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From YouTube: Boston School Committee Retreat Meeting 10-12-21
Description
Boston School Committee Retreat Meeting 10-12-21
A
B
B
C
C
C
B
Thank
you,
miss
sullivan
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee
webpage
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
agenda
and
translations
posted
on
the
committee's
web,
page
bostonpublicschools.org
fun,
slash
school
committee.
Under
the
october
12
link,
the
committee
is
pleased
to
be
offering
live.
B
Simultaneous
interpretation
in
spanish
haitian
creole
cabo,
variano,
cantonese
mandarin
and
vietnamese
after
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we'll
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen,
click
the
icon
to
select
your
language
preference.
Well,
our
spanish
interpreters.
Please
introduce
yourselves
and
give
zoom
instructions
in
espanol,
good.
E
B
E
F
G
B
K
C
N
B
B
B
B
Only
the
public
comment
period
will
be
limited
to
20
minutes
and
we
encourage
speakers
to
focus
their
remarks
on
the
topics
listed
on
today's
planning
agenda,
school
committee
roles
and
responsibilities,
priority
topics
and
agenda
setting
for
the
21-22
school
year
and
meeting
structure
before
we
dive
in
I'd
like
to
invite
superintendent
consultius.
To
give
us
opening
remarks.
O
Well,
thank
you,
madam
chair,
for
having
this
retreat.
I
think
it
is
a
real
testament
to
your
leadership,
to
be
organized
as
a
school
committee
to
set
the
calendar
and
the
agenda
to
look
at
our
working
task,
forces
and
committees,
and
we
will
being
able
to
really
forecast
for
the
team
and
for
the
public
where
we're
headed
as
a
body,
and
that
gives
us
time
also
to
plan
our
team
to
anticipate
all
of
the
reports
and
the
necessary
public
engagement.
B
B
The
training
focused
on
ethics,
open
meeting
law
and
roles
and
responsibilities,
and
particularly
the
separation
of
powers
between
the
committee
and
the
superintendent.
I'd
like
to
take
a
moment
to
invite
members
to
share
their
reflections
from
that
training.
Just
please
raise
your
hand
and
zoom
in.
I
can
call
on
you.
P
Thank
you
and
my
my
apologies
for
being
on
and
off
cameras
have
a
home
babysitting
situation.
Thank
you,
madam
chair.
Thank
you
superintendent,
for
this
retreat,
something
I've
been
very
much
looking
forward
to
and
hope
to
participate
in
the
next
few
hours.
I,
as
a
excuse
me
as
one
of
the
newer
members.
I
very
much
appreciated
the
session
that
we
had
a
few
weeks
ago.
P
Vis-A-Vis,
the
city
council
vis-a-vis,
the
mayor
that
we
are,
you
know
in
our
democratic
system,
creating
these
separation
of
powers,
putting
functions
into
different
bodies
so
that
they
can
compete
and
balance.
Obviously,
we
all
want
to
collaborate,
but
also
balance
off
each
other
so
that
there
is
not
a
concentration
of
power
so
that
you
have
individuals
who
are
are
acting
according
to
a
specific
mission
for
their
institution
and-
and
that's
where
I
you
know.
P
I
hope
a
big
part
of
what
we're
doing
here
tonight
and
going
forward
is
understanding
what
our
role
is.
As
an
institution,
how
we
act
as
a
body,
how
we
understand
ourselves
relative
to
the
other
bodies
that
that
impact
you
know
the
care
and
education
of
our
kids,
whether
it
be
the
city
council,
we
we
learned,
of
course,
that
you
know
we.
We
are
the
legislative
body
around
school
issues,
whether
it
be
you
know,
respect
to
the
to
the
mayor's
office.
P
You
know
we,
we
have
our
role
in
the
budget,
but
we're
also
you
know,
appointed
by
a
mayor,
so
yeah,
so
just
wanted
to
just
put
that
out
there
that
I
hope,
if
anything,
I
hope
is
to
for
myself
and
also
love
to
hear
from
my
colleagues
to
have
that
that
identity,
that
we
each
have
an
identity
as
a
school
committee
member
and
as
a
school
committee
as
to
hey.
This
is
what
we
do.
This
is
what
we're
responsible
for.
So
thank
you.
B
B
Q
Q
I
think
it
was
an
excellent
session
with
the
mass
association
school
committees
and
I
appreciate
the
executive
director
glenn
kocher
spending
several
hours
with
us.
It
is
always
worthwhile
and
helpful
for
all
of
us
to
get
training
on
mass
open
meeting
law
on
ethics
on
conflict
of
interest,
but
also
his
thoughts
about
the
roles
and
responsibilities
of
school
committees
in
massachusetts
and
how
our
statute
sets
up
our
specific
requirements
and
where
we
are
different
from
several
other
school
committees
in
the
commonwealth.
Q
As
far
as
what
we
delegate
to
the
to
the
superintendent,
for
example,
collective
bargaining-
and
you
know
some
other
examples
he
gave
so
I
thought
that
was
very
helpful.
I
look
forward
to
tonight's
conversation.
We
are
an
evolving
committee
with
two
new
members
and
appreciate
that
they
were
both
able
to
join.
Q
B
You
thank
you,
mr
o'neill.
Yes,
I
I
agree.
I
was
really
glad
that
you
know
we
have
not
been
together
in
person
for
the
last
20
months
almost
and
having
new
members
that
we
had
never
even
had
a
chance
to
meet
in
person.
So
it
was
great
to
be
able
to
actually
see
in
person
our
our
members
and
to
see
one
another
and
I'm
happy
that
we're
all
together
tonight,
even
if
it
happens
to
be
virtually
I've,
never
done
a
virtual
retreat
like
this
before.
B
Great,
so
one
of
the
things
that
I
have
wondered
about
throughout
my
my
years
as
a
school
committee
member
now
as
your
chair
is,
you
know
how
we
put
together
the
annual
calendar
of
meeting
agendas.
Sometimes
I
think
things
would
be
would
come
as
a
surprise.
I
wasn't
always
clear
about
why
something
was
coming
before
us
at
that
time
and
what
I
thought
that
we
should
do
is
to
take
a
look
at
our
year
and
to
understand
what
comes
before
us.
B
What
needs
to
come
before
us
in
terms
of
policy,
votes,
etc
or
updates
around
particular
topics,
so
that
we
can
anticipate
what
we
will
be
looking
at
and
also
we
can
look
to
see
if
there
are
things
that
we
would
like
to
have,
updates
or
need
to
learn
more
about
that
haven't
been
scheduled.
So
tonight
we're
not
going
to
try
to
finalize
the
whole
calendar.
I
think
both
liz
and
ms
sullivan
and
miss
costello
will
be
going
after.
B
M
R
Can
you
see
and
hear
me
yeah,
wonderful
good
evening?
Everyone
walk
us
through
a
couple
of
slides
here,
I
think,
will
help
frame
our
discussion
for
the
rest
of
the
next
hour
or
so
so
we
have
some
items
here
that
are
required,
presentations
or
presentations
that
we
regularly
give
on
an
annual
basis
or
on
a
quarterly
basis.
R
So
you'll
see
here
a
variety
of
topics,
including
some
budget
updates
and
financial
updates,
msba
statements
of
interest,
sped
pack,
annual
report
opportunity
and
achievement
gaps,
annual
task
force,
update
school
quality,
working
group,
update,
ell
task
force,
update
vsac
annual
update
exam
schools,
admissions
policy
update
and
we're
going
to
be
we're
doing
that
in
june.
But
we've
discussed
doing
it
a
few
times
this
year.
S
Do
madam
chair
one
of
the
things
that's
not
here
and
I'm
not
sure
where
it
is,
but
I
know
that
one
of
the
one
of
the
wonderful
things
that
mr
member
o'neill
has
done
for
us
was
create
the
audit
committee
and
I
don't
know
whether
that's
built
it
baked
into
our
bread
yet
so
when
so,
as
we
think
about
standing
committees
or
task
force
that
are
central
to
the
work
that
auditing
function
or
whether
they're
set
up,
they
have
it's
relatively
new.
So
I'm
not
surprised
on
our
schedule.
S
O
B
B
P
And
can
I
ask
so
so
this
is
this
is
the
universe
of
I
guess.
Listening
is
recurring
items
what
about
if
I'm
missing
here,
but
just
the
basic
school
start
and
end
time
calendar
that
maybe
I
am
missing
that,
but
that
you
know
leading
into
you
know
we
know
what
we're
going
to
be
talking
about
in
the
summer
leading
up
to
september.
P
We
know
end
of
school
year,
we'll
be
talking
about
summer
kind
of
those
key
mark.
Those
key
marks
like
enrollment,
like
all
those
those
different
kind
of
milestones
or
benchmarks
throughout
the
year,
is
that
is
that
contemplated
in
this
as
well
right.
Actually,
I
think
it
should
be
fun
to
play,
and
I
know
I
know
it
comes
up
but
or
something.
O
O
P
Yeah,
I
just
think
in
general,
with
those
milestones
just
if
I
appreciate
that
superintendent,
if,
if
there's
especially,
if
we
see
data
on
issues
that
that
kind
of
have
its
own,
you
know
we
know
we're
going
to
see.
You
know
whatever
data,
for
you
know
leading
up
to
enrollment
whatever
data
for
you
know,
summer
programming,
because
sometimes
in
the
superintendent's
report
we
get,
we
get.
You
know
the
information
with
a
lot
of
data
and
background,
and
I
want
to
make
sure
that
we
kind
of
if
we
can
break
that
out.
P
So
we
can.
You
know-
and
this
is
probably
a
discussion
for
a
little
bit
later-
on
on
kind
of
the
timing
and
so
forth,
but
when
we're
reviewing
we're
asked
we're
being
asked
to
review
data
metrics
and
so
forth
that
we
have
that
built
out.
So
we
know
every
september
we're
gonna
be
focused
on
this,
every
you
know,
october
and
so
forth.
P
O
O
D
D
Q
Q
Right,
anyway,
glad
pledge
with
us
today,
mr
tran,
so
a
couple
of
things
on
this
list.
Madam
chair,
first
of
all,
I
think
it's
great
to
put
in
one
place,
and
I
and
I
do
appreciate
other
members
speaking
about
personnel
updates
that
include
not
only
hiring
and
retaining
and
retirements
and
people
leaving,
but
also
the
evaluation
process
is
also
we
have
traditionally
found
out.
You
know
have
just
as
we
do
the
evaluation
of
the
superintendent.
Q
You
know
you
inspect
what
you
expect
and
we
have
said
the
past
few
years,
how
important
it
is
for
people
to
get
evaluations,
and
so
us
looking
at
that
is
an
important
measurement,
two
other
things
that
I
think
may
be
helpful
since
you're
trying
to
capture
this
one
is
also
keeping
a
running
list
of
items
that
we
should
be
receiving.
That
may
not
necessarily
be
agender
items,
but
information
we
should
be
receiving
on
a
regular
basis
and
the
one
that
jumps
to
me
the
most
is.
Q
We
should
be
receiving
a
monthly
report
on
how
we're
doing
versus
budget
and
then
typically,
we
do
have
a
financial
update.
You
haven't
listed
a
financial
update
december
14th,
but
typically
we
should
be
receiving
at
a
minimum
or
quarterly
report
from
the
cfo
in
the
form
of
a
memo,
but
often
it
it
could
be
done
more
often.
I
Q
B
T
There
you
are,
thank
you,
go
ahead.
Thank
you.
So
I
think
one
of
the
pieces
that
is
really
top
of
mind
for
me
is
the
physical
state
of
many
of
our
school
buildings
and
especially
given
the
continuous
testimony
that
we
hear
from
students,
parents
and
educators,
I'm
wondering
if
I
know
the
jargon
is
a
little
bit
new
to
me.
T
So
apologies
if
it's
hidden
somewhere
in
these
agenda
items
but
wondering
how
we
can
get
a
consistent
update
or
a
regular
update
on
what
improvements
we
are
conducting
as
well
as
what
are
some
of
like
the
long-term
planning.
I
know
that
build
bps
exists,
but
I
I
think
just
getting
a
reflection
of
the
immediate
needs
and
then
the
long-term
pieces
that
need
to
be
addressed
around
their
school
facilities
is
a
priority
for
me.
O
One
thing
for
just
your
information,
ms
lapera,
is
the
capital
budget
is
the
budget
that
speaks
to
the
facility
improvements
that
would
be
on
the
agenda
and
the
massachusetts
school
building
authority.
Statements
of
interest
will
are
also
related
to
the
facilities
and
new
builds
and
programs
for
that.
So
those.
O
Are
there
but
and
then
build
pps
updates
as
well?
We
would
be
giving,
but
that
probably
wouldn't
be
like
a
standing
one,
it's
what
we
have
to
design
as
part
of
build
pps.
So
I
think
what
this
one
is
like
looking
historically
and
looking
back
at
what
has
been
recurring,
but
there's
been
a
lot
of
other
reports
that
come
to
the
school
committee
like
bill
pps
or
school
closures,
those
kinds
of
things
mergers
pathways.
O
N
D
D
Yes,
then
then
we
do,
then
we
should
do
that,
because
I,
as
as
a
member
very,
I
am
very
concerned
about
things
that
are
legal
that
affect
us,
so
labor
relation
should
be
on
on
on
on
the
agenda:
the
btu,
the
boston
teacher
union,
the
school
bus,
the
trans-lab
union,
whatever
and
any
kind
of
ancillary
legal
issues
that
may
you
know
that
may
come
forward.
We
should
know
ahead
of
time,
so
at
least
I
can
prepare
myself
or
if,
if
necessary,
I
may
have
some
input
or
some
of
my
opinions
on
it.
D
B
Anyone
else
before
we
move
forward
miss
costello.
Did
you
have
your
hand
raised
nope?
No,
okay,
it
was
there,
I'm
sorry.
I
think
man
yeah.
I
I
think
this.
This
conversation
leads
us
into
the
next
piece
of
this,
which
was
members
priority
suggestions
and
a
little
bit
later,
we're
gonna,
I
mean
some
of
what
people
have
raised
is
something
that
we
are
going
to
look
at
a
little
bit
later,
as
we
look
at
our
task
force
to
be
begin
to
thinking
about.
B
Do
we
need
standing
committees
or
how
would
you
know
a
group
of
standing
committees
help
us
with
some
of
these
concerns
we've
just
raised
so
we'll
be
coming
back
to
revisit
this
conversation.
We've
just
had
as
we
as
we
look
forward
to
that
slide,
but
at
the
moment
these
are
some
of
the
issues
that
people
have
raised
and
again
you
know
whether
you
know
I
don't
think
we
can
do
all
of
them.
I
think
we
want
all
of
this
information.
B
We
are
a
big
district
and
you
know
trying
to
figure
out
how
we
begin
to
have.
Some
of
these
conversations
are
going
to
be
critical,
as
we
think
about
both,
as
I
think
about
it
in
three
buckets
the
superintendent's
report
and
what
that
will
contain
in
terms
of
updates
and
information
and
ongoing
recurring
updates
there.
B
What
comes
to
us
as
full-fledged
reports
and
then
will
come
to
us
as
policy
things
that
we
will
have
to
you
know,
vote
on,
and
you
know,
and
how
can
we
all
keep
as
much
up-to-date
around
all
of
bps
as
we
want
to
so
we'll
just
go
through
this
list
to
see
if
there
are
any
things
that
people
have
want
want
to
add
to
these
sort
of
general
ones?
So
one
is
you
know
in
general,
looking
at
how
do
we
communicate?
B
I
feel,
like
we've,
we've
heard
a
lot
from
parents
and
others
about
what
they
know
and
what
they
don't
know,
and
it
would
be
good
to
have
a
a
better.
You
know
a
high
overview
of
the
district's
communication
practices,
everything
between
the
district
and
the
school
committee,
parents,
community,
internal
and
external.
You
know
how
do
we
improve
our
in
communications,
for
example?
We're
we're
investing
a
lot
right
now
in
a
lot
of
the
interpretation.
B
B
As
we
move
to
a
k
to
6
7
to
12
or
k
to
8
9
to
12,
how
are
we
helping
parents
in
advance
to
think
about
the
repercussions
and
do
we
have
the
resources?
So,
as
we
have
built
k-6
schools,
do
we
have
enough
7-12
transitions
so
that
students
are
not
having
to
either
join
another
k
to
eight
before
they
can
go
to
nine
to
twelve?
You
know,
so
we
need
some
update
both
on
logistically
what's
happening
in
the
district,
but
also
some
also
information.
B
How
are
we
informing
and
keeping
our
families
and
others
up
to
date
on
what
are
the
possibilities?
We're
already
beginning
to
see
emails
coming
in
from
folks
trying
to
navigate
and
understand
what
are
the
things
that
are?
You
know
available
the
transformation
schools
update.
We
we've
spent
a
lot
of
time
this
year
talking
about
our
exam
schools,
and
we
know
that
a
third
of
our
schools
are
in
transformation.
B
B
There
was
news
today
that
was
talking
about
how
people
are
beginning
to
look
differently
at
vocational
education,
for
for
more
than
just
an
option
for
people
that
don't
want
to
go
to
college,
but
that
there
are
so
many
now
jobs
that
you
can
come
out
of
high
school
with
making
quite
a
great
salary,
and
so
you
know
improving
our
voc.
Ed
programs,
particularly
our
vocab
stem
programs,
is
another
critical
conversation.
B
B
B
Facilities
we've
talked
about
and
again
the
long-term
planning
addressing
needs.
High
schools
increasing
quality
across
the
board.
You
know
what
are
we
doing
about
is
again
the
seven
to
twelve
nine
to
twelve.
Are
there
options
for
developing
new
high
schools
or
transitioning
high
schools?
You
know
just
hearing
more
about
the
high
school
redesign
as
we
are
tr
as
we're
beginning
to
implement
this
new
k
to
eight.
B
You
know
sets
k
to
six
seven
to
twelve
issues,
all
of
the
issues
around
english
language
learners,
especially
supporting
instruction
and
the
status
of
native
language
instruction
out
of
school
time
in
programming
after
school
before
school
summer
connections-
what's
happening
as
we,
you
know
as
we're
transitioning
through
covid.
But
what
is
the
planning
that
is
also
going
on
particularly
around
summer
et
cetera.
B
We've
already
talked
about
educator
diversity
in
the
timelines
and
all
of
those
things.
Literacy
is
one
of
our
critical
issues
that
I'm
sure,
given
the
new
emphasis
on
district
literacy,
we'll
be
looking
at
more
of
and
then
special
education
models
and
instruction
are
there
other
things?
I
know
people
have
already
listed
some
in
the
earlier
slides,
but
are
there
other
issues
that
people
want
to
make
sure
that
we
are
aware
of
thinking
about
that
haven't
been
listed
thus
far?.
S
S
Wanna,
all
of
which
is
very
important
critical,
but
one
of
our
challenges.
I
think
that
we
hear
as
a
constant
criticism
of
the
district,
and
I
think
some
of
the
feedback
from
we've
got
the
council
of
great
city.
Schools
is
our
lack
of
coherence
and
I'm
worrying,
as
you
make
this
list
about
things
that
we
have
to
deal
with
in
our
in
our
every
other
week.
Committee
meetings,
some
of
the
year.
S
S
Do
we
in
our
meetings
need
to
come
forward
there?
How
much
needs
to
be
assigned
to
our
various
task
force
and
how
much
is
the
and
what
is
really
the
superintendent's
responsibility,
and
that,
as
we
supervise
and
double
check
on
crises,
we
would
come
forward.
So
how
much
do
we
have
to
become
experts?
Because
you
know
you
know
not.
S
All
of
us
are
degreed
in
education,
and
this
is
not
all
of
our
work,
and
so,
as
we
make
this
list,
I
get
worried
that
we
may
be
too
all
over
the
map
and
too
engaged
to
be
objective
when
it
comes
to
the
hard
decisions
we
have
to
make.
So
I
just
want
to
put
that
as
a
caution
of
thinking
this
we
can
get
all
this
into
our
meetings
or
whether
we
should
and
start
to
discriminate.
S
B
No,
I
would
agree
with
you
100.
I
just
wanted
to
make
sure
that
we
had
an
opportunity
to
hear
what
people
were
interested
in,
so
that
we
can
go
back
and
do
exactly
the
sort
that
you're
talking
about
that
some
things
really
are
in
our
purview
and
others.
Maybe
things
that
you
know
there
are
other
mechanisms
that
we
can
be
pointed
in
the
direction
of
where
to
find
the
information
you
know,
or
they
may
come
up.
B
You
know
occasionally
in
the
superintendent's
report,
but
personally
it
was
just
more
important
that
people
weren't
wondering
about
things
if
they,
if
they
had
an
issue
that
they
were
concerned,
at
least
it
could
get
put
out
there
and
then,
as
we
go
through
and
look
at
the
agendas
that
we
absolutely
need
to
do.
That
are
the
responsibilities
we
can
see.
What
is
falling
out
that
may
be
of
interest,
but
may
not
be
critically
connected,
but
there
may
be
a
way
that
you
know
there
are.
B
T
B
F
R
So.
Our
next
school
committee
meeting
is
october
27th
and
we
will
be
bringing
forth
a
presentation
on
an
annual
update
on
the
strategic
plan,
build
bps
and
a
very
small
report
on
one
of
the
horsemen
charter
school
mou,
renewals,
so
bda
mou
for
the
november
meetings.
We
have
a
meeting
on
november
3rd
and
november
17th
and
combined
between
those
two
meetings.
We
are
bringing
forth
the
academic
vision,
the
athletic
policy,
the
hiring
update
and
a
mass
core
update,
and
then
in
december
we
have
two
meetings.
R
B
R
Sure
and
as
superintendent
feel
free
to
to
jump
in
here
as
well,
but
my
understanding
I
mean
this
is
something
that
we've
heard.
A
lot
from
families
is
wanting
more
information
about
build
bps
and
the
state
of
our
facilities
and
those
projects,
and
so
chief
cooter
and
the
team
have
talked
about
doing
a
quarterly
update
to
provide
the
immediate
projects.
Some
of
the
future
projects,
the
overall
state
of
our
facilities,
et
cetera.
O
That's
correct
and
the
meeting
on
build
pps
coming
up
october.
27Th
is
really
to
take
the
formal
vote
on
the
three
closures:
the
jackson,
man,
the
timothy
and
the
irving
schools,
which
we
have
already
briefed
the
school
committee
on.
But
this
is
the
formal,
the
formal
vote
and
then
to
announce
the
quarterly
progress
that
we
want
to
have
and
the
community
engagement
process
that
we
want
to
take
on
the
future
projects
within
our
facilities.
R
Yeah,
absolutely,
I
think,
that's
a
great
suggestion.
One
thing,
ms
sullivan
and
I
are
going
to
do
following
this
retreat-
is
to
really
take
a
look
at
everything.
That's
been
suggested
here
and
put
a
proposed
calendar
forward
to
you
as
the
chair
and
to
the
other
members,
and
therefore
I
think
that's
when
we
can
add
the
sentence
description
so
that
people
understand
exactly
what
the
presentation
would
be.
O
One
other
thing,
madam
chair,
is
when
to
decide
if
a
topic
is
so
dense
that
it
requires
more
than
a
report
of
the
school
committee,
for
instance,
the
academic
vision,
I
think,
could
be
introduced
in
a
presentation
at
the
school
committee.
But
look
at
all
that's
on
our
agenda
for
that
night
right
and
I
think
it's
better
fit
for
a
retreat
where
we
could
really
dive
in
and
have
members
ask
us
questions
around
special
education
around
ell
around
our
general
education
programming
around
our
pathways.
O
And
so
I
do
think
that
in
december
I
would
like
to
recommend
that
one
of
the
meetings
turns
into
a
retreat
where
we
really
dive
deeply
into
the
academic
vision.
So
we
could
present
it
more
broadly
in
november,
take
questions
from
members
and
then
dig
deeper
into
those
suggestions
and
questions
and
then
have
those
ready
for
a
retreat
where
we
do
a
real,
deep
dive
into
particularly
our
el
learners,
our
special
ed
learners
and
our
el
learners,
who
are
also
special,
ed.
O
B
M
R
So,
madame
chair,
this
is
very
light
right
now
in
anticipation
of
taking
a
look
at
the
required
items
and
also
some
of
the
priority
issues
that
members
brought
up
tonight.
We
will
certainly
be
filling
this
in
in
more
detail,
but
this
is
to
just
give
folks
a
sense
of
some
of
the
things
that
are
pre-scheduled
for
the
january
february
and
march
meetings
so
that
they
see
how
much
room
we
have
to
add,
and
ms
sullivan
can
correct
me
if
I'm
wrong,
but
typically
there's
about
two
meetings
a
month.
B
S
B
O
B
O
That
funding
and
and
there's
been
a
lot
of
interest
in
esser,
which
is
short-time
funding.
But
we
have
not
seen
similar
interest
in
the
1.4
billion.
Overall,
there
has
been
some
really
wonderful
feedback
from
some
groups
and
some
advocacy
groups
who
have
provided
really
good
feedback.
But
outside
of
that,
we
haven't
seen
a
broader
feedback.
S
O
F
S
Jls
oag
school
quality.
I
I
think
we
should.
I
would
advocate
that
we're
bringing
sped
pack
up,
because
I
know
that
they
they
meet
someone
separately,
they're,
not
quite
a
task
force,
but
I
would
I
would
want
an
annual
report
from
bedpack
at
that
time,
a
question
to
report,
questions
and
challenges
of
force
as
we
make
the
plans
for
the
for
the
next
year
at
least,
and
then
this
may
be
worthy
audit.
S
Oh
the
human
resources
and
then
facilities.
You
know
the
kind
of
a
global
omnibus
facility
report
would
be
something
to
be
very
useful,
very
detailed,
very
boring,
but
you
know
you
know
we
are
worried
building
by
building.
You
know
we
don't
want
another
west
roxbury
in
our
hands
and
we
need
that
report
sooner
than
later,
so
we
can
start
being
informed
and
so
that
we
can
begin
to
ask
the
questions
that
the
city
needs
to
be
addressed.
R
O
Some
deep
level
work
that
indira
alvarez,
our
chief
operating
officer
is
working
on
is
our
actual
facilities
index
and
she
is
working
with
her
team
to
update
the
review
that
was
done
in
2017,
and
so
I
really
hope
to
bring
that
forward
as
soon
as
that
work
is
completed
as
well.
So
we
have
a
really
great
base
of
data
on
the
conditions
within
our
within
our
facilities.
That's
been
updated.
S
B
C
R
B
And
and
again
this
is
a
parking
lot
issue,
but
you
know
I
have
felt
I
mean
annually.
We
do
do
the
reviews
of
the
horace
mann
and
other
charters,
but
that
sometimes
means
that,
as
a
committee,
we
have
more
information
about
schools
that
we
work
with
versus
the
schools
that
are,
you
know
within
our
own
portfolio.
B
You
know
that
don't
get
that
kind
of
a
rigorous
review
or
opportunity
to
present
themselves,
and
I
don't
know
how
to
do
that.
You
know
I'm
I'm
hoping
that
we
will
do
some
of
that
with
our
schools
that
are
in
transformation,
but
it's
just
a
note
of
how
do
we
get
to
know
our
own
schools
differently
than
the
way
that
you
know
by
law?
We
get
to
know
some
much
better
than
many
others,
so.
S
S
For
it
of
looking
at
those
plans,
so
the
data's
there,
it's
engaged
with
the
school,
the
site,
the
the
parent
councils
and
they
sign
off
the
principle
so
they're
there.
The
question
is:
what's
a
useful
way
for
us
to
see
that
is
that
by
assistant
superintendent
and
get
them
all
that
we
get
to
live,
but
but
it's
there,
so
I
don't.
But
how
do
we
get?
The
reports
is
the
question.
The
data
is
there
and
it's
not
extra
work
for
anybody
to
create
the
report
just
about
figuring
out
how
we
can
access
it.
B
Okay,
I
want
to
invite
the
superintendent
to
talk
a
little
bit
about
other
kinds
of
working
groups
that
we
might
think
about
incorporating
I
mean
we've
started
talking
about
the
need
for
some
tangentially
in
our
earlier
conversation,
but
she-
and
I
had
talked
earlier
today
about
other
means
of
having
a
different
level
of
working
groups
for
school
committee
members
and
public
to
be
able
to
go
deeper
into
some
of
the
the
issues
that
we
aren't
necessarily
right.
Now,
monitoring.
O
O
Committee-Led
committee
member-led
committees
that
take
on
the
topics
of
whatever
the
committee
is,
for
instance,
one
of
those
is
a
budget
committee
and
then
they
engage
with
the
public
and
they
have
some
appointed
number
of
public
on
those
committees:
parents,
students,
general
advocates
teachers,
etc.
Who
sit
on
those?
O
However,
you
want
to
structure
them
and
then
they
meet
whatever
frequency
you
want
them
to
meet
at,
and
that
gives
the
public
an
opportunity
to
engage
in
the
governance
of
the
district
with
the
school
committee
members
and
this
committee,
the
standing
committee,
and
then
they
report
back
to
the
full
body.
The
work
of
that
committee.
O
O
Given
mr
tran's
interest
in
this
area,
this
might
be
something
he's
interested
as
well
as
dr
coleman,
with
the
hiring
and
the
diversity
hiring.
So
you
know
a
committee
could
take
those
types
of
things.
Look
at
our
recruitment
retention
efforts,
look
at
our
contracts,
look
at
our
unions
and
how
those
contracts
are
written
and
then
bring
forward
recommendations,
there's
typically
an
academic
and
curricular
committee
that
looks
at
the
academics
and
curricular
programs
of
the
district.
They
could
review
curriculum.
O
O
Another
committee
that
is
a
standing
committee
that
I've
been
familiar
with,
is
the
facilities
one
or
looking
at
the
overall
assignment
systems
and
and
planning
for
the
district.
So
those
are
different
types
of
standing
committees
that
you
could
put
together
and
then
there's
the
task.
Forces
were
more
time,
limited
so
similar
to
the
exam
school
task
force
where
you
would
put
together
an
a
committee
or
a
task
force
that
had
a
specific
charge
and
then
they
would
bring
back
recommendations
to
the
to
the
committee
to
the
full
body.
B
You
know
think
about
it.
Yeah.
Currently
we
have
the
you
know
the
the
task
forces
and
all
of
these
task
forces
pretty
much
have
been
long-term,
as
you
can
see
from
the
number
of
years
that
they
have
been
when
they
were
established
and
so
trying
to
understand
how
standing
committees
task
forces
would
work.
I
mean,
what
do
we
call
each
of
these
things
you
know,
would
you
see
our
current
task
forces
becoming
standing
committees
and
expanded
with
additional
titles
and
thinking
differently
about
what
a
task
force
might
be?
That
would
be
more
time
limited.
O
F
O
Q
Sorry
about
that
so
superintendent,
thoughtful
suggestion.
Obviously,
in
your
time
with,
commissioner,
you
dealt
with
many
different
school
boards
and
so
you've
seen
a
variety
of
way
how
how
it's
handled
and
what
this
is
really
bringing
up.
Madam
chair
is
really
a
governance
style
that
we
need
to
think
about.
Q
I
think
we
could
also
ask
for
you
know
this
may
be
something
that
the
some
members
of
the
committee
could
kind
of
step
away
and
look
at
and
work.
For
example,
with
the
council.
I'm
sure
aj,
crabb
hill
expert
can
give
us
some
examples
of
how
miami
handles
things
they're
ones.
That
does
a
lot
through
standing
committees
as
an
example
and
a
bunch
of
other
cities
and
then
kind
of
come
back
and
say
to
us
here
are
the
pros
and
cons
of
each
you
know.
Maybe
we
do
this
as
another.
You
know
we
go.
S
Yeah,
following
up
on
that
one
of
the
one
of
the
questions,
one
of
the
things
that
aj
krabill
when
he
was
with
us,
pointed
out
the
difference
between
a
standing,
a
a
task
force
and
a
committee
and
task
force
should
be
really
focused
on
a
time
limit
problem
like
the
exam
school
or
we
bring
them
together.
We
have
a
time
limit.
B
P
P
Right,
thank
you
and
I
apologize.
I
I
had
to
slip
out,
but
I
caught
pieces
of
mr
o'neill's
commenting
and
I
I
well
I'll
just
say
what
I
was
hoping
is
that
this
is.
This
is
an
area
where
I
think
committing
resources.
I
think
it
would
be
really
really
valuable
for
us
as
an
institution
which
mr
noah
may
have
said
to
getting.
You
know
a
consultant
from
the
council
on
great
city
schools,
helping
us
work
through
a
process.
P
You
know
do
kind
of.
I
know
I
was
hearing
when
I
went
to
the
the
harvard
business
school
retreat
kind
of
working
through
retreats
like
this
and
helping
hey.
You
know
this
is
what
this
model
gives
you.
This
is
what
that,
what
that
model
gives
you
other
school
committees
across
the
country
that
have
been
through
that,
but
so
I
just
want
to.
I
think,
that's
what
mr
noah
was
saying.
I
just
want
to
second
that
that
this
is,
you
know,
as
we
consider
also
our
our
own
budget.
P
B
S
I
have
taken
a
lot
of
notes
about
that
working
on
it
would
be
a
positive
interpretation
of
where
I
am,
but
yes,
I
I've
structured
it.
I
have
an
outline
and,
if
you'd
want
me
to
bring
that
forward
to
present
and
that's
more
looking
at
where
our
current
ways
to
focus
on
our
current
structure
and
recharge
our
current
committees,
not,
I
was
not
looking
at
a
more
significant
reallocation.
S
B
So
I
think
that's
one
of
the
biggest
dilemmas
that
we
have
of
being
able
to
to
stay
focused,
but
also
to
do
the
the
greater
work
that
we've
already
seen
as
being
outlined
for
us.
So
I
wanted
to
have
a
moment
here
to
have
some
thoughts,
questions,
suggestions
of
ways
of
moving
forward
with
this,
dr
coleman.
S
Yeah,
I
I'm
not
sure
I
think
we're
really
close
to
this.
I
think
we
do
a
lot
of
this
work
already.
It's
just
a
matter
of
labeling
it
as
such.
So
one
thing
that
I
would
put
in
the
table
is
the
one
of
the
things
the
superintendent
has
been
working
on,
which
I
think
is
a
service
very,
very
well.
A
lot
of
the
problems
we
have
is
a
more
coherent
and
useful
data,
dashboard
that
we
have.
You
know
that
we
have
our
data
at
hand
and
we
can
see
it.
S
We
can
refer
to
it
outside
the
meetings,
but
certainly
within
the
meetings
and
as
we
think
about
the
goals
we've
established
for
for
the
year.
If,
if
every
meeting
we
should
spend
at
least
some
time
on
one
of
those
goals.
So
if
we
have
four
goals
and
a
useful
data
dashboard
as
part
of
the
superintendent's
report,
we
could
get
an
update
on
one
niche
and
then
that
would
have
we'd
get
two
to
three
reports
a
year
on
the
goals
we've
established
before
we
get
to
the
end
of
the
year
evaluation.
S
So
in
the
classic
school
improvement
approach
that
is
beginning
to
become
more
prevalent
across
the
district,
if
in
in
in
february,
we
see
that
the
data
is
not
lining
up
to
the
strategies
the
next
month.
We
want
a
a
a
change
of
strategy
to
be
more
effective,
so
not
waiting
a
whole
year
before
we
reconsider
change
of
action.
E
E
So
we
are
saying
that
communication
must
be
a
very
important
part
of
the
families,
the
family
and
the
school.
We
are
saying
that
we
need
to
have
inclusion
of
the
parents
participation
in
the
schools,
so
we
need
to
provide
the
tools
for
this
to
happen.
So
when
they
come
in,
the
communication
can
be
effective
because
the
schools
have
the
tools
to
do
it.
W
W
E
It's
it's
important
and
I'm
I'm
repeating
myself
to
get
the
families
involved
and
have
have
it
such
that
the
services
that
we
offer
the
families
are
attractive
so
that
they
can
feel
included,
and
they
can
feel
that
they
are
being
understood
not
only
the
language
that
they
speak.
You
know,
but
the
personnel
that
treats
them
with
understanding.
W
B
Gracias,
thank
you
yeah.
That's
that's
great.
Thank
you
so
much
for
that.
I
think
again.
This
is
a
great
example.
Obviously,
in
our
values,
we've
got
the
importance
of
student
voice
and
family
engagement,
and
then
we
talked
earlier
about
wanting
communication,
so
it's
that
balance
between
an
operational
issues
that
really
does
impact
our
goals
and
values.
At
the
same
time,
mr
o'neill.
Q
Thank
you.
Thank
you,
madam
chair,
and
I
just
want
to
thank
ms
polanco
garcia
for
her
comments
and
let
her
know
how
personally
valuable
I
I
find
them
to
be.
We
had
a
side
conversation
when
we
had
the
retreat
for
the
training-
and
you
mentioned
to
me
and-
and
I
don't
want
to
put
words
in
your
mouth-
miss
balanco,
garcia,
but
I
do
hope
it's
okay,
that
I
share
it
that
you
said
you
have.
Q
We
have
to
be
careful
in
having
no
more
than
three
members
at
a
meeting
right,
but
the
chair,
and
I
would
love
to
join
you.
You
know
with
communities
that
you
work
with,
that.
You
feel
would
benefit
from
that,
just
as
I
know
the
chair
and
quite
frankly,
our
past
year,
kind
of
really
started
the
practice
of
trying
to
have
more
meetings
with
groups
across
the
city
that
represent
constituencies
that
are
interested
in
our
work
that
you
know
it
can
be.
Q
Partners
with
us
can
also
push
our
thinking
in
constructive
ways,
and
you
know
I'm
thinking
of
sped
pack,
I'm
thinking
of
a
bunch
of
the
others
that
we
start
to
meet
with
with
more
frequency,
and
I
think
that
is
incumbent
upon
us
and
it's
one
of
the
values
we
talk
about
here.
Student
voice
and
family
engagement.
I'm
a
real
believer
in
these
goals
and
values.
Q
Q
But
you
know,
as
as
I
started,
to
say,
that
we
consciously
have
more
meetings
with
community
groups
across
the
city,
not
just
the
wednesday
meetings,
I'm
a
big
believer
in
them
and
I
know
we're
going
to
talk
about
public
comment.
I'm
a
huge
advocate
for
public
comment.
I
learn
from
it.
I
listen
it
pushes
my
thinking.
It
gets
me
thinking
about
questions
asked
both
at
the
meeting
and
later,
but
that
can't
be
the
only
opportunity
for
people
to
communicate
with
us
that
and
the
emails
that
we
receive
and
the
calls
that
we
receive
as
well.
B
Thank
you.
Thank
you,
mr
o'neal,
and
I
couldn't
agree
with
you
more,
and
I
think
that
is
something
that
we
do
need
to
think
about.
I
know
kovit
has
made
it
more
difficult
for
people
to
get
out
and
about,
but
I
think
you
know
superintendent
will
need
some
guidance
from
you
about
ways
that
school
committee
members
can
be
invited
in
and
welcome
to
visit
schools
or
participate
in
meetings
that
schools
are
happening.
B
Something
I
would
like
to
invite
us
all
to
do
before
we
hit
december
is
something
that
our
past
tier
asked
us
to
do
last
spring,
which
is
we
took
the
list
of
all
of
the
school
leaders
and
divvied
it
up
and
just
called
in
to
say
hello.
How
are
things
going?
We
appreciate
all
that
you've
been
doing
and
to
get
sort
of
a
more
personalized
update.
B
Those
are
some
of
the
best
conversations
and
communications
I've
ever
had
with
school
leaders,
and
it
gives
them
a
sense
to
know
that
we
care
and
that
we
do
care,
but
we
often
get
a
chance
to
hear
and
see
a
different
level
of
what
they
are
going
for.
That
can
also
help
us
to
do
our
job
better.
So
we'd
like
to
hear
from
members
a
bit
about
thoughts
that
they
might
have
of
ways
that
we
can
be
out
there
more
within
the
community.
M
B
D
With
a
little
more,
you
know,
objectivity
since
I
have
been
looking
at
everything
regarding
these
goals
and
values.
Since
I
came
on
board
about
what
three
years
now
more
or
less
under
the
lens
of
subjectivity,
rather
than
objectivity
like
to
see
a
hybrid
of
that,
so
that,
if
I
need
to
do
some
some
evaluation
year
by
year
on
these
kind
of
goals
and
values,.
D
While
I
I
I'm
very
much
in
support-
and
I
applaud
superintendent
castelia's
work
on
all
these
areas-
and
I
you
know,
I
strongly
support
you
as
well
as
appreciating
all
of
your
work
regarding
community
partnership,
opportunity,
gaps,
social
and
emotional
physical
supports
for
students,
and
maybe
parents
as
well.
However,.
D
D
Does
that
help
me
to
objectively
or
subjectively
make
a
you
know,
an
assessment
that
is
a
success
or
not.
You
know
what
I
mean.
What
I'm
trying
to
say
is
something
to
help
me
making
my
own
assessment,
based
on
a
very,
very
small
increase
in
certain
values,
say
100
family
engagement
that
we're
looking
for
last
year
we
had
55,
and
this
year
we
had
56.
D
B
U
G
O
Mr
tron
I'd
love
to
have
that
too,
and
so
our
team
is
working
on
dashboards
right
and
we,
I
think
we
would
have
had
these
by
now.
If
we
weren't
in
a
pandemic
and
the
oda
team,
hadn't
been
so
swamped
with
exam
school
runs
and
the
pandemic
and
everything
that
we've
been
doing.
But
we
will
absolutely
work
toward
that
goal.
S
Yeah,
mr
tran,
thank
you
very
much
for
saying
this
and
I
don't
I
don't
normally
like
to
repeat,
but
I
want
to
repeat,
reaffirm
what
the
superintendent
has
just
said
and
that
your
question
is
spot
on
the
whole
community.
Has
it,
as
you
suggested,
and
as
we
move
to
this,
an
outcome
driven
district,
a
data
driven
district
using
data
to
evaluate
the
superintendent.
Those
are
exactly
the
metrics
that
we
were
setting
up.
S
So
it's
part
of
the
superintendent's
goals
that
we're
evaluating
for
next
in
our
next
meeting,
and
you
know
if
you're
not
comfortable
with
those
as
being
the
right
ones.
That's
that's
exactly
where
we
school
committee
should
say
now
here:
here's
what
here's
the
data
we
need
and
I'm
going
to
hold
the
superintendent
accountable
for.
So
it's
not
a
soft
measure.
It's
not
this
floating!
Oh,
we
got
better.
We
got
worse,
it's
really.
B
U
U
I
don't
know
I
feel
like
the
student
voice,
like
I
say
I
talk
about
it
so
much
and
say
it
so
much
because
it's
something
I'm
passionate
about
like
just
having
us,
be
the
forefront.
Having
us
be
the
actual
leader
in
our
education
and
say
like
hey,
I
don't
think
that's
gonna
work,
because
we
would
probably
react
this
way
or
et
cetera
stuff
like
that.
So
I
feel
like
I'm
just
repeating
myself
on
an
endless
loop,
so
yeah.
U
I
would
say
I
guess,
making
the
student
voice
more
diverse,
because
technically,
when
we
get
student
voices
usually
from
the
students
that
are
like
the
smart
ones
at
the
top
of
their
class,
the
ones
are
very
active
engaged
within
their
school
body.
But
sometimes
we
want
the
quieter
voices
to
speak
up
because
a
lot
of
times
they
have
the
most
to
say,
but
just
either
are
too
scared
to
speak
up
or
just
don't
have
that
time
as
they
maybe
push
for
that
diversity.
U
Push
for
the
students
that
are
not
as
smart
or
students
that
aren't
engaged
that
much
within
their
school
community
like
ask
them.
Why
aren't
you
that
engaged?
Why
don't
you
speak
up
that
much
like
see
why
they're
not
doing
those
things
and
figuring
out
a
way
to
make
them
speak?
I
guess
speak
more,
engage
more.
U
I
feel
like
that's
hard
I
felt
like
it
could
be
both
a
district
thing
and
a
school
level
thing,
but
it's
just
like.
I
guess
the
way
it's
implemented
or
whatever
kind
of
policy
or
something
that
gets
in
place
to
make
that
happen.
I
feel
like
it's
hard,
because
again,
it's
like
the
typical
I
guess
cycle
of
okay,
the
smart,
kids,
they're,
always
gonna,
be
the
ones
getting
these
opportunities.
I'm
just
gonna
sit
back
and
not
speak
up
that
much.
U
Kids
are
always
the
one
getting
pushed
forward
like
yeah
you,
because
you
have
this
much
grades,
you're
the
leader,
because
you
have
this
lower
grades,
you're,
not
a
leader,
you're
more,
I
don't
know,
I
feel
like
it's
hard
to
make
it
solely
based
on
a
school
level
and
solely
based
on
a
district
level,
maybe
some
way
to
have
it
connected
in
a
way.
I
just
don't
know
how.
B
O
O
That's
good,
I
think
also
you
know
just
making
sure
we
have
a
multitude
of
different
types
of
voices
by
lifting
those
up
in
town
halls,
instagram
chats
that
zyra
could
host
you
know
we
could
co-host
different
types
of
town
halls
on
different
topics
with
school
committee
members.
They
could
be
on
the
standing
committees.
U
I
think
that
sounds
actually
amazing,
but
I
feel
like
also
another
thing
that
I
also
have
to
push.
That
is
maybe
even
talking
more
about
like
the
student
rep
and
getting
like
a
vote
on
school
committee.
I
feel
like
that.
Conversation
gets
pushed
back
a
lot
and
it's
not
really
in
the
forefront,
and
I
think
that's
a
bit
a
big
part
of
student
vote.
U
C
T
T
B
You
know
we
very
much
respect
and
value
the
voice
that
you
bring.
You
ask
great
questions
and
you
raise
great
issues,
and
so
you
know,
even
though
you
may
not
feel
that
you
have
a
vote.
Believe
me,
your
voice
is
very
much
heard
and
respected
and
appreciated
by
members
and
what
you
say
really
does
impact
how
we
think
about
moving
forward
and
do
very
much
want
to
make
sure
that
we're
doing
all
we
can
to
make
sure
all
student
voices
are
being
heard
and
considered
as
policies
are
moving
forward.
Thank
you,
mr
o'neill.
B
B
You
know
how
do
we
look
at
the
structure
of
those
meetings,
the
content
of
those
meetings
to
be
able
to
answer
all
of
the
questions
that
not
only
we're
asking,
but
also
what
the
public
is
asking
in
a
way
that
makes
coherent
sense
and
is
providing
people
with
the
appropriate
level
of
updates,
etc
that
they
needed.
So
as
we
look
at
our
meeting,
here's
what
is
in
our
meeting
right
now?
B
B
So
people
want
to
talk
about
the
meeting
structure
as
it
stands,
and
what
their
thoughts
are
recommendations
for
content
within
these
constructs
of
what's
happening
or
just
the
thoughts
about
you
know
how
the
meeting
time
is
utilized
to
move
forward.
You
know
I've
heard
people
loud
and
clear
that
you
know
having
five
six
seven
hour.
Meetings
can
be
counterproductive.
B
B
We've
talked
somewhat
about
when
we
get
reports.
If
we
can
get
them
earlier
than
when
we've
been
getting
them,
then
people
will
have
more
time
to
read
them
and
digest
them
ahead
of
time,
so
they
can
feel
better
prepared.
So
it's
it's
sort
of
all
of
the
above.
So
I'd
like
to
open
it
up
for
conversation.
R
Can
I
just
add
one
detail
here
and
a
lift
up
so
two
things,
one,
ms
sullivan
and
I
did
put
in
the
current
school
committee
policy
around
public
comments.
This
is
actually
what
the
policy
is.
It's
not
how
we
usually
do
public
comment
right.
We
we,
the
chair,
has
the
authority
to
overrule
that,
but
I
did
want
to
point
that
out
and
then
in
terms
of
the
in
person
versus
remote,
the
current
law
does
allow
us
to
go
until
april
1st.
R
I
do
anticipate
that
the
state
legislature
will
take
this
up
at
some
point,
because
if
we
go
back
to
the
old
law
we
can't
do
hybrid
meetings
right.
So
it's
just
all
in
person,
including
public
comment,
so
I
do
anticipate
that
the
state
legislature
over
the
next
several
months
are
going
to
be
talking
about
that,
and
I
can
certainly
keep
the
committee
updated
on
those
great.
S
Okay,
well
I'll
jump
in
on
the
on
on
putting
two
conversations
together.
One
public
comment
and
the
other
is
community
engagement
and,
and
frankly,
I'm
not
always
as
convinced
that
the
public
comment
allows
for
community
engagement
problem
solving.
So
let's
say
the
percentage
of
public
comment.
That's
around
a
request
for
personal
customer
service,
all
of
which
I
we
it's
important
to
address,
but
I'm
not
sure
that
we're
the
place
where
that's
most
useful,
often
the
superintendent
ends
up
having
them
referred
to
someplace
else.
S
Some
of
the
repetitions
in
the
comment
you
know-
and
I'm
respectfully
willing
to
you-
know
I've
heard
mr
o'neill.
I
respect
his
position.
I
also
have
learned
a
lot
of
things,
a
lot
of
the
questions
very
useful,
but
it's
a
lot
of
time
that
I'm
not
sure
we're
moving
forward
in
collaboration
with
our
communities
around
improving
the
schools,
and
so
one
of
the
reasons
I'm
excited
about.
Rethinking
the
the
committee
work
is
in
fact
often
it's
in
those
smaller
task
force.
Ell
ell,
achievement
gap,
school
quality.
O
O
So
not
just
the
one
school,
so
you
may
get
a
school
that
is
really
upset
about
their
windows
or
upset
about
their
playground
or
something
like
that
and
they
come
and
you
get
50
people.
But
then
they
don't
have
the
broader
context
of
all
the
other
schools.
And
so
I
think
that
when
you
have
the
deeper
committee
structure,
like
that
around
some
a
topic
like
that
you're
able
to
provide
greater
context
and
depth
into
so
that
parents
at
least
understand
yeah.
S
Because
you
know
again,
I
agree
with
you.
It
again
is
pushing
towards
you
know:
how
do
we
use
this
engagement
to
be
problem
solving,
rather
than
just
problem
identifying
that?
That's
that's
for
me
at
the
the
high
value
and
then
the
second
piece
is
I'd,
be
much
more
much
more
willing
and
interested
than
having
these.
You
know
two
hours
of
two
minute
two
and
a
half
minute
conversations.
S
I
know
there
are
other
public
bodies
who
have
a
our
limit
to
how
much
pop
of
comment
happens
before
or
afterwards
and
then,
and
if
that,
if
we
did
something
like
that,
when
else
would
we
meet?
Are
there
other
times
that
we
could
be
available
to
have
in
common
they're,
not
necessarily
aligned
with
a
our
business
meetings?
S
T
T
However,
I
also
think
that
we
need
to
find
a
way
to
hear
our
community
loud
and
clear,
because
I
think
when
folks
come
to
public
comment
in
many
ways,
it's
the
last
resort.
That's
how
I
used
it
as
a
as
a
as
a
family
member
in
the
system
like
this
is
the
last
resort,
I'm
I'm
crying
for
help.
I
need
someone
to
listen
to
me
and
I've
hit
so
many
different
walls,
and
so
here
I
am
publicly
telling
you
what
I'm
seeing
what
I'm
feeling
and
how,
how
I
need
your
help
to
address
it.
T
E
E
E
E
E
E
Testificable,
so
I
think
it
is
very,
very
important
that
we
follow
up
on
what
the
people
are
asking
during
the
school
committee,
the
people
that
are
testifying.
I
think
that
it's
important
to
do
that.
I
know
that
the
superintendent
at
times
has
said
you
know
one
of
the
personnel
will
follow
up
on
your.
E
In
fact,
I
think
that
we
should
develop
a
plan
to
attend
all
the
schools
and
see
how
we
introduce
ourselves
as
members
of
the
school
committee
and
have
an
opportunity
to
respond
answer
concerns
questions
that
the
school
at
the
school
may
have
the
community
may
have,
and
so
the
families
will
learn
to
trust
that
you
know
we
are
here
for
you
and
we're
ready
to.
You
know,
support
you.
P
Thank
you,
madam
chair,
so
I
mean
first
off
I'll,
come
out
and
say
I
think
what
everyone
has
said
about
say
in
my
own
words
that
it's
very
counterproductive
to
have
these
kind
of
unwieldy,
five,
six,
seven
hour
long
meetings,
I've
never
seen
that
before
I
was
chair
of
the
boston
housing
authority
monitoring
committee
over
10
years
ago,
we
set
limits.
We
had
meetings
at
different
times
of
day.
You
know
to
to
engage
families
that
you
know
some
families
can't
come
in
an
evening,
but
they
can
do
a
lunch
hour.
P
P
How
do
we
channel
the
public
comment
into
into
the
into
basically
the
best
best
platform
for
folks?
So,
for
example,
our
reports
almost
no
one
uses
the
public
comment
for
a
report
and
I
think
the
rules
state
that
if
someone
makes
a
comment
during
a
report,
we
can
actually
engage
by
the
rules.
It's
on
the
agenda,
they're,
making
they're
making
a
comment.
We
can
engage
in
the
policy
point.
They
don't
have
to
say
miss
so-and-so.
Thank
you
for
that.
You
know.
P
Reasons
and
open
public
meeting
reasons
we
can't
engage
in
the
same
way.
One
helpful
solution
that
I
saw
from
a
school
committee
in
florida
was
that
they
they
definitely
had
limits
on
all
of
their
comment
periods,
but
they
they
created
special
periods
for
for
specific
purposes.
So,
for
example,
they
had
a
monthly
30-minute
open
public
comment
for
anyone
that
wanted
to
sign
up
so
or
an
oral
comment,
and
if
you
couldn't
make
it,
then
you
would
submit
written
that
could
actually
shape
the
agenda.
P
So
people
could
say
I
want
to
see
a
report
you
know
in
october
on
you
know
this
issue
or
whatever
issue,
and
you
can
imagine-
and
you
might
have
the
you
know,
look
at
the
the
issues
that
we've
dealt
with
in
the
past
several
months.
You
know,
emk,
you
know,
mission
hill
school,
all
those
different
issues.
You
might
have
folks
that
are
using.
You
know
using
this,
this
public
platform,
as
as
ms
lapera
says,
like
you,
know,
last
resort,
mr
flamingo
garcia
said
as
hey.
P
This
is
this
is
where
we
really
get
to
engage.
You
know
with
with
you
know
the
policymakers
with
the
public
figures.
We
could
we
could
channel
that
we
can
direct
it,
that
those
could
be
meetings,
for
example,
that
don't
necessarily
have
to
have
a
quorum.
We
can
look
into
that.
You
might
have
you
know
two
or
three
board
members
and
appropriate
staff
at
those
meetings
to
bring
back
to
everyone
to
say,
but
just
use
en
k.
Emk
was
a
hot
issue.
You
know,
I
think
we
should
have
it.
P
We
should
have
the
superintendent
and
staff
address
it,
and
you
know
it's
in
our
discretion
as
to
what
you
know
what
can
be
on
the
agenda.
I
do
think
the
other
pieces,
so
not
just
public
common,
but
you
know
the
other
pieces
which
I
think
we'll
go
into
more
detail
in
a
moment.
Their
area
is
really
there
where
I
think
we
can
really
become
much
more
effective
and
efficient.
P
P
Am
I
engaging
you
know
what
we
all
do
talk
to
our
you
know:
families,
advisors
experts,
do
our
own
diligence
in
our
own
homework
and
that's
something
that
that
we
can't
do
if
we
don't
get
the
information
in
a
timely
way,
and
I
think
and
I'd
be
happy.
You
know
that's
I'd,
love
to
hear
from
the
staff
too
that,
once
once,
we
and
I've
been
on
the
on
the
staff
side
of
serving
a
board
and
being
counseled
for
board.
P
But
I
think
when
we
have
that
in
place,
and
then
you
know,
we
look
towards
other
other
school
committees
that
are
functioning
and
have
kind
of
you
know
managed
this
process
really
well,
I
think
it'll
be
a
big
relief,
a
relief
to
staff
and
then
it'll
help
us
it'll
enhance
our
ability
to
do
the
job.
So
I
definitely
you
know,
add
my
voice
to
more
effectively
channeling
public
comment
and
preserving
all
those
elements
by
making
sure
that
folks
folks
find
the
right
platform
to
get
their
get
their
issues
addressed.
B
Q
Thank
you,
madam
kia.
So
a
couple
of
quick
comments
about
about
public
garment
and
I
did
express
earlier
my
viewpoint
is
a
this
is
how
we
learn
and
it
does
very
much
inform
it.
It
is
one
of
the
ways
that
we
learn
right.
We
are
out
visiting
schools,
we're
talking
with
parents,
we're
talking
with
community
members
feedback
at
committee.
Members
is
at
committee.
Q
Meetings
is
very
helpful
to
me
and
I
do
pay
very
close
attention
when
people
speak,
the
phenomenon
of
the
meetings
running
longer
is
a
phenomenon
of
being
at
in
a
zoom
environment,
because
people
now
are
able
to
sign
into
a
meeting
from
home
and
listen
and
communicate,
and
it
is
what
our
peers
at
school
boards
across
the
country
are
facing.
So
we
may
be
surprised
by
a
meeting
that
goes
to
10
or
11
at
night.
Q
Well,
miami
had
literally,
I
believe
it
was
21
hours
of
public
comment
at
a
meeting
before
a
topic
that
they
were
doing.
I
believe
about
reopening
schools,
I'll
repeat
that
21
hours
of
the
comment-
and
so
this
is
what
is
happening.
Boards
are
seeing
much
more
input
because
of
the
zoom
environment
and,
quite
frankly,
I
think
we
should
be
happy
about
that.
It
means
the
public
is
engaged,
but
that
does
come
with
risk
and
miss
polenko,
ms
bolenko
garcia.
Q
Q
We
cannot.
You
know
it
is
not
a
back
and
forth
exchange
and
as
much
as
we
say
it,
but
ms
sullivan
says
that
at
the
beginning
of
every
school
committee
meeting
or
at
the
beginning
of
every
public
comment
period,
I
don't
think
folks
hear
that
and
understand
that,
and
so
how
do
we
tackle
the
challenge
of
preserving
public
comment
and
certainly
being
very
sensitive
to
any
perception
that
we
are
trying
to
stop
it
or
stifle
it,
which
is,
I
don't
think,
is
the
intent
at
all.
Q
Q
You
know
the
the
virtual
cup
of
coffee
or
cup
of
tea,
in
my
case
with
a
school
committee
member
or
two
school
committee
members
to
talk
about
the
schools
in
east
boston
or
talk
about
feeder
patterns.
Or
you
know
you
pick
a
topic
and
it
allows
people
to
have
you
know
when
we
go
to
community
group
meetings,
people
love
the
ability
to
interact
with
school
committee
members
and
ask
a
question
and
get
feedback
and
say:
oh,
I
didn't
understand
that.
Q
The
rest
of
it
by
the
way
is
what
ms
sullivan
reads
out
when
she
asks
people
to
consolidate
remarks,
if
you're
a
large
group
that
she
reminds
people,
the
school
committee
does
not
give
feedback
or
answer
questions
but
uses
it
to
inform,
and
I
s
so
I
say
that
because
the
concerns
then
were
the
concerns.
Now
that
the
school
committee
is
looking
to
limit
public
karma
and
I
don't
think
that's
what
we're
trying
to
do
at
all.
But
we
have
to
be
concerned
that
people
would
have
that
perception.
Q
Last
week's
public
comment,
someone
specifically
mentioned
that
you'll
recall
apparent
mentioned
concern
that
we
were
looking
to
limit
public
comment
and
that's
not
what
we're
trying
to
do
so,
matt
and
chair.
I
would
respectfully
suggest
that
you
ask
several
members
to
go
back
and
look
at
some
best
practices.
Mr
diarrugeo
mentioned
something
that
is
done
in
florida.
Q
You
know
I'm
aware
of
some
different
ways
that
other
boards
have
handled
this.
That
increases
the
way
that
families
and
students
and
community
members
feel
heard,
allows
us
to
gather
that
input
to
inform
our
decision.
Making
yet
also
allows
us
to
have
orderly
meetings,
and
maybe
it
is
a
session
the
day
before
strictly
for
public
payment
or
in
the
off
week.
Maybe
it
is,
you
know:
virtual
coffee,
with
school
committee
members
there's
a
number
of
ways.
B
X
Q
B
O
B
B
Right,
I
think
yeah,
because
I
think
I'm.
I
hope
that
we
can
have
these
small
groups
meet
and
be
able
to
bring
us
back
by
the
end
of
december
some
recommendations.
So,
as
we
look
to
the
new
year,
we
can
begin
to
figure
out
implementation.
So
yes,
that's
a
good
idea.
So
so
far,
we've
got
two
this
one,
and
now
I'm
blanking
on
what
the
other
topic
was
standing.
B
Standing
committees
right:
okay,
so
we
have
those
two
things
that
for
next
steps
you
just
put
those
in
the
parking
lot
we'll
come
back
to
those
at
the
end
of
meeting.
So
people
think
if
you
are
be
willing
again,
we
can't
have
more
than
three
people
on
any
committee.
So
even
if
it's
just
appear,
that
would
be
great
to
be
able
to
get
some
more
input
into
these
thoughts
ideas.
B
O
M
O
S
I'm
very
excited
by
the
idea
of
really
focusing
on
the
data
and
proximate
data.
What
are
the
leading
indicators
what's
moving
forward
and
so
that
we
really
can
stay
focused
on
those
issues
and
and
really
use
that
as
part
of
the
superintendent's
report,
and
not
not
not
be
as
descriptive
of
all
the
work,
that's
being
done,
which
is
important,
be
nice.
P
Thank
you,
madam
chair
yeah.
I
actually
totally
agree
with
dr
coleman.
You
know
I'd
almost
prefer,
like
a
dashboard
type
type
format,
and
also
to
be
able
to.
I
mentioned
this
earlier
in
the
meeting
or
maybe
earlier
in
this
session,
this
part
of
the
session,
but
is
it?
Is
it
possible
for
intent
to
get
this
report?
P
You
know
some
some
days
in
advance.
I
know
we
do
get
your
your
memo
and
there's
some
there's
some
overlap
in
the
the
topics
and
the
data.
We
get
your
your
weekly
memo,
which
is
very,
very
helpful
that
because
sometimes
it's
very
critical,
the
issues
that
you
bring
up
in
the
report
and
I
feel
like
just
for
myself-
I
feel
like
I'm
very
reactive-
I'm
not.
P
I
don't
even
know
what
you're
gonna
say
right,
because
I
guess
I'm
guessing
right
given
doing
what's
going
on
and
so
and
what
I
mean,
what
my
expectations
are
and
so
forth.
So
so
is
it?
Is
it
possible
to
get
that
in
advance
and
agree
with
having
a
much
more
like
a
decision
points
focus
like
what?
What
do
we
need
in
a
meeting
and
that's
my
same
feedback
on
on
all
the
other
reports
that
some
of
them,
I
think
we
just
have
like
I've
read.
P
You
know
to
accept
that
I
get
it
in
advance,
I'll
I'll,
read
it
and
you
can
put
you
know,
nine
tenths
of
the
slides
and
the
appendix
and
then
just
give
us.
You
know
what
do
you
want
us
to
focus
on
or
comment
on
the
meeting
if
we
get
it
in
advance,
we'll
prepare
our
our
comments
on
a
particular
policy
or
a
particular.
P
You
know
report
and-
and
I
think
that
in
and
of
itself
will
substantially-
you
know,
reduce
the
amount
of
time
that
we
spend
on
the
kind
of
the
the
staff
work
of
of
the
presentation
and
then
increase
our
time.
The
extent
that
we
want
our
work
in
actually
wrestling
with
the
decision
points
for
for
that
particular
report
or
that
particular
issue.
O
Are
the
monday
memos
the
confidential
monday
memos
are
fairly
thorough
and
you
know
I
put
a
lot
of
information
and
data
in
those
and
so
then,
on
my
on
my
school
committee
reports.
I
sometimes
will
summarize
some
of
that
for
the
public
and
condense
out
what
I've
shared
in
the
confidential
medicals
on
the
mondays.
P
Okay,
okay,
then
I
think
you
know
if
we
could
have.
I
don't
know
if
it's
why,
if
it's
confidential,
just
because
of
I
know,
there's
some
nice
personnel
issues
and
cba
issues
and
those
pieces
that
have
to
stay
but
but
the
the
data
pieces
that
you
do,
you
are
able
to
present
that
I
think
would
be
helpful
to
to
you
know
make
that
part
of
it
get
in
advance
and
make
that
part
of
it
public.
I
know
it's
always
great
to
have
it.
P
You
know
hey
as
of
wednesday
like
what's
the
as
or
as
a
monday.
What's
the
you
know
the
testing
or,
what's
you
know
these
pieces
it's
great
to
have
it
have
that
as
timely
as
possible,
but
but
I
think
to
be
said
that
whatever
can
be
made
public
should
be
involved,
but
maybe
that's
not
maybe
that's
not
the
forum
to
make
that
public.
Unless
you
want
us
to
engage
with
it
or
we
want
to
engage
with
it.
R
So
I
just
wanted
to
lift
up
a
couple
of
things
that
I
heard
earlier
with
you
and
the
superintendent
that
I
thought
might
be
helpful
for
the
whole
group
here,
one
you
know
we,
we
do
have
a
lot
of
regular
updates
or
annual
updates
that
we
have
to
provide.
So
that's
one
place
that
we
can
think
about
cutting
reports
later
and
potentially
adding
a
briefer
summary
right
in
the
superintendence
report,
or
vice
versa.
R
So
that's
another
way
that
I've
I've
heard
the
superintendent's
report
discussed
and
also
heard
earlier
today
about
how
these
reports
are.
Yes,
of
course,
for
the
school
committee
members,
but
also
for
the
public,
so
school
committee
members,
you
know,
might
be
more
knowledgeable
about
a
topic
or
an
issue,
and
so
they
might
be
okay
with
a
more
consolidated
version
of
a
presentation,
but
keeping
in
mind
that
the
public
might
need
more
historical
context
or
information
about
a
policy
or
a
decision
that's
being
made.
R
R
Absolutely,
I
think,
that's
really
important,
because
not
everybody
tunes
in
every
single
time
or
people
might
not
know
the
history
and
try
to
keep
that
as
brief
as
possible.
Obviously,
but
I
think
that
that
is
important
context
to
provide
for
folks
how
we
do
that
could
certainly
be
in
different
ways.
D
Hi,
yes,
it's
just
a
a
comment
to
dr
casilius.
The
I
really
appreciate
and
applaud
your
monday
confidential
memo
to
to
the
members
it
it.
Those
those
memos
do
provide
me
with
a
clearer
understanding
of
what
I
expect
for
the
next
meeting
for
the
next
committee
meeting
and
and
when
I
compare
those
confidential
memos
with
this,
the
the
report
that
you
provide
to
the
public.
D
I
I
appreciate
that
I
I
think
that
is
that
that
is
a
very
excellent
way
of
keeping
us
in
the
loop
operationally,
even
though
we
don't
need
it,
but
but
I
you
know,
I
I
do
appreciate
that.
So
it's
just
a
a
comment.
I
I
I
I
I
would
encourage
you
to
continue
on
doing
that
until
you
feel
that
you
know
it's
too
much
on
your
plate
and
then
we'll
take
another
look
but
right
now.
Thank
you.
B
B
So
I
know
we've
talked
often
about
the
the
grants
and
the
that
part
of
the
the
meeting,
which
really
often
feels
just
perfunctory
that
we
are
voting
on
the
grants.
At
some
point,
and
again
this
goes
back
to
the
the
structure
we
had
asked
that
we
we
have
a
more
a
larger
disc
discussion
and
review
of
the
grants,
the
effectiveness
of
them,
what
we've
been
getting
etc.
B
We
usually
are
budgeting
an
hour
per
agenda
item,
because
that
gives
us
a
20
minute
of
a
presentation
and
then
40
minutes
to
allow
each
member
to
have
at
least
five
minutes
of
you
know,
q
a
themselves,
so
we
we
should
be
thinking
about
a
number
of
the
things
that
we
talked
about
tonight
about.
You
know
more
focused
presentations,
you
know
an
appendix
where
we
can
get
additional
information
that
doesn't
necessarily
have
to
be
presented.
B
You
know,
although
we
do
want
to
do
some,
you
know
preamble
or
pre-presentation
to
make
sure
the
public
is
up
to
speed,
but
are
there
other
thoughts
that
people
have
about
ways
that
we
could
improve
or
think
about
the
presentations
and
also
the
number
of
speakers
you
know?
Should
we
have
a
maximum
number
of
speakers
per
presentation?
B
S
S
S
That's
the
important
part
for
us.
The
individual
grants
seem
much
more
operational
programmatic
that
you
know
I'm.
You
know
some
are
more
interesting
or
more
in
my
wheelhouse
than
others,
but
I
I
wonder
if
we
can
just
do
quarter
reports
on
how
much,
how
much
was
the
total
finances
and
how
was
it
distributed
to
our
schools
by
levels
or
tiers
or,
however,
we
want
to
do
that,
and
that
would
be
a
more
useful
data
for
me
in
terms
of
overslate
than
voting
on
individual
votes.
So
that's
that's
my
proposal.
O
Yeah
I
dr
coleman
spoke
with
mr
cooter
again
about
that
when
you
brought
it
up
in
the
last
school
committee
meeting,
but
I
remember
you
bringing
up
as
well
prior
to
that,
and
so
I
reminded
him
that
we
were
interested
in
that.
So
I'm
gonna
ask
him
for
a
proposal
on
how
to
do
that
in
a
in
a
way
that
would
be
satisfactory
to
you
and
this
in
the
committee.
So
I'll
I'll
have
him
make
some
proposals
to
the
to
us.
B
S
So
and
that
the
evaluation
could
probably
be
an
annual
report.
Yes,
so
if
we
get
the
quarterly
or
every
trimester
report
or
distribution,
because
then
we
can
say:
okay
hold
it.
The
data
is
not
reflecting
our
values
of
equity,
our
commitment
to
equity
and
then
annually
we
can.
We
can
have
it
reported
in
terms
of
whether
it's
being
effective
and
if
it's
not
being
effective,
then
we
have
to
reconsider
what
we're
bringing
this
money
in
for
to
begin
with,.
O
B
B
Okay,
okay,
before
we
move
on
to
next
steps,
any
comments,
thoughts
of
anything
that
we
have
not
raised
tonight
that
people
were
expecting
to
or
have
thought
about,
while
we've
been
speaking
that
they
want
to
make
sure
that
we
weigh
in
on
before
we
move
to
the
next
steps
on
what
we
have
thought
about
this
evening.
Yes,
miss
lapera.
T
I
think
it
is
our
responsibility
to
figure
out
how
to
appropriately
make
ourselves
available
to
our
community
members
with
the
translation
necessary
and
at
times
that
are
conducive
to
all
family
participation.
So
that's
just
something
that's
top
of
mind.
For
me,
I've
seen
a
huge
improvement
with
the
with
zoom
and
family
participation
in
that
way,
and
I
want
to
make
sure
that
we
keep
it
top
of
mind.
R
Can
I
just
respond
to
that
a
little
bit
so
along
those
lines,
I
do
anticipate
that
the
state
legislature
is
going
to
take
up
a
new
bill
that
will
address
either
doing
a
hybrid
or
allowing
remote.
You
know
completely.
So
I
think
that's
important
for
the
committee
to
know-
and
I
I
do
think
one
of
the
silver
linings
of
this
pandemic.
R
If
we
can
find
any,
has
been
the
engagement
that
we've
seen,
and
so
that
is
absolutely
top
priority
for
the
superintendent
and
the
chair
to
figure
out
a
way
for
us
to
add
that
voice,
and
I
think
specifically,
the
translations
piece
has
worked
really
well
over
zoom.
So
those
are
all
things
that
we've
learned
and
absolutely
want
to
keep
in
mind
as
we're
considering
what
the
future
of
the
meetings
look
like.
Y
P
Thank
you,
madam
chair.
You
know
a
second
miss
lapera.
I
think
to
accept
that
we
can
obviously
use
the
current
law
to
remain
remote
and
and
engaging
everyone,
but
understanding
that
that
you
know,
even
even
the
public
engagement
piece
has
to
be
authorized
by
the
legislature,
as
our
archaic
rules
are
on
these
things.
P
I
did
want
to
raise
the
issue
of
our
support
staff
and
which
is
great,
deeply
appreciate,
liz
and
team,
and
could
we
could
we
consider
looking
at
you
know
best
practices
and
so
forth
to
bolster
that
and
I've
seen
throughout
the
you
know.
You
know
everything
from
you
know
the
simulations
from
the
exam
school
piece.
Can
we
tap
into
you
know
you
know
a
university
or
something
to
help
us.
P
Do
that
and
not
you
know,
you
know,
add
more
responsibilities
to
you
know
to
the
existing
staff.
Can
we
look
at
how
we're
distilling
our
you
know
our
feedback
and
our
comments
in
every
meeting
the
decision
points
helping
us
track
that
in
a
different
way
to
kind
of
create
our
own
kind
of
hey.
You
know
we
raise
these
issues
at
a
particular
meeting.
How
do
we?
How
do
we
ensure
that
they're
followed
up
on
how
we
are
we
measuring
ourselves
right?
P
P
But
again,
this
is
an
area
where
I
think
resource
is
well
spent
to
make
us
more
effective
for
the
public
and
look
at
other
comparably
sized
school
districts.
You
know,
let's,
let's
I
don't
even
know
what
our
budget
is
as
a
school
committee
for
our
own
administrative
duties,
but
look
at
comparable,
comfortably
sized
school
systems
and
and
see
what
they
do
and
and
see.
You
know
determine
what
works
for
us.
P
One
of
the
key
takeaways
you
know
from
the
the
session
we
had
the
training
session
was
that
we
really
are
completely
responsible
for
our.
You
know
our
rules,
how
we
govern
ourselves
within
the
confines
of
the
law,
but
everything
else
that
we've
been
talking
about
here.
If
we
find
ourselves
banging
our
head
against
the
wall,
it's
our
wall
right.
O
O
Program,
I
think
it's
called
board
book
or
something
like
that
and
the
city
was
going
to
adopt
one
and
then
we
looked
at
it
and
it
just
like
it
wasn't
easy
to
use.
But
there
are
really
easy
tools
that
school
boards
and
school
committees
use
to
manage
their
meetings.
To
take
notes
to
follow
up
on
things,
to
evaluate
yourselves
each
meeting
to
say
you
know,
did
you
like
the
meeting
and
you
can
have.
G
O
B
I
think
that
would
be
very
helpful.
I
mean,
I
think
what
I've
heard
tonight
is
that
you
know
we.
We
still
have
a
lot
of
homework
to
do.
We
do
have
the
resources
of
the
council
of
great
city
schools,
as
well
as
the
mass
association
of
school
committees,
to
help
us
to
begin
to
go
back
and
look
at
structures
et
cetera.
B
So,
as
we
look
to
next
steps,
we
have
on
the
table
these
two
small
working
groups
that
we'd
like
to
think
about
getting
some
folks
to
sign
up
for
now,
so
that
we
can
have
some
information.
You
know
before
the
end
of
this
year
year.
That
would
go
forward
as
recommendations
as
we
move
forward.
You
can
see
our
next
steps.
B
We've
got
a
january
retreat
to
be
honest,
is
that
we
know
that
with
new
mayor
and
the
in
term
limits
of
some
of
our
members
that
we
don't
know
what
the
composition
of
the
school
committee
will
be
until
january.
But
we
wanted
to
keep
moving
forward
on
the
work
in
front
of
us
so
that
we
can
move
full
steam
ahead.
B
Look
at
these
structures
and
moving
these
things
forward
and
also,
I
think,
superintendent
you've
been
going
through
an
ongoing
policy
review.
Yes,
yeah
so
wanted
to
to
give
you
a
moment
to
talk
a
little
bit
more
about
what
that
entails,
and
what
you're
looking
for
us
to
move
forward.
To
do
with
that.
O
T
B
B
Thank
you
yeah.
I
I
respect
your
comments,
miss
lapera
and
understand
what
you're
saying,
but
at
the
same
time
I
know
that
for
the
for
the
time
that
you're
here
we
we
certainly
want
to
make
sure
that
your
voices
are
heard
and
participate,
so
any
recommendations,
any
thoughts
that
you
have.
We
still
would
love
to
to
hear
them
and
I
do
respect
the
uncertainty
of
the
path
forward
and
that's
about
half
of
our
committee.
B
So
I'm
not
quite
sure
what
we
do
at
this
point
with
regard
to
getting
that
information
gathered,
but
I'll
talk
offline
to
people
individually.
So
if
you
have
some
thoughts
of
ideas
of
you
know
ways
that
you
would
like
to
be
involved
until
we
know
that
the
next
steps
it
will
all
be
gratefully
appreciated.
B
C
B
G
Z
Evening,
all
right,
sorry,
I'm
I'm
clumsy
with
this,
it's
a
it's
an
age
problem,
so
first
I
I.
I
would
hope
that
you
could
add
the
proficiency
and
achievement
gaps
that
should
be
highlighted.
As
among
your
priorities,
I
think
the
superintendent
suggested
that
it's
at
the
top
of
her
list
on
her
strategic
vision.
I
think
it
should
be
on
the
top
of
your
list.
Z
I
appreciated
next
the
the
reference
to
the
status
of
native
language
instruction
in
among
the
priorities,
but
I
think
that
what's
needed
is
a
clear
policy
from
the
school
committee
that
states
that
you
support
access
to
native
language
and
the
implementation
of
the
flexibility
and
the
look
act.
This
is
timely.
Now
the
district
is
actively
coming
to
the
final
selection
of
an
assistant
superintendent
for
the
office
of
english
learners.
Z
Obviously,
recovery
and
academic
support
is
a
critical
issues
as
we
try
and
overcome
the
what
what's
happened
to
our
students
during
the
covert
19
year,
but
I
frankly
tried
to
look
up
and
see
what
is
the
paper
organization
and
what
I
found
in
a
quick
google
search
was
that
it's
one
of
the
most
successful
high-tech
organizations
that
has
one
of
the
fastest
growths
business
growth
in
north
america,
canada
and
the
u.s
it
received
recently
a
hundred
million
dollars
in
venture
capital
financing.
So
it's
clearly
profit
making.
Z
The
question
I
tried
to
answer
is
what
sort
of
education
success
has
it
had
and,
frankly
I
couldn't
find
evidence.
This
is
a
quick
search,
so
my
question
here
would
be
what
sort
of
checking
has
been
done
on
on
the
educational
success
of
this
program
and
is
going
to
provide
such
a
critical
element
in
academic
support,
and
did
the
the
selection
of
paper
go
through
the
racial
equity
planning
tool
so
that
we
know
that
this
organization
is
adapted
to
the
needs
of
our
latino
black
special
ed
and
english
learner
students?