►
From YouTube: Boston School Committee Meeting 10-27-21
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
B
B
B
D
F
B
G
B
Do
thank
you.
Miss
sullivan
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
broadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
website
and
on
youtube.
Tonight's
meeting
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org
backslash
school
committee.
Under
the
october
27th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
bps
languages.
B
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
spanish
haitian
creole
cabo,
varian,
blue
cantonese,
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
in
finished,
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference.
H
Good
evening,
thank
you
very
much,
madam
chair,
distinguished
guests.
My
name
is
juan
bernal.
I
am
the
spanish
interpreter
who
will
be
interpreting
consecutively
and
exclusively
for
a
school
committee?
Member
spanish
pick
and
miss
rafaela
polanco
garcia,
while
the
other
two
interpreters
will
be
interpreting
simultaneously
for
those
in
need
of
interpretation.
B
B
M
N
N
Q
B
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
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.
B
B
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
before
we
get
started
this
evening.
I
have
a
brief
announcement
with
three
members
unable
to
join
us
this
evening.
We
are
going
to
postpone
tonight's
action
items
until
our
next
meeting
when
we
expect
to
have
our
full
membership.
B
B
Here,
thank
you
all
righty.
Thank
you.
So
much
each
year
the
boston
municipal
research
bureau
honors
the
select
group
city
of
boston
employees
with
the
henry
l
shattuck
public
service
award.
The
award
recognizes
public
servants
to
exemplify
integrity,
initiative,
leadership
and
commitment
to
the
public
good.
B
We
are
thrilled
that
our
own
deliverance
stanislaus
is
a
recipient
of
this
year's
award.
Mr
stanislaus
has
demonstrated
all
of
these
qualities,
particularly
as
the
transportation
team
rallied
and
adapted
to
the
challenges
presented
by
the
pandemic.
Miss
stannis
wells
is
a
former
bps
student
and
proud
graduate
of
the
jeremiah
e
burke
high
school.
B
She
is
also
a
bps
parent
and
understands
deeply
the
trust
that
bps
families
place
upon
us
to
provide
safe
and
reliable
transportation
for
their
children.
She
and
her
team
have
worked
so
hard
to
improve
the
performance
of
our
transportation
team
over
the
last
few
years.
We
are
incredibly
proud
of
her
and
happy
that
she
has
received
this
well-deserved
recognition.
B
B
The
committee
is
delighted
to
present
you
with
this
site
story.
The
committee
is
delighted
to
present
you
with
this
citation
which
reads:
the
boston
school
committee
extends
its
congratulations
to
de
la
verne,
stanislaw,
director
of
transportation,
boston,
public
schools,
recipient
of
the
boston
municipal
research,
bureau's
2021,
henry
l,
shattuck
public
service
award
every
day,
boston,
public
schools
under
the
direction
of
ms
stanislaw
safely
transports,
approximately
24
000
students
on
641
buses
to
232
different
schools.
T
T
S
Madam
chair
and
thank
you,
miss
kutcher
for
your
incredible
work,
recognizing
city
public
servants.
You
know
sometimes
these
jobs
can
be
very
challenging
and
to
get
this
type
of
recognition
for
our
city.
Public
servants
is
really
quite
remarkable.
So
thank
you
for
your
dedication
and
the
panel
who
had
to
look
at
all
the
application
and
make
the
really
hard
decisions.
S
I'm
sure
I
just
want
to
take
a
moment
to
bring
greetings
on
behalf
of
all
of
us
at
bps,
particularly
chief
alvarez
for
and
sam
depina,
who
worked
so
closely
with
dell
every
each
and
every
day
who
couldn't
be
here
today
and
then,
of
course,
on
behalf
of
myself
so
proud
of
you,
dell
you're
one
of
the
first
people
I
met
when
I
came
in
as
superintendent,
and
you
just
started
your
job
a
short
time
before
I
started
mine
and
you
inherited
a
snarls
nest
of
issues
to
try
to
resolve
and
we
partnered
together
on
hiring
a
consultant
to
come
in
and
take
a
deep
dive
on
some
of
the
you
know,
long-standing
issues
within
the
transportation
department.
S
U
Somebody
from
bps
actually
followed
the
school
bus
on
my
kids
first
week
to
try
to
figure
out
what
those
challenges
were,
and
it
wasn't
you
because
I
did
go
back
to
my
email
to
see
who
I
was
communicating
with,
but
I've
also
gotten
an
opportunity
to
see
how
you
engage
with
families
to
remedy
the
challenges
that
they
may
be
facing.
So
thank
you
for
your
incredible
work.
I
look
forward
to
continuing
to
work
together
to
create
a
better
system
for
our
students
and
families.
Thank
you.
Congratulations.
W
I
want
to
thank
you
for
the
grace
and
courage
and
passion
you
bring
to
what
is
clearly
the
one
most
difficult
jobs,
both
technically
and
in
terms
of
customer
service
that
we
have
in
the
district.
So
thank
you.
Thank
you.
Thank
you.
Deeply
appreciate
your
work
and
congratulations
on
this
well-earned
recognition.
B
I
still
remember
the
day
two
years
ago,
three
years
ago
now,
where
I
spent
an
afternoon
manning
the
phones
for
the
afternoon
and
watching
all
of
the
grace
that
people
were
trying
to
handle
the
myriad
of
complaints
and
finding
lost
buses
and
realizing
if
this
is
just
a
snapshot
of
what
you
do
every
day,
hats
off
to
the
work
that
you
have
done
over
these
many
years
through
the
pandemic
till
now
making
sure
that
those
buses
get
where
they
need
to
do.
X
I
would
like
to
say
thank
you
to
each
and
every
one
of
you.
I
would
also
like
to
publicly
thank
the
transfer,
the
transportation
team.
I
am
because
they
are
they're
they're,
relentless
they're,
hard
work
through
adversity
every
single
day
I
have
a
wonderful
team
and
I
just
wanna
shout
them
out.
This
shattuck
award
is
for
the
transportation
team.
X
Also.
I
just
want
to
say
thank
you
to
my
dear
friend,
who
a
lot
of
times
a
lot
of
mornings,
a
lot
of
late
nights,
I'm
taking
away
leaning
in
because
I
view
all
24
000
students
that
we
transport
every
single
day
as
one
of
my
as
one
of
my
kids.
B
F
B
D
W
Y
D
F
B
S
S
S
S
Our
secondary
school
team,
and
particularly
our
supervisors
of
attendance,
are
working
every
day
to
increase
our
student
attendance
while
we're
not
seeing
perfect
attendance.
We
are
encouraged
by
the
student
attendance
we've
seen
this
year,
particularly
following
disruption
to
in-person
learning
of
the
previous
two
years
and
still
mitigating
the
effects
of
cobit.
S
As
you
know,
stem
stands
for
science,
tech,
technology,
engineering
and
mathematics
just
want
to
make
sure
I
get
that
acronym.
In
there
last
week,
students
participated
in
a
design
challenge
around
the
theme
of
looking
at
how
they
can
improve
the
health
of
boston
using
steam
and
steam
is
the
same
as
stem,
but
with
arts
in
there.
S
So,
educators
helped
our
students
dive
into
stem
week
with
various
activities,
challenging
challenges
and
projects
with
the
goal
of
creating
a
product
that
would
serve
as
a
solution
to
one
of
our
city's
pressing
issues
from
career
fairs
and
alumni
panels
to
information
sessions
and
in-person
game
nights.
Our
students
took
stem
week
to
another
level
and
it
was
great
to
see
the
many
science
technology,
engineering
and
math
rock
stars
we
have
in
our
classrooms.
S
This
athletic
field
includes
a
new
football
field,
track
field,
baseball
field
and
softball
field,
and
it's
going
to
benefit
our
youth
and
school
athletic
programs
that
use
it
for
practices
and
games.
The
fields
were
supported
by
a
comprehensive
1.75
million
renovation
project
that
began
in
august
of
2020
and
was
recently
completed
this
september.
S
S
S
S
This
new
playground
offers
bps
students
another
opportunity
to
spark
their
creativity,
their
problem-solving
skills
and
self-expression,
while
also
connecting
with
their
peers,
which
is
an
important
part
of
all
of
the
stages
of
development.
Thank
you
to
everyone,
in
particular
the
parents
who
worked
so
hard
on
this
grant
to
create
this
beautiful
space
for
our
kiddos.
S
I
also
want
to
take
a
moment
to
recognize
two
outstanding
educators
who
were
recently
recognized
by
mcdonald's
kevin
crowley,
who
is
a
teacher
at
the
carter
school
and
kevin
tracillus,
who
is
a
paraprofessional
at
the
allison
park?
School
were
honored
by
mcdonald's
on
october
14th,
with
a
surprise
ceremony
with
colleagues
and
family,
kevin
c
and
kevin
t,
as
they
are
affectionately
known
previously,
worked
together
in
the
same
classroom
and
became
very,
very
close
friends.
S
Kevin
crawley,
immediately
tweeted
out
kevin
tercellis
kevin
trusellis
immediately
replied
with
his
own
recognition
of
kevin
c,
and
the
mcdonald's
took
note.
Both
kevin's
received
flowers
tickets
to
a
celtics
game
and
gift
cards
at
their
honoring
ceremony,
but
that's
not
all
these
amazing
educators
also
received
25
000
for
each
of
their
schools.
S
I
want
to
thank
mcdonald's
for
their
incredible
generous
gift
and
recognition
of
excellent
teachers
across
this
across
our
nation,
and
particularly
here
in
our
backyard
in
boston,
we're
bps,
proud
of
our
rock
star
educators
and
their
continued
work
toward
creating
positive
learning
experiences
for
our
students
and
also
for
shouting
each
other
out
for
the
great
work
that
they
do
talking
about
shout
outs.
This
morning
I
attended
the
ed
baster
school
on
the
move
ceremony
joined
by
chair
robinson
member
lopera
and
many
other
members
of
our
bps
team.
S
The
three
finalists
this
year
were
new
mission
high
school
in
hyde
park,
the
pj
kennedy
elementary
and
otis
elementary,
both
of
those
in
east
boston,
I'm
thrilled
for
the
james
otis
elementary
school,
which
was
named
the
winner
of
the
one
hundred
thousand
dollar
award
earlier
this
morning.
Congratulations
to
to
principal
paula,
circara,
gonzalez,
gonzales
and
entire
community
of
our
oldest
owls.
S
I've
been
so
inspired
by
paula's
leadership,
especially
watching
her
in
action.
During
my
visits
to
the
otis.
This
is
such
a
well-deserved
honor,
as
paula
has
served
the
students
and
families
of
bps
for
over
33
years.
She
has
spent
her
entire
bps
career
at
the
otis
and
she
loves
it.
She
started
there
as
a
teacher
in
1988
and
she
became
principal
in
2010..
S
This
was
my
third
year
attending
this
wonderful
event
and
it's
such
a
great
opportunity
to
highlight
bps
schools
demonstrating
rapid
improvement,
exemplary
progress
and
academic
achievement.
All
of
this
during
a
pandemic.
I
want
to
thank
marinelle
ruminator
and
the
entire
team
at
investors
for
being
such
amazing
partners
to
bps.
I
want
to
thank
kathy
and
jim
stone
for
doing
this
honor
as
they
recognize
tom
pezzant
who
this
honor
was
named
after
working
with
us,
and
they
worked
with
us
on
the
school
improvement
initiative
this
year
and
many
many
years.
S
S
Z
P
Z
Apologize,
I'm
also
doing
with
child
stuff,
okay,
so
good
evening.
Everyone
glad
to
see
you
all.
I
want
to
give
a
brief
update
on
the
exam
schools
implementation
process
for
the
current
policy.
Z
Z
I'm
also
pleased
to
and
share
that
we
have
launched
a
updated
website
on
the
exam
school
process
under
the
new
policy.
Thank
you
to
my
colleague
for
pulling
that
up.
For
us,
there
is
a
lot
of
information
there
for
families,
including
starting
with
information
on
a
fact
sheet
for
families
that
shares
information
on
eligibility
and
the
invitation
process.
Z
If
we
continue
to
scroll,
you
will
also
see
that
we
spell
out
in
more
detail
information
about
eligibility
timelines
for
non-bps
students,
as
it
relates
to
residency
verification.
You
can
continue
to
scroll,
please
and
who
that's
applicable
to
what
is
required
for
that
process.
You
can
continue
going
please.
Z
And
then
also
how
to
get
our
to
our
welcome
centers,
we
also
provide
information
on
a
grade
point
average
and
how
that
will
be
calculated
with
some
additional
examples
and
information
so
that
families
have
an
understanding
about
how
that
will
work,
and
we
also
talk
about
the
additional
points
in
brief
there.
Z
Lastly,
we
cover
invitations
and
what
that
process
will
look
like,
and
there
is
information
on
what
the
process
for
next
school
year
will
look
like,
as
we
will
have
an
exam
in
place
for
that
year.
Z
We
also
have
been
working
on
a
circular
which
will
talk
about
the
implementation
of
the
policy
in
more
detail
as
we
shared
when
we
met
with
you
last
time
that
is
currently
under
review
by
our
legal
advisors
office
and
should
be
available
within
a
couple
of
weeks,
along
with
additional
information
on
the
tiers
and
the
calculation
of
the
additional
points.
So
we
look
forward
to
bringing
that
to
you
and
publishing
that
information
as
well.
So
with
that,
I
will
turn
it
back
over
to
dr
cassellius.
B
Sorry,
all
right,
it's
okay!
Thank
you!
Superintendent,
I'll,
now,
open
it
up
to
questions
and
discussion
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes.
That
is
one
to
two
questions.
I'd
like
to
remind
bps
staff,
to
also
be
brief
in
your
responses.
B
B
Z
B
Thank
you
and
my
other
question,
dr
casalias.
I
was
thrilled
to
see
all
of
the
steam
week
activities.
My
question
is:
how
does
that
turn
into
more
robust
stem
and
steam
activities
for
our
kids
on
an
ongoing
week
process
throughout
the
year?
What's
happening
with
those
that
those
that
level
of
curricula.
S
Well,
fortunately,
dr
eckerson
is
going
to
be
presenting
the
academic
vision
coming
up,
which
will
talk
more
about
how
we're
going
to
embed
both
literacy
and
math,
and
now
with
the
addition
of
the
exam
school
policy.
I
think
you'll
see
a
much
greater
focus
on
science
and
social
studies
as
well.
S
So
I
think
that
it's
really
important
for
us
to
make
sure
that
we're
embedding
that,
throughout
the
entire
curriculum,
also
a
more
project-based
type
of
curriculum
with
our
elementary
schools
in
the
elementary
grades.
I
know
our
teachers
are
trying
to
do
a
lot
of
that
and
we're
on
track
to
doing
a
lot
of
that
prior
to
the
pandemic.
B
Thank
you
and
finally,
I
want
to
also
offer
my
congratulations
to
the
winner
of
the
of
the
winners
of
the
school
on
the
move
prize
this
morning.
That
was
a
very
wonderful
celebration
and
was
wonderful
to
be
able
to
have
the
kids
remotely
involved.
So
this
was
the
first
time
we've
had
that
kind
of
a
in-person
and
remote
program
and
the
students
who
usually
aren't
involved
were
actually
able
to
see
it
this
year.
So
that
was
great
and
congratulations
to
all
three
schools.
B
AA
W
Q
D
D
D
D
D
D
D
AB
Q
J
AB
J
So
during
the
meeting
in
the
iep,
we
all
agreed
that
it
was
appropriate
to
retain
my
niece
for
one
year
and
after
that
agreement.
However,
the
the
person
that
runs
the
special
education,
christopher
caron
denied
that
request.
AB
J
Hey
so
what's
going
on
is
that
this
christopher
caron
is
asking
me
to
speak
to
the
principal
of
the
school,
but
we
had
agreed
already
having
the
assistant
principal
as
part
of
the
meeting
where
we
had
agreed
that
we
would
retain
my
niece
she's
11
years
old,
and
I
wanted
to
keep
her
in
the
quincy
school
now
I
I
do
feel
discriminated
because
there
was
another
kid
50
that
stayed
in
that
school
until
he
was
15..
J
AB
AB
J
Okay,
so
I
just
want
to
recap
that
it
is
important
for
you
all
to
understand
that
during
this
iep
her
teachers,
my
nieces
teachers,
as
well
as
therapists
as
well
as
the
assistant
to
the
principal,
had
agreed
that
it
was
okay
for
her
to
stay
one
more
year
in
the
quincy
school.
J
She
would
wouldn't
be
the
first
one,
and
so
the
kids
that
have
stayed
in
the
quincy
school
she's
only
11
and
my
feeling
is
almost
like
they're,
not
being
considerate,
that
they
want
to
kind
of
throw
her
into
another
school.
She
wouldn't
have
any
friends
she
you
know
we
want
to
keep
her
in
there
precisely
because
she
was
not
able
to
have
academic
classes
for
18
months.
So
I
have
tried
to
explain,
but
you
know,
if
we
change
her
to
another
school,
if
she
graduates
it's
gonna,
be
very
complicated.
J
D
That
concludes
our
speakers
for
interpretation.
For
public
comment.
I
will
now
activate
the
interpretation,
icon
and
all
interpreters
will
be
sent
to
your
channels
and
you
can
start
interpreting
again.
Thank
you
move
on
to
our
next
set
of
speakers.
D
G
Good
afternoon
my
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education,
justice
alliance,
I'm
a
dorchester
resident
and
I've
worked
with
boston's
young
people
for
over
20
years
previously
at
bunker
hill,
the
city,
school
and
brighton
high
school
bill
bps
continues
to
not
be
a
comprehensive
master's
facilities
plan
beija.
As
a
member
of
the
build
bps
stakeholders
group
once
again
demands
a
moratorium
on
school
closures
and
major
facility
decisions
until
an
equity
analysis
of
the
impact
on
black
and
latino
communities
is
completed
since
first
released
in
2017.
G
We
have
been
requesting
missing
information,
including
swing
space,
financial
reports,
estimated
costs
for
rebuilds
relocations,
maintenance
program,
expansions
and
educational
plans
for
proposed
school
reconfigurations,
which
include
feeder
plans.
The
current
plan
does
not
include
any
of
these
specifics
before
superintendent
cecilia
started.
The
decision
to
close
all
middle
schools
was
made
without
community
input.
G
G
G
Of
closing
west
roxbury
be
repeated
with
the
timmelty
and
irving
families.
The
decision
to
close
the
wreck
was
made
with
yes
votes
by
chair
person,
jerry
robinson,
michael
o'neill
and
hardin
coleman.
You
all
expressed
concerns
about
students
having
too
many
transitions
and
the
impact
that
would
have
on
graduation
rates.
We
ask
that
you
give
an
update
on
what
has
happened
to
the
west
roxbury
education
students
at
your
next
committee
meeting.
G
The
majority
of
rec
students
were
black
and
latino,
just
like
the
majority
of
students
at
the
timilty
and
irving.
Where
is
the
priority
of
equity
in
decision
making
and
using
the
district's
own
equity
tool
with
fidelity
by
that
we
mean
by
including
families
and
school
communities
in
the
decision
making
before
decisions
are
made
not
after
thank
you.
C
C
C
My
colleagues
and
I
coordinate
visits
with
award-winning
authors
and
illustrators
collaborate
with
classroom
teachers,
lead
information,
literacy,
lessons
and
guided
inquiry,
learning
run
book,
clubs
for
students
and
staff
incorporate
stem
learning,
including
teaching
students,
computer
programming,
robotics
and
digital
storytelling.
We
ensure
all
students
receive
bpl
library
cards.
We
serve
on
numerous
committees.
C
We
have
developed
mentorships
for
students.
I
personally
have
raised
over
one
hundred
thousand
dollars
for
the
shaw
library
to
make
up
for
the
lack
of
a
library
budget
in
previous
years.
This
is
not
to
promote
myself,
but
simply
to
say
that
I
believe
a
library
with
a
certified
librarian
should
be
a
foundational
position.
C
C
All
this
to
say
that
what
a
library
and
librarian
can
offer
a
school
community
is
endless
in
the
approval
of
the
library
services.
Strategic
plan
will
positively
impact
thousands
of
students
lives.
I
once
had
a
shy
student
speak
out
while
or
of
his
future
school.
He
had
one
question
for
the
principal:
does
your
school
have
a
library?
C
AD
Hi,
thank
you
for
taking
the
time
for
me
to
speak
right
now.
I
had
thought
that
the
public
comment
was
coming
after
the
build
bps
presentation,
so
this
feels
a
little
bit
out
of
order,
but
I
just
wanted
to
advocate
for
our
grue
elementary
school
in
hyde
park.
I
know
that
it's
currently
on
the
list
to
receive
the
sixth
grade,
and
so
we're
really
grateful
that
that
proposal
is
being
made.
AD
It
is
unclear
to
us
as
families
whether
or
not
the
decision
is
complete
or
if
this
committee
is
still
in
discussions
and
so
to
that
end
we
just
wanted
to
make
sure
that
we
were
able
to
be
here
tonight
and
really
advocate
for
an
excellent
school
in
hyde
park.
It
is
almost
90
people
of
color
and
families
of
color,
and
so
it
is
part
of
the
community
of
boston
that
we
are
always
advocating
for,
and
I
am
particularly
grateful
that
my
kid
can
be
of
the
wonderful
warm
community
we
have,
and
so
it
feels
like.
AD
Sometimes
the
grew
in
hyde
park
aren't
necessarily
top
of
everyone's
agenda,
and
I
just
wanted
to
raise
here
that
we
are
all
really
excited
about
the
opportunity
for
our
school
to
continue
to
thrive
and
grow
and
that
families,
at
least
in
our
community,
won't
necessarily
be
forced
out
of
the
city.
So
having
a
fifth
grader
and
a
first
grader
we've
been
thinking
about.
If
we
needed
to
leave
boston
entirely
because
of
the
sixth
grade.
AD
Confusion,
and
so
just
feeling
really
appreciative
that
if
this
proposal
goes
through
that
our
family
and
others
in
our
school
will
be
able
to
stay
in
boston
for
the
duration.
And
I
know
that
this
is
a
very
difficult
decision.
And
obviously
people
are
speaking
around
whether
or
not
there's
additional
equity
issues
to
be
considered.
And
that
is
of
course
always
important
to
ask
and
understand
that
that
evaluation
is
still
happening,
but
just
wanted
to
make
sure
that
there
were
that
there
was
a
voice.
AD
Putting
a
vote
in
for
the
group
to
be
able
to
continue
its
expansion
as
proposed
and
looking
forward
to
whatever
those
final
plans
will
look
like
and
how
we,
as
a
school
parent
council,
will
be
able
to
support
the
implementation
of
that
decision.
Thank
you.
AE
Sorry,
my
name
is
allison
cox.
I
live
in
jamaica,
plain
and
I'm
a
parent
and
family
representative
on
the
mission
hill
schools
governance
board.
I'm
here
tonight
because
of
the
district's
continued
efforts
to
undermine
our
school
a
full
month
ago,
the
district
appointed
an
interim
leader.
To
date
she
has
failed
to
introduce
herself
to
our
families.
No
welcome
letter,
no
newsletter,
no
remarks
at
curriculum
night
and
she's
declined
to
receive
on
our
governance
board.
Our
school
needs
a
caring,
accessible
devoted
leader,
yet
it
seems
she's
been
instructed
to
meet
us
with
total
indifference.
AE
The
superintendent
has
launched
an
investigation
assessing
the
school's
management
practices.
No
one
conducting
this
investigation
has
yet
spoken
to
any
family
or
community
members
from
the
governance
board.
From
this
year
or
last
about
school
management,
it's
unclear
how
a
school's
governance
can
be
assessed
without
talking
to
the
very
individuals
charged
with
governing
it.
She
also
said
she
that
she
learned
of
the
years
old
accusations
by
a
family
just
last
february.
AE
I
questioned
that
timeline,
but
even
if
true,
this
committee
should
know
that
in
june
five
months
later,
a
member
of
the
superintendent's
office
led
the
writing
of
our
co-leader's
very
positive
reviews.
Never
did
the
district
indicate
there
were
any
concerns
until
these
leaders
were
put
on
administrative
leave.
Just
a
few
weeks
later,
a
lot
of
fingers
are
being
pointed
at
the
school
and
its
staff.
I
asked
this
committee
to
ensure
that
the
district's
own
accountability
is
examined.
Families
deserve
to
know
where
the
district
is
failing.
AE
Our
schools,
rather
than
being
asked
to
assume
it's
our
schools
failing
our
families.
My
daughter's
class
is
using
bps's
focus,
curriculum,
she's,
studying
school
communities,
content
focuses
on
independence,
representation
and
inclusion,
lessons
lessons,
encourage
activism
and
participation
in
democracy
in
a
culminating
project.
Students
advocate
for
improvements
to
create
strong
schools
for
diverse
learners.
AE
If
it's
asked
to
consider
major
permanent
changes
to
mission
hill,
I
urge
this
committee
to
look
beyond
headlines
and
to
take
into
consideration
what
else
may
truly
be
motivating
the
district
here
mission
hill
has
been
and
can
be
an
incredibly
special
place
that
retains
families
in
our
public
schools
and
serves
our
students.
Well,
please
let
live
its
mission.
Thank
you.
D
AF
AF
The
other
one
is
the
sixth
grade
waiting
all
right
waiting
eagerly
these
days,
and
my
question
is
still-
I
asked
my
if
my
daughter
have
any
possibility
to
go
to
any
exam
school,
even
though
she's
a
top
in
the
class
after
the
last
school
committee
meeting
the
simulation
result,
I
was
convinced
again
that
no
bonus
point
no
exam
school,
at
least
for
the
year
2020
and
2022,
and
there
will
be
schools
with
zero
kids
going
to
exam
school,
even
the
top
in
the
class,
a
plus
a
minus,
a
plus
and
a
doesn't
really
matter.
AF
AF
The
only
reason
chicago
the
chicago
model
we
are
trying
to
talk
about
is
okay.
I
have
30
seconds
okay,
based
on
the
bonus
point
based
on
the
simulation.
We
saw
all
together
that
bond
upon
doesn't
change
the
student
distribution
of
social
economic
conditions,
racial
distributions,
just
arbitrarily
blocked
a
certain
school
student
trying
to
go
to
exam
school,
especially
for
the
year
2020,
to
2002,
make
sure
they
have
no
exam
at
all.
Thank
you
so
much.
I
really
appreciate.
AG
Hi,
sorry
about
that,
my
name
is
bill
young,
I'm,
the
parent
of
a
second
grader
at
sumner
elementary,
which
is
historically
a
theater
school
for
the
irving.
The
current
proposal,
as
I
understand
it,
is
to
close
the
irving
we
received
word
yesterday
that
the
summoner
won't
get
a
sixth
grade
to
make
up
for
that
closure.
AG
All
the
other
schools
in
roslindale
will
get
a
sixth
grade.
You
know
what
happens
next
today.
The
committee
is
considering
whether
to
vote
knowingly
to
doom
the
summoner
to
years
of
under
enrollment,
to
toss
it
back
and
off
of
the
cliff.
That
is
the
weighted
student
formula
for
no
good
reason:
the
sumner's,
the
largest
elementary
school
in
the
neighborhood,
it's
vibrant.
AG
AG
Give
us
a
couple
of
sixth
grade
classrooms.
Convert
the
music
room
use
space
at
the
empty
community
center
next
door.
Give
us
a
few
years
of
modular
classrooms.
We
have
architects
among
the
parents,
who'd
be
happy
to
have
a
dialogue
about
how
to
make
space,
but
please
I'm
asking
you:
don't
kill
the
sumner
for
lack
of
creativity.
AH
Hi,
I'm
sarah
barnett,
an
east
boston,
resident
parent
of
two
bps
students
and
member
of
the
founding
committee
that
reopened
the
alleghery
school.
I'm
providing
testimony
to
raise
concerns
regarding
the
suggested
10
point
bonus
policy
for
disadvantaged
schools
presented
at
the
last
meeting.
Although
the
school
committee
is
still
awaiting
models
to
confirm
the
school
by
school
impacts,
it
appears
that
the
dante
alleghery
school
is
one
of
only
five
public
schools
that
does
not
meet
the
40
disadvantage
threshold.
It
is
the
only
school
in
east
boston
to
be
negatively
impacted
by
this
policy.
AH
AH
AH
If
this
metric
is
to
be
used
to
determine
our
children's
future,
the
school
committee
and
bps
must
at
least
ensure
the
integrity
of
the
data
used
in
defining
disadvantaged
students.
The
allegary
has
a
significant
population
of
foreign-born
families
for
63
percent
of
our
students.
English
is
not
their
family's
first
language.
AH
AH
The
dante
alleghery
school
was
reopened
in
2015,
thanks
to
the
partnership
of
dedicated
east
boston,
families,
bps
administrators
and
the
boston
school
committee.
We
have
worked
diligently
and
collectively
to
create
a
high,
achieving
neighborhood
school.
We
graduated
our
first
class
four
years
ago
and
we're
proud
that
eight
of
our
graduates
have
since
secured
invitations
to
the
exam
school.
AH
With
the
change
of
the
policy,
you
will
take
all
of
that
away
from
our
students
and
our
school
if
this
10-point
penalty
is
imposed,
I
ask
that
the
school
committee
recognize
the
problematic
consequences
of
this
10-point
policy
and
remove
it
as
an
obstacle
for
admission
to
the
exam
schools.
Thank
you.
I
will
submit
this
testimony
for
the
record.
AI
Hi
everyone
can
you
hear
me?
Yes,
we
can
hi.
My
name
is
susan
bird
and
I'm
a
parent
at
the
grue
elementary
a
list
of
several
parents,
I'm
sure
you'll
hear
from
tonight
who
are
advocating
for
our
little
school
in
hyde
park
to
get
a
sixth
grade
this
year.
Just
as
meredith
had
said
previously,
we
were
under
the
impression
that
there
would
be
a
vote
this
evening
where
we
would
learn
if
the
if
the
sixth
grade
would
be
given
to
our
school.
AI
AI
I
have
a
first
grader
and
a
k-1
student
and
one
more
k-1
student
coming
up.
We
all
believe
in
the
group.
We
believe
in
everything
that
that
brings
I'm
sorry,
I'm
being
photobombed
right
now,
but
please
understand
our
advocacy
for
the
school
in
hyde
park
and
please
allow
us
to
continue
to
expand
to
the
sixth
grade.
AJ
Hi,
my
name
is
avery.
I
live
in
roxbury,
I'm
a
parent
of
a
mission
hill
student
in
sixth
grade.
It
seems
like
we
have
a
theme
tonight
of
school
closure.
AJ
AJ
So
tonight
let's
talk
about
nelly
here
she
is
that's
my
sixth
grader,
and
I
would
like
you
to
think
about
how
you
would
explain
to
her
how
her
very
kind-hearted
and
warm
long-term
substitute
is
going
to
teach
her
a
curriculum
that
she's
never
seen
before
with
just
a
bit
of
preschool
teaching
experience
and
how
about
how
high
expectations
for
grades,
five
and
six
could
be
met
by
a
team
who
can
barely
get
the
kids
to
line
up
after
six
weeks
of
school
because
of
the
rotation
of
substitutes.
AJ
AJ
S
AJ
AJ
Maybe
your
advice
would
be
to
borrow
my
mother's
address
in
medford
last
week,
80
percent
of
the
families
who
attended
a
parent-hosted
community
meeting
said
that
they'd
considered
moving
their
student
from
mission
hill,
not
because
of
bullying,
but
because
have
destroyed
the
work
over
20
years
and
eroded
what
you
now
claim
as
best
practices,
student-centered
learning
exhibitions,
portfolio
assessment,
project-based
learning,
decentering,
whiteness
and
curricular
restorative
justice,
validating
student
thinking
all
piloted
and
developed
at
mission
hill.
You
at
least
tell
us
the
truth
for
our
work
on
that.
D
AK
Good
evening,
thank
you
to
superintendent
cecilius
and
the
school
committee
for
the
opportunity
to
speak.
I'm
also
a
parent
at
the
group
elementary
school,
and
I
have
two
children
there
and
I'm
here
also
to
advocate
for
for
the
vote
for
this
school
together.
Sixth
grade,
we
received
the
email
this
morning
saying
that
we
would
be
approved.
So
we
just
are
looking
forward
to
the
vote
and
want
to.
AK
I
just
also
want
to
lend
my
voice
to
what
meredith
had
stated
and
also
susie
in
providing
an
additional
grade,
so
that
there's
a
better
transition
for
our
students
from
this
course
of
education
to
to
the
next,
and
also
I'd
like
to
make
a
request,
hoping
that
we
will
be
approved,
that
the
process
of
determining
what
type
of
structure
will
be
at
the
school
will
be
a
transparent
one
where
we
can
receive
and
have
access
to
the
information
and
what
the
plans
are
and
the
timeline
for
the
plans
so
that
we
can
support
that
process
and
make
it
as
smooth
as
possible
for
us
to
get
sixth
grade
next
year.
AK
D
A
Hi,
how
are
you
tonight
hi
welcome?
Thank
you.
My
name
is
ariana
sicaris
mccarthy.
I
live
in
roslindale.
I
am
a
bps
alum.
I
am
now
a
parent
and
also
a
bps
teacher,
but
tonight
I'll
first
be
speaking
to
you
as
a
parent.
My
daughter
liliana
is
in
k2
right
now
at
the
gru
so
similar
to
other
parents
who
you've
heard
from
we
were
relieved
to
see
that
we
were
on
the
proposal
to
receive
a
sixth
grade.
A
I
think
my
experience
at
the
group,
starting
in
k1
during
covid,
being
welcomed
in
by
the
wonderful
mrs
burns
was
such
a
positive
and
joyful
experience
for
both
my
daughter
and
every
family
member
that
attended
zoom
class
with
her
up
through
march.
So
we
are
very
excited
about
the
opportunity
to
continue
to
grow
with
the
grew
school
community
and
be
part
of
it
up
through
hopefully,
sixth
grade.
A
On
the
other
hand,
I
would
like
to
urge
and
remind
the
school
committee
and
the
superintendent
about
the
importance
of
timing
and
transparency
when
talking
about
the
build
bps
process
and
possible
changes
and
closures
or
shifting
of
grade
levels.
I
was
a
teacher
at
the
rogers
when
we
were
closed
in
2015.
A
We
found
out
in
march
that
we
would
close
in
june,
which
was
extremely
hurtful
to
the
entire
school
community,
to
say
the
least,
both
students,
families
and
staff.
So
I
would
just
based
on
my
experience
like
to
remind
especially
school
committee
members
who
maybe
weren't
serving
them
the
real
importance
of
providing
students,
families
and
school
communities
and
staff
time
to
engage
in
the
process
of
possible
change
time
to
be
part
of
the
conversations
time
to
prepare
for
huge
transitions,
in
particular,
being
in
schools
over
these
past
18
months.
A
How
for
many
of
us
as
teachers
we
are
the
stable,
safe
community
for
our
students
and
families,
and
so
disruptions
to
any
of
those
learning
communities
will
only
further
damage
our
students
on
social,
emotional
well-being
and
really
hinder
their
progress
later
on.
So
again,
just
want
to
urge
us
to
be
mindful
and
careful
about
any
changes
that
are
made
and
while
it
was
nice
to
receive
the
email
about
the
guru.
A
At
the
same
time,
we
received
an
email
about
potential
changes
to
our
school
building,
welcoming
and
carter
students
and
which
we
are
happy
to
do
in
the
beautiful
building
that
we
have
at
the
lila
g
frederick,
but
it
feels
like
an
email
a
few
hours
before
the
school
committee
meeting
really
isn't
quite
enough
communication
and
transparency
that
we
as
staff
and
students
and
families
deserve.
Thank
you
very
much.
A
D
AL
Hi
good
evening,
can
you
hear
me?
Yes,
we
can
hi,
so
I'm
currently
talking
to
you
from
the
side
of
a
highway
in
billerica,
where
I
am
giving
a
public
presentation
this
evening,
but
I
thought
it
was
so
important
to
come
and
testify
before
the
committee
that
I
made
time
out
of
my
busy
work
schedule
to
be
here
this
evening.
AL
At
that
time,
we
were
wowed
by
dr
casilius's
commitment
to
equity
when
she
told
our
community
that
no
school
would
get
an
individual,
independent
sixth
grade
without
all
the
others
being
in
lockstep,
because
that
was
inequitable
well.
I'm
saddened
to
find
out
in
an
email
that
we
received
just
two
days
ago
that
the
sumner
isn't
getting
a
sixth
grade.
Not
only
is
the
sumner
not
getting
a
sixth
grade,
we
are
the
only
school
in
the
community
that
is
not
getting
a
sixth
grade.
AL
AL
AL
AM
AM
Hi
good
evening,
can
you
hear
me
yes
good
evening?
Okay,
thank
you.
My
name
is
kate
markowitz
and
I
am
a
parent
of
a
k2
student
and
a
second
grader
at
the
sumner
elementary
and
I
live
in
roslindale,
as
rachel
mentioned
prior
to
kovid
bps
told
the
roslindale
elementary
schools
that
they
would
receive
a
sixth
grade.
At
the
same
time.
AM
Unfortunately,
this
conversation
has
not
happened
with
the
sumner
and
we
don't
quite
understand
why
that
is.
The
sumner
appears
to
be
the
only
one
not
getting
a
sixth
grade
until
after
the
irving
is
renovated
and
reopened.
And
after
what
has
happened
to
the
west
roxbury
complex,
I
don't
really
have
a
lot
of
faith
that
that
conversation
might
ever
happen.
AM
I
I
just
I
I'm
at
a
loss
here,
because
our
school
has
already
started
to
suffer
an
enrollment
in
the
fourth
and
fifth
grades.
Once
build,
bps
was
announced
and
there
was
no
plan
for
the
sumner.
It
seems
like
a
downward
spiral
for
a
school.
That's
really
vibrant
and
and
has
a
fantastic
community
of
the
four
elementary
schools
in
roslindale.
Without
a
sixth
grade
we
represent
over
half
of
the
minority
and
high
needs
students.
AM
If
we
don't
get
this
sixth
grade,
no
doubt
that
we
will
suffer
from
increased
under
enrollment
and
eventually
the
school
will
be.
Closing
I
don't
know
is
that
really
the
plan
for
the
school
that
the
school
committee
and
the
superintendent
are
looking
for?
It's
an
equity
issue.
As
ruby
reyes
pointed
out,
we
really
would
like
to
be
having
a
conversation
with
with
bps
and-
and
I
urge
you
please,
tomorrow-
contact
megan
welch.
Let
us
start
that
conversation.
D
Thank
you.
Our
next
speaker,
erica
kuka,
does
not
appear
to
be
signed
into
the
meeting,
so
we'll
move
on
to
bill
barrard,
followed
by
margo
leonard
mike
ritter,
stephanie
galiota,
elizabeth
ferenz
and
ann
marie
veduva.
If
you
could,
please
raise
your
hands
virtually
in
zoom,
billboard.
AN
Hey
good
evening,
my
name
is
bill
barra,
I
am
the
father
of
a
second
grader
at
the
charles
sumner
elementary
school.
I
live.
I
live
in
west
oxford
so
here
tonight
to
ask
the
committee
that
you
please
immediately
begin
planning
conversations
for
a
sixth
grade
at
the
chapel
summit.
So,
as
a
couple
of
my
fellow
parents
have
have
just
said,
we
were
told
a
couple
of
years
ago
that
all
of
the
all
the
elementary
schools
in
roslindale
would
receive
a
sixth
grade.
AN
It
fits
with
the
path
that
the
bps
is
is
putting
in
place
to
have
high
school
seven
through
twelve
and
to
give
our
to
give
our
school
a
sixth
grade.
As
a
summoner
parent
we've
been
thrilled
with
the
summer
been
through
with
the
stability
it's
provided
through
covid,
with
the
great
improvement
we've
seen
over
the
time,
we've
been
there,
it's
a
wonderful
and
vibrant
community.
Now
space
for
a
sixth
grade
is
available
right,
the
other,
the
other
elementary
schools
in
roslindale
have
similar
space
constraints.
AN
AN
We
would
love
for
you
to
engage
our
administration,
who
enthusiastically
support
looking
at
some
creative
solutions
here,
okay,
prior
to
covert
we
were,
we
were
promised
to
school.
We
were
promising
sixth
grade,
we
haven't
seen
it
yet.
As
kate
mentioned,
we
have
a
wonderful,
diverse
community,
half
of
the
minority
students
and
ros
excuse
me:
half
of
the
minority
students
and
high
d
learners
in
roslindale
elementary
schools
are
at
the
sumner.
AN
H
AN
AC
Hello,
everyone,
my
name,
is
margo
leonard.
My
child
is
a
first
grader
at
the
sumner
elementary
school
and
we
live
in
roslindale,
as
you
can
tell
from
other
parents
comments.
Our
community
is
just
reeling
from
recently
having
learned
that
all
roslindale
elementary
schools,
except
for
the
sumner,
will
be
getting
a
sixth
grade
next
year.
AC
AC
AC
We
would
love
for
the
district
to
consider
off-site
campus
spaces
immediately,
for
example,
the
roslindale
community
center
and
the
daycare
for
sale
across
the
street.
As
bill
has
just
mentioned.
We
would
also
like
the
district
to
send
someone
in
person
to
assess
our
spaces,
both
inside
and
outside,
for
sixth
grade
viability.
AC
AO
D
AO
AO
The
recent
berto
2.0
city
ordinance
requires
large
buildings
to
have
their
carbon
emissions
by
2030
and
eliminate
them
by
2050..
The
city's
buildings
must
stop
using
fossil
fuel
heating.
We
shouldn't
replace.
Another
boiler
with
a
boiler
like
described
tonight,
is
happening
at
the
russell
and
henderson
upper.
Our
children
should
be
in
healthy
buildings,
with
air
conditioning
ventilation
and
heat
all
provided
by
modern
electric
hvac
where's.
The
plan
to
put
those
hvacs
into
all
bps
schools.
The
only.
AO
Hvacs
I've
come
across
is
it's
expensive.
Well,
we
have
the
s
for
money,
property
taxes
and
triple
a
bond
rating
making
for
cheap
borrowing
and
there's
possible
green
bonds
and
many
other
ideas
when
dealing
with
such
volume,
and
so
many
municipal
buildings
motivated
decision
makers
could
come
up
with
the
heat
pump.
Technology
exists
with
companies
like
block
power,
which
can
do
zero
down
installs
and
do
the
maintenance
during
the
payoff
period.
AO
Furthermore,
pairing
an
hvac
with
solar
panels
would
free
up
significant
amount
of
gas
money
spent
to
heat
most
schools
and
go
towards
education.
Once
the
systems
are
paid
off,
we
have
to
need
the
technology
and
the
money
where's.
The
will,
in
short,
neglecting
schools,
which
is
what
has
been
done
for
decades,
is
neglecting
children.
AO
AQ
Hi
there
are
you
able
to
hear
me?
Yes,
we
can
great.
I
come
tonight
not
as
a
bps
alum
and
not
as
a
former
bps
teacher,
but
tonight
I
come
as
a
bps
parent.
Certainly
when
duane
I
live
in
roslindale
and
my
child
is
a
student
at
the
sumner.
Certainly
the
calculus
of
choosing
a
school
has
many
factors
to
take
into
consideration
and
something
was
to
be
said
for
our
own
calculation
back
when
in
terms
of
whether
schools
would
have
sixth
grades
or
not
whether
they
were
k
through
eight
etc.
AQ
AQ
I
come
most
recently
from
washington
dc,
where
in
arlington,
county
virginia
and
montgomery
county
maryland
they've
dealt
with
some
of
the
same
similar
issues
in
terms
of
needing
more
space
for
kids.
If
that
is
the
reason
why
the
sumner
wouldn't
be
getting
the
sixth
grade,
I'm
not
clear
in
terms
of
why
the
sumner
would
not
be
getting
a
sixth
grade
when
others
are
so.
I
don't
think
that
we
have
to
reinvent
the
wheel.
AQ
I
think
there's
some
models
out
there
and
just
in
hearing
people
speak
tonight
about
the
sumner,
but
about
some
of
these
other
some
of
the
other
issues
or
wins.
I
think
this
is
an
easy
solution.
If
we're
talking
about
space,
we
can
make
it
happen.
This
is
not
the
guardian
not
to
untie
of
exam
school
admission
and
equity
in
it.
AQ
This
is
not
the
logistical
nightmare
of
busing
kids
across
the
city
in
september
of
earlier
this
year,
when
we
weren't
sure
if
we
had
enough
school
drive,
school
bus
drivers
or
not,
but
basically
I
think
that
adding
a
sixth
grade
is
a
win
for
commitment
to
equity,
a
win
for
the
students
and
aren't
they
the
most
important.
Thank
you.
AR
Hi
good
evening,
my
name
is
elizabeth
ferenz,
I'm
a
parent
of
a
first
grader
at
the
sumner
elementary
and
my
daughter,
bacha
has
loved
her
time
at
the
sumner.
She
started
in
k1
had
a
phenomenal
teacher,
missy
joseph
in
second
gra
in
k2.
Mrs
fox,
was
also
phenomenal.
Her
ability
to
engage
five
and
six-year-olds
on
zoom
school.
Just
you
know,
astounded
me
every
single
day
when
I
could
hear
the
class
in
the
next
room.
We
have
loved
our
experience
this
summer.
AR
We
love
the
investment
that
was
made
in
our
beautiful
playground,
outback
that
we
had
a
ribbon
cutting
for
a
number
of
years
ago.
We
love
all
of
the
specialist
teachers
that
engage
bacha.
I
would
say
that
it
wasn't.
Our
original
first
choice,
really
a
lot
to
do
with
the
lack
of
sixth
grade
plan.
It
was
not
our
first
choice
because
it
didn't
go
up
through
k8
and
we
are
so
glad
that
the
lottery
put
us
at
the
sumner.
I
really
am
adding
to
what
all
of
the
other
parents
have
said.
Don't
harm
our
school.
AR
Don't
decrease
our
enrollment,
don't
impact
our
weighted
student
funding
by
having
students
lose
the
sumner.
We
know
students
are
doing
that
at
our
first
family
council
meeting
earlier
in
september,
I
talked
with
multiple
fifth
grade
parents
who
are
trying
to
figure
out.
What
are
they
going
to
do
for
their
kids?
Do
they
leave
bps?
Do
they
go
to
a
charter?
They
re-enter
the
lottery.
What
is
going
on
at
this
time
of
incredible
stress
for
our
families,
we've
already
been
through
so
much
with
the
pandemic.
We've
survived
remote
school.
Don't
do
this
to
our
families.
AR
It's
really
not
necessary.
As
we
said,
we
have
heard
nothing
until
the
email
on
to
monday
that
suggested
that
this
was
coming
for
all
of
the
other
schools
and
not
for
us.
There
has
been
no
communication.
I've
been
an
active
member
of
family
council
throughout
the
time
that
my
daughter
has
been
at
the
school,
and
we
have
heard
nothing
to
suggest
that
this
was
going
to
be
happening.
No
active
communication.
We
were
an
edvester's
finalist.
You
announced
the
investors
winners
earlier
this
year
we
were
a
finalist.
AR
D
AS
AS
AS
He,
the
teacher
who
was
you
know,
had
20
years
of
experience,
teaching
that
age
group
noticed
that
he
had
developmental
delays,
social
developmental
delays
and
he
was
advanced
academically
and
and
suggested
that
I
have
him
checked
out
by
a
pediatrician
which
led
to
an.
AS
Sorry
about
that,
so
I
know
my
time
is
running
down
first
grade,
so
he's
been
amazingly
accommodated
by
mission
hill
school
first
grade
he
the
accommodations-
I
don't
know
what
happened
to
them.
He
he's
been
bolting
out
of
school
and
where
we're
at
now
is
that
he
shows
up
to
school
stays
a
short
time
balls.
The
staff
calls
me.
I
pick
him
up.
I
was
the
last
time
that
the
staff
contacted
me.
I
was
told
that
the
plan
was:
he
comes
to
school.
He
goes
upstairs
with
the
staff.
AS
AS
So
one-on-one
change
of
classroom
social,
emotional
support
before
the
school
day
starts.
I
have
sent
many
emails
spent
many
hours
and
for
some
reason
the
iep
process
is
broken.
Staff
is
not
communicating
with
me
they're,
not
considering
my
accommodations
they're
denying
them
without
comment.
I
I
have
failed.
My
son,
the
school
has
failed
me.
AS
I
don't
know
what's
happening
and
I
just
wanted
to
give
you
a
first
hand
witness
account
of
how
whatever's
happening
at
mission
hill
school
is
just
failing
and
you
can
blame
it
on
the
recent
changes.
You
can
blame
it
on
anything.
You
want
I'm
going
through
the
process
right
now
and
he
is
currently
considered
truant
because
I
won't,
I
won't
bring
him
in
I've,
brought
him
five
in
in
five
or
ten
times
every
time.
It's
the
same
story.
He
bolds
for
20
minutes
or
more
or
less,
and
he
goes
into
classrooms.
AS
AS
She
said
to
me
in
front
of
him:
he
destroyed
three
classrooms,
I'm
being
asked
to
bring
my
child
in
for
this
trauma
and
for
him
to
learn
that
he's
a
kid
who
destroys
things
and
he's
being
marked
truant,
because
I
won't
bring
him
up
for
it
and
they
won't
give
him
any
support,
so
he
stops
doing
that.
So
it
is
really
it's
a
crisis
for
him.
For
me,
I
can't
go
back
to
the
school
unless
he
has
the
support
he
needs
the
school
doesn't
want
to
help.
D
D
AT
Hi,
I'm
sandy
lavalley,
I'm
sorry.
I
was
having
technical
issues.
Oh
no
problem.
Welcome,
yes,
hi
thanks
for
having
me,
my
name
is
sandy
bally,
I'm
from
austin
but
currently
live
in
the
back
bay,
and
I
have
a
sixth
grader
at
the
elliott
school
and
the
l.a
school
has
been
fabulous.
It
should
be
a
model
because
it
was
an
underperforming,
school
and
u.s
world
and
news
reports
just
ranked
it
13th
in
the
entire
state
and,
I
believe,
number
one
for
boston
public
schools.
AT
AT
Because
he
yells
with
that
point
that
and
policy
will
be
used
as
prevention
for
kids
at
the
elliott
to
be
able
to
be
admitted
into
the
analysis
was
conducted
to
support
the
implementation
of
half
of
the
requirement
for
your
new
policy
of
instead
of
the
you
know,
you're
implementing
the
10
point
and
I'm
going
to
call
it
a
penalty,
because
it's
only
five
bps
schools
that
won't
enjoy
that
10
point
bump
and
yet
you're
not
implementing
the
exam.
AT
So
what
analysis
went
in
to
show
that
that
was
a
good
thing
it
would
to
me
it
would
seem
more
logical
to
implement
the
entire
policy
as
it
was
designed
and
not
pick
and
choose
components
of
it
in
this
first
year.
AT
So
I
I
look
forward
to
seeing
the
transparency
and
the
data
around
that
and
then
the
other
question
I
had,
if
I
still
have
time,
is
what
was
the
impetus
for
a
decision
of
this
magnitude
with
last
minute
changes?
AT
What
was
the
impetus
of
doing
this
in
the
last
july
meeting,
especially
knowing
that
you
were
working
under
an
interim
mayor,
and
I
I
I
believe
it's
my
understanding
that
the
school
committee
serves
at
the
pleasure
of
the
mayor,
so
knowing
that
there
is
going
to
be
a
mayoral
change
in
a
matter
of
months?
What
was
the
impetus
of
rushing
such
a
an
important
decision
at
that
july
meeting,
so
I
look
forward
to
hearing
that
answer
as
well
at
your
next
meeting.
Thank
you.
D
Thank
you,
ms
lavallee.
Your
connection
was
a
little
unsteady
for
a
portion
of
your
comments,
so
if
you'd
like
to
send
your
testimony
in
writing,
we'll
be
happy
to
share
that
with
the
committee.
AP
AU
Hello,
everyone,
thank
you
so
much
for
having
me
my
name
is
carolyn
shady
lewis,
I
am
a
mother
of
second
grader
at
mission
hill
school.
I
live
in
jamaica
plain.
I
just
want
to
reiterate
some
of
the
things
that
have
been
said.
First
of
all,
to
say
that
my
daughter
has
had
an
amazing
experience
at
mission
hill
school.
She
has
really
thrived.
She
has
started
since
k1.
AU
We
were
unaware
of
that
and
that
wasn't
the
experience
of
a
lot
of
the
majority
of
the
of
the
student
body,
but
it
still
happened
and
it's
something
that
we
need
to
work
on
as
a
community
and
something
that
I
am
committed
to
trying
to
help
navigate.
I
just
ask
now,
though,
that
you
please
do
not
undermine
the
entire
school
or
throw
out
the
curriculum
that
has
been
really
beneficial
to
a
lot
of
students
and
see
the
value
of
it
as
maria
montessori
started,
her
philosophy.
AU
After
the
first
world
war,
it
came
out
of
a
lot
of
pain
and
division,
and
it
created
a
democracy,
a
democratic
approach
that
believed
that
children
who
could
be
agents
in
their
own
learning
process
also
it
has
a
basis
in
the
freedom
school
movement
that
we
even
have
here
in
our
own
city
of
integration,
and
the
belief
that
the
civil
rights
that
our
nation's
history
needs
to
have
a
different
understanding
of
our
of
our
own
american
history
and
those
two
things
came
out
of
a
lot
of
suffering
right
now,
we're
in
the
midst
of
a
big
transition
throughout
our
whole
boston,
public
schools.
AU
As
we're
hearing
from
a
lot
of
different
community
communities
that
are
in
transition-
and
I
encourage
you
to
please
not
give
up
on
our
school
on
the
vision
of
maria
montessori
on
the
vision
of
the
freedom
schools-
please
invest
in
us,
don't
leave
us
without
teachers,
please
invest
in
us
and
don't
give
up
on
us,
I'm
invested
in
school
and
I'm
actually
going
in
to
try
to
help
other
students
who
don't.
I
can't
read.
That's
my
commitment
to
the
school
and-
and
I
ask
that
you
please
also
commit
to
helping
us
as
well.
AU
D
You,
I
don't
see
lisa
thomas
parker,
signed
into
this
meeting,
so
we'll
move
on
to
brian
clardy.
AV
AV
Please
ask
the
superintendent
to
show
modeling
to
the
school
board
for
this
year's
exam
school
admission.
That
does
not
include
test
scores
and
please
have
her
office
share
the
true
percent
of
students
from
the
few
schools
who
are
not
included
in
those
that
receive
additional
points
for
having
at
least
40
percent
economically
disadvantaged
students.
The
previous
data
provided
by
the
superintendent
included
students
who
received
points
for
housing
status,
misleading
the
school
committee
members
as
to
the
model
outcome
of
this
year's
plan.
AV
Also,
please
make
sure
this
data
does
not
include
students
that
have
transferred
into
non-forty
percent
economically
disadvantaged
schools
from
schools
that
do
receive
points.
I
believe
what
you'll
find
is
that
you
have
made
it
mathematically
impossible
for
any
student
from
these
five
schools
to
receive
admission
to
any
exam
school.
Please
review
this
plan
and
its
modeled
outcome
with
the
correct
data
as
it
pertains
to
this
year's
bonus
point
plan.
Thank
you
for
looking
into
this.
D
And
a
friendly
reminder
for
those
testifying
to
please
turn
on
your
camera
when
you're
testifying
our
next
speaker
is
diana
ainsley,
paul.
AW
Good
evening,
everyone
I'd
like
to
thank
you
for
allowing
us
to
speak,
and
I
just
want
to
echo
the
sentiments
of
the
other
summer
community
members.
I
have
a
daughter
who
is
in
k2
at
the
summer,
I'm
a
former
boston,
public
school
teacher
and
I'm
currently
teaching
in
another
district.
AW
I
I
have
choices,
I'm
fortunate
that
I
have
choices.
I
live
in
west
roxbury.
I
live
within
walking
distance
to
three
elementary
schools
that
have
k-8
pathways,
but
I
choose
to
send
my
child
to
the
summer,
because
I
want
her
to
be
part
of
the
diverse
and
vibrant
and
warm
and
welcoming
community.
That
is
the
summer.
AW
I
also
could
choose
to
send
my
daughter
to
my
own
school
that
I
teach
at
we're
moving
into
a
state-of-the-art
building
in
february,
but
I
choose
the
summer
and
I
urge
you,
as
the
other
community
members,
did
to
open
communications
about
creating
a
sixth
grade
classroom
and
involve
involve
the
community
there's,
no
there's
no
lack
of
talent
and
leadership
and
creativity
at
the
sumner
among
the
teachers
and
the
administration.
AX
We
can
okay,
I'm
alison
friedman,
a
sumner
elementary
parent,
and
I
spent
a
lot
of
time
at
these
school
committee
meetings
two
years
ago
and
a
lot
of
time
also
discussing
with
the
district
office
people
at
the
highest
levels,
about
adding
a
sixth
grade
to
the
summoner.
And
in
those
conversations
I
was
told
two
things
repeatedly.
AX
AX
I
also
was
told
that,
because
of
our
space
constraints,
we
were
going
to
need
to
look
creatively
and
possibly
outside
of
school
settings,
and
so
we
did
that
work
and
then
the
pandemic
hit-
and
I
didn't
argue
about
getting
a
sixth
grade
because
I
understood
there
were
other
things
going
on.
AX
After
all,
the
work
that
I
did
two
years
ago,
and
so
you
know,
I'm
gonna
tell
you
that
when
we
meet
with
you
guys
on
november
18th,
I
know
that
megan
welch
has
been
reached
out
too
and
that
there's
gonna
hopefully
be
a
community
meeting
on
november
18th.
AX
I'm
looking
to
have
those
creative
solutions
of
having
a
sixth
grade
in
another
space.
Back
on
the
table.
I
don't
think
going
back
into
the
lottery.
Is
the
option
that
we
should
be
taking,
whether
it's
like
moving
the
kids
to
another
school
or
moving
them
to
a
lottery
with
a
choice
you
know
being
at
the
top
of
the
lottery.
AX
I
still
think
it
grant
more
transitions
that
they
don't
need
to
have,
and
I'm
going
to
end
here
with
the
words
of
my
sixth
grade
daughter
who
just
aged
out
of
the
sumner
this
september,
I
switched
schools,
three
other
kids
from
the
sumner
switched
with
me,
one
of
them
my
best
friend,
but
it
I.
It
was
still
one
of
the
hardest
things
I
have
ever
done.
I
stayed
up
at
night
worrying
about
getting
lost
and
being
laughed
at
all
summer.
AX
Transitioning
to
middle
school
was
hard
enough,
transitioning
to
a
new
school
where
everybody
already
knows,
each
other
didn't
help,
and
this
wasn't
even
the
hardest
part.
The
hardest
part
is
knowing
that
I
might
have
to
do
this
again
next
year.
Knowing
that
all
the
relationships,
I'm
attempting
to
build
all
the
unspoken
rules
I
am
trying
to
learn,
might
be
for
nothing
that
is
really
hard.
My
teachers
are
always
talking
about
mental
health
this
year.
All
I
know
is
that
my
mental
health
would
be
a
lot
better
if
I
hadn't
had
to
make
the
switch.
D
Thank
you.
Thank
you.
Miss
friedman.
Our
next
speaker
is
mike
heischman
and
then
we're
going
to
invite
andrew
iliff
and
erica
kuka,
who
are
in
our
meeting
to
testify
as
well.
If
you
could,
please
raise
your
hands,
mr
heischmann.
AY
I
think
I
did
it
right.
Can
you
hear
me?
Yes,
welcome
mike
heischmann
dorchester
basia,
the
big
lie
in
the
truth
throughout
our
history.
The
big
lie
is
that
the
united
states
is
a
democracy
with
liberty
and
justice
for
all.
The
ugly
truth
is
that
our
country
has
always
benefited
white
wealthy
males
throughout
its
history.
The
bps
has
mirrored
the
racist
dna
of
our
nation.
We
always
have
operated
a
segregated
school
system,
as
the
city
has
become
more
diverse.
Our
language
has
improved.
AY
AY
Some
of
them
will
be
in
danger
of
attending
under-resourced
schools.
The
big
lie
is
that
their
places
will
be
taken
by
undeserving
and
unqualified
black
and
brown
students
and
the
standards
that
these
schools
will
be
lowered.
The
truth
is,
is
you
can't
have
equity
and
excellence
for
all
in
a
segregated
system?
Are
you
moving
backwards?
AY
At
your
october
6th
meeting,
you
talked
about
addressing
the
problems
of
busing
in
the
mid-1970s.
I
was
actively
involved
in
efforts
to
support
school
desegregation
in
boston,
violent
opposition
to
boss,
bussing
black
children
going
to
schools
with
white
children
had
showed
the
world
how
intensely
racist
our
city
was.
AY
Many
today
still
hold
on
to
the
big
lie
that
our
white
children
deserve
better,
and
that
is
acceptable
that
most
of
our
black
and
brown
children
attend
a
seriously
underrated
rules.
I
am
concerned
that
this
new
focus
and
bussing
in
neighborhood
schools
will
lead
us
to
increase
segregation
and
inequality.
AY
AZ
AZ
AZ
AZ
This
is
the
third
time
I'm
testifying
before
the
school
committee,
one
of
many
mission
hill
parents
to
do
so.
You
have
my
written
testimony.
My
email
address
my
phone
number
but
honestly,
I'm
beginning
to
lose
hope
that
we,
the
school
community,
can
rely
on
the
school
committee
to
help
us
find
a
way
to
prevent
the
district
from
dismantling
our
school.
AZ
As
a
new
member
of
the
governing
board,
I
feel
personally
responsible
for
that
failure.
It
keeps
me
awake
at
night.
There
must
be
more
I
can
do,
but
due
to
a
combination
of
policy
and
neglect,
the
district
has
essentially
foreclosed
every
avenue
opened
to
us
for
reasons
that
have
not
been
made
clear.
AZ
The
district's
appointed
interim
principal
has
declined
to
participate
in
the
governing
board
in
violation
of
the
board's
bylaws.
The
governing
board
has
been
unable
to
meet
because
we
have
no
staff
representatives
due
in
part
to
fear
of
retaliation
from
the
district.
After
the
suspension
of
four
of
our
teachers,
we
are
therefore
unable
to
exercise
our
responsibilities
and
our
prerogatives
over
school
assessment.
Curriculum
selection
of
the
school
lead
and
other
matters.
AZ
I
hold
myself
responsible
for
failing
to
uphold
our
school's
principles
and
processes
when
it
matters
most,
and
I
hold
you
the
boston
school
committee
jointly
responsible
for
this
failure.
We
have
alerted
you
to
our
concerns
when
schools
opened
more
than
a
month
ago,
but
there
has
been
no
response.
No
communications,
no
inquiry,
no
assurances.
AZ
My
son
learned
about
the
practice
of
democracy
in
his
five
years
at
mission
hill.
Now
he
is
learning
that
institutions
are
bigger
than
people
and
more
powerful
than
principles
that
they
take
care
of
themselves
and
not
the
people
whose
lives
they
shape.
Shame
on
us
all.
Thank
you
for
this
opportunity.
BA
Hi,
my
name
is
erica
kuka.
I
am
a
resident
of
west
roxbury
and
I'm
an
educator
in
bps
and
a
proud
btu
member,
I'm
here
tonight,
testifying
on
behalf
of
the
ethnic
studies
committee,
because
I
have,
in
recent
months,
become
involved
in
that
work
and
been
inspired
by
the
folks
who
have
been
leading
the
charge
before
me.
But
in
order
to
keep
doing
that
work
and
also
in
order
to
uphold
the
district
district's
own
stated
priority
of
racial
justice
and
equity
teachers
and
ethnic
studies.
BA
All
right,
I
could
hear
someone
else's
voice
and
also
coordinating
coordinating
ethnic
studies
throughout
the
entire
district,
and
while
the
district
committed
to
ethnic
studies
as
a
priority
in
its
strategic
plan
in
january
of
2020,
can
you.
BA
Yeah
thanks
and
approved
a
mass
core
graduation
requirement
of
ethnic
studies.
There
has
only
been
commitment
to
funding
for
that.
One
staff,
member
in
the
entire
district,
a
proposal
for
esser
funding
for
ethnic
studies
was
submitted
four
months
ago,
but
that
funding
hasn't
come
through
and
while
other
studies,
other
projects
have
actually
been
funded.
Ethnic
studies
has
not
been.
BA
We
really
need
that
ethnic
studies
funding
as
soon
as
possible
so
that
we
have
the
capacity
to
continue
with
this
really
really
important
work,
and
even
though
bps
has
publicly
stated
that
they
are
committed
to
teaching
ethnic
studies
thus
far,
they
haven't
really
provided
any
additional
funding
unless,
like
really
really
being
pressed.
So
we
really
need
the
district
to
follow
through
on
the
promises
that
have
been
made
for
the
future
of
ethnic
studies
in
our
district
and
for
the
students
who
really
deserve
access
to
that
type
of
curriculum.
Thanks.
D
Thank
you,
miss
kuka.
I
see
that
stuart
wang
is
connected
to
the
meeting.
Stewart
will
be
our
final
speaker
this
evening,
mr
wang.
AA
AA
I
have
been
testifying
for
several
times
for
this
school
committee
meeting,
but
I
think
this
might
be
the
last
one
so
hi.
My
name
is
dartmouth
I'm
parent,
sixth
grader
in
west
roxbury
and
today
I'm
strongly
against
the
bonus
point
implementation
in
this
year.
The
main
reason
is
that
first
is
not
fair
policy:
it
will
cause
even
a
student
in
some
tiers
like
in
west
roxbury,
not
be
admitted,
while
some
b
students
in
other
tiers
can
easily
get
into
the
exam
school.
AA
AA
The
simulation
showed
that
we
will
see
the
same
wild
disparity
in
the
mission
reached
by
neighborhood
that
we
saw
with
the
zip
code
policy,
for
example,
based
on
the
simulation.
34
percent
of
applicants
have
access
to
exam
school
in
west
roxbury.
However,
89
applicants
will
be
accessed
in
britain,
so
this
proposed
policy
is
unfair
and
do
not
have
strong
first-hand
data
to
support
the
claim.
AA
Also,
there
will
be
no
exam
for
2022
school
year
due
to
the
pandemic,
so
we
cannot
rush
to
bring
the
bonus
point
to
implementation,
otherwise
this
policy
will
cause
a
lot
to
the
issue.
So,
in
addition,
the
this
proposed
policy
is
against
the
merit-based
concept
in
the
long
history
of
our
education
system.
So
that's
why
yeah?
I
strongly
opposed
to
the
implementation.
So
thank
you
for
your
consideration.
B
Thank
you,
ms
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
first
report
this
evening
is
a
build
bps
update
at
this
time.
I'd
like
to
invite
nate,
cooter
chief
financial
officer
and
monica
roberts,
bps
chief
of
student,
family
and
communication
advancement
to
please
re
present
their
report.
S
B
S
Thank
you
man.
As
you
know,
early
in
my
tenure,
I
announced
16
k5
schools
to
go
k6
and
announced
charleston
and
east
boston.
As
712s.
S
I've
been
looking
forward
to
moving
bill
pps
forward
after
the
pandemic,
which
really
made
it
quite
challenging
for
us
to
do
some
of
this
initial
planning
so
that
all
of
our
students,
you
know,
can
have
excellent
facilities
and
21st
century
learning.
Environments
that
I
know-
and
we
heard
all
of
our
parents
this
evening-
talk
about
I'm
excited
today
to
give
you
an
update
on
bill
pps
in
may.
S
It's
been
a
while,
since
we've
been
able
to
promise
the
community
21st
century
learning
spaces
throughout
the
city
and
I'm
anxious
to
get
started
as
a
reminder,
those
projects
include
closing
the
irving
timulty
and
jackson
mann,
the
timilty
edwards
and
irving
and
bcla
mccormick
are
major
renovations
and
there
are
five
new
builds,
the
alston
brighton
new
build,
which
will
be
a
pre-k
six.
The
horse
man
school
for
the
deaf
and
hard
of
hearing
the
para
street
property
that
is
in
east
boston
and
the
new
builds
in
roxbury
and
dorchester
that
we
still
need
to
identify.
S
BB
Thank
you,
superintendent
and
good
evening,
chairperson
robinson
and
members
of
the
school
committee.
Thank
you
for
the
opportunity
to
come
this
evening
and
present
on
billbps
and
update
you
on
the
progress
we've
made
since
I
last
presented
in
may
to
prepare
for
this
evening's
presentation.
I
revisited
some
of
the
presentations
and
commitments
we've
made
over
the
last
few
years.
BB
In
particular,
I
went
back
to
a
presentation
from
the
beginning
of
the
billbps
grade
reconfiguration
process.
At
that
time,
in
2019
there
were
37
k-5,
elementary
schools
and
only
one
k-6
school
in
bps.
Next
year.
After
the
successful
implementation
of
tonight's
proposal,
there
will
be
30
k-6
elementary
schools
and
only
nine
remain
remaining
k-5s.
BB
BB
BB
When
I
presented
most
recently
in
may,
I
highlighted
the
need
for
us
to
be
more
honest.
In
our
conversation
about
school
buildings,
there
has
been
a
lack
of
long-term
planning,
vision
and
understanding
the
impact
our
school
facilities
have
on
student
success
and,
while
tonight's
presentation
focuses
on
several
tough
decisions
to
close
beloved
school
communities,
we
are
making
these
changes
to
move
the
district
closer
to
our
vision,
for
what
all
of
our
kids
deserve:
high
quality
schools
and
educational
experiences.
BB
BB
Our
vision
for
schools
has
three
organizing
themes,
equitable
access
and
breaking
the
structural
barriers,
keeping
our
students
from
excellent
schools,
excellent
school
buildings,
ensuring
every
student
attends
school
in
modern
buildings
that
promote
learning
and
conveys
respect
and
predictability
and
transparency,
restoring
the
trust.
By
being
honest
with
how
we
work
and
what
we
plan
to
do
for
each
part
of
our
vision,
we
presented
our
focused
areas.
The
key
levers,
we
believe,
will
ultimately
lead
to
more
equitable
access
for
students.
BB
BB
I
apologize
right
on
track
with
slide
two
for
me
to
get
that
reminder
so
and
then
the
final
area
is
predictability
and
transparency,
we're
working
to
create
more
process,
a
more
predictable
process
in
our
facilities,
master
planning.
This
is,
in
particular
in
response
to
critical
feedback
we've
received
from
the
community
equity
roundtables.
BB
BB
BB
There's
78
million
in
capital
investments
and
district-wide
initiatives,
improving
all
of
our
school
buildings
and
learning
environments,
we'll
be
back
in
december
to
provide
you
with
a
full
update
on
the
progress
of
our
capital
plan,
work
that
is
happening
every
day.
One
highlight
that
happened
this
morning
and
the
superintendent
highlighted
in
our
opening
remarks
this
evening
is
that
the
msba
mass
school
building
authority
approved
four
accelerate
repair
projects
at
the
boston
dane
evening
academy
the
hernandez
k-8
school,
the
henderson
upper
school
and
the
russell
in
dorchester.
BB
We
know
that
there
are
several
other
billbps
projects.
The
community
is
eager
to
hear
about
and
get
an
updated
progress
on,
but
we're
hoping
tonight
to
focus
this
presentation
on
projects
that
will
have
impacts
beginning
next
school
year.
Tonight's
update
is
limited
in
scope
and
focused
on
the
critical
updates
and
projects
that
will
impact
student
assignment.
BB
BB
Tonight
actually
represents
the
last
of
the
four
phases
we're
at
the
vote
stage
for
those
projects
that
are
ready
for
school
committee
decision.
We
will
be
back
in
six
weeks
in
mid-december
to
provide
you
with
updates
on
the
overall
capital
budget.
This
is
when
you'll
hear
about
a
number
of
projects
not
discussed
tonight,
including
madison
park,
engagement
planning
for
the
two
remaining
middle
schools
and
cade,
an
update
on
k-6
new
school
buildings.
BB
You'll
also
notice
on
this
that
we're
planning
to
attend
community
equity,
roundtables
aligned
to
each
school
committee
update.
Our
hope
is
that
we
foster
equity,
driven
conversations
within
our
community
members
and
our
partners
by
this
time
next
year.
Our
goal
is
that
it
is
obvious
to
everyone
how
we
make
our
decisions
based
on
the
racial
equity
planning
tool
and
how
the
racial
equity
planning
tool
is
our
process
for
all
capital
decisions.
BB
On
october
15th
I
presented
to
the
community
equity
roundtable
before
and
after
that
presentation,
the
team
and
I
have
received
several
and
have
had
several
conversations,
those
in
the
community
and
received
some
important
feedback
at
the
community
equity
roundtable.
I
recognize
that
some
of
our
shortcomings
that
we
need
to
do
better
one.
We
are
not
doing
enough
to
acknowledge
the
past.
BB
BB
The
bill
bps
strategic
plan,
commitment
number
three-
is
to
amplify
all
voices.
Over
the
last
15
months,
we've
held
14
meetings
with
nearly
800
community
members.
This
is
in
addition
to
the
1015,
the
october
15th
community
equity
roundtable
that
I
just
referenced
and,
of
course,
school
committee
meetings
with
you
all.
BB
A
critical
step
in
both
the
community
conversation
and
the
racial
equity
planning
tool
asked
us
to
consider
and
discuss
with
those
affected
by
our
decisions:
the
racial
equity
strategies,
how
our
proposal
mitigates
disparities
and
increases
equity,
particularly
racial
equity,
and
what
are
the
unintended
consequences
and
our
strategies
for
dealing
with
that?
The
strategies
listed
on
this
slide
were
created
in
response
to
the
community
conversations
that
we
listed
on
the
prior
slide.
BB
All
of
these
closures
are
being
proposed
for
the
end
of
this
school
year
and
will
be
voted
on
in
the
school
committee
meeting
on
november
17th.
So
our
proposal
is
not
to
vote
this
evening,
but
to
request
that
you
consider
the
vote
at
the
next
school
committee
meeting
you'll
note
that
we
announced
these
school
closures
formally
last
may.
BB
This
is,
of
course,
a
multi-year
effort
to
phase
out
our
standalone
middle
school.
At
the
start
of
this
process,
we
had
six
standalone
middle
schools
at
the
once
the
school
committee
votes
on
the
final
closure
of
the
timothy
in
the
irving.
There
will
be
only
two
remaining
middle
schools
up
academy
boston,
which
will
continue
to
serve
grades
6
through
8
through
at
least
the
school
year
22-23
and
then
the
frederick
pilot
middle
school,
which
will
continue
to
serve
grades
six
through
eight
and
be
the
swing
site
for
the
carter
school
through
at
least
school
year.
BB
BB
Recognizing
that
many
students
will
now
go
through
an
unplanned
transition,
the
district
is
putting
in
place
a
number
of
additional
supports
to
help
students,
families
and
staff
through
this
transition,
students
and
all
other
grades
will
be
given
a
priority
for
the
student
assignment
process.
This
means
that
during
student
assignment
lottery,
these
students
will
first
access
to
available
seats
at
the
schools
they
selected
over
and
above
any
students
except
for
siblings.
This
is
for
students
who
are
currently
in
grades,
6
and
7,
who
would
not
normally
go
through
a
transition
at
the
end
of
the
year.
BB
The
choice
process,
of
course
begins
at
different
times,
depending
on
the
grade
that
the
student
is
in.
So
it's
we're
providing
transition
coordinators
at
each
of
the
schools
to
help
families
navigate
it.
So
they
understand
fully
their
choices
and
understand
the
timing
of
the
school
choice
process.
So
they're
able
to
take
advantage
of
the
available
options.
BB
As
I
mentioned,
we're
hiring
transition
coordinators
for
each
of
these
schools.
These
will
be
staff
for
each
individual
school
community
to
work
with
families,
we're
also
having
the
welcome
centers
host
satellite
offices,
pop-up
centers,
to
support
families
with
the
transfer
and
registration
process.
BB
Our
goal
for
all
of
these
students
in
sixth
and
seventh
grade
at
the
middle
schools
is
to
give
them
the
opportunity
to
enroll
in
schools,
either
in
a
six
through
twelve
school
or
a
seven
through
twelve
school,
so
that
this
will
be
the
last
transition
that
they
need
to
go
through
before
graduating
from
high
school.
While
we
can't
avoid
this
disruption,
while
reconfiguration
reconfiguring
the
schools,
we
can
ensure
that
this
is
the
last
choice
that
families
have
to
make
before
they
graduate
and
either
enter
college
or
go
on
to
career.
BB
BB
Of
course,
we
can't
talk
about
the
closure
of
this
school
community
without
talking
about.
What's
next
for
the
school
building,
it's
important
to
note
that
our
plan
is
to
use
both
school
buildings
for
a
future
boston
public
school.
We
don't
have
plans
to
sell
off
these
properties,
there's
no
plans
to
turn
them
over
to
charter
schools.
This
reconfiguration
effort
is
for
the
benefit
of
our
boston,
public
schools.
BB
BB
BB
BB
BB
The
next
portion
of
the
presentation
is
around
k-6
expansion,
something
we've
already
heard
a
lot
about
for
from
our
public
commentators.
BB
BB
BB
The
third
area
that
we
looked
at
is
whether
or
not
they
had
an
expandable
lot.
We
looked
at
the
physical
space
around
the
school
building
to
assess
whether
or
not
we
could
add
a
modular
building
as
a
temporary
solution
and
then.
Finally,
if
we
were
unable
to
solve
the
challenge,
we
looked
for
how
we
would
find
temporary
or
less
than
ideal
solutions
and
come
to
the
school
communities,
with
proposals
for
how
we
might
change
their
feeder
patterns
or
how
we
might
address
the
disruption
to
the
guaranteed
pathway
that
they
received.
BB
May
recall,
in
the
phase
two
plan,
we
presented
this
map
of
boston
and
identified
a
key
areas
where
we
needed
to
expand
elementary
space.
The
two
green
dots
represented
places
where
we
at
the
time
we
needed
to
expand
elementary
schools
in
order
to
deal
with
enrollment,
the
blue
dots
represented
areas
where
we
knew
we
needed
to
build
buildings
in
order
to
address
k-6
expansion
at
schools.
We
knew
that
there
were
schools
like
the
mendel,
the
sumner
and
the
blackstone,
who
couldn't
go
to
k
to
six
couldn't
add
a
sixth
grade
in
their
current
space.
BB
We
have
proposed
new,
builds
to
be
able
to
address
this,
but
these,
of
course,
take
time,
of
course,
with
the
middle
school
closures.
Those
are
faster
possibilities
for
addressing
enrollment
challenges
and
addressing
some
of
these
solutions,
but
again
they're
not
available
for
the
fall
when
the
school
middle
schools
will
close.
BB
I've
heard
a
lot
tonight
about
the
some
of
the
schools
that
are
the
feeders.
This
map
represents
the
large
dot
on
the
left.
The
pink
dot
represents
the
timothy
middle
school,
and
the
two
lines
are
the
two
schools
that
currently
feed
the
timmelty
middle
school,
the
blackstone
elementary
school
in
the
south
end
and
the
mendel
elementary
school
in
roxbury
on
the
right.
The
big
red
dot
represents
the
washington
irving
middle
school
in
roslindale,
and
the
six
schools
that
currently
feed
that
that
middle
school
are
the
mozart,
bates
phil,
brick,
chidik,
gru
and
sumner.
BB
I
want
to
note,
though,
that
when
we
look
at
the
last
three
years,
an
average
of
20
students
from
the
blackstone
and
17
sumner
students
enrolled
in
their
guarantee
pathway,
school
pathways
have
been
the
thing
that
parents
asked
for,
but
have
not
really
used.
In
the
last
three
years.
Only
about
20
percent
of
students
at
the
sending
schools
have
even
used
the
pathway.
BB
BB
This
grid
represents
a
in
this
two
by
two.
Each
of
the
columns
represent
schools
that
have
space
to
add
a
sixth
grade,
either
in
their
lot,
by
expanding,
a
modular
or
within
their
building
to
reuse
existing
classroom
space.
Those
are
the
that's
the
column
of
schools
and
the
two
boxes
on
the
right
side.
The
green
side
of
this
chart
on
the
left
side
in
the
blue
are
schools
that
do
not
have
space
in
their
current
facility
to
either
add
a
modular
or
reuse
classroom
space.
BB
BB
The
bottom
row
represents
those
schools
that
are
not
impacted
by
middle
school
closures.
Those
schools
that
we
have
more
time
before,
there's
a
disruption
in
their
pathway,
you'll
notice
in
the
lower
right
we're
expanding
six
elementary
schools
to
add
sixth
grade
that
are
not
part
of
this
middle
school
reconfiguration.
BB
These
are
schools
that
we
are
able
to
identify
space
both
because
of
changes
in
their
enrollment
and
other
factors,
and
expand
them
to
sixth
grade
and
give
those
families
the
predictable
pathway,
the
upper
right,
the
mozart,
philbrick,
bates,
chitick
and
gru
all
represent
schools
at
that
have
feeder
patterns,
in
this
case
all
to
the
irving
middle
school
that
are
being
disrupted
and
will
be
replaced
by
the
sixth
grade.
And,
of
course,
the
three
schools,
the
blackstone,
mendel
and
sumner
are
those
where
we
were
unable
to
find
solutions
for
a
sixth
grade
for
this
fall.
BB
The
first
is:
we
could
provide
a
guaranteed
pathway
to
a
different
school
for
each
of
these
school
communities.
We've
identified
a
school
that
could
serve
their
students,
all
of
their
students
in
both
special
education,
english
learner
programs
and
their
general
education
students
for
the
mendel
that
would
represent
changing
their
feeder
pattern
to
tech,
boston
academy,
where
their
current
inclusion
students
already
have
a
feeder
pattern
for
the
blackstone.
We
would
change
their
feeder
pattern
to
the
frederick
middle
school.
BB
BB
Of
course,
we
would
also
look
at
the
option
of
giving
families
a
priority
during
student
assignment
lottery,
as
I
mentioned
before,
only
20
of
families
are
taking
up
their
pathway,
their
guaranteed
pathway,
which
means
that
80
percent
of
families
when
they
leave
the
school
in
fifth
grade,
are
looking
for
assignment
at
another
school.
The
priority
would
give
them
leverage
would
give
them
assignment
preference
over
other
students
exiting
k-8s
or
other
schools
who
don't
have
a
disruption
at
the
end
of
fifth
grade.
So.
BB
The
next
thing
I
wanted
to
talk
about
is
7
through
12
expansions,
and
I
wanted
to
talk
about
some
of
the
challenges
when
we
look
at
a
middle
school
and
we
talk
about
taking
the
middle
school
offline,
there
are
two
sets
of
students
for
which
we
need
to
be
concerned.
The
first,
of
course,
are
the
students
who
are
exiting
k-5
schools
who
would
have
enrolled
in
those
middle
schools
next
year.
That's
the
disruption
in
the
pathways
that
I
just
discussed.
BB
The
second
group
of
students
are
both
the
students
who
are
at
the
school
most
critically
being
able
to
offer
options
for
current
irving
and
timothy
students
and
those
students
who
would
have
gone
through
that
pathway
and
exited
the
k-6
schools
that
are
now
feet
that
are
now
no
longer
feeding.
We
need
to
make
sure
that
we
have
enough
space
to
serve
our
students
with
the
closure
of
these
three
schools,
including
the
jackson,
man,
the
timothy
and
the
irving.
BB
BB
That
means
that,
for
all
the
students
who
are
experiencing
school
closure,
they
have
the
option
in
the
the
students
who
are
experiencing
school
closure
who
are
currently
in
sixth
or
seventh
grade,
they
have
the
option
of
moving
only
one
more
time
before
graduating
for
general
education
students.
There
are
roughly
90
students
in
each
grade
180
across
the
two
grades,
where
we
need
to
find
placement.
BB
BB
This
basically
shows
that
we
need
to
add
somewhere
around
45
seats
per
grade
in
order
to
accommodate
the
students
who
are
being
disrupted.
The
second
is
english
learners.
We
looked
at
the
enrollment
in
english
learners
in
seventh
and
eighth
grade,
and
the
current
excuse
me,
sixth
and
seventh,
grade
that
we
found
that
there's
enough
space
in
existing
english
learner
programs
to
be
able
to
accommodate
those
students,
as
we've
discussed
in
other
settings.
BB
Enrollment
around
english
learners
has
declined
pretty
significantly
over
the
last
few
years,
so
we
feel
like
there's
space
within
programs
to
be
able
to
accommodate
them
and
then,
finally,
and
most
critically,
we
look
at
special
education
programs.
There
are
nine
grade
six
students
and
eighteen
grade.
Seven
students
in
inclusion,
seats
serving
them
in
six
through
twelve
or
seven
through
twelve
high
schools
will
likely
require
the
expansion
of
inclusive
opportunities
in
those
high
schools
and
then
finally,
the
irving
middle
school
represents
the
only
middle
school
program
for
for
ei
emotional
impairment
internalizing.
BB
This
is
a
substantially
separate
program
for
students
who
have
severe
emotional
disturbances
and
particularly
around
self-injurious
behavior
and
high
levels
of
anxiety.
So
they're
currently
served
only
at
the
irving
middle
school,
which
this
is
a
critical
program
for
us
to
be
able
to
identify
a
future
site.
BB
BB
We
wanted
to
look
at
the
impact
on
the
schools
currently
serving
7th
and
8th
grade.
Rapid
expansion
of
7th
and
8th
grade
capacity,
including
expanding
multiple
schools
to
7th
and
8th
grade
without
making
the
difficult
decisions
around
where
capacity
comes
offline
is
a
recipe
for
making
schools
under
enrolled
and
making
programs
suffer.
BB
The
result
was
declining
enrollment
in
some
of
our
schools
that
were
popular
and
and
further
exacerbating
the
enrollment
declines
in
our
middle
schools.
BB
We
wanted
to
be
very
explicit
about
what
this
means.
In
the
context
of
our
current
planning,
the
program
alignment
is
listed
in
the
first
column.
These
are
the
programs
currently
need.
The
current
programming
needs
of
students
enrolled
in
the
timothy
irving,
the
emotional
impairment
internalizing,
which
I've
mentioned
students
in
specific
learning,
disability
programs,
one
that
we
have
in
many
of
our
six
through
twelve
and
seven
through
twelves,
and
one
that
we're
already
expanding
at
tech,
boston
and
new
mission.
BB
Inclusion,
programs,
sei
spanish
and
then,
of
course,
general
education.
BB
Next
column
are
the
schools
with
space
to
expand.
These
are
the
schools
that
we
had
evaluated
and
could
expand
seventh
grade
seventh
and
eighth
grade
in
some
way
in
their
current
building
for
the
impact
on
currently
serving
seventh
and
eighth
grade
schools.
We
looked
at
the
k
to
eights
in
the
area
and
the
middle
schools.
BB
This
is
where
we
were
in
particular
making
sure
that
any
expansion
of
seven
through
twelve
matches
the
needs
of
the
enrollment
but
doesn't
create
excess
capacity
as
a
district
and
of
course,
we
have
a
number
of
schools
that
are
currently
serving
sixth
and
seventh
grade
that
are
listed
here
and
then.
Finally,
we
have
a
number
of
schools
that
we
know
cannot
expand
seventh
and
eighth
grade.
Some
of
these
schools
are
communities
that
we
have
long
talked
about
expanding
and
would
love
to
expand
to
7th
and
8th
grade.
We
need
to
address
this.
BB
BB
It's
also
important
to
note
that
the
english
high
school
is
one
of
three
high
schools
currently
serving
students
in
the
emotional
impairment
internalizing
program.
The
other
two
are
snowden,
which
does
not
have
space
an
english
high
school.
Excuse
me:
east
boston,
high
school,
which
both
is
across
the
city
and
has
current
plans
for
expanding
seventh
and
eighth
grade
already
and
not
does
not
have
space
to
take
on
the
additional
needs
of
this
program.
BB
Of
course,
to
determine
the
next
round
of
seven
through
12,
we
need
to
do
continuous
engagement,
we've
talked
about
amplifying
all
voices,
and
we
know
that
we
need
to
talk
more
about
what
we're
going
to
do
to
reform
high
schools
and
redesign
our
programs.
Overall,
the
superintendent
has
talked
multiple
times
about
creating
a
portfolio
and
making
sure
we're
intentional
about
what
schools
are
operating,
which
programs
and
how
we
serve
our
students
across
the
city
to
do
that.
We're
going
to
be
launching
community
engagement
focused
on
individual
meetings
with
the
9
through
12s
with
space.
BB
This,
of
course
includes
english
and
the
plans
to
expand
7th
and
8th
grade,
but
also
includes
community-based
programs
with
brighton.
Excuse
me,
community-based
engagement
with
brighton
burke,
high
school
and
dorchester
excel
high
school
in
south
boston
and
the
community
academy
of
science
and
health
cash,
which
is
also
in
dorchester.
BB
BB
And
then,
of
course,
we
need
to
have
a
conversation
with
the
9
through
12s
that
don't
have
space
to
expand.
We
want
to
make
sure
that
our
mixed
portfolio
approach
is
intentional
and
is
not
just
simply
an
accident
of
what
building
schools
are
in
now
and
how
we
were
able
to
make
changes
over
a
current
year.
BB
This
will
allow
us
to
strengthen
programming
in
special
education,
create
more
space
for
things
like
art
and
music,
the
things
that
the
superintendent
is
going
to
be
investing
in
the
fy
23
budget
and
also
we've
talked
about
the
need
for
therapeutic
support,
spaces
and
other
spaces
to
be
able
to
provide
esl
services
counseling
those
spaces
that
we
don't
have
in
our
schools.
All
of
those
extra
spaces
that
have
been
taken
up
with
k-8
expansions.
BB
We
don't
see
that
students
are
remaining
in
the
school
in
the
k-8s,
and
so
we
have
a
vastly
different
offering
and
a
vastly
different
educational
experience.
This
is
an
important
community
conversation
that
we
need
to
have,
and
it
needs
to
be
a
consideration
when
we
start
talking
about
7-12
expansions.
BB
BB
BB
It
was
said
to
me
or
to
the
group
that
swing
space
signals
that
we
intend
to
keep
our
school
communities
together
that
by
not
having
swing
space
available
in
our
district,
that
we're
signaling
to
the
community
that,
if
anything,
goes
wrong
with
their
building,
that
we'll
have
to
close
them
and
disrupt
their
community,
because
we
haven't
done
the
foresight
planning.
BB
Our
goal
is
to
over
the
next
few
years,
create
available
swing
space
throughout
the
city.
Some
of
this
may
come
from
some
of
the
middle
school
closures
or
relocating
of
k
to
six
k
to
five
schools
into
those
six
renovated
buildings
renovated
middle
schools.
Some
of
it
also
comes
from
decisions.
We're
making
to
end
leases
with
charter
schools
to
get
our
buildings
back
and
make
them
available
to
us
as
a
district.
BB
BB
BB
If,
if
we
weren't
making
compromises
for
swing
space,
it
would
just
be
our
new
home,
and
so
unfortunately,
in
some
of
these
places,
we're
trying
to
find
the
right
space
temporarily,
as
we
did
with
the
boston
arts
academy,
so
that
we
can
end
up
with
a
new
building
project
for
them
and
end
them
and
then
end
up
with
them
in
their
new,
highly
renovated,
building
or
new
building.
BB
BB
That
building
will
be
built
on
their
current
site,
thus
creating
the
need.
As
I
mentioned,
the
need
for
swing
space,
as
I
mentioned
at
the
start,
part
of
the
decision
to
move
them
into
the
frederick
middle
school
has
to
do
with
available
space
in
that
building
the
the
fact
that
the
building
is
ada
compliant
already,
and
we
will
then
continue
to
operate
the
frederick
middle
school
for
the
two
years.
While
we
do
planning
for
the
future
use
of
that
building
and
the
future
of
that
school
community.
BB
BB
BB
A
lease
agreement
will
be
signed
in
the
coming
weeks,
but
we
wanted
to
let
you
know
that
that
is
an
opportunity
for
us
to
keep
them
there
for
up
to
five
years,
as
we
do
the
future
planning
for
that
school
and
then,
finally,
a
school
community
that
we've
worked
with
extensively
over
the
last
two
years,
the
horace
mann
school.
As
many
of
you
know,
we
will
be
moving
the
horace
mann
school
into
the
edwards
middle
school
for
school
year.
BB
22-23
this
is,
they
will
stay
in
their
current
building.
Excuse
me
they
will
stay
in
their
current
building
for
one
more
year
beyond
this
year,
so
in
2223
they
will
stay
in
their
current
school
and
they
will
be
moving
into
the
swing
space.
The
following
year
after
extensive
renovations
have
been
done:
upgrading
a
number
of
the
building
infrastructure
systems
and
expanding
ada
compliance.
BB
That
is
a
project
that
we
have
submitted
to
the
mass
school
building
authority
and
we
are
waiting
to
hear
if
we
are
accepted
into
their
core
building
program.
So
we're
excited
about
that
project
and
our.
AG
S
BB
BB
With
that
I'll
turn
it
back
over
to
you,
chair
person,
robinson
and
to
the
committee
for
your
questions,
I
know
I
presented
a
lot
of
information.
I'm
sure
you
have
many
questions,
look
forward
to
answering
them.
B
Yes,
thank
you
very
much,
mr
cooter
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Please
raise
your
hand
and
zoom.
B
There
are
only
a
few
of
us,
so
we
need
to
have
everybody
participate.
Thank
you.
We'll
start
with
miss
lapera.
Y
H
Thank
you
very
much,
madam
superintendent,
for
the
report
that
has
been
presented
to
us
today.
BC
H
H
H
BC
H
H
H
BC
H
S
Thank
you
for
that.
Miss
polanco,
garcia.
S
I
will
have
nate
respond
to
where
the
students
will
go
just
to
again
be
very
clear
about
the
one
transition
for
these
students
who
are
in
grades,
seven
and
eight,
and
so
that
everybody
understands
that
piece.
But
I
also
want
you
to
know
that
the
reason
we're
going
to
do
this
open
engagement
process
and
why
we
brought
these
ideas
forward,
was
to
get
the
community's
input
and
ideas.
S
Certainly,
if
I
could
have
made
every
k-5
a
k-6
and
they
had
a
piece
of
land
where
we
could
put
that
portable
on
and
it
could,
it
could
match
all
of
the
students
we
would
have
done
it,
and
so,
but
if
there
are
great
ideas,
as
we
engage
we'll,
certainly
listen
to
those
and
listen
to
the
community
over
these
next
several
weeks.
Nate.
S
Could
you
please
speak
to
again
just
the
number
of
students
who
need
to
move
into
these
positions
and
your
analysis
and
the
team's
analysis
on
the
spots
already
in
the
existing
case?
Six
excuse
me
six
twelves
and
the
existing
seven
twelves
so
that
the
students
do
not
have
to
transition
a
second
time.
BB
Yes,
thank
you,
superintendent,
a
lot
of
really
important
things
raised
here
in
those
comments
so
happy
to
address
them.
The
first
is
for
the
students
who
are
being
disrupted
by
the
closures
at
the
irving
timolty
those
students
who
definitely
disproportionately
black
and
latinx
relative
to
the
district
as
a
whole,
in
order
to
make
sure
that
this
disruption
is,
is
the
last
time
they're
required
to
change
schools.
BB
We
needed
to
expand
about
45
seats
of
general
education
seats
in
seventh
and
eighth
grade
the
remaining
students
who
are
enrolled.
We
have
estimated
that
we
have
enough
seats
in
our
6
through
12
and
7,
through
12
schools,
to
ensure
that
they
have
the
opportunity
to
enroll
in
those
schools.
So
we
will
work
with
them
in
the
school
choice
process.
BB
Those
families
will
get
a
priority,
so
they
will
be
placed
into
the
6
through
12
and
7
through
12
schools
based
on
their
choice
process
first,
and
so.
What
we
also
wanted
to
make
sure
is
that
we
were
not
then
displacing
students
who
are
exiting
other
k-6
schools
and
crowding
them
out
of
that
pathway.
So
it's
also
part
of
a
rationale:
you're
right
to
flag
the
needs,
the
social
emotional
needs
of
students
and
the
critical
role
that
these
transitions
played
for
these
students.
BB
What
the
research
has
shown
is
that
transitioning
multiple
times
between
grades,
five
and
nine,
is
incredibly
disruptive
to
the
academic
performance
of
students.
The
research
is
less
conclusive
about
whether
or
not
we
should
transition
students
after
sixth,
seventh
or
eighth
grade,
but
it's
pretty
clear
that
multiple
transitions
in
that
period
is
detrimental.
BB
I
also
want
to
note
that,
while
the
the
two
schools,
you
measure
the
three
schools
you
mentioned,
you're
right
about
the
profile
of
the
students,
and
I
think
we
should
absolutely
be
having
a
very
explicit
and
transparent
conversation
about
the
racial
implications
of
transitioning
different
schools,
the
racial
dynamics
of
of
those
schools.
BB
But
I
also
want
to
note
that
this
proposal
includes
the
expansion
of
the
ellis
elementary
school,
the
homes
elementary
school,
the
grue
and
chidik
elementary
schools.
These
are
schools
that
are
served
as
proportionally
black
and
latinx
students
as
well.
So
we
are
coupling
the
the
expansions
of
these
schools
to
make
sure
that
more
of
our
students
of
color
have
access
to
this
k-6
7-12
pathway.
BB
It
is
unfortunate
that
the
mendel
and
the
blackstone
are
two
schools
that
we
cannot
add
a
sixth
grade
to,
and
there
is
a
real
question
about
the
timing
of
why
we're
causing
this
disruption
to
the
pathway.
The
honest
answer
is
because
we
know
that
the
quality
of
the
middle
school
experience
has
been
declining
and
I'm
the
cfo.
So
it's
important
for
me
to
know
this
is
not
about
the
funding.
We
could
continue
to
fund
more
teachers
and
more
programs
at
these
middle
schools.
The
reality
is
that
families
are
navigating
away
from
these
schools.
BB
BB
It
means
families
are
not
taking
this
pathway
on,
and
so
the
combination
of
our
need
to
create
a
rapidly
better
experience
for
students
in
middle
school
and
the
lack
of
a
pathway,
people
taking
the
pathway,
created
this
sense
of
urgency
from
the
superintendent
to
phase
out
our
standalone
middle
schools
and
get
us
to
the
place
where
we
have
a
clear
pathway.
So
we
can
focus
on
the
real
work,
which
is
academic
improvement,
which
is
academic
focus
and
supporting
students
in
their
new
school
community.
I
know
this
was
a
long
answer.
BB
I
appreciated
a
lot
of
the
points
that
you
made
and
I
wanted
to
to
make
sure
we
talked
about
each
of
the
different
points.
Oh
the
last
thing
the
superintendent
just
asked
me
to
emphasize,
and
I
think
I
almost
forgot
for
each
of
the
school
communities
where
we
are
not
able
to
add
a
sixth
grade
for
those.
AV
BB
This
is
a
legitimate
trade-off
that
we
thought
we
wanted
to
engage
in
in
the
interest
of
amplifying
voices.
We
wanted
to
hear
from
the
families
to
say
we
prefer
option
one
or
option
two.
We
know,
of
course,
they're
going
to
come
back
and
say:
option
number
one
for
them.
Probably
options
number
one.
Two
and
three
are
a
sixth
grade
at
their
school.
Unfortunately,
we
have
vetted
that
proposal.
We
are
unable
to
do
that
for
this
fall
absent
that
option.
We
think
the
two.
BB
The
two
best
options
are
a
new
feeder
pattern
for
this
choice
process:
priority
and
we're
going
to
engage
with
them
and
hear
from
the
community
about
which
they
prefer.
U
Thank
you,
chair
robinson,
thank
you
team
for
the
presentation.
I
really
appreciate
also
the
engagement
from
the
community,
especially
those
who
testify
today,
I
think,
especially
since
some
of
them
seem
to
have
recently
learned
about
how
they
may
be
personally
impacted
by
this.
I
will
admit
I
am
sensitive
to
this
topic.
U
Right
now,
it
feels
to
me
like
we're,
asking
our
communities
to
sacrifice
our
fifth
sixth
and
seventh
graders
in
some
of
our
communities,
for
perhaps
a
long-term
gain,
but
the
long
term
doesn't
feel
very
certain,
at
least
from
what
I'm
gathering,
and
so
I
truly
do
appreciate
how
complicated
this
is.
I
think
that
it
is
a
result
of
many
decades
of
under
investment
in
our
facilities.
U
I
must
say
that
it
is
concerning
to
me
that
the
buckets
outlined
do
not
necessarily
include
analysis
of
quality
of
academic
offerings.
We
have
some
amazing
elementary
schools.
We
heard
from
families
today,
and
I
should
mention
that
we
didn't
hear
from
some
of
the
schools
that
are
being
directly
impacted.
U
The
k-5s,
but
I
know
in
my
own
neighborhood
the
mendel
is
revered,
highly
respected
for
the
work
that's
being
done
there
and
similarly,
in
the
k-12
expansion
we
have
schools
such
as
the
mk
binka,
the
margarita
muniz,
where
students
and
families
have
been
asking
for
seats,
and
so
I
want
to
understand
how
we're
incorporating
academic
and
cultural
quality
in
these
decisions
for
expansion
nate.
You
talked
about
families,
not
taking
pathways
that
currently
exist,
but
do
we
really
think
that
the
options
presented
are
also
desirable
pathways
for
communities?
Is
that
something
we've
tested?
U
BB
Yeah,
thank
you
for
that
question.
I
think
for
the
k
to
five
to
k
to
six
expansions,
I
think
part
of
the
reason
that
we're
not
emphasizing
the
academic
pathways
is.
We
think
this
pathway
is
an
important
part
of
of
of
our
overall
district
academic
pathway,
and
so
you
know
we
want
all
of
our
schools.
BB
We
think
all
of
our
schools
would
benefit
from
having
that
sixth
grade,
and
so
we
did
narrow
the
criteria
it's
almost
the
sort
of,
and-
and
this
goes
back
to
I
mentioned
by
making
our
strategy
explicit,
it
allows
people
to
challenge
our
assumptions.
Our
assumption
here
is
that
all
of
our
schools
would
benefit
from
that.
Sixth
grade
the.
BB
I
think
your
question
around
the
high
schools
and
the
desire
to
expand
high
quality
options
for
seventh
grade
and
eighth
grade
in
our
high
schools,
margarita
minis,
one
that
you
mentioned,
as
is
I've,
had
many
conversations
with
the
head
of
school
of
vasquez
for
many
years
about
our
our
desire.
BB
It's
one
that
I
think
would
the
district
would
benefit
from
immediately
being
a
seventh
through
twelfth
those
conversations
you
know
are
longer
term
and
challenging.
We
are
looking,
we
are
constantly
evaluating
looking
at
space
and
trying
to
find
ways
to
do
that.
We
need
to
partner
the
billbps
team
needs
to
be
in
service
of
our
academic
vision
and
when
we
think
about
our
portfolio
approach
at
the
high
school
level,
we
would
be
in
a
much
stronger
position.
BB
We're
coming
to
you
and
saying
here
is
our
vision
for
high
school
redesign
overall,
and
that
was
our
goal
and
our
hope
for
this
fall
to
come
back
with
more
of
that.
We're
not
in
a
position
to
do
that,
and
the
unfortunate
reality
is
that
we
we
also
have
this
critical
need
to
take
and
and
convert
our
middle
schools.
BB
I
do
think
that
all
of
the
students
who
are
moving
out
of
these
standalone
middle
schools
will
end
up
with
a
more
academically
and
educationally
enriching
experience
than
our
seventh
through
twelfths.
The
seven
through
12
schools
will
have
things
that
they're
able
to
offer
the
students,
the
seventh
and
eighth
grade
that
are
middle
schools.
BB
Certainly,
do
you
know,
unfortunately,
cannot
that
includes
after
school
activities,
athletics
and
enrichment
in
in
academic
programming,
access
to
higher
level
courses
when
they're
ready
for
it
being
able
to
have
different
grade
level,
content
teams
that
are
working
together
to
ensure
that
they're
ready
for
high
school.
So
this
is
not
absent
of
an
academic
strategy.
We
do
believe
the
students
will
end
up
in
a
better
academic
experience
with
this
transition,
but
you're
right.
We
are
making
this
transition
and
it
is
causing
a
disruption
for
families
and
students
in
those
middle
grades.
S
You
start
looking
at
advanced
coursework
and
preparation
for
advanced
coursework.
In
order
to
be
able
to
take
more
of
the
advanced
study
in
high
school
and
having
students
in
the
7th
and
8th
grade
almost
like
a
traditional
junior
high
school
is
like
readying
them
for
high
school
and
that
the
counselors
all
share
they
work
together
as
a
team.
The
students
are
in
a
team
and
share
teachers,
and
you
just
have
a
more
enriching
program.
S
So
I
think
that
that's
really
important
what
we
haven't
been
able
to
do
because
operationally
we
have
been
so
mired
in
coming
back
to
in
person,
re
learning,
we've
been
so
busy
with
just
managing
the
pandemic.
Still
in
what
isn't
a
remote
environment
but
an
in-person
environment
that
it
has
taken
a
lot
of
the
team
capacity
to
do
so,
and
so
we're
re-launching
and
re-engaging
our
community
in
the
really
complex
task
ahead
of
us
of
dismantling
kind
of
those
very
difficult
cogs
in
the
wheel,
so
to
speak.
U
They've
welcomed
seventh
graders
this
year
and
are
will
have
another
set
of
seventh
graders
and
the
the
new
eighth
graders
for
next
year,
but
that
team
has
been
has
also
had
outside
support
right
to
be
able
to
engage
with
preparation
for
that.
And
so,
if
we're
looking
at
expanding
other
schools
to
absorb
some
of
our
students
that
need
middle
school
seats
into
the
new
configuration
of
seven
to
twelve.
How
are
we
supporting
those
high
schools?
U
What's
the
planning
that's
happening
now
to
make
sure
that
we
have
the
right
teachers
in
place
that
we
have
the
right
space
in
place,
because
even
at
east
boston
high
school,
we
don't.
They
don't
have
classrooms
for
their
eighth
graders
next
year.
And
so
how
are
we
making
sure
that
we're
not
making
a
decision
that
we
can't
fully
plan
or
prepare
for.
S
S
We
gave
a
presentation
to
the
school
committee
around
high
school
redesign
and
at
that
time
we
put
in
place
part
of
our
budget,
an
instructional
facilitator
position
at
seven
of
our
comprehensive
high
schools
so
that
they
could
use
this
position
to
plan
ahead
now.
East
boston
and
charlestown
went
sooner
with
that
planning,
but
these
schools
have
had
a
number
of
years
now
to
plan.
S
Do
pre-ap
training
to
do
a
pre-ib
training,
myp
training,
a
middle
years
program,
for
instance,
at
the
brighton
school
we've
had
number
of
professional
development
that
the
high
school
team
has
done.
There's
still
a
significant
amount
of
work.
Now
that
we
have
also
adopted
the
mass
core
and
that
work
is
now
being
conducted
by
our
academic
team
to
in
preparation.
S
So
we
think
we
could
be
ready
and
if
you
asked
any
of
these
high
school
principals-
and
I
did
ask
them-
they
say-
they're-
ready
to
take
on
the
seven
through
twelve,
the
seventh
and
eighth
graders
now
and
they'd
love
to
go
right
away.
The
reason
I'm
not
able
to
expand
very
transparently
is
because
we
have
ka
principals
who
say:
wait
a
minute.
S
You
know
we're
gonna
lose
our
seventh
and
eighth
grade
and
we
haven't
had
the
opportunity
to
have
a
conversation
with
them
and
then
nate.
I
don't
know
if
you
want
to
talk
about
just
the
physical
building,
but
I
do
believe
at
all
of
these
comprehensive
high
schools.
There
is
space
to
take
on
additional
seventh
and
eighth
graders,
like
at
cash.
They
can
take
them
on
once
baa
moves
out
at
excel,
they
would
have
space.
S
Burke
has
space
brighton
has
space,
but
of
course
you
have
k-8s
in
the
region
and
we
need
to
just
have
a
conversation
with
everybody
at
the
table
and
we
just
haven't
been
able
to
do
that
in
the
pandemic.
Nate.
BB
Yeah,
thank
you,
superintendent.
I
would
say
that
you
know
every
time
I
think
my
job
is
hard
and
that
the
difficult
part
of
the
planning
is
the
bill.
Bps
sort
of
setting
the
stage
I
spend
some
time
with
the
academics
team
and
the
school-based
teams,
and
and
talk
to
them
about
what
it
takes
to
implement
with
fidelity
and
success,
a
high
quality,
seventh
and
eighth
grade
program-
and
I
am
in
all
of
the
work
that
they
do
so.
BB
I
do
recognize
that
this
is
really
the
start
of
the
important
work
and,
as
the
superintendent
mentioned,
part
of
the
reason
that
we
are
excited
about.
The
english
high
school
expansion
is
because
of
the
work
that
caitlin
murphy,
the
head
of
school
has
already
done
to
prepare
and
the
support
drew
eccleston
and
his
team
will
be,
and
the
high
school
heads
of
high
school
superintendents
will
be
offering
there's
a
whole
team
of
people
who
will
be
working
to
support
that
for
each
of
the
schools.
BB
It
involves
modifications
to
the
building
in
the
case
of
east
boston,
as
I'm
sure
you're
aware,
there's
some
changes
being
made
where
we're
adding
five
classrooms,
building
it
out
of
a
former
library
space,
and
so
that
work
has
been
delayed
but
will
be
is
currently
underway
or
sort
of.
The
planning
is
underway
to
make
sure
that
that
school
is
ready
for
the
seventh
and
eighth
grade.
BB
But
of
course
that
pales
in
comparison
to
the
work
that
that
phil
ranger
40,
the
head
of
school
for
east
boston
is
doing
to
to
get
his
staff
ready
to
support
eighth
graders
next
year,
and
so
you
know
when
we
look
at
the
english
and
the
planning,
we
part
of
the
reason
that
we
have.
We
have
identified
october
as
a
critical
time
for
for
us
to
announce
these
changes
to
schools
is
because
we
are
at
the
start
of
our
planning
process.
BB
We
are
about
to
launch
our
enrollment
projection
process
which
kickstarts
our
budgeting
process,
which
then
leads
into
staffing.
So
this
is
a
very
critical
time
for
us.
As
a
district.
We
do
all
of
this
planning
far
in
advance
of
the
start
of
the
school
year,
to
make
sure
the
resources
are
all
there
in
september
for
the
school
and,
of
course,
the
the
real
planning
starts
with
their
their
quality
school
plans
and
all
the
academic
work
that
they
have
to
do.
B
U
Well,
I
appreciate
that
I
have
plenty
of
other
questions,
but
I
will
wait
for
my
next
go
round.
Thank
you.
We'll
go
around.
F
F
I
appreciate
and
applaud
a
very
careful,
thoughtful
design
of
the
the
bill
bps
program
so
far,
even
the
fact
that
we
all
went
through
a
lost
period
of
of
the
pandemic,
which
I
I
know
had
impacted
many
decisions
regarding
the
the
plan.
F
I
particularly
appreciate,
and
and
really
like,
the
design
of
pathways.
I
I
think
that
you
know
with
all
the
emotional
help
and
support
for
the
students.
I
I
think
that
that
is
something
that
is
fairly
new
to
me.
As
a
matter
of
fact,
I
grew
up.
F
The
only
concern
I
have
is
a
little
extraneous,
I
would
say,
but
I
I
have
to
raise
it
here,
according
to
some
of
the
parents
who
testify
today,.
F
A
test,
well,
you
know,
for
lack
of
manager.
Did
it
state
that
there
was
a
promise?
F
I
I
believe
that
that
that
was
attributed
to
to
to
the
superintendent
that
you
know
that
there
was
a
promise
that
the
superintendent
said
no
gator
fights
who
will
will
not
be
considered
or
given
the
the
the
addition
of
the
sixth
grade,
how
much
that
those
statements
are
true
or
miscontrol
or
misconstrue
or
somehow
schoolwork
you
know
to
to
to
to
their
own
understanding.
F
F
So
that's
my
only
my
only
concern
and
my
only
advice.
Thank
you.
S
I
appreciate
that
mr
tran,
and
I
appreciate
also
that
that's
the
one
thing
that
bothers
you.
It
bothers
me
too.
Those
folks
who
know
me
know
that
I
don't
make
fuzzy
promises.
I
try
very
hard
not
to
make
a
promise.
If
I
know
I
can't
keep
it,
I
would
rather
tell
something
somebody
the
hard
news
than
to
come
back
on
something
that
I
can't
keep
my
word
on,
because
that
means
everything
to
me
earlier
today
I
received
a
letter
from
a
parent
stating
this
fact
to
me.
S
I've
asked
my
team
to
go
back
into
the
notes
to
see.
If
I
did
in
fact
make
this
promise,
it
would
have
been
very
early
in
my
tenure
when
I
spoke
to
the
roslindale
sumner
community.
It
would
have
been
at
one
of
my
listening
sessions
that
I
did
when
I
when
I
worked
with
the
community-
and
I
don't
it
would
be
very
out
of
my
practice,
of
who
I
am
as
a
person.
S
S
So
I
have
asked
my
team
to
go
back
and
look
if
I
made
that
promise-
and
I
will
own
up
if
I
made
that
promise-
and
I
will
apologize
for
making
that
promise,
because
I
want
to
make
things
right
with
the
community,
because
my
integrity
means
everything
to
me,
and
so
I
will
report
back
at
the
next
school
committee,
the
best
information
that
I
have
for
my
team
and
the
notes
that
they
took.
But
I
don't
recall
making
that
promise.
S
F
I
have
no
doubt
at
all
regarding
your
integrity
and
and
your
your
professionalism
and
the
reason
I'm
raising
that,
because
I'm
hoping
those
parents
who
spoke
today
regarding
the
summer
school,
listen
and
please
call
me
if,
if
it
is
misconstrued
intentionally
or
not,
please
make
sure
that
whatever
you
present
to
us
at
the
testimony
reflects
the
truth.
F
That's
all
I
want
to
know
so
just
to
to
make
a
final
point.
Thank
you
for
for
for
your
clarification
thanks
a
lot.
S
S
Subner
parents
to
know
and
I'll
let
mr
cooter
speak
in
just
a
moment
that
if
I
could,
if
I
can
find
a
creative
solution,
if
it
could
happen-
and
I
made
that
promise-
I
would
do
it
if
I,
if
I
could
today,
move
every
k5
to
a
k6
and
make
every
9
through
12
a
7
12.
S
I
would
do
it
because
I
think
it's
that
important,
that
we
make
these
decisions
quickly,
because
it
one
matters
for
enrollment
and
two
to
get
to
miss
lapera's
point
it
matters
for
the
academic
pathways
that
we
want
to
have
for
parents,
and
I
think
that
it's
critical
and
then
to
miss
polanca
garcias
for
the
social
emotional
transitions
that
students
have
to
have.
So
it's
in
everybody's
best
interest
that
we
work
expeditiously,
that
we
transparently
have
these
conversations
and
that
we're
able
to
make
these
pathways.
S
The
constraint
that
we're
having
right
now
is
the
physical
constraint
of
the
buildings
in
order
to
do
that
or
the
space
around
the
buildings.
In
order
to
add
a
portable.
It
is
extremely
expensive
to
add
portables,
but
we
feel
it's
important
enough
temporarily,
due
to
the
pathways
that
that
we've
been
prioritizing.
BB
BB
I
will
say
that,
for
both
the
schools
for
the
blackstone
and
the
mendel
and
the
sumner
that
these
are
temporary
sort
of
stop
gap
measures,
we
are
committed
to
continuing
to
evaluate
options,
not
just
that
can
solve
it
for
the
fall.
But
if
there's
an
option
that
becomes
available,
that
that
creates
the
opportunity
in
the
following
fall
will
pursue
that
as
well
for
the
each
of
the
schools,
if
they
end
up
being
if
the
timothy
and
the
irving
both
end
up
being
renovated
to
become
k-6
schools.
BB
There
are
more
opportunities
that
are
created
once
we
are
able
to
renovate
and
bring
these
buildings
off
online,
and
so
we
are
continuing
to
pursue
this
option
because
we
want
all
of
our
schools
to
be
k-6
as
soon
as
possible,
because,
as
the
superintendent
mentioned,
we
know
that
this
is
what's
best
for
our
students.
We
know
this
is
what
families
want,
and
we
want
to
make
sure
that
we're
delivering
on
that
promise
to
them
and
for
them.
V
Thank
you
for
your
presentation,
so
my
first
question
more
of
a
clarifying
question,
so
it
is,
we
are
getting
rid
of
these
schools
to
both
eliminate
middle
schools
and
also
to
have
a
free
space
for
these
schools
as
well.
BB
Yeah,
so
that
is
the
goal
for
all
three
of
these
schools
that
we're
closing
we
plan
to
use
them
for
future
bps
schools.
In
the
case
of
the
irving
middle
school,
as
I
mentioned,
we
want
to
convert
that
to
a
k-6
elementary
school
for
one
or
more
of
the
roslindale
elementary
schools.
The
reason
I
keep
emphasizing
one
or
more
is
the
irving
will
be
able
to
be
a
robust
multi-strand
school.
Many
of
the
elementary
schools
in
roslindale
are
small
one
or
two
strands
for
the
timothy.
We're
going
to
engage
on
future
use.
BB
We've
heard
of
community
interest
for
high
schools,
we've
heard
community
interest
for
k-6.
We
know
we
need
elementary
space
and
there's
also
the
opportunity
that
we
could
renovate
it
and
use
it
for
swing
space
for
other
major
projects
to
be
able
to
upgrade
our
facilities
across
for
the
jackson
man
site.
BB
It
will
be
used
for
one
more
year
by
the
horace
mann
until
they
enter
their
swing
space
in
the
edwards
building,
and
then
our
plan
is
to
renovate
or
create
a
new
k-6
new,
build
on
that
site
for
again
one
or
more
of
the
elementary
schools
in
brighton.
We
know
that
the
brighton
elementary
schools
are
in
need
of
significant
upgrades
as
well.
BB
We
also,
of
course,
have
the
long-term
planning
we
need
to
do
with
the
horseman
community
about
where
their
future
new
build
site
is,
and
it's
a
possibility
that
it
could
move
back
to
that
site
as
well.
So
those
are
all
parts
of
the
process
that
we'll
be
doing
with
the
community
and
we
partner
with
the
public
facilities
department
out
of
city
hall.
I
should
give
a
shout
out
to
our
our
partners
there
for
all
of
these
long-term
new
builds.
BB
They
will
be
providing
support
for
the
project,
including
bringing
on
designers
and
architect,
firms
who
will
work
with
the
community
to
make
sure
we're
tailoring
the
space
to
the
needs
of
the
community.
So
that's
a
it's
an
exciting
new
process.
We
haven't
had
the
opportunity
to
talk
about
it
because
we
have
of
course
been
going
through
this
difficult
transition.
We're
talking
about
school
closures,
but
the
the
result
is
that
we
are
focused
on
many
new
school
buildings
that
will
will
have
a
significant
impact
on
the
educational
landscape.
For
for
our
district.
V
Thank
you.
So
my
next
question
is
so
you
guys
are
talking
about
expanding
schools
such
as
english,
high
from
from
majestic
regular
high
school
from
seven
to
k,
and
you
guys
also
mentioned
a
few
other
schools.
So
my
question
is:
what
tools
are
we
using
to
to
identify
what
schools
have
space?
Is
it
the
amount
of
classrooms?
Is
how
many
students
they
have?
Is
it
a
combination
of
both
like?
What
exactly
is
that.
BB
Yeah
in
terms
of
space
assessment
for
the
elementary
schools,
it's
relatively
easy.
Elementary
school
scheduling
is
very
easy,
so
I
can
walk
through
and
count
the
number
of
classrooms
they
have
in
their
building.
It
usually
involves
a
review
of
the
floor
plans
with
the
high
school
with
the
excuse
me
with
the
principal
and
knowing
you
can
basically
look
if
they
have
eight
grades
in
their
school
and
they
have
eight
program
or
three
programs.
BB
You
know
they're
using
24
classrooms,
and
then
you
figure
out
how
many
pull-out
spaces
they
need
for
other
programs
relatively
simple
for
high
schools.
It's
much
more
complicated
because
it
involves
master
scheduling
and,
as
you
know,
you
probably
visited
five
or
six
classrooms
today
in
your
classes,
and
so
when
we
need
to
work
much
more
closely
with
the
head
of
school
to
understand
how
they're
using
space,
how
many
classrooms
are
shared
by
their
teachers
and
how
many
how
many
cohorts
of
kids
we
would
take
in.
BB
So
we
usually
look
at
the
assessment
of
saying
how
many
new
classes
of
students
would
you
take
in
and
how
would
you
rotate
them
through
the
class?
So
it's
a
much
more
complicated
process
that
involves
a
review
of
floor
plans,
walking
the
school
buildings
with
the
school
leaders
and
having
a
conversation
in
the
case
of
a
lot
of
the
seven
through
12
expansions,
school
leaders
have
a
very
strong
incentive
to
identify
space
and
so
we're
able
to
partner
with
them
very
closely.
They
have
no
reason
to
hide
space
from
us.
BB
A
lot
of
the
schools
want
to
expand
seventh
and
add
seventh
and
eighth
grade,
so
we
have
a
good
partnership
with
them.
In
reviewing
that
space,
we
of
course
partnered
very
closely
with
the
operations
department's
facilities
department
to
understand
also
the
implications
of
using
different
spaces.
You
know,
someone
like
me
can
walk
into
a
room
and
be
like
this
looks
great,
but
there
are,
of
course,
other
factors
that
the
facilities
team
needs
to
take
into
account,
whether
or
not
it's
appropriate
for
educational
purposes.
V
And
the
quick
follow-up
to
that
is:
will
this
be
getting
rid
of
or
taking
away
from,
like
clubs
like
extracurricular
or
even
even
some
clubs
that
are
integrated
into
the
school
day.
BB
We
think
this
is
an
opportunity
to
build
and
add
more
all
right,
so
schools
that
have
robust,
enrollment
and
have
students
will
be
able
to
offer
more
opportunities
for
their
students,
not
less,
and
so
you
know
part
of
what
I
was
saying
about
the
middle
schools.
Is
there
aren't
enough
students
really
to
offer
robust
programs
they're,
not
enough
students
to
schedule
throughout
the
day
and
have
robust
classes
and
different
languages
and
different
schedules,
and
so
at
these
high
schools
7
through
12?
BB
We
think
there's
an
opportunity
for
us
to
invest
and
provide
more
opportunities
in,
in
both
within
the
school
day,
the
academic
offerings
and
the
sort
of
elective
courses
for
students
to
take,
but
then
also
the
extracurricular
opportunities
that
makes
high
school
such
an
enriching
experience,
arts,
music.
BB
These
are
all
places
the
superintendent
is
planning
to
invest
in,
and
so
you
know
wearing
my
dual
hat
here
when
we
start
talking
about
this
planning
we're
both
planning
for
changing
school
configurations
at
the
same
time,
planning
significant
investments
using
both
esser
dollars
and
operating
dollars
to
be
able
to
provide
these
robust
experiences
for
students.
So
we
do
anticipate.
This
was
a
long
answer
to
a
relatively
short
question,
but
I
get
really
excited
talking
about
what
this
could
mean
for
students
and
the
new
opportunities
that
it
will
present
for
them.
B
Thank
you.
I
have
a
couple
of
questions
and
then
we
will
do
another
round
robin
because
I
know
several
folks
have
said
they
have
more
questions.
First
of
all,
I
want
to
say
thank
you
for
this
report.
It
is,
it
certainly
is
the
result
of
a
lot
of
very
intense
work
and
continues
to
become
more
and
more
thoughtful,
as
the
feedback
comes
back
in
from
our
partners
etc
about
what
we
need
to
make
it
make
sense.
B
The
thing
I
have
asked,
since
you
know
back
when
we
first
started,
build
bps
that,
particularly
since
the
pandemic,
we
really
need
an
opportunity
to
sort
of
take
a
step
back
to
do
that
comprehensive
plan,
because
we
still
don't
know
everything
about
every
school
where
they
fit
into
this.
What
are
the,
what
are
the
several
transitions
buildings
may
be
going
through
before
they
have
a
final
community
that
lives
within
them?
B
You
know
all
of
those
kinds
of
things,
so
I'm
not
sh
and
I
understand
the
the
work
that
is
already
time
sensitive
needs
to
move
forward.
So
how
will
we
have
an
opportunity
to
balance
that
when
and
how
will
we
be
able
to
have
a
really
full
comprehensive
plan?
It
may
be
a
15
or
a
20-year
plan.
I
don't
know
what
it
will
be,
but
that
we
would
actually
be
able
to
look
somewhere
and
understand
for
every
single
one
of
our
buildings.
B
You
know,
is
it
slated?
Is
it
an
over
50
year
old
building
and
so
at
some
point
we
hope
to
take
it
offline?
Will
it
be
swing
space?
You
know
what
will
it
be
and
where
so,
that
we
will
all
have
that
kind
of
a
comprehensive
piece
of
information
to
be
able
to
go
back
to
to
to
understand
because
it
does
get
complicated
and
confusing
as
the
iterations
going
on
now
wait
a
minute.
I
thought
this
was
going
to
happen
to
that
school.
B
S
Yes,
that
is
a
possibility,
madam
chair,
and
we
hope
to
be
able
to
provide
that
to
the
community.
S
We
also
nate
a
chief
cooter
announced
today
the
schedule
that
we
hope
to
be
on
so
that
you
know
the
community
knows
when
they
can
be
engaged
and
how
we're
going
to
develop
this
and
put
this
together.
There
will
be
outside
facility
support.
S
There
are
a
few
things
that
we
need
from
city
hall
and
I'll
name.
Three
of
them.
One
is
a
commitment
in
funding
and
significant
funding
a
lot
yeah,
because
we
have
a
lot
of
buildings,
and
you
know,
I
would
say,
probably
a
billion
dollars
a
year
for
10
years.
S
Pfd
has
to
have
the
capacity
in
order
to
do
the
design
to
be
able
to
do
the
inspections,
to
do
the
just
the
construction
and
the
work
and
and
helping
us
with
those
projects
right
now,
pf.
The
the
department
in
the
city
is
too
small
to
handle
a
major,
the
major
projects
that
we
want
to
handle
every
single
year.
We
have
nine
new
projects,
we've
announced,
but
we
really
need
to
announce.
S
You
know
major
projects
every
year
and
these
are
multi-year
projects,
and
so
we
need
to
have
a
commitment
from
city
hall
on
the
facilities
upgrades
in
our
schools
that
matches
the
commitment
that
our
parents
give
us
every
day
when
they
send
us
their
precious
children.
I
don't
know
if
nate
wants
to
add
to
that.
BB
You
know
I
think
we've
committed
to
being
more
transparent
in
our
data,
so
one
of
the
things
that
we're
working
in
in
the
alvarez
chief
operating
officer
is
quickly
gathering
the
information
we
have
about
our
buildings.
We,
we
did
a
comprehensive
assessment
or
we
did
an
assessment
of
our
buildings
back
at
the
start
of
bill.
BB
Bps
that
didn't
end
up
providing
the
right
information
that
we
needed,
and
so
her
team
is
working
both
to
assess
what
information
we
have
internally
and
how
do
we
prioritize
it
so
that
when
you
hear
from
a
school
community,
it
says
we're
the
worst
building
or
we've
got
the
biggest
problems
that
we
have
some
way
to
verify
and
compare
the
second
project
that
we
have
launched.
Is
this
k
to
six
visioning
exercise
and
k
to
six
planning
where
the
superintendent's
talked
about
her
quality
guarantee
from
an
operating
perspective?
BB
BB
We
have
not
done
that
and
that
will
then
tell
us
okay,
what
are
the
buildings
that
are
physically
in
the
worst
condition
and
what
are
the
buildings
that
are
the
farthest
from
our
academic
vision
or
academic
expectations
of
what
our
school
should
be
from
there?
The
plan
is
that
we
were
able
to
be
much
more
transparent
and
say:
okay,
this
school
is
the
farthest
from
what
we
need
and
what
our
students
need.
BB
They're
next
up
in
the
queue
for
a
new
build
and
then
the
superintendent's
absolutely
right,
the
funding,
the
staffing,
the
willpower
of
the
district,
to
be
able
to
find
fine
property.
We
can
start
moving
very
very
quickly,
but
it
starts
with
that
clear
statement
on
this
is
what
we
want
to
build
as
a
as
a
as
a
community.
This
is
what
we
want
to
build
as
a
district.
B
Yes,
I
I
understand
that,
and
I
really
do
like
the
idea
of
the
four
bucket
the
four
meanings
that
each
have
a
particular
agenda,
but
I
guess
the
question
is,
and
maybe
this
is
the
part
that
you
were
saying
at
the
end
is
how
do
people
get
in
that
queue
in
in
until
we
have
that
whole
comprehensive
view
of
every
single
school?
The
question
is,
you
know
it
shouldn't
be
a
surprise
to
anyone
in
the
city.
B
You
know
after
next
fall
who's
in
the
queue
number
one,
and
so
how
do
we
get
to
that
point
where
there
is
both
the
information,
but
the
shared
agreement
that
we
have
used
the
right
tools
to
say?
Yes,
these
are
the
next
three
things
and
in
addition
to
that,
we
know
it
takes.
You
know,
anywhere
from
three
to
five
years,
to
build
a
new
school.
B
What
are
the
promises
to
the
families
that
exist,
because,
by
the
time
that
new
school
is
built,
their
children
will
have
will
have
moved
on
to
another
phase
of
their
education
and
we
hope
that
they
don't
move
on
from
an
elementary
school
that
is
in
need
of
major
rehaul
to
another
school
that
is
also
so
that
they
don't
ever
benefit.
So
what
are
the
short-term
benefits
that
we
can
offer?
While
we
are,
you
know,
building
out
new
buildings
at
another
point.
S
Yeah,
I
think,
that's
related
to
the
academic
plan
and
the
athletics
programs,
the
arts
programs.
You
know
the
family
liaisons,
the
social
workers,
the
nurses,
you
know
that
kind
of
thing,
but
still
they
need
gymnasiums,
they
need
libraries,
they
need.
You
know,
cafeteria
spaces
that
are
adequate
and
bathrooms
that
aren't
just
in
the
basement.
S
You
know
they
need
playgrounds
and
school
gardens,
and
things
like
that,
so
you
know
some
of
those
things
we're
able
to
provide
in
some
of
the
schools.
But
you
know
we
need
to
determine
which
school
needs.
What
once
we
have
this
quality
guarantee
and
then
figure
out
how
long
it
would
take
to
get
them
that
and
then,
if
we
can,
you
know
if
there's
like
80
percent,
you
can't
get
there.
Then
we
have
to
make
a
decision
as
a
community.
S
You
know,
because
you
can't
go
renovate
a
small
one-strand
school
and
it's
still
a
small
one-strand
school
and
you
can't
give
them
all
this
other
quality
guarantee.
S
B
Okay,
you
know
my
time
is
up.
I
have
more
questions,
but
I'm
gonna
go
back
around
because
our
other
members
have
questions
as
well.
So
I
see
miss
garcia.
Palanca
garcia's
hand
is
up
and
I
know
miss
lapero.
You
also
want
to
speak
again
so
we'll
start
to
miss
polanco,
garcia.
BC
BC
H
So
typically,
we
do
expect
from
the
committee
or
from
those
in
an
authority
position
to
account
for
us
to
take
consideration
of
every
different
factors
such
as
racial
equality,
equality
itself,
the
population,
inequality.
That's
what
we
do
expect
from
a
committee
or
from
someone
in
a
position
of
authority.
BC
BC
BC
H
H
That
is
very
critical.
It
is
very
critical.
It
is
very
important,
very
important,
very
important
that
we
hear
from
them
that
we
hear
and
that
we
address
those
communities,
the
black
communities,
the
latino
communities,
that
they
feel
that
they're
being
heard
that
they
are
given
some
value
here.
It
is
critical.
BC
H
U
Thank
you
so
much
chairwoman
robinson
and
just
want
to
echo
the
pieces
that
member
polanco
garcia
just
mentioned.
That's
actually
ties
nicely
to
the
question
that
I
have.
We
are
talking
about
a
lot
of
reconfiguration,
but
at
the
core
of
this.
U
At
this
very
moment
it
is
thinking
about
a
vote
for
next
week
around
school
closures
for
three
different
communities
right
and
so
the
there's
a
significant
population
of
latinx
students,
latinx
families,
english
language
learners,
who
are
part
of
the
timilty
and
the
irving,
and
I
found
it
curious
that
in
today's
testimony
and
in
the
emails
received,
I
didn't
necessarily
receive
anything
from
folks
from
those
most
impacted
communities,
most
immediately
impacted
communities.
U
I
know
chief
cooter
mentioned
of
family
engagement
and
the
work
that's
been
done
since
this
was
originally
talked
about
in
may,
and
so
I
I
also
recognize
that
we've
been
in
a
pandemic
and
folks
have
been
functioning
very
differently
and
the
black
and
latinx
community
were
also
highly
impacted,
and
so,
in
terms
of
our
community
engagement
and
specific
to
the
latinx
community.
S
So
nate,
could
you
speak
to
the
engagement
that
we
had
at
all
three
schools
and
the
interpretation
that
we
had
available?
BB
Immediately
around
the
announcement
in
may
that
we
would
be
pursuing
the
closure
of
these
three
schools.
We
held
community
meetings
with
the
irving
and
timothy
families.
As
the
superintendent
mentioned,
we
had
interpretation
services
available
at
each
of
the
meetings
and
sent
notices
home
in
in
students
home
language.
BB
That
was
to
give
families
plenty
of
time.
In
the
intermediate
time
in
the
fall,
we
also
held
additional
meetings
at
the
school
x-men.
AP
BB
Excuse
me
yes,
jackson,
man,
so
in
early
may
we
had
meetings
at
the
jackson,
man,
irving
and
timothy.
We
then
had
our
school
committee
meeting
on
may
12th.
So
those
meetings
preceded
the
school
committee
announcement.
We
then
had
irving
jackson.
Mann
excuse
me
irving
and
timothy
meetings
in
june
again
attended
by
55
and
45
members
of
the
community,
and
then
we
held
additional
meetings.
This
fall
with
the
jackson,
man,
timothy
and
irving
in
late
september,
again
to
come
back
to
the
community
and
let
them
know
what
we
had
heard.
BB
What
additional
resources
we
had
provided
part
of
what
we're
trying
to
do
is
provide
a
lot
of
resources
with
school-based
staff
as
well.
The
superintendent
has
mentioned
the
family
liaisons
that
are
in
the
schools
and
provide.
So
you
know
our
hope
is
that
part
of
the
reason
you're
not
hearing
as
much
from
those
communities
is
because
we
have
been
providing
the
support
that
they
need
and
understanding
what
is
happening
with
their
school
community.
BB
The
other
reality
of
it
is
that
these
schools
are
not
highly
chosen.
They're,
not
popular
destinations
and
in
a
lot
of
ways,
is
reflective
of
the
fact
that
families
are
looking
for
other
alternatives.
So
I
do
think
there's
a
component
of
this
for
these
families,
where,
by
offering
these
7
to
12
options,
these
6
through
12
options
for
them
to
be
able
to
help
them
transition
to
their
next
school
community
that
we're
providing
them
what
they
were
hoping
for
and
getting
them
to
a
better
educational
experience
in
the
fall.
BB
BB
The
reality
is
in
this
district
families
are
looking
for
a
k-6,
7-12
pathway
or
k
to
8
9
through
12
pathway,
and
if
you
are
enrolled
in
a
pathway
that
doesn't
match
that
it
doesn't
have
that
single
transition,
then
you
are
are
looking
for
other
alternatives
and
are
excited
by
the
the
any
transition
that
gets
you
to
that
that
alternative
pathway.
BB
BB
A
lot
of
the
conversation
that
we
had
was
how
we
were
supporting
them
to
find
their
next
community.
There
wasn't
a
lot
of
pushback
around
keeping
the
school
open
for
the
timilty
and
the
irving,
I
think,
for
the
jackson,
man.
I
want
to
separate
that
as
a
k-8
school,
there
was
a
lot
of
push
from
the
community
and
a
lot
of
feedback
around
the
closure.
There
was
that
community
was
hoping
to
find
swing.
BB
You
know,
of
course,
from
our
perspective,
we've
been
pursuing
all
avenues
to
keep
the
school
community
open,
but
because
of
the
availability
swing
space
and,
quite
honestly,
the
declining
enrollment
throughout
the
district,
we
knew
that
we
could
accommodate
students
closer
to
home
in
other
elementary
schools
and
so
for
the
jackson,
mann,
families
that
live
in
austin
brighton,
we're
able
to
offer
them
placement
in
austin,
brighton
schools
and
for
the
families
about
half
of
the
families
from
from
the
jackson.
BB
S
S
When
I
and
then
when
I
went
and
visited
very
first,
I
I
was
hoping
we
could
do
it
a
whole
lot
sooner
to
move
them
into
swing
space,
but
we
just
didn't
have
it,
and
so
we
took
some
time
with
the
community
prior
to
the
pandemic
and
we
did
surveys
and
we
had
community
meetings
in
person,
meetings
prior
to
the
pandemic
and
then
the
pandemic
hit,
and
then
we
restarted
those
meetings
with
the
community
through
zoom.
U
For
that
just
to
follow
up
on
the
piece
around
communication
engagement
with
the
timothy
and
the
irving
communities,
would
you
based
off
of
your
engagement
with
the
community
and
also
your
communication
with
school
leadership?
Would
you
feel
comfortable
stating
that
the
families
that
are
part
of
those
communities
fully
understand
that
this
proposal
is
on
the
table?
So
as
a
as
I
did
after
school
programming,
and
I
did
checks
for
understanding,
do
we
feel
confident
that
our
families
understand
that
this
is
what's
really
being
proposed
and
that
next
year
they
will
not
have
a
school.
U
S
S
I
would
say
that,
could
I
go
to
every
single
family
and
say
you
know
what's
happening?
I
don't
think
I
could
make
that
assertion
honestly.
I
you
know
I
I
would
hope
so
we
have
communicated
to
families,
but
there
are
times
when
we
don't
have
an
email
address
or
we
don't
have
a
way
to
get
get
a
family,
and
so
I'm
hoping
that
the
school
has
been
noticing
them
multiple
different
ways
and
nate.
S
I
don't
know
you
can
talk
a
little
bit
more
about
the
assurances
that
we
have
to
ensure
that
they
are
doing
that.
I
know
we're
putting
a
transition
coordinator
in
the
school
who
will
make
sure
that
every
single
family
has
a
plan
for
moving
forward.
Do
they
know
today?
S
I
can't
say
that
for
sure,
but
they
will
know
for
for
sure,
as
we
work
with
them
through
this
year
to
give
them
their
choices
and
as
we
work
through
choice
season.
BB
Yeah,
I
would,
I
would
just
double
down
on
the
last
thing
that
you
were
just
saying
there:
superintendent
we're
not
done
yet
continuing
to
support
the
families
and
communicate
and
make
sure
families
understand.
Obviously,
it's
critical
for
us
to
get
feedback
from
the
community
to
get
feedback
from
families
about
the
closure.
BB
BB
BB
We
didn't
give
families
enough
time
to
plan
and
find
their
next
school
community
for
the
following
school
year.
We're
really
committed
to
and
trying
to
make
these
announcements
early
so
that
we
can
do
our
best
and
and
make
sure
that
no
families
fall
through
the
crack
and
get
to
a
place
where
also
in
their
school
closed.
And
they
didn't
know
that
they
had
to
make
a
choice
or
they've
missed
out
on
the
best
options
for
their
families,
because
other
students
are
now
enrolled
in
that
school.
BB
B
Thank
you.
I
have
a
couple
of
clarifying
questions
on
the
teacher
slide
where
you
were
talking
about.
As
these
schools
shift
and
change,
there
will
be
teachers
who
obviously
will
be
displaced
when
their
schools
close,
are
they
being
considered
as
the
staff
of
the
of
the
newly
opening
7
to
12,
since
they
will
already
come
with
experience
teaching
these
grades,
and
is
there
any
way
anything
going
around
going
on?
That
would
help
them.
You
know
transition
with
some
of
their
students
to
some
of
these
new
programs.
B
S
Absolutely
appreciate
our
hard-working
staff
and,
as
you
know,
madam
chair,
we
have
a
staffing
shortage
in
the
district,
so
we
don't
want
to
lose
any
of
our
amazing
bps
teachers,
and
I
told
them
that
and
so
we're
committed
to
them
finding
their
next
best
fit,
which
may
be
in
a
k-8
school
or
it
may
be
in
a
9-12
school
or
it
may
be
in
a
7-12
school.
S
And
so,
if
it's
possible
to
to
you,
know,
get
get
them
into
our
7-12s
great.
But,
as
you
know,
we
have
mutual
consent
hiring,
and
so
these
teachers
will
be
given
help
with
their
resumes
they'll
be
given
help
with
their
interviews.
We
start
early
hiring
fairly
soon
and
principals
if
they
know
they
have
a
vacancy.
S
BB
I
think
megan
costello
is
going
to
jump
in
to
provide
more
specifics,
but
this
is
we
plan
to
operate
both
sides
of
the
emk,
the
warren
street
site
and
their
current
site
for
the
ninth
and
tenth
graders.
The
the
the
site
that
we're
looking
at
a
warren
street
will
be
able
to
provide
better
and
more
appropriate
educational
space
than
the
endicott
building.
But
it's
not
a
full
space
for
their
entire
high
school.
B
S
AP
S
In
particular,
with
wentworth,
and
so
we're
still
in
conversations
around
that,
that's
them
identifying,
I
think
they've
actually
identified
where
the
school
could
be
built.
It's
identifying
now
the
capital
in
order
to
build
it
and
and
having
those
discussions
with
the
next
next
mayor
and
getting
the
funding
to
do
so.
B
Okay,
because
that's
similar
to
the
horace
mann
horace
mann
will
go
back
to
the
to
austin
brighton,
to
the
to
the
we
don't
to
the
jackson,
man
and
then
go
go
to.
S
We
actually
don't
know
yet
where
the
site
is
for
the
next
for
the
horse,
man,
we
are
still
going
through
the
msba
process
for
that
to
locate
the
site
for
that,
we
also
are
looking
and
locate
the
site
in
roxbury
and
the
site
in
dorchester,
so
we're
actively
looking
for
lots
of
land
or
buildings
that
can
come
down
in
order
to
put
those
three
builds
up.
P
B
I'm
right
all
righty
when
we
were
talking
about
the
slide
that
has,
I
think
I
want
to
say,
slide.
24.
That's
got
all
of
the
movement
going
on
about
how
many
kids,
for
how
many
kids,
from
how
many
schools
need
to
find
spaces,
and
then
there
were
the
issues
around
special
ed
in
strands
and
some
of
the
ell
programs.
Now
are
those
kids
moving
as
a
cohort
to
the
same
schools
that
their
current
you
know,
students
are
in.
B
BB
For
the
students
in
special
education
programs,
the
decision
about
placement
is
a
is
a
team.
It's
the
iep
team
and
the
school
will
support
the
family
and
making
the
choice,
and
so
there
are
students
in
the
specific
learning
disability
program
where
we
have
multiple
options
where
they'll
be
able
to
choose
for
the
the
students
in
the
emotional
impairment.
BB
Internalizing
program
will
be
adding
the
capacity
at
the
english
high
school,
and
so
because
it
is
a
much
smaller
population.
It's
a
program
that
is
only
is
only
sort
of
built
for
10
students
in
seventh
grade
10
students
in
eighth
grade
that
would
be
building
the
capacity
and
and
of
course,
still
a
family
choice
and
anytime
we
do
a
transition,
I'm
sure
the
team
will
meet
with
them
about
what
inclusive
opportunities
may
be
available
to
them
as
they
transition
to
high
school
and
supporting
them
in
that.
BB
If,
if
that
works
best
for
them,
you
know,
I
would
say
that
there
was
a
lot
of
discussion
about
moving
staff
and
fam
and
students
as
a
cohort
around
the
west
roxbury
education
club
right,
complex
closure.
BB
What
we're
going
to
do
is
support
individual
families
staff
to
make
the
best
choice
for
them
and
hopefully
find
a
match
and
support
students,
no
matter
where
they
end
up,
and
we
hope
you
know
ms
lapera,
when
you
mentioned
some
of
the
transitions
you
went
through
in
those
early
grades.
I
was
also
just
recalling
that
I
changed
schools
entering
fourth
grade
sixth
grade
eighth
grade
and
ninth
grade
and
how
many
transitions
that
was-
and
you
know
I
was
fortunate
to
have
a
lot
of
support
in
doing
that.
But
that
was
you
know.
BB
That
was
a
tough
transitions
for
me,
and
so
I
I
can.
I
can
relate
to
students
who
are
transitioning
and
wanting
their
friends
to
go
with
them
to
the
new
schools.
So
I
just
wanted
to
mention
that,
because
I
know
that
that
has
been
a
subject
of
debate
and
discussion
about
what
was
promised
and
what
was
executed
on
when
it
came
to
the
closure
of
the
west
roxbury
education,
complex.
B
Okay,
I
have
one
last
question
for
now
and
I
know
that
the
hours
getting
late
we
have
another
report
to
do,
but
only
half
of
our
members
are
here
tonight
and
I'm
sure
we
could
keep
going
with
our
questions
and-
and
we've
got
three
members
not
here
to
ask
questions.
So
this
is
a
pretty
intense
conversation
that
there
there
still
has
a
lot
of
information
that
the
committee
itself
needs
to
learn.
So
we
need
to
figure
out
how
we're
going
to
be
able
to
do
that
prior
to
to
the
votes.
I
welcome.
S
B
We're
we're
doing
this
now,
because
for
a
hundred
plus
years
it
hasn't
been
done
inequitably.
So
it's
all
coming
home
to
roost.
So
the
question
and
we're
not
going
to
just
discuss
this
tonight
but
missing
from
this
conversation
is
the
early
learning
centers,
which
you
know
provides
yet
another
transition
for
kids
from
either
the
first
or
second
grade
or
kindergarten
depending
on
when
parents
move
them,
and
so
I
would
love
to
see
how
we
are
speaking
to
those
families
talking
about
those
transitions
as
well.
As
we
begin
to
look
at,
are
there
guaranteed
pathways
etc?
B
S
Yes,
go
ahead,
I
just
want
to
respond
to
that
a
little
bit
you
know,
chief
cooter
did
have
a
slide
on
there
around
k-8s
and
increasing
capacity
at
the
k-0
and
k-1.
I
think
this
is
a
critical
discussion
that
I'm
proposing
and
I've
proposed
it
a
couple
of
times
to
school
committee
to
just
kind
of
start,
socializing
the
idea
around
creating
space
in
our
schools
for
k0
and
k1.
S
It
has
been
a
challenge
for
us
in
terms
of
the
child
care
community
around
grades
three
and
grades
four,
as
you
know,
kind
of
expanding
out
our
quality
rating
system
to
have
high
quality
seats
across
the
city
with
community
providers,
which
is
a
really
important
piece
to
being
able
to
provide
appropriate
and
high
quality
child
care.
But
another
partner
is
our
head
starts.
Another
partner
is
our
boston,
public
schools
and
we're
at
95
percent
capacity
within
our
buildings
and
unable
to
add
upk
seats,
and
so
we
need.
S
We
really
need
space
in
our
in
our
elementary
schools
for
the
early
grades,
and
the
research
is
very
clear.
Arthur
reynolds
was
a
colleague
of
mine
who
did
big
research
around
early
childhood
and
adding
early
childhood
to
transformation,
schools
and
schools
that
are
trying
to
improve,
and
when
you
have
a
strong
pre-k
grade
three
program,
you
have
students
more
likely
to
read
on
grade
level
at
grade
three,
and
so
I
think
this
is
a
huge
part
of
the
strategy
that
you'll
see
in
the
academic
vision
as
we
be
able
as
we
move
forward.
B
S
That
would
be
great.
You
know,
I
know
that
we
it's
getting
late
in
the
hour.
We
still
have
the
strategic
plan
to
go
through.
That's
just
an
update,
but
I
you
know
I'd
be
happy
to
circle
back
with
this
conversation
with
all
of
you.
I
would
also
invite
you
to
come
to
some
of
the
dialogues
that
we'll
be
having
at
some
of
the
schools.
I
think.
S
BB
BB
That,
in
particular
in
this
decision,
there's
a
critical
eye
towards
transparency
in
our
deliberation.
I
would
also
add
that
the
materials
from
tonight's
presentation,
including
racial
equality,
planning
tools
and
materials
from
prior,
will
be
posted
on
our
website,
translated
as
well,
so
that
it's
accessible
for
parents.
I
know
that
providing
a
ton
of
information
online
is
not
full
transparency,
but
is
a
step
in
the
right
direction.
We'll
continue
to
do
that
throughout
this
process.
B
B
S
Thank
you,
madam
chair.
As
you
know,
we
have
had
a
lot
of
difficulty
in
measuring
our
strategic
direction
because
of
the
pandemic,
and
the
measures
that
we
had
hoped
for
were
measures
that
we
just
aren't
able
to
capture
in
terms
of
all
of
the
measures.
So
what
we
decided
to
do
in
this
update
was
to
update
you
on
what
what
measures
we
could
access
and
things
that
we
were
able
to
accomplish
during
the
these
past.
S
But
as
we
turn
this
corner
in
covid,
we
are.
We
are
really
looking
to
double
down
on
our
strategic
direction,
with
the
quality
guarantee
that
we
mentioned
with
our
budget
investments
with
the
high
school
redesign
and
our
pathways
early
childhood
through
high
school
and
with
the
academic
vision.
S
Those
key
components
are
essential
parts
of
our
strategic
plan
and
then
the
second
part
is
our
operational
effectiveness
as
we
cultivate
trust
amplify
voice
and
ensure
that
we're
delivering
on
on
our
mission,
which
is
getting
students
what
they
need,
and
so
with
that,
I'm
going
to
turn
it
over
to
dr
granson,
so
that
he
can
speak
about
what
we've
been
able
to
accomplish
over
the
past
year.
BD
The
purpose
of
today's
presentation
of
the
superintendent
shared
is
to
provide
an
update
on
where
we
are
with
keeping
our
commitments
to
the
bps
community,
as
outlined
in
the
bps
strategic
vision.
Imagine
bps2025.
BD
BD
Today's
presentation
will
focus
on
the
efforts
over
the
next
few
months,
we'll
be
continuing
to
analyze
the
data
and
dr
casely
has
mentioned
the
challenges
we
pay
with,
that
working
with
chief
mitchell
and
monica
hogan
in
office
of
data
accountability
and
hoping
to
outline
an
annual
report
in
january.
More
details
about
our
implementation.
BD
BD
BD
BD
It
is
exemplified
in
the
department
work
plans
where
department
leads
identify
goals
and
milestones
that
we
then
use
to
track
progress
on
strategic
initiatives.
This
is
our
district's
operational
plan,
as
recommended
by
the
2019
destiny
district
review,
and
our
schools
also
have
school
improvements.
Plans
for
alignment.
BD
Given
that
this
plan
was
adopted
by
the
school
committee
on
april
29
2020,
I
wanted
to
provide
an
overview
of
our
implementation
timeline
as
a
reminder,
given
that
we
realize
the
full
severity
of
the
pandemic
in
that
same
month
to
that
in
our
work
has
shifted
dramatically
and
implementation
did
not
happen
in
a
straight
line.
You
might
remember
that
the
superintendent
added
key
culvert
related
priorities
to
each
commitment
to
ensure
that
our
strategic
priorities
reflected
the
realities
of
the
pandemic.
BD
BD
It's
important
remember
to
remember
that
this
is
a
five-year
plan.
This
is
a
journey.
It
requires
continuous
improvement
to
create
policies
and
practices
that
will
improve
student
outcomes
in
year,
one
we
developed
a
foundation
by
identifying
opportunity
and
achievement
gaps
and
developing
the
equitable
solutions
needed
to
improve
student
outcomes.
BD
During
years,
two
to
four,
we
will
be
applying
lessons,
learned,
monitoring,
progress
towards
our
commitments
and
identifying
next
steps
needed
to
keep
us
on
track
and,
to
course
correct,
as
needed
and
in
year,
five
and
and
throughout
we'll
be
evaluating
impact
and
reflecting
on
emerging
needs.
How
emerging
needs
will
inform
the
next
stage
of
our
strategic
work,
we're.
AP
BD
Here
I
wanted
to
share
some
operational
and
academic
shifts
made
to
address
that
we
made
to
address
the
pandemic
in
year-
one
I
won't
spend
a
lot
of
time
here,
but
want
to
emphasize
the
high
in-person
priority
task
force
and
other
engagement
done
during
the
pandemic
to
ensure
that
the
strategic
vision
remains
a
living
plan
and
guide.
BD
As
dr
geseller
has
stated
in
the
past,
quote,
pandemic
forced
us
to
reckon
with
the
deep
and
systemic
challenges
that
have
kept
too
many
of
our
children
from
fully
realizing
their
potential
end
quote,
and
as
we
were
responding
to
the
pandemic,
we
were
also
learning
those
lessons
allowed
us
to
return
to
the
road
map
we
chartered
before
the
onset
of
the
pandemic,
and
it
allowed
us
to
reimagine
our
work
and
realign
it
to
the
strategic
vision
of
the
greater
focus
on
equity
listed
here
are
our
pandemic.
Implementation
shifts
just
think.
BD
BD
The
next
few
slides
are
strategic
initiatives
that
illustrate
our
progress
towards
each
commitment
for
each
commitment.
We
would
like
to
spotlight
a
student,
a
teacher,
a
school
leader,
a
school
or
central
office
department.
Taking
you
on
this
work
and
we'll
just
highlight
a
few
of
the
priorities
that
are
notable
throughout
the
commitments.
BD
BD
The
academics
and
professional
learning
team
has
made
9th
grade
ethnic
studies
courses
available
in
the
course
catalog
36
teachers
and
13
schools
have
taught
or
are
teaching
this
introductory
course.
Four
additional
courses
in
black
studies,
latinx
studies,
indigenous
studies
and
asian
studies
are
in
progress.
Courses
will
be
piloted
in
the
spring
of
2022.
BD
Academics
has
also
hired
one
ethnic
studies,
coach,
full-time
coach
and
through
esther
there
may
be
additional
coaches
added
100
of
our
transformational
and
instructional
coaches
were
trained
in
the
excellence
for
all
student-centered
coaching
model
that
led
to
that
initiative's
success,
and
that
is
work
being
done
in
our
with
our
transformation.
Schools.
BD
Cost
of
celebration-
and
we
always
need
that-
it's
really
important
for
our
work
and
so
under
our
commitment
to
close
opportunity
gaps.
I
want
to
recognize
the
winship
school
year
go
winship,
which
was
awarded
a
national
blue
ribbon
school
in
september
2021.
BD
They
used
student
data
to
improve
achievement
and
by
designing
professional
learning,
to
reflect
and
affirm
student
identity
and
by
aligning
rigorous,
student-centered
and
engaging
classroom
practices
to
meet
student
learning
needs.
We
know
that
with
dedicated
school
leaders,
teachers,
students
and
families-
we
can
achieve
this
across
our
schools.
BD
Mass
core
was
adapted
by
the
school
adopted
by
the
school
committee
in
june
of
2021,
as
was
mentioned
earlier
this
evening,
to
ensure
rigor
and
excellence
in
our
schools.
It
is
meant
to
result
in
consistent,
graduation
requirements
for
students
towards
eliminating
the
opportunities
to
learn
gap.
BD
The
absence
of
a
bps
policy
has
meant
that
in
2020,
only
31
percent
of
bps
graduates
met
the
mass
core
requirements
compared
to
80
percent
of
graduates.
Statewide
by
2025
bps
will
fully
implement
math
support
as
a
graduation
requirement,
so
that
100
of
students
receive
the
rigorous
education
needed
to
attend
and
matriculate
to
college
and
achieve
career
and
life.
Success
in
partnership
with
investors,
bunker
hill,
umass
boston,
we
initiated
new
skills
boss,
a
system
of
support
for
schools
to
create
or
strengthen
early
college
or
innovation
pathway
programs.
BD
BD
Now
early
childhood
team
has
increased
the
number
of
classrooms
that
use
the
focus
on
two
p2
curriculum,
which
is
aligned
with
the
culturally
linguistically
sustaining
practices
framework
by
10
with
70
classrooms.
Now
using
the
curriculum,
bps
also
admitted
9480
remote
learning,
training
sessions
with
over
15
000
attendees.
BD
It
utilizes
best
practices
from
remote
learning
to
create
a
powerful
learning
experience
for
students.
A
parent
from
the
london
stated
quote.
The
teachers,
teaching
assistants
and
team
mentors
were
able
to
engage
in
our
case,
in
our
case
mostly
nine-year-olds,
and
sophisticated
materials,
by
also
making
it
fun
and
engaging
end
quote.
BD
Familiar
face,
the
additional
engagements
we
have
done
to
understand
the
needs
of
our
families
has
led
to
our
ability
to
better
respond
to
families.
Through
this
crisis,
we
have
become
a
more
responsive
district.
We
we
always
have
room
to
grow,
but
a
quote
here
from
pastor
sam
acevedo,
as
he
commented
quote.
Sometimes
it
takes
a
crisis
to
inspire
us
to
do
what
we
ought
to
have
done
all
along
to
do
what
was
always
within
our
power
to
do
end
quote.
BD
BD
To
demonstrate
how
vital
it
is
for
bps
to
provide
chromebooks
a
student
here,
mario
phils
stephen,
a
new
mission
high
school
stated.
I
was
a
part
of
an
ap
computer
science
class
and
it
required
me
to
have
a
laptop
and
I
didn't
have
the
money
to
buy
a
laptop.
But
since
I
had
a
school
laptop,
I
was
able
to
participate
in
the
course
without
having
money
to
buy
a
laptop.
BD
BE
BD
AP
BD
Cultivating
trust,
understanding
and
underscoring
many
of
the
initiatives
already
highlighted
is
the
element
of
trust
for
engagement,
to
be
meaningful,
for
partnerships
to
be
meaningful
for
educators
to
have
meaningful
relationships
with
students.
There
has
to
be
trust.
One
strategy
toward
cultivating
trust
is
to
hire
and
retain
more
educators
that
reflect
the
students
and
communities
we
serve.
This
means
we
need
to
do
more
to
recruit
more
staff
of
color,
but
also
work
to
make
bps
a
place
where
folks
want
to
be
school
year.
BD
21
we
saw
increases
in
the
overall
number
of
candidates
of
color,
as
well
as
increases
in
the
number
of
candidates
of
color
recommended
for
interview,
total
numbers
for
employees
of
color
increased
to
up
to
40
percent
and
from
39
last
year
and
38
the
previous
year
to
better
understand
how
the
district
staff
are
experiencing
their
work.
At
bps,
we
administered
the
gallup
survey,
which
is
a
tool
that
measures
employee
engagement.
BD
BD
Aisha
james
was
a
para
professional
at
the
charter
school.
She
was
encouraged
by
mr
thomas's
by
ms
thomas
to
participate
in
the
bps
grow.
Your
own
teacher
pipeline
program
and
joined
in
school
year,
1920
wps
accelerated
community
to
teacher
program.
Ms
james
was
hired
as
a
full-time
teacher
at
the
charter
school
during
school
year.
2021
another
success
story
and
highlight.
BD
We
took
action
to
act
to
activate
partnerships
with
the
community
under
the
fifth
quarter:
portfolio
bps
partnered,
with
community-based
organizations
to
administer
academic
and
enrichment
summer
learning
programming
for
almost
eight
thousand
students.
All
summer
learning,
including
the
fifth
quarter,
are
offices
of
english
learners,
multinational
learners
and
offices
and
english
startup
programs
served
over
11
000
bps
students.
BD
And
our
last
highlight
here
is
the
work
of
the
boston
community
hub
schools,
the
development
of
the
boston
community,
hub
schools,
strategy
piloted
during
the
school
year.
21
22
is
a
reflection
of
our
commitment
to
activate
strong
partnerships.
BD
We
partner
with
the
boston
teachers
union,
the
national
center
for
community
schools
and
the
ymca
of
greater
boston.
In
particular.
Our
deepest
partnership
is
with
the
ymca
of
great
boston
as
a
lead
agent.
It
will
help
us
develop
strategies
to
enable
other
boston,
grassroots
youth
development
organizations
to
serve
in
a
similar
capacity
for
the
sustainability
of
the
boston
community,
hub
school
strategy.
BD
I'd
like
to
end
by
sharing
our
future
forward
work.
BD
This
is
so.
This
is
new,
so
we
are
building
the
plane
while
flying
it.
We
look
forward
to
sharing
the
annual
report
document
and
the
data
dashboards,
as
well
as
reporting
out
to
the
school
committee
and
the
public
quarterly
on
implementation
and
in
demonstrating
the
logic
model
efforts
to
outcomes
so
that
we
continue
to
cultivate
trust
with
the
community
around
following,
through
with
our
strategic
commitments.
BD
I'd
like
to
thank
our
annual
report
team,
dr
regine
filippo,
deputy
chief
kenneth,
walk
implementation
and
monitoring
bethany
allen,
director
of
equitable
pathways,
dr
kishar
valdez
director
of
opportunity,
achievement
gaps,
policy,
implementation,
I'd
like
to
thank
chief
mitchell
for
collaboration
and
aligning
the
esser
monitoring
to
the
strategic
plan,
implementation
monitoring,
monica
hogan
for
the
support
of
the
office
of
data
and
accountability
and
working
on
the
strategic
plan
dashboard
that
we
hope
to
see
in
january.
BD
B
Y
BC
H
So
there's
something
that
sometimes
is
misunderstood
and
misconceived.
It
is
said
that
the
latif
latin
community
sometimes
they're,
not
active
participants
when
it
has
to
do
with
school
decisions.
What
we
have
to
consider
is
that
sometimes
either
it's
because
of
the
lack
of
interpretation
itself,
not
the
lack
of
interest.
H
H
So
sometimes
there
are
the
executive
committees
for
the
paris
that
we
do
have
to
be
there
involved.
So
I
we
need
to
understand
what
is
the
perspective
and
how?
What
are
we
doing
in
terms
of
involving
these
parents?
So
they
can
be
part
of
this
decision
making,
which
is
typically
part
of
the
council
of
the
apartment,
because
I
had
seen
from
my
personal
experience
many
different
schools
that
actually
have
provided
the
services
enabling
the
council
of
the
parent
to
be
or
the
parents
to
be
linguistically
present.
There
has
been
significant
improvement.
Participation
is
better.
BC
Thank
you
so
much.
Thank
you,
mr
graxson,
for
presentation.
H
B
S
Questions,
gracias,
miss
polanco,
garcia.
I
I
want
to
just
mention
a
couple
of
tools
that
we
use
this
year
as
well,
with
the
talking
points
to
be
able
to
communicate
with
parents
that
was
really
received
well
by
our
teachers
and
educators
and
has
been
helpful.
I
think,
there's
another
software
program.
I
don't
know
if
mark
racine
is
on
or
dr
grants.
S
If
you
know
something
about
lions,
something
where
you
can
call
up
and
get
interpretation,
I
just
don't
have
the
exact
name,
because
it's
late
and
I'm
forgetting
it,
but
there's
another
there's
another
software
program
that
we
use
and
then
there's
a
service
that
we
use.
S
S
S
You
know
we
and
I
really
want
to
give
her
credit
for
pushing
this
forward,
to
have
our
school
committee
meetings
and
have
interpretation
in
our
nine
major
languages
and
all
translations
have
to
be
done.
S
This
is
quite
a
challenge
for
my
team
in
terms
of
getting
the
timeline,
so
we
can
get
things
to
you
in
time
with
these
very
presentations,
but
then
also
ensuring
that
all
of
our
community
meetings,
also,
if
you've
noticed
you
attend
our
community
equity,
roundtable
and
all
of
the
community
large
community
meetings
that
we
have
parent
meetings.
S
We
want
to
have
those
also
in
the
languages
that
are
represented
by
our
student
body.
We
are
committed
to
that.
We
know
that
we
fall
short.
Sometimes
we
are
unable
to
find
asl,
for
instance,
or
we
might
be
short,
a
specific
language
at
a
meeting,
but
we
have
really
tried
to
do
better
in
this
area
and
I
think
it
has
to
happen
at
the
school-based
level
too,
and
parents
are
able
to
make
a
request
and
we
can
sometimes
be
able
to
provide
that.
I
don't
know
dr
granson.
BD
Yeah,
no,
this
one
also
thank
ms
palunco
garcia.
For
for
those
comments,
I
think
that
you
know
with
my
team
and
the
other
part
of
our
work
around
ensuring
that
equities
at
the
center
of
everything
that
we're
doing.
BD
We
have
adopted
the
same
practices
as
we
have
for
our
school
committee
in
terms
of
making
sure
that
we
have
translations
available
and
want
to
be
able
to
support
school
communities
and
school
leaders
in
doing
that,
and
they
have
some
other
tools
at
their
disposal
that
the
superintendent
mentioned,
but
the
way
that
you
make
sure
that
we
we
all
stay
focused
and
remain
committed
to.
It
is
figuring
out
ways
to
track
it,
so
that,
because
what
what
gets
measured
gets
done
and
if
we
value
it
then
we
need
to.
B
No
at
this
point
I
just
have
two
quick
ones.
You
said
that
excellence
for
all
was
expanded
in
the
transformational
schools
or
the
staff
were
were
trained
to
do
it.
Are
they
expanding
excellence
for
all
in
all
of
our
transformation
schools?
I
wasn't
clear
about
that.
AP
B
S
The
excellence
for
all
expansion
is
going
to
be.
You
know
if,
if
we
do
do
that,
it's
part
of
the
academic
vision
and
so
we'll
have
remember.
Last
time
I
said
we
didn't
bring
the
awc,
because
we
wanted
to
see.
We
want
to
talk
about
our
intermediate
instructional
program
and
excellence,
we're
all
in
the
same
conversation
when
we
present
academic
vision.
B
Yeah,
my
only
other
question
was
you
know,
I
really
liked
how
you
did
the
presentation
with
the
updates
on
all
of
those
different
areas,
but
I
also
thought:
how
are
we
acknowledging
the
the
flip
side?
What
were
the
issues
that
have
been
raised
or
concerns,
and
what
have
we
learned
from
those
as
well
as
we're
looking
at
the
strategic
plan
to
because
oftentimes,
you
can
learn
as
much
from
your
mistakes
as
from
your
successes,
so
it
was
wondering
as
I
as
I
looked
at
some
of
those
topics.
S
Can
talk
to
a
few
the
the
first
thing?
Well,
this
interpretation,
one
is
one
right.
We
learned
that
that
was
a
good
opportunity
and
we're
continuing
some
of
that,
but
we
need
to
do
more
right.
I
think
another
one
is
on
technology
and
just
how
do
we
support
our
students
with
the
one-to-one
technology
and
remote
learning?
S
We
learned
a
lot
in
remote
learning
around
instruction
instructional
practices
with
the
use
of
technology
teachers
went
from
like
0
to
100,
with
that,
so
we're
continuing
to
learn
through
the
digital
backpack
through
how
we
use
lexia,
how
we
use
those
digital
tools
of
clever
and
other
tools.
We
now
have
a
digital
library
card,
which
we
didn't
report
on
with
the
partnership
with
the
bpo,
which
is
great,
so
I
think
that's
one
that
we
have.
I
think
that
there
is
a
lesson
within
our
data,
even
though
I
think
it's
really
you
know.
S
The
reason
I
didn't
put
in
the
data
around
mcas
is
because
I
I
think
it's
just
unreliable.
You
know-
and
we
already
did
a
whole
report
out
to
you
on
that,
so
it
was
just
redundant.
S
So
I
think
what
we've
learned
about
that
is,
though
there
are
nuggets
of
information
in
there
that
help
direct
our
overall
district-wide
direction
around
instruction
and
standards
and
which
standards
we
need
to
embed.
We're
going
to
be
pairing
that,
with
our
formative,
assessment
data
and
we'll
be
giving
you
an
update.
As
you
know,
it's
coming
up
at
a
school
committee
meeting
and
we'll
be
looking
at
both
mcas
and
our
map
data.
Our
recent
formative
data,
but
what
we
know
is
that
our
el
learners,
who
are
special
ed,
are
really
struggling.
S
You
know
when
you
walk
in
a
classroom,
those
the
activities
are
geared
toward
the
and
aligned
toward
our
standards
and
that
the
ways
in
which
teachers
teach
are
ways
in
which
meet
the
learners,
where
they're
at
there's
a
number
of
learnings
that
we've
had
that
we've
talked
about
as
a
team,
probably
more
than
we
have
time
for
this
evening.
BD
Let's
quickly
add
to
that
to
build
off,
one
of
the
words
superintendent
share
was
focus,
it's
probably
a
big
takeaway
for
us
when
we
think
about
operating
in
the
pandemic.
BD
How
critical
the
needs
are
for
students,
thinking
about
how
we
move
towards
more
students
outcomes
focus
school
committee
started
some
of
that
work
last
year,
and
then
we
have
the
superintendent's
goals
so
we're
looking
at
you
know
if
we
have
those,
you
know
whether
they're
one
year
three
year,
three
to
five
year
sort
of
goals
that
we're
trying
to
meet
from
the
superintendent's
goals
and
the
school
committee's
goals.
How
do
we
focus
and
align
our
efforts
in
that
in
that
direction,
and
so
we're
trying
to
get
it's
building?
BD
It's
really
about
building
a
discipline
we're
in
conversations
about.
I
mean
this
was
what
the
og
task
force
meeting
yesterday,
conversations
about
how
we
define
opportunity
and
achieving
gaps,
and
the
part
of
that
is
trying
to
get
to
when
we
feel
like
we've,
made
some
progress
and
met
success
when
it
comes
to
closing
gaps.
And
you
know,
mcat
is
not
going
to
be
the
only
one,
and
so
as
it's
allowing
us
to
sharpen
our
focus
around
what
the
measures
are,
so
that.
S
I
think
you
know
we
are
in
the
twin
pandemics
and
I
think
that
when
george
floyd
was
murdered,
we
all
took
a
greater
focus
toward
anti-racism,
and
I
think
that
has
been
a
benefit
to
the
district,
to
be
able
to
really
openly
talk
about
it
and
to
really
put
in
place
the
concrete
action,
steps
and
accountability
around.
S
What
does
equity
really
mean,
and
what
does
it
really
mean
to
be
an
anti-racist
organization
and
I'm
very
proud
of
the
work
of
the
community
equity
roundtable,
the
school-based
equity
roundtables,
certainly
they're
still
maturing,
but
the
commitment
of
our
school
leaders-
and
you
know
our
parents
engagement
in
that
process-
is,
I
think,
a
very
promising
practice.
That
is
a
national
model.
B
Clearly,
yes,
absolutely
for
everything.
Yes,
thank
you
before
we
move
on
to
public
comment.
Are
there
any
other
questions.
B
If
not,
thank
you,
dr
branson,
and
we
look
forward
to
your
next
update
so
we'll
now
move
on
to
public
comment
on
respond
reports,
ms
sullivan.
B
Okay,
hearing,
none
that
will
conclude
our
business
for
this
evening.
Our
next
school
committee
meeting
will
take
place
next
wednesday
november
3rd
at
5
pm.
So
if
there's
nothing
further
I'll
entertain
an
emotion
to
adjourn
so
thank
you.
Is
there
a
second
second?
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion?