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From YouTube: Boston School Committee Meeting 12-7-22
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
E
A
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjoin,
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collecting
bargaining
with
the
Boston
school
police,
patrolman
Association
and
local
union
1952
painters
and
Allied
trade,
District
Council
number
35
custodians
they
have
this
discussion
in
an
open
meeting
would
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
session
at
6
PM.
Is
there
a
motion.
G
G
E
C
A
Welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson
Jerry
Robinson,
the
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
school
school
Boston
school
police
patrol
men's
association
and
local
union
1952
painters
and
Allied
trade,
District
Council
number
35,
also
known
as
our
custodians
tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
The
recording
will
be
available
in
all
of
the
BPS
languages.
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
September
under
the
December
7th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
final
off.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
veriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
A
D
I
A
B
Thank
you
chair,
so,
first
I
I
hope
everyone
had
a
wonderful
holiday.
You
know
with
the
with
their
family
and
their
friends,
I
hope
we
come
back.
You
know
feeling
refreshed
and
ready
to
head
into
these
next
three
weeks
as
we
move
toward
the
end
of
the
calendar
year
and
in
and
just
be
able
to
enjoy
all
the
celebrations
and
the
things
that
make
this
time
of
year,
so
much
fun
in
our
schools.
I
do
recognize.
We
have
a
full
agenda
tonight.
B
We
have
an
important
presentation
of
our
equity
and
bullying
prevention
work.
We
have
a
vote
on
grants
and
on
schools
who
are
on
the
list
for
renaming
buildings
and
rooms,
and
we
had
two
short
presentations
relative
to
newly
ratified
Union
contracts.
Just
a
comment
quickly
on
the
labor
piece.
B
You
know
we're
really
working
hard
and
and
have
been
and
we'll
continue
in
the
new
year
to
finalize
outstanding
contracts.
We
have.
We
have
many
of
them.
Superintendent
coming
in
I,
I.
Think
it's
important
to
to
work
with
and
treat
our
union
labor
unions
fairly
and
respectfully
and
part
of
that
is
making
sure
contracts
are
current.
B
So
we'll
be
working
closely
with
the
committee
not
only
tonight,
but
in
the
weeks
to
come
in
the
months
to
come
in
the
in
the
new
year
to
make
that
happen
for
our
labor
unions.
B
I
did
want
to
address
momentarily
something
that
I
know
was
on
the
media,
and
it
was
an
incident
that
happened
at
the
Murphy
School
in
which
there
was
somebody
was
found.
Who
was
who?
Who
did
not
have
home
stability
in
one
of
the
classrooms?
B
B
To
just
remind
you
know
the
public
and
our
committee,
our
school
buildings
are
also
community
centers,
in
some
cases,
athletic
facilities,
in
other
cases
that
the
public
the
community
uses.
We
we
welcome
that.
We
love
that,
but
as
such
there's
a
lot
of
different
partners
that
are
coming
in
and
out
of
the
buildings
and
so
which
is
very
important
that
as
we're
reviewing
protocols
for
safety
that
we're
doing
that
with
our
partners,
who
are
also
using
our
buildings.
B
B
In
terms
of
the
the
step,
the
systemic
Improvement
plan.
Last
week,
we
submitted
another
set
of
deliverables
to
deci,
and
these
were
related
to
our
transformation.
Schools.
B
Following
this
analysis
in
January
and
and
we'll
be
sharing
those
with
committee.
We
thank
the
Council
of
great
City
schools
for
their
presentation
and
recommendations
at
the
last
school
committee
meeting
relative
to
special
education,
you
know
I
think
in
all
there
were
there
were
10
kind
of
overall
recommendations
in
depth
and
they
included
when
you,
when
you
actually
parse
them
out
about
200
detailed
bullet
recommendations.
B
Several
of
the
recommendations
we've
already
begun,
working
on
specifically
the
recommendations
on
inclusion,
implementation
supporting
our
multilingual
learners.
Excuse
me
with
disabilities
establishing
and
implementing
an
mtss
framework.
B
Just
today,
we
had
the
office
of
special
education
and
the
office
of
Multicultural
and
multilingual
education
come
together
in
in
the
first
of
many
meetings
around
professional
development
on
how
we
are
and
we'll
continue
to
support
our
multilingual
Learners
with
disabilities
and
take
the
recommendations
that
are
in
the
plan
to
put
them
into
action.
B
Additionally,
we're
taking
critical
steps
that
will
be
happening
over
the
course
of
the
next
month,
hiring
in
a
senior
advisor
and
are
spoken
about
this
at
the
past
committees
by
hiring
a
senior
advisor
to
oversee
implementation
of
the
recommendations
really
map
them
out,
put
an
appropriate
timeline
work
with
all
the
stakeholder
groups
and
the
chief
of
education
for
which
we're
actually
doing
a
national
search
to
lead
the
future
work
of
the
office
of
special
education,
we're
also
creating
positions
to
oversee
implementation
of
the
district's
mtss.
That's
our
multi-tiered
systems
that
supports.
B
B
We've
also
hosted
two
of
four
launches
for
our
school-based
inclusion
planning
teams,
and
this
is
with
22
School
cohorts,
so
22
of
the
schools
who
will
represent
that
first
cohort
of
inclusion,
schools
we've
been
doing
that
the
the
launch
is
for
those
and
the
planning
they'll
be
starting
to
make
their
school
more
inclusive,
to
service
all
students
in
the
least
restrictive
environment
next
year,
and
so
we
are
beginning
that
process
both
in
programmatic
planning,
but
also
continuing
that
in
the
budget
process
and
or
of
course,
actively
working
with
the
office
of
special
ed,
the
office
of
multi-cultural
and
multilingual
education
and
our
budget
team,
most
importantly,
to
make
sure
that
we're
planning
adequately
to
support
and
to
fund
a
truly
inclusive
District.
B
So
you
know
lots
of
work.
That's
begun
with
the
plan.
I
look
forward
in
the
new
year
to
presenting
more
comprehensively
to
the
to
the
committee,
as
we
start
to
roll
out
big
pieces
of
that
of
the
work.
That's
connected
to
the
council's
report.
We
also
met
with
the
Executive
Board
of
sped
pack,
which
is
a
critical
piece.
You
know
so
that
we're
we're
collaborating
with
our
families,
with
the
larger
Community
to
continue
the
implementation
and
and
in
mindset,
shift
and
culture
shift.
B
That
has
to
happen
in
our
district
to
really
make
BPS
an
inclusive
District,
and
so
we
we
we
thank
fedpack
for
their
ongoing
conversation
and
collaboration
with
us,
in
fact
tomorrow,
when
we
we're
meeting
with
the
ell
task
force
as
well,
who
will
be
partners
in
our
work
with
omme
in
the
Strategic
plan
and
next
month.
Excuse
me,
cold
next
month,
we'll
hear
from
the
council
about
two
other
reports
that
I
within
we've
been
waiting
for.
B
One
is
on
school
safety
and
the
other
is
on
transportation,
and
so
I
will
be
sharing
those
out
as
we
get
them
and
review
them
through
the
council
with
school
committee
later
this
evening,
you
know
we'll
hear
an
update
from
the
office
of
equity
cannot
underscore
enough
how
the
the
office
of
equity
the
do
they
just
do.
Such
important
work
every
day
to
support
our
students
and
our
staff.
B
One
specific
update
that
I
wanted
to
provide
you
that
I
I
spoke
about
at
the
last
school
committee
meeting
and
it
has
to
do
with
attorney
Natasha
tidwell's,
ongoing
investigation,
and
this
came
from
a
letter
that
had
been
given
to
me
about
from
the
concerned,
educators
of
color
around
specific
areas
of
concern
within
the
BPS
and
potential
despair
treatment.
So
I
just
I
wanted
to
take
a
moment
to
provide
a
little
Clarity
regarding
the
scope
of
that
work.
B
The
scope
of
attorney
tidwell's
investigation,
because
I
think
there
has
been
confusion
around
what
she
is
and
is
not
investigating.
So
she's
investigating
allegations
that
there's
a
that.
There
has
been
a
disproportionate
number
of
educators
of
color
who
have
been
placed
on
administrative
leave
and
or
investigated,
and
that
such
disproportionality
has
been
or
could
be,
the
result
of
bias.
That
is
specifically
the
scope
of
her
investigation.
B
She's
not
investigating
the
overall
racial
breakdown
of
all
investigatory
meetings.
That
BPS
holds
because
I
think
as
I
shared
the
last
time,
EPS
doesn't
track
all
IMS
investigatory
meetings,
they're
not
all
tracked,
because
not
they
don't
involve
necessarily
administrative
leave
when
they
don't
all
result
in
discipline.
B
An
investigatory
meeting
is
really
just
an
employee's
opportunity
to
respond
in
a
school
or
at
the
district
level
to
an
allegation
made
against
them,
and
that
could
be
by
a
student
by
a
parent
by
another
staff
member,
and
so
that
is
really
what
an
investigatory
meeting
is.
It's
just
it's
it's
really
it's.
We
have
to
do
it
because
it
it
we
have
to
by
due
process,
allow
our
employees
an
opportunity
to
consult
with
their
Union
or
with
their
legal
counsel
before
actually
being
investigated
by
the
supervisor.
B
So
we
don't
currently
track
the
investigatories
that
happen
because,
most
of
them,
don't
they
just
they
don't
result
in
the
discipline
piece
attorney.
Tidwell
is
also
not
investigating
or
I
should
say,
reinvestigating
previous
allegations
to
determine
whether
the
investigation
was
biased
employees-
and
this
is
in
a
in
a
this-
has
happened
in
a
positive
way
since
I
sent
my
my
letter
out
to
all
staff
any
employees
who
believe
that
in
investigate
an
investigatory
finding
was
racially
biased,
you
know
or
not
factually
supported
they.
B
They
can
directly
challenge
that
and
there's
a
mechanism
to
do
that,
and,
and
so
that
that
has
a
you
know
they
have
the
ability
to
file
with
Equity
a
complaint.
They
have
an
ability
to
to
go
to
mcad,
so
they
have
other
vehicles
to
do
that.
But
that
is
not
something
that
attorney
Tidwell
would
be
involved
in
there's
a
separate
process
through
equity
for
that
to
happen,
and
so
anyone
that
has
you
know
since
getting
my
letter
had
concern
about
something
that
had
happened
to
them.
B
They've
been
they've,
been
working
with
our
Equity
Department
around
that.
What
attorney
Tidwell
is
reviewing
is
whether
there's
a
disproportionate
number
of
central
office,
managerial
and
school
leaders
of
color
who've
been
investigated
or
placed
on
leave,
and
if
that
disproportionality
exists,
whether
there's
evidence
to
say
that
it
was
the
result
of
bias.
B
So
that
is
the
scope
for
which
she
is
working
on
with
our
legal
department,
and
you
know,
attorney
Mackey
is
here
tonight
were
there
to
be
questions
on
this,
but
we
just
felt
that
it
was
important
to
clarify
that
piece.
I've
also,
you
know
asked
through
attorney
Mackey
that
attorney
Tidwell,
that
she
be
very
thorough
in
in
her
review.
B
You
know,
and
and
I
would
say
to
committee,
that
what
we
have
the
sense
of
is
that,
because
it's
a
thorough
investigation
that
it
will
take
time
and
that's
the
reason
that
it
is
taking
time
from
the
time
that
we
contracted
with
her
in
the
immediate
kind
of
based
on
the
feedback
I
that
I
received
from
a
meeting
with
one
of
the
representatives
from
the
concerned,
educators
of
color
I've
asked
my
team
to
draft
an
employee
rights
letter
to
explain
the
investigatory
process
the
disciplinary
process
and
to
ensure
every
employee
knows
and
understands
their
rights
and
understands
what
the
investigatory
and
disciplinary
process
involves
at
the
onset
of
any
kind
of
an
investigation.
B
What
was
made
clear
to
me
was
that
there
was
might
be
some
confusion
in
that
area,
as
I
met
with
the
rep
one
of
the
representatives,
in
that
it
was
really
important
and
I
fully
agree
from
a
due
process
standpoint
that
our
employees
should
always
be
clear
on
what
an
investigatorian
and
disciplinary
part
of
the
process
entails
and
what
they're
writing
each
step
is.
So
our
folks
are
working
on
drafting
that
letter
that
will
be
sent
out.
B
B
I
also
just
want
to
emphasize
that
that
is
a
district.
You
know
it's
required
that
we
investigate
all
credible
allegations
of
misconduct
by
any
BPS
staff
member
and
that
just
ensures
that
staff
adhere
to
BPS
policies,
as
well
as
the
state
and
the
federal
laws,
the
the
government
School
District.
So
that
is
just
our
it's
our
legal
obligation
to
to
make
sure
that
that
happens.
B
You
know
investigating
and
responding
to
allegations
of
Staff
misconduct
of
any
form,
if
they're
just
their
their
critical
components
in
making
sure
that
in
our
school
buildings
in
our
Central
offices
that
we
have
we,
you
know
we
sustain
the
public
trust
in
DPS
of
Staff,
with
staff
staff
with
supervisor
is
in
the
public
with
us.
So
you
know
equally
critical,
is
you
know
maintaining?
As
I
said
in
my
letter
to
to
staff,
you
know
a
discrimination
free
workplace
and
that
that
has
to
happen.
B
You
know
by
making
sure
that
we,
as
a
district,
respond
to
any
allegations
of
employee
misconduct
and
discipline
in
any
discipline.
That's
issued
is
free
from
bias.
Those
are
just
underpinnings
of
a
healthy
District,
so
you
know
I,
just
I
wanted
to
update
school
committee.
B
I
wanted
to
share
that
with
the
public,
and
you
know
we'll
keep
you
abreast
as
this
evolves,
but
I
just
you,
I
underscore
how
important
we
see
this
to
investigate
that
we
are
taking
all
the
necessary
steps
and
at
each
point
will
provide
clarity
as
we
go
through
that
process.
B
B
B
You
know
Partners,
like
the
symphony
orchestra,
who
performed
at
the
Burke
Auditorium
and
they
literally
brought
world-class
art
and
music.
You
know
to
the
community.
B
I
also
had
the
opportunity
to
participate
in
a
food
drive
at
the
United
Way
for
Thanksgiving,
with
a
lot
of
the
volunteers
from
East,
Boston
high
school
and
just
to
to
be
part
of
the
community
for
the
the
morning
and
to
see
our
families
so
happy
to
be
together.
You
know
in
in
in
in
that
sense
of
community
and
in
the
process
to
to
get
some
things
that
they
could
go
back
and
share
with
their
families,
for
Thanksgiving.
B
I
also
had
opportunity
to
attend
and
I
want
just
want
to
celebrate
one
of
our
partners:
investors.
They
helped
us
to
secure
a
1.65
million
dollar
Anonymous
donation,
which
was
given
to
support
Arts
education
and
programming
across
the
East
Boston
Schools,
and
this
was
at
the
the
guy
old
school,
did
the
actual
celebration
and
I
I
did
get
a
chance
to
see
a
school,
Committee,
Member
lepera
and
vice
chair
O'neill.
B
They
were
there
at
the
announcement
and
we
got
to
hear
the
second
graders
from
the
guile,
just
participate
and
sing
and
fill
the
auditorium
with
beautiful
music,
and
in
that
that's
just
one
example
of
a
support
that
investors
has
brought
to
us
this
this
current
year
to
expand
our
music
programming
and
to
really
have
the
ability
for
vertical
program
throughout
the
East
Boston
Schools,
culminating,
as
it
was,
was
said
at
East
Boston,
where
they're
they're
going
to
have
a
marching
band
and
there's
lots
of
private
lessons
that
are
going
to
be
provided
to
our
students
through
these
dollars
of
this
Anonymous
donor.
B
So,
just
a
wonderful
morning,
there
I
also
had
the
opportunity
to
attend
the
Red
Sox
and
Mass
Mutual
foundations
came
together
in
a
special
partnership
to
build
on
work
that
had
been
happening
through
the
Hernandez,
and
this
was
using
Fenway
Park
as
a
learning
lab
field
where
they
use
the
stadium
in
the
field
based
on
connecting
activities
that
the
teachers
have
been
designing
in
math,
science,
language,
arts
and
social
studies
as
a
way
to
have
students,
leave
their
school
environment
and
go
and
see
the
park
and
experience
it
and
be
able
to
connect
their
learning
to
that
process
and
through
the
support
of
the
red
foundation
and
the
Mass
Mutual
Foundation
coming
together.
B
The
the
plan
is
that
this
be
almost
a
right
of
passage.
Experience
for
our
sixth
graders
throughout
the
city,
as
we
sort
of
build
this
out
over
the
years,
so
our
Hernandez
students
certainly
enjoyed
being
there
and
that
opportunity,
and
they
were
the
they
were
the
highlight
of
the
day.
I
think
for
everyone
to
see
how
excited
they
were.
B
You
know,
BGA,
as
you
guys
know,
are,
is
deeply
focused
on
sustainability.
Preparing
the
next
generation
of
students
as
diverse
leaders
for
college
and
green
careers,
and
students
from
the
Henderson
School
were
also
in
attendance.
School
students
from
East
Boston
high
school
were
also
in
attendance
and
the
event
featured
Mass
lieutenant
governor
electkin
Driscoll.
There
was
there
were
officials
there
from
the
U.S
Environmental
Protection
Agency,
Association
Rosemary,
you
know,
bakayare
was
there
and
the
Earth
shot
prize,
CEO,
Hannah
Jones
was
there
and
so
BGA?
B
B
As
the
high
school
soup
I
had
the
chance
they
held
their
Regional
Conference
downtown
and
I
had
the
the
chance
to
go
and
speak
to
the
Educators,
who
were
from
all
around
New,
England
and
actually
the
world,
because
it's
actually
an
accreditation
that
is
recognized
worldwide
and
it
was.
It
was
amazing
to
see
our
O'brien
choir
participate.
B
They
sang
The,
Star-Spangled,
Banner
and
and
interacted
with
the
the
members
of
the
of
the
the
council
and
everybody
just
thought
they
did
such
a
a
wonderful
job.
We
also
had
one
of
our
own
Educators
Dr
Bruce
pomp
band,
from
Tech
Boston,
who
was
who
was
received
an
award
for
service
from
the
ask
for
his
many
many
years
supporting
BPS
work
in
the
ask,
and
so
it
was
just
a
wonderful
time
to
to
celebrate
our
own
as
they
brought
the
region
together.
B
I
also
had
a
chance
to
and
and
when
I
say
so
many
different
events
I
mean
these
are
just
events
that
just
highlight
all
of
the
amazing
things
that
are
happening
in
our
district
every
day
and
and
that's
why
I
just
want
to
take
the
time
to
speak
to
them
so
that
the
public
hears
about
them
and
you
you
realize
them
as
well,
but
I
I
had
a
on
that
very
rainy
evening.
B
Last
week
on
the
McFarland
scholar,
dinner
was
held
at
Northeastern,
and
this
was
through
our
rcd
office
inequity
and
each
of
the
teachers,
the
BPS
teachers
or
parents
or
social
workers
who
were
receiving
twenty
thousand
dollars
scholarship
to
further
their
education
in
getting
and
attaining
another
degree
or
certificate.
So
it
could
have
been
a
para
who
was
looking
to
become
a
teacher
and
was
going
through
the
master's
program
and
to
get
a
certification
or
I'm
at
a
social
work.
There
were
social
workers
there.
B
There
are
teachers
there
who
are
furthering
their
education
with
a
master's
degree,
and
this
was
all
sponsored
through
the
McFarland
scholarship
and
so
every
year
they
give
10
scholarships
to
our
Educators
they're.
Fully
that
really
support
this
next
step
for
them
in
their
development
in
northeastern
as
a
deep
partner
with
us
in
this.
So
it
was
just
wonderful
to
see
it
and
to
to
just
have
an
opportunity
to
spend
time
with
some
of
our
Educators
who
have
gone
through
the
program
or
who
are
going
into
the
program
for
the
first
time.
B
You
know
genius
and
talents
of
our
students,
the
the
passion
and
the
hard
work
of
our
Educators
as
we
head
into
the
to
the
end
of
the
year,
the
end
of
the
calendar
year
and
in
the
holiday
season.
So
with
that
I
it
is,
it
is
actually.
This
is
one
of
my
favorite
things
to
have
it
happen,
and
that
is
the
educator
of
the
year.
B
This
is
this:
is
the
opportunity
for
us
to
be
able
to
celebrate
some
of
our
Educators
who
have
been
selected
by
their
by
peers
by
by
BTU
within
the
city
and
within
BPS
as
an
educator
of
the
year
this
year
tonight
we
will
be
celebrating
seven
of
them
and
we
will
be
having
some
of
their
school
leaders
present
to
be
able
to
share
a
little
bit
about
all
of
the
terrific
work
for
which
they're
being
recognized
tonight.
B
We
really
hold
these
Educators
up
in
the
highest
pedestal,
right
of
levels
of
like
professionalism,
performance,
positive,
pure
culture.
In
the
buildings
you
know
they
really
are
being
selected
because
they
represent
the
model
and
I
had
the
the
fun
of
being
able
to
call
them.
B
Some
of
them
had
found
out
because
they
had
been
already
presented
with
the
certificate,
but
in
I
did
get
to
speak
with
with
them
and
and
to
just
really
congratulate
them
and
and
tell
them
how
fortunate
we
are
in
VPS
to
have
such
dedication
and
such
talent.
That's
that's
impacting
our
students
on
a
on
a
daily
basis.
The
Educators
really
come
from
all
walks
right.
B
It's
it's
teachers,
social
workers,
paraprofessionals,
a
nurse
Librarians
all
related
service
and
guidance
counselors,
and
to
be
considered
for
the
award
the
nominees
they
had
to
really
undergo
an
extensive
vetting
process
that
happens
between
BTU
and
BPS.
There's
hundreds
of
nominations
that
happen
and
and
then
there's
a
large
committee
that
consists
of
BTU
BPS
and
the
City
Department
staff
members-
and
it's
you
know
the
members
of
the
Committees
they
go
out.
B
They
actually
visit
the
schools
and
they
present
them
with
their
certificate
and
they
get
a
swag
bag,
and
so
I
also
just
wanted
to
thank
the
the
BDF,
the
Boston
educational,
Development
Fund.
They
they
actually
help
make
this
possible
and
they
help
as
one
of
the
mechanism.
Sports
I
just
want
to
thank
them
and
BTU
for
their
contributions
and
partnership
in
it.
B
The
Boston
Celtics
will
also
be
honoring
this
group,
and
so
we'll
have
an
opportunity
to
to
go
out
on
the
court
at
a
game
later
in
January
to
appropriately
celebrate
these
fine
Educators,
and
so
at
this
point,
I'm
going
to
not
conclude
my
report
I'm
going
to
hand
it
over
to
Jerome
Doherty
so
that
he
can
introduce
each
of
our
educators
of
the
year
as
well
as
the
their
school
principal
I
will
be
happy
to
take
questions
at
the
end.
After
the
conclusion
of
all
of
the
celebrations,
so
Jerome.
J
Thank
you,
superintendent,
Skipper
and
good
evening.
Everyone
at
this
time,
I'd
like
to
invite
each
School
leader
to
read
the
bio
for
their
honoree
from
their
school
I,
would
welcome
now
also
each
honoree
to
be
on
the
screen
as
their
bio
is
being
read.
So
please
turn
your
camera
on.
So
we
can
recognize
you
first
up
is
Leslie
Gantt
principal
of
the
Joseph
Tynan
Elementary
School
and
our
honoree
is
Salinas
Rodriguez.
K
The
evening
superintendent,
Skipper
Cher
Robinson
school
committee,
members,
colleagues
and
all
attendees,
my
name
is
Leslie
Gantt
and
I
am
the
proud
principal
of
the
Joseph
Tynan
Elementary
School
in
South
Boston.
It
is
truly
my
honor
to
share
information
about
the
2022
educator
of
the
Year,
miss
Salinas
Rodriguez.
K
K
K
L
M
Terrific,
thank
you
hi.
My
name
is
Dr
Michelle
Eisen
Smith
I
am
the
proud
head
of
school
at
the
Horace
Mann
school
for
the
deaf
and
hard
of
hearing
a
dual
language
program
in
American,
Sign
Language
in
English
I
am
humbled
and
honored
to
be
asked
by
the
school
committee
and
the
superintendent
I
appreciate
you
taking
the
time
to
honor
our
educators
of
the
year
and
our
phenomenal
educator
is
Mary.
Silvestri
Simmons.
M
Mary's
working
with
the
HMS
team
to
develop
an
ASL
WETA
standard
and
deaf
centered
by
literacy,
core
Humanities
curriculum
that
incorporates
deaf
studies,
social
studies,
American
sign
language
and
English
literature
and
a
multicultural
perspective
as
a
definative
signer
from
a
deaf
family
of
Educators
and
coaches.
These
professional
interests
intersect
with
a
personal
investment
in
the
well-being
and
growth
of
our
deaf
community.
A
N
Good
evening
school
committee
members,
chairperson,
Robinson
superintendent,
Skipper
and
all
attendees
of
this
meeting,
it
is
my
distinct
honor
to
introduce
2022
educator
of
the
Year
award
honoree
from
the
Joseph
Lee
K-8
Miss
Andrea
Livesey
Miss
Andrea
Livesey
has
been
an
educator
within
Boston
public
schools
for
the
last
10
years,
teaching
with
an
ABA
strand
classrooms.
Currently
she
is
our
social
Wellness
teacher
at
the
Joseph
Lee
k-28,
where
she
focuses
on
social,
emotional
learning
and
mindfulness
with
students
in
grades
pre-k
through
eight.
N
She
is
an
active
member
in
the
Joseph
Lee
community
and
is
constantly
seeking
to
improve
student
outcomes
through
activities
such
as
fundraising,
rant.
Writing.
She
was
recently
awarded
the
whole
kids,
Grant
and
partnering
with
local
organizations,
for
example.
She
recently
partnered
with
the
green
City
Growers
to
start
the.
This
is
the
way
we
grow
project.
Excuse
me
garden
program
at
the
Joseph
Lee
School
Andrea
loves
being
a
part
of
the
BPS
community
and
truly
loves
bringing
new
opportunities
for
growth
to
each
student.
She
works
with.
N
J
O
Thank
you
for
that
reminder
good
evening.
Everyone
it's
a
pleasure
to
be
here.
My
name
is
Joseph
Foley
I'm,
the
proud
principal
of
the
Kilmer
k28.
It
is
an
honor
and
a
privilege
to
be
here
this
evening
to
introduce
and
congratulate
our
math
teacher
Mr
Stephen
Mook
as
a
BPS
educator
of
the
year
prior
to
working
as
a
math
teacher
in
BPS
for
nearly
the
last
15
years.
O
O
O
Mr
muck
is
a
passionate,
Dynamic
student-centered
educator,
who
works
extremely
hard
to
ensure
that
all
of
his
students
meet
their
academic
and
social
emotional
potential.
Mr
Buck
continues
to
meet
students
where
they
are
at
offers.
Effective
supports
mentoring
and
check-ins,
while
providing
a
safe,
welcoming
and
rigorous
classroom
learning.
Environment
Mr
not
only
supports
our
Middle
School
Scholars,
but
he
also
supports
a
team
of
adult
Learners
Mr
Mook
mentors
our
new
Middle
School
teachers
facilitates
our
Middle
School
PLC
and
is
a
constant
source
of
guidance
and
knowledge
for
all
of
his
peers.
O
On
a
personal
note,
I
truly
appreciate
Mr
mook's
continued
support,
his
open
and
honest
feedback
and
his
leadership
due
to
all
of
his
hard
work
and
his
positive
impact
on
our
school.
We
are
able
to
continue
to
provide
all
our
students
with
the
world-class
education
at
the
kilmercata
8
school.
Thank
you,
Steve,
and
congratulations
on
this
well-deserved
recognition,
great
job
Steve.
P
She
is
also
in
early
childhood
and
education
graduate
from
UMass
Boston
and
has
been
working
in
Early
Education
for
eight
years.
She
is
long
appreciated
being
part
of
the
BPS
community
having
attended
BPS
from
kindergarten
through
12th
grade.
She
truly
appreciates
working
in
BPS
and
uses
her
perspectives
and
experiences
to
do
amazing
work.
P
P
She
has
a
passion
for
watching
students,
learn
achieve
and
grow
When
Miss
Wu
learned
Of
Dishonor
characteristically.
She
was
surprised
she
said
there
are
so
many
people
at
the
school
and
likely
in
the
city,
I'm
sure
right
who
do
great
work,
but
she
wonderfully
wonderfully
represents
the
Harvard
Kent
staff
and
is
a
completely
deserving
winner.
P
She
describes
building
relationships
as
Central
in
her
work.
The
community
she
intentionally
creates
of
connection
inclusion,
safety
and
caring
of
high
expectations
for
and
belief
in
students
that
is,
the
community
we
intentionally
create
across
the
school.
Her
foundational
community
and
academic
work
makes
a
huge
difference.
P
J
Q
Q
Q
Q
R
R
R
R
B
And
thank
you
Jerome
I,
just
also
want
to
thank
you
for
your
work
in
ohc's
work
in
you
know
in
just
pulling
this
together,
so
that
we
could
appropriately
think
and
celebrate
all
of
these
wonderful
Educators.
So
thank
you
so
much
for
your
work
as
well.
S
Thank
you,
madam
chair,
and
thank
you,
superintendent,
Skipper
I,
don't
have
a
question.
I
just
wanted
to
congratulate
again
the
teachers
and
Educators
that
were
mentioned.
S
My
children
caught
that
this
was
happening
and
they
were
at
the
edge
of
their
seats
waiting
for
their
teacher
to
be
named,
and
so
just
to
say
that
I'm
so
glad
that
we're
recognizing
folks
and
just
knowing
that
there
are
so
many
other
unsung
heroes
in
our
schools
and
in
our
classrooms
every
single
day.
So
an
immense
amount
of
gratitude
from
myself
and
my
children.
D
Yes,
I
actually
just
want
to
Echo
those
sentiments
and
also
as
a
as
a
member
who
was
actually
on
the
the
the
committee,
and
you
know,
heard
the
various
profiles
and
read
through
various
profiles
and
hearing
the
the
the
the
stories
you
know
we're
only
getting
real,
like
I
can
say,
like
only
a
snapshot
of
the
great
work
that
you
know
that
I
that
I
had
the
pleasure
of
hearing
about,
and
not
you
know
and
told
from
the
the
impact
told
from
family
members
from
fellow
teachers
administrators,
so
really
just
all
around
support
for
the
great
work
that
that
goes
on,
and
it's
just
great
that
as
we
continue
to
think
about
how
we
need
to
do
things
better.
D
It's
always
good
to
have
moments
like
these,
where
we
we
recognize
and
celebrate
the
the
Great
work
of
those
that
are
dedicated,
and
this
is
a
shout
out
to
everybody
that
we're
appreciative
of
the
work
that
you
do
and
showing
up
every
day.
So
thank
you.
T
Thank
you,
madam
chair.
You
know
it's.
It's
nice
like
this.
That
I
really
regret
that,
when
not
back
in
person,
because
I
would
so
love
to
have
each
of
these
educators
of
the
Year
up
up
with
us
and
receiving
plaques
and
and
for
them
to
truly
get
the
Applause
and
gratitude
that
they
absolutely
deserve.
There
are
you
know.
T
When
the
teachers
who
have
received
National
certifications,
that's
a
big
deal
as
well
when
our
new
school
leaders
come
and
join
us
and
get
introduced
to
the
committee,
the
the
night
that
we
honor,
those
who
will
receive
the
doctorate
which
is
the
highest
in
in
education
that
you
can
get
and
then
especially
tonight,
teachers
of
the
year
so
I
the
educators
of
the
year,
because
it
includes
our
paraprofessionals
Etc.
T
So
I
just
extend
my
warmest
congratulations
to
all
of
you
and,
as
Dr
Elkin
said,
I
I
did
also
get
to
serve
in
a
past
selection
committee.
So
I
know
how
hard
the
selection
committee
works
and
how
hard
it
is
to
narrow
down,
because
we
have
so
many
outstanding
Educators
across
our
district
and
it's
nice
that
this
time
he
had
to
be
able
to
just
stop
and
honor
him
and
say.
Thank
you
for
the
difference.
You
were
truly
making
every
single
day
in
your
classroom
for
our
students
and
their
families.
E
I
drank
my
colleagues
in
echoing
congratulations
and
the
appreciation
to
all
educators
of
the
Year.
Thank
you
for
all
your
commitment
and
hard
work
in
advancing
the
education
of
Boston
children.
Thank
you.
I
do
have
well
regarding
the
superintendent
report.
E
I
I
have
one
specific
question
that
is
regarding
the
investigation
brought
on
by
the
latter.
E
I
understand
that
I
I
may
have
missed
it,
but
you
know
I
understand
that
the
investigatory
hearing
that
is
taking
place
with
different
alleged
complainant
I,
don't
know
whether
their
name,
complainants
or
not,
but
just
for
the
sake
of
clarity,
I,
understand
that
the
latter
did
mention
several
people,
several
educators
staff
that
were
affected
by
by
by
certain
kind
of
conduct
electric
misconduct
regarding
disciplinary
procedure.
E
E
Taken
into
consideration
of
those
legally
required
all
those
legal
requirements
such
as
redactions
of
names
or
or
whatever
personal
information
that
that
there
that
may
be
at
issue,
do
we
have?
E
E
Going
to
be
some
kind
of
this
positive
finding
from
the
commissioner's
office
that
may
involve
us,
given
the
fact
that
if
that
case
or
that
letter
is
going
to
be
filed
lately
later
on
in
any
legal
forum,
we
may
have
been
named
as
well.
So
is
there
going
to
be
any
kind
of
consultation
or
any
kind
of
discussion,
deliberation
that
will
involve
us
as
well.
B
So
three
so
I'm
gonna
actually
ask
Miss
Mackie
to
just
from
a
parameter
standpoint
share
it,
but
what
is
being
what
it?
What
Miss
Tidwell
is
investigating
isn't
a
particular
people
or
cases.
It
was
a
general
concern
around
a
disparity.
So
that
is
what
she
is
investigating
and
Miss
Mackie
I,
don't
know
if
you
in
terms
of
the
sharing
out
of
the
report
and
the
mechanism,
if
you
can
answer
that.
U
Well,
with
respect
to
the
investigation,
the
scope
of
the
investigation
is
whether
a
disproportionate
number
of
central
office
managerial
employees
of
color
have
been
placed
on
administrative
leave
and
or
investigated,
and
whether,
if
there
is
a
disproportionate
number,
whether
that
whether
there
is
evidence
of
that
is
a
result
of
bias,
that
is
the
scope
of
attorney
Temple's
investigation.
She
is
not
reinvestigating
prior
investigations
to
determine
whether
there
was
bias
attorney
Ted
will
is
not
investigating
whether
investigatory
meetings
are
being
held
as
a
result
of
bias.
U
There
are
several
different
forums
available
for
any
employee
who
feels
that
investigatory
meeting
is
has
been
launched
as
a
result
of
bias
or
an
investigation
is
not
supported
by
facts
and
is
bias
based.
So
I
think
it's
important
for
the
district
to
clarify
the
scope
of
that.
So
the
expectation
of
what
attorney
Ted
Wells
report
will
be,
if
it
was,
if
it
is
released
by
the
district,
is
confined
to
that
scope.
V
G
One
just
congratulations
to
to
all
of
the
recipients
this
evening.
It's
it
is
fantastic
to
to
hear
about
your
impact
and
to
celebrate
you
tonight.
G
Having
been
a
teacher
myself,
it
is
it's
the
hardest
job
and
it
is
it's
a
it's
a
special
it's
a
special
evening
that
we
get
to
celebrate
you
and
and
and
I
Echo
Miss
lopera
I
have
a
feeling.
My
son
is
also
like
wondering
if
his
teacher
is
is
in
the
mix
too,
and
so
this
is
very
special
and
there's
so
many
folks
we
couldn't
recognize
tonight.
The
system
is
great,
but
you
guys
are
awesome.
So
thank
you
so
much
for
your
service
and
for
for
your
work.
G
I
I
do
have
a
question
for
the
superintendent
and
this
is
about
past
presentations
and
just
curious.
If
there's
any
updates
for
us,
because
I
think
it
was
alluded
to
during
your
presentation
this
evening,
you
came
to
us
with
the
sort
of
some
of
the
shades
of
a
plan
around
the
work.
G
We're
going
to
be
doing
for
multilingual
Learners,
and
the
same
is
true
around
the
sort
of
possible
Journey
we're
going
to
be
taking
after
we,
the
ratification
of
the
btu
contract,
around
transformation
in
our
special
education
programming
and
the
planning
that
individual
schools
were
going
to
take
on
I'm
curious.
If
there
are
any
updates
for
us
this
evening
around
those
two
work
streams
that
obviously
in
the
presentation
here
were
separate,
but
in
many
ways
we're
about
whole
school
and
system
transformation.
I'm
curious.
B
Sure
so
is
part
of
the
as
part
of
my
report.
Tonight,
I
was
speaking
about
particularly
like
with
the
special
education,
the
areas
that
we've
begun
to
start
to
do
that
work,
and
so
it
ranged
from
mtss
and
and
kind
of
adopting
the
framework
and
ensuring
that
that's
something
that
for
all
schools,
training
can
can
happen
for
next
year
as
a
foundation
to
specific
work.
That's
starting
to
happen
between
committees
such
as
special
special
education
office,
such
as
omme
office
around
our
students,
mle
mle
students
with
disabilities.
B
So
it
the
work
has
begun
when
the
senior
advisor
and
I'll
ask
Dr
Chen
to
come
in,
because
I
know
that
they're
very
close
to
on
the
senior
advisor
side
once
that
person
comes
in
one
of
the
first
pieces
is
going
to
be
mapping
out
the
time
timeline,
the
big
buckets
of
work
and
how
they're,
working
and
dovetailing
together
between
the
two
offices,
a
big
piece
of
this
right
now.
B
Most
immediate
is
the
budget,
because
we
need
to
make
sure
that
the
budget
is
going
to
support
the
inclusion
work
that
is
being
visioned
for
the
22
schools
in
the
first
cohort.
But,
more
importantly,
the
foundational
work
that
needs
to
happen
for
the
other
schools
so
that,
as
additional
cohorts
come
through,
we
know
how
to
prepare
them
so
that
can
range
everything
from
the
mtss
piece
to
interventionist.
Reading.
Specialists
I
mean
it
kind
of
runs
the
gamut
so
Dr
Chen.
Do
you
want
to
just?
B
Is
there
anything
else
of
specificity
that
you'd
like
to
share
with
committee?
You
know
tonight
to
just
give
examples
of
further
work,
that's
being
done
more
than
what
I
referenced
in
my
notes.
H
Sure
I
think
there
are
some
key
hires
that
we've
been
working
on,
one
of
them
being.
H
Senior
advisor
for
special
education,
whose
primary
role
will
be
to
track
and
support
and
ensure
that
the
recommendations
are
implemented.
H
So
we
actually
have
been
coordinating
a
way
to
share
broadly
what
is
happening
with
the
implementation,
because
the
superintendent
said
parts
of
the
10
recommendations
were
already
in
process
prior
to
the
recommendations
being
made
and
some
have
been
accelerated
and
one
of
the
areas
of
feedback
that
we
got
was
that
the
the
document
itself
is
hard
to
digest
for
families
and
for
the
general
public,
and
so
we're
trying
to
do
is
make
sure
that
we
can
better
update
you.
H
And
it
certainly
is
a
meeting
all
into
itself
and
so
I'm
happy
to
take
direction
from
the
chair
and
the
superintendent
as
to
how
we
want
and
when
that
will
be
scheduled,
so
that
we
can
really
give
its
Justice
in
terms
of
the
full
report.
I
will
say
that
an
area
that
we're
looking
very
closely
at
is
certainly
our
multilingual
Learners
with
disabilities
and
really
adding
some
supports
and
some
consultants
in
that
work.
H
B
So
through
through
you,
through
each
year,
I'll
take
the
First
on
that
I.
Think
what
we
want
to
be
able
to
do
is
get
a
couple
of
these
big
pieces
in
place
so
that
what
we're
presenting
to
school
committee
as
a
next
update
is
more
comprehensive.
B
You
know,
as
as
you
can
see,
from
like
the
200
recommendations,
just
parsing
them
out
and
then
figuring
out
the
timing
for
each
of
them
and
then
what
step?
What
has
to
happen
for
the
timing
to
work?
What
the
fiscal
support
is,
which
departments
it
intersects
with
it's?
You
know
it's
comprehensive
and
that's
I
think
why
Dr
Hart
spoke
about.
B
We
need
to
move
with
urgency,
but
also
we
need
to
be
comprehensive
in
our
approach
about
it
and
recognize
like
how
intertwined
the
work
is
across
departments
across
our
systems
like
enrollment
and
transportation.
So
that's
what
we're
attempting
to
do,
but
with
all
due
speed,
we're
we're
trying
to
Fast
Track
that
as
much
as
possible.
So
I
would
see
this
as
something
that
perhaps
alongside
one
of
the
other
Council
reports
during
January,
that
we
give
a
more
comprehensive
update,
specifically
on
omme
strategic
plan
and
specifically
on
special
education
as
I.
B
Think
that
that's
I
think
that's
what
Member
Credit
her
Hernandez
is
referring
to.
A
E
E
B
For
me,
please
timeline
for
the
investigation
and
what
what
type
of
report
we
can
expect
back
like
what
would
be
the
the
range
of
findings.
U
U
U
This
would
be
in
an
attorney-client
privileged
report
for
the
district
to
review,
to
the
extent
that
the
findings
include
recommendations
as
to
how
to
remedy
anything.
If
there
is
an
adverse
finding,
those
recommendations
would
be
reviewed
by
the
district
and,
if
possible,
implemented.
U
E
So
the
attorney
clients
by
privilege
that
you're
stating
here
that
you're
referring
here
is
between
your
I
mean
between
the
attorney
who's
hired
to
to
perform
the
investigation
and
the
school
itself
and
then
and
the
administ
administration
of
the
school
itself
right.
That's.
U
Correct
the
school
committee
and
the
outside
Council
that's
been
hired.
There
is
an
attorney-client
relationship
there,
and
so
the
report
itself
would
be
an
attorney-client
privilege
report.
G
Yes,
I
have
two
questions
as
a
follow-up,
and
one
is
just
around
enrollment
and
this
again
may
be
another
agenda
item,
but
I
want
to
acknowledge.
You
know
the
conversation
we
have
had
previously
sort
of
around
enrollment
and
projections,
but
obviously
some
of
that
information
became
more
public.
G
The
last
few
weeks,
maybe
the
last
week
with
just
over
you
know,
48
000
students
in
the
system
and
seeing
that
you
know
well,
we
had
anticipated
continual
decline
and
I'm
curious
if
there
are
either
two
things
at
play
like
what
is
the
strategy
or
what
are
you
currently
thinking
about
as
you're
seeing
the
continued
decline
in
the
and
what,
at
this
point,
I
think
we
can
sort
of
name
as
a
trend
and
then
how
does
that
impact?
G
Some
of
the
future
conversations
we're
going
to
be
having
as
a
school
committee,
around
school
closures
or
mergers
or
consolidations
as
we
work
to
to
do
sort
of
two
things
right
like
right.
Size
are
buildings
and
then
also
deploy
resources
to
the
places
that
need
them
the
most
by
possibly
moving
away
from
some
of
the.
What
we've
been
doing,
particularly
with
the
the
sort
of
safety
nets
we've
been
offering
schools
who
have
been
unable
to
meet
their
projections.
B
Right
so
I
I
think
I
think
one
is
separating
out
in
terms
of
the
enrollment
decline.
What
is
and
it's
hard
to
do
this,
but
what
is
connected
with
kind
of
an
overall
trend
of
enrollment
decline
of
school-aged
children?
B
B
We
can
control
around
the
quality
of
Education
that
we
provide
and
the
confidence
that
our
public
has
in
our
school
district
and
so
I
think
we'll
be
working
hard
to
separate
those
out
and
to
identify,
as
we
have
been,
the
issues
that
are
most
important
to
our
parents
and
our
community
and
then
working
very
intentionally
on
those
additionally
I
think
it's
you
know
in
specific
areas
like
say
with
the
high
schools
and
secondary
schools,
you
know
making
sure
that
each
of
them
has
particular
things
of
interest,
whether
that's
art,
music,
Pathways,
Etc,
same
thing
with
our
you
know,
K
to
sixes.
B
You
know
making
sure
that
they
they
have
the
kinds
of
things
that
parents
are
are
looking
for
and
wanting
in
a
school.
This
goes
directly
into
green
new
deal,
as
you
know,
as
we're
sort
of
looking
at
the
buildings.
I.
Think
one
of
the
things
we're
very
much
looking
forward
to
is
the
facilities
audit
that
we'll
be
getting
in
in
the
early
spring.
That's
going
to
tell
us
tremendous
amount
about
our
buildings,
which
are
our
buildings,
can
actually
be
retrofitted,
not
retrofitted.
G
Perfect
and
then
my
my
final
question
in
the
last
minute
and
a
half
is
you
know:
I
had
been
asking
in
previous
weeks
just
around
our
the
the
information
that
families
would
be
getting
if
they
do
not
have
a
certified
teacher
in
their
classroom
and
so
I
don't
know
if
we
have
any
updates
on
current
vacancies,
but
also
on
the
notification
to
families
and
then
I
had
obviously
raised
a
question
in
a
previous
meeting
around
the
possibility
of
Parental
Choice
in
our
choice
system.
B
So
that
that's
that's
information
that
we'll
have
to
get
directly
from
ohc
I
apologize.
I
don't
have
that
tonight,
but
I
will
make
sure
that
we
get
that
to
you,
member
cardet
Hernandez
within
the
next
couple
of
days.
G
B
Right
now,
no
okay,
that
that
piece
has
not
no
there's
nothing
new
to
report
on
that.
But
I
will
get
you.
The
information
on
the
vacancy
pieces.
B
A
If
not,
I
too
want
to
just
join
everyone
and
thanking
and
congratulating
our
teachers
of
the
year
I
I
agree
with
you
Mr
O'neill.
This
is
one
of
those
wonderful
moments
that
I
wish
we
could
be
in
place,
but
I'm
just
glad
that
we
were
able
to
have
this
happen
and
that
they
are,
they
only
represent
the
tip
of
the
iceberg.
I
know
that
they
were
the
many
many
applications
that
there
are
so
many
people
working
hard
in
our
district
and
want
to
thank
them
as
well.
A
If
there's
no
further
questions
I
wanna
go,
it's
excuse.
Me.
I'm,
now
entertain
emotion
to
receive
the
superintendent's
report.
Is
there
a
motion.
W
D
Q
F
Madam
chair,
thank
you
for
having
us
tonight
and
superintendent
committee
members.
Thank
you
for
for
having
us
and
thank
you
for
being
willing
to
deviate
from
the
usual
process
to
take
care
of
these,
and
you
know,
hopefully,
vote
in
favor
of
agreements
that
we
think
are
strong
deals
that
really
benefit
our
members
and
our
employees
before
I
hand
it
over
to
deputy
director
Lewis
capicchio
and
labor
Council
Jeff
Smith,
who
really
led
the
negotiations
on
behalf
of
the
district
with
these
bargaining
groups.
F
I
just
want
to
take
a
second
and
thank
well
I,
guess.
First,
congratulations
to
all
the
educators
of
the
year,
it's
very
exciting
to
be
here
on
the
night
that
they
are
on
it.
So
congratulations
and
second
I
just
want
to
thank
the
unions
that
we're
presenting
Awards
that
we're
presenting
tentative
agreements
on
tonight
for
their
work
and
their
collaboration
and
cooperation
in
reaching
again
deals.
That
I
think
are
good
for
the
district
and
good
for
our
employees
and.
F
To
thank
thank
the
city
of
Boston
and
the
the
cooperation
of
mayor
Wu's
team
in
the
finance
office
working
with
us
to
get
these
deals
done
so
with
that
I'll
turn
it
over
to
Labor
Relations
deputy
director
Lewis
capicchio,
to
prevent
the
patrolmen's
association,
tentative
agreement,
good.
X
Evening,
everyone
Madam
chair,
Madam
superintendent,
members
of
the
committee.
Thank
you
very
much
for
having
us
this
evening.
So
I
am
pleased
to
announce
that
we
have
reached
an
agreement
with
the
patrolmen's
association.
This
is
the
union
that
represents
our
safety
service
officers
of
the
Boston
Public
Schools
I'm,
going
to
go
through
what
we
have
agreed
to
and
then
take
any
questions
so
before
I.
X
Do
that
I
would
also
like
to
thank
our
Union
partners
for
a
very
collaborative
process,
as
well
as
Chief
Coakley,
Fran,
Johnson
and
Elise
Amina,
who
also
helped
on
our
side
negotiating
this
contract,
as
well
as
the
budget
team,
the
office
of
the
superintendent
and
others
that
had
a
helping
hand
in
this
process.
So
we
have
two
moas.
X
The
first
is
for
a
single
year,
contract
from
the
2020
to
2021
fiscal
year,
and
that
is
for
a
two
percent
increase
in
their
wages,
and
that
is
the
only
provision
contained
in
that
MOA.
The.
Second,
contract
is
a
three-year
contract
from
the
2021
to
2024
fiscal
years,
with
two
and
a
half
percent
two
and
a
half
percent
and
two
and
a
half
percent
as
the
base
wage
increases
of
those
years.
X
We've
also
included
a
one-time,
a
one
thousand
dollar
lump
sum
payment,
as
recognition
of
the
work
that
this
group
did
during
the
pandemic,
which
is
similar
Provisions
that
we've
contained
in
other
contracts
this
year.
Just
to
recognize
that
work,
this
group
was
showing
up
to
work
every
day
during
the
pandemic,
so
in
recognition
of
that
work,
the
other
highlights
of
that
contract.
X
Are
we
revised
the
religious
leave
language
which
includes
personal
days
for
members
to
take
to
if
the
days
that
are
in
school,
for
them
to
recognize
holidays
of
their
religion,
if
they
so
choose?
That
makes
our
policy
more
Equitable
and
inclusive
for
all
of
our
members.
We've
also
updated
to
include
this
group
in
these
City's
parental
leave
policy,
which
will
increase
the
amount
of
paid
parental
leave
available
to
those
members.
X
We've
also
included
them
in
the
city's
military
leave
policy,
which
will
increase
the
amount
of
days
that
reserves
the
national
Guardsmen.
Can
take
for
their
service
paid
days
that
they
can
take
during
the
year
for
their
service.
X
A
A
F
Y
Yeah
good
evening,
Madam,
chair
superintendent,
members
of
the
committee
and
attendees
as
Jeremiah
said:
labor
Council,
Jeff
Smith,
the
office
of
Labor
Relations
Boston,
Public
Schools
I'll
be
walking
you
through
the
two
agreements
we
have
for
the
Local,
Union
number
1952
painters
and
Allied
trades,
District,
Council
35
or,
as
we
click
what
we
call
it
the
custodians
Union.
So
we
have
two
memorandums
of
agreement
tentatively
agree
to
one
from
FY
21
to
23,
and
the
percent
increases
for
that.
Moa
are
respectively
two
percent
two
and
a
half
percent,
and
two
and
a
half
percent.
Y
You
have
a
second
MOA
from
FY
24
to
26.,
and
those
percentages
are
two
and
a
half
percent.
Two
percent
two
percent
and
again,
like
Lou
briefs
in
his
presentation
on
the
patrolmen's
association,
we'll
also
be
providing
the
custodians
Union
with
a
one
thousand
dollar
covet
bonus
and
again,
a
lot
of
these
will
sound
familiar
we're
also
doing
some
holiday:
rework
we're
adding
Juneteenth
as
a
holiday
and
chilling
changing
Columbus
Day
to
indigenous
people's
day
in
their
agreement.
Y
We're
doing
some
sickly
reform
before
they
earn
their
sick
leave
days
incrementally
a
day
and
a
quarter.
Every
month,
we're
aligning
them
with
other
bargaining
units
in
the
district
by
giving
them
all
their
sick
days
on
September
1st,
so
they're
the
same
as
their
colleagues
in
BPS
we're
doing
some
reform
regarding
working
crew
work.
Certain
members
of
the
custodians
Union
are
part
of
what
we
call
working
Crews,
which
are
teams
of
custodians
that
do
work
outside
the
normal
job.
To
use
a
district
would.
L
R
Y
Contractors
to
do
like
painting,
sanding,
scraping
the
popcorn
off
ceiling
tiles
floor,
polishing
things
like
that
that
rate's
been
stagnant
for
quite
some
time,
so
we're
increasing
it
in
this
agreement
to
keep
Pace
with
other
increases.
Y
Finally,
where
reforming
some
of
the
language
in
regard
to
our
challenge
buildings
challenge
buildings
are
buildings
that
the
district
has
identified
as
particularly
difficult
to
be
a
custodian,
and
we
want
more
management
control
over
what
custodians
go
into
those
buildings.
Only
that
only
the
best
and
we've
got
some
language
in
the
new
MOA
to
enhance
our
ability
to
do
that.
A
C
You
chair
the
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
later
response.
C
C
C
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you're
signed
in
to
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comments
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
C
Z
Okay
and
thank
you,
Liz
and
thank
you
to
the
chair
and
to
the
superintendent
for
giving
me
the
opportunity
into
the
into
the
members
as
well
giving
me
the
opportunity
to
speak
very
briefly,
respect
your
time
and
and
want
to
say
thank
you.
I
understand
there
there
might
be
a
proposal
to
rename
the
Mckinley
school
after
representative
Mel
King
from
the
south
end.
Z
I
just
wanted
to
take
this
opportunity
to
inform
the
inform
the
board
that
this
would
be
a
tremendous
honor
for
the
residents
of
the
South
Indian
for
representative
Mel
King
he's
a
critical
Monumental
figure
who
has
contributed
greatly
to
the
city
of
Boston
to
the
South
End,
helped
the
United
unified
the
city
of
Boston
he's
a
one-time
finalist.
Z
As
you
know,
from
for
mayor
of
Boston
and
helped
bring
our
city
together,
he
devoted
his
life
to
improving
the
lives
of
so
many
young
people
and
residents
across
the
South
End
across
Roxbury
across
Boston
I'm,
proud
to
call
him
a
friend,
I'm,
proud
to
call
him
a
constituent.
I
know
his
family
very
well,
and
if
there
was
an
opportunity
to
name
a
school
after
him,
I
would
I.
Z
Would
greatly
and
I'd
be
honored
to
support
it
because
I
know
the
amazing
contributions
Mel
King
has
made
to
this
city,
not
just
in
public
education
but
in
civil
rights
as
well.
So
just
wanted
to
go
on
record
in
in,
say,
I.
Think
it's
an
it's
an
exceptional
idea.
I
know
there's
some
residents
talking
about
it
now.
So
thank
you
for
giving
me
the
opportunity
Madam
chair
into
the
superintendent
and
to
the
members
and
I
appreciate
your
time.
Thank
you.
C
Thank
you,
counselor
I,
don't
see
counselor
Royo
signed
into
the
meeting,
but
it
looks
like
his
staff
person.
Jordan
is
signed
in
Jordan.
If
you're
speaking
on
the
counselor's
behalf,
would
you
please
raise
your
hand.
K
K
Good
evening,
chair
Robinson,
my
name
is
Leslie
Gantt
I
am
the
principal
of
the
Joseph
Tynan
Elementary
School
I
feel
like
I,
live
in
two
neighborhoods
in
South
Boston
and
in
High
Park
I'm,
here
just
to
share
my
thoughts
about
the
24
7,
respect
program
that
is
offered
by
the
BPS
Equity
department
for
middle
school
students
and
at
the
time
we
only
have
sixth
graders.
But
this
is
a
program.
That's
been
very
beneficial
to
my
students.
K
It
really
focuses
on
helping
our
students
to
understand
the
true
meaning
of
respect
and
it's
a
one-day
event
that
has
lasting
effects.
The
students
engage
in
lessons
a
video
and
they
also
enjoy
honest
conversation
about
bias
based
conduct
and
sexual
misconduct.
This
is
such
an
important
program
because
it
allows
my
students
to
find
their
voice
in
a
safe
space.
I
also
appreciate
this
program
from
the
equity
Department,
because
our
young
people
have
to
be
able
to
speak
up
and
speak
out
about
Injustice
and
misconduct.
K
The
entire
Equity
Department,
led
by
Becky
Schuster,
are
so
responsive
and
resourceful,
and
they
provide
real-time
support
and
reflective
opportunities
for
staff
and
students
alike.
I
really
appreciate
the
long-term
learning
that
is
supported
by
this
program,
and
I
also
want
to
share
that.
It
really
helps
my
students
to
learn
more
about
one
another
and
what
they
have
in
common,
instead
of
focusing
on
the
differences
that
they
have
among
themselves.
K
This
to
me
is
one
of
the
key
roles
that
we
have
to
make
sure
we
engage
in
and
I
appreciate
the
equity
department
for
helping
our
students
to
find
their
voices
As
Leaders.
Thank
you
for
your
time.
K
AA
The
Acting
Superintendent
had
placed
five
central
office
leaders
of
color
on
administrative
leave.
The
skipper
had
to
approve
of
those
actions.
When
did
you
and
your
other
colleagues
first
know
about
this
August
24th
letter?
And
what
have
you
said
and
done
about
this?
Thank
you,
Miss
skipper
for
your
report
today.
Thank
you,
Mr
Tran,
for
your
comments
and
questions.
I
also
noticed
the
rest
of
you
continue
to
be
silent.
AA
AA
What
I
heard
is
that
everyone
should
get
a
hide,
get
and
hide
behind
a
lawyer
circle
the
wagons
and
raise
them
and
defend
racism
when
white
supremacy,
which
is
happening
at
the
top
of
our
system,
Miss
Robinson,
I'm,
sick
and
tired
of
Donald
Trump
lying
and
denying
he
that
he
lost
the
election.
Last
November
Michelle
Wu
was
elected
mayor
on
that
same
day,
the
citizens
of
our
city
overwhelmingly
voted
in
favor
of
an
elected
school
committee.
AA
If
the
appointed
body
had
the
confidence
of
our
citizenry,
the
ballot
question
would
have
been
defeated.
Boston
gladly
proclaimed
that
we
should
no
longer
be
the
only
municipality
in
our
state
that
lacks
a
democratically
elected
School
Board.
It
is
very
sad
that
our
mayor
has
become
an
election
disrespected
Madam
chair.
The
most
important
mission
of
the
BPS
is
to
protect
the
health
and
safety
of
our
children.
AA
C
AB
Good
evening
my
name
is
Mary
knee
lapis
I
am
a
teacher
at
the
McKinley
South
End
Academy
I
reside
in
South
Boston
and
I
speak
on
behalf
of
McKinley's
BTU
members,
Melvin
H
King
once
stated,
love
is
the
question
and
the
answer
that
quote
is
at
the
heart
of
McKinley's.
Renaming
request
names
have
meaning
carry
energy,
conjure,
images,
characteristics
and
values.
Names
are
calling
cards.
AB
Is
we
considered
a
new
name
for
our
program?
We
focused
on
how
the
name
could
reflect
Inspire
and
instill
in
our
Central
stakeholders,
the
students
and
families
of
McKinley
services.
When
one
speaks
Mel's
name,
a
mural
of
positivity
comes
to
mind
when
we
contemplate
his
life's
work.
His
commitment
to
our
youth,
his
empowerment
of
communities
in
his
Target
determination
to
assure
the
Civil
economic
and
social
needs
of
every
member
of
society
be
met.
We
find
a
paradigm
we
are
proud
to
set
forth
for
our
children.
AB
Mel's
life's
work
is
premised
on
love.
He
believes
in
the
transformative
Power
of
Love
Love
is
his
miental.
Love
is
his
engine
and
fuel
what
better
way
to
honor
our
students
than
to
provide
their
learning
space
with
the
moniker?
That
represents
the
transformative
Power
of
Love,
the
Melvin
H
King
South
Bend
Academy.
Thank
you
for
listening.
AC
Good
evening,
ladies
and
gentlemen,
I'm
here
to
speak,
my
name
is
Carolina
I'm,
the
principal
of
the
Rafael
Hernandez,
dual
Language
School,
very
proud
of
it
and
I'm
here
to
speak
on
behalf
of
the
office
of
equity.
I,
know,
there's
a
report
coming
up
tonight
and
I
just
wanted
to
speak
to
the
experience
on
the
ground
right
now,
what
it's
like
to
be
a
principal
in
BPS
in
the
middle
of
the
massive
psychological
recovery
that
is
still
happening
in
our
schools.
AC
I
think
the
strongest
Testament
to
the
work
of
the
office
of
equity
with
us
has
actually
been
the
constant
helpline.
On
the
other
end
of
the
phone
and
just
being
able
to
ask
a
question:
listen,
this
thing
happened,
I,
understand
it
to
be
biased,
based
Behavior,
but
what
is
the
right?
Next
move?
What
are
my
blind
spots?
What
am
I
missing
that,
like
sense
of
allyship
within
central
office,
I,
think,
is
incredibly
important,
because
it's
the
only
line
that
I
call
in
central
office
where
we
troubleshoot
individual
students.
It's
a
really
valuable
thing.
AC
The
team
is
very
strong,
we're
responsive.
They
help
us
troubleshoot
through,
what's
developmentally
appropriate
behaviors.
What's
not
and
how
do
we
help
support
the
families
and
the
kids
to
actually
learn
from
a
mistake?
I
think
schools
are
a
microcosm
of
the
society
that
we
live
in
and
were
in
this
important
position
to
have
to
interrupt
bias-based
behaviors
before
kids
experience
them
in
the
real
world,
and
so
I'm
really
proud
to
be
able
to
partner
with
their
teams
and
excited
at
the
work
ahead
as
the
office
of
equity
is
actually
helping
us
Pioneer.
AC
What
it
looks
like
to
do.
Intersectional
work
on
gender
and
sexuality
in
the
Latino
Community,
because
you
actually
need
different
vocabulary
for
Spanish-speaking
folks
to
do
inclusive
and
gender
neutral
language.
So
we're
excited
to
be
at
the
Forefront
of
that
work
with
them
and
just
wanted
to
speak
to
what's
good.
AD
Good
evening,
members
of
the
school
committee-
BPS
staff,
parents
and
students,
my
name
is
Joanna
McKee,
Cruz
and
I'm.
The
proud
principal
of
the
Samuel
Adams
School
in
East,
Boston
and
I,
live
in
Jamaica
Plain
I'm,
here
to
let
the
Boston
Community
know
that
as
a
single
building
administrator,
how
important
the
offer
the
office
of
equity
has
been
in
supporting
my
school
Community
I
cannot
thank
them
enough.
AD
I
am
so
blessed,
as
Carolina
said,
to
have
the
office
of
equity
as
thought
Partners
to
ensure
that
some
of
my
most
challenging
situations
are
handled
in
ways
that
are
Equitable
well
thought
out
and
focused
on
the
best
interest
of
our
students,
with
the
continuously
changing
landscape
of
education
and
social
media.
There
are
days
when
I've
called
the
office
to
problem
solve,
ask
questions
and
ensure
that
the
decision
this
decisions
of
our
school
are
made
truly
focused
on
Equity.
AD
They
always
rise
to
the
challenge
from
my
own
personal
growth
and
support
in
the
and
to
support
the
creation
of
a
truly
Equitable
anti-racist
school
I
participated
in
the
office,
the
office
of
equity,
Affinity
groups.
These
groups
help
me
reflect
on
my
own
experiences
in
my
own
history,
as
we
work
as
a
school
Community
to
break
down
the
systematic
structures
of
racism
and
education.
AD
C
AE
Good
evening
I'm
Sharon
Hinton,
mother
of
a
PBS
graduate
former
BPS
student
educator,
Hyde
Park,
homeowner,
Community,
Advocate,
doctoral
candidate
and
founder
and
executive
director
of
black
teachers
matter.
I
had
a
talk
with
myself
about
whether
or
not
I
would
submit
another
testimony
tonight.
Whether
or
not
I
would
share
my
thoughts
and
heart
at
the
school
committee
again
because
I've
been
doing
it
for
a
while
years.
AE
In
fact,
some
of
the
players
have
changed
and,
frankly,
I'm
still
waiting
for
answers
about
timelines
of
decision
making
that
pushed
out
black
Educators
and
central
office
leaders
of
color
a
healthy
insane
Mass
policy
that
will
keep
our
students
and
teachers
safe
in
accurate
accounting
of
430
million
dollars
of
Esther
funds
and
accurate
organizational
chart
of
BPS
leadership
with
a
racial,
ethnic,
demographic
and
linguistic
breakdown.
A
more
detailed
plan
regarding
security
measures
from
BPS.
AE
You
know
little
stuff
and
I,
wonder
who's
really
listening
and
why
we
can't
get
timely,
accurate,
consistent,
cogent,
honest
answers,
meaning
after
meeting
parents,
students,
Community
activists,
ask
questions,
demanded
action
and
answers,
and
the
elected
officials
seeking
photo
ops
and
votes
say
what
they
say
in
the
moment.
Do
little
or
less
after
the
people
speak
in
between
elections
and
appointments?
AE
All
of
us
together
is
always
more
than
just
one
of
us
and
let's
be
honest
for
once,
the
Boston
school
committee
is
beholding
to
the
mayor.
No
matter
who
he
or
she
is
99
000
registers
last
November
said
they
wanted
the
school
committee
to
be
elected,
elected,
but
not
selected
by
the
people
for
the
people.
We
fought
to
be
Americans
and
not
bow
down
to
a
king
or
queen,
discuss
or
answer
these
questions.
C
AF
AF
Well,
I
have
been
a
bus
monitor
for
over
23
years
and
now
that
we
in
session
of
our
new
contract
and
I,
don't
think
that,
where
are
being
fairly
accommodated
as
bus
monitors,
we
don't
have
any
benefits
or
anything
as
bus
monitors
and
we
work
as
hard
as
everyone
else
and
I
feel
like.
We
should
go
over
the
contract
that
we
negotiated
with
the
city,
and
that
is
all
that
I
have
to
say
because
I
have
another
member
contina,
that's
gonna
speak!
Thank
you.
C
Thank
you,
I,
don't
see,
Cortina
signed
into
the
meeting,
so
our
next
speaker
will
be
Jeff
rossica.
AG
Many
of
the
naming
opportunities
in
the
new
school
building
have
been
envisioned
as
an
integral
part
of
the
campaign
and
a
key
tool
to
help
us
raise
the
needed
funds.
I
also
want
to
note
that
the
stakeholders
involved
have
all
been
really
intentional
about
proposing
a
diverse
naming
site.
One
reflects
a
Civic
cultural
and
artistic
contributions
to
society
and
the
school
and
keeping
in
the
tradition
of
inclusion
in
the
Arts.
The
names
being
presented
also
represent
individuals
and
organizations
who
have
helped
make
Boston
a
vibrant,
diverse
and
more
inclusive
City.
It's
rich
in
culture.
AG
I
also
just
want
to
add
to
finally
that
many
of
the
names
on
the
proposed
slate
represent
several
years
of
tireless
effort
by
the
foundation
and
the
many
talented,
caring
committed
and
connected
people
who
have
worked
so
hard
and
even
given
of
their
own
treasure
to
help
ba
and
the
students.
I
just
want
to.
Thank
you
for
your
time
and
thank
you
for
your
support.
C
Thank
you.
Jovita
is
not
signed
into
the
meeting,
so
our
next
speakers
will
be
Adonis,
Evans,
Ruby,
Reyes,
Edith,
Bazil,
Ileana,
Silva
and
Jessica
Gonzalez.
If
you
could,
please
raise
your
hands
virtually
Adonis.
L
AH
You
hey
yeah,
no
I
wanted
to
say
I'm
here
to
address,
like
I
would
support
the
change
for
the
melking,
but
I
love.
Sorry,
I
mean
for
the
milking
name.
Change
for
McKinley
I
wanted
to
say
that
Mel
has
impacted
my
life
personally,
a
lot
like
if
it
wasn't
for
him
and
his
family
and
for
the
Fab
Lab
in
South,
Bend
I,
wouldn't
have
been
able
to
get
to
where
I'm
at
today,
so
I'm
just
I'm.
AH
Very
glad
that,
like
what
is
it
called,
we
have
these
people,
especially
within
our
own
Community
or
from
South
Bend.
That's
like
crazy,
like
he's
a
local
Legend
and
a
hero
honestly
in
my
eyes,
so
it's
like
if
we
can
honor
him
like
by
renaming
the
school.
That
was
like
it's
like
a
huge
thing
for
me.
That's
what
I
would
consider
like
what
is
it
called?
AH
That
would
be
awesome
and
especially
coming
from
McKinley,
where
you
know
we're
in
like
a
specialty
school,
where
you
know
we
don't
really
like
kids,
don't
really
you
know
like
we
don't
really
have
that
much
like
look
up
to
the
fact
that
we
have
something
that
we
can
look
up
to
and
try
to
Aspire
to
be
that.
That
would
be
something
really
good
to
have
so
yeah.
AH
No,
but
no
and
honestly,
yeah
and
I
have
to
think
like
and
even
like,
even
with,
like
the
whole
King
family
like
they
have
given
like
so
much,
they
taught
me
everything
and
I
honestly
wouldn't
have
been
where
I'm
at
now,
because
I'm
over
at
Madison
now
like
as
a
Paris,
so
it's
like
if
we,
if
they
have
been
given
like
so
much
inspiration,
so
much
commitment
and
being
able
to
help
the
youth
to
to
grow
in
such
a
way
that,
like
we
have
now
like
they
turn
young
students
who,
like
don't
know,
not
anything
to
Young
Scholars
and
it's
it's
honestly
amazing.
AI
AI
The
most
recent
example
of
this
was
the
presentation
of
the
special
education
report
by
the
Council
of
great
City
Schools,
which
almost
looked
like
a
photocopy
of
the
2009
report
down
to
sue
gam
being
a
consultant
and
author
on
both
reports.
Since
the
2009
report
there
have
been
there
have,
we
have
seen
countless
PRS
complaints
with
deci
that
found
BPS
office
of
special
education
and
services,
not
compliant
students
being
denied
a
free
and
appropriate
education
is
contingent
on
BPS
doing
things
differently,
not.
AJ
AI
Down
a
bit
slow
down
a
bit,
thank
you
not
naming
disparities
and
seeking
recommendations
that
will
not
be
implemented.
Bps
has
various
exclusive,
exclusionary
practices
that
segregate
black
and
brown
students
and
deny
them
access
to
what
should
be
Equitable
education.
The
green
New
Deal
feels
like
more
consultants
and
writing
expensive
reports
with
no
follow-through
from
the
BPS
leadership.
AI
Clearly
holding
yourselves
accountable
is
not
working.
Most
recently,
there
has
been
an
installation
of
new
cameras
into
some
school
buildings,
but
families
are
still
waiting
for
the
installation
of
at
least
one
new
HVAC
system.
District-Wide
priorities
for
Capital
Improvement
should
not
be
used
for
increasing
punitive
measures
on
students,
specifically
as
Cova
cases
rise
across
the
nation.
Clearly,
there
are
also
rising
in
BPS.
We
continue
to
urge
BPS
leadership
to
Institute
a
universal
masking
policy
after
the
December
holiday
break
superintendent.
Skipper
has
said
repeatedly
that
attendance
is
a
priority
for
the
district.
AI
Perhaps
the
district
should
consider
a
universal
masking
policy
when
students
are
missing
days
of
school
because
of
illness
with
families
receiving
letters
of
truancy.
What
is
BPS
leadership
doing
to
address
the
issues
they
are
creating
that
dramatically
impacts
attendance?
Besides,
not
instituting
masking
policies
after
holidays
Transportation
issues
continue.
Will
there
be
a
report
on
the
causes
of
absenteeism
related
to
District
issues,
including
illness,
from
lack
of
masking
policies
and
transportation
issues?
Thank
you.
AK
Good
evening,
I
was
surprised
yesterday
to
learn
that
this
committee
is
taking
a
bold
step
tonight
in
voting
on
renaming
McKinley
programs
to
Melvin
H
King
Southland
Academy.
This
is
a
good
step.
Mel
king's
name
embodies
a
lot
of
things:
BPS
graduate
BPS
teacher
Community,
leader
Mentor,
Advocate,
social
justice,
Warrior
youth,
director
activist
Builder,
Creator
scholar,
he
mentored
McKinley
students.
This
is
the
meaning
of
service.
Mel
King
was
the
first
black
mayoral
candidate
running
against
Ray
Flynn.
He
didn't
win,
but
in
our
eyes
he
was
our
mayor.
AK
He
also
served
as
state
representative
in
the
ninth
Suffolk
district
for
nine
years.
He
inspired
My
Generation
by
setting
the
bar
high,
but
what
it
means
to
be
a
community
role
model
a
school
with
Mel
king's
name
must
reflect
the
high
standards
of
this
Boston
Hometown
Hero
by
exemplifying
his
Fierce,
unwavering
leadership
and
Innovation
that
centers,
educational,
Excellence,
Justice
and
Liberation,
most
especially
for
black
youth,
who
he
saw
as
being
left
out
adopting
male
king's
name,
means
embracing
his
legacy
of
service
and
pursuing
racial
Equity
by
any
means
necessary.
AK
Cultivating
the
genius
leadership,
talent
and
innate
ability
of
black
boys.
It
means
turning
trauma
into
healing
pain
into
purpose
and
marginalization,
into
maximization
and
optimization
Mel,
H,
King,
South
and
Academy.
Leadership
School
must
be
anchored
in
the
collective
Vision
That
Sent
His
Youth
Boys
in
agency
that
supports
teachers
doing
the
work
that
leads
to
high
quality
education
and
high
quality
post
High
School
options.
Leadership
that
Embraces
Embraces
a
mission
embedded
in
restorative
justice
focus
on
the
urgency
of
now
to
honor
Mal
King
BPS
Mercedes
this
moment
and
create
learning
by
any
means
necessary.
AK
Please
vote
Yes
on
renaming
and
adopting
a
legacy
of
The
Honorable
Melvin,
H,
King
and
I
just
want
to
point
out
that
it
has
to
be
equity
and
timing.
Sharon
Hinton
was
cut
off,
others
were
allowed
extra
time.
That
is
not
fair.
That
is
not
Equity.
I
say
you
must
recalibrate
how
you
give
people
time
and
not
cut
them
off.
It's
disrespectful.
Thank
you.
C
Our
next
speakers
are
not
signed
into
the
meeting
Ileana
Jessica
pie
and
Olivia.
So
we'll
move
on
to
Daniella
Clark,
followed
by
Valerie
Becker,
Noriega,
Hamida,
Abdul,
Kalik
and
Aisha
Miller.
AL
Foreign
good
evening,
and
thank
you,
my
name-
is
danella
Clark
and
I.
Am
the
proud
president
of
Boston
Arts
Academy
Foundation
I'd,
like
to
thank
chairwoman
Robinson
in
this
entire
body
for
your
tremendous
service
to
the
city
of
Boston
and
our
students
and
families.
I'd
also
like
to
thank
superintendent,
Skipper
doctors,
depina
and
eccleson
for
working
with
us
over
the
last
year
to
get
us
to
today.
I
want
to
thank
my
partner
in
this
work:
Dr
Ann
Clark
and
the
entire
baa
Community.
AL
Additionally
I'd
like
to
thank
Myron
Parker
brass
baa
board
chair
for
her
support
with
the
baa
board,
specifically
held
on
June
28th
of
this
year,
affirming
their
support
of
the
names
associated
with
our
campaign
on
December
13
2017
I
stood
with
Ian
Clark.
As
the
msba
in
the
city
of
Boston
awarded
baa,
a
new
building
baa
was
founded
on
a
public
private
partnership.
Although
baa
received
a
new
building,
we
were
told
that
the
school's
funding
formula
would
not
change.
The
baa.
AL
Foundation
has
been
a
key
partner
to
baa
together
Ann
and
I
launched
a
32
million
dollar
building
our
future
campaign,
no
matter
how
beautiful
a
school
building
it
is
still
just
a
building.
It
is
the
people
in
the
programs
in
that
building
that
makes
the
building
work
tonight.
I
am
proud
that,
together
with
Ann
Clark,
the
baa
Foundation
board
and
colleagues
and
thousands
of
donors
over
these
past
several
years
to
date,
we
have
raised
20
million
dollars
to
support
baa
teachers,
salaries,
programs,
scholarship
supplies
and,
in
the
words
of
Deb
Goldberg,
all
the
little
extras.
AL
For
example,
this
year,
baa
foundation
will
provide
two
million
dollars
of
funding
to
baa,
not
including
in-kind
donations.
We
are
grateful
to
all
of
our
donors
for
their
support
and
we
thank
each
of
you
for
your
consideration
to
rename
Boston
Arts
Academy
after
the
great
Dr
Elma
Lewis
and
the
other
names
associated
with
the
building
our
future
campaign.
Thank
thank
you.
AM
Good
evening,
thank
you
so
much.
My
name
is
Valerie
beckerd,
o'gara
and
I'm,
a
proud
alumna
of
baa
and
chair
of
the
Boston
Arts
Academy
alumni
board
and
Association.
First
I
would
like
to
thank
the
committee
for
their
time
and
sincere
consideration
of
the
naming
proposals
as
related
to
the
Boston
Arts
Academy
foundations,
building
our
future
campaign
and
baa's
new
school
building
discussion
around
the
namings
reflect
Hope,
Pride
and
shared
identity
in
the
community.
AM
It
takes
a
village
to
raise
a
child,
and
that
Village
includes
not
only
faculty
staff,
parents
and
caregivers
and
the
school
district,
but
also
a
broader
community
of
people
near
and
far
who
care
about
the
well-being
and
future
of
the
students
and
their
access
to
Opportunities.
We've
heard
many
times
in
the
circles
of
baa
that
Talent
is
equally
distributed,
but
opportunities
are
not
and
when
I
read
through
these
name
spaces
I
see
the
names
of
people,
family
institutions
and
organizations
that
have
made
an
impact
and
care
about
our
youth.
AM
They
want
to
help
in
ways
they
can
open
doors
and
share
resources
to
lift
our
young
artists
and
Scholars
and
further
Inspire
Future
Leaders.
Not
just
of
our
age
but
of
the
generations
to
come,
and
this
is
why
I
support
the
campaign
and
name
spaces.
The
decisions
around
the
naming
opportunities
made
will
affect
the
future
of
baa
students
and
maybe
even
BPS
as
a
whole,
and
while
today
can
be
seen
as
a
choice.
AM
It
includes
the
school
BPS
and
the
community
at
large
and
as
our
youths
Village,
let
us
move
forward
and
all
we
do
with
the
mindset
that
together,
we
can
take
on
the
responsibility
to
lead
our
youth
to
open
Pathways,
provide
opportunities
and
support
them
as
they
step
in
their
Futures,
knowing
that
they
have
a
whole
community
in
their
corner
and
access
to
even
more
resources
that
can
be
provided
through
the
building
or
future
campaign
and
the
namespaces
at
Boston
Arts
Academy.
Thank
you
so
much
for
your
time
and
consideration.
AN
AN
My
parents
have
passed,
but
I
often
thank
them
for
giving
me
the
opportunity
to
study
under
Miss
Elma
Lewis.
Next
to
my
parents,
she
was
the
most
influential
person
in
my
life
going
up.
She
was
a
disciplinarian
and
a
loving
one,
because
she
was
deeply
committed
to
her
students
and
to
her
community
I.
Remember
us
sitting
on
the
floor
of
the
dance
studio
with
our
black
leotards,
pink
tights
and
pink
ballet
slippers
learning.
What
I
didn't
realize
until
I
was
an
adult
were
life
lessons
that
have
stayed
with
me
throughout
my
life.
AN
She
loved
the
ballet
and
exposed
us
to
the
discipline
of
the
ballet.
She
exposed
this
to
beautiful,
classical
music.
She
taught
us
about
everything,
from
hygiene
to
the
importance
of
studying,
hard
and
getting
an
education
about
the
importance
of
our
parents
and
always
putting
our
best
foot
forward.
AN
I
know
she
taught
generations
of
my
family
once
she
established
the
national
Center
of
African-American
artists,
exposing
us
to
people
like
George,
Howard
and
dance
John,
Ross
and
music
Vernon
Blackman
in
theater
and
other
gifted
artists
20
seconds.
Thank
you.
Each
year
during
Kwanzaa,
we
always
include
her
in
our
in
honoring,
our
beloved
ancestors,
who
gave
us
so
much
of
themselves
with
Black
Nativity,
her
gifts
to
all
of
Boston.
Continue
to
this
day,
I
cannot
imagine
a
more
fitting
name
for
the
Boston
Arts
Academy
than
the
name
Dr
Elma
Lewis.
Thank
you.
AN
A
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling
1
million
three
hundred
fifty
six
thousand
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
D
Yes,
thank
you.
I
actually
had
a
question
that
was
specifically
related
to
I.
Believe
it's
the
final
Grant
in
our
package
just
actually
like
sort
of
curious
about
how.
D
I
mean
I
mean
so
it's
basically
like
how
they
plan
to
bring
in
some
of
the
the
the
the
various
schools
to
create
a
a
league,
and
you
know
what
kind
of
work
did
they
do
to
really
like
to
to
Really
solicit
how
much
interest
across
the
city
that,
like
there
was
in
this,
so
I'm
just
really
curious
about
that.
D
B
Is
that
on
the
is
that
the
Special
Olympics
grant
that
you're
referring
to
yeah?
Okay
so-
and
it
looks
like
it's
it's
under
Athletics,
it's
under
Avery
Avery.
Are
you
on
I,
see
you
I
think.
Do
you
have
any
background
on
that
on
on
the
process
that
we're
going
to
be
using
foreign.
B
Or
Nate
Chief
cooter
do
you
know
any
background
on
the
question
that
Dr
Elkins
is
asking
on
the
Special
Olympics
Grant.
L
D
That's
like
that's,
that's
completely,
that's
completely
fine.
You
know
and
I'm
actually
Curious,
even
going
back
to
the
the
the
first
grant,
which
is
looking
to
to
help.
D
Like
a
number
of
schools,
particularly,
you
know,
bought
Boston
collaborative
Madison
Park.
Some
of
the
other
schools
in
terms
of
their
their
engagement
processes
and
I
would
actually
be
curious
if
there
were,
if
they're,
finding
or
engaging
any
particularly
novel
strategies
for
engaging
like
those
who
are
either
chronic
absentees.
Anything
like
that
anything
that
might
be
worth
highlighting
that
you
know,
maybe
we
should
be
keeping
an
eye
on.
B
Sure
three
three
chairs
so
I
I
think
on
the
mass
grad
Grant.
These
are
these.
Are
these
are
standard
grants
that
have
come
through
the
state,
so
each
of
the
schools
is
proposing
the
area
that
they're
working
on
as
part
of
the
grant
report.
You
know
they're
going
to
produce
kind
of
their
learn
lesson,
that's
something
that
we
can
give
to
school
committee.
B
You
know
or
or
we
could
actually
have
one
of
the
schools
when
we
do
our
high
school
presentation.
One
of
the
schools
specifically
refer.
You
know
to
what
they're
working
on
you
know
this.
This
is
the
state's
attempt
to
collect
best
practice
as
well
through
these
Mass
grad
grants.
So
I
can
I
can
speak
with
the
state
about
the
mechanism
they're
using
and
my
guess
is
it's
it's
some
kind
of
a
website
and
we
can
share
it
out
to
you.
Yes,.
G
I
I,
my
question
is
somewhat
aligned
to
to
Dr,
Elkins,
I,
think,
and
so
maybe
you'll
have
to
get
back
to
us.
But
I'm
curious,
specifically
with
the
grant
for
Special
Olympics
I
want
to
know
sort
of
the
the
level
of
impact
here
so
I
see
that
there's
30
schools
impacted
in
programming
for
the
first
goal,
around
sort
of
the
intentional
inclusion
of
students
with
intellectual
disabilities
as
well
as
autism
and
then
but
I'm
curious
on
the
Unified
sports
league,
as
well
as
some
of
these.
G
Approach
or
is:
are
we
targeting
schools,
if
so
sort
of
how
would
a
school
sign
up
and
and
then
I'm
curious
through
a
disability
lens?
You
know
like
what
are
the
distinguishing
factors
for
a
young
person
to
access
this
Lee
versus
one
with
their
more
typical
peers,
and
is
this
a
self-selected
process
or
something
that
the
school
is
deciding
and
so
just
sort
of
thinking
about
Equity
of
access,
I
think
there's
incredible
power
in
and
what
happens
with
the
Special
Olympics.
G
My
young
people
are
part
of
that
programming.
I
think
it
builds
a
beautiful
Affinity
space,
but
we
have
to
choose
to
be
part
of
that
space
and
so
just
I'm
curious
about
Choice
and
then
also
like
just
the
sort
of
sports,
Equity
access
piece
across
the
system
and
so
I'm
not
sure.
If
we
can
answer
some
of
those
questions
today,
but
I'd
love
to
learn
more
and
then
the
sort
of
second
question.
G
Maybe
we
can
ask
I'm
just
curious
on
these
lab
updates
in
the
second
Grant
I
believe
how
many
schools
are
impacted.
Do
they
know
that
they're
impacted
and
what
are?
What's?
We
can
get
just
a
little
bit
more
color
around
what
the
the
outcomes
are
of
those
improvements,
foreign.
B
Under
facilities
in
CTE,
but
they
have
to
do
with
the
actual
equipment
for
the
skills,
Capital
Grant,
deputy
doctor.
AJ
I
mean
superintendent
I'm,
the
grant
writer
at
Madison
and
I
applied.
Oh
perfect
and
I've
been
sitting
here
for
three
hours,
I'm,
so
glad
somebody
asked
a
question
so
yeah
we're
replacing
major
equipment
in
the
carpentry
lab
to
ensure
that
it
meets
the
standards
and
can
increase
the
credentials
of
the
students
and
make
them
21st
century
carpentry,
ready
and
issn
as
well.
So
I'm
really
excited.
We
were
able
to
secure
a
million
dollar.
Grant
to
you
know,
increase
those
two
Labs.
AJ
We
also
got
a
grant
for
the
medical
and
health
assisting
early
on
so
yeah,
and
you
should
visit
one
of
the
pieces
of
equipment
that
we're
replacing
was
so
old
I
graduated
in
1977
that
we
don't
they
don't
make
cards
for
it
anymore,
so
and
I'm
having
a
blast
learning
the
bidding
process,
because
several
pieces
of
equipment
are
over
50
000.
G
AJ
Yeah
well
to
two
of
the
labs,
so
the
issn
lab
and
actually
I
think
on
the
paperwork.
It
said
it's
a
two-year
Grant,
so
we're
buying.
Most
of
you
know
it's
divided
over
two
years,
so
we
have
to
spend
on
everything
by
June
of
2024..
So
it's
a
great
win
for
Madison
in
the
district.
G
AJ
Yeah-
and
you
know
they
make
in
the
carpentry
just
as
a
plug,
they
do
really
great
work
and
I
bought
one
of
those
as
an
Adirondacks.
She
is
that
what
they're
called
you
know
and
they
they
build
them,
so
you
know
they'll
be
selling
them
in
the
spring,
so
come
on
by
no.
AP
B
AP
And
so
I
think
just
taking
a
giant
step
back
and
working
with
Special
Olympics
of
Massachusetts.
AP
This
grant
is
really
around
focusing
on
creating
unified
Champion
schools,
which
is
a
big
part
of
what
they
are
behind
and
believe
in,
and
what
they're
putting
money
towards
and
trying
to
create.
So
there's
there's
a
number
of
ways
of
achieving
that.
Some
of
that
is
through
the
athletic
lens.
AP
Some
of
that
is
through
you
know,
unified
PE
in
the
in
the
classrooms.
Some
of
those
pieces
are
through
events
during
the
school
day,
where
you're,
recognizing
and
participating
and
encouraging
your
student
athletes,
your
special
Olympic
student
athletes
in
your
building.
So
it's
really
coming
on
a
number
of
fronts.
AP
So
I
think
we
have
an
opportunity
to
get
this
rolling
and
get
it
done.
But
we
we
called
30
and
I,
think
that
in
the
group
that
we
had,
it
really
was
around
putting
together
something
we
felt
was
feasible
and
something
that
we
felt
was
attainable,
but
that
that
30
could
be
through
a
unified
team.
We're
looking
we're
working
to
do
unified,
basketball
and
I.
Think
we
work
on
putting
those
programs
together
in
a
manner
that
works
best
for
our
kids.
AP
So
it
may
not
be
necessarily
traveling
out
and
having
a
schedule
or
more
of
a
jamboree
type
situation
where
we
all
meet.
You
know
either
during
a
school
day
or
on
a
weekend
and
have
the
team
so
right
now,
The
Feelers
are
really
out
for
schools
that
are
interested.
A
number
have
already
engaged
and
identified
themselves
already
through.
The
liaison
That
Special
Olympics
of
Massachusetts
has
that's
been
working
with
the
schools
and
then
we'll
be
working
to
to
kind
of
help.
Other
schools
get
up
and
running.
G
Just
a
quick
follow-up
question:
sorry:
if
a
young
person
is
at
a
school
without
access
to
one
of
these
programs,
is
there
a
choice
process
for
families
to
be
able
to
engage
with
programming,
that's
not
offered
at
their
current
school,
and
will
this
grant
expand
that
opportunity
for
families.
AP
Currently,
we
don't
have
an
answer
for
that
I
think
in
thinking
about
how
we
deliver
that
may
present
the
opportunity
to
for
someone
to
make
the
choice
to
participate.
AP
I
would
I
don't
want
to
give
you
an
answer
now.
That's
not
accurate.
So
I'd
like
to
go
back
to
my
group
and
and
really
kick
that
down
and
see
if
that's
something
that
we
think
we
could
put
out
and
and
do
in
a
in
a
high
level
way,
you
know
make
sure
that
we
did
it
properly
perfect.
Thank
you.
A
A
C
D
A
A
You
we'll
now
move
on
to
our
collective
bargaining
agreements.
The
committee
will
take
five
separate
votes.
One
vote
on
each
agreement.
Cba
vote
is
number
one.
We'll
now
begin
with
the
collective
bargaining
agreement
between
the
Boston
school
committee
and
the
afscme
afl-a-f-l-c-I-o
council
93,
and
a
an
affiliate
local
230
cafeteria
workers,
July
1
20
through
June
2023.
A
We
are
okay,
fine
all
right
just
wanted
to
make
sure
you'll
recall
that
Labor
Relations
director
Jeremiah
Hassan,
presented
this
agreement
to
the
committee
on
November
16th
and
now
open
it
up
to
the
committee
for
any
further
final
questions
or
comments.
D
Yeah,
so
it's
it's
much
less
of
a
question,
but
I
think
you
know
I
I,
think
it
I
think
it's
important.
You
know
just
based
in
like
the
transparency
that
we've
been
speaking
about
just
to
Simply.
I.
Think
name,
sort
of
the
concerns
that
that
some
of
us
expressed
with
regard
to
just
the
process
of-
and
you
know,
good
governance,
and
what
is
that?
And
what
does
that
mean?
D
And
everybody
wants
to
be
committed
to
that
process,
and
we
want
to
make
sure
that
anything
that
comes
before
this
body
is
has
ample
time
to
be
dissected
discussed.
And
you
know
we
we're
good
for
going
five
to
six
hour
meetings
on
that
anyway,
but
I
think
I
think
it's
it's
it's
it's
it's
intentional
to
just
to
be
mindful
and
I
think
that's
a
message
to
all
of
our
negotiations
and
is
how
we
handle
them
and
making
sure
that
it's
open
to
be
discussed
in
a.
D
And
that
we're
giving
opportunity
for
feedback
to
be
solicited
and
so
I
think
I
just
want
to
name
that
as
part
of
it
as
much
as
we
are
committed
to
committed
to
making
sure
that
things
are
done
in
a
timely
manner,
because
we
do
want
to
honor
the
good
work
that
everybody
in
this
district
is
doing.
But
I
just
wanted
to
to
name
that.
Yes,.
A
A
G
C
A
You
thank
you.
Our
next
action
items
are
collective
bargaining
agreements
between
the
Boston
school
committee
and
the
Boston
school
police,
patrolman
Association.
You
will
recall
that
Labor
Relations
director
Jeremiah
Hudson,
presented
these
agreements
to
the
committee
earlier
this
evening.
I'll
now
open
it
up
to
the
committee
for
any
final
questions
or
comments.
G
But
really
just
echoing
what
he
said
and
appreciate
always
appreciative
of
of
Dr,
alkins
and
and
your
leadership.
But
you
know
we
have
a
responsibility
to
to
make
space
to
listen
to
to
folks
who
who
come
here
to
share
and
so
I
know.
This
is
an
exciting
opportunity
to
to
get
this
through,
but
I
think
like
Dr,
Elkins,
I
hope
you
know
in
the
future.
G
We
are
making
space
to
make
sure
that
there
is
opportunity
for
Community
to
come
together
in
this
forum
to
give
us
feedback
around
any
blind
spots.
We
have
as
we're
as
we're
moving
towards
a
yes
with
any
of
our
our
labor
negotiations.
B
Sue,
thank
you.
Thank
you,
chair
I,
just
wanted
to
to
thank
all
of
you
know
our
labor.
You
know
our
labor
attorneys
and
staff
for
the
hard
work
of
working.
You
know
across
the
table
with
with
our
labor
units,
in
this
case
these
three
who
do
such
valuable
work
for
our
district
and
to
just
you,
know,
think
and
say
a
job
well
done
on
all
sides.
B
B
I
think
the
reality
of
many
of
our
labor
agreements
is
that
they
are
years
out
of
date,
which
means
that
many
of
them
in
the
people
that
work
in
those
unions
have
not
had
agreements
that
bring
them
current
in
some
cases
years
and
so
I
think
you
know
we
are
doing
our
best
to
try
to
rapidly
manage
that
situation
and
bring
those
contracts
current
out
of
respect
for
our
labor
force,
particularly
many
of
our
units
who,
from
a
paced
endpoint,
are
not
at
the
top
of
the
the
salary
scale,
and
so
you
know
these
two
here.
B
We
appreciate,
in
particular
your
willingness
to
entertain
them
in
one
session
and
to
vote
in
them
so
that
we're
able
to
be
able
to
to
get
them
current
as
quickly
as
possible
and
to
get
some
money.
You
know
to
our
members
before
the
before
the
holidays
and
shortly
after
so
do
appreciate
the
committee's
flexibility
and
willingness
on
this.
Thank.
A
B
D
Yeah
and
just
a
a
really
strong
thank
you
to
you,
superintendent,
for
actually,
you
know
making
this
really
making
this
happen
and
making
sure
that
we're
bringing
our
Labor
unions
to
be
current,
so
that
we
can
be
a
little
bit
more
strategic
and
forward
thinking.
So
thank
you.
Thank
you.
A
Y
D
A
C
A
AQ
L
L
G
Q
E
A
A
Hearing
none
I
will
entertain
a
motion
to
approve
the
memorandum
agreement
between
the
Boston
school
committee
and
local
union
1952
pages
in
Ally
trades,
District,
Council,
number
35,
effective,
September,
1
2020
to
August
31st
2023
as
presented.
Is
there
a
motion.
I
A
C
D
G
L
L
A
AH
A
D
G
E
A
A
As
some
of
you
may
know,
the
school
committee
has
a
school
building
and
school
space
naming
policy
that
was
last
revised
in
the
late
90s.
We're
going
to
hear
tonight
from
four
schools
who
have
proposals
using
the
process
outlined
in
the
current
school
committee
naming
policy,
but
I've
asked
District
staff
to
revisit
this
policy
and
make
a
proposed
update
to
the
school
committee
later
this
year.
We
want
to
make
sure
the
policy
reflects.
A
The
current
priorities
of
the
district
and
school
committee
has
a
robust
vetting
process
and
requires
the
use
of
the
racial
Equity
planning
tool.
I'll
now
turn
it
over
to
Deputy
Superintendent
Sam
depina,
who
will
present
on
behalf
of
the
four
schools
this
evening.
The
school
leaders
from
the
respective
schools
are
also
here
to
answer
questions
following
the
presentation
by
Dr,
depina
and
I'll
turn
it
over
to
you.
V
D
AR
V
Thank
you
so,
as
I
mentioned
we're
here
to
present
four
schools
to
follow
this
process
to
either
name
or
rename
their
school
or
spaces
within
their
school
buildings.
Courses
for
efficiency
for
efficiency
sake,
I
apologize,
I'm,
going
to
give
the
full
presentation
this
evening,
but
I'm
joined
by
the
school
leaders.
Dr
Brown
from
Madison
Park
Dr
Clark
from
Boston
Arts
Academy,
Miss
Nielsen
from
the
mckinleys
and
Mr
Walter
Henderson
from
the
matter
hunt
can
help
answer
any
questions
you
may
have.
V
V
Cardinal
Hall
will
be
renamed
a
week,
I'm
sorry,
we
are
proposing
to
rename
the
Cardinal
Hall
to
Charles
McAfee
Hall
in
room
7
275
to
be
renamed
the
Jose
Solis
Student,
Center,
Charles,
McAfee
or
Chuck.
As
many
of
us
know,
him
has
served
as
the
head
of
schools
for
Madison
Park
from
2000
to
2012..
V
He
has
he
was
he
served
in
for
the
Boston
public
schools
for
over
40
years
and
he's
a
recipient
of
the
Milken
educator
award
in
1999.
V
V
in
early
2022,
massive
Park
Technical
vocational
High
School
staff
voted
in
favor
of
honoring
significant
contributions
of
these
two
staff.
Members
followed
by
unanimous
vote
of
the
school
side.
Council
two
public
hearings
were
held
in
April
and
May
of
2022
at
Madison
Park.
Regarding
the
proposed
namings
next
slide.
V
In
our
third
proposal,
we
are
proposing
to
name
the
Boston
Arts
Academy
and
the
Boston
Academy
building
in
26
spaces
in
the
newly
opened
Boston
Arts
Academy.
We
proposed
to
we
proposed
the
baa
building,
be
named.
The
Dr
Elma
Lewis
building
Dr
Lewis
was
a
Visionary
for
Arts
education
in
Boston,
particularly
for
students
of
color.
V
The
last
proposal
this
evening
is
to
name
a
room
in
the
matterhunt
community
center
in
honor
of
long
time,
Community
activists,
Annie,
Kincaid,
Mata
hunt,
School
leadership
managed
the
public
process
for
The
Manhunt
Community
Center,
because
because
BPS
has
jurisdiction
over
the
entire
facility,
I
want
to
thank
Dr.
Sorry
Walter
Henderson
in
a
fonzo
Campbell,
Boston
Community
helps
who
coordinated
for
taking
this
on
and
guiding
the
process.
V
V
She
also
LED
efforts
to
ensure
Elmont
Park
was
safe
and
clean
for
its
residents.
In
addition,
she
was
honored
as
Boston's
2014
Crown
crime
fighter
of
the
year
on
National
Night
Out
I'm,
now
going
to
turn
it
over
to
Miss
Edna
Hall.
To
close
the
presentation
now,
Miss
Hall
is
a
longtime
friend
of
Annie
Kincaid
and
is
going
to
share
a
few
words
about
why
the
community
supports
this
change
missile.
AR
V
Thank
you,
Miss
Hall,
you
came
in
interrupted
sometimes
throughout
your
presentation,
so
I'm
wondering
if
we
can
get
a
copy
of
your
written
statement,
so
we
can
provide
it
to
the
school
committee,
but
I
just
want
to
again
thank
you
for
speaking
on
behalf
of
Miss
Kincaid
Madam,
chair.
That
concludes
our
presentation
and
we're
here
to
answer
any
questions
you
may
have.
Thank
you.
A
T
Thank
you,
madam
chair
I,
just
first
of
all
want
to
thank
Mr
depina
for
the
presentation.
I
know,
as
he
said,
the
school
lead
as
well
with
us
and
I'm
particularly
thankful
for
these
four
School
communities
for
the
amount
of
work
that
they
did
to
engage
and
come
up
with
this
within
their
community.
So
to
see
the
meetings
that
were
held,
the
surveys
of
students,
the
votes
and
the
votes
of
staff
and,
most
importantly,
the
votes
of
the
school
site
councils
is
extremely
important.
T
So
I
just
wanted
to.
Thank
the
four
School
communities
for
their
involvement
in
this
process
and
the
thought
that
went
behind
each
of
these
recommendations.
Thank
you,
madam
chair.
Thank.
A
A
AR
AR
W
That
recommendation,
Matthew
Knight
Academy,
are
agreement
throughout
the
school
community,
the
students
last
year.
There
was
a
whole
big
discussion
about
it,
and
the
students
were
involved.
I
mean
quite
a
few
of
them
to
go
to
the
meeting.
I,
don't
know
exactly
what
I'm
saying
I'm
just
really
saying
that
all
the
names
for
a
word
are
the
community,
the
students
and
parents
as
well
I'm
just
gonna
at
least
yeah.
G
Just
want
to
Echo
Mr
O'neill
as
well.
Thank
you
for
the
presentation
and
the
thoughtful
process
that
so
many
people
went
through.
Change
is
hard
and
changing
names
is
you
know.
G
I
don't
have
to
say
in
this
moment
in
time,
is,
is
part
of
one
of
many
culture
wars
that
we're
experiencing
when
I
got
this
I
I
did
sort
of
some
Googling
to
try
to
sort
of
see
some
history
around
some
of
this,
so
I
think
it
also
I'd
be
remiss
if
I
didn't
say
to
Edith
Bazil,
who
comes
here
almost
every
single
session,
who
wrote
a
fantastic
piece
in
2021
about
renaming
the
McKinley
School
and
so
to
see
that
come
to
life
in
Mel,
King's,
honor
sounds
really
purposeful
and
powerful,
and
we've
heard
tonight
the
impact
that
that
change
would
have
so
I'm
just
really
excited
that
we
get
to
be
part
of
this
moment
and
I
look
forward
to
the
further
discussion
at
our
next
session.
A
I
just
want
to
Echo
everyone's
thanks
to
the
four
schools
for
their
incredible
work
on
this
as
a
child
to
Boston,
I
grew
up
as
a
member
of
the
alma
Lewis
School
taught
there.
My
son
went
there,
so
it
is
wonderful
to
see
her
being
honored
in
this
way
as
who,
at
one
time,
I
think
we
thought
of
her
as
the
first
lady
of
the
Arts
for
the
city
of
Boston.
She
really
did
Advocate
and
I
am
happy
that
this
generation
of
young
people
will
grow.
A
It
will
go
up
and
know
her
story
and
understand
what
she
did
so
many
years
for
all
of
us
and
the
same
for
Mel
King
again,
another
Boston,
icon
and
just
so
happy
for
both
of
them
and
as
well
for
the
the
naming
of
the
community
advocate
in
the
at
the
matahan
school
as
well,
in
all
of
the
the
Myriad
of
names
that
have
come
forward
for
the
Boston
Arts
Academy,
so
look
forward
to
both
learning
more
about
who
all
of
these
folks
are
and
I'm
celebrating
the
hard
work
of
all
four
communities.
A
AS
Good
evening,
everyone
it's
great
to
be
here
this
evening-
I
believe
that
Chief
grandson
might
want
to
introduce
the
report.
Okay,.
AQ
Thanks
so
much
I
just
want
to
quickly
as
as
the
evening
is
getting
late,
say:
two
quick
things.
A
few
years
ago
we
had
the
opportunity
to
become
more
intentional
about
our
Equity
work
at
BPS,
and
we
created
the
equity
strategy
and
opportunity,
gaps,
division
and
so
that's
inclusive
of
the
office
of
equity
office
of
opportunity
gaps
and
our
office
of
retention,
cultivation
and
diversity
in
our
office
that
monitors
the
BPS
strategic
plan,
implementation.
AQ
So
you'll
hear
from
the
office
Equity
tonight
and
the
great
work
being
done
there,
but
you'll
also
hear
from
the
other
departments
a
part
of
the
division
throughout
the
year
and
before
I
turn
it
over
to
Becky
Schuster
I'd
just
like
to
take
this
opportunity.
As
a
team
leader,
it's
not
often
I
get
a
chance
to
publicly
acknowledge
team
members,
but
want
to
thank
Becky
and
her
leadership
and
the
members
of
the
office
Equity,
who
you'll
get
introduced
to
shortly
for
the
work
that
they
do
day
in
and
day
out.
AQ
AS
Thank
you
so
much
Chief
grandson
for
your
support
of
our
work
of
our
team
and
of
me
personally.
This
is
not
easy
work
that
we
do
in
the
office
of
equity
and
we
count
on
you
on
the
superintendent
and
on
the
school
committee
to
to
back
Us
in
all
different
ways.
So
thank
you
for
that.
It's
great
to
be
here
to
make
our
annual
reports.
This
report
will
cover
school
year,
2021
2022
and
our
last
slide
will
preview
the
work
that
we're
doing
during
this
school
year.
AS
It's
great
to
be
here
to
speak
with
the
school
committee
members
that
I've
presented
to
before
I
just
celebrated
seven
years
with
the
Boston
public
schools
and
to
have
this
first
opportunity
to
interact
with
a
few
new
members.
I
want
to
share
that
I
live
in
Hyde,
Park
and
I
get
emotional.
AS
This
evening-
and
we
will
also
have
the
opportunity
to
hear
from
two
additional
School
leaders
toward
the
end
of
my
presentation,
who
will
share
with
you
about
our
partnership
with
their
schools
and
I,
truly
view
not
only
our
educators
of
the
year
as
examples
of
heroism,
but
also
every
school
leader
this.
These
are
tough
times
to
be
leading
schools
and
I'm
grateful
for
the
opportunity
to
partner
with
them
and
back
them.
AS
Okay,
we're
gonna
go
to
the
next
slide
and
I
want
do
want
to
introduce
my
team
to
you.
They
are
all
here
via
Zoom.
If
we
were
in
person,
you
would
see
them
literally
beside
and
behind
me,
but
I
will
introduce
you
a
bit
to
them
the
five
folks
on
the
top
row
as
well
of
the
slide,
as
well
as
Chris
Mary,
our
Equity
manager
on
the
bottom
left
corner.
Those
are
the
permanent
members
of
our
team.
AS
The
four
additional
folks
on
the
second
row
are
our
Northeastern
undergraduate
Co-op
students
and
other
interns
who
are
working
with
us
this
year
and
I
included
the
full
team
because
trust
me
when
I
say
every
single
one
is
essential
to
us.
Getting
our
our
job
done,
most
of
our
team
is
bilingual
and
bicultural.
AS
We
also
have
three
employees
on
our
payroll
who
assist
employees
with
disabilities
in
our
schools.
They
don't
work
with
us
on
a
daily
basis,
but
they
play
an
essential
role
in
supporting
the
work
of
key
folks
in
our
schools,
including
two
managerial
sign
language
interpreters,
who
report
every
day
to
the
Horace
Mann
school.
Last
year.
Our
work
was
cited
as
a
model
in
two
different
important
settings:
one,
the
Office
of
the
Attorney
General
Maura
healing.
AS
Now
our
governor-elect
issued
guidance
to
schools
on
hate
and
bias
incidents
and
specifically
cited
some
of
the
work
of
the
Boston
Public
Schools
office
of
equity
and
also
the
Massachusetts
Executive
Office
of
Public
Safety
and
Security
cited
our
work
in
multiple
sections
of
their
new
school
hate
crime.
Resource
guide.
So
we're
proud
of
the
work
we
do
each
day
and
it
means
a
lot
to
be
recognized
by
others
for
the
quality
of
what
we
do
go
to
the
next
slide.
AS
AS
2794
formal
requests
for
assistance-
that's
not
every
call
that
we
had.
We
have
many
that
informal
consults
that
we
provide.
This
is
the
ones
that
were
formal,
so
this
includes
investigations.
This
includes
partnering
with
schools
to
support
them
through
every
stage
of
Investigations
of
student
incidents.
This
includes
responding
to
hundreds
of
accommodation,
requests,
formal
consultations
that
we
document,
because
they
may
lead
to
more
serious
issues
later
and
a
total
of
185
requests
for
support
from
our
lgbtq
Plus
student
support
manager.
AS
This
is
the
second
year
that
we
have
a
person
in
that
position
in
the
district
and
the
difference
that
is
being
made
by
Carmen
Fonseca
every
day
to
our
lgbtq
plus,
students
is
truly
touching
and
and
Trend
setting
I
want
to
talk
a
little
bit
about
the
trends
that
we
see
in
these
numbers.
AS
AS
So
our
students
are
hurting
and
they
are
acting
out
in
different
ways
that
fall
into
the
purview
of
the
office
of
equity.
I.
Think
that's
one
piece.
A
second
piece
is:
there's
been
a
huge
increase
in
our
accommodations
work,
partly
directly
related
to
the
pandemic,
including
last
year,
hundreds
of
requests
for
accommodations
related
to
the
vaccine
requirement,
but
also
because
of
the
pandemic.
AS
More
folks
became
aware
of
how
helpful
and
responsive
our
disability,
pregnancy
and
religious
accommodation
work
is,
and
so
we're
seeing
an
uptick
I
think,
because
there's
more
awareness
of
the
availability
of
those
supports
third
I
think
we're
seeing
an
increase
in
reporting.
I.
Think
some
of
the
increase
in
these
numbers
is
not
because
of
an
increase
in
off-track
conduct,
but
rather
an
increase
in
bringing
those
concerns
to
us.
AS
It's
always
hard
to
measure
exactly
which
is
which,
but
we
have
indications,
for
example,
right
after
we
do
our
program,
24,
7,
respect
that
principal
Gantt
spoke
about
so
beautifully
right
after
we
do
that
program.
We
see
an
uptick
in
reporting.
We
we
believe,
that's
because
of
awareness,
not
because
folks
are
acting
out
more
after
that.
AS
And
lastly,
as
I
already
mentioned,
the
increase
in
the
provision
of
lgbtq
student
support,
a
combination
of
more
of
our
students
feeling
safe
to
be
visible
about
who
they
are
and
to
ask
for
assistance,
as
well
as
the
second
year
of
having
a
full-time
person
in
that
role.
Folks
are
coming
to
ask
for
assistance
because
it's
available
we'll
go
to
the
next
slide
and
talk
about
our
case
process,
how
it
works.
AS
AS
So,
first,
we
usually
get
a
call
from
a
school
administrator
and
we
consult
with
that
individual
about
next
steps,
and
we
then
follow
up
immediately
with
an
email
that
documents
exactly
the
next
steps
that
we
have
suggested
to
that
particular
School
administrator
and
by
the
way
our
school
administrators
have
who
are
calling
us
have
already
been
trained
by
us
in
this
process.
AS
Certainly
we're
going
to
inform
the
family
of
the
individual,
whose
conduct
may
have
gone
off
track,
as
well
as
those
who
were
present
or
targeted
by
that
off
track
conduct,
and
sometimes
we
need
to
communicate
more
broadly
to
the
classroom
or
to
the
school
Community,
depending
on
the
nature
of
what
happened
that
school
administrator
investigates
what
occurred
and
immediately
creates
a
safety
plan.
If
that's
needed.
AS
We
want
to
make
sure
that,
if
there's
any
question
of
safety
that
is
addressed
immediately
once
the
school
administrator
is
able
to
determine
if
one
of
our
Equity
circulars,
those
are
our
internal
policies
regarding
biospace
conduct
and
sexual
misconduct.
Once
the
school
administrator
determines.
If
a
circular
was
violated,
then
they
work
with
us
to
identify
next
steps,
either
applying
the
code
of
conduct
if
needed,
addressing
impacts.
L
AS
And
lastly,
we
enter
that
information
into
our
case
tracking
system
so
that
we're
able
to
ensure
that
the
needed
steps
were
taken
and
we
have
a
record
of
that
process
depending
on
how
broad
the
impact
was
of
the
incident
we
determined
if
the
office
of
equity
should
follow
up
in
any
other
way.
Would
that
educator
with
the
school
with
that
administrator
with
that
family
go
to
the
next
slide?
It's
important
that
we
talk
about
the
close
partnership
that
we
have
with
succeed,
Boston
and
the
Boston
public
schools,
safe
space
and
bullying,
Prevention
hotline.
AS
We
work
daily
in
partnership
with
the
folks
on
Jody
LG's
team,
who
are
experts
in
bullying
if
a
particular
Incident
That's
reported
may
be
bullying,
and
it's
also
looks
like
it's
biospaced
or
sexual
in
nature.
Then
we
partner
on
addressing
that
situation.
If
the
heart
of
the
matter
is
bullying-
and
it
doesn't
appear
to
have
a
significant
bias
based
element,
it
will
stay
entirely
with
the
bullying
team
if
the
heart
of
it
is
related
to
bias
or
sexual
nature.
AS
I'd
also
want
to
mention
that
we're
very
grateful
that
succeed,
Boston
takes
leadership
on
bullying
prevention
and
civil
rights
education
programming,
so
that
when
a
young
person
has
engaged
in
biospace
conduct
or
sexual
misconduct,
they
have
the
opportunity
not
just
to
be
addressed
through
a
code
of
conduct,
but
perhaps
even
more
importantly,
to
find
out
what
root
causes
were
of
the
off
track
conduct
and
getting
educated.
Why
is
it
that
that
word
was
so
hurtful?
Why
is
it
important
to
learn
about
consent?
AS
What
does
consent
mean
so
Jody's
team
does
an
amazing
job
of
meeting
with
our
students
to
educate
them
about
their
rights
and
responsibilities
related
to
bullying
and
biospace
conduct
and
sexual
misconduct.
You
also
have
a
wide
range
of
resources
on
our
website
that
help
people
with
follow-up
activities
with
their
classrooms
go
to
the
next
slide.
AS
So
that's
a
project
that
I
engage
in
as
well
go
to
the
next
slide
when
you
heard
from
Principal
Gantt
about
24,
7,
respect
and
there's
a
link
here
and
I.
I
hope
those
of
you
on
the
school
committee
who
have
not
watched
the
video
will
later
take
the
time
to
see
our
Boston
Arts
Academy
student
actors
perform
in
this
13-minute
video
that
features
four
scenarios
of
biospace
conduct
and
sexual
misconduct.
AS
I
I
I
AU
AS
I
think
well
we'll
stop
there,
so
that
just
gives
you
a
taste
of
one
of
the
four
scenarios
that
are
presented
that
are
aimed
to
teach
students
about
the
impact
of
their
conduct
and
how
to
get
help
in
addressing
an
incident
that
might
occur
and
might
impact
them
in
the
in
the
classroom.
AS
The
video
is
available
entirely
in
spoken
Spanish
with
all
the
actors,
speaking
Spanish,
as
well
as
the
version
you
just
saw
in
English
that
has
closed
captions
in
over
a
dozen
languages
and
I
also
linked
to
the
slide
in
case
folks
would
like
to
see
it.
Those
who
haven't
yet
a
two-minute
video
that
has
interviews
with
schools
about
the
impact
this
program
has
had
on
them.
We'll
go
to
the
next
slide.
AS
I
want
to
give
a
few
statistics
now
about
our
work
this
year.
This
is
a
summary
of
our
incident
reports.
As
you
can
see,
the
overwhelming
majority
of
incidents
reported
to
us
are
student
to
student,
either
by
a
space
conduct
or
sexual
misconduct
go
to
the
next
slide.
Regarding
our
employees.
This
is
the
past
five
years
of
data.
You
can
see
that
over
time
we
have
a
downward
Trend
in
the
number
of
Investigations
we're
needing
to
do
each
year.
AS
You
can
see
that
those
members
have
remained
low
in
recent
years
and
we
have
no
reason
to
believe
that
reporting
has
reduced
if
anything,
the
opposite
next
slide
in
terms
of
protected
categories
that
allegations
toward
employees
for
every
single
year,
race
has
been
Number
One
race,
Remains,
the
key
issue
that
impacts
our
employees
and
our
students
every
day.
AS
Obviously,
there
are
many
other
important
categories
that
we
deal
with,
but
race
continues
to
be
number
one,
and
you
can
see
this
year
that,
in
terms
of
concerns
regarding
employees,
that
sex
is
number
two
national
origin
number
three
and
just
a
few
cases
related
to
disability
and
sexual
orientation,
we'll
go
to
the
next
slide
in
terms
of
biaspace
misconduct
by
students.
Similarly,
cases
related
to
race
have
been
number
one.
Every
year,
we've
had
a
significant
increase
in
reporting
of
concerns
regarding
bias
based
conduct
regarding
sexual
orientation
and
gender
identity.
AS
Again,
we
feel
this
is
primarily
a
rise
in
students
being
more
visible
about
who
they
are,
and
also
feeling
more
supported
to
come
forward
when
they're
not
treated
in
the
affirming
way.
That
is
expected
among
our
students
and
our
staff
go
to
the
next
slide
sexual
misconduct.
It's
very
important
that
we
talk
about
what
this
means,
because
when
we
see
these
numbers
they
are
very
concerning.
However,
I
want
to
make
very
clear
that
sexual
misconduct
in
the
overwhelming
majority
of
these
incidents
are
quite
minor.
AS
It
might
be
a
one
student
making
an
unwanted
flirtatious
comment
to
another
student,
for
example.
It
might
be
a
game
of
tag
on
the
playground
that
accidentally
resulted
in
someone's
rear
end
becoming
visible.
So
most
of
the
incidents
that
are
reported
to
us
are
quite
minor.
You
can
see
that
last
year
we
had
a
big
uptick
in
the
reporting
of
these
incidents
that
parallels
the
uptick
that
I've
been
talking
about
throughout
this
conversation
and
we'll
go
to
the
next
slide.
AS
I'm
fortunate
to
partner
with
the
other
offices
in
our
division
that
Chief
Branson,
referred
to
in
providing
internal
consultancy
to
in
particular,
are
operational
departments
in
the
central
office.
Every
Department
in
the
central
office
has
a
liaison
from
our
division,
and
the
office
of
equity
has
a
particular
role
to
play
with
operational
departments
such
as
Transportation
food
and
nutrition.
AS
The
we
don't
get
as
involved
in
instructional
work.
We
leave
that
to
the
experts
in
the
office
of
opportunity
gaps.
We're
also
quite
involved
in
equity
impact
analysis,
including
the
equity
impact
statements
that
school
committee
receives
at
each
meeting.
We're
responsible
for
final
review
of
each
of
those
statements
and
you'll,
hear
in
a
few
minutes
about
the
partnership
we've
had
with
the
leadership
of
the
Horace
Mann
school,
since
we
recently
celebrated
the
first
deaf
School
leader
at
the
Horace
Mann
school
for
the
deaf
in
its
153-year
history.
AS
This
is
quite
an
extraordinary
Milestone
and
we've
been
really
fortunate
to
get
to
be
part
of
supporting
that
work.
AS
So
that's
the
perfect
segue
to
the
next
slide,
where
we'll
be
introducing
two
School
leaders
to
share
with
you.
Their
experiences
partnering
with
our
office
and
I
would
like
to
first
introduce
head
of
school
Michelle,
Eisen
Smith,
who
you
also
saw
earlier
talking
about
one
of
the
educators
of
the
year
and
she's,
going
to
share
a
little
bit
about
our
partnership
with
the
Horace
man.
AS
M
My
name
is
Dr
Michelle
Eisen
Smith
and,
as
I
mentioned
earlier
tonight,
I'm
the
head
of
school
at
the
Horace
Mann
school
for
the
deaf
and
hard
of
hearing
and
I'm
here
tonight
to
speak
about
the
importance
of
the
important
work
that
the
office
of
equity
does
the
office
of
equity
was
integral
in
supporting
the
selection
process
that
involved
the
hiring
of
the
next
head
of
school,
which
is
myself.
They
involve
the
deaf
Community
Partnership
and
the
school
Community
BPS
leaders.
M
They
were
all
key
in
the
process
of
of
my
being
selected
as
the
principal
once
I
was
selected.
The
office
played
a
key
role
in
ensuring
that
I
had
all
the
tools
that
I
need
to
thrive
as
the
first
deaf
leader.
M
First
Step
leader
in
Boston,
Public
Schools,
but
also
Nationwide,
a
lot
of
people
weren't
sure
how
to
support
my
access,
but
everyone
was
open
and
willing
to
do
so.
They
were.
The
office
of
equity
was
instrumental
in
giving
me
the
tools
that
I
needed
and,
as
Becky
mentioned
as
the
first
deaf
leader
in
the
history
of
Boston,
Public,
Schools,
Horace
Mann
was
established
153
years
ago,
the
first
public
Day
School
for
the
Deaf
in
America.
This
is
quite
an
achievement.
M
As
I
said,
Horace
Mann
has
had
historical
moments
throughout
its
153
years
and
now
is
an
opportunity
about
providing
access,
not
only
for
myself
as
the
deaf
head
of
school,
but
we've
this.
These
achievements
have
happened
so
much
due
to
the
part
of
the
office
of
equity
and
and
our
communication.
Access
person
who
is
hired
to
work
with
BPS
is
not
just
working
with
me,
but
with
our
families,
with
our
students
with
our
communities
to
making
sure
that
access
and
communication
access
is
met
throughout
our
community.
M
Providing
interpretation
for
all
meeting
access
is
instrumental
for
us
to
all
be
able
to
work
together
and
share
our
skills.
The
office
has
worked
with
developing.
We
have
a
new
work
group.
That's
established
to
look
at
the
needs
for
placement
and
within
BPS
is.
This
is
a
research-based
working
group
to
make
sure
that
we
meet
the
needs
for
all
deaf
and
hard
of
hearing
students
throughout
Boston
Public
Schools,
not
just
at
the
Horace
man.
M
So
when
you
think
about
what
this
looks
like,
how
our
students
can
succeed
in
an
equitable
environment
is
quite
important
because
of
this
collaboration
with
the
office
of
equity.
In
Boston
Public
Schools,
our
deaf
and
hard
of
hearing
students
see
someone
who
are
just
like
them
in
not
having
a
role
model.
People
didn't
have
young
people
didn't
have
dreams
of
what
they
could
become
now
they're,
seeing
the
head
of
a
school,
our
Educators,
our
assistant,
head
of
schools.
M
So
here
we
are
working
together
with
the
office
of
equity
and
BPS
to
say
yes,
our
deaf
students
can
do
anything.
They
dream
of
last,
but
really,
not
least
at
all,
since
I've
been
principal
that
they
have
supported
me
with
the
help
of
our
hotlines,
instant
support
for
different
things
that
happen
throughout
our
school
day,
for
our
staff,
for
our
students
to
earn
the
access
that
they
deserve.
M
AV
Good
evening,
everyone
Michelle
Davis,
the
very
proud
principal
of
the
war
in
Prescott
k28,
school
and
I
was
asked
to
share
a
bit
about
my
work
with
the
office
of
equity.
AV
AV
AV
AV
They
have
also
connected
me
with
appropriate
resources,
whether
it
was
an
article
to
utilize
with
my
staff
or
an
agency
that
might
help
support
a
student
or
staff
member.
We
also
utilize
the
respect.
24
7
video
with
our
upper
school
students
and
I
actually
also
showed
that
video
at
schoolside
Council
to
inform
my
parents
of
how
we
were
supporting
students
and
understanding
safeguards.
AV
AS
Thank
you
so
much
principal
Davis,
and
it
really
touched
me
to
hear
you
talk
about
the
quality
of
the
team
that
I
am
fortunate
enough
to
work
with
every
day.
AS
I
can't
say
enough
about
who
they
are
as
people,
how
devoted
they
are
to
the
work
and,
of
course,
the
long
hours
that
they
have
been
willing
to
put
in
in
order
to
support
School
leaders
and
all
of
the
people
who
learn
and
work
in
the
Boston
Public
Schools
I'm
going
to
go
to
my
last
slide
now,
which
is
about
our
goals.
For
this
school
year.
AS
We
are
rolling
out
in
partnership
with
the
office
of
opportunity
gaps,
three
modules
of
racial
equity
and
Leadership
training.
The
first
module
is
for
all
employees
about
implicit
bias
in
the
context
of
K-12
education.
The
section
second
module
is
for
most
employees
and
goes
over
key
Concepts
in
history
related
to
racism,
including
the
history
of
the
1974
desegregation
of
the
Boston
public
schools
and
the
third
module,
which
is
for
a
smaller
number
of
employees
on
how
to
use
the
racial
Equity
planning
tool
and
how
to
hold
school-based
Equity
roundtables.
So
that
is
in
progress.
AS
AS
We
are
taking
steps
to
improve,
how
we
communicate
to
our
own
staff,
our
students
and
our
families
around
how
it
works
to
contact
the
office
of
equity
and
what
happens
next.
When
we
receive
a
concern,
we
are
working
every
day
to
get
every
single
employee
of
the
district
to
sign
off
that
they
have
read
and
understood
our
internal
policies,
either
in
English
or
in
their
first
language,
we're
working
on
an
upgrade
to
our
case
tracking
software.
AS
We
made
a
selection
about
seven
years
ago
and
we're
ready
to
reselect
something
that
we
think
will
meet
our
needs
a
little
bit
better.
We
have
rolled
out
24,
7,
respect
for
all
sixth
graders
and
all
ninth
graders
this
year.
We
are
looking
forward
to
an
increase
in
office
of
equity
capacity
so
that
we
can
keep
up
with
the
pace
of
the
increased
calls
for
support
from
us
and
we're
also
preparing
for
an
expanded
training
mandate
to
start
in
the
next
school
year.
23
24..
AS
We
hope
to
do
some
deeper
training
on
Equity
protocols,
a
second
round-
perhaps
we
could
say
for
those
who
have
perhaps
took
the
training
several
years
ago
and
it's
time
for
an
update.
So
we
will
need
more
training
capacity
for
that.
That
is
my
report
for
school
year.
2122
and
I
welcome
your
questions.
A
S
Thank
you,
madam
chair,
and
thank
you
so
much
Miss
Schuster
for
that
incredible
report.
I
think
it
speaks
volumes
that
you
have
principles
who
come
and
speak
on
on
your
behalf
on
behalf
of
the
relationship
and
the
trust
that
you've
been
able
to
build
with
folks
in
a
time
of
need
in
the
service
of
students
and
family.
So
thank
you.
S
I
have
a
you
answered
some
of
my
questions
in
terms
of
what
what
the
word
thing.
So
thank
you
for
for
that,
but
I'm
trying
to
get
a
better
sense
of
clearly
there's
a
case
management
component
to
your
work
and
I'm
curious
to
understand
how
you
synthesize
the
information
that
comes
in
from
case
to
case,
to
really
see
a
more
holistic
picture
and
identifying
Trends
across
the
system
and
then
working
with
the
system
to
perhaps
think
of
preventative
strategies.
S
Clearly
you're
thinking
about
that
with
the
video
with
students
and
the
24
7
work,
but
I'm
thinking
in
terms
of
school
culture
and
perhaps
educator
practices
how
your
office
works
with
the
system
and
seeing
trans
identifying
them
and
then
addressing
them
in
a
preventative
way.
AS
That's
a
great
question.
Thank
you!
Yes,
so
we
have
every
year
as
we
set
our
goals,
we
are
always
rooting
those
goals
and
what
we've
learned
from
trends
of
the
previous
year,
so
you
can
see
a
direct
line
from
some
of
what
we
experienced
during
the
year.
We're
reporting
out
on
to
some
of
the
goals
that
I
discussed
with
you
for
this
current
school
year.
AS
Okay,
so
giving
us
those
sorts
of
alerts.
Are
there
schools
we're
hearing
from
a
lot?
Is
it
all
from
the
same
fourth
grade
class
at
the
same
school?
What's
happening
in
that
class
and
how
can
we
bring
every
possible
resource
to
bear
so
we'd
certainly
do
some
of
that
work.
Perhaps
more
intuitively,
and
you
know
we
have
a
weekly
team
meeting
and
people
say.
Have
you
been
getting
a
lot
of
calls
from
that
school
yeah
I
have
been.
What
do
you
think
is
going
on
there?
Have
you
heard
anything?
AS
How
can
we
team
with
the
operational
leader
with
the
school
superintendent,
for
that
particular
school,
with
the
social
worker,
with
the
family
liaison
to
try
to
figure
out
what
is
the
root
cause
of
that
uptick,
and
how
can
we
work
together
to
address
it?
So
some
of
that
is
happening.
I
look
forward
to
making
more
of
that
work
happen.
S
Thank
you
appreciate
that
and
I
think
the
other
piece,
and
you
alluded
to
it
a
little
bit
a
little
bit,
but
would
love
to
hear
additional
thoughts.
S
It
seems
that
the
first
point
of
entry
tends
to
be
with
the
school
leader
in
terms
of
Engagement
and
so
I
was
curious
to
understand
if,
for
example,
a
parent,
not
necessarily
because
it
was
an
issue
but
in
terms
of
trying
to
understand
what
resources
or
what
pieces
could
be
addressed
should
should
there
be
a
perspective
challenge,
sorry
I'm
speaking
I'm,
not
speaking
in
specifics,
but
if
it's
a
family
like
it's
a
family
who
is
interested
in
engaging
with
the
office
of
equity,
for
whatever
reason
is
there
an
Avenue
for
that,
given
that
typically
the
entry
point
seems
to
be
the
principle.
AS
Yeah
I
would
say
the
in
a
single
administrator
buildings.
The
entry
point
is
consistently
the
principle,
but
in
buildings
that
have
more
than
one
school
administrator,
we're
actually
more
likely
to
hear
from
another
administrator
other
than
the
school
leader
because
of
division
of
labor.
In
in.
Among
this
administrative
team
families
we
certainly
do
receive
calls
from
families.
It's
one
of
the
reasons
why
it's
so
important
that
we
have
bilingual
staff,
but
I
would
say.
AS
So,
depending
on
the
nature
of
the
concern
we
want
to,
we
always
want
to
make
sure
that
that
parent
or
Guardian
and
leaves
the
conversation
very
clear
where
they
can
get
assistance
with
the
issue.
They're
raising
and
we
do
sometimes
have
families
call
us
wanting
to
do
proactive
work
in
their
schools.
AS
For
example,
I
mentioned
earlier,
some
of
the
Affinity
work
that
affinity
group
work
that
the
office
of
equity
partners
with
the
office
of
recruitment,
cultivation
and
diversity,
rashan
Martin
in
particular,
so
I'm
thinking
of
a
project
we
did
as
in
last
year,
the
year
before
at
the
O'brien,
where
Russian
and
I
worked
together
to
support
Affinity
groups
where
staff
at
the
O'brien
met
based
on
their
racial
identity,
and
we've
done
some
of
that
work
involving
families
and
schools
as
well.
AK
D
Yes,
thank
you
for
the
presentation
you
know
come
commending.
The
the
great
work
that
you
all
are
doing,
and
so
I
have
a
bunch
of
questions,
but
I'll
try
to
pare
it
down.
I
think
my
first
is
sort
of
related
to
one
of
the
testimonies
that
we
heard
where
you
know.
D
Clearly,
representation
you
know,
does
make
a
difference,
and
so
I'm
really
curious
as
to
how
your
office
is
sort
of
is
thinking
about
linking
around
curricular
supports,
because
it's
not
just
about,
for
example,
handling
cases
in
that
sense
and
I'm
sure
everyone
knows
that
it's
also
about
being
proactive
and
making
sure
that
there's
a
diverse
curriculum,
a
culturally
responsive
curriculum
that
from
Inception
make
sure
that
the
the
student,
the
teacher
administrators,
are
all
on
the
same
page
of
what
it
means
to
be
responsive,
not
tolerant.
D
So
that's
my
first
question
just
what
you
know.
D
What's
your
strategic
thinking
around
that
I'm
also
curious,
based
upon
the
the
figures
that
you've
shown
like
the
distribution
of
incidents
and
you
sort
of
spoke
a
little
bit
to
that
with
wanting
to
create
a
dashboard
and
just
really
curious
about
where,
if
you're
seeing
clustering
of
certain
either
racially
charged
events
or
particular
issues
of
sexual
misconduct,
if
you're
still
seeing
that
clustered
out
anywhere
and
then
my
last
question
is
around
sort
of
the
the
back
end
or
the
accountability
piece
around
trainings
I
mean
trainings,
do
a
lot
I,
don't
think
speaking
specifically
to
the
implicit
bias
trainings
for
K-12
education
for
for
your
teachers
and
staff,
we
know
that
trainings
can
support.
D
D
How
do
you
really
evaluate
this
or
evaluate
the
progress
that
you're
hoping
to
see
in
staff
in
staff
behavior
in
in
that,
and
are
you
all
looking
like,
maybe
in
the
in
the
future,
to
ask
about
how
has,
for
example,
24
7
reduced
the
number
of
incidents,
particularly
in
a
in
a
school
setting
and,
and
that
would
also
I
think
be
very
good
for
this
body
to
see
as
well
so
threw
a
lot
at
you.
But
you
know
I'm,
I'm,
very,
very
curious,
I.
AS
Well,
I
appreciate
all
of
your
excellent
questions
and
I'm
going
to
do
my
best
to
answer
all
of
them,
and
particularly
the
question
about
curriculum
of
Chief
grandson,
wants
to
add
they're
more
than
welcome.
AS
AS
The
office
of
equity
is
less
directly
involved
with
instruction,
so
that
work
was
incubated
in
the
office
of
opportunity
gaps
and
now
is
fully
integrated
into
our
work
in
academics
and
also
Dr
Chen
wants
to
come
in
so
I
certainly
welcome
because
that's
exactly
what
should
happen
is
the
we
pilot
we
develop,
and
then
we
embed
throughout
the
district,
and
it's
certainly
very
important
part
of
Equitable
literacy,
as
well
as
every
subject
area
to
be
thinking
about
how
to
be
culturally,
sustaining
so
I'm
a
cheerleader
for
that
work,
but
not
directly
involved
day
to
day
where
the
office
of
equity
becomes
most
involved
with
curriculum
is
more
in
the
context
of
response
to
an
incident
and
culture
shifting
in
classrooms.
AS
So
we
have
a
whole
directory
of
curriculum
to
address
different
incidents
that
may
have
occurred.
So,
for
example,
if
there's
an
incident
in
a
middle
school
class
where
students
were
not
completely
thoughtful
that
not
everyone
in
the
class
celebrates
Christmas,
then
we
might
suggest
certain
texts
or
activities
where
students
get
to
share
what
it's
like
at
their
house
and
maybe
they
celebrate
Hanukkah.
Maybe
they
celebrate
Kwanzaa,
maybe
they
also
Celebrate
Three
Kings
Day,
maybe
they're
Muslim.
L
AS
AQ
Yeah
and
I'll
just
quickly
add
to
that
one
of
the
things
we're
accomplishing
with
the
network
model
under
superintendent.
Skipper's
leadership
is
to
try
to
get
our
resources
aligned
in
a
way
where
each
region
has
an
equity
and
strategy
manager
that
comes
from
the
office
opportunity
gaps
that
these
folks
are
cross-trained.
AQ
Have
a
number
of
different
skill
sets
right
now
we
have
two
moving
towards
hiring
another
one,
and
we
put
some
as
investment
requests
for
the
upcoming
fiscal
year,
but
essentially
those
equity
and
strategy
manners
are
manager,
service,
thought
Partners
in
the
network
with
the
school
superintendent
and
work
with
the
leaders
in
those
regions,
in
many
cases
we're
working
with
the
school
superintendent
to
say,
let's
work
with
these
particular
schools,
because
school
superintendents
know
their
school's
best
in
terms
of
the
needs
and
some
of
those
data
points
that
you
mentioned,
and
so
we'll
Target
those
particular
schools
and
work
with
groups
of
teachers
or
the
entire
faculty.
AQ
These
are
the
same
individual.
Those
also
who
are
delivering
the
racial
equity
and
Leadership
training
that
I
mentioned
earlier,
and
so
that's
where
we
sort
of
get
the
cross
fertilization
and
I
can't
understate
the
importance
of
the
the
partnership
and
relationship
between
the
office
of
equity
and
office.
Opportunity
gaps.
AS
Thank
you,
Chief
Branson,
in
terms
of
looking
at
the
impact
s
of
training,
I
think
we
have
a
variety
of
ways
to
do
it.
One
of
the
things
I've
been
in
the
field
of
civil
rights
and
diversity,
equity
and
inclusion
for
many
years
now,
and
one
of
the
hardest
parts
of
measuring
impact
is
that
when
you
see
numbers
going
up,
is
it
because
we're
failing
to
prevent
these
incidents?
Or
is
it
because
people
are
feeling
more
able
to
come
forward
and
report
them?
And
it's
a
very
imprecise
science
as
a
result?
AS
And
so
we
try
to
pay
attention
to
the
trends
and
look
for
Clues
as
to
what
the
reason
is
for
it.
So
you
know
I,
prior
to
this
role,
I
was
the
director
of
training
at
the
Massachusetts
commission
against
discrimination
for
15
years
and
when
I
would
go
into
a
workplace
or
a
school
district.
I
would
say,
after
this
training
you're
going
to
see
an
increase
in
incidence,
and
it's
not
going
to
be
because
people's
behavior
got
worse.
It's
going
to
be
because
the
training
created
the
awareness
to
report.
AS
So
we
continue
to
try
to
find
ways
to
measure
the
impact
of
our
training
and
other
interventions.
For
example,
we
worked
with
the
office
of
data
and
accountability
to
ensure
there
are
questions
in
the
Panorama
surveys
that
go
to
students,
families
and
staff
that
speak
directly
to
whether
they
feel
affirmed
in
their
identities
in
their
classrooms
and
workplaces.
So
we're
looking
for
ways-
and
you
know-
would
certainly
love
to
speak
offline
with
any
member
of
school
committee
about
your
ideas
of
how
to
continue
to
measure
the
effectiveness
of
what
we
do.
AR
G
Juan,
thank
you
so
much
for
the
for
the
presentation
this
evening
and,
of
course,
for
your
work
and
your
team's
work
and,
and
also
just
High
honoring
your
celebration
of
them
too
sort
of
across
the
hierarchy
and.
W
G
10
20,
so
I'm
fading,
so
Mike
I'm
gonna
try
to
make
a
clear
question,
but
I
have
three.
The
first
I'm
curious.
How
you
are
thinking
about
this.
You
know
we,
as
a
governing
body
are,
are
coming
off
of
one
of
the
most
difficult
decisions.
You
know
a
school
committee
makes,
and
that
was
the
closure
of
Mission
Hill
and
I'm
curious,
as
you
think
about
the
data.
How
do
you
understand
sort
of
incidents
versus
systemic
problems,
and
then,
where
is
the
connective
tissue
within
the
organization
to
escalate
what
becomes
systemic
concerns?
G
R
G
Sort
of
systemic
issues
within
a
school
so
that
other
resources
are
deployed,
I
think
one
of
the
things
we
learn
and
understand
for
Mission
Hill
is
like
there
was
a
breakdown
in
the
system
around
addressing
what
seemed
like
systemic
issues
within
a
school
community.
So
how
does
your
office
get
in
the
mix?
What
are
your
thoughts
and
and
sort
of
anything
that
has
shifted
as
a
result
of
of
our
of
Lessons
Learned.
AS
Great
yeah.
Well,
this
is
such
an
important
question
and
it's
one
that
I
think
about
every
day,
because,
ultimately,
while
of
course
we
want
to
assist
every
single,
individual
student
or
employee,
that's
been
impacted
by
by
a
space
conduct.
AS
AS
I
am
thinking
about
an
incident.
Obviously,
I
can't
talk
about
anything
in
detail
which
is
always
a
challenge
with
these
reports,
but
in
Broad
terms,
I'm
thinking
about
an
incident
that
happened
yesterday,
where
a
student
did
something
that
was
very
unacceptable
and
we
quickly
found
out
about
the
circumstances
of
that
student's
life
that
are
just
heartbreaking.
We
talk
on
my
team
a
lot
about
how
to
maintain
our
compassion
and
keep
our
compassion
and
empathy
going
every
day
when
it
sometimes
feels
like
it's
too
much
to
hold.
AS
What's
when
we
hear
you
know
about
our
young
people,
and
sometimes
our
staff,
who
are
enduring
circumstances
that
no
human
being
should
endure
so
sometimes
those
roots
have
to
do
with
a
particular
student's
life
story
and
not
a
systemic
issue,
but
even
with
that
individual
student's
life
story,
when
you
pull
out
and
look
at
it
from
a
thousand
feet,
their
life
story
may
have
everything
to
do
with
income
inequality
with
the
impacts
of
racism
with
domestic
violence
with
unmet
mental
health
needs
addiction
like
these
forces
that
are
at
play
in
society
right
now,
with
particular
ferocity
and
landing
on
our
children
and
then
comes
the
behavior.
AS
So
there's
that
level,
but
in
terms
of
I,
think
where
you're
going
with
your
question
to
do
with
schools
that
are
working
well
or
not
working
so
well,
and
classrooms
that
are
working
well
and
not
working
so
well,
it
tends
to
happen
that
each
school
year
we
start
to
notice
Trends
right
around
this
time
of
year,
where
we
can
see
that
there
are
struggles
happening
in
particular
schools,
particular
classrooms
and
I'm,
so
grateful
for
the
the
strengthening
of
the
regional
system
and
I.
AS
Thank
the
superintendent
and
others
who
have
helped
make
that
happen
so
that
we
are
very
clear
on
who
to
turn
to
in
the
current
structure
to
partner
and
say:
are
you
seeing
this
we're
seeing
this?
What
are
you
noticing?
Where
do
you
think
the
struggle
is
so
if
we're
seeing
a
lot
of
issues
in
a
particular
fifth
grade
is,
does
it
have
to
do
with
a
new
educator?
Does
it
have
to
do
with
a
roll
out
of
inclusion
where
there
hasn't
been
enough
skills
built?
Does
it
have
to
do
with
a
new
school
leader?
AS
Does
it
have
to
do
with
understaffing
because
folks
are
out
due
to
covid?
So
that's
where
these
teams
come
into
play
and
just
like
I've
got
every
single
School
leader
on
speed
dial
in
my
phone
I
also
have
every
operational
leader
and
every
school
superintendent
on
speed
dial
on
my
phone,
and
we
are
coming
together
on
a
regular
basis
to
compare
notes
and
design
interventions.
G
G
You
know
to
in
this
process
of
the
handoff
to
ensure
that
there
is
accountability
around
not
just
resolving
incidents
that
are
individual,
but
what
becomes
evident
around
this
time
of
year
around
much
more
structural
culture
failures
within
a
school.
B
So
it
you
know
it's
it's
it's
an
excellent
question
because
it
sort
of
is
the
is
some
of
the
Lessons
Learned
as
we
kind
of
move
forward.
You
know
from
from
Mission
Hill
I
think
the
checks
and
balances
that
that
both
Charles
spoke
about
with
the
regional,
Network
and
Becky
speaking
about
the
way
that
the
communication
is
happening,
both
written
and
oral
is
just
a
far
stronger
system
than
existed
in
the
era
that
that
happened.
Additionally,
there
is
a
hierarchical
way
of
reporting
up.
B
Both
I
would
say
not
just
on
the
equity
issues
that
that
that
Becky's
speaking
about,
but
also
just
safety
issues,
so
there's
because
of
how
we're
communicating
with
each
other,
myself
included
and
meeting
like
I
meet
with
Equity,
with
Becky
Anne
with
Charles
on
a
regular
basis.
Things
are
getting
brought
to
the
top
of
the
organization,
much
quicker
than
they
ever
did
before,
and
so
I'll
give
you.
B
For
instance,
if
we
see
in
a
particular
school
which
we
have
this
year,
a
particular
school,
where
there's
a
concentration
of
incidences,
either
a
combination
of
safety
or
bullying
or
sexual
misconduct,
racial
whatever
it
might
be.
B
B
If
we
see
that
that
data
is
not
going
in
the
right
direction,
then
we
do
almost
a
SWAT,
which
is
we
will
all
go
to
the
school
work
with
that
school
leader
and
it
can
range
from
student
support
looking
at
particular
students
that
might
be
struggling
identifying
if
they're
missing
supports
themselves
at
the
high
school
level.
Sometimes
its
students
are
very
off
track
and
they
just
don't
see
a
path
forward.
They
might
need
an
educational
option.
Looking
at
special
education
and
looking
at
the
supports
that
are
in
place
for
our
students
and
IEPs.
B
Does
the
school
leader
need
additional
coaching
and
mentoring,
and
then
you
start
kind
of
employing
other
strategies
and
those
can
be
adding
in
you
know
everything
up
to
an
additional
adult
or
an
additional
team
or
additional
social
workers
so
that,
no
matter
what
the
the
set
of
issues
are
we're
working
toward
helping
to
support
that
school
in
that
situation,
but
with
lots
of
eyes
on
in
in
a
very
methodological
kind
of
manner.
That's
that
didn't
exist
in
that
way
before
I
would
also
underscore
something
Becky
said,
because
I
think
it's
really
important.
B
I
worry
less
about
the
schools
that
actually
have
stuff.
That's
being
reported
and
I
worry
more
about
the
schools
from
whom
you
never
hear
anything,
and
that,
and
that
is
not
to
say
that
that
means
innately
there's
something
wrong,
but
it
can
also
be
a
sign.
You
know
that
there
it
could
be
a
culture
where
it's
just
not
getting
reported
so
so
that
is
that
part
of
us
also
in
the
regional
model,
knowing
our
schools
so
well
that
we
drill
down
and
make
sure
in
those
schools,
so
I
I
mean
I.
B
I
I
could
go
on
about
this,
but
I
think
it's
a
good
question
and
I
just
want
to
reassure
that.
We
have
in
place
right
now.
Is
safety
net
safety,
net
safety
net
safety
net
like
so
that
until
we
get
the
school
you
know
stood
up
and
and
the
students
in
a
in
a
better
place
in
the
staff
and
a
better
place.
We
keep
adding
those
resources
in
because
there
just
are
a
lot
of
eyes
and
hands,
ready
and
willing
to
do
that
level
of
support.
G
Makes
sense
that
makes
sense.
The
my
final
question
is
just
around
our
work
around
special
education
and
I'm
curious
from
you
Becky
specifically.
As
you
know,
we
have
all
our
talks
about
Equity.
We
are
a
system
that,
for
a
long
time,
current
and
past
has
created
an
incredibly
segregated
environment
for
kids
with
disabilities.
It
we
are
in
a
place
where
we
look
like
we're
going
to
like
accelerate
towards
inclusion
in
2022
and
start
to
think
differently
about
what
our
classrooms
look
and
feel
like.
G
How
to
support
young
folks
who
are
in
different
growth
zones
right
like
I,
always
say,
culture
eats
curriculum
for
breakfast
right
like
and
so
like
what
is
going
to
happen
structurally
within
the
system
and
it's
part
of
your
work
and
possibly
part
of
the
growth
that
you're
trying
to
Define
for
your
team,
but
like
how
does
that
live
in
the
office
of
equity
around
the
sort
of
implicit
bias
work,
but
also
like
the
hard
skill
development
around
working
with
young
people
in
integrated
classrooms,
who
have
social,
pragmatic
skill
deficits
or
growth
zones
that
need
to
be
nurtured.
AS
Yeah,
thank
you
so
much
for
centering
that
population
that
we
sometimes
don't
talk
about.
As
often
in
terms
of
our
response
work.
Our
entire
team
is
very
cognizant
that
many
of
our
students
have
disabilities
that
directly
impact
their
impulse
control
and
who
may
have
IEPs
that
speak
directly
to
that,
and
so
we
are
very
conscious
of
seeing
the
whole
child
when
off
track.
Conduct
is
being
reported
and
I've
talked
some
tonight
about
trauma
as
an
underlying
cause,
but
sometimes
it's
also,
of
course,
a
disability.
AS
So
we're
very
conscious
of
that
and
I've
had
many
coaching
conversations
with
teachers
and
school
administrators
about
how
do
we
explain
in
the
class
that
this
particular
student
is
having
a
hard
time
with
that?
The
thought
comes
in
their
mind,
mind
and
we're
all
working
really
hard,
not
to
say
the
mean,
thoughts
that
come
in
our
mind,
but
some
of
us
have
a
harder
time
with
not
having
it
come
out.
So
our
team
is
very
well
trained
about
how
to
have
those
conversations.
AS
So
that's
on
the
response
level
in
terms
of
systemic
issues,
around
bias,
for
example,
and
labeling
students,
or
in
placing
them
in
sub-separate
classrooms
that
would
primarily
be
worked
on
by
the
office
of
opportunity
gaps
and
it
Chief
Branson
might
want
to
comment.
I
have
been
involved,
particularly
in
my
early
years
in
the
district.
One
of
the
first
racial
Equity
planning
tools,
I
ever
completed,
was
with
special
education
around
the
emotionally
impaired
Strand,
and
why
was
it
that
so
many
black
and
brown
boys
were
Landing
there?
AS
AQ
Just
quickly
say
we
have
expertise
in
the
office
of
opportunity,
gaps
around
disproportionality
and
special
education.
Some
folks
who've,
had
years
teaching
and
leading
in
students
with
disabilities
and
I
think
one
of
the
models
that
we
have
that
we're
looking
at
I
mean
when
you
look
at
this
work.
It
is
expertise,
complexity
and
complexity
and
capacity
right.
G
Thank
you
so
much
yeah,
I
I,
know
I'm
out
of
time,
but
I
can't
emphasize
enough,
as
we
move
into
this
next
chapter
as
an
organization
like
the
sort
of
Need.
For
this
to
be
a
cross-functional
work
stream
right
like
one
just
because,
like
we
all
know,
Acuity
is
higher.
We
saw
the
Surgeon
General
report
so
like
we
know
that
young
people
are
having
much
and
much
deeper
and
darker
thoughts
and
that
leads
to
impulse
control,
and
so
how
does
that
show
up?
G
And
how
will
that
show
up,
particularly
in
integrated
classrooms,
and
how
do
we
set
students
up
for
Success
so
that
they're
not
criminalized
in
those
spaces?
G
And
so
everyone
is,
is
able
to
have
the
skills
to
support
that
particular
piece
of
that
young
person's
skill
development?
Okay,
that's
my
thought.
B
Sorry
so
so
I'm
I'm
trying
to
just
think
I
I,
don't
I
I
I
I
could
go
much
more
in
depth
on
this.
But
one
of
my
concerns
is
that
when
we're
talking
about
the
equity
office
and
we're
thinking
about
all
of
the
ways
in
which
bias
and
discrimination
present
themselves
that
we
go
as
deeply
as
possible
into
the
like
all
parts
of
the
organization
where
it
can
lie,
and
so
in
racial
discrimination
and
bias,
it's
not
just
the
reporting
pieces
right.
It
is
structurally.
B
How
does
that
represent
itself
in
suspension
and
special
education,
programming
and
differentials
of
opportunity?
And
you
know
what
is
offered
in
particular
schools,
depending
on
demographic
makeup
and
in
our
enrollment,
so
it
just
it
has
tenants
in
so
many
other
areas
and
I
think
we
have
so
much
more
unpacking
to
do
on
this
right.
B
That,
despite
all
the
amazing
work
that
our
Equity
office
is
doing
in
in
in
in
the
district,
is
supporting
we're
just
scratching
the
surface
of
this
and
and
similarly
as
we
start
to
make
changes
in
what's
embedded
in
policy
when
it
comes
to
special
education,
and
we,
we
sort
of
flip
a
policy
into
inclusion.
B
We
are
going
to
have
to
deal
with
a
similar
set
of
issues
of
approaching
PD
curriculum
and
students
being
able
to
see
themselves
in
in
the
curriculum.
B
How
conversations
and
discussions
happen,
the
kind
of
training
we
provide
our
Educators
once
we
have
students,
you
know
who
traditionally
have
been
in
a
substantially
separate
environment,
now,
fully
included
in
our
schools
same
with
lgbtqia,
as
we
start
to
dig
into
the
policies,
and
we
start
to
really
see
where
the
bias
and
the
barriers
have
have
been
made,
and-
and
we
start
doing
that,
you
know
kids,
vulnerability
and
opportunities
for
bullying
and
opportunities
for
segregation.
B
You
know,
staff
and
support
our
Equity
office,
our
academic
office,
our
special
education
office,
our
our
ol.
You
know
our
omme
office
to
make
sure
that
that
work
is
successful,
because
our
students
can
be
successful,
who
have
traditionally
been
marginalized
because
they're
in
one
of
one
of
the
areas
of
vulnerability,
and
so
I
think
that
for
me,
as
a
leader,
I'm
I'm,
trying
to
think
about
to
prepare
the
ground
for
as
we
go
into
this
next
step,
with
with
inclusion
with
lgbtqia
and
consistently
on
identifying
racial
discrimination
and
bias.
B
If
that
makes
sense
to
to
member
Hernandez's
question
foreign.
A
D
I
just
had
a
really
quick
follow-up
question
in
regard
to
a
figure
like
within
the
presentation
itself,
just
making
sure
if,
if
it's
possible,
could
we,
if
you
have
a
distribution
of
the
the
reports
of
bias
based
misconduct
by
students
but
chronologically
so
I
knew
we
saw
that
from
like
fiscal
year,
18
through
22,
but
for
a
sexual
misconduct.
D
But
we
hadn't
seen
it
for
the
reports
of
biaspace,
because
I'm
actually
curious
on
the
particularly
the
trend
of
race
related,
like
misconduct
and
just
seeing
how
that
has
either
decreased
or
increased
over
time,
because
I
know
if
there's
one
thing
that
the
district
has
been
involved
in.
That's
been
involved
in
conversations
at
least
around
race,
both
with
students
and
with
administrators
and
faculty.
D
So
I'd
be
interested
to
see
how
that
trend
has
either
stayed
the
same
or
you
know,
and
that
sort
of
gives
us
somewhat
of
an
indicator
as
the
as
to
the
efficacy
of
this
work.
So
yeah.
If
that's.
If,
if
somebody
has
that
I'd
love
to
take
a
look
at
that.
AS
I
have
some
data
in
front
of
me,
but
it's
not
quite
exactly
what
you're
asking
for
so
I'm
happy
to
provide
that
to
you,
as
with
the
caveat
that
I
mentioned
earlier,
that
sometimes
with
these
Trends,
they
are
more
about
increase
in
reporting
than
increase
in
off-track
conduct.
So
with
that
caveat
I'm
more
than
happy
to
provide
that
data
to
you,
yeah.
W
I
was
wondering
basically
what
the
office
is.
Equity
is
doing,
enhanced
support
systems
both
in
soil
and
I.
Don't
know
how
you
would
say
this
but
like,
but
damn.
W
A
Okay,
thank
you
Mr
O'neill
and
then
we'll
come
back
to
Diego's
question.
T
T
Miss
Schuster,
for
that
presentation
and
to
school
leader,
Davis
and
Dr
Eisen
Smith
as
well
great
to
hear
their
input,
and
it
is
something
I
hear
echoed
by
school
leaders
when
I
visit
schools
and
talk
with
school
leaders,
I
often
ask
about
various
departments
in
the
bowling
building
and
what
a
helpful
and
and
what
challenges
for
them
and
Equity,
more
and
more
is
lauded
by
school
leaders.
T
T
The
first
is
is
is
an
outgrowth
from
the
Mission
Hill
report
and
I
wonder
if
you
know
something
that
we
read
in
that
Mission
Hill
report
was,
you
know,
areas
that
would
do
investigations
or
areas
that
could
have
had
investigations.
T
You
know
there
was
kind
of
hey
I'm,
doing
my
work
in
my
lane
and
then
what
happens
beyond
that?
Isn't
necessarily
my
Challenge
and
I'm,
not
saying
that
was
Equity,
but
I'm
asking
that
and
you're
doing
really
really
important
work,
your
both
trying
to
train
to
avoid
problems
ahead
of
time,
but
you're
also
responding
to
we're
a
large
organization.
T
Do
you
feel
empowered
that
actions
are
actually
going
to
happen
either
from
Office
of
human
capital
or
by
school
leaders,
or
you
name
it
so
one
and
and
I'm
asking
that
in
light
of
the
Mission
Hill
report,
and
so
because
are
there
changes
we
as
a
policy
making
board
need
to
think
about
or
the
superintendent
needs
to
think
about,
so
that
when
wrongdoing
is
found,
action
actually
happens.
T
So
that
is
my
first
question.
The
second
question
is
kind
of
comes
from
a
comment
you
made
when
you
were
looking
at
and
yes,
you
had
warned
us
to
expect
these
to
go
up
right
and
as
students
were
away
and
now
they're
back.
T
But
what
is
worrying
you
when
you
look
at
all
the
various
things
you
investigate?
What
is
worrying
you,
and-
and
this
is
an
opportunity
to
say
to
this
boy-
this
is
something
you
should
be
thinking
about.
Is
it
the
mental
health
of
our
students?
It
is,
is
it
how
families
are
engaging?
Sometimes,
you
know
obviously
very
positive
ways,
but
sometimes
in
challenging
ways
for
school
leaders
and
staff.
T
Is
you
know
what
is
it
that
is,
that
is
keeping
the
preferability
question.
What
is
keeping
you
awake
at
right
now,
and
and
what
should
we
be
thinking
about
as
a
policy
making
board
based
upon
what
you're,
seeing
from
the
work
that
your
team
is
doing.
AS
Great,
thank
you
so
much
yeah.
So
first
in
terms
of
do
I
feel
empowered.
Does
the
office
of
equity
feel
empowered,
I
think
the
answer
to
that
is
absolutely
yes.
AS
AS
A
few
years
ago
a
custodian
came
forward
with
concerns
about
why
he
had
not
been
selected
to
be
moved
from
a
junior
custodian
into
a
senior
custodian
and
as
we
peeled
back
that
issue,
we
discovered
that
there
were
serious
barriers
to
some
folks
becoming
senior
custodians
and
this
year
for
the
first
time
the
senior
custodian
test
was.
It
was
offered
in
numerous
languages.
There
was
a
study
guide
in
multiple
languages.
AS
There
were
disability,
accommodations
available
for
employees
who
might
have
learning
disabilities
in
taking
the
senior
custodian
test,
and
we
really
and
I
think
this
also
goes
back
to
the
question
about
systemic
versus
individual
intervention.
We
really
uncovered
systemic
issues
and
we're
thrilled
with
the
results.
We
will
see
lots
more
custodians
of
color,
including
those
for
whom
English
is
a
second
or
third
language,
serving
as
senior
custodians
in
our
schools.
AS
But
that's
that's
my
individual
BPS
mom
concern
yeah,
so
one
is
definitely-
and
this
is
also
sort
of
close
to
home
second
example,
but
I
am
concerned
about
my
team,
the
the
weight
that
they
have
carried
in
particular
in
the
last
year
and
a
half
is,
is
above
and
beyond,
and
because
we
are
dealing
with
some
of
our
students
and
our
employees
who
are
hurting
the
most,
and
that
is
very,
very
difficult
and
I
want
to
have
enough
capacity
in
our
team
that
I
can
really
enthusiastically
say,
go
on
vacation
instead
of
feeling
like
how
are
we
going
to
get
through
that
week
without
that
person?
AS
So
that's
those
are
the
two
sort
of
close
to
home,
but
and
the
bigger
picture
I
am
concerned
about
the
funding
Cliff
that
we
may
be
facing
when
Sr
ends.
I,
don't
know
what
our
legislature
will
do
with
the
question:
one
funding
but
I.
What?
If
I
had
the
opportunity
to
tell
them?
I
hope
that
we
will
continue
to
see
the
financial
resources
that
we
need
in
the
district,
because
Financial
Resources
convert
into
caring
relationships
having
enough
caring
adults
in
every
young
person's
life.
AS
T
AQ
You
I
just
like
to
quickly
add
and
appreciate
everything
my
sister
just
shared
I
think
when
we
look
at
and
just
referring
back
to
the
Mission
Hill
report
and
the
positioning
of
our
Equity
work
in
the
district.
One
of
my
first
conversations
with
superintendent
Skipper
and
this
past
July
was
you
know
she
was
really
clear.
AQ
She
wants
Equity
review
through
learning
through
the
organization
and
and
didn't
didn't,
want
the
work
to
be
siled,
and
so
I
appreciated
that,
and
that
was
a
breath
of
fresh
air
to
hear
and
I
think
as
we
move
forward.
I
think
when
I
think
about
this
relationship
between
the
the
proactive
and
the
reactive
work
right
and
we
think
about
how
we
can
prevent
even
the
Mission
Hills
of
the
world
and
I
think
the
idea
is,
we
think
about
things
like
the
race
tracking
planning
tool.
AQ
How
do
we
get
to
a
point
where
the
division
of
equity
and
strategy
to
office
Equity
office,
opportunity
gaps,
has
the
authority
and
has
the
the
resources
to
be
able
to
serve
as
that
accountability
mechanism?
AQ
On
behalf
of
the
superintendent
of
the
school
committee
for
our
students
and
families,
and
so
ideally
right,
certain
things
wouldn't
even
make
it
to
school
committee
right
unless
it
had
that
that
thorough,
Equity
analysis
and
I
think
that's
that's
what
we're
trying
to
get
to,
and
that
is
one
of
the
things
that
that
keeps
me
up
at
night.
L
Z
AS
Here,
I'd
like
to
respond
to
Mr
mayte's
Question
in
the
chat.
AS
A
bassing
on
support
systems
for
students
both
to
address
how
they're
impacted
by
by
a
space
conduct
or
sexual
misconduct,
but
also
better,
yet
to
prevent
it
in
the
in
the
first
place.
And
yes,
we
work
very
closely
with
the
folks
who
are
on
the
ground,
supporting
students,
our
social
workers.
AS
We
frequently
reach
out
to
social
workers
to
assist
students
with
the
both
the
impacts
of
of
what
we're
investigating,
but
but
better
yet
with
preventing
future
incidents
from
happening,
because
we
know
that
the
students
engage
in
that
conduct
are
asking
for
help.
That
is
what
they're
doing
so.
We
work
with
social
workers.
We
work
with
school
psychologists.
We
work
with
the
coordinators
of
special
education
in
school
buildings.
AS
It's
a
common
question
that
our
office
asks
after
an
incident
involving
the
child,
who
is
now
being
called
a
bully
or
who
is
engaged
engaged
in
a
violation
of
BPS
policy.
We
often
ask
who
is
the
adult
in
the
building
that
they
have
the
biggest
connection
to
regardless
of
their
role
and
try
to
team
with
that
person
to
assist
that
young
person
and
identify
what
additional
supports
are
needed
and
sometimes
principal
Davis
mentioned.
Sometimes
we
will
recommend
external
resources
and
additional
supports
for
a
particular
student
or
family,
depending
on
what
they're
struggling
with.
AS
We
want
to
leave
every
situation
and
we
learn
about
it
better
than
we
found
it,
even
if
it
doesn't
exactly
fall
in
our
purview
or
it
doesn't
rise
to
the
level
of
a
policy
violation.
We
still
want
to
give
the
support
to
the
students
involved
that
they
need
and
make
sure
that
those
resources
come
their
way.
L
W
So
that's
the
schools,
that's
the
school
support
system.
Are
you
what
about
fostering
environment
where
people
at
school
can
develop
their
own.
W
Can
you
hear
me
now?
Yes,
okay,
so
I
really
appreciate
the
answer.
I
just
almost
like
to
add
on
one
small
thing:
are
you
doing
anything
for
specifically
people
fostering
an
environment
where
people
can
create
their
own
personal
support
systems.
AS
I
love
that
question
and
I'm
not
sure
that
I
have
a
lot
of
expertise
in
that
area.
I
know
that
our
chief
of
student
support
is
very
much
focused
on
fostering
relationships
between
students,
as
well
as
adults
and
students.
Also,
the
work
of
our
office
of
social
and
emotional
learning
is
doing
some
great
work
in
around
relationship
building
between
students.
So
that's
work
that
I've
certainly
encouraged
and
support.
I
know
how
important
it
is,
but
I
would
say
we're
not
directly
involved
in
that
work.
W
A
Know
yeah
yeah,
it
is
just
about
11
o'clock
and
I
knew.
This
was
going
to
be
a
long
meeting,
so
I'm
not
going
to
prolong
it
and
I
think
we're
losing
some
of
our
members
who
have
fallen
asleep
on
us
here
or
are
trying
not
to
so
I'm
just
going
to
ask
one
short
question:
mine
is
really
about
the
racial
Equity
planning
tool
and
about
the
equity
roundtables.
A
It
hardens
me
over
the
years
to
start
hearing
people
reference
the
racial
Equity
planning
tool
more
and
more
in
their
plans,
sometimes
I
think
they're
not
always
utilizing
it
the
right
way,
but
at
least
they're
acknowledging
that
it
has
a
place.
How
do
we
you
know
I
and
I,
saw
in
your
plan
for
this
year
you
were
going
to
do
sort
of
a
modest
amount
of
additional
training
both
on
you
know
the
the
planning
tool
and
in
encouraging
Equity
roundtables.
A
This
to
me
seems
to
be
some
of
the
most
important
work
that
we
can
do
and
the
idea
of
getting
everyone
in
every
instance
whether
it's
parent
groups
as
they're,
trying
to
make
their
way
through.
You
know,
issues
around.
You
know.
School
changes
whatever
you
know,
Educators
and
even
students,
how
you
know
and
again
hearing
you
say
you
worry
about
your
team.
AS
I'll,
give
you
my
perspective
briefly
and
if
Chief
Cranston
wants
to
add
that's
very
welcome
the
main
role
that
I
play
in
the
racial
equity
and
Leadership
training
is
that
I'm
currently
delivering
the
module
about
how
to
use
the
racial
Equity
planning
tool
to
every
central
office,
supervisor
or
manager,
and
we
are
well
on
our
way
to
reaching
our
goal
of
100
participation
and
we've
created
it's
a
two-hour
workshop
and
I
use
that
word
very
specifically,
because
we're
not
talking
theoretically
about
how
to
use
the
tool
we
are
actually
using
the
tool
during
the
training
session,
because
I
think
sometimes
people
look
at
it
and
feel
intimidated.
AS
I,
don't
know
how
to
do
that.
You
know.
Where
do
you
start?
Who
has
who
should
be
there
and
they
they
want
to
get
it
right.
I
know
they
do,
but
they
need
that
Hands-On
practice,
so
I've
been
really
happy
with
how
those
that
roll
out
has
been
going
and
people
are
giving
enthusiastic
reports
that
they
actually
feel
ready
to
facilitate
the
use
of
the
tool
going
forward
when
they
hadn't
felt
confident
prior
to
the
session.
AS
So
that's
my
personal
primary
role
in
relation
to
further
enhancing
the
frequency
that
the
tools
use
as
well
as
the
quality,
because
your
right
chair,
sometimes
someone
shares
what
they
call
a
completed
tool
with
me
and
I'm
like
no.
That
is
not
done
correctly.
I
AS
So
I
think
we're
on
our
way
to
seeing
an
improvement
in
the
the
frequency
of
its
use,
as
well
as
quality
geez
grandson.
Do
you
want
to
add
to
that.
AQ
I'll
just
briefly
say:
we
have
accelerated
this
work
thanks
to
superintendent
Skipper,
so
we
just
last
month
had
a
presentation
to
our
Chiefs
and
deputies
group
executive
team
on
the
Prototype
that
we've
developed
around
a
racial
Equity
planning
tool
dashboard,
and
so
we
have
an
internal
working
dashboard
and
we're
trying
to
develop
it
to
get
it
released
in
the
spring,
because
I
think
we
have
a
lot
of
supports
as
Becky
just
mentioned,
and
we're
at
the
point
I
think
now
of
that,
the
coupling
important
coupling
of
support
and
accountability,
and
so
you
know
my
my
broken
record
question
for
the
last
few
years
has
been
what
happens
to
me.
AQ
If
I
don't
do
the
race
record
planning
tool
and
that
we
want
to
be
punitive,
but
we
provide.
L
AQ
So
I'll
quickly
say:
there's
some
great
examples
of
work
with
investors,
for
example
in
a
new
skills
Boston.
Let's
look
at
the
breakfast
deal
today,
where
they
have
they
intentionally
funded
time.
They
set
aside
time
in
the
grant
to
fund
time
staff
time
to
make
sure
that
Equity
has
been
embedded
throughout
that
entire
process.
AQ
Right
I
would
say:
that's
the
the
Platinum
version
right
of
of
Partners,
really
putting
their
money
where
their
mouth
is
and
really
jumping
in
and
I
think
in
other
cases,
we've
done
trainings
at
the
partners
requests
a
lot
of
times
when
we
talk
about
having
the
race
track,
replaying
tool
and
Equity
analysis
when
it
comes
to
external
entities,
whether
it
be
city
hall
or
another
estate
agency
or
a
partner.
The
question
comes
up.
Well,
do
we
still
have
to
do
the
race
record
blending
tool?
A
Thank
you
all
and
thank
you
for
this
report
and
thank
you
to
your
entire
team
for
their
critical
work,
and
we
look
forward
to
hearing
from
you
as
the
year
goes
on
and
and
particularly
looking
forward
to
hearing
about
the
work
of
the
rest
of
the
Departments
that
are
all
part
of
the
greater
Equity
team.
Thank
you
all.
A
Thank
you
and
your
new
business.
A
If
not,
this
concludes
our
business.
For
the
evening.
The
next
virtual
school
committee
meeting
will
take
place
next
Wednesday
December
14th
at
5
PM.
If
there's
nothing
further
I'll
entertain
a
motion
to
adjourn
the
meeting.
Is
there
an
emotion
so
move?
Thank
you.
Is
there
a
second
second?
Thank
you,
Miss
Sullivan.
Will
you
please
call
the
roll
Dr
alkins.