►
From YouTube: Tynan School Visit with U.S. Secretary of Education
Description
Join in as Mayor Janey, U.S. Secretary of Education Miguel Cardona, Superintendent Casselius, and Tynan school staff discuss the work done to respond to the pandemic over the past year, including the highlights, issues, and roadblocks that were encountered.
A
I
am
the
proud
principal
of
the
joseph
tynan
elementary
school
and
we
are
thrilled
to
welcome
secretary
cardona,
mayor
janie
and,
of
course,
superintendent
and
chair
oliver
davila
to
join
us
for
this
roundtable
conversation
around
how
we
reopen
and
what
our
greatest
needs
are
and
what
that
process
has
been
like.
I
just
want
to
share
that.
I
have
been
a
lifelong
resident
of
boston.
A
I've
been
here
as
of
july
to
be
51
years
and
I'm
a
product
of
boston,
public
schools.
When
I
went
to
college,
I
decided
that
I
would
not
work
anywhere
other
than
boston
public
schools,
and
so
I
have
been
in
the
district
for
29
years,
so
I
am
definitely
someone
who
takes
everything
that
happens
to
harp,
because
this
is
my
school
district
and
it
means
so
much
to
me
so
I'd
like
to
turn
it
over
to
secretary
cardona
for
some
remarks
and
then
when
he
concludes
we'll
all
have
a
moment
to
introduce
ourselves
secretary
clinton.
B
Thank
you
principal
again.
I'm
feeling
great.
This
is
my
first
visit
to
a
school
here
in
massachusetts
and
what
a
great
example
of
what
can?
What
is
possible
when
we
put
our
heads
together-
and
I
know,
having
served
as
one
before
the
principal
makes
the
difference
too-
they
really
put
all
the
pieces
together.
B
Plans
are
only
as
good
as
the
paper
they're
written
on
if
it
can't
be
implemented
safely
and
done
well
with
love
and
compassion
like
you've
shown.
The
students
here
are
amazing.
The
educators
are
amazing,
and
it
really
it's
really
about
coming
together
and
doing
what's
right
for
students
and
I've
been
very
clear
from
day
one.
B
My
primary
goal
right
now
is
ensuring
that
we
safely
reopen
schools
as
quickly
as
possible,
or
at
least
allow
for
in-person
learning
they've
been
open
in
different
ways,
but
reopening
them
so
that
students
could
be
in
the
classrooms
like
what
we
saw
today.
That
is
the
best
equity
lever
we
can
pull.
There
is
no
substitute
for
in-person
learning
and
you've
shown
you
can
do
it
and
it
takes
a
team.
So
I'm
really
looking
forward
to
hearing
from
the
team
on.
B
What's
worked,
what
hasn't
worked
because
at
the
agency
we're
going
to
do
our
job
better?
If
we're
listening
to
what's
happening,
how
we
can
really
support
you
and
to
make
sure
that
all
the
efforts
that
we're
providing
are
aimed
at
what
their
needs
really
are.
So
that's
why
I'm
glad
to
see
such
a
diverse
group
of
folks
that
contribute
to
this
family
right
to
contribute
to
the
school
family
and-
and
we
know
that
turning
on
the
lights
is-
is
not
enough.
B
B
This
is
our
moment.
We
have
to
hit
the
reset
button
on
things
that
didn't
work.
We
have
to
expect
more
of
ourselves
than
what
we
ever
did
in
the
past.
This
president
gets
it.
The
american
rescue
plan
is
putting
funds
unprecedented
amount
of
funds
to
provide
the
resources
so
that
we
could
think
big.
We
can
think
boldly.
B
Our
goal
is
not
what
it
was
march
2020
when
we
had
gaps
that
were
wide
where
we
didn't
have
sufficient
social
emotional
support
for
students
before
the
pandemic,
now's
our
chance,
let's
redesign
our
schools.
This
is
the
moment
to
be
a
principal
to
be
an
educator
to
be
a
superintendent
to
be
a
mayor,
but
all
of
you,
too,
we
all
play
a
part.
B
B
And
teachers
and
and
chairs-
and
you
know,
board
members
who
really
had
to
make
sure
that
we're
keeping
students
at
the
center
of
the
conversation.
So
I'm
hoping
that
when
I
leave
here,
I
have
some
ideas
that
I
can
bring
back
to
dc.
To
say
this
is
what
I
heard
and
I
appreciate
your
time.
This
is
an
informal
conversation.
I
know
there
are
cameras,
there's
a
formal,
listen.
I
want
to
hear
what's
working,
what's
not
working
so
that
we
could
serve
you
better
and
with
that
I'm
really
excited
to
introduce
mayor
jamie
mayor,
janey.
C
Thank
you
all
right.
Thank
you.
So
much
and
you've
really
set
the
table
today.
So
I
will
try
to
keep
my
remarks
very.
Very
brief.
I'm
grateful
to
you
for
making
boston
your
first
stop
secretary
cardona,
certainly
to
you
principal
gan,
for
opening
up
your
lovely
school
superintendent,
our
chair
of
our
school
committee,
all
the
amazing
teachers
and
educators
and
support
staff
that
are
here
today
I
was
born
into
an
education
family.
I
come
from
a
family
of
educators.
C
These
young
people
are,
students
so
engaged
in
their
learning,
so
excited
to
be
in
the
classrooms,
with
their
teachers
and
with
their
friends,
but
you
hit
it
on
the
head
when
you
say
that
we
have
to
do
this
safely
and
responsibly,
and
that
is
the
goal
as
hard
as
our
educators
have
been
working
with
remote
learning.
We
know
that
nothing
can
take
the
place
of
in-person
learning
and
so
supporting.
The
work
here
on
the
ground
is
exactly
what
we
need
to
be
focused
on
moving
forward,
and
it
is
not
about
going
back.
C
C
But
I
remain
encouraged
because
of
what
we've
seen
here
today
and
because
of
the
outpouring
of
support
of
our
broader
community,
and
certainly
president
biden
and
the
american
rescue
plan
and
the
resources
that
are
coming
to
help
us
do
this
work.
So
I
am
just
grateful
and
looking
forward
to
a
wonderful
conversation
and
I'm
so
appreciative
of
you
coming
so.
Thank
you
all.
Thank
you.
B
E
D
A
Is
here
campaign
and
visits
to
schools
and
also
principal
band
for
your
team
opening
up
the
school
and
just
on
my
125
school
visit
this
school
and
the
joy
that
was
here
and
the
sense
of
community
just
is
so
remarkable
that
I
thought
it
would
be
a
great
place
to
start
this.
This
tour
for
the
secretary-
and
I
can't
thank
you
enough-
and
I
just
want
to
mention
really
quick,
mr
secretary,
that
our
cafeteria
staff
is
shy.
But.
E
A
F
A
H
B
H
I
B
B
A
I
think
here
at
tynan,
the
the
biggest
success
we
had
is
that
we
have
a
team,
and
so
the
people
you
see
here
around
the
table
really
made
everything
happen.
So
they
are
the
behind
the
scene
warriors
who
really
consider
what
is
it
that
our
students
need?
How
do
we
plan
for
everyone
to
come
back
safely,
and
so
this
group
of
people,
as
well
as
other
staff
members,
have
really
considered?
How
do
we
best
meet
the
needs
of
our
students?
But
if
all
of
us
have
the
same
mindset
of
putting
kids
first.
E
I
G
E
You
know
having
one
two,
three
kids,
it's
not
really
a
good
base
for
teaching.
You
don't
have
the
the
core
of
kids
that
you
need
to
really
run
a
lesson.
So
you
have
some
kids
here,
some
kids
online,
which
is
tremendously
challenging
when
all
the
kids
were
online.
It
was
a.
It
was
easier
to
deliver
a
quality
education
than
when.
B
Yeah
you
brought
up,
you
know,
that's
what
I've
heard
throughout
having
them
at
home,
it's
easier
to
deliver,
although
you
lose
students
over
time
having
them
here
is
obviously
what
the
goal
is.
The
middle
part
is
the
hardest
part
right,
because
you're
trying
to
make
sense
of
it,
and
I
think
once
what
I've
heard
you
mentioned
earlier
too,
getting
them
in
at
first
is
hard.
I
still
remember
that
first
day
sending
my
children
to
school,
I'm
a
father
before
anything
else,
I'm
a
father
when
I
dropped
them
off
that
first
day
was
the
hardest.
B
When
my
wife
went
to
work
for
the
first
time,
she
works
in
two
middle
schools.
That
was
the
hardest.
Make
sure
you
have
the
mask.
Is
your
door
open?
Is
your
door
closed
but
then,
over
time,
once
you
got
that
comfort
level,
you
knew.
Oh,
the
safeguards
are
in
place.
We
can
it
accelerated
the
return
and
made
everyone
kind
of
feel
comfortable,
and
you
shared
a
little
bit
about
the
next
question.
I'm
going
to
ask
you
to
you
know,
expand
a
little
bit
more
on
what
he
said.
What
were
the
challenges?
B
A
I
think
in
the
building
it
was
really
around.
How
do
we
ensure
that
we
are
providing
that
same
quality
that
chris
talked
about
for
the
in-person
students
and
for
the
students
who
are
remote,
and
we
really
tried
to
be
thoughtful
around
that
one
of
the
things
that
we
did
was
to
have
a
mirrored
schedule.
So,
whether
you
were
in
person
or
remote,
it's
one
schedule
so
that
whether
you're
here
cohort
a
cohort
b
or
cohort
c
you're
still
getting
the
same
information
at
the
same
time.
A
Families
that
don't
trust
the
system
already
right,
so
getting
them
to
understand
that
we
have
put
plans
and
safeguards
in
place,
and
one
of
the
great
things
that's
happened
is
when
kids
started
to
come
back
and
so
the
kids
who
are
home.
They
see
the
kids
in
school
and
then
I'm
starting
to
get
the
phone
calls.
We
want
to
come
back
right,
and
so
I'm
really
excited
that
we're
reopening
five
days
april
26th
and
we
have
182
families
of
our
239
who
have
opted
to
return.
G
A
A
B
Going
to
get
to
that
soon
with
the
superintendent
and
a
question
about
how
to
use
the
funds
to
handle
that,
but
you
talked
about
trust,
and
I
always
said
you
know
it's
such
an
important.
You
know
families
trust
their
teacher,
the
principal
the
school
right
and-
and
I
know
the
culture
and
is
such
a
big
part
of
trust-
builds
culture
and
people
that
contribute
to
that
culture
of
the
school
are
always
the
the
cafeteria
staff
they
contribute
to
the
culture
of
the
school
and
the
custodian,
the
head
custodian.
B
B
D
B
Yeah,
I
heard
a
positive
attitude
and
teamwork
right
and
the
kids
feed
off
of
that
they
could
tell
even
with
a
mouth
that
you're
smiling
right
yeah
they
could
tell
they
know
they
know.
You
know,
speaking
of
jobs,
that
have
changed
the
school
nurse
job
has
changed
in
the
last
year,
not
that
we,
I
think
we
always
celebrated
the
role
of
school
nurses,
because
they
were
such
an
instrumental
part
of
our
school
success.
B
I
Obviously,
we're
doing
pool
testing,
so
that's
a
big
big
chunk
of
the
time
that
it
takes
like
having
my
day
to
do
that
on
top
of
kids
that
have
medical
issues
that
I
see
on
daily
basis.
So
it's
kind
of
hard
to
be
in
a
couple
of
different
places
at
once,
so
I
try
to
split
myself
up
and
be
able
to
run
around
pool
testing
has
been
there's
been
pros
and
cons.
I
I
I
Of
finding
out
a
month
later
that
you
know
the
whole
first
floor
was
infected,
so
that
was
good,
but
yeah.
So
pool
testing
has
changed
in
general
for
school
nursing,
but
I
think
the
school
has
done
a
really
good
job,
with
visual
like
different
posters
and
things
for
the
kids
to
see
their
visual
learners
instead
of
just
telling
them
don't
do
this?
Don't
do
that
wash
your
hands!
It's
they're,
seeing
pictures
they're,
seeing
videos,
everybody's
kind
of
working
together
as
a
team,
and
I
think
you've
done
a
pretty
good
job.
B
B
G
A
Me
just
say
that
it's
great
to
have
the
additional
support
and
revenue.
We've
had
incredible
support
from
our
former
mayor
and
our
current
mayor
and
our
city
council,
the
boston
public
schools
during
this
crisis,
and
so
we
are
in
a
different
position
than
a
lot
of
other
school
districts
and
cities
that
have
faced
layoffs
and
have
faced
other
stresses
on
their
operating
budget.
A
So
we
haven't
had
that
because
we've
had
the
commitment
from
the
city
and
our
city,
council
and
our
mayor,
and
so
that
has
put
us
in
a
position
to
really
look
at
these
funds
to
be
able
to
invest
them
to
deal
with
the
inequities.
As
you
said,
we
don't
want
to
go
back
to
what
we
had
in
2019,
and
so
we
know
in
2019.
A
We
have
deep
inequities
within
this
district
from
school
to
school
and
school,
and
this
funding
will
present
the
opportunity
to
not
only
use
the
20
that's
required
for
recovery,
but
to
build
back
better,
stronger
and
more
equitable
schools
across
every
neighborhood,
because
parents
want
to
have
art
and
music
they
want
to
have
after
school
before
school
programs
for
their
children.
They
want
to
be
able
to
have
opportunities
for
rigor,
but
also
intervention
and
acceleration,
so
we
believe
we'll
be
using
this
funding
in
four
different
ways.
A
The
first
is
to
get
money
directly
to
schools
and
school
leaders
to
make
decisions
with
their
equity
roundtables
that
we
instituted
this
past
year.
Maybe
leslie
will
tell
you
about
how
powerful
that's
been
at
her
school,
because
you
have
to
have
that
equity
lens
at
every
single
school
and
at
the
local
level
of
the
school,
where
parents
make
the
decisions
with
the
school
leader
and
the
teachers
and
educators
at
that
building.
A
The
second
is
central
office
deploying
supports
that
we
think
will
create
equity
across
the
entire
district,
and
so
you
know
there
are
things
like
early
childhood
literacy
right.
We
know
for
a
fact
that
our
early
childhood
students
could
not
access
roman
funding
like
everyone
else
and
they're
going
to
be
behind
at
least
a
year
and
a
half
two
years
and
they're
reading
foundational
skills.
So
we
have
to
build
back
literacy
to
ask
school
leaders
to
do
that
would
would
not
be
equitable,
so
that
will
probably
be
something
centrally
that
we
deploy.
D
A
B
This
is
the
hardest
year
to
be
a
leader
it
really.
It
really
was.
You
know
I
shared
that
sentiment,
trying
to
reopen
schools
in
connecticut
and
just
the
the
variables
changing
all
the
time
and
and
we
want
to
balance
safety
and
risk
of
not
being
in
school
for
our
students,
but
you
mentioned
either
the
role
of
community.
So
I'm
glad
to
see
mr
morton
here
what
a
critical
role
you
play
as
well.
B
C
Well,
I
think
it
all
happens
here
at
the
local
level,
which
is
why
I
am
truly
grateful
that
you
have
started
here
in
boston
to
see
the
amazing
work
that
is
already
underway
and
what
we
will
continue
to
build
upon
to
make
sure
that
we
do
come
out
of
this
stronger
than
we
than
ever
before.
Certainly
more
equitable
and
a
much
more
vibrant
city
overall,
and
our
schools
play
an
important
role
as
everyone,
I
hope
knows.
Boston
is
the
birthplace
of
public
education
and
there
is
great
work
happening
here.
C
You
know
I
have
found
one
thing
that
works
well,
and
I
know
that
is
the
focus
of
our
folks.
Here
in
our
schools,
and
that's
truly
the
partnership-
I
think
of
this
table
here
with
four
legs:
the
importance
of
students
having
a
voice
and
a
seat
at
the
table,
our
parents,
having
a
seat
at
the
table,
our
teachers
and
our
administrators
of
any
one
of
those
legs
collapses.
C
The
table
will
fall,
and
so
you
know
it
is
important
that
we
hear
the
voices
of
all
four
of
those
and
that
we
create
space
at
the
decision-making
table
for
those
voices,
particularly
for
our
families,
our
students
and
our
parents,
who
are
directly
impacted
by
the
choices
that
we
make.
And
I
know
that
is
the
commitment
here
in
our
district
and
I'm
really
proud
of
that.
D
D
G
A
D
G
G
G
D
B
That's
helpful.
What
I
heard
here
is
allowing
for
local
input
to
be
a
part
of
the
plan
and
making
sure
that
the
fingerprints
of
those
who
are
impacted
by
the
decisions
that
we
make
are
on
the
plans
right
and-
and
I
know
we
need
to
make
sure
that
those
families
that
we
have
had
a
hard
time
reaching
are
also
engaged
so
that
we
just
don't
go
back
to
what
it
was
right,
because
we
know
that
there
are
some
families
that
we
just
even
before
the
pandemic.
B
B
You
know
schools
don't
work
in
isolation
from
the
community,
so
making
sure
that
we're
getting
families
involved.
That's
what
I
heard
flexibility,
accountability
for
engagement,
right,
yeah,
so
really
really
really
powerful.
I'm
not
sure
how
much
time
we
have
left
rage.
We
have
five
minutes,
okay,
good!
I
have
one
question
and
then
for
mr
birdman
and
then
then
I
have
a
question
for
everyone
and
we're
going
to
try
to
get
it
done
in
five
minutes.
Okay,.
G
B
No,
that's
fine,
listen,
there
was
a
ted
talk
and
I
wish
I
had
the
name
of
the
person
that
did
it,
but
based
on
what
I'm
going
to
describe,
you
can
google
it
for
yourself
and
I
encourage
you
to
do
it.
So
it
was
about
a
tribe.
I
believe
it
was
in
africa
where
their
greeting
was
a
question
that
I'm
going
to
ask
you
all
right.
So
you
measure
the
success
of
a
community
based
on
how
the
children
are
doing
so.
The
question
is:
how
are
the
children.
E
The
children
are
resilient,
the
children
will
follow
the
right
path
when
led
down
the
right
path
and
that's
our
job
as
educators
to
to
be
positive,
to
be
optimistic,
even
as
the
world
may
not
be
right.
At
this
moment,
we
need
to
be
right
for
the
kids,
and
so
our
kids,
who
are
following
us,
they're
good.
Our
kids,
are
good.
G
B
E
B
Normalcy,
there,
yeah
and
and
because
of
your
support
of
the
kids
because
of
the
leadership
because
of
the
everybody
coming
together.
The
partnership
you
have,
I
feel,
like
the
kids,
are
all
right
here,
they're
good.
So
thank
you.
Thank
you
last
last
question
that
I
have,
and
this
is
for
everyone,
but
I'm
going
to
start
with
you.
Mr
reads.
H
B
B
A
H
B
D
I
would
like
you
to
know
and
take
back
to
work
with
whatever
other
department
is
around
out
of
school
time,
because
schools
can't
do
it
alone,
so
I
know
there's
lots
of
dollars
coming
to
school,
and
that's
great,
of
course,
as
chair,
I
want
to
see
all
those
dollars,
but
also,
I
think,
thinking
about
the
out
of
school
time
field
and
the
work
that
still
there's
so
much
work.
You
know
our
kids
are
good
and
they're,
not
good.
There's
been
so.
G
C
Me
just
build
upon
that
because
I
think
that
is
a
really
important
point.
Our
schools
can't
do
it
alone,
we're
thinking
of
just
summer
learning
opportunities
and
whether
or
not
our
students
will
be
engaged
in
schools.
How
do
we
galvanize
our
nonprofit
partners,
who
are
already
supporting
our
schools,
but
are
also
hurting,
so
they
need
resources?
C
How
do
we
galvanize
our
cultural
institutions
in
boston
which
are
incredible
and
amazing,
our
higher
ed
institutions,
our
medical
institutions,
we've
got
the
best
in
the
world,
but
they
too
are
hurting,
and
so
I
think,
the
more
that
they
can
be
included
in
terms
of
the
resources
so
that
they
can
wrap
their
arms
around
our
schools
and
our
young
people
and
our
families.
I
think
the
better
off
we
will
all
be
coming
to
the
other
side
of
this
pandemic.
A
much
more
vibrant
city.
G
A
Continue
to
lift
up
the
teachers
there
and
all
of
the
staff
they
have
had
a
year,
they
have
had
a
year
and
the
empathy
and
the
show
of
care
and
the
appreciation
you're
already
doing
it.
I
know
you
do
it
when
you're
out
talking
just
to
continue
to
do
that
and
just
telling
them.
You
know
you
know,
I
think
also.
A
A
One
thing
we
could
do
is
really
push
for
those
vaccines
for
our
younger
kids
and
get
that
as
soon
as
possible
and
for
16,
17
and
18
year
olds.
If
we
really
want
to
get
kids
back
to
school
in
the
high
school
level
and
get
them
in
summer
jobs,
I
think
we
need
the
president
and
you
to
talk
about
vaccinating
our
young
people,
where
the
vaccine
is
actually
is
ready
for
them.
My.
A
B
A
I
agree
with
mr
birdman,
but
the
children
you
saw
here
today
are
good,
but
I
know
that
I
have
some
kids
who
are
dealing
with
tremendous
levels
of
trauma
and
we
try
to
do
lots
to
support
them
and
miss
ruiz
works
very
closely
with
our
mckinney-vento
protected
family.
So
these
are
our
homeless
families
and
they
have
so
many
different
types
of
needs,
and
it's
not
just
the
children
right.
It's
the
families
as
a
whole.
G
B
Great
any
other
closing
thoughts.
No,
no!
It's
fine!
If
you,
you
feel
comfortable,
you
know
I'll
just
close
off,
because
I'm
getting
the
signal.
I
heard
a
lot.
I
saw
good
teamwork.
I
saw
a
positive
attitude.
You
know
this
reminds
me
of
that
proverb.
It
takes
a
village
right
and
we're
seeing
that
and
then
what
I'm
hearing
is
as
we
move
forward.
Let's
expand
that
village
to
make
sure
that
we're,
including
our
community
partners,
because
it's
a
community
schools,
don't
live
in
isolation
from
the
community
and
I
love
your
idea.
B
B
Let's
have
a
ditto
free
summer.
Can
we
commit
to
that
a
ditto
free
summer
summer
school?
We
don't
need
a
ditto,
let's
get
the
kids
out
there,
so,
but
that's
folding
in
our
community
partners,
who
have
also
had
such
low
membership
in
this
last
year
and
are
struggling
our
little
dance
schools,
our
our
local
mom-and-pop
karate
shop,
that
their
business
has
suffered
too.
How
do
we,
through
an
economic
development
plan
or
social,
develop
community
development
plan
fold
in
the
whole
village
to
help
our
children?
That's
it.
B
The
american
rescue
plan
is
just
the
beginning
of
the
funds,
but
how
do
we
orchestrate
that
that
interagency
work
that
you
talked
about,
that
I
have
to
do
with
javier
beceras
in
hhs
that
I'll
be
doing
with
marsha
fudge
in
housing?
How
do
we
do
that
everywhere
so
that,
at
the
end
of
the
day
that
young
lady,
that
told
us
to
sit
down
and
play
with
the
legos,
she
doesn't
know
who
the
secretary
is
and
who
the
mayor
is
we're
just
a
team
working
together?
B
They're,
gonna,
they're,
gonna
soar,
they're,
gonna,
grow
and
I'm
glad
to
hear
they're
doing
well
here,
but
we
know
we're
coming
out
of
a
year
of
hurt
pain
of
trauma
and
we're
going
to
recover
together
with
strong
leaders,
good
educators
and
a
committed
family.
Here
I
know
the
students
here
are
going
to
do
well.
So
thank
you
so
much
for
for
allowing
me
to
walk
the
hallways
for
taking
some
time
out
of
your
schedule
and,
more
importantly,
for
what
you
do
for
for
kids
daily
I'll
leave
glassware
to
see
you.
A
Boston,
we
are
always
ready
for
anyone
to
come
through,
and
I
think
I
was
speaking
to
chairperson
oliver
davila.
When
I
said
I
always
say
to
my
staff
teaching
is
not
a
private
practice
right,
it's
an
open
door
policy.
I
have
an
open
door
policy.
My
families
know
you're
coming
to
see
me.
It's
important,
you
don't
need
an
appointment.
You
come.
I
make
the
time
to
see
you
teaching
is
not
a
private
practice.
You
have
to
be
ready,
open
the
doors
and
you're
going
to
see
what
you
see.