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From YouTube: Charlestown Innovation and Inclusive High School Prospectus - Screening Committee Meeting - 1/19/22
Description
Charlestown Innovation and Inclusive High School Prospectus - Screening Committee Meeting - 1/19/21
A
A
Thank
you,
miss
sullivan.
Today's
meeting
is
being
shared,
live
on
soon.
The
video
will
be
posted
to
the
school
committee's
web
page
tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
forward,
slash
school
committee
under
the
january
19th
meeting
link
any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
and
spanish
haitian
creole
cabo,
variano,
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
the
screen.
Click
the
icon
to
select
your
language
preference.
A
F
G
A
J
L
Thank
you,
madam
chair
good
evening.
My
name
is
way
today
me
and
maypo
will
be
a
mental
interpreter
anyway,.
L
A
M
Yeah
good
evening,
my
name
is
interpreter
for
the
meeting
tonight
will
be
my
favorite.
N
A
You,
unfortunately,
we
were
unable
to
secure
american
sign
language
interpretation
for
this
meeting.
We
have
enabled
the
closed
caption
feature.
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
insist,
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
to
testify,
as
well
as
those
who
submitted
written
testimony
feedback,
which
this
committee
will
review
in
a
few
moments.
Sign
up
for
public
comment
close
today
at
3,
30
pm.
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
A
A
You
miss
elvin.
I
will
now
invite
deputy
superintendent
of
academics
ju
eggleson
to
present
a
swot
analysis
of
the
perspectives.
Swat
stands
for
summary
of
plan
and
strengths,
weaknesses,
opportunities
and
threats.
The
swot
includes
an
analysis
of
the
public
feedback
that
was
submitted.
The
committee
received
187
comments
using
the
feedback
form
that
was
posted
on
the
school
committee
website
between
december
22nd
and
january
15th.
I'd
like
to
invite
the
superintendent
to
offer
some
opening
remarks.
A
O
Robinson,
thank
you.
I
do
think
as
a
matter
of
procedure,
do
we
need
to
do
the
pledge
I
think
I
may
have
may
have
forgotten
to
put
that
on
there?
Should
we
do
the
pledge
real,
quick
sure,
okay,
I
want
to
make
sure
that
we
do
that
as
a
matter
of
an
official
record,
so
all
righty,
please
join.
O
A
O
Great
thank
you.
Thank
you
very
much.
I
just
want
to
thank
dr
eccleston
for
his
incredible
work
and
also
corey
harris
our
chief
of
schools,
who
worked
with
our
office
of
data
and
accountability
as
well.
To
put
together
the
swot
analysis.
O
O
I
also
want
to
thank
the
prospectus
authors
for
providing
you
know
a
way
forward
for
charlestown
high
school
for
us
to
consider.
O
I
also
want
to
thank
the
charlestown
staff
for
continuing
to
engage
in
this
important
work
of
improvement
at
the
school
and
just
all
the
stakeholders
who
have
come
together
to
really
look
at
charlestown
high
school
and
work
with
the
school
district
to
support
it
and
its
improvement
efforts.
As
we
look
at
overall
all
of
our
high
schools,
which
is
what
madam
cherry
you
have
asked
us
to
do
as
we
begin
to
turn
the
corner
on
this
pandemic
response.
So
I'll
have
some
comments
further.
At
the
end.
P
Thank
you,
superintendent
and
thank
you,
chair
robinson,
for
the
introduction.
Let
me
just
for
the
folks
in
the
audience.
Let
me
just
give
a
quick
one
minute
or
two
minute
overview.
As
I
see
it,
of
the
sort
of
key
points
of
this
of
this
prospectus
and
then
I'll
share
the
analysis
that
chief
corey
harris
and
I
will
proffer
to
the
to
the
community
for
your
consideration
at
its
core.
P
The
proposal
envisions
a
school
with
a
strong
partnerships
with
local
colleges
and
universities
and
community
groups
to
support
college
and
career
pathways.
The
school
is
designed
to
provide
extended
learning
opportunities
through
extended
ascended
school
year
and
school
day.
Internship
opportunities
for
students,
as
well
as
work
study,
programming
and
dual
enrollment
opportunities
to
accomplish
the
work
at
charlestown
innovation.
P
I'll
ask
my
colleague,
I
believe
megan
costello,
who
is
going
to
display
a
powerpoint
for
me
to
walk
the
community
through.
This
will
be
our
analysis,
and
I
want
to
thank
my
colleague,
corey
harris
chief
of
schools
for
his
partnership
here.
I'll
share
our
analysis
of
the
strengths
of
the
proposal,
some
of
the
weaknesses,
as
we
see
them
the
opportunities,
as
well
as
the
threats
and
then
we'll
do
a
quick
summary
of
the
feedback
of
the
187
public
comments
that
we
received.
So
at
a
high
level.
P
Talking
about
some
themes,
we,
we
noted
a
significant
number
of
strengths
in
this
prospectus
proposal
and
I'll
share.
What
some
of
those
include
specifically.
P
We
think
that
this
this
proposal
explicitly
addresses
a
significant
issue
that
we
see
in
the
data
relative
to
charleston
high
school,
which
is
that
the
current
school
has
declining
enrollment,
and
this
is
a
plan
that
is
attempting
to
very
squarely.
Take
on
that
problem.
P
It
would
create
another
fully
inclusive
high
school
in
the
city
of
boston,
which
is
something
that
our
parents
and
our
community
members
are
asking
for,
and
our
students
deserve
it's
an
opportunity
to
pilot
a
neighborhood
k-12
school.
There
are
three
explicit
pathways
that
we'll
sort
of
talk
about
in
some
of
the
weaknesses
and
threats
as
well
that
are
sort
of
feeder
schools
to
this
new
school
students
would
graduate
with
college
credits
or
professional
certificate,
and
many
of
these
sort
of
ideas
align
well
with
the
superintendent's
vision
around
high
school
reform
and
high
school
redesign.
P
More
broadly,
the
plan
asks
for
additional
30
hours
of
professional
development
for
faculty
and
staff,
and
one
key
component
of
this
is
that
the
the
plan
asks
for
individualized
learning
plans
for
all
students
enrolled
in
the
school.
To
a
point,
I
made
earlier
one
one
real
sort
of
alignment
to.
I
think
the
district
key
strategies
is
that
this
this
proposal
aligns
well
to
the
public
a
conversation
that
superintendent
has
led
about
high
school
redesign,
more
broadly
across
the
city
of
boston,
and
so
we
thank
the
applicants
for
for
that.
P
The
applicant
group
did
very
little
engagement
and
specifically
no
engagement
with
the
charlestown
high
school
community
members,
which
we
see
this,
both
from
a
sort
of
change,
management
and
implementation
perspective.
As
a
real
challenge.
Moving
forward,
there
was
limited
community
engagement
more
broadly,
and
the
only
real
engagement
that
we
could
find
evidence
of
in
the
proposal
was
engagement
at
a
specific
school
at
the
elliott,
k-8
families.
P
The
proposed
push
and
support
for
our
multilingual
learners,
specifically
with
language-specific
peres,
while
while
impressive
and
really
important,
we
had
an
open
question
about
whether
or
not
that
type
of
support
would
really
be
would
suffice,
particularly
for
our
students
with
interrupted
formal
education.
Our
students
in
sei
classrooms,
most
specifically,
are
students
with
english
language
development
levels.
One
and
two
the
plan
is,
is
fairly
silent
on
how
it
would
meet
the
needs
of
current
charlestown
high
school
students
who
are
enrolled
in
substantially
separate
programs,
a
significant
amount
of
students
and
from
a
design
perspective.
P
We
were
surprised
that
there
wasn't
a
design
for
those
specific
students
first,
in
the
context
of
this
proposal,
similar
to
that
in
the
three
feeder
schools
that
the
school
proposes,
the
elliott,
the
warren
prescott
and
the
harvard
kent.
There
are
about
a
hundred
students
who
are
enrolled
in
substantially
separate
programs
at
those
three
schools,
and
this
proposal
does
not
address
how
their
needs
would
be
met
at
this
at
this
specific
school
and
then
just
a
few
other
things
just
sort
of
skipping
down
a
little
bit.
P
The
plan
does
not
outline
specific
graduation
plans
for
students
enrolling
in
grades,
10,
11
and
12,
and
yet
ask
for
autonomy
in
this
area
without
any
details
about
what
would
be
required,
given
the
school
districts
and
school
committee's
approval
of
the
mass
core
policy
that
we
think
is
really
essential
and
then,
finally,
in
terms
of
weaknesses,
would
just
point
out
that
the
the
proposed
model
guarantees
a
pathway
for
students,
as
I
mentioned
earlier
at
the
elliott
k-8,
the
war
in
prescott
and
the
harvard
kent
in
grades,
seven
and
eight
that's
about
150
students,
total
and
not
enough,
certainly
to
fill
the
entire
school,
and
so
the
the
rest
of
the
sort
of
enrollment
processes
for
the
school
were
fairly
silent
in
the
proposal,
and
we
identify
as
that
something
that
would
need
to
be
addressed.
P
P
There'd
be
a
pilot
of
dual
enrollment
and
credit
bearing
opportunities
for
our
students,
and
we
saw
some
really
exciting
sort
of
partnerships
described
in
here,
most
notably
the
the
leslie
program
that
we
think
has
significant
potential,
and
we
have
some
questions
about
return
on
investment
and
cost,
but
nonetheless
think
that
this
could
be
a
significant
opportunity
for
students
across
the
bps
and
for
students
at
the
school.
P
P
It's
unclear
if
the
push-in
model
that's
described
for
our
multilingual
learners
would
be
in
conflict
with
or
support
the
doj
requirements,
most
particularly
for
our
english
language,
development,
1
and
2
students,
and
that's
something
that
needs
to
be
explored
further.
Should
this
proposal
should
this
proposal
move
forward
and
we
we
found
it
concerning
that
there
was
a
a
limit
that
was
set
on
the
num,
the
percentage
of
students
with
disabilities
that
that
could
have
access
to
the
school,
and
we
think
that
that
really
needs
to
be
rethought
and
reconsidered.
P
There's
no
evidence
of
of
agreements
with
proposed
partners,
certainly
there's
a
lengthy
number
of
partners
that
are
proposed
here,
but
it's
not
clear
whether
or
not
those
those
partners
are
prepared
to
start
and
there's
an
elimination
of
key
partners
that
I
think
have
been
really
good
to
the
partnership
with
charlestown.
More
broadly
in
the
past
and
there's
an
elimination
of
those
partnerships
without
clear
evidence
as
to
why,
let
me
let
me
just
quickly
walk
through
some
of
the
feedback
that
we
received
from
the
community
if
we
could
slide
forward,
please
dr.
P
Yes,
thank
you
sorry
about
that.
I
will
certainly
move
slower.
As
the
superintendent
mentioned,
we
received
187
public
comments
of
those
187
comments.
43
acknowledge
that
they
were
in
favor
of
the
prospectus
as
posted
on
the
website.
P
Our
summary
of
those
those
comments
included
according
to
the
respondents.
The
current
school
does
not
meet
the
needs
of
the
community
and
must
do
more
to
meet
the
needs
of
students.
P
P
P
Teachers
and
students
acknowledged
that
they
felt
that
this
was
a
failed
attempt
to
build
support
with
stakeholders
who
would
actually
be
asked
to
implement
change
and
the
fact
that
they
weren't
involved
in
that
process
would
make
that
process.
Much
more
difficult.
P
There
was
agreement
between
these
between
these
stakeholders
that
things
need
to
change
and
improve
and
they're
willing
to
find
a
path
toward
collaboration,
but
they
wanted
that
path
to
be
done
with
community
and
not
to
community
current
charlestown
high
school
students
who
responded
felt
disrespected
and
they
see
adults
not
taking
their
beliefs
and
thoughts
into
account
and
educators
communicated.
P
There
was
an
attempt
from
stakeholders
at
one
specific
school
to
take
over
to
benefit
families
and
students
from
more
privileged
backgrounds,
and
then
there
were
14
comments
on
the
next
slide
that
were
neutral,
and
these
neutral
comments
focus
more
on
things
that
they
saw
that
these
these
respondents
felt
like
there's
some
really
exciting
elements
here,
there's
some
things
that
we
hope
will
be
implemented,
and
we
also
thought
there
was
a
missed
opportunity
to
engage
with
community
and
specifically
to
plan
for
specific
current
students
at
either
the
current
charleston
high
school
or
at
one
of
the
feeder
schools.
P
There
were
multiple
comments
from
people
who
were
neutral
that
thought
that
there
needed
to
be
more
thought
to
the
admissions
process
and
guaranteed
pathways,
which
seemed
intentionally
vague
and
that
the
prospectus
had
some
big
and
bold
ideas
that
seemed
exciting,
but
was
fairly
silent
on
implementation.
So
it's
hard
to
evaluate
how
all
of
this
would
happen.
P
So
those
are
those
are
our
best
thinking
between
the
schools,
division
and
the
academics
team
around
some
elements
of
the
proposal
that
we
think
are
quite
strong
and
and
offer
some
opportunities
for
our
students
moving
forward.
We've
also
done
our
best
to
be
honest
and
transparent
about
some
real
weaknesses
and
threats
that
we
see
in
this
proposal,
and
we
think
summarize
well.
The
187
comments
that
have
come
forward
by
members
of
this
community.
A
Q
O
Thank
you,
madam
chair,
and
thank
you,
dr
eccleston
and
mr
harris
for
your
really
thorough
analysis
of
the
comments
and
also
for
joining
me
and
speaking
with
charlestown
staff.
I
also
spoke
with
the
authors
of
the
prospectus
and
just
you
know
appreciate
everyone's
contribution.
As
we
discuss
I'd
like
to
focus
my
comments
on
our
district's
review
of
the
proposal
and
then
follow
up
on
some
of
the
promising
parts
and
then
some
of
the
things
that
still
give
me
some
pause,
but
first
I
think
it's
important
to
ground
ourselves.
O
O
O
O
Despite
what
has
been
reported
in
local
media,
my
team
did
not
discourage
any
of
the
prospective
authors
from
meeting
with
the
charlestown
high
school
community.
Rather,
we
communicated
in
great
detail
what
community
engagement
strategy
should
look
like
and
offered
suggestions
and
a
recommended
timeline
for
completing
this
process.
O
C
So,
over
the
last
couple
of
months
I
and
the
btu
have
had
an
opportunity
to
review
the
prospectus
to
meet
with
a
few
of
the
authors
of
the
prospectus
to
meet
with
the
faculty,
along
with
see
charlestown
high
school
families
and
students
and
to
discuss
the
proposal,
and
it
has
also
become
clear
to
us
that
educators
at
charlestown
high
are
deeply
committed
to
their
students
in
their
school.
C
C
C
C
C
It's
unclear
whether
this
is
actually
beneficial.
10
hours
is
a
very
long
day
and
many
parents
at
charleston
high
do
not
support
these
hours.
And
finally,
the
prospectus
makes
very
limited
mention
of
social,
emotional,
supports
and
services,
an
area
of
need
at
charlestown
high,
which
is
mostly
ignored
beyond
a
mention
of
pbis.
C
The
reality
is
86.
Students
are
enrolled
in
early
college
this
year,
with
over
100
additional
8th
and
9th
grade
students
participating
in
pre-early
college
pathways
programming
this
year.
All
8th
graders
will
take
a
pathways
exploration
course
in
the
spring
to
give
them
an
introduction
to
the
password
pathways
options.
I
C
That
it
does
on
to
criterion
number
two
about
enhancing
existing
educational
efforts.
In
the
district
the
program
recommended,
the
prospectus
outlines
early
college
pathways
partnering
with
three
institutions,
while
apparently
cancelling
the
existing
programs
with
bunker
hill
and
cambridge
college.
The
question
is,
would
they
dissolve
the
existing
programs
and
what
would
happen
to
students
currently
enrolled
in
these
programs?
Next
year?
C
Currently,
ethnic
studies,
which
is
part
of
the
bps
strategic
plan,
is
being
piloted
at
charlestown
high,
where
teachers
were
members
of
the
district
supported
curriculum
writing
group.
There's
no
mention
of
that.
In
the
prospectus,
charlestown
high
has
been
going
through
a
transformation
process,
including
the
addition
of
a
social
worker
and
family
liaison
pd
focused
on
anti-racism
and
there's
no
mention
in
the
plan
of
this
ongoing
work
in
terms
of
restorative
justice.
Over
the
last
few
years,
charlestown
high
has
been
working
to
get
all
staff
certified
in
tier
1
justice
practices
and
in
road
to
success.
C
Restorative
justice
is
mentioned
in
the
prospectus,
but
there
is
again
no
connection
to
her
mention
of
the
existing
work
at
the
school
or
in
the
district
and
finally,
and
perhaps
most
importantly,
student
enrollment
in
boston,
public
schools
is
a
hot
button
issue
and
right
now
it's
part
of
a
district
student
enrollment
plan
that
was
designed
with
significant
community
input.
Over
a
number
of
years.
This
prospectus
proposes
their
own
student
assignment
system
without
community
input,
which
would
have
unknown
domino
effects
on
other
schools
in
the
district
criterion.
C
Class
scheduling
is
complex
in
schools,
even
in
small
elementary
schools
and
all
the
more
so
in
a
comprehensive
high
school.
There
are
no
details
in
how
the
schedule
will
be
designed
within
the
staffing
available.
Given
the
budget
saying
staggered,
scheduling
is
different
from
making
a
plan
that
actually
works.
C
One
long-standing
issue
with
school
restarts
is
the
sheer
number
of
partnerships
can
suck
energy
away
from
the
core
work
of
teaching
and
learning.
The
prospectus
would
be
tremendously
expensive
and
will
necessarily
depend
on
a
lot
of
private
fundraising.
Relying
on
school-level
autonomy
for
parents
to
raise
additional
funds
could
increase
inequality
in
the
district.
C
Accessing
all
staff
is
a
loss
of
a
lot
of
experience
and
expertise
and
creates
another
hurdle
for
the
new
school
design
process,
hiring
over
150
plus
new
staff
in
a
period
of
a
few
months.
There's
no
reason
to
cast
aside
the
dedicated
existing
staff
to
build
on
the
work
that
charlestown
high
currently
does
now.
In
closing,
I
want
to
note
that
there
are
so
many
suggestions
in
the
prospectus
that
we
support
and
in
fact,
that
the
btu
has
long
advocated,
for
these
include
inclusion
done
right.
C
Although
we
may
quibble
with
the
ratios
in
the
prospectus
itself,
healthier
and
improved
school
meals
are
an
important
option
for
our
students,
especially
adolescents,
building
healthy
eating
habits.
We
also
welcome
the
interest
in
the
school
from
residents
in
the
neighborhood
who
have
not
yet
been
connected
to
charlestown
high.
C
So
we
look
forward
to
working
collaboratively
with
the
bps
and
other
stakeholders
at
charlestown
high
in
the
community
in
the
school
district,
to
lift
the
voices
of
educators,
families
and
students
to
make
positive
changes
over
the
coming
months
at
charlestown
high
school.
But
this
prospectus
is
not.
A
Thank
you.
I
want
to
thank
both
dr
caselias
and
you,
mr
berg,
for
your
comments.
I
feel
that
your
comments
were
quite
extensive
and
very
all
incumbency,
so
I
have
only
a
very
few
comments
to
make.
As
I
read
the
perspectives,
my
first
comments
were
wow.
You
know
we
often
talk
about
what
what
do
we
vision
for
all
bps
students?
A
We
want
schools
that
offer
all
of
these
things,
and
if
we
were
talking
about
an
empty
building
in
which
we
were
about
to
implement
these
things,
I
would
say:
wouldn't
that
be
a
wonderful
experiment
for
us
to
do?
Yes,
it
has
many
flaws
in
many
of
the
areas
that
you
both
described,
but
what
a
vision-
and
it's
with
this
kind
of
vision
that
we
need
to
do
all
of
our
visioning
for
all
of
our
high
schools.
A
I
feel,
like
the
swot
analysis,
said
it
the
best
in
terms
of
really
looking
at
the
strengths
and
the
opportunities
that
this
perspective
and
any
new
visioning
of
schools
would
offer
us.
But
the
weaknesses
and
the
threats
are
things
that
we
can
learn
from
too.
How
do
we
make
sure
that
these
kinds
of
mistakes-
or
these
are
the
kinds
of
things
that
we
think
of
in
any
new
opportunity
to
rethink
schools
within
boston?
So
the
prospectus,
I
feel,
has
offered
us
a
lot
to
begin
with,
but
all
within
itself?
A
Yes,
there
are
many
flaws.
There
are
many
issues
that
you
both
have
defined,
particularly
issues
around
equity
that
we
as
a
district
need
to
learn
from,
but
we
have
to
begin
somewhere.
So
I
thank
them
for
the
opportunity
of
taking
the
step
and
putting
forth
on
paper
ideas,
but
at
the
same
time,
for
all
of
all
of
us
to
learn
about
the
fact
that
we
are
living
in
a
gentrifying
city
in
gentrifying
communities,
and
we
have
many
many
different
groups
within
the
students
that
we
serve
and
as
boston
public
schools.
A
We
have
to
serve
all
of
our
audiences
equitably
and
so
looking
at
opportunities
that
really
allow
us
to
serve
all
of
our
students.
Well,
particularly,
our
students
that
are
most
vulnerable,
many
of
whom
charlestown
high
school
has
been
serving
over
the
years,
needs
to
really
be
the
forefront
of
how
we
move
forward
on
any
new
school
plan.
So
I
agree
with
both
of
you
that
there
are
many
both
positive
ideas
in
this,
but
many
many
areas
where
this
perspective
does
not
meet
the
mark
of
how
we
need
to
move
forward
to
this
moment.
A
B
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee.
Excuse
me,
the
screening
committee
on
pertinent
school
issues,
questions
on
specific
school
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
a
later
response.
B
B
B
B
B
R
Thank
you.
So
thank
you
for
the
opportunity
to
address
the
committee
and
thank
you
as
well
for
the
analysis
that
you
took
the
time
to
do.
I
know
that
was
an
extensive
amount
of
work
on
top
of
trying
to
support
current
schooling
during
the
midst
of
covid,
and
you
addressed
a
number
of
the
points.
Oh
I'm
sorry,
I
should
back
up.
I
am
a
mother
of
two
current
charlestown
high
school
students
and
reside
in
charlestown.
R
I
also
have
an
older
son
that
is
a
graduate
of
one
of
the
exam
schools.
So
you
addressed
a
number
of
the
points
that
I
wanted
to
make
in
your
analysis,
but
I'd
like
to
give
some
additional
context
to
those
so
the
first
one
being
the
failure
to
consider
the
good
that
is
happening
at
charlestown
high
and
one
specifically
around
the
concept
of
inclusion.
So
my
younger
sons
are
in
ninth
grade
and
are
in
fact
labeled
as
being
in
a
sub-separate
setting.
R
They
don't
feel
that
at
charlestown
and
they
have
made
really
such
such
ground
improving
and
feeling
energized
and
motivated
about
school
and
really
advocating
for
themselves
while
they're
there.
So
that's
number
one
number
two,
this
notion
of
an
autonomous
school
that
really
doesn't
have
to
report
in
the
principal
report
to
the
board
of
directors
is
how
the
proposal
is
structured.
The
fact
that,
in
addition
to
being
funded
by
the
city,
it
would
also
be
funded
by
a
non-profit,
that's
solely
dedicated
to
that
school.
R
I
find
troublesome
to
me
and
having
gone
through
that
exam
school
process
with
my
older
son,
what
we're
doing
with
the
what
they're
proposing
with
the
enrollment
and
the
funding,
is
just
creating
a
an
equally
exclusionary
but
different
model
for
high
school,
and
you
know
knowing
how
what
parents
do
to
get
their
kids
into
specific
elementary
schools.
R
We
would
be
rolling
the
kids
from
those
elementary
schools
and
their
siblings
behind
them
right
into
this
high
school,
and
I
don't
think
that
for
me,
that
isn't
where
we
should
be
focusing
our
energy
and
attention
if
we
want
to
create
options
for
all
students
across
the
city
of
boston,
and
so
you
know,
I
strongly
urge
you
to
vote
this
down,
and
I
strongly
urge
people
to
think
about
if
we're
going,
to
propose
new
models
or
make
improvements
to
think
about
the
way
that
we
do
it,
it's
it's
more
than
just
getting
the
voice
of
the
community.
S
S
When
I
was
reading
it,
I
was
kind
of
blindsided
and
angered
by
some
of
the
the
things
that
were
in
it,
especially
for
the
children
that
are
in
the
sub
separate
and
in
the
esl
programs
that
they
would
be
basically
kicked
out
of
the
school
that
they
there's
no
place
in
this
proposal
for
them,
and
I
think
it's
extremely
important
that
they
have
a
place
they're,
you're
learning
so
much
in
charleston,
high
they're
doing
so
well.
My
daughter
is
on
an
iep.
S
She
is
in
a
regular
class,
but
she
also
is
within
the
inclusion
and
being
able
to
be
with
some
of
the
separate
kids
in
some
of
the
classes
that
they're
able
to
come
in
shows
her
how
to
work
with
others.
It
teaches
her
how
to
be
able
to
prepare
to
be
an
amazing
person
in
the
community
in
the
world
when
she
goes
off
to
be
in
the
workforce.
S
She
is
also
a
part
of
the
pathways
in
the
health
program
and
she's,
taking
a
course
at
bunker
hill
community
college,
which
she
just
got
an
a
in
and
is
doing
amazing
because
of
the
teacher's
support
she
has
at
charleston
high
and
that
she's
just
pushing
her
to
being
the
amazing
person
that
she
is.
If
she
had
to
be
there
from
seven
o'clock
to
five
o'clock,
she
wouldn't
be
able
to
be
excel
in
the
things
that
she's
excelling
in
doing
a
10
hour
day
is
exhausting.
S
I
think,
is
not
a
very
fair
and
they
didn't
think
of
these
students
when
they
were
making
this
proposal.
There
are
some
great
things
in
this
proposal
as
the
co-teaching,
which
I
know,
charleston
high
is
working
on
doing
co-teaching
and
I
think
all
schools
should
have
co-teaching
in
the
elementaries,
in
the
middle
schools
and
in
the
high
schools.
I
think
that
should
be
just
something
that's
done
within
all
schools
from
now
on
and
if
they
want
to
make
a
school,
you
do
have
the
edwards
middle
school.
S
T
Hello
good
afternoon,
everyone,
my
name,
is
matthew
ruggiero,
I'm
a
teacher
at
charlestown,
high
school
and
a
graduate
of
boston,
public
schools,
and
I
think
a
lot
of
what
I've
thought
about
over
the
last
month
or
two
since
being
kind
of
completely
blindsided
in
the
middle
of
december
by
this
prospectus
was
summarized
well
in
a
lot
of
the
public
comment
and
a
lot
or
sorry.
A
lot
of
the
screening
committee's
comments.
T
I
think
something
I
think
about
this.
Has
it
wasn't
mentioned
here,
but
in
this
conversation
like
sort
of
what
this
prospectus
does
in
terms
of
starting
a
conversation
about
the
open,
enrollment
schools
and
what
kind
of
education
we
want
in
boston?
I
think
it
also
is
important
for
us
in
terms
of
thinking
about
what
we
define
as
quality
and
what
that
conversation
is
about.
T
And
when
we
talk
about
having
high
quality
schools
and
what
that
means.
So
you
know:
I've
worked
in
boston
for
10
years
as
a
educator,
and
you
know
also
was
a
student
in
boston
schools
and
I
think
almost
every
school
that
I've
worked
at
has
at
some
point
been
rated
as
lower
performing
or
under
state
test
scores
under
rankings
under
turn
around
and
every
single
one
of
them
has
been
an
open,
enrollment
school,
and
I
think
that's
important
to
think
about
that.
T
Our
open
enrollment
schools,
like
that
term
means
like
schools
that
don't
pick
which
students
they're
going
to
teach,
and
so
when
we
talk
about
what
makes
for
a
quality
high
school,
I
hope
we
push
further
in
what
that
means,
because
in
this
prospectus
the
justification
for
charlestown
needing
to
be
shut
down
was
that
it
has
low
test
scores.
It's
one
of
the
lowest
performing
schools
in
the
state,
which
is
a
measure.
T
That's
fundamentally
about
you,
know:
measuring
standardized
tests
and
measurements
of
you
know
who
who
goes
to
a
school
and
that
misses
a
whole
lot
of
you
know
what
goes
on
in
a
school,
how
people
work
together,
and
it
doesn't
tell
us
a
lot
about
like
what
opportunities
are
there
or
should
be
there?
T
T
So
I
really
hope
that
if
this
is
going
to
start
a
conversation
or
change
a
conversation
about
how
we
talk
about
quality
and
how
we
talk
about
open,
enrollment
schools
that
we
really
push
ourselves
to
start
with
the
experiences
of
people
who
attend
schools
who
work
in
them
who
have
children
in
them
and
go
by
what
they
know
about
their
schools
as
a
starting
point
for
where
we
go.
Thank.
U
U
Hello,
my
name
is
lisa
jane
graf
and
I
live
in
the
fenway
neighborhood
in
boston.
I
keep
pushing
the
district
to
move
away
from
applied
behavioral
analysis,
which
is
common
in
substantially
separate
classrooms
and
to
move
towards
well-resourced,
inclusion,
classrooms
that
support
and
respect
the
needs
of
neurodiverse
students.
At
first
glance.
One
would
think
that
I
would
be
supportive
of
this
proposal.
However,
this
plan
does
not
offer
a
pathway
for
students
towards
inclusion
from
substantially
separate
classrooms.
It
lets
current
students
stay
in
their
classrooms
until
they
graduate
and
then
not
refill.
U
These
classroom
seats
over
time.
This
most
likely
means
that
students
with
similar
high
needs
in
the
future
will
be
placed
in
other
schools
and
aba
programs
in
substantially
separate
classrooms.
Student
needs
will
not
be
better
met.
Classroom
seats
would
just
move
elsewhere,
possibly
to
less
well-resourced,
schools,
I've
been
taking
policy
and
leadership
classes
this
year,
and
one
of
the
things
that
I
learned
is
that
people
don't
fight
change
when
the
change
is
positive,
they
fight
change
when
there
is
loss
involved.
U
Making
a
school
less
accessible
in
the
long
term
for
students
with
high
needs
is
not
progress.
Prioritizing
access
to
students
who
live
close
by
is
now
progress.
Taking
away
autonomy
from
the
school
community
is
not
progress.
Please
reject
the
charlestown
high
school
proposal
today.
Thank
you
for
listening.
U
B
N
V
Good
evening,
can
you
see
me
okay,
I'm
having
a
little
problem
seeing
it?
Yes,.
B
V
Okay,
thank
you.
Thank
you
all
for
having
me
this
evening.
My
name
is
carson
tager,
my
wife
lana
and
I
live
at
260
medford
street.
Here
in
charlestown,
I
am
literally
looking
out
my
son's
bedroom
window
at
charlestown
high.
We
have
an
11
year
old
son
who
attends
fifth
grade
at
the
warren
prescott
here
in
charlestown,
and
we
fully
support
the
initiative
to
turn
charlestown
high
into
an
innovation
school
as
soon
as
possible.
I'm
an
army
veteran
who
has
been
an
elected
member
of
the
charlestown
neighborhood
neighborhood
council.
V
I've
been
a
mentor
with
the
boys
and
girls
club
of
charlestown
and
on
the
board
for
the
ymca
of
charlestown
as
well.
My
wife
is
a
small
business
owner
right
here
out
of
our
home
next
to
the
high
school.
She
has
served
on
the
board
for
the
charlestown
mothers
association
and
the
little
mystic
river
steering
committee,
which
is
a
small
piece
of
property.
That's
all
actually
owned
by
boston,
public
schools.
That's
right!
Behind
the
high
school!
V
For
the
past
decade,
we've
spent
many
days
on
chs
property
from
my
son's
lacrosse
and
swimming,
and
even
becoming
close
with
the
boys,
basketball
team
and
their
coach
hugh
coleman,
as
they
sometimes
attend
our
church.
Here
in
charlestown,
we
want
to
first
acknowledge
the
staff
and
students
at
chs.
I
followed
them
on
instagram.
I
see
their
efforts
and
I
don't
want
our
issues
placed
on
their
shoulders.
V
V
It
ranks
bls
as
number
one
in
new
england,
charlestown
high
ranks
as
13
394th
in
the
country.
It
ranks
184th
just
here
in
the
city
of
boston.
Sometimes
the
most
difficult
problems
are
missed
by
those
closest
to
the
situation.
We
need
a
perspective
from
thirty
thousand
feet.
I've
seen
from
many
across
other
parts
of
the
city
talk
about
what's
best
for
charlestown,
but
they
have
no
idea
of
our
wants
our
needs
and
challenges,
including
reasonable
travel
for
students.
Some
also
say
this
is
a
race
issue.
V
I
see
the
student
body
at
warren
prescott
in
charlestown
at
harvard
kent
every
day
and
those
thriving
students
are
of
all
races,
religions
and
socioeconomic
backgrounds.
If
you
want
proof
of
our
vision
for
chs,
just
look
at
those
two
schools
and
their
academic
success,
we
want
to
see
chs
thrive.
We
pine
for
my
son
to
attend
charlestown
high,
but
we
can,
in
good
conscience,
send
him
to
a
school
that
doesn't
offer
the
full
immersive
high
school
experience
for
everyone.
V
W
Instead
of
seeing
immediate,
innovative
plans,
we
were
told
over
and
over
that
a
plan
is
coming,
one
that
will
somehow
offer
a
panacea
for
all
many
families
express
their
skepticism
in
their
enrollment
decisions,
often
choosing
places
other
than
the
boston
public
schools,
and
that
includes
many
families
of
bps
teachers
and
leaders
and
usually
for
families.
Their
choices
are
for
high
school
are
choosing
places
other
than
charlestown
high
school.
In
five
years,
bps
law
has
lost
over
5
000
students.
W
W
I
am
thankful
that
a
group
of
parents
recognize
this
urgency
stepped
forward
and,
notwithstanding
roadblocks,
drafted
a
creative
and
thoughtful
prospectus
on
how
to
stem
these
losses
and
how
to
improve
educational
outcomes
for
students
of
all
abilities
at
charleston,
rather
than
wait
for
a
top-down
supposed
perfect
solution
that
will
magically
improve
all
of
our
open,
enrollment
high
schools.
This
committee
should
embrace
the
prospectus
and
vote
yes
to
advance
to
the
planning
stages
for
rejuvenated
charlestown
high
school.
W
No
proposal
is
perfect
and
the
committee
has
a
chance
to
make
improvements
in
the
planning
stages
that
can
address
the
concerns
that
we've
heard
from
the
current
charleston
high
school
community.
Similarly,
the
school
committee
can
make
decisions
around
equitable
access
to
the
school,
using
a
city-wide
selection
process
and
is
not
required
to
adopt
any
one
of
the
three.
Although
I
only
heard
the
committee
talk
really
about
one,
but
any
one
of
the
three
potential
admissions
policies,
don't
let
the
perfect
be
the
enemy
of
the
good
boston.
W
Students
deserve
action
now,
and
this
prospectus
presents
actionable
plans
that,
with
further
adjustment,
can
have
an
immediate
and
positive
effect
on
school
performance
and
on
student
achievement
across
the
board.
It
should
be
supported
and
a
school
committee
should
have
been
the
place
where
ideas
like
this
begin
and
where
we
have
ideas
for
schools,
so
that
we
can
model
good
behavior
and
then
share
those
ideas.
W
M
X
Good
evening,
thank
you
all
for
your
time
today.
We
do
appreciate
all
the
research
and
discussion
that's
gone
on
before
this
meeting,
both
from
authors
from
the
school
committee
staff
and
all
parties
involved.
My
name
is
sarah
wharton
and
I'm
parent
of
a
third
grader
and
a
k2
student
in
bps.
We
live
in
the
north
end,
I'd
like
to
a
moment
to
strongly
urge
this
committee
to
vote
in
favor
of
the
proposed
changes
to
charlestown
high
school
transitioning
it
to
an
innovation
and
inclusive
high
school.
X
However,
these
errors
should
not
prevent
the
entire
school
committee
and
the
panel
before
us
from
thinking
about
the
potential
that
many
of
these
powerful
options
and
opportunities
have
been
acknowledged
and
allowing
them
to
be
enacted
into
a
new
school
that
has
been
failing
for
a
number
of
years.
X
Keeping
those
prospectus
alive
and
moving
forward
would
allow
for
deeper
engagement
with
the
current
students
and
families
that
was
missed,
and
it
would
bring
in
the
next
planning
phase,
providing
further
improvement
and
potentially
new
and
better
ideas
being
implemented
in
a
way
that
would
work
best.
The
boston
school
system
needs
more
secondary
options
for
special
education
programs,
and
this
is
a
particularly
opportune
moment
to
open
another
rare
inclusion
high
school
within
the
district,
offering
more
quality
seats
to
these
students
with
disabilities.
X
Beyond
the
special
education
aspect,
let
us
also
embrace
the
chance
to
open
up
the
future
after
high
school
to
these
students
with
the
certificate
or
college
credit
program
proposed
these.
This
would
allow
these
student
populations,
particularly
populations
in
the
most
need
a
jump
start
into
a
better
career
after
after
graduation
or
a
boost
into
continuing
on
to
a
potential
four-year
degree.
X
Let
us
embrace
this
engagement
and
the
forward
momentum
that
we're
seeing
based
here
from
our
parents
and
from
our
communities
and
let's
move
forward
with
those
who
are
eager
to
improve
our
existing
schools.
As
another
parent
had
said
before,
we
must
look
beyond
details
to
not
let
perfect
get
in
the
way
of
good.
I
thank
you
for
your
time
and
I
hope
you
take
this
under
consideration.
Q
My
apologies
you'd
think
after
two
years
of
zooms
I
have
a
better
idea
of
how
to
do
this
good
evening
and
thank
you
all
for
your
time
today.
My
name
is
brittany.
Hampton
and
I
have
two
children
in
the
bps
system.
A
telling
attending
the
elliott
k
through
8..
I
appreciate
hearing
there
is
an
army,
vet
and
small
business
owner,
as
my
husband
is
also
active
duty
in
the
army,
and
I
am
a
certified
small
business
owner
in
charlestown
as
well.
Q
Q
Q
Q
The
committee
should
vote
yes
and
then
fully
engage
all
stakeholders
to
develop
a
plan
that
will
meaningfully
improve
the
city's
open,
enrollment
high
schools.
Boston
needs
a
way
to
significantly
change
the
course
of
our
open,
enrollment
high
schools.
We
cannot
rely
on
doing
small
things
and
expecting
the
dramatically
different
outcomes
of
our
students
deserve.
Q
Y
Hi
everyone,
my
name
is
megan
castro,
I'm
a
parent
of
three
kids
in
boston,
public
schools,
grade
6,
2
and
k2.
Thank
you
to
the
committee
for
having
this
meeting
and
opening
it
up
for
the
public
to
give
comment
to
be
honest.
After
listening
to
the
feedback
already
from
the
screening
committee
members,
it
seems
that
your
decision
has
already
been
made.
It
made
me
not
want
to
testify
at
all,
but
I
will
try
anyway.
Y
My
kids
have
had
a
wonderful
experience
so
far
in
bps
we
have
so
many
devoted
and
talented
teachers
in
the
system,
as
well
as
many
amazing
leaders
and
administrators.
Thank
you
for
all
that
you
do.
I
also
want
to
thank
the
dedicated
parents,
who
are
the
reason
we're
having
this
meeting
the
four
authors
of
the
prospectus.
Y
What
they
have
put
together
blew
me
away.
They've
lifted
up
this
crucial
conversation
for
all
of
us.
I
would
like
to
thank
them
for
beginning
this
dialogue
and
the
many
insightful
ideas
they
laid
out
in
the
prospectus.
We're
all
beneficiaries
of
their
efforts
is
the
prospect
is
perfect.
No,
is
it
worth
continuing
this
discussion
to
make
it
more
perfect?
I
believe
it
is
the
best
part
of
the
prospectus,
for
me
is
the
full
inclusion
co-teaching
model
that
other
people
have
already
mentioned.
Y
One
of
my
kids
is
currently
thriving
in
a
robust
inclusion
classroom,
I'm
worried
about
where
he
will
matriculate
for
high
school.
There
are
not
many
options
for
him
and
other
kids
like
him.
I,
for
this
and
many
other
reasons.
I
asked
the
committee
to
vote
yesterday.
A
no
vote
would
close
the
door
on
this
important
discussion
same
old
same
old,
how
disappointing?
Y
Instead,
let's
begin
by
lifting
boats,
starting
with
this
one,
we
need
more
creativity
in
improving
the
schools
and
bps,
especially
the
failing
high
schools,
more
innovation
isn't
charleston
high
school
on
the
short
list
of
schools.
To
close
is
that
what
this
committee
would
prefer
to
happen?
First,
I
think
also.
I
think
we
need
to
address
the
statement
that
any
student,
any
special
education
student,
especially,
would
lose
their
current
seat
at
charleston
high
school.
Some
parents
and
teachers
testified
to
this
earlier
tonight.
That
is
not
true.
Y
The
authors
of
the
pers,
this
prospectus
explicitly
state
that
no
current
students
would
be
displaced
or
have
their
current
education
disrupted.
The
authors
of
the
this
prospectus
are
parents
of
students
with
disabilities.
They
would
never
want
this
to
happen
to
their
kids
or
yours.
I
encourage
the
teachers
and
the
parents
who
testified
to
this
effect
to
read
the
prospectus,
and
I
hope
that
this
falsity
can
be
quieted
at
a
school
commuting
meeting.
I
listened
to
back
in
december
2021.
The
superintendent
talked
about
one
of
her
main
leadership
mantras.
Y
She
said
the
mantra
was:
if
you
build
it,
they
will
come.
I
wrote
it
down
in
my
kitchen,
it
was
hanging
on
my
window.
Where
is
that
mantra
now?
If
we
work
together
to
build
an
amazing,
creative,
innovative,
inclusive,
high
school,
won't
kids
from
around
the
city
come,
don't
we
want
that
for
them?
Mr
berg,
called
this
perspective.
This
respect
is
breathtaking.
What
I
think
is
breathtaking
is
the
idea
of
doing
the
same
thing
over
and
over
again
and
expecting
different
results.
That
is
breathtaking
to
me.
Y
Z
Z
As
all
of
us
know,
there
has
been
vehement
disagreement
as
to
who
is
to
blame
for
that
lack
of
community
engagement.
You
can
probably
imagine
which
side
of
that
issue
I
fall
on.
More
importantly,
however,
what
I
would
urge
this
committee
to
think
about
is
this
should
be
about
the
substance,
not
the
process.
We
should
be
focusing
on
the
substance
of
the
perspectives
here
for
the
children,
not
the
process,
issues
that
the
adults
that
are
dealing
with
may
encounter.
Z
Z
People
of
good
faith
can
debate
the
best
answer
to
that
question,
and
people
of
good
faith
can
rightly
point
to
the
good
and
hard
and
excellent
work
of
many
of
the
teachers
and
students
that
are
at
the
existing
school
right
now.
But
there
should
be
no
debate
among
our
community
that
what
we
need
to
do
is
figure
out
how
to
answer
that
question.
How
do
we
best
fix
a
failing
school
now?
Z
A
question
that
some
have
been
willing
to
debate
is
whether
charlestown
high
school,
the
current
school,
is
in
fact
failing,
and
some
have
been
urged,
including
in
the
media,
to
suggest
that
the
school
is
doing
just
fine
to
be
clear,
a
school
with
plummeting
enrollment
year
after
year,
even
after
adding
grades
is
not
succeeding.
A
school
that
only
graduates,
4
out
of
10,
of
its
students
with
disabilities
and
6
out
of
10
of
its
students
without
disabilities
is
not
succeeding.
Z
I'm
also
going
to
predict
that,
instead
of
taking
meaningful
action
today,
the
committee
is
instead
going
to
turn
to
the
common
refuge
in
situations
like
this.
When
bold
ideas
are
predicted
a
committee,
but
we
all
know
what
they
say
about
trying
the
same
thing
and
expecting
a
different
result.
Our
children,
including
my
child
with
disabilities,
deserve
better.
AA
AA
We
as
educators
at
charlestown
high,
are
aligned
in
that
bps
desperately
needs
a
long-term
community
driven
plan
for
its
open,
enrollment
high
schools.
This
needs
to
be
a
systemic
conversation
focused
on
all
bps
high
schools.
We
agree
with
the
need
to
significantly
overhaul
our
open,
enrollment
schools,
and
we
hope
that
this
will
begin
that
conversation.
AA
While
we
hope
that
the
prospectus
is
voted
down
tonight.
We
also
hope
this
is
not
the
end
of
the
conversation
we're
committed
to
moving
forward
as
partners,
equal
stakeholders
to
improve
our
school
and
craft
a
sustainable
future
for
it.
We
hope
that
charlestown
families,
bps
btu
and
all
other
stakeholders
can
come
together
collaboratively
to
do
so.
AA
As
a
staff,
we've
been
fighting
for
a
full
inclusion
model,
the
funding
required
for
it
for
years,
even
the
best
plan
will
fail
without
the
adequate
resources,
staffing
and
planning,
and
I
hope
that
we
can
all
agree
to
call
on
bps
and
the
state
of
massachusetts.
To
make
that
happen,
I
wanted
to
close
from
students
we're
constructivists
at
charleston
high
school,
not
dogmatists.
AA
AA
One
student
said
students
go
to
the
school,
not
parents.
So
if
the
changes
make
us
students
uncomfortable,
you
should
listen
to
us.
Parents
aren't
going
to
be
the
ones
experiencing
the
change
their
kids
will.
Another
student
said:
I
hope
you
vote
down
this
proposal.
We
know
this
school
needs
to
change.
What
we
need
is
bps
to
invest
money
in
our
school
for
things
like
sports
and
adding
classes
for
things
that
students
really
want
to
learn
about.
AA
And
lastly,
I
believe
this
proposal
won't
be
helpful
towards
students
or
staff,
because
it's
way
too
complex
and
unnecessary,
I
argue
that
this
plan
will
inconvenience
students
and
staff
who
have
children
and
siblings
to
get
ready
for
school.
I
know
this
because
I've
experienced
it.
This
plan
does
not
work
for
students
like
me.
A
A
I
will
now
invite
the
committee
to
review
for
whether
this
perspective
number
one
presents
sound
and
coherent
plan
for
improving
school
performance
and
student.
Achievement
number
two
supports
or
enhances
existing
educational
efforts
in
the
district
and
number
three
reasonably
can
be
expanded
into
a
comprehensive
innovation
plan.
O
Thank
you,
madam
chair.
I
was
pretty
thorough
in
my
comments
earlier,
so
I
don't
have
much
more
to
add
other
than
I
appreciate
the
testifiers
comments
and
I
feel
the
urgency
that
they
feel
around
the
high
school
redesign
I'll
have
some
more
comments
as
we
close
about
next
steps
and
and
the
plans
that
I
have
after
we
take
the
vote,
but
I'm
very
appreciative
of
the
conversation
earlier
with
mr
berg.
O
Your
comments,
madam
chair,
and
the
comments
that
we
heard
this
evening,
as
well
as
the
swot
analysis
done
and
those
perspectives
that
were
provided
in
the
public
testimony
that
we
had
for
review
and
comment.
So
I
don't
have
anything
further.
C
I
think,
to
the
commitment
of
parents
across
the
city
who
want
the
best
for
their
kids
of
hard-working
teachers
and
paraprofessionals
guidance,
counselors
and
librarians,
and
our
students
who
are
working
under
difficult
conditions,
particularly
last
year,
and
this
year
to
you
know,
get
themselves
the
best
education
they
can
and
to
learn
as
much
as
they
can.
I
do
think-
and
I
will
refer
back
to
my
statement
earlier,
but
I
think
you
know
looking
at
whether
this
prospectus
presents
a
sound
and
coherent
plan
for
improving
school
performance
and
student
achievement.
C
C
The
I
think,
too
long
length
of
the
school
day
the
lack.
S
C
One
is
whether
it
supports
or
enhances
existing
educational
efforts
and-
and
we
believe
it
does
not-
it
largely-
ignores
or
has
limited
knowledge
of
the
state
of
the
existing
school
there's
a
lot
to
build
on
there
and
there's
also
a
lot
of
room
for
for
growth
clearly,
but
the
existing
inclusion
program,
the
existing
early
college
program,
the
advisory
period,
the
ethnic
studies,
curriculum
restorative
justice
efforts,
competency-based
grading
and
other
efforts
are
not
built
on,
but
rather
cast
aside
and
starting
from
scratch.
And
thirdly,
whether
it
can
reasonably
be
expanded
into
a
comprehensive
innovation
plan.
C
We
believe
it
cannot.
The
prospectus
is
unworkable
and
incomplete.
The
proposed
new
school
is
immensely
complicated.
It's
very
unlikely.
It
could
be
implemented
effectively
at
all
much
less
in
september,
considering
budgeting
staffing
leadership,
selection
program,
finalization,
fundraising
and
really,
I
guess,
there's
no
reason
that
an
innovation
school
is
needed
at
all
to
move
charleston
high
forward
and
make
it
a
better
place
to
work
and
to
learn.
A
I
have
just
a
few
comments
too
and
first
of
all,
I
also
want
to
echo
the
thanks
to
the
writers
of
the
perspectives
on
the
the
families
and
the
staff
and
the
students
of
the
current
charlestown
high
school,
as
well
as
the
charlestown
community,
and
to
the
many
people
that
offered
their
their
public
comment
either
written
or
tonight
as
well.
A
I
agree
with
all
the
things
both
of
you
have
said
around
how
we
look
at
this
proposal
right
now.
I
think
the
biggest
issue
for
me
is
that
in
all
three
of
these
issues
I
could
say
yes
partially,
but
we're
not
there.
Yet
one
of
the
things
that
I
think
about
is
in
the
comments
of
some
of
the
parents
that
we
heard
tonight.
A
Many
of
them
have
very
young
children
and
live
in
child's
town,
and
I
would
hope
that,
as
we
look
forward
to
over
the
next
period
of
time
to
look
at
the
improvements
of
charlestown
by
the
time
their
children
are
in
high
school,
they
will.
They
will
be
part
of
a
charlestown
high
school.
That
does
meet
all
of
the
criteria
of
this
perspective
and
then
some,
but
will
have
taken
care
of,
and
will
continue
to
take
care
of
all
of
the
students
that
either
now
find
charlestown
high
school,
a
home
and
the
number
of
special
needs.
A
A
A
The
votes
in
the
state
of
reasons
will
be
recorded
in
the
minutes.
A
two-thirds
vote
of
the
screening
committee
is
required
to
either
one
approve
to
return
or
three
reject
the
perspectives
at
this
time.
I
would
like
to
ask
each
member
beginning
with
superintendent
consulius,
to
state
their
vote
and
provide
the
reason
for
their
vote.
O
Chair,
so
I
am
voting
to
reject
the
plan
for
the
reasons
I
stated
earlier
in
my
first
opening
comment
and
I
went
through
one
two
and
three
for
the
record
and
so
we're
recording
this
so
they're
there.
So
I
don't
have
to
restate
them
in
particular
number
three,
the
reason
we
can
be
expanded
into
a
comprehensive
innovation
plan.
I
think
that
there
are
issues
with
the
timeline.
O
The
budget
is
unclear,
the
autonomy
of
graduation
requirements
and
policies,
I
believe,
is
problematic,
particularly
for
our
code
of
context,
our
equity
circulars
and
the
not
met
you
know
the
mass
core
requirements
and
how
we
serve
our
students
with
disabilities.
O
Also,
the
the
engagement
process
is
an
important
process.
Building
community
requires
respect
of
all
folks
at
the
table
when
creating
and
designing
new
schools-
and
you
know
that
would
be,
I
think,
very
important
for
all
communities
to
come
together.
O
We
also
have
a
policy
in
the
district
that
requires
us
before
we
vote
on
anything,
to
engage
with
our
sped
pack.
Our
el
task
force
our
oag
task
force
our
citywide
parent
task
force,
and
I
think
that
in
our
community
equity
route
table
and
those
are
processes,
I
think
that
are
still
very
much
necessary
as
we
think
about
overall
high
school
redesign
and
moving
forward.
O
I
do
think
there
are
a
number
of
promising
practices
that
are
included
within
the
prospectus
that
I'm
eager
to
discuss
with
the
community
and
the
stakeholders
as
we
move
forward.
So
those
are
my
reasonings
for
my
novel.
In
addition
to
the
more
specific
reasonings
that
I
shared
earlier
in
my
comments.
C
Thank
you.
I
I'm
my
vote
is
to
reject
this
plan,
notwithstanding
again
some
of
the
good
ideas
that
are
contained
within
it,
and
we
do
hope
that
those
ideas
can
be
built
on
for
the
reasons
that
I
stated
in
my
second
comments,
that
I'll
repeat
briefly
here
for
the
record
number
one
a
sound
and
coherent
plan,
it
really
does
not.
It
focuses
over
time
on
serving
a
different
student.
I
I
I
C
Many
respects
to
students
who
are
currently
served
by
charlestown
high
school,
the
second
criterion,
whether
it
supports
existing
educational
efforts,
it
largely
supplants.
J
N
C
Rather
than
building
on
the
strengths
that
currently
exist
in
charlestown
high
school
and
finally,
whether
reasonably
can
be
expanded.
The
complexity
and
scope,
particularly
around
the
scheduling
the
budgeting
and
the
staffing,
seem
unlikely
to
be
workable
without
significant
additional
funding,
which
itself
is
raises
issues
around.
H
K
C
C
A
Sorry,
yes,
my
vote
is
also
to
reject
at
this
moment,
and
a
lot
of
my
vote
is
based
on
what
the
swot
analysis
revealed,
that
there
were
significant
strengths
and
opportunities.
A
A
number
of
those
are
things
that
both
you
and
dr
cassellius
have
mentioned
in
terms
of
really
making
sure
that
everything
for
the
current
students
body
and
the
in
the
future
diverse
student
body
would
be
dealt
with
and,
as
I
said
earlier,
if
we
were
talking
about
putting
this
program
in
a
in
an
empty
school
building
and
and
building
the
the
school
audience
to
be
able
to
meet
the
needs
of
many
of
the
wonderful
ideas
and
the
perspectives,
that
would
be
a
very
different
issue
for
me
than
the
current
one,
where
we
have
students
in
a
building
that
would
like
to
graduate
from
that
building
and
other
students
like
them
wanting
to
come
into
this
school.
A
A
B
B
The
motion
to
reject
correct
thank
you,
dr
caselias.
M
O
Madam
chair,
vice
president
berg,
thank
you
for
being
here
and
taking
such
thoughtful
time
on
this
matter.
During
a
time
when
you
know
we're
all
very
busy
with
the
surge,
but
every
single
school,
every
single
student
matters
and
our
core
value
is
to
lift
up
voices,
and
so
I'm
very
appreciative
of
the
parents
who
came
together
and
I
hope
they
will
stay
engaged
in
the
process.
Moving
forward
and
I'd
like
to
share
some
framing
comments.
O
This
included
adopting
the
mass
core
common
graduation
standards,
a
system-wide
approach
to
what
it
means
to
graduate
from
a
bps
high
school
changes
in
the
sequencing
and
strengthening
of
math
instruction
with
traditional
math
sequence,
matching
what
is
used
in
the
exam
schools,
professional
development,
including
professional
development
and
advanced
placement
in
international
baccalaureate
classes,
and
more
and
a
more
consistent
approach
to
grading
we've
added
social
workers
and
family
liaisons
to
every
single
school
to
work
on
the
social,
emotional
well-being
of
our
students.
O
The
goal,
then,
as
it
is
now,
is
to
ensure
every
single
high
school
delivers
the
quality,
education
and
support
that
our
students
need
and
deserve.
That
includes
new
access
to
academic
counselors
that
we
are
proposing.
This
year's
budget
athletics
and
increasing
our
athletics
arts
programming
and
increasing
arts
programming,
including
an
art,
a
library
in
every
school
science,
labs,
inclusionary
practices
for
students
with
disabilities.
O
O
This
is
also
related
to
our
work,
to
reduce
the
number
of
grade
configurations
we
have
in
the
city
and
to
promote
continuity
and
more
predictable
pathways
for
students,
so
that
they
have
one
point
of
transition
during
school
and,
as
I
said
earlier,
I
appreciate
the
urgency
our
community
has,
and
it
is
time
to
get
back
to
the
high
school
redesign
efforts
and
to
solidify
our
pathways
and
to
increase
opportunity.
Close
opportunity
gaps.
C
Nothing
more
than
thank
you
to
everyone
who
has
devoted
their
time
to
writing
this
prospectus
to
being
committed
to
our
schools
as
parents
as
educators
as
students.
C
As
someone
who
is
the
father
of
two
bps
graduates,
someone
who
taught
in
the
schools
for
over
a
couple
of
decades
and
now
in
my
work
for
the
btu
boston,
public
schools,
is
deeply
important
to
me
to
my
family
to
my
career,
and
I
know
that
it
that
the
same
is
true
of
all
of
you
who
have
spent
time
in
this
meeting
and
I
do
hope,
join
with
dr
caselias,
and
I
know
you,
ms
robinson,
are
hoping
that
the
community
can
work
together
to,
although
we're
not
choosing
the
exact
route
of
this
prospectus,
to
ensure
that
child
that
changes,
positive
changes
are
made
and
that
we
can
build
on
the
strengths
of
charlestown
high
school
and
make
it
an
even
better
place
to
work
and
to
learn.
A
Thank
you,
mr
berg,
and
I
have
no
further
comments
other
than
to
say
superintendent.
I
do
look
forward
to
the
next
steps,
as
we
continue
to
move
forward
on
creating
the
new
version
of
charlestown,
high
school
and
the
rest
of
our
high
schools
as
well.
Thank
you.
This
brings
us
to
the
end
of
our
meeting.
There's
nothing
further.
I
will
entertain
a
motion
to
adjourn
so
moved.
Thank
you.
Is
there
a
second.