get
what
they
need,
both
academically
and
socially.
AY
We
also
have
to
ensure
that
our
students
are
getting
access
to
the
academic
supports
they
need
in
real
time.
We
have
to
work
extremely
hard
to
partner
with
schools
to
ramp
up
to
ensure
that
the
tier
1
instruction
that
all
students
are
being
accessed
that
have
access
to
are
aligned
to
the
standards
at
the
grade
level.
AY
We'll
be
monitoring
student
progress
with
through
the
administration
of
the
map,
growth
assessment
in
both
reading
and
math,
which
the
window
for
that
has
now
opened
and
results
are
coming
back
and
we'll
be
sharing
those
not
only
with
our
educators
and
developing
those
customized
intervention
plans
for
students,
but
also
ensuring
that
that
information
is
being
shared
with
families
at
home.
So
they
have
so
that
our
families
have
real-time
information
about
student
progress.
A
Thank
you.
I'd
like
to
open
it
up
to
questions
from
the
committee.
Could
you
please
give
me
your
virtual
hand?
Thank
you.
We'll
start
with
miss
miss
mercer.
Y
AX
That's
correct:
the
state
for
this
class
of
10th
graders
has
not
changed
the
graduation
requirement,
and
so
the
test
was
the
full
length.
Y
So
my
follow-up
question
to
that
is:
why
was
the
mcat
still
taken
in
a
pandemic,
while
students
were
still
learning
mostly
remote
and
there
was
a
chance
of
running
loss.
AX
That's
a
great
question:
we
are:
we
were
required
to
administer
the
mcas
by
the
department
of
elementary
and
secondary
education
and
the
the
rationale
that
was
shared
was
wanting
to
better
understand
across
the
commonwealth,
the
impact
of
the
pandemic
on
student
learning,
and
so
that
was
a
decision
that
the
state
department
made.
That
of
that,
we
needed
to
give
the
mcas
and
the
changes
in
administration
that
were
possible.
AX
So
they
tried
to
make
it
more
accessible
by
allowing
grades
three
through
eight
to
take
the
test
remotely
and
shortening
the
length
for
grades
three
through
eight
as
well.
Y
So
another
question
that
I
have
is:
why
was
it
taken
as
a
graduation
requirement,
rather
than
a
map
test,
to
see
where
students
were
where
students
are
compared
to
the
previous
classes,
to
see
where
students
are
lacking.
Y
Thank
you.
Another
question
that
I
have
is:
why
was
the
decline
in
math
so
high.
AX
That's
a
great
question,
and
I
will
I
will
start
and
dr
ecclestone
or
dr
caselias
feel
free
to
join
in
the
way.
Math
content
is
taught.
It
is
the
the
sequence
of
topics
depending
on
the
grade
level
and
area
does
not
always
build
on
each
other.
AX
The
same
way
that
ela
skills
build
on
each
other
year
over
year,
so
students
had
were
more
likely
to
miss
certain
content
areas
with
the
disruption
due
to
coven,
which
I
think
is
one
of
the
contributing
factors
around
the
decline
in
math
versus
the
decline
in
ela.
But
I
will
also
defer
if
dr
eccleston
or
dr
cassellius
like
to
add
anything.
AY
It's
a
it's
a
brilliant
question.
Thank
you
for
that.
I,
I
would
agree
with
miss
hogan's
analysis,
around
sort
of
the
standards
and
the
content,
sometimes
not
building
on
each
other
as
well
as
it
does
an
ela
which
makes
it
sort
of
more
complicated.
AY
I
would
also
add
that
the
the
at
least
my
understanding
of
of
the
mcas
historically
has
been
the
vast
majority
of
standards
that
are
assessed
in
ela,
come
from
three
major
standards,
which
are
called
key
ideas
and
details,
so
sort
of
essentially
the
comprehension
standards
that
are
attached
to
ela
in
math
they're,
assessing
a
much
broader
range
of
standards
which
are
called
major
work
of
the
grade.
W
I
would
only
add
that
around
teacher
practice
and
teaching
of
mathematics
when
you
observe
teachers
teaching
mathematics,
particularly
at
the
younger
grade
levels,
they
often
use
many
manipulatives
and
tools
to
teach
mathematics.
They
also
are
often
clearing
up
confusion
and
turning
to
an
entire
remote.
W
Model,
I
think
quickly
through
in
into
a
kind
of
question.
Teachers
need
to
completely
revamp
how
they
taught
the
subject
and
their
pedagogy
meaning
their
instruction
had
to
quickly
shift,
and
therefore
students
may
have
missed
some
content,
while
teachers
were
learning
how
to
convey
to
a
zoom
room.
The
ideas
of
of
mathematics.
Y
Thank
you.
So
my
final
question
is
for
the
students
that
took
them
cast
in
a
pandemic
in
field.
Will
they
be
able
to
retake
the
test.
AX
Yep
so
for
high
school
students
who
failed
the
mcas
in
10th
grade,
they
will
have
the
opportunities
to
take
the
retest
similar
to
how
students
have
the
opportunity
to
take
the
retest
prior
to
covid,
which
is
typically,
I
think,
four
or
five
different
opportunities
in
their
four
years
of
high
school.
AK
U
U
You
know
clear
presentation
on
the
disaster
we're
dealing
with
and
how
and
it's
nice
to
know
that,
given
the
state
we
may
not
be
functionally
far
behind,
but
we
know
what
this
means
for
kids,
learning
and
loss
and
and
and
the
demands
this
puts
on
us
going
forward,
and
we
can
kind
of
hope
for
a
false
inflation
jump,
because
once
they're
back
in
school
they're
going
to
do
better,
but
it
does
speak
to
the
the
risk
that
all
people
all
our
kids
are
at.
U
So
I
want
to
ask
a
couple
questions
that
are
about
the
problem.
Solving,
because
we
can.
We
can
spend
a
lot
of
time
on
the
problem,
but
we
all
know
we
have
to
look
at
the
problem.
So
one
is
you
know
what
is
the
thinking
about
being
more
precise
in
understanding
what
we
call
achievement
gaps?
U
AX
So
I
think
there
are
a
couple
questions
there,
dr
coleman,
that
I'll
try
and
answer
so
one
with
the
shift
from
the
what
we
call
the
legacy
mcas
to
the
next
generation
mcas,
the
bar
for
proficient
and
advanced,
has
changed
to
meeting
our
exceeding
expectations
and
those
standards
have
been
sent
in
a
way
to
indicate
college
and
career
readiness,
as
opposed
to
readiness
for
high
school
graduation,
which
is
sort
of
how
the
legacy
mcas
was
thought
about
in
terms
of
standard
setting.
AX
So,
while
not
a
perfect
measure
by
any
means,
I
do
think
that
was
some
of
the
intention
around
the
standard
setting
for
mcas
that
we
can
think
about
as
we
think
about
these
measures.
In
relation
to
your
gaap
question.
AX
AX
We
will
be
administering
the
nape
assessment
this
year
in
2022
and
so
we'll
be
able
to
understand
student
performance
in
boston
compared
to
urban
districts
across
the
country,
as
well
as
large
city
districts
across
the
country
and
bail
to
better
understand
our
performance
there.
So
I
think
gap
measuring
is
complex
and
there
are
certainly
a
number
of
different
ways
that
we
can
think
about
that,
and
I'm
happy
to
do
some
more
of
that
thinking
and
come
back
at
a
later
meeting
to
talk
through
that
in
more
depth.
W
No,
I
was
just
going
to
point
out
what
ms
hogan
said
about
the
next
generation
mcas
and
the
previous
tests
that
preceded
the
mcas
next
generation
and
just
how,
with
every
iteration
of
the
tests,
the
standards
and
the
cut
scores
are
risen,
and
so
it
gets
harder
and
harder
and
harder
for
our
students
to
pass
these
tests
every
time.
There's
a
new
revision,
because
typically
the
standard
setting
is
going
to
a
higher
bar,
and
so
you
know
I'm
54
years
old.
W
You
know
it
goes
back
to
the
you
know,
sra
test
that
I
used
to
take
when
I
was
a
little
girl,
but
you
know,
which
are
were
more
formative
in
nature.
R
Thank
you,
madam
chair.
I
appreciate
the
the
data
and
yes,
it
is
quite
sobering,
a
question
that
I
have
around
the
acceleration
or
the
work
being
done
to
accelerate
learning.
W
That's
a
really
good
question
and
you
know
one
of
the
things
that
parents
said
with
the
sr
funding
is
they
want
to
have
before
and
after
school
programs,
and
so
we
want
to
implement
more
before
and
after
school
programs
and
so
I'll
be
working
with
monica
roberts
and
her
team
and
her
successor
as
we
plan
out
and
expand
our
before
and
after
school
programs
and
which
partners
we
can
work
with
on
that.
But
we
put
in
place
additional
funding
for
esser
funding
in
order
to
get
that
going.
W
W
Obviously
all
of
these
workers
are
hourly
workers
with
extended
day
programs
and
before
day
programs,
I'm
in
conversations
with
the
ymca
boston
after
school
beyond
and
trying
to
figure
out
how
we
can
you
know
stage
up
some
sooner,
especially
with
schools
where
we
know
it's
really
needed
in
terms
of
after
school
and
then
doing
like
hoops
and
homework,
and
other
programs
like
that.
W
R
Yeah,
I
appreciate
that
we
are
lucky
in
boston
to
have
so
many
amazing
non-profit
partners
who
are
in
the
communities
doing
this
work.
So
I
appreciate
you
looking
at
that
option,
the
last
piece
that
I
want
to
mention.
It's
not
so
much
a
comment,
but
I
suppose
an
observation.
R
I
think
miss
mercer
really
had
some
great
questions
around
the
mcas
and
I
think
it
is
important
to
state
that
I
really
want
us
to
think
about
how
we're
supporting
all
students,
but
particularly
I'm
concerned
about
those
10th
graders
last
year
now
juniors,
who
did
not
pass
the
mcas.
R
As
we
all
know,
there
were
and
are
some
real
challenges
to
what
students
and
families
face
and,
as
you
just
mentioned,
superintendent
axillius
cassilius,
especially
around
math
teachers,
basically
had
to
adapt
rapidly
and
rethink
curriculum
and
their
form
of
instruction
in
a
far
less
than
ideal
state.
R
And
so
to
me
what
I
hear
when,
when
I
think
what
I
think,
when
I
hear
that
is
it,
many
of
our
youth
were
tested
on
something
that
they
weren't
in
many
cases,
probably
taught,
and
so
that
seems
a
bit
unfair
that
this
is
going
to
be
held
against
them
as
a
graduation
requirement.
W
I
think
that
is
accurate
assessment
and
I
think
that
we
that's
our
challenge
ahead
with
dr
eccleston
to
ensure
we
have
a
plan
for
every
student
and
that
they're
able
to
succeed.
I
know
our
school
leaders
are
working
with
their
educators
to
look
at
their
data
to
dig
into
it
more
so
the
the
formative
data
that
we're
seeing
now
and
being
able
to
get
a
better
handle
on
where
they're
at
right.
Now,
after
having
a
couple
months
of
instruction,
appreciate.
R
W
Thank
you
so
much
one
of
the
things
you'll
also
see
in
the
fy
23
budget,
since
I'm
talking
so
much
about
it.
This
evening
is
counselors,
because
I
think
we're
going
to
need
academic
counselors
to
support
our
students
in
in
high
school,
particularly
middle
to
high
school,
and
this
is
something
that
the
chair
has
asked
me
to
focus
on.
T
Thank
you,
madam
chair,
and
just
a
kind
of
a
follow-up
question
on
english
language,
learners
and
kind
of
just
seeing
that
same
data,
and
seeing
that
that
was,
you
know
even
more
significant.
What
is
our
understanding
of
of
you
know
why
you
know
the?
Why,
on
that
and.
T
W
But
I
know
for
a
fact
that
when
we
turned
quickly
within
a
couple
days
to
shut
down
school,
it
took
us
a
while
to
get
the
computers
out
and
then
it
took
a
while
to
get
wi-fi
up,
and
you
know
so
that
families
had
access
to
the
wi-fi
and
the
computers
and
then,
of
course,
to
try
to
do
a
zoom
room
and
have
interpretation,
services
and
understanding.
You
know
there
was
a
significant
barriers
for
our
el
learners
in
a
remote
environment,
just
incredibly
challenging
pandemic
experience
for
many
of
our
el
learners
I'll.
W
Let
drew
speak
about
what
he
has
planned
for
the
el
learners.
AY
Yeah,
thank
you.
I
am,
I
think
some
of
this
is
short
term,
and
some
of
this
is
long
term.
In
the
short
term,
we
are
prioritizing
our
investments
that
focus
deeply
on
our
multilingual
learners
and
our
multilingual
learners
with
disabilities,
as
well
as
our
students
with
disabilities.
AY
That
will
be
evidenced
through
the
investments
that
we'll
make,
through
acceleration
academies
through
tutoring
options
and
we'll
be
investing
in
schools
and
in
programs
that
are
specifically
focused
on
the
needs
of
our
of
our
english
learners,
our
multilingual
learners,
as
well
as
our
multilingual
learners
with
disabilities
and
students
with
disabilities,
so
that
is,
that
is
the
focus
of
the
of
this.
Of
of
the
investments
we're
making
relative
to
intervention
work.
We've
invested
in
a
large
number
of
virtual
tools.
Things
like
lexia
to
support
specifically
are
multilingual
learners.
AY
These
are
sort
of
research-based
intervention
tools
to
really
support
our
students
and
in
the
long
term,
as
we,
you
sort
of
as
we
signaled
in
our
in
our
most
recent
el
task
force
meeting.
I
think
there
seems
to
be
agreement
from
the
district
and
from
the
el
task
force
to
really
increase
access
to
native
language
instruction,
particularly
driving
content
through
native
language.
I'm
personally
committed
to
that.
T
I
appreciate
that
and
just
a
just
a
reflection,
you
know
really
thinking
back
to
the
summer
school
that
we're
going
to
have
these
resources,
these
programs
and
ensuring
that
the
families
that
really
need
it
understand
why
their
kids
need
it
and
that
they
have
access
to
it.
And
I
know
that
that's
you
know
those
the.
T
To
to
make
sure
the
families
have
it
there's
societal
issues,
there's
a
non-profit
world
and
the
community
and
so
forth.
But
it
sounds
like
you
know:
we're
gonna
have
a
lot
of
great
programming
and
we
need
to
make
sure
families
know
that
their
kids
need
this
and
that
they
they
get
that
programming
and
we
track
that
and
learn
from
our
experience.
More.
W
W
And
we
have
increased
our
communication
to
families
our
interpretation
services.
You
know
the
public
commenter.
We
are
trying
to
make
sure
that
it
is
high
quality,
also
interpretation
services
and,
being
very
mindful
of
that
feedback
that
we
get
and
then
also
talking
points
is
a
new
tool
that
we
are
using
to
communicate
with
families
as
well.
We
try
to
turn
all
of
our
materials
around
to
parents
when
we
are
releasing
english
materials,
we're
also
really
releasing
them
in
the
nine
languages.
AC
All
the
questions
are
asked
all
the
comments
I
made.
I
just
made
one.
I
just
want
to
make
one
comment:
whatever
the
plan
that
that
that
that
you
are
putting
together
to
remediate
the
situation,
I
hope
it
will
work
because
seeing
all
these
minus
signs
along
all
these
data
for
the
last
year,
despite
the
fact
that
you
know
the
mcas
was
changed,
despite
the
fact
that
that
that
the
instruction
was
online,
the
students
were
online.
All
that,
despite
all
that,
the
information
that
you
presented
to
us,
bloodly
speaking,
is
unacceptable.
AC
W
Yeah,
mr
tran,
we
are,
we
share
your
assessment
of
that.
We
are
not
satisfied
and
we
will
continue
to
put
in
place
the
support
systems
for
our
students.
It
has
been
a
very
tough
year
on
students,
and
this
data
shows
that,
and
you
know,
we're
working
hard
with
our
educators
and
looking
forward
to
seeing
those
numbers
in
green,
but
I
do
think
just
to
be
realistic.
W
A
Yes,
thank
you.
Miss
polanco,
garcia,.
E
E
But
we
do
have
to
consider
that
there
are
some
equity
tables
that
they'll
be
able
to
determine
what
is
the
proper
use
of
the
asset
funds.
If
it's
just
a
matter
of
having
conversations,
perhaps
we
can
engage
in
a
conversation
with
the
principals
at
school,
and
it's
not
my
intention
to
elaborate
and
to
give
more
specifics
on
this.
But
that
is
an
option.
E
E
I
do
believe
that
we
have
to
start
conversations,
but
what
is
going
to
happen?
There
are
there's
two
groups
of
students.
It
was
mentioned
before
by
the
superintendent,
those
that
passed
that
will
go
to
different
levels
next
year
and
the
students
that
did
not
pass.
So
it
is
just
a
matter
of
we
do
have
to
engage,
starts
conversations.
E
So
we
do
have
to
think
about
this.
It
is
a
matter
of
engaging
conversations,
conversations
with
the
principals
of
this
different
schools.
That
is,
we
have
to
consider
this
because
the
students
that
unfortunately
did
not
perform
that
well,
they
will
be
lagging
going
into
different
levels.
Students
are
our
top
priority
and
we
do
have
to
consider
this.
N
W
Z
W
Z
V
Thank
you,
madam
chair.
I
I
just
want
to
say
I
echo
my
colleagues
comments,
that
these
results
are
sobering.
V
Sadly,
they're
not
surprising,
and
I
say
that
for
two
reasons:
one
you
talk
to
anyone
around
the
commonwealth.
You
talk
to
anyone
around
the
country.
V
And
you
know
we
have
to
be
honest
about
it.
I
think
former
secretary
of
education,
paul
revel,
had
the
best
analogy
in
the
middle
of
covid
when
he
said
people
talk
about
rising
tide
lifts
all
boats,
but
you
think
of
covid
as
the
tide
going
out,
and
it
exposed
the
inequities
that
we
all
those
of
us
who
work
in
education
knew
were
there.
V
V
This
is
something
we're
talking
about
that
impacts,
50
000
of
our
students.
This
is
where
our
attention
needs
to
be.
This
is
where
our
focus
needs
to
be.
This
is
where
the
district's
attention
and
focus
and
sense
of
urgency
needs
to
be
and
superintendent
any
idea.
You
put
on
the
table
about
how
we
attack
this
as
fast
and
furiously
as
possible.
AT
A
You
I
want
to
go
back
to
mr
cole,
dr
coleman.
U
Thank
you
thank
you
and,
and
I
think
we're
all
it's
great
to
feel
like
we're
all
on
the
same
page
with
urgency
and
a
lot
of
passion.
So
I
have
two
comments.
One
one
is
directly
to
you,
dr
eccleston,
so
you
have
a
plan
of
attack,
you
have
you
have
strategies
you
can
take
on
and
and
that
that
you
know
seemed
to
be
well
alignment
and
you
talked
about
teachers
getting
involved
in
the
social
emotional,
and
I
think,
as
you
know,
around
the
country.
People
are
saying
you
know.
U
A
lot
of
kids
are
not
engaged
in
school.
We
have
to
get
better
at
that
and
there's
a
lot
of
data
that
teachers
are
often
unwittingly
and
sometimes
willingly
part
of
the
reasons
that
makes
it
difficult
for
kids
to
connect.
So,
as
you
think
about
the
social
helping
teachers
understand
the
social
emotional
challenges
kids
are
facing.
What
are
you?
What
are
we
doing
and
I'm
agreeing
with
big
moral
school
counselors?
U
That's
all
great
you
know,
responses
to
the
kids
is
is
very
important,
but
do
we
have
a
plan
on
professional
development
for
teachers
to
be
better
at
empathy
and
caring
and
adjusting
to
the
needs
of
students,
not
just
individualized
instruction,
but
really
adjusting
to
the
needs
of
student
and
preparing
and
the
ability
to
evaluate
their
performance
in
this
area?
So
the
principal's
going
to
have
some
way
to
say
you
know
you're
doing
a
great
job,
you're
not
doing
good
enough.
Here's
a
remediation
plan.
AY
Yeah.
Thank
you.
Thank
you
for
that
question,
I'll
I'll
comment
on
a
few
things
that
are
sort
of
in
in
progress
or
being
implemented
and
certainly
would
be
open
to
additional
ideas.
AY
Two
additional
things
that
I
think
are
very
important
likely
as
part
of
our
sr3
application,
we'll
be
investing
in
a
comprehensive
sel
curriculum
to
support
the
implementation
at
school,
around
sel
and
then
three,
I
think,
there's
some
innovative,
exciting
practices
that
are
emerging
in
this
space
as
a
result
of
our
hub
schools
and
really
trying
to
unpack
those
and
understand
them
better
and
help
scale.
Those
practices
at
a
much
more
accelerated
rate
than
we
have
in
the
past
seems
like
a
very
promising
practice
to
support
our
implementation
of
seo.
U
AY
I
will
follow
up
with
chief
harris
on
that
point.
U
Great
great,
thank
you
very
much
so
my
my
last
question
is
actually
we're
going
to
come
back
to
this
question
again,
as
we
talk
about
the
superintendent's
goals,
what
is
going
to
be
our
system
for
progress,
monitoring,
monitoring,
monitoring?
Sorry,
it's
getting
late,
so
we
have
all
these
strategies.
We
had
these
practices.
We
had
these
things
we're
going
to
do,
and
I
think
mr
lapera
spoke
this
earlier-
is
how
are
we
going
to
monitor
our
progress
in
a
rapid
cycle
of
evaluation?
What
are
our
short-term
goals?
U
That's
the
street
data,
we're
going
to
use
to
say
we're
doing
these
strategies
in
60
days.
How
do
we
know
how
we're
doing
and
if
we're
not
doing
well,
what
are
we
going
to
do?
Are
we
going
to
be
able
to
correct
our
plan
of
action
and
what
are
the
that's,
not
the
way
school
systems
work?
You
know
we
get
our
mcas
data,
we've
got
a
plan
and
we'll
wait
a
year
to
see
the
rest
of
the
data.
What
are
we
really
going
to
do
to
say
this?
These
strategies
are
doing
getting
what
we
want.
U
These
aren't
who's
going
to
be
responsible
to
change
and
in
that
monitoring
process
will
will
it
be
done
school
by
school
and
to
what
degree
will
we
have
access
and
I'm
ambivalent,
about
asking
this
question
because
you
know
I
don't
want
to
play
gotcha
with
individual
schools
or
stressful,
but
when
it
comes
to
anticipating
issues
that
are
going
to
come
up
for
schools,
how
are
we
going
to
get?
How
are
we
going
to
see
when
they're
entering
emergency
before
they
get
their
crisis?.
W
That's
a
really
good
question
and
I
will
have
drew
answer
part
of
it.
I
met
with
the
school
superintendents
today
they're
going
to
be
our
lovers
of
change
with
school
leaders,
and
so
we
added,
I
think,
it's
two
additional
now,
I'm
like
it's
getting
late
elementary
school
superintendents
to
our
team
and
also
two
additional
high
school
superintendents
to
our
team,
so
that
we
could
bring
down
the
ratio
of
school
superintendents
to
school
leaders
to
provide
better
support
to
them.
We
also
have
our
formative
assessments
they're,
reviewing
those
I
think
monica
is
it.
AX
I
think
the
fall
administration
window
officially
ends
on
friday,
though
I
think
we
might
have
a
few
schools
that
we'll
end
up
testing
next
week.
So.
W
Okay,
so
for
the
majority
of
our
schools,
we'll
have
the
results
on
the
formative
assessments.
Monica
and
her
team
will
run
those
assessments
down
by
school
and
then
by
school
superintendent
and
by
region.
They'll
get
those
results.
They
will
sit
with
their
school
leaders
and
talk
about
their
plans
for
supporting
students.
W
Hopefully
monica
and
her
team
will
be
able
to
tell
us
and
lift
those
out
and
then
drew,
and
his
team
will
take
over
and
work
at
our
all
principal
meetings
to
share
with
them
what
opportunities
are
available
with
professional
development,
to
have
teachers,
focus
and
re-teach
on
those
standards
where
we're
seeing
some
difficulty
at
the
district
level
and
at
the
grade
level
bands,
so
that
we'll
have
that
information
drew.
Do
you
want
to
speak
to
it
a
little
bit
further
yeah.
AY
I
mean,
I
think
you
articulated
it
quite
well
superintendent.
I
think
the
the
important
piece
of
this
is
to
deeply
dive
into
the
standards.
We
have
to
do
more
work
to
ensure
that
our
principals
are
putting
set
standards
at
the
center
of
the
work
that
they're
doing
with
our
teachers
and
our
teachers
all
deeply
understand
the
standards.
AY
I
will
say
that
I
think
we
have
excellent
teachers
and
principals
across
this
district
and
I
believe
that,
with
more
deep,
intentional
focus,
we
can
easily
surpass
state
averages
across
the
system
and
just
surpassing
them
is
not
enough.
I
really
think
that
we
can
accelerate
student
outcomes.
I
feel
very
strongly
about
that.
AY
Given
the
sort
of
talent
of
the
team,
we
have
to
make
sure
that
we're
analyzing
data
based
on
the
standards
and
we're
taking
good
information
about
where
our
students
are
struggling,
individual
students,
classrooms
of
students,
schools
of
students,
regions
of
across
the
city
when
a
school
superintendent.
I
I've
previously
been
a
school
superintendent
here
in
the
city
right.
I
always
wanted
to
know
what
are
the
patterns
and
trends
that
are
happening
in
seventh
and
eighth
grade.
AY
Mathematics,
for
example,
and
what's
going
on
in
those
classrooms
and
I'm
working
with
those
principles
to
ensure
that
we're
building
out
concrete
specific
plans
for
students
based
on
the
patterns
and
trends
that
we're
seeing
across
the
network
sometimes-
and
this
was
true
in
in
the
schools
in
matapan
when
I
was
leading
them-
we
saw
an
issue
around
sort
of
ramping
up
for
for
algebra,
one
by
eighth
by
eighth
and
ninth
grade
right.
So
we
inserted
additional
resources
that
could
be
shared
within
the
community
and
making
sure
that
there
was
an
additional
sort
of
tutoring.
AY
We've
made
decisions
to
compensate
our
educators
at
rates
significantly
higher
than
we've
ever
done
in
the
past,
because
we
know
that
that's
what
it's
going
to
take
at
this
moment
in
time
to
get
people
to
step
up
people
are
exhausted.
I
get
it,
but
we
have
significant
work
to
do
for
our
students,
and
the
data
shows
that,
and
I'm
personally
committed
to
working
with
this
academics
team,
the
strong
team
that
we
have
here
with
our
principal
core
and
our
educators
to
make
sure
that
that
happens.
U
Great
thank
you
very
much
and
I
really
want
I'm
very
excited
because
I
think
it's
been
the
time.
I've
been
involved
with
boston
and
I
think
we've
underutilized
our
assistant
superintendents
as
the
lever
of
change
and
the
level
level
of
responsibility.
So
I'm
really
excited
to
see
that
that
that
every
we
start
getting
close
to
that
and
then
we
back
away.
So
I
want
to
really
encourage
that
that
that
is
a
strategy
that
seems
well
could
be
productive
for
us,
particularly
at
the
both
getting
people,
what
they
need
and
holding
people
accountable.
A
Thank
you.
Most
of
my
questions
have
been
answered
and
particularly
what
you
just
said
at
the
very
end,
dr
eggleston,
about
drilling
down
deeper
and
that's
where
a
couple
of
my
questions
are
of
what
what's
so
we've
got
this
information
now
what
happens
next
in
terms
of
do
we
disaggregate
this
data
at
the
school
level
at
the
classroom
level?
How
are
we
understanding
within
all
of
our
broad
categories,
who
is
making
it
and
who
is
not,
and
what
are
we
doing
to
help
teachers
to
drill
down
into
this?
AY
Sorry,
I
saw
your
account
your
microphone
was
off,
so
I
just
wanted
to
give
you
a
chance
if
you're.
AY
Sorry,
that's
fine,
it's
late!
I
I
think
I
don't
know
if
I
have
a
different
answer
than
what
I
just
shared,
but
I
will
say
that,
yes,
we
have
b,
we
have
already
disaggregated
this
data
to
look
at
patterns
and
trends
across
specific
standards.
We've
had
those
conversations
with
school,
superintendents
and
school
leaders.
I
I
have
been
in
30ish
school
since
the
start
of
school.
AY
I
know
the
superintendent
has
probably
been
in
more
and
we
are
having
direct
conversations
around
what
we're
seeing
in
classrooms
and
helping
principals
think
through
next
steps,
having
conversations
around
specific
conversations
around
data
that
we're
seeing
and
helping
principals
and
others
think
through
their
action
steps,
including
partnering,
with
their
instructional
coaches,
at
their
specific
schools,
to
work
directly
with
with
educators
in
the
system
so
like
that.
That
is
that
drilling
down
is
the
work,
the
drilling
down
and
developing
action
plans
for
students.
AY
That's
what
moves
the
academic,
needle
and
my
previous
experiences
as
a
former
principal
as
a
former
superintendent
as
a
former
school
superintendent
here
in
the
bps.
When
you
get
to
that
level
of
detail-
and
you
know
that
level
of
detail
in
your
in
classrooms
and
you're
having
hard
questions
and
you're
engaging
in
those
conversations
that
that
will
move
academic
outcomes
for
students.
W
You
know
yes,
we're
alarmed
with
this
data,
but
it
is
what
it
is,
and
so
now
we
have
to
dig
in
and
make
it
better
and
really
put
in
place
the
ability
to
look
at
it
in
a
safe
environment
so
that
people
don't
shut
down
so
that
we
can
get
to
the
supportive
measures
we
need
to
take
to
move
the
needle
forward.
So
I
just
wanted
to
say
you
know
one
thing
that
I'll
commit
to
the
school
committee.
W
If
you
commit
to
stay
with
me
on
growth,
as
we
strive
for
it
meeting
on
grade
level,
is
that
you
know
I
can,
at
the
october
27th
meeting
as
part
of
my
superintendent
report,
bring
back
some
of
the
preliminary
information
that
we
are
seeing
in
our
formatives
and
that
and
what
dr
eccleston
and
I
are
going
to
be
doing
with
our
school
teams
and
our
overall
educators
to
address
any
shortfalls
in
that
formative
data
or
celebrate
some
of
the
progress.
Maybe
that
we're
also
seeing
at
different
grade
levels.
A
AY
AY
If
you
want
to
have
an
essay
looked
at
the
tutor
could
help
provide
some
written
feedback
on
your
essay.
If
you
help
need
help
with
your
over
your
work,
while
you're
on
quarantine,
the
student,
could
the
tutor
could
also
provide
access
to
that.
The
the
tutors
provide
support
to
students
in
nine
of
the
major
languages
in
the
bps,
and
so
we
felt
from
an
equity
perspective
that
it
could
be
a
really
useful
tool,
specifically
at
this
moment
in
time,.
AY
We
rolled
it
out
last
week,
so
we're
really
at
the
really
beginning
stages
and
communicated
this
to
many
of
our
stakeholders
across
the
city.
We
have
trainings
coming
up
for
principals
optional
training
sessions,
so
they
can
understand
the
power
of
the
platform
and
how
educators
might
be
able
to
access
the
information
that
comes
out
of
the
tutoring
session.
W
One
thing
that
I'm
really
excited
about
with
this
platform
is
the
opportunity
for
high
school
students
to
increase
their
knowledge
around
writing
research
and
writing
papers
and
persuasive
essays,
because
they
can
submit
their
papers
and
get
feedback
on
their
papers,
and
I
think
that
would
then
help
them
and
the
tutors
don't
give
them
the
answers.
They
use
a
socratic
method
of
questioning
students
about
how
and
helping
them
to
arrive
at
the
answers
themselves.
W
R
Thank
you,
madam
chair.
Just
a
quick
question
around
paper.
It
sounds
like
it's.
It's
an
opt-in
process
for
students.
Is
that
correct.
R
So,
meaning
there's
never
any
real.
There's
no
requirement
that
any
fam
student
or
family
engage
with
the
service,
but
that
if
they
have
a
desire
for
a
tutor
that
they
would
opt
in
to
getting
those
services.
W
R
Got
it,
and
so
are
we
going
back
to?
I
think
dr
coleman's
point
around
strategies
that
we
employ
and
then
seeing
like
the
the
impact
of
those
investments?
Is
this
something
that
we'll
be
looking
to
see
how
many
students
are
engaging
with
this
resource
and
perhaps
how
many
educators
are
leveraging
the
tool?
Will
we
be
tracking
that
information
as
a
like
at
the
central
office
as
a
district.
AY
Yeah,
I'm
meeting
with
them
right
now
once
a
week
and
we'll
be
talking
about
all
of
these
data.
This
will
be
very
important
for
us
to
review,
to
think
about
the
return
on
investment
to
think.
If
this
is
something
that's
that's
useful
in
the
future,
it
felt
like
it
met
the
moment
and
we
will
need
to
see
data
to
decide
if
it's
useful
for
the
future
are
exactly
at
the
core
of
what
we'll
be
talking
to
them
about.
AY
R
AY
Just
add
one
last
comment
on
this.
I
know
we
need
to
move
on,
but
the
platform
also
allows
teachers
to
get
a
transcript
of
the
tutoring
session
between
the
student
and
the
in
the
tutor.
So
the
if
multiple
students
were
going
to
the
tutor
to
ask
specific
questions.
That's
important
data
for
the
teacher
to
consider
around
the
way
that
he
or
she
maybe
was
sort
of
delivering
lessons,
as
well
as
all
the
written
feedback
that
a
student
got
on
their
work
would
also
be
available
to
the
teacher.
R
AY
They
have
capacity
to
do
that
and
we
have
bought
purchase
a
license
for
every
student
in
the
bps
to
be
able
to
use
this
as
a
tool,
particularly
at
the
youngest
grades.
We
think
that
that
they
will,
the
students
will
need
some
parent
support
or
some
adult
support
to
access
this,
and
so
we
have
other
sort
of
avenues
that
will
be
approaching
tutoring
for
that
group
of
students.
W
AY
Now,
there's
immediate
access
in
four
languages:
english,
spanish,
mandarin
and
french,
and
a
scheduled
tutoring
session
within
an
hour
for
the
other
nine
major
languages
in
the
bps.
A
A
Implementation
update
you'll
recall
that
last
july
the
committee
approved
the
new
exam
school's
admission
policy
to
be
phased
in
beginning
with
the
entry
in
school
year
22-23
and
at
the
time
members
requested
an
information
implementation
update
with
additional
data
on
this
fall,
and
that's
what
we
are
going
to
hear
this
evening.
So
I'd
like
to
invite
the
superintendent
to
provide
some
opening
remarks.
W
W
W
I
also
want
to
reaffirm
my
and
the
committee's
commitment
to
examining
all
of
our
policies
and
practices
to
ensure
that
all
students,
across
all
our
schools
have
access
to
a
rigorous
curriculum
and
an
excellent
education,
and
I'm
just
going
to
turn
it
over
to
chief
of
family
and
community
advancement,
monica
roberts,
who
did
an
amazing
job
of
steering
this
committee.
She
and
both
monica
hogan
and
deputy
superintendent
of
academics,
drew
eccleston,
who
will
add
some
of
his
comments
of
work.
That
they'll
be
doing
that.
W
AJ
Thank
you,
dr
cassellius,
good
evening,
madam
chair
members
of
the
school
committee,
I'm
glad
to
be
here
to
give
an
update
on
the
implementation
of
the
exam
school
policy
approved
on
july
14th
by
this
body.
I'm
going
to
share
some
simulations,
I'm
going
to
ask
my
colleague
to
advance
to
the
next
slide.
AJ
Thank
you.
We're
going
to
just
start
by
just
reminding
folks
about
what
the
policy
is
that
was
passed.
The
policy
establishes
criteria
for
eligibility
in
terms
of
who
can
apply.
Students
will
need
to
have
a
grade
point
average
of
a
b
or
higher
using
english
language,
arts,
math
science
and
social
studies
grades
to
be
eligible
to
apply.
AJ
AJ
So
I
will
first
walk
through
the
process
for
this
school
year.
Again.
The
first
requirement
for
consideration
is
that
students
must
have
a
b
grade
point
average
or
greater,
but
for
the
first
two
terms
of
this
school
year,
we
are
not
using
data
grades
from
the
last
school
year,
given
that
we
were
in
a
pandemic
and
there
were
varying
levels
of
access
by
students
and
families
and
experiences
for
this
school
year's
process.
AJ
AJ
AJ
AJ
AJ
Students
will
continue
to
be
eligible
for
additional
points,
as
I
described
earlier,
in
terms
of
15
points
for
those
living
in
boston,
housing,
authority,
housing
or
in
the
camp.
The
department
of
children
and
families
or
experiencing
homeless
for
15
points
and
those
attending
schools
that
have
40
or
more
students
enrolled
coming
from
economically
disadvantaged
families
receiving
an
additional
10
points.
AJ
Thank
you
so
the
I
want
to
talk
a
little
bit
about
the
social
economic
status
tiers.
These
are
based
on
social,
economic
scores
for
each
census
tract
in
the
city.
AJ
AJ
AJ
AJ
AJ
AJ
AJ
So,
as
you
are
looking
at
this
slide
just
to
walk
through
the
second
column
lists
the
citywide
sixth
grade
enrollment
by
those
attending
schools
with
the
40
or
greater
poverty
concentration
and
those
that
are
not.
AJ
And
what
I'll
note
is
that
there,
the
those
invited
are
basically
proportional
to
the
the
the
rate
of
enrollment
in
the
sixth
grade
citywide,
so
you'll
see
the
83
of
students
again
attending
schools,
40
or
greater
poverty
of
that
of
the
total
invitation
pool.
80
of
them
are
comprised
of
students
in
this
group
next
slide.
Please.
AJ
You
can
see
that
the
lower
the
social
economic
status
tier,
the
higher
the
number
of
students
attending
a
school,
enrolling,
40
or
more
students
who
are
economically
disadvantaged
and
as
we
progress
to
the
higher
socioeconomic
tiers,
you'll
see
a
larger
number
of
students
invited
who
are
not
attending
a
school,
enrolling,
40
or
more
of
students
who
are
economically
disadvantaged
again.
I
think
one
of
the
key
takeaways
is
that
students
attending
schools
that
do
not
get
the
additional
points
will
have
access
to
seats
and
that
this
access
is
proportional
to
their
overall
representation
in
enrollment.
AJ
I
want
to
turn
now
the
simulations
of
these
three
factors
based
on
the
data
that
we
have
just
seen,
and
I
will
start
with
economic
status
and
then
we'll
move
to
racial
diversity
and,
finally,
geographic.
AJ
So,
looking
at
this
slide,
based
on
bps
k12,
enrollment
you'll
see
the
number
of.
AJ
So
for
the
20
20
21
school
year,
we
see
35
of
the
those
invited
were
classified
as
economically
disadvantaged,
those
entering
this
school
year
so
currently
attending
our
exam
schools.
For
the
first
time
this
school
year,
43
would
have
been
considered
economically
disadvantaged
and
in
our
simulation,
54.5
percent
would
be,
and
you
can
see
the
the
data
for
the
non-economically
disadvantaged
below
that
moving
to
race.
AJ
AJ
Sorry,
three
percent
in
our
simulated
policy,
would
go
back
up
by
two
percent
to
twenty
percent
of
those
classified
as
black
students.
For
two
years
ago.
You
see
thirteen
percent
enrollment
for
this
year.
You
see
twenty
23
enrollment
and
our
projection
is
our
simulation
is
21
enrollment.
AJ
AJ
This
slide
is
to
show
the
geographic
diversity
of
our
under
our
simulated
policy,
so
we're
students
who
are
invited
live.
This
is
not
a
simulation
of
a
any
data
by
zip
code.
This
data
is
again
just
showing
the
geographic
distribution
of
our
students
who
were
invited
using
the
the
tier
model.
AJ
So
you
can
see
the
the
changes
from
two
years
ago,
2020
to
2021
and
21
to
22.,
and
there
are.
There
are
some
slight
shifts
in
terms
of
areas
of
the
city
such
as
I
think
in
last
year,
that
you'll
see
chinatown
has
a
increase
from
prior
years.
AJ
You
will
see,
for
example,
that
roxbury
has
gone
down
a
little
bit.
What
the
02119
section
of
blocks
very
well
002,
02120,
section
of
oxford,
has
gone
slightly
up
over
that
period.
I
just
will
pause
for
a
minute
so
that
you
have
an
opportunity
to
look
at
this.
I
know
you
also
have
this,
but
for
our
viewing
audience
at
home,
don't
want
to
go.
Do
the
whole
thing,
but
I
think
it's
important
for
people
to
have
a
couple
of
seconds
to
take
a
look.
W
AJ
So
with
that,
I'm
going
to
turn
it
to
my
colleague,
deputy
steventon
of
academics
drew
eccleston
who
you've
already
met,
who
already
spoke
tonight,
but
we'll
talk
about
our
implementation
timeline
and
some
of
the
things
that
we
are
working
on.
AY
Thank
you
monica.
I
wanted
to
thank
you
for
your
extraordinary
leadership
of
this
work
and
also
I
want
to
acknowledge
and
thank
monica
hogan
always
for
her
exceptionally
strong
analytic
skills
and
supporting
not
only
this
presentation
but
the
core
work
of
this
team.
AY
It
was
important
to
us
to
provide
an
update
to
the
community
on
our
timeline
for
implementation
of
this
policy
that
was
adopted
in
july,
and
I
wanted
to
begin
by
sharing
some
work
that
is
already
underway,
as
well
as
to
forecast
work
ahead
of
us
in
the
weeks
and
months
to
come.
AY
We'll
also
begin
in
october
of
2021
that
will
continue
through
november
work,
around
verification
of
residencies
for
non-bps
students,
which
is
part
of
the
work
we'll
also
begin
implementing
investments
intended
to
increase
access
to
the
exam
schools,
as
well
as
continue
to
provide
student
support
and
develop
and
publish
a
plan
for
supporting
incoming
students
and
the
academic
plan
for
grades
four
to
six
in
a
slide
in
a
moment.
I'll
communicate
some
of
the
interventions
and
supports
that
our
three
exam
school
principals
have
put
in
place
to
already
begin
that
in
november
in
december
of
2021.
AY
AY
We'll
continue
implementing
investments
intended
to
increase
access,
which
I'll
talk
about
in
a
moment
and
we'll
be
bringing
forward
an
equitable
grading
policy
being
led
by
a
school
superintendent
and
the
assistant
superintendent
for
the
academic
and
professional
learning
team
that
will
be
brought
forward
to
the
school
committee
for
consideration
next
slide.
Please.
AY
AY
AY
We
will
continue
to
implement
the
strategies
for
success
program
and
I'll,
give
you
an
update
on
the
work
that
chief,
branson
and
others
dr
granson
have
have
led
for
the
class
entering
september
of
2022,
as
well
as
continue
to
publish
an
annual
report
in
june,
which
we
will
do
over
multiple
years
to
include
disaggregated
student
outcomes
and
program
evaluation
of
the
policy
next
slide.
Please.
AY
We're
thankful
to
the
city
of
boston's
analytics
team,
who
is
helping
us
on
this
initiative
to
help
us
build
the
map
and
we
anticipate
it
being
available
and
on
the
website
no
later
than
november.
1St
next
slide,
please
want
to
just
expand
on
the
work
that
assistant
superintendent,
christine
landry,
along
with
her
colleagues
in
the
technology
team
have
developed.
AY
C
AY
During
their
common
planning
time
or
some
other
time
that
they
deem
appropriate,
and
the
purpose
is
to
provide
additional
information
on
equitable
grading
and
the
exam
school
admissions
policy
changes,
particularly
as
it
relates
to
the
grading
process,
we'll
expect
that
all
educators
have
completed
the
modules
sometime
between
october
1
and
november
1..
We
have
communicated
this
to
school
leaders.
AY
I
just
wanted
to
thank
dr
granson
and
his
team
for
their
work
on
implementation
of
strategies
for
success.
You'll
see
that
in
june
of
2021
we
will
run
a
four
week
virtual
program.
This
will
be
focused
on
writing.
Ela
and
math,
and
six
615
students
participated
in
this
program
in
august
of
2021.
AY
AY
AY
We
we've
increased
the
number
of
school
counselors
and
social
workers
at
the
three
exam
schools.
We've
increased
access
to
special
education
supports
in
the
classroom,
increased
the
number
of
special
education
teachers
and
paraprofessionals
increased
after-school
tutoring
programs
and
done
events
such
as
thompson
island
team
building.
AY
W
W
It
really
has
been
exceptional
and
then,
of
course,
the
committee
that
did
so
much
work
on
this
policy,
led
by
mr
conte,
passes
who's
the
former
head
of
school
and
miss
tanisha
sullivan,
who
is
the
president
of
the
boston
naacp
and
their
exceptional
leadership,
leading
an
incredible
dedicated
group
of
public
citizens,
parents
and
educators
and
students
and
others
who
were
very
interested
and
spent
hours
and
hours
combing
through
data
combing
through
the
research
looking
at
other
cities
who
also
have
exam
school
policies
and
using
the
best
practices
across
the
nation
to
put
together
this
policy.
W
A
You
superintendent
and
thank
you,
dr
eggleston,
to
also
for
your
presentation,
we'll
start
with
miss
mercer.
W
So
students
who
live
in
boston
are
able
to
apply
and
be
able
to
go
to
the
exam
schools
if
their
school
and
medco
or
a
charter
school
is
below
40
percent
or
below
40
percent
poverty
level.
They
would
not
get
the
additional
points
if
it
was
above
the
40
percent
poverty
level,
they
would
receive
the
points.
Y
T
Thank
you,
madam
chair.
I
also
want
to
say.
C
T
You
to
miss
roberts,
miss
hogan
and
the
team
for
putting
this
presentation
together
I'll
preface
that
my
my
comments
here
are
constructive
and
I
hope
that
they're
they're
they're
taken
in
that
way.
T
I
wanna
reflect
on
on
the
process
the
policy
making
process
as
a
school
committee
member,
which
I
think
in
in
this
case,
at
least
for
me
from
my
perspective,
has
has
been
very
flawed
and
I
think
we
need
to
work
on
making
sure
that
we
don't.
We
don't
do
something
like
this
again
in
the
future
and
to
be
more
specific,
I
the
when
I
received
the
presentation
for
example
this
morning.
I
I
got
to
review
it
at
some
point.
T
T
I
did
have
a
briefing
which
I
appreciated
on
parts
of
this
last
week,
but
as
a
policymaker,
you
know
I'm
basically
wrestling
with
this
for
the
first
time
as
many
folks,
basically
as
the
public
is,
and
I'm
being
asked
to
determine
whether
this
policy
that
we
passed
in
another,
I
believe,
rushed
scenario
in
july
if
it
is
fair
for
and
particularly
what
I've
focused
on,
is
this
coming
the
the
school
year,
22
23.?
T
What
I
hope
and
what
I
expect
going
forward,
I
know
we're
going
to
have
a
retreat
next
week
and
this
will
definitely
be
an
issue
in
terms
of
process
that
I
want
to
focus
on.
Is
that
that
we
as
policymakers-
and
we
are
the
policymakers
right?
This
is
this-
is
the
boston
school
committee's
policy.
This
is
our
role
to
adopt
this,
not
the
task
force,
not,
of
course
in
our
staff,
is
making
the
recommendations.
T
We
recharge
the
task
force
and
then
we're
taking
their
recommendations,
and
you
know
just
reviewing
this
presentation.
There
are
pieces
that
are
responsive
to
the
questions
that
I
submitted
last
week,
and
I
appreciate
that.
But
there
are
many
pieces
here
that
are
not
responsive
to
it,
and
I
don't
feel
that
I
have
enough
information
to
to
answer
fully
the
questions
that
have
been
posed
to
me,
families
who
are
concerned
about
again
focusing
on
this
particular
year.
Why
are
we
using
the
10
points
if
we
have
no
exam?
T
T
I
see
the
breakdown
here
of
of
schools
getting
over
40
percent,
get
into
10
points
and
then
under
40
not
getting
the
10
points.
I
am
heartened
to
see
that
that
the
the
percentage
of
of
invitations
there
there
is
a
percentage
of
invitations.
I
I
didn't
know
if
there
would
be
a
percentage
of
invitations,
but
I'd
also
like
to
understand
you
know
we're
attaching
these
ten
points
kind
of
just
we're
attaching
to
the
building
right
to
the
school
itself.
T
It's
not
to
the
student
I'd
like
to
understand-
and
I
asked
for
this
in
my
written
report,
my
written
questions
as
well.
Can
we
see
a
breakdown
by
schools?
I
think
that's
going
to
be
important.
What
I,
what
I
don't
want
is
for
us
to
come,
and
I
appreciate
by
the
way
that
the
timeline-
I
think
that
was
very
helpful
for
us
to
see.
You
know
all
the
different
steps
and
I'm
I'm
a
little.
T
I'm
less
concerned
this
afternoon
than
I
was
earlier
that
that
we
do
have
time
to
have
this
process
of
submitting
additional
questions,
getting
the
answers
back
so
that,
if,
if
we
as
members
feel
that
this
is
going
to
be
unfair
in
particular
to
you
know
to
the
to
the
to
bps
schools
who
have
reached
out
to
us
on
concern
that
we
can
make
changes
to
this
policy,
this
is
not
immutable.
T
We
we,
as
a
body,
adopted
the
policy
I'll,
be
honest
with
you
this
this
interim
year,
and
this
is
a
failure
of
mine.
I
was
speaking
for
myself
really
was.
It
was
an
afterthought.
T
I
was
very
much
focused
on
the
dynamics
that
shaped
the
the
the
long-term
policy,
and
so
when
I
started
getting
the
questions
and
critiques
from
families
for
this
coming
year
of
sixth
graders
right
now
today,
I
did
not
have
good
answers
to
their
questions
and
I
still
don't.
I
still
don't
have
good
answers
to
their
questions
and,
as
you
know,
we're
getting
these
questions
in
writing.
We
got
them.
T
I
think
we've
got
some
tonight
as
well
in
the
oral
public
comment
as
well
as
written
and-
and
I
don't
have
good
questions
so
I
hope
that
I
have
some
specific
questions
which
I'll
I'm
gonna
just
make.
My
general
comments
now
and
then
I'll
have
more
specific
questions,
but
not
a
way
that
I
wanna
make
a
policy,
especially
a
policy.
T
That
is
that
you
know
that
is
so
important
and
I
feel
that
the
the
diligence,
the
the
deliberation
that
we
do
should
be
proportional,
but
there
should
be
some
standard
right
that
we
all
adopt,
and
we
can
talk
about
that
next
week,
but
it
you
know,
I
think.
T
Higher
in
these
scenarios
of
great
complexity,
I'm
not
an
expert
in
you
know
in
statistics
I
do
have
to
consult
as
and
all
members
we
can
sell
with
experts
and
so
forth.
I
do
have
to
do
that.
I
have
to
consult
with
members
of
the
task
force
kind
of
remembering
back
and
and
I
didn't
attend
all
the
meetings
so
understanding
the
dynamics,
and
I
couldn't
do
that
today
right.
T
I
I
couldn't
do
that
with
this
presentation,
so
I'm
not
I'm
not
well
prepared
to
engage
this,
so
I
I
understand
now
that
this
will
not
be
pieces
of
this
probably
further
implemented
before
we
get
before
we
get
the
answers
that
we
need
to
determine
if
we
do
have
to
make
changes
or
not,
but
I'm
concerned
that
you
know
come
as
a
january
or
december.
I
don't
want
to
come
to
that
point
like
well.
T
Grades
are
collected,
you
know
you
didn't
and-
and
we
didn't
have
the
answers
that
we
needed,
because
at
that
point
it's
a
moot
point
right,
because
then
the
policy
is
implemented.
At
that
point,
I
don't
want
us
to
be
there,
so
I'm
going
to
pause
there.
Those
are
my
my
general
comments
again.
I
want
this
to
be
constructive.
T
Every
member
might
not
have
the
same.
You
know
feelings
about
the
policy
process
as
I
do
they
are.
They
are
my
feelings,
but
I
do
want
to
put
that
on
the
record
and
I'll
have
more
specific
questions
in
a
moment.
Thank
you.
W
Thank
you,
mr
derusha.
We'll
use
that
as
constructive
feedback
appreciate
that,
as
always,
there
are
limitations
to
the
data
simulations
and
some
of
the
questions
that
you
answered
are
very
difficult
to
do
because
of
the
need
to
have
real
data
for
especially
a
school
by
school
analysis.
W
For
instance,
that
will
vary
based
on
the
grades
and
the
tests
that
students
have,
and
particularly
this
year,
the
grades
and
the
good
work
that
drew
eccleston
and
the
previous
grading
committee
put
together
for
the
changes
and
how
the
grading
will
work
because
there'll
be
greater
adherence
to
grades.
So
we
think
that
there's
it's
going
to
be.
It
will
look
different
than
the
simulated
data
from
the
2021
school
year,
invitee
group,
so
that
is
presenting
our
data
team
some
challenges
because
of
the
limitations
of
the
data.
W
T
I
appreciate
that
I'll
I'll
come.
I
know
I've
taken
out
my
time
I'll
come
back,
because
I
do
have
just
response
questions
on
the
on
on
the
grades
issue
and
and
that
you
know,
there's
no
test
and
so
forth.
So
I'll
follow
up
on
that.
Thank
you.
U
Sorry
you
know
I
I
appreciate
that
is
it's
incredibly
complex
and
difficult,
and
I'm
not
sure
this
is
going
to
be
an
iterative
process
to
get
this
right,
but
the
one,
the
one
thing
that
has
come
up
consistently
in
public
comment.
Several
times
was
a
perception
in
the
community
that
they
went
through
their
independent
analysis
that
there
were
schools
in
which
there
was
no
chance
to
get
into
the
district,
and
I
was
surprised,
as
I
read
through
the
report,
that
there
wasn't
a
rejoinder
to
that
repeated
and
significant
complaint.
U
I
mean
whether
it
was
true
or
not
true
that
that
issue
was
not
addressed,
and
that
seems
to
me
I'm
curious
as
to
whether
one
took
that
criticism,
complaint
speculation
and
did
our
own
analysis
and
found
that
there
that
every
school
in
the
district
there's
a
probability
it'll
vary
that
a
kid
could
get.
It
would
get
an
exam
school
that
there
are
no
schools
in
which
zero
submissions
would
occur.
W
I
think
that
when
we
showed
the
data
earlier,
monica's-
certainly
the
expert
more
so
than
me
and
in
the
data
and
the
deep
dive
into
it.
But
I
think
what
we
were
able
to
show
was
that,
proportionately
for
students
who
are
in
a
lower
poverty
school
that
they
would
not
receive
receive
additional
points.
However,
you
can
see
that
they
are
receiving
proportionately
to
their
population
of
school-age
students
in
each
tier
that
they're
they
are,
they
do
have
a
chance
at
getting
it.
U
Either
one
have
been
on
the
committee
for
a
period
of
time,
I'm
very
comfortable
with
the
fact
that
we
oriented
our
one
of
our
primary
goals
is
to
increase
equitable
access
to
opportunity
across
the
city
and
then
and
I'm
supportive
of
the
current
policy
change,
because
I
think
it
adheres
to
those
that
those
goals
which
are
very
difficult.
It
changes
probability
it
changes
access,
but
it
improves
it
for
a
broader
range
of
people.
So
I'm
at
at
core
comfortable
with
the
proposal
for
those
reasons,
but
the
explicit.
U
Hypothesis
or
claim
that
other
data
analysis
suggests
that
there
are
schools,
because
of
the
way
we've
made
these
changes
to
be
more
equitable,
in
which
no
one
has
a
chance
to
get
in.
I
would
have.
I
would
have
hoped
we
had
done
that
analysis.
We
could
say
no,
there
is
no
school
in
bps
in
which
you
are
a
member,
given
our
current
system,
in
which
no
student
in
that
school
has
a
probability
of
getting
in
to
the
exam
schools
that
was.
That
was
the
claim,
and
I
think
we
should
respond
to
that
explicitly.
AX
So
yeah
dr
coleman,
I'll
jump
in
here.
I
think
an
important
thing
to
remember
with
both
this
policy
and
the
prior
policy
is
that
no
school
has
ever
been
guaranteed
or
denied
any
invitations
to
an
exam
school.
AX
One
of
the
things
that
the
task
force
did
consider
was
a
model
similar
to
what
happens
in
texas
for
college
admissions,
where
you
consider
the
top
percentage
of
schools
that
would
be
guaranteed
seats
at
a
particular
school.
That
is
something
that
the
task
force
ultimately
did
not
want
to
pursue.
Further
I'd
have
to
go
back
to
some
of
the
minutes
to
try
and
recollect
some
of
the
the
conversation
that
they
had,
but
there
was
a
lot
of
thinking
around
small
schools
in
boston.
AX
AX
The
zip
codes
in
the
interim
policy,
and
so
part
of
the
move
from
zip
codes
to
tears
was
to
not
remove
a
perception
that
we
were
penalizing
any
sort
of
small
areas
right,
because
some
of
our
zip
codes
were
smaller
and
had
smaller
numbers
of
school-age
children
and
that
felt
like
in
those
zip
codes
that
students
had
limited
access.
AX
So
I
think
what
what
we
see
in
this
data
that
was
shared
tonight
was
that
there
are
students
in
the
simulation
attending
a
school
that
doesn't
get
points
that
do
get
an
invitation
and
we
saw
that
those
percentages
are
roughly
proportional
to
the
percentage
of
students
enrolled,
city-wide
and
sixth
grade.
I'm
not
going
to
sit
here
and
guarantee
you
one
way
or
the
other
that
any
single
student
will
or
will
not
get
in
under
this
policy.
AX
Because
of
everything
we've
outlined
around
limitations
right,
the
grades
have
not
been
recorded.
Yet
we
have.
We
don't
have
science
and
social
studies
grades
to
incorporate
in
a
simulation
students
might
not
live
in
the
same
places.
They
might
not
attend
the
same
schools.
We
just
saw
in
the
mcas
data
tonight
vast
vast
impacts
on
student
learning
due
to
covid.
AX
U
But
that
monica,
but
that
wasn't
the
complaint,
the
complaint
that
I
heard
that
there's
a
probability
a
high
probability
that
no
one
from
the
school
would
get
in.
I
don't
know
that's
true.
I
don't
know
that's
true
or
not.
I'm
just
saying
I
would
like
to
know
whether
that's
true
or
not
that,
because
that
was
the
complaint
of
one
of
the
complaints
about
this
change
system
which,
by
and
large,
I'm
very
supportive
of
I'm
very
supportive
of,
but
I
would
want
to.
U
I
think
I
think,
the
people
as
we
talked
about
listening
to
public
comment
and
demonstrate
that
we
listen.
That
is
a
criticism
that
I
think
we
should
be
able
to
answer.
But
the
answer
is
yeah.
That's
true,
there's
there's
given
the
way
this
works,
there's
a
problem.
There
could
be
a
probability
that
no
one
from
a
school
could
get
in
then
we
we
need
to
deal
with
that.
I'm
not
saying
that
would
change
my
support
of
the
policy,
but
it's
information
that
I
would
be
useful,
but
my
time's
up,
thank
you.
T
Thank
you,
madam
chair,
so
just
on
on
that
exchange,
so
I
am
having
a
little
trouble
following
the
response,
but
but
if
the
response
is
that
we
cannot
adequately
model
the
impact
of
of
our
vote
to
attach
10
points
to
these
schools,
to
individual
schools,
right,
not
individuals
with
individual
schools,
and
particularly
in
a
year
where
there
is
no
test
right,
we're
not
giving
a
test
for
the
22-23
year.
T
T
Then,
if
it
has
the
potential
that
these
impacts
have
a
significantly
unfair
impact
right,
where
just
by
virtue
of
what
and
we've
I've
heard
directly
from
deep
from
bps
schools,
I
think
miss
mercer
raised
the
issue
of
charter
and
metco
medco
schools,
students
that,
if,
if
we
just
can't
model
it,
but
we
have
this
kind
of
thing-
that's
just
floating
out
there
that
wasn't
part
of
the
original
task
force.
T
Recommendation
really
was
an
afterthought
then,
and
even
if,
even
if
it
was
part
of
it
or
whatever,
I
think
it's
clear
that
that's
potentially
very
unfair,
then
we
should
not
have
the
result.
We
do
have
the
tier
system.
We
do
have
you
know
using
the
grades,
expanding
the
grades
to
include
the
other
academic
subjects.
I
think
that
you
know
I'm
even
more
concerned
after
that
response.
T
I
thought
the
the
the
issue
was
to
be
honest
and
I
apologize
phrase
it
this
way
that,
just
because
of
time
constraints
and
so
forth,
not
being
responsive
being
able
to
show
us
you
know
round
after
round
or
whatever
simulations
that
we
want.
But
it's
it
really
sounds
like
you.
You
guys
aren't
able
to
do
that,
and
then
that
makes
me
that
really
convinces
me
that
we
should
not
include
that
piece
in
a
year
that
we
are
not
giving
an
exam.
T
If,
if
I
recall
really
distinctly,
the
points
were
used
to
kind
of
deal
with
the
variation
in
in
the
exam
which
we're
going
to
give
you
know
in
the
in
the
future
year.
You
know
no
exam
this
year,
we
can't
respond
in
particular
to
the
bps
families
that
have
reached
out
to
us
a
number
at
a
number
of
schools,
and
then
just
you
know
a
question
on
on
the
on
the
invitations
in
in
that
pool
in
that
20
pool.
T
Does
that
also
include
individual
students
who
are
getting
the
15
points?
Do
we
know
that,
for
for
you
know
dcf
homeless
status?
Do
we
do
we
know
on
that?
If
that
includes
those
students
as
well.
AX
I
don't
have
that
breakdown
in
front
of
me,
but
that's
something
we
can
follow
up
on
on
the
way
the
table
was
designed,
the
15
point
students
could
be,
they
only
receive
15
points
in
the
simulation,
but
it's
not
broken
out
separately
in
that
line,
so
they
could
be
in
in
either
one
of
the
groups.
Okay,.
T
T
What
I'd
appreciate
seeing
and
I'll
submit
a
new
written
list
and
just
update
the
one
from
before?
I
would
like
to
see
a
simulation
with
10
points
and
without
10
points,
obviously
working
within
100,
scs
tiers
and
especially
for
this
coming
year
with
no,
you
know
with
no
exam
and
then
let's,
let's
see
what
happens
there.
I
am
deeply
concerned
that
we
can't
we
can't
model
out
the
most
critical
question
that
we
have,
which
is
you
know
if
you,
if
you're
essentially,
you
know
many
kids
are
right
there.
T
They
don't
choose
their
school
right
and
bps
they're
they're
lotteried
they're
lotteried
in.
If
you
just
happen
to
go
to
a
school
that
doesn't
get
the
ten
points.
Do
you
really
have
zero
chance
of
getting
into
any
of
these
programs?
I'm
not
saying
that
you
know
you
know
whoever.
L
T
First
choice:
second:
choice:
you
know
a
thousands
choice,
but
but
a
probability
of
a
choice
I
think,
is
critical.
I
definitely
didn't
intend
to
vote
for
that
for
this.
You
know
for
this
this
student,
this
upcoming
student
year,
so
I
would
like
to
see
that
I'd
also
like
to
see,
I
think
in
our
our
one,
our
one-on-one
session.
We
talked
about
showing
test
and
no
test
right
to
show
the
impacts
of
that.
T
I
don't
know
why
we
weren't
able
to
show
it
didn't
seem
like
there
was
that
much
of
a
difference
between
the
two
groups,
but
I
would
like
to
see,
given
that
we
are
not
showing
a
test
you
know
for
this.
We
are.
We
are
not
administering
a
test
for
this
year
that
we
get
to
see
that.
So
you
know
my
my
other
questions
are
are
very
particular
on
on
the
data
set,
but
I
think
that
you
know
that
exchange.
T
You
know
again
just
tells
me
if,
if
we
can't
model
it
and
there's
a
real
fundamental
question
about
fairness
here,
then
we
should
err
on
the
side
of
removing
that
piece.
It
doesn't
doesn't
do
damage
to
the
broader
architecture,
the
equity
piece
that
we've,
I
think
you
know
we're
all
in.
T
At
least
those
of
us
who
vote
about
him
in
july
are
in
agreement
with,
but
it
does
remove
a
potentially
unfair
piece
that
we
don't
want
to
be
sitting
in
this
room
in
in
march
or
april,
saying
you
know,
you
know
x,
number
of
kids
applied
from
the
elliot
or
from
lyndon
or
one
of
our
schools
and
zero
got
in
that.
I
think
that
would
be
problematic
and
at
that
point,
what
do
we
do
right?
Do
we
encourage
them
to
apply
in
ninth
grade?
How
do
you
remedy?
T
How
do
you
remedy
at
that
point?
We
can.
We
can
reduce
the
risk
today
right,
but
at
that
point
you
know
the
die
is
cast
and
then
what
do
you
do
at
that
point?
What
do
you
tell
to
families
right
at
that
point,
so
so
I'll
I'll
pause
there?
I'm
sorry,
I'm
taking
up
all
my
time.
W
So
we
appreciate
this
feedback.
I
think
that
it's
really
important
to
continue
to
scrutinize
this
policy
over
its
implementation
over
the
next
year
and
as
we
look
at
the
data
and
continue
to
cut
the
data,
the
committee
spent
a
lot
of
time
looking
at
the
data
in
multiple
different
ways,
and
I
appreciate
the
hard
work
that
the
commission
put
into
or
the
working
group
put
into.
Looking
at
all
of
the
data,
we
will
continue
to
provide
as
much
data
to
the
community
and
to
the
school
committee
members
so
that
you
feel
comfortable
with
the
policy.
W
So
I
appreciate
this
constant
push
for
us
to
continue
to
provide
data
we'll
do
as
as
best
that
we
can
to
to
provide
and
illuminate
transparency
on
this
policy
so
that
people
can
feel
comfortable
with
it
as
we
move
forward
and
move
through
its
implementation
in
its
first
year.
You
know
we
put
this
policy
together,
because
we
knew
that
there
were
some
deep
inequities
in
the
way
that
our
students
were
being
assigned
and
proportionally
not.
W
Everybody
had
the
same
fair
shot
at
the
exam
schools,
geographically
racially
or
by
income,
and
so
we
went
through
a
really
lengthy
public
process
for
that
brought
it
to
the
school
committee
to
deliberate
on
it.
Certainly
we
will
continue
to
examine
it.
I
think
that
is
a
healthy
piece
to
making
sure
that
there
is
a
solid
trust
in
our
community
around
this
policy
and
transparency.
W
C
T
Failures
of
not
having
sufficient
data
simulations
to
understand,
maybe
being
oversight
on
the
policy
making
side
for
this
coming
year.
Given
that
there's
no
test
that
undermines
legitimacy,
it
undermines
the
broader
project.
It
undermines
the
work
of
the
task
force
undermines
you
know
what
we
were
trying
to
accomplish
so
being
thorough,
doing
our
proper
diligence
being
able
to
address
the
concerns
of
families,
you
know
directly
explicitly
the
best
that
we
can,
that
increases
legitimacy,
that
reduces
the
risk
that
you
know
someone
in
my
seat.
T
You
know,
12
months
from
now
I
was
going
to
say:
hey,
let's,
let's
move
on,
let's
try
something
else,
even
after
all
this
work,
but
if
we
get
it
right,
then
you
know:
there's
a
legitimacy
and
things
have
staying
power
and
and
people
can
see
the
benefit.
Not
everyone's
gonna
get
the
same
opportunities
right
as
before,
but
but
but
you
know,
there's
I
think,
there's
potential
for
broad-based
legitimacy
of
what
we've
done
here.
We
need
to
get
it
right,
so.
V
Thank
you,
madam
chairman.
This
has
been
a
interesting
conversation.
I
think
important
issues
are
being
raised.
I
do
want
to
thank
the
superintendent
and
particularly
the
team.
Ms
roberts,
miss
hogan,
dr
eccleston.
V
I
think
a
second
bucket
is
around
an
explanation,
because
there
is
confusion
around
this
policy
and
I
appreciate
miss
roberts.
You
right
at
the
beginning,
bringing
us
back
to
what
was
approved
and
trying
to
simplify
it
as
much
as
possible.
Those
first
couple
of
charts
were
excellent
and
then
there's
a
presentation
around
simulation.
V
V
Others
have
expressed
it
as
taking
it
a
bit
further
than
me
and
saying
you
know:
is
there
a
chance
that
in
some
schools,
no
one
is
going
to
be
admitted
and
miss
hogan?
I
do
appreciate
how
you
said:
there's
never
been
a
guarantee
to
any
school
that
students
are
going
to
get
in
or
that
they're
not
going
to
get
in
it
because
it
always
depends
upon
the
individual
students,
I'm
also
deeply
sensitive.
To
first
of
all,
thank
you.
You
did
this
simulation.
V
A
lot
of
me
wishes.
We
had
this
in
july
and
august
or
you
know
even
the
beginning
of
the
september,
because
in
the
absence
of
information,
alternative
viewpoints
can
emerge
and
gain
traction,
and
it
does
pain
me
when
I
hear
a
parent
say
you
know.
If
my
child
goes
to
this
school,
they
stand
no
chance
of
getting
in,
and
so
why
should
I
go
there,
and
that
is
really
the
unintended
consequences
I
had
been
talking
about
of.
V
I've
done
a
lot
of
work
with
data
in
my
day,
job,
quantitative
and
qualitative,
and
have
worked
closely
with
research
firms
over
the
year,
and
I
am
very
aware
of
the
limitations
of
simulations
and
a
sensitive
to
that,
and
particularly
I've
dealt
with
a
lot
of
research
directors
in
my
career,
and
I
know
how
you
get
very
hesitant.
You
feel
you're
on
a
tight,
tight
wire
rope
and
you
get
very
nervous
about
making
promises
that
the
data
isn't
going
to
support.
V
V
V
V
I
was
very
very
struck
when
I
saw
that
chart
that
you
showed
that
said,
students
that
attend
the
schools
that
will
not
receive
points.
Forty
percent
or
less
than
forty
percent
of
poverty
are
seventeen
percent.
I
think
it
was
seventeen
percent
misogyn
right
are
seventeen
percent
of
that
school
age,
population
in
boston.
V
V
So
I
was
looking
to
see
if
those
students
were
going
to
be
disproportionately
impacted
by
this
policy
like
it
would
have
been
eye-opening
to
me.
If
they
were
17
percent
of
the
population,
they
were
getting
10
of
the
invites
right,
but
I
don't
see
that
happening.
I
see
it
roughly
equal
and
to
me
that
indicates
a
level
playing
field
and
that's
what
I'm
focused
on.
Are
we
providing
a
level
playing
field
for
all
of
our
students?
V
Now
I
recognize
this
is
on
simulated
data.
I
recognize
that
other
folks
will
run
simulations
of
their
own.
That
may
show
something
different
and
people
are
going
to
look
very
closely
at
this
simulated
data.
What
the
assumptions
were
it
would
would
be
interesting
to
know
what
the
numbers
were
for
if
you
ran
it
just
on
grades
alone,
because
that
is
going
to
be
the
policy
for
this
year
that
its
grades
alone
does
that
create
a
a
different
impact
for
versus
the
you
know,
17
of
the
population
and
getting
20
of
the
invites.
V
V
You
have,
in
the
implementation
plan
a
june
review,
where
we
have
actual
data
of
what
happened
this
past
year,
and
yet
I
am
also
sensitive
to
what
mr
dioruzo
said,
which
is,
if
you're,
a
parent
of
a
sixth
grader
this
year.
You
don't
want
to
hear
well
we'll
wait
and
look
at
it
in
june
right,
so
we
have
to
be
really
comfortable
with
this
simulation
model
and
that
it
is
providing
a
level
playing
field
and
that
it
is
not
giving
a
taken
away.
Opportunity
for
any
group
of
students.
V
A
Question
no
thank
you.
I
agree
with
everything
that
mr
o'neal
has
said
and
thank
you
all
for
the
very,
very
hard
work
that
you've
gone
into
this
and.
AL
A
That
we
have
still
many
more
moments
to
continue
to
learn
from
what
you
are,
what
the
simulations
are
telling
you
and
getting
clarity
around
any.
A
Around
the
implementation,
one
of
the
things
I
know-
we've
talked
a
little
bit
about,
but
but
questions
for
me
have.
I
just
have
a
couple
of
questions
with
regard
to
the
issues
around
the
tiers,
so
people
we
will
be
able
to
basically
want
the
rubric
or
the
simulation
is
available.
Anyone,
so
any
sixth
grade
family
can
plug
their
themselves
in
and
understand
what
tier
that
they're
in.
A
I
mean
I
don't
know
whether
that
would
ever
come
out
versus
the
tier
that
has
125
seats
that
may
have
250
students.
What
happens
in
the
tier
where
there
may
be
fewer
students
than
invitations
will.
Those
will
those
ex
would
those
extra
seats
be
redistributed
to
other
tiers,
or
is
that
even
a
possibility.
AX
So
I
think
that's
the
the
tiers
were
sized
based
on
the
number
of
children
in
grades.
Five
to
eight.
AX
City
to
in
order
to
make
them
proportionally
sized.
We
know,
however,
though,
from
historical
data
that
not
all
students
apply
to
exam
schools
and
so
applicants
and,
moreover,
qualified
applicants,
because
there
is
a
minimum
gpa
in
the
policy
now
may
not
be
evenly
distributed.
Then
across
the
city.
AX
So
in
the
simulations
we
did
not
run
into
the
problem
of
running
out
of
qualified
applicants
in
any
of
the
years
right.
AX
If
we,
if
that
were
to
happen,
an
actual
implementation,
we
would
of
course
need
to
talk
through
that,
but
my
first
thought
would
be
redistributing
those
seats
amongst
the
tiers
that
do
still
have
applicants
okay,
so
that
would
be
something
we
would
need
to
decide
if
that
presents
itself
in
implementation
of
the
policy.
A
Great
thank
you
and
again
thank
you
for
the
update.
It's
been
well
done
and
I
and
I
agree
that
a
number
of
the
questions
that
we
had
coming
into
it.
What
you
have
shown
us
tonight
has
given
us
a
different
level
of
competence
around
we
continuing
to
move
forward
with
the
implementation
of
this
policy
in
the
next
school
year.
So
again,
thank
you
all
for
all
of
your
hard
work.
A
I'd
like
to
now
move
on
to
our
last
final
report
for
the
evening,
which
is
the
superintendent's
performance
goals
for
the
school
year.
21-22
among
the
chief
responsibilities
of
the
school
committee
is
providing
the
superintendent
with
an
annual
performance
evaluation.
Part
of
that
evaluation
process
is
the
setting
of
annual
performance
goals
at
this
time.
I'd
like
to
turn
things
over
to
the
superintendent
and
then
to
dr
hardin
coleman.
Oops.
Excuse
me,
dr
coleman,.
W
Yeah
I
just
wanted
for
I'm
going
to
be
very
brief.
I
just
want
to
thank
dr
coleman
for
his
stewardship
of
this
process
and
the
full
committee
on
their
evaluation.
W
As
you
all
know,
we
have
been
in
a
pandemic
and
when
I
stepped
foot
into
boston
public
schools,
there
was
a
threat
of
receivership
and
audit
done
on
the
school
district.
So
we
know
that
there
are
some
long-standing
issues
that
we
need
to
dig
out
of
and
to
become
a
high
performing
school
district
that
has
been
quite
challenging
in
a
pandemic.
W
However,
we
are
very
committed
to
excellence
and
equity
and
we
are
still
moving
the
needle
and
have
accomplished
much,
even
though
we
have
been
needing
to
first
prioritize
the
health
and
safety
of
our
community.
So
with
that
I'll
turn
it
over
to
you,
dr
coleman,
we
have
student
learning
goals
as
well
as
some
other
goals
that
are
professional
goals
for
myself,
that
he
will
walk
you
through
based
on
the
evaluation.
U
Thank
you,
dr
coleman.
Yeah.
Thank
you,
dr
casellas.
So
this
is
a
complex,
so
I
apologize.
I
I
wrote
this
out,
so
I
did
wouldn't
forget
anything
so
I'll,
read
it
to
you
and
I'll
try
to
read
slowly
for
the
interpreters
so
greetings
tonight
we
begin
the
process
of
determining
the
goals
and
metrics
by
which
we
will
evaluate
the
superintendent's
performance
in
the
late
spring
of
2022..
U
U
We
have
also
asked
the
superintendent
to
pay
particular
attention
to
the
challenges
of
developing
a
cohesive
and
effective
working
relationship
between
the
central
office
and
the
schools.
The
conversation
we
had
tonight
in
terms
of
relationship
implementing
the
current
academic
approach,
which,
using
the
assistant
superintendents
as
part
of
that
building
the
relationship.
U
U
U
U
After
we've
already
made
programmatic
commitments,
a
number
of
our
colleagues
tonight
have
pointed
out
the
the
concern
that,
as
we
see,
new
new
issues,
we
have
to
take
on
that.
We've
already
committed
our
resources
and
it's
a
it
feels
like
a
disjointed
way
to
do
planning,
and
it's
also
it's
going
to
take
the
superintendent's
team
a
few
weeks
to
analyze
last
year's
data
to
determine
appropriate
goals
for
this
year.
U
U
We
were
asking
the
superintendent
and
her
team
not
only
to
establish
annual
goals
but
to
propose
a
process
of
progress,
monster,
monitoring,
monitoring
that
will
be
part
of
every
school
committee
throughout
the
year.
The
fact
that
we
want
to
organize
our
school
committees
about
reports
on
our
progress
moving
forward,
the
superintendent
or
team
have
already
constructed
a
data
dashboard
that,
once
the
annual
academic
year,
2021
data
has
been
analyzed,
will
be
used
in
this
monitoring.
U
In
addition,
it's
the
chair's
recommendation
that
we
use
our
time
in
our
retreat
next
week
to
establish
a
schedule
for
this
coming
year
to
have
these
reports.
For
this
example,
there's
a
history
of
our
being
informed
late
in
the
year
that
a
school
is
failing
to
progress
which
creates
a
crisis
response.
U
How
will
these
plans,
for
course,
corrections
be
made
and
communicated
so
once
we
see
the
data
it's
showing
that
there
are
problems
that
haven't
been
solved
and
as
that
may
call
for
a
course
correction,
how
will
that
decision
be
made?
And
communicated
as
a
district
that
is
now
committed
to
being
data
driven
and
focused
on
continual
improvement.
U
We
will
then
have
a
discussion
about
any
proposed
changes.
It's
important
to
note
at
this
time
that
we
are
limited
to
committed
to
having
a
limited
set
of
goals.
So
if
you
feel
very
strongly
that
we
need
to
add
another
goal,
we
will
need
to
let
you
you
you
will
need
to.
Let
us
know
which
one
of
the
current
goals
you'll
take
off
list
or
how
your
goal
will
be
integrated
into
one
of
the
existing
goals.
U
So
with
that,
I
will
assume
that
you've
had
an
opportunity
to
review
the
goals,
but
maybe
ms
sullivan,
if
we
quickly
kind
of
go
quick
quickly
through
so
the
first
goal
is
related
to
english
language
learners
and
the
goals,
as
you
can
see,
is
to
significantly
improve
the
outcomes.
U
And
then
you
can
see
these
the
proposed
strategies.
I
won't
read
those
out.
You
had
those
in
front
of
you,
so
the
second
goal.
U
First
off
thinking
about
how
do
we
decrease
this
personality
and
the
percentage
of
students
color,
who
were
placed
in
substantially
separate
programs
and,
as
we
heard
one
of
the
speakers
of
public
comments
identified.
This
is
a
problem
that
we've
had
for
centuries
and
something
that
we
have
to
address
and
then
also
how
we
measure
student
growth
and
again,
the
strategies
with
focus
on
inclusion,
seats,
inclusionary
practice
in
the
district
and
and
other
strategies
that
we'll
use
so
going
in
back
into
the
conversation
about
continual
improvement.
U
As
we
develop
a
progress
monitoring
system,
we'll
be
able
to
say
well,
are
we
making
progress
versus
the
goals
or
which
one
of
these
strategies
are
helping
us
and
which
are
not,
and
that
will
lead
to
course
constructions
and
even
more
importantly,
where
is
it
working?
And
where
is
it
not?
So
you
want
third,
the
third
goal,
ms
sullivan.
U
And
then
this
is
the
the
major
task
that
the
superintendent
has
prepared
us
to
think
about
in
terms
of
returning
recovering
and
reimagining
what
we
do
as
we
grow
with
attending
the
health
and
social
well-being
and
core
to
that
is.
Measuring
progress
in
equitable
literacy
and
understood
as
as
foundational
to
learning
across
the
disciplines
is,
is
the
degree
to
which
we
have
students
who
are
literate
and
and
working
very
and
we're
implementing
a
new
program
to
support
that
and
we'll
be
measuring
that
progress,
and
then
the
other
is
chronic
absenteeism.
U
Looking
at
how
we
make
sure
that
our
students
are
engaged,
we
know
we
have
significant
problems,
probably
in
the
middle
years,
we're
growing
absenteeism
and
learning
the
equivalent
the
subsequent
learning
laws
and
focusing
on
that
is
very
important
and
then
the
fifth
on
goal,
ms
sullivan,
if
you
can
move
forward,
is
it
this
is
this
is
this
is
a
challenge
for
us
to
think
through,
and
you
know
frankly,
I
think
we
have
to
I.
U
I
encourage
you
to
be
very
respectful
of
the
superintendent's
willingness
to
open
her
and
her
team
up
to
essentially
the
opinions
and
values
and
perspectives
of
the
people
they
serve
by
using
gallup
polls
to
capture
school
leader
perception.
So
we
understand
that
improving
the
working
relationship
between
the
central
office
and
the
schools
is
central
to
our
ability
to
move
forward
for
all
children,
understanding
how
the
leaders
look
at
central
office
is
very
critical
and
particularly
with
the
focus
on
district
office
perception.
U
So
that's
the
professional
practice
goal,
which
is
a
lot
about
bringing
a
diverse
group
of
highly
committed
and
very
thoughtful
professionals
and
getting
to
all
moving
in
the
same
direction.
So
with
that,
I
open
our.
I
open
up
the
conversation
to
questions
that
anyone
on
the
committee
may
have
and
and
to
either
me
or
the
superintendent.
R
Thank
you,
madam
chair.
I'm
trying
to
understand
a
little
bit
well.
First,
let
me
just
start
by
saying
that
I
appreciate
the
let's
focus
on
a
small
number
of
pieces
that
can
have
big
impact
so
that
we're
not
just
focusing
on
on
the
fires.
So
I
definitely
appreciate
that
that
perspective
and
that
that
plan,
one
of
the
pieces
that
I
was
looking
at
as
I
was
looking
through
the
slides
is
that
the
strategies
in
some
ways
are
also
kind
of
mini
miniature
goals.
R
But
I'm
wondering
if
we
are
thinking
of
putting
any
sort
of
metrics
within
those
strategies
to
actually
see
like
how
we're
making
progress
so,
for
example,
with
student
learning
goals.
Sorry
with
the
goal
number
one
around
english
learners
and
one
of
the
strategies
being
that
the
district
increased
seats
in
dual
language
programming.
My
question
is:
is
there
a
target
number
of
seats
that
we're
looking
to
do
that
with
or
increasing
the
linguistic
diversity
of
bps
staff
members?
R
What's
the
target
goal
there,
and
so
I'm
just
trying
to
understand
how
the
strategies
listed
are
reconciled
with
kind
of
a
progress
update,
moving
forward.
R
U
U
Are
we
measuring
acquisition
of
a
particular
standard
and
I
don't
think
we
have
a?
I
don't
think
we
had
that
answer.
So
I
think
that's
one
of
the
things
that
we
have
to
consider
both
as
a
committee
and
then
working
with
dr
cassellius
about
what's
doable.
So
is
it
significant
progress
that
we're
measuring
or
is
there
a
criteria,
and
I
don't
think
we
haven't,
I
think,
that's
part
of
our
discussion.
U
We
need
to
think
through
as
a
committee
about
what
we
think
is
doable
and
I
think
we
have
to
you
know
lean
on
dr
coselius
and
her
team
to
probably
propose
ways
in
which
both
could
be
measured.
You
know
what
would
a
progress
look
like
and
then
what
would
a
criterion
reference
look
like
and
is
that
and
and
if
it's
and
would
that
be
reasonable,.
AQ
A
U
Other
question
we
often
had
the
language
welcome
news:
what
are
the
leading
indicators
moving,
and
I
think
I
really
appreciate
you
pointing
out
that
they're
they're
they're
parts
of
a
strategy-
that's
how
much
and
and
that
should
be
reported
and
then
tracked
in
terms
of
seeing
if
it's
having
the
impact,
the
necessary
impact
and
maybe
not
if
we
don't
get
the
move
we
want,
we
have
to
do
more.
Maybe
more
inclusion
or
may
and
not
just
step,
be
satisfied
with
an
initial
implementation.
W
What
what's
been
typical
growth
for
you,
know,
boston
and
then
even
put
a
little
bit
more
of
an
ambition,
ambitious
goal
on
it,
and
it's
still
at
35
percent
of
kids
that
proficient
or
something
you
know.
W
W
I
I
think
we
got
to
come
back
to
you
all
with
with
what
you
think
is
realistic
for
what
what
you
want
to
hold
me
and
the
team
accountable
for
maybe
we
can
start
that
conversation
next
week
and
I
can
have
you
know
some
of
the
data
teams
share
with
you
some
of
the
targets
that
we
have
on
there,
but
you
know
when
they
shared
them
with
me.
You
know
what
would
be
typical.
W
I
wasn't
satisfied,
and
so
then
it
was
like
what
what
becomes
realistic.
Then
you
know
and
we've
never
been
in
a
pandemic
before
we've
never
seen
this
type
of
learning
loss
before,
and
so
I
just
having
a
hard
time
with
what
would
be
appropriate
to
put
on
there
without
setting
ourselves
up.
You
know
but
being
aspirational
enough,
so
it's
just.
R
Yeah,
I
appreciate
that
and
I
would
imagine
that,
if
we're
going
just
based
off
of
typical
performance
or
just
typical
growth,
that
we
would
likely
all
be
unsatisfied
with
that
being
the
goal
so
appreciate
the
opportunity
to
just
engage
on
what's
realistic,
what's
aspirational
and
also
what's
what's
the
immediate
and
then
what's
the
long
term,
and
what
how
do
we
get?
R
How
do
we
get
to
where
we
want
to
be
three
five
years
from
now,
knowing
that
it's
going
to
take
three
five
ten
years
from
now,
knowing
that
it's
going
to
take
time
and
effort
and
investment
in
in
specific
pieces.
V
Thank
you
so
great
conversation,
first
of
all.
Well
done
I
like
the
approach
of
a
tying
it
to
the
school
committee
goals
and
priorities.
I
always
believe
less
is
more
and
particularly
an
evaluation.
If
we're
holding
the
superintendent
accountable
for
25
measures,
you
just
can't
concentrate
on
that.
So
to
pick
four,
you
know
four
overriding
goals
and
two
in
each
I
think,
is
great
and
it
is
very
much
aligned
with
what
the
priorities
the
school
committee
picks.
So
I
think
there's
a
lot
of
clarity
to
it.
V
The
only
one
I'm
struggling
with-
and
this
is
just
you
know-
to
put
it
on
the
table
in
the
last
one.
I
really
appreciate
that
you're
tying
it
to
the
gallup
data,
because
you
know
at
the
time
when
the
superintendent
shared
that
with
us
and
of
course
you
know,
we
were
hammered
for
well.
The
data
was
low
and
I
complimented
you
superintendent
at
the
time
for
having
the
courage
to
have
that
report,
particularly
in
the
middle
of
a
pandemic
or
have
that
research,
and
I
said
at
the
time
the
key
thing
is.
V
You
know
that,
in
my
experience
and
in
my
career
is
you
face
it
head
on
and
you
pick
out
of
those
what
you
really
need
to
work
on
and
then
you
commit
to
it
and
that's
exactly
what
you've
done
here.
So
I'm
really
impressed
that
you
picked
a
couple
of
things
in
both
for
school
leaders
and
then
central
office,
a
couple
of
the
measures
and
that
you
want
to
improve
off
of
that
and
you
have
strategies
for
it.
V
What
I'm
wondering
is
what
I
see
missing
from
that
dr
coleman
and
I
love
your
thoughts
on
it
is
you
know
you
have
school
leaders
and
you
have
central
office,
but
you
don't
have
our
families,
you
don't
have
our
communities
and
you
know
those
are
ultimately
our
customers
right.
So
how
do
we
measure
when
we
talk
to
you
on
that?
You
have
in
the
top
line
about
customer
service
which
aligns
with
our
strategic
plan,
but
customer
service
implies
you're
getting
feedback
from
our
customers
and
and
our
customers
are
our
families
and
our
students.
V
W
J
W
W
But
I
think
what
dr
coleman
and
I
were
trying
to
do,
just
like
we've
been
doing
with
the
school
committee
is
say
what
are
a
few
that
we're
going
to
pull
out
of
the
larger
strategic
plan
to
really
focus
on.
But
that
doesn't
mean
that
we
are
not
paying
attention
to
the
really
important
work
of
the
strategic
plan
to
cultivate
trust
and
amplify
voice
happiness.
V
U
So,
mr
o'neill,
which
one
of
the
two,
so
we
we're
looking
at
school
leader,
perceptions
and
then
perceptions
of
the
central
office.
Would
you
be
advocating
that
we
had
a
third
or
would
you
trade
off?
One
of
those
two
say
you
know
which
of
those
two
or
do
you
think
are
the
most
critical
for
us
to
know.
As
you
know,
you
know
inspect
what
you
expect,
and
would
you
take
one
off
and
put
on
some
metric,
which
would,
as
as
dr
celia
says,
we're
already
measuring
it.
W
I'm
happy
to
add
it.
We
didn't
leave
it
out
on
purpose.
W
That
we
will
still
work
on
those
things
but
happy
to
add
that
goal
on
there.
It's
it's
very
important
to
me
and,
as
you
know,
if
you
look
at
my
calendar,
I.
W
A
lot
of
time
with
our
families,
and
so
I'm
happy
to
to
add
that.
W
I
do
think
one
thing
about
that,
though,
when
you
get
the
family
surveys,
you
will
see
that
it
will
correlate,
probably
with
all
of
the
other
goals
that
we
have
as
well.
You
know
if
you're,
not
if
you're,
not
getting
transportation
on
time
or
you
know,
if
you
know
school
school
leaders
aren't
happy.
I
mean
I
think
you're
going
to
see
that
these
these
numbers
would
also
triangulate
and
coordinate
together.
AS
A
If
not,
I
want
to
say
thank
you
to
dr
coleman.
You
answered
many
of
my
questions
in
the
framing
of
this
report
and
look
forward
superintendent
and
with
the
committee
to
be
able
to
talk
a
little
bit
more
about
this,
as
we
think
through
our
structure,
as
we
move
forward
with
our
retreat
next
week.
So
we
look
forward
to
taking
actions
on
these
goals
at
our
next
meeting.
D
BA
Hi
good
evening,
so
my
name
is
sarah
granfield
and
I
live
in
west
roxbury.
Some
of
my
comments
tonight
have
been
addressed
but
are
worth
reiterating,
if
only
to
indicate
to
this
body
that
the
public
is
still
paying
attention
and
holding
you
accountable.
My
comments
relate
to
the
exam
school
admissions
simulations.
BA
So
first
I
wanted
to
say
that
I
was
shocked
that
miss
roberts
and
mr
o'neill
both
noted
that
the
percentage
of
invitations
extended
to
students
attending
non-bonus
point
schools
is
roughly
equivalent
to
the
percentage
of
students
enrolled
in
sixth
grade
citywide,
and
they
cited
that
as
evidence
that
the
policy
is
fair.
They
are
wrong.
The
relevant
comparison
is
not
between
invited
students
and
all
sixth
graders
in
boston.
BA
It
is
between
invited
students
and
applicants
who
have
a
b
or
higher
gpa,
that
is
to
say
the
population
of
students
who
are
actually
able
to
attend
the
exam
schools.
According
to
your
own
simulations,
fully
one-third
of
qualified
applicants
attend
schools
that
do
not
qualify
for
bonus
points
under
a
fair
and
reasonable
policy.
That
means
that
one-third
of
invited
students
would
attend
such
schools.
However,
again,
according
to
your
own
simulations,
only
one-fifth
of
invited
students
attend
such
schools.
On
that
score.
BA
BA
D
Thank
you.
I
believe
that
kathleen
has
her
hand
raised
so
we'll
invite
kathleen
chardovoin
to
testify.
C
AZ
L
AZ
I
have
several
observations
on.
What's
been
shared
number
one
at
the
june
school
committee
meeting,
ms
sullivan
and
mr
craiger
confirmed
that
the
task
force's
charge
was
not
to
create
a
student
body
at
the
exam
schools
that
matches
the
racial,
socioeconomic
and
geographic
diversity
of
the
city,
but
rather
one
that
ensures
that
schools
reap
the
educational
benefits
that
flow
from
a
diverse
student
body.
Yet
these
simulations
show
that
the
policy
is
absolutely
being
measured
on
how
closely
the
outcomes
match
the
diversity
in
k-12.
AZ
The
word
proportional
was
used
at
least
a
dozen
times
tonight.
My
second
observation
was
effectively
raised
by
mr
de
arujo.
How
many
of
the
204
simulated
invitations
to
students
at
a
non-bonus
point
school
are
in
fact
receiving
15
bonus
points
due
to
their
individual
circumstances,
homelessness,
pcf,
custody,
bhi,
dha
housing?
AZ
Is
these
simulations
are
meant
to
disprove
the
theory.
If
you
do
not
get
bonus
points
you
do
not
get
in,
they
cannot
do
so
without
accounting.
For
this
group
of
students,
we
know
53
students
who
were
in
the
homeless
or
dcf
bucket
were
invited
under
zip
code
policy,
and
we
know
that
10
of
all
bps
students
are
in
bha
housing.
AZ
Hiding
the
student
group
in
the
simulations
does
not
fulfill
the
promise
made
by
this
body
to
rebuild
trust
and
ensure
transparency.
Third,
ms
robinson
alluded
to
this
point
regarding
applicant
members.
Both
the
simulations
this
evening
and
the
zip
code
policy
results,
ignored
the
applicants
eligible
for
exam
schools,
but
disadvantaged
because
of
where
they
live
or
go
to
school.
Let's
compare
west,
roxbury
and
brighton,
which
will
receive
roughly
the
same
percentage
of
invitations.
AZ
AZ
A
Thank
you.
Is
there
new
any
new
business.
U
I
would
like
to
put
on
new
business,
and
this
is
no
rush
per
se,
but
you
know
as
the
first
time
I
bought
up
a
conversation
about
the
grant
approval.
Mr
o'neal,
I
remember
his
smile
at
me
ten
years
ago.
U
Now
I
would
I'm
not
sure
the
way
we
approve
grants
is
you
know,
focused
or
useful
or
necessary,
and
not
getting
all
the
questions
that
we
need
and
maybe
reflect
a
a
time
when
we
had
less
trust
in
our
budgetary
controls,
and
so
I
would
like
to
take
some
time
have
some
time
to
think
about
if,
if
couples
went
together,
noodle
about
a
better
way
on
talking
of
grants,
but
I
like
to
bring
up
the
new
business
or
put
on
new
business
to
have
that
discussion
in
a
future
meeting
and
then
have
the
the
superintendent's
team
come
back
with
a
proposal.
U
A
Thank
you.
We
will
do
that
and
we
can
probably
do
that
next
week,
because
the
committee
will
be
holding
a
two-day
remote
retreat
on
the
evenings
of
october
12th
and
wednesday
october
13th.
The
committee
will
use
that
time
to
plan
our
agendas
for
the
2021-22
school
year
and
to
discuss
our
meeting
structure.
The
retreats
will
be
open
to
the
public
and
more
information
will
be
posted
on
the
committee's
web
page
later
this
week.