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From YouTube: Boston School Committee Retreat Meeting 3-8-22
Description
Boston School Committee Retreat Meeting 3-8-22
A
B
B
E
F
C
B
Tonight's
meeting
documents
are
posted
on
the
committee's
web,
page
bostonpublicschools.org,
fun,
slash
school
committee
under
the
march
8
meeting
link
the
agenda
and
retreat
materials
have
been
translated
in
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
finalized.
B
B
H
I
J
K
L
L
B
Thank
you
all
for
assisting
us
this
evening.
Thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
to
assist
our
interpreters.
B
B
B
Tonight's
retreat
is
an
opportunity
for
the
school
committee,
the
superintendent
and
the
community
to
come
together
to
regroup,
to
regroup,
reassess
and
organize
ourselves
around
some
common
goals.
The
past
two
years
have
been
a
time
of
great
change
from
navigating
the
disruptions
causes
by
pandemic
to
multiple
mayoral
transitions.
B
B
B
M
Thank
you,
madam
chair,
and
thank
you
everyone
for
being
here
this
evening
and
all
of
those
who
are
in
the
listening
audience.
This
is
a
really
important
day
for
the
school
committee
to
come
together,
been
really
excited
for
the
new
members
to
come
on
board
and
to
have
this
time-
and
I
know
the
the
chair,
the
vice
chair
and
I
have
been
anxiously
waiting-
your
arrival
for
a
couple
of
months
now,
given
the
transition.
M
It's
kind
of
been
hard
in
these
zoom
boxes
to
try
to
do
that
during
the
pandemic,
but
we
will
be
able
to
get
together
soon.
Hopefully,
in
person
I
wish
we
were
in
person
this
evening,
but
soon
we'll
be
able
to
get
together.
As
we've
discussed,
you
know.
M
Obviously
you
all
know
that
I
will
be
transitioning
at
the
end
of
the
year,
but
even
though
I
am
here
as
a
clear
indicator
that
I
am
still
very
committed
to
this
district
and
to
a
smooth
transition
and
to
ensuring
that
each
of
you
has
everything
you
need
to
successfully
do
your
job
so
that
our
children
get
what
they
need.
M
M
It's
clear
that
all
of
you
have
incredible
passion
and
commitment
to
this
work
that
you
are
going
to
be
a
dynamic
board
who
is
going
to
make
a
difference
for
our
cheap
children
and
that
you
care
deeply
about
our
kids
and
and
the
overall
community
in
boston?
And
I
want
to
thank
you
for
signing
up
to
what
is
often
a
very
thankless
and
challenging
assignment.
M
You
know
we
have
some
really
difficult
choices
to
make
as
a
body.
Over
the
next
few
years
we
have
declining
enrollment
our
facilities
are
in
disrepair
and
need
significant
upgrades.
M
Also
that
are
more
rigorous
as
we've
passed
the
mass
core
and
so
that
there's
a
clear
alignment
from
pre-k
all
the
way
through
grade
12
that
there's
enrichment
and
opportunities.
This
was
something
that
parents
told
me
in
those
first
meetings
I
had
in
those
first
100
days:
they
they
believe
that
their
children
and
and
they
really
should
get
arts,
and
they
should
have
opportunities
with
athletics,
student
government
and
safe
places
to
go
before
and
after
school.
You
know
they
should
have
opportunity
for
debate
and
pe,
and
you
know
all
the
things
that
you
know.
M
They
should
have
high
quality
facilities,
modern
buildings,
with
the
amenities
that
suburban
kids
are
afforded
it
like
science,
labs
technology
ability
to
do
robotics
classes,
libraries,
which
is
in
the
budget
this
year
to
start
our
five-year
expansion,
gymnasiums,
you
know,
and
performance
spaces
and
opportunities
for
the
arts
and
visual
arts
and
green
spaces
and
gardens
and
playgrounds.
M
These
are
the
things
that
parents
expect
and
want
to
have
and
then,
of
course,
the
way
that
we
support
our
students
and
our
families
resources
for
families.
You
know
such
as
family,
liaisons
and
social
workers
and
counselors
to
be
the
connective
tissue,
so
that
students
don't
fall
through
the
cracks
and
so
that
they
succeed.
M
We
started
a
lot
of
this
work
as
you
know,
but
it's
going
to
take
continued
action
from
this
committee
and
a
continued
investment
from
the
city
so
that
we
can
ensure
that
this
quality
guarantee
lives
on
and
that
every
single
one
of
our
kids
has
these
wonderful
opportunities
and
I
think
that's
what
actually
is
going
to
save
the
enrollment
issue
within
our
school
and
build
confidence
and
also
build
a
collective
trust
with
us,
with
our
parents
and
community,
and
it's
extremely
extremely
important
to
me
that
I
leave
the
district
in
a
strong
place
for
the
next
superintendent
and
knowing
that
they
have
a
really
strong
school
committee
who
has
come
together
around
a
common
set
of
values
and
beliefs
and
strategies
to
ensure
children,
succeed
and
that
family
succeed
is
something
that's
going
to
be
really
attractive
for
the
next
superintendent
for
the
search.
M
And
so
I'm
confident
as
we
go
forward,
because
we've
passed
these
important
policies,
we've
directed
historic
investments
and
we've
gotten
city
and
federal
investments.
We
started
to
modernize
our
buildings
with
clean
water
and
air
conditioning
and
we've
advocated
for
the
important
changes
that
our
students
need
and
as
student
first
changes.
Student-Centered
changes.
That's
that
our
students
need
for
their
over
overall
well-being.
M
We've
made
great
progress
over
these
three
years
and
as
a
community
and
we've
done
this
together
and
tonight's
meeting
provides
a
space
to
explore
how
we
can
build
on
that
progress.
I
want
to
thank
you
for
your
commitment
in
advance
to
this
meeting
and
for
your
service
to
this
community
and
to
the
children
we
serve.
I
look
forward
to
working
with
all
of
you
as
we
live
into
our
mission
of
ensuring
every
student
in
every
school
gets
what
they
need
back
to
you,
madam
chair.
B
Sorry,
I
was,
I
just
want
to
say
thank
you,
superintendent
and
thank
you
for
everything
that
you've
done
to
get
us
to
this
place
and
that
we
will
continue
to
work
forward
on
behalf
of
all
of
our
students.
So
thank
you
to
achieve
our
goals
for
this
retreat.
I've
asked
aj
crabble,
director
of
governance
for
the
council
of
great
city
schools
to
facilitate
tonight's
session.
Mr
crabble
has
experienced
extensive
experience
with
school
board,
organizing
and
sharing
best
practices.
B
Last
year
he
played
a
key
role,
facilitating
this
committee's
process
of
of
establishing
our
goals
and
values.
Tonight
we're
going
to
receive
an
update
on
those
goals
from
our
office
of
data
and
accountability,
and
use
that
information
to
plan
our
agenda
for
the
remainder
of
the
school
year
in
a
way
that
is
focused
on
student
outcomes.
D
Madam
chairman,
I
just
say
one
thing
before
he's:
good
gravity
will
start
speaking
just
for
background
for
our
newer
members.
Aj
crabhill
is
the
director
of
governance
for
the
council,
great
city,
schools,
which
boston
is
a
member
of
long-term
member
of
aj.
D
Is
the
former
board
chair
of
the
kansas
city
school
board
and
was
also
the
director
of
governance
for
the
texas
director
of
school
board,
governance
for
the
texas
school
board
authority,
which
would
be
the
equivalent
of
our
desi,
so
that
is
the
state
governing
authority
for
the
state
of
texas
and
mr
crabhill
really
developed
the
program
for
school
boards
to
look
at
how
to
be
more
focused
on
student
outcomes
versus
adult
inputs.
That's
a
phrase
you're
going
to
be
hearing
a
lot
tonight
from
mr
crabhill
as
he
speaks.
D
Mr
crabhill,
on
behalf
of
the
council,
literally
travels
the
country
working
with
school
boards
across
the
country
on
the
goals
and
values,
as
we
said,
or
goals
and
guardrails,
as
he
will
catch
himself
saying
a
few
times
today
and
boards
that
have
had
success
in
working
on.
This
have
really
found
that
they
have
shifted
to
focusing
on
student
outcomes,
which
is
a
much
better
role
for
a
school
board
to
be
focusing
our
time
on.
D
So
he
will
not
be
telling
you
about
his
background,
so
I
just
wanted
you
to
understand
up
front
that
he
knows
of
what
he
is
speaking
and
has
spent
a
long
time
working
with
boston.
As
I
said
many
other
districts
across
the
country
as
well.
So
welcome
to
mr
crabhill
nice
to
nice
to
have
you
in
boston
or
remotely
aj.
I'm
not
sure.
Are
we
wearing
cowboy
boots
tonight,
even
as
you
spend
with
your
boston
colleagues,.
C
M
N
The
slides,
and
what
will
happen
is
we'll
put
them
up
from
time
to
time,
usually
for
just
about
a
second
or
so,
but
for
the
most
part,
whatever
we
want
to
do
is
engage
in
a
conversation,
so
we'll
be
looking
at
each
other.
While
we
talk,
I
can
only
see
one
of
our
interpreters.
Is
it
possible
to
see
the
board
school
committee
members.
N
Excellent,
so
my
role
this
evening
is
to
really
help
you
all
get
through
the
things
that
are
on
your
agenda,
and
so
what
I
will
be
doing
is
just
trying
to
help
us
move
through
the
conversation
make
sure
that
different
voices
all
get
heard,
but
that
we
can
also
proceed
with
haste.
I'll
also
give
you
a
heads
up
that
I
am
on
my
plan
b
internet
because
plan
a
died
and
plan
b
looks
like
it's
not
far
behind,
so
I
may,
I
may
be
losing
you
sooner
than
anticipated.
N
If
that
happens,
I
do
apologize
until
then
a
couple
of
norms
to
watch
for
to
help
facilitate
the
conversation
and
make
sure
that
we
move
with
haste.
A
couple
of
hand
signals
all
offer
in
advance
of
giving
of
verbal
notice
that
sometimes,
when
we're
having
conversations
it'll
be
important
to
try
to
keep
your
amount
of
contribution
to
a
reasonable
amount.
I'll
generally
be
keeping
time.
You
know
somewhere
a
minute
or
two
before
asking
people
to
move
on
a
gentle
way
that
I
often
do.
N
That
is
just
this
hand
signal
to
indicate
that
it'd
be
really
helpful
for
you
to
wrap
it
up
so
that
we
can
make
sure
we
hear
from
your
colleagues.
Sometimes,
however,
it
won't
be
that
you're
going
on
on
topic.
N
Sometimes
it
will
be
that
you're
going
on
off
topic
what
you
should
expect
to
see
the
hand
signal
indicating
that
is
the
big
t,
which
is
indication
that
you
have
gone
on
a
tangent,
and
that
is
my
way
of
inviting
you
to
come
back
from
said
tangent
so
that
we
can
get
the
rest
of
our
work
accomplished
for
evening.
N
M
N
Lot
of
new
board
members
coming
and
going,
and
so
the
way
that
your
team
wanted
to
start
this
evening
was
to
begin
with
a
team
building
activity
where
each
of
you
take
an
opportunity
to
share
all
nine
of
you
take
a
opportunity
to
share
what
are
three
interesting
things
about
you
and
then
afterwards.
N
If
somebody
has
a
question
or
two
to
try
to
better
understand
one
of
the
interesting
things
that
you
surfaced,
that
we'll
make
a
little
bit
of
time
for
that,
but
don't
be
surprised
when
this
comes
out,
because
we
want
to
give
you
a
little
bit
of
time
to
get
to
know
each
other
and
to
get
to
be
known
to
each
other.
But
it's
not
the
only
thing
we
have
to
do
the
same
thing
so
with
that
is
an
intro.
The
floor
is
open.
N
O
Ahead
and
jump
in
brave
volunteer
before
I'm
gone.
O
My
name
is
lorena
lopera
and
three
semi-interesting
things
about
me
are
in
eighth
grade.
I
told
my
a
very
latino
parents
that
they
had
four
years
to
get
used
to
the
idea
that
their
only
daughter
was
going
to
move
out
and
go
to
college.
So
that's
an
interesting
thing
about
me.
As
a
spunky
teenager,
I
became
a
us
citizen
when
I
was
a
senior
in
college.
O
That's
the
second
interesting
thing
about
me
and
this
is
really
random,
but
I
once
shaved
my
hair
off
to
raise
funds
and
awareness
for
a
non-profit
organization
that
works
with
children
who
have
cancer.
So
those
are
my
three
random
facts.
N
O
N
Well,
raymond,
thank
you
and
welcome
to
the
conversation.
Thanks
for
getting
the
party
started
right.
O
I
was
the
second
to
do
it.
My
mom
led
the
way,
and
then
I
followed
suit
women
leading
the
way
in
our
family.
N
F
Welcome
no,
I
was
interested
in
asking
a
member
lupera,
another
question
that
I'm
not
sharing
mine
yet,
but
you
know
just
following
up
on
on
michael
o'neill's
question
regarding
the
citizenship.
F
O
That's
a
great
question:
it
was,
I
want
to
say
it
was
about
16
years
from
when
I
came
to
the
country
to
when
I
became
a
citizen.
O
No,
it
might
have
been
it's
longer
than
that
was
18
years,
and
why
did
it
take
so
long?
I
was
undocumented
for
a
good
portion
of
my
childhood
and
then
when
we
finally
did
get
permanent
residency.
O
I
initially
didn't
really
see
the
the
the
point
the
real
benefit
of
become.
I
was
a
child
right.
I
didn't
see
the
point
of
becoming
a
citizen
and,
and
then
I
was
in
college
and
I
wanted
to
vote
and
I
couldn't
vote
and
I
wanted
the
opportunity
to
to
do
that,
and
so
my
roommates
helped
me
to
study
to
get
my
citizenship.
N
N
Else
otherwise
we're
gonna
be
here
all
night
and
depending
on
how
long
things
go,
we
may
have
to
cut
it
down
to
one
question
per
person.
So
if
we
lose
you,
if
you
really
want
to
dive
in
to
go
sooner
rather
than
later
so
again,
lorena.
Thank
you
who
will
be
the
next
rafaela
welcome.
Take
it
away.
What
are
your
three
facts.
A
Yes
hi,
my
name
is.
I
A
A
I
A
I
To
be
able
to
give
to
to
be
able
to
say
to
explain
how
to
improve
the
geosystem,
you
have
to
be
inside
of
the
yell
system
living
there
to
be
able
to
give
a
good
input
on
this
on
the
matter.
I
Luckily,
the
project
went
very
well
and
we
were
able
to
improve
the
situation
very
much
getting
rid
of
the
in
the
police
officers
that
were
obviously
in
the
jail.
I
When
we
change
those
agents
for
specialized
agents-
and
today
nowadays
that
patient
is
is,
is
a
one
to
follow
too.
You
know
one
that.
I
It
was
very,
very
interesting
situation
that
I
lived
and
it
was
great
to
be
able
to
change
those
police
officers
that
were
inside
the
equation
for
specialized
agents.
I
When
I
first
arrived
to
puerto
rico,
I
was
selling
cars
and
I
had
to
have
a
goal
of
selling
10
cars
a
month.
A
I
I
A
N
Thank
you.
What
questions
do
you
have
for
your
colleagues
only
a
maximum
of
two?
So
if
you
got
one,
it's
burning
in
your
mind,
jump
in.
I
A
I
N
N
First
and
gets
our
last
question
before
we
transition
zara,
take
us
away.
A
N
All
right,
so
we've
had
a
couple
rounds
of
very
interesting
facts
who
will
be
the
next
to
share
rafaela.
Thank
you.
Who's.
Next.
D
Sure
interesting
things.
D
One
interesting
thing
about
me
is
that
I've
been
a
spoken
word
poet
for
over
20
years
and
in
some
cases
have
competed,
but
as
a
result
of
poetry,
I've
gotten
to
to
meet
some
of
the
greats
sonia
sanchez
and
mary
baraka
nikki
giovanni,
like
just
because
of
just
because
of
performing-
and
this
is
something
I've
always
been
passionate
about.
So
I
guess
that's
one
thing.
D
I
was
part
of
a
an
acapella
group
in
high
school
that
did
this.
This
was
before
the
show
glee
before
acapella
was
even
a
thing
to
do
for
people,
so
wasn't
necessarily
the
the
coolest
thing
that
you
could
have
done
but,
like
I
did
that,
and
the
third
thing
is
oh,
I
dedicated
my
well
in
part
dedicated
part
of
my
phd
thesis
to
hip-hop
because
of
the
because
hip-hop
truly
was
the
inspiration
behind
my
phd.
So
by
training
I
am
a
cellular
neuroscientist.
D
My
thesis
was
on
excitatory
neurotransmission
in
the
neuromuscular
junction,
but
hip-hop
really
was
the
inspiration
behind
it
and
it's
always
been
a
intriguing
story,
particularly
speaking
to
students,
about
connecting
the
arts
with
stem
fields
and
really
finding
the.
Why?
Because
I
know
a
lot
of
students,
particularly
those
that
look
like
me,
may
not
necessarily
see
the
parallels
that
exist
between
the
arts
and
mathematics,
engineering,
science
and
so
finding.
That
connection
was
very
crucial
for
me
and
my
persistence
within
the
field
so
yeah.
Those
are
three
things.
N
So,
madam
chair,
if
the
school
system
needs
to
do
some
fundraising
now,
we
know
that
we
have
rafaela,
sell
some
cars
for
us
and
if
the
next
board
meeting
needs
a
national
anthem
son
we
know
like
so
these
are
good
things.
Madam
chair,
you
were.
O
I
just
have
a
question
around
your
spoken
word
pieces.
Is
there
a
particular
topics
that
you
focus
on
or
like
what?
What
is
the?
What
are
the
pieces
that
you
most
like
to
perform
about.
D
No
particular
thing
that
I
enjoy
more
than
the
other.
I
think
it
I
mean
it
starts
as
a
catharsis
as
an
outlet
and
then,
when
I
got
to
college
actually
before
the
before
that,
I
would.
I
would
sort
of
use
my
english
periods
to
sort
of
write
things,
and
I
would
pass
it
off
to
my
classmates
and
say
what
do
you
think
about
this?
What
do
you
think
about
that,
and
it
was
just
whatever
was
going
on?
It
could
be
social
injustice,
it
oftentimes.
It
was
social
injustice.
D
Sometimes
they
were
jokes
and
then
once
I
got
really
into
college,
I
started
looking
at
the
different
forms
of
poetry
and
then
it
became
more
like
a
challenge
like.
Could
you
write
a
cestina?
Could
you
write
a
series
of
sonnets?
Could
you
write
this?
So
everything
was
just
challenging
myself
to
just
to
become
a
better
writer
in
getting
with
like-minded
people
who
wanted
to
perform
too,
but
oftentimes
when
we
perform.
D
D
In
composing
yeah
I
mean
spoken,
word
is
meant
to
be
free,
verse,
but
and
then
improv.
So
I
think
I've
actually
gravitated
more
toward
in
this,
like
at
this
stage
now
sort
of
a
mixture
of
poetry
and
then
sort
of
narratives,
and
so
that's
like
a
that's
a
it's
slightly
different
and
then
also,
I
would
say,
probably
my
poetry
has
sort
of
morphed
into
essays
more
or
less
so
it's
it's
sort
of
start
starting
to
span
a
little
bit
more.
D
So
but
it's
you
fall
back
into
it
and
sometimes
every
every
night.
I
write
something.
So
it
doesn't
matter.
It's
a
point
of
sanity
at
this
point
so
yeah.
N
All
right
well,
thank
you.
We
are
now
transitioning
to
one
question
per
person,
one
question
per
person
who
will
be
the
next
to
share
their
three
interesting
facts,
and
then
one
person
will
get
to
ask
a
question
before
we
keep
it
moving.
Brandon
welcome.
E
A
meeting
I
have
to
jump
to
at
six
o'clock
for
my
my
other
life
and
so
then
I'll
be
back
in
about
probably
15
minutes.
It's
the
welcome
family
brandon
carter
on
this
three
facts.
One
is:
I've,
read
the
bluest
eye,
the
toni
morrison
book,
probably
25
plus
times,
and
it's
a
book.
I
probably
read
almost
every
year
and
I
have
read
it
so
much
that
there
are
parts
when
I'm
reading
it
that
I
could
recite
it
and
it
speaks
to
every
part
of
my
my
being
two.
E
I
am
covered
in
tattoos
arms
back
everywhere.
E
You
only
see
me
in
sleeves
here
three
I
like
long
distant
bike
rides,
and
so
I
do
a
pretty
long
ride
every
year
from
boston
to
new
york
city,
which
is
about
285
miles
over
multiple
days.
E
E
I
think
it's
actually
in
many
ways
like
why
I
became
a
teacher.
I
think
it
is
like
the
way,
there's
like
an
obvious
sort
of
catastrophe
in
her
life,
which
is
true
for
so
many
young
people
that
are
just
sort
of
like
wrapped
in
trauma
and
at
the
same
time,
the
book
in
many
ways
is
like
for
me,
is
so
much
about
how
adults
see,
kids
and
mistreat
kids
and
forget
kids
and
don't
see
kids.
E
H
E
Then
there's
also
like
these
gentle
reminders
sort
of
subtle
about
the
way
all
of
us
have
been
seen
and
not
seen
as
children,
and
you
know
there's
so
many
reasons
why
there's
so
many
reasons
why
it's
about
adults?
It's
about!
Kids,
it's
about
race!
It's
about!
It's
a
it's!
A
it's
feminist
literature!
It's
like
so
many
things
in
one.
If.
N
F
For
the
first
19
years
of
my
life,
I
I
I
live
in.
F
I
live
in
a
country
that
that
was
that
was
ravaged
by
war,
and
so
there
are
so
many
many
sad
facts
that
I
can
share.
But
since
you
are
asking
about
three
interesting
facts
or
fun
facts,
I
don't
know
whether
it's
fun
or
or
not,
but
I
think
my
three
points
are
in
certain
ways.
F
The
first
thing
is,
I
was
born
with
a
speech
impediment,
I
stutter
a
lot
and
because
of
that
growing
up,
I
I
don't
speak
up
during
class
time
or
I
don't
speak
up
anywhere
because
because
I'm
pretty
ashamed
of
myself
for
some
reason,
I'm
still
at
this
point
stuttering,
but
not
as
often
as
I
was
during
my
my
you
know
my
teenage
years.
F
F
So
when
I
came
to
america,
I
joined
the
seminary,
but
you
know
after
six
months
the
the
head
of
the
seminary
said:
okay,
it
doesn't
look
like
you,
you,
you,
you,
your
workout,
because
the
only
four
words
that
I
I
know
how
to
speak
was
yes,
no,
okay
and
salem,
because
I
spoke
taylor
at
that
time
and
and
in
seminary
they
don't
allowed
to
smoke.
F
F
Breadth
of
my
language
in
english,
which
is
limited
to
the
four
words
so
I
went
to
engineering
school
just
because
of
the
not
not
having
enough
english,
and
after
I
graduated
from
from
from
from
the
the
science
after
I
got
the
science
degree
I
work
a
little
bit,
then
I
found
out
that
my
my
passion
was
pretty
much
in
civil
rights,
because
I
was
also
a
victim
of
civil
rights
during
the
time
that
I
was
an
engineer.
F
Well,
frankly
speaking,
I
the
the
salary
difference
between
an
american
engineer
and
a
you
know.
A
refugee
engineer
was
pretty
substantial
just
because
of
my
limited
english,
which
I
don't
believe
it
is.
It
should
be
a
reason,
so
I
went
to
law,
school
and
I've
been
I've
been
focusing
on
civil
rights
for
the
last
I
don't
know,
37
years,
maybe
so
those
other
three.
N
Thank
you
for
sharing,
who
has
a
question.
D
Aj,
I
don't.
I
don't
have
a
question
for
mr
tran,
but
I
have
a
comment:
having
had
the
honor
of
serving
on
the
school
committee
for
mr
trump
with
mr
tron
for
several
years
now,
I
always
pull
forward
my
seat
when
he
starts
to
share
stories
of
his
life
and
I'm
waiting
for
the
book,
because
mr
tron
has
lived
a
fascinating
life
overseas.
What
he
faced
the
challenges
he
faced
growing
up
and
he
brings
that
to
his
work
direct,
it's
a
direct
line
to
his
work,
both
in
his
career
and
on
the
school
committee.
P
J
N
F
I'm
also
I'm
also
very
much
interested
in
poetry,
and
I
I
I
I
I'm
disclosing
here
that
I
I'm
pretty
well
known
author
in
the
vietnamese
community.
I
I
have
published
a
a
a
poetry
book.
I
have
published
a
couple
of
story
book,
but
not
not
not
story,
I
mean
you
know
in
vietnamese
books
that
describe
the
kind
of
experience
that
vietnamese
and
and
myself
experience
in
within
the
vietnamese
community
in
america
and
some
are
in
also
published
in
in
vietnam.
F
Maybe
some
someday
I'll
have
the
courage
to
translate
some
of
my
work
into
english.
I
don't
know.
P
N
All
right
folks,
it's
time
to
try
and
change
up
the
rules.
One
more
time,
two
interesting
facts,
still
one
question:
who
will
be
the
next
to
share
two
interesting
facts?
One
follow-up
question:
who
will
be
the
next.
N
Q
I
guess
I'll
go
next,
so
hello,
my
name
is
xavier
mercer,
and
so
my
two
interesting
facts
is
that
my
favorite
genre
of
music
is
neo
soul,
slash
r
b
and
then
my
second
fact
is:
I
used
to
run
track
and
field
in
middle
school
at
white
stadium,
and
I
got
bronze
on
a
relay
race.
N
Q
Stuck
between
brent
fryez
and
also
steve
lacey,
but
I've
been
really
into
steve.
Lacy
recently
have
been
kind
of
binge
listening
to
his
music
over
and
over
again,
so
definitely
kind
of
leaning
towards
steve
lisey.
N
All
right,
madame
chair
so
after
this
you're,
going
to
need
to
put
together
the
school
committee's
reading
list
of
favorite
and
the
school
committee's
mix
tape
and
get.
D
So,
madam
chair,
I
think
it's
just
you
and
me
and
the
superintendent.
So
should
I
go
next,
you
can
go
next
guys
all
right
I'll,
try
to
keep
it
very
quick.
What
what
interested
me
in
this
work?
D
What
started
me
on
this
work
was
when
I,
after
graduating
from
college,
was
working
for
a
bank
in
boston
and
was
sitting
in
a
meeting
room
one
day
and
looked
around
and
realized
everyone
in
the
meeting
room
was
from
outside
of
boston
except
for
me
I
was
the
only
one
from
the
boston
public
schools
and
I
said
to
myself
how
come
I
had
this
opportunity
and
not
more
of
our
graduates.
D
So
it
was
25
plus
years
ago
that
I
was
sitting
in
a
meeting
room
saying
how
come
more,
bps
students
aren't
involved
in
our
in
our
you
know,
in
the
economy
of
boston,
and
that
has
driven
my
work
for
all
these
years.
D
The
second
thing
I'll
say
is
my
wife,
who
I
met
while
working
emigrated
or
immigrated
to
the
united
states
from
lebanon,
when
it
was
in
the
middle
of
the
civil
war.
So
the
story
she
tells
is
the
same
stories
that
a
lot
of
our
students
tell
of
the
struggles
that
they
faced
and
coming
to
this
country.
D
D
But
my
wife
is
one
of
nine
children,
including
six
sisters,
six
sisters,
in
addition
to
her,
so
I
have
six
sisters-in-law,
so
I
will
say
and
rafaela.
I
think
you
will
appreciate
this-
that
my
knowledge
of
arabic,
words
that
I
cannot
say
in
public
is
about
equal
to
arabic.
D
Words
that
I
can
say
in
public
my
sister-in-law
take
great
delight
in
me
on
that,
and
the
last
thing
I
will
say
is
people
often
ask
another
icebreaker:
is
you
know
who's
the
most
famous
person
you
you've
worked
with
or
met
and
both
aj
crabhill,
and
I
both
had
the
opportunity
many
years
ago,
when
we
were
members
of
the
executive
committee
of
the
council
to
not
only
meet
with,
but
actually
get
involved
in
deep
discussions
with
president
obama
in
the
roosevelt
room
that
when
the
every
st,
when
when
one
of
the
education
acts
were
being
discussed
and
several
of
us
went
over
and
had
the
opportunity
to
meet
with
him,
so
I
would
say
that,
but
in
the
spirit
of
the
conversation
we've
been
having
tonight,
I
guess
I
also
have
to
add.
D
One
of
the
famous
people.
I've
met
is
the
three
members
of
the
sugar
hill
gang,
and
that
is
important
because
a
fun
fact
about
me
is,
I
actually
know
every
word
to
wrap
his
delight
and
can
sing
and
not
only
have.
D
N
And
by
the
way,
having
known
michael
for
a
number
of
years,
you
know
having
had
plenty
of
conversation
with
him
understanding.
What's
on
his
heart
kind
of
what
his
passion
is,
I
can
absolutely
agree
with
his
sharing
by
far
the
most
interesting
thing
about
him
is
clearly
his
wife.
I
mean
it
clearly
so
yeah.
I
agree
with
what
he
did.
Who
has
a
question
for
michael
anybody?
Have
a
question.
D
D
I've
had
fabulous
meals.
Both
you
know
when
my
sister-in-law's
cook
and
and
in
beirut
for
folks
who
don't
know
rajkube
is
a
lebanese
delicacy.
D
M
Sure
it's
probably
fitting
that
I
go
next
because
mike
stole
mine,
which
is
that
that
I'm
I'm
the
secret
person
in
the
zoom
boss.
That
also
knows
every
word
to
the
rapper's
delight.
M
M
Every
single
word
wrote
it
down
practiced
and
now
it's
seared
into
my
brain,
and
so
that's
the
kind
of
things
that
you
do
when
you're
a
teenager
and
you're
having
fun,
and
it
was
it's
always
a
big
fun
part
of
the
party
to
sing
it,
and
it
was
quite
enjoyable
to
sing
it
with
you
michael
and
find
that
out
that
that
we
both
knew
those
words
to
it.
M
So
we'll
have
to
do
that
before
I
go
once
again,
probably
not
publicly,
though,
and
then
let's
see
another
interesting
thing,
I
don't
know
I
I'm
such
an
open
book
already.
I
think
here's
one
for
you
zyra,
my
first
active
act
of
being
like
a
student
leader
was
in
ninth
grade.
I
was
told
that
we
couldn't
have
a
ninth
grade
party,
so
I
started
a
petition
and
got
all
the
teachers
assigned
that
they
would
supervise
the
party.
M
And
so
we
had
a
ninth
grade,
all-night
party,
and
that
was-
and
it's
still
a
tradition
tonight
at
my
middle
school
I
mean
still
not
tonight
but
like
it's
still
going
on
at
the
school.
N
Got
the
party
started
all
right,
we've
got
rappers
delight,
we've
got
all
night
middle
school
parties,
anybody
got
questions,
but
is
there
a
question?
Sorry
yeah
go
forward.
M
I
think
everybody
probably
knows
something
else
about
me
as
I
love
to
dance
so
I'll
bust
out
the
moves
anywhere,
I'm
not
a
little
shy
about
dancing,
and
so
I'm
not
I'm
not
a
shy
one.
I
love
to
dance.
N
All
right,
jerry,
we
are
down
to
the
board
chair.
B
It's
down
to
me
so
too,
so
some
people
may
know
this,
but
it
was
after
my
first
day
in
kindergarten
that
I
came
home
and
told
my
mother.
I
knew
what
I
was
going
to
do
for
life,
that
I
was
going
to
be
a
kindergarten
teacher
and
I
followed
my
pathway
all
the
way
through
high
school
and
did
become
a
kindergarten
teacher.
I
learned
how
to
play
the
piano.
I
practiced
writing
in
script.
B
I
learned
to
do
all
the
things
that
kindergarten
teachers
of
the
early
60s
learned
to
do
and
did
teach
kindergarten
for
several
years
before
moving
on
to
a
career
at
the
boston,
children's
museum,
but
early
childhood
teaching
and
advocacy
and
working
with
families
has
been
my
entire
life
from
the
time
I
was
five
until
today
so
focused.
B
I
don't
wander
much
from
a
focus.
The
second
one
some
people
do
know
is
that
I'm
an
avid
doll,
collector,
not
dogs
and
some
people
think
it's
I'm
a
dog.
You
know
they
think
you're
talking
about
dogs.
The
most
interesting
doll
adventure
I
have
been
on
is
that
through
my
friends
at
the
madison
children's
museum,
I
was
able
to
obtain
a
donation
of
1
000
melody
american
girl
dolls.
B
That
was
able
to
bring
to
boston
just
for
the
cost
of
their
postage
for
their
transportation
and
over
we're
almost
down
to
the
fact.
The
last
few
a
doll
was
picked
up.
B
This
afternoon,
dolls
were
given
to
many
of
the
young
children
in
the
three
dog
clubs
that
we
have
for
junior
collectors
and
one
in
boston,
public
schools
and
a
couple
of
others
that
are
in
the
community
as
well
to
children
and
you
know,
foster
care,
homeless,
shelters,
etc
and
was
able
to
give
a
dog
to
every
single
boston
public
school,
whether
they
had
a
library
or
not,
and
what
was
special
is
melody.
B
Ellison
story
is
1960s
detroit
all
about
special
all
about
civil
rights,
social
justice
and
certainly
her
story.
You
know
came
alive
at
a
very
time
as
america
is
going
through
all
of
its
resurgence
around
civil
rights
and
we
were
able
to
give
a
doll
to
the
to
kyoto,
our
sister
city
in
japan.
B
I
don't
know
some
of
you
may
know
that
back
in
the
20s
there
was
the
friendship
dolls
that
came
from
japan
and
were
about
100
of
them
around
the
country
here,
and
america's
response
was
to
send
over
what
they
called
the
blue
eye
dolls.
B
So
they
sent
thousands
of
white
dolls,
many
blonde
blue,
eyed
and
or
or
brunettes,
but
there
were
no
black
dolls,
so
we
sent
back
melody
ellison
as
the
new
ambassador,
who
was
a
doll
of
color
representing
the
civil
rights
and
the
current
social
justice
issues,
and
we
got
a
wonderful
letter
back
from
the
school
that
received
the
doll,
particularly
during
the
the
recent
civil
unrest
in
the
united
states
during
the
pandemic
of
their
understanding.
How
important
the
story
was
around
melody
ellison.
J
M
How
many
years
were
you
at
the
children's
museum,
45.
B
N
Yeah,
that's
nobody.
B
N
Well,
this
was
a
far
more
interesting
activity
than
I
had
expected.
It
would
be
so
just
bravo.
N
And
I
just
thank
you
all
for
sharing.
Obviously
it's
a
little
bit,
it
could
be
a
little
bit
awkward
kind
of
being
vulnerable
and
sharing
a
little
bit
about
your
life
and
answering
questions.
You
know
live
on
the
internet,
and
so
just
thank
you,
for
you
know,
being
willing
to.
You
know
be
here
and
be
in
a
vulnerable
space
with
your
colleagues.
N
So
how
about
a
hard
transition
from
that
into
talking
about
school
board
agendas,
so
the
next
of
the
agenda,
much
less
interesting
but
absolutely
essential,
is
to
think
through.
You
know
how,
as
a
governing
body,
what's
our
plan
for
how
we
will
manage
our
time.
What
are
the
things
that
are
most
important.
R
N
Are
the
things
that
we
want
to
focus
in
on,
and
so
that's
where
we're
going
to
spend
a
little
bit
of
time
discussing
in
particular
what
I
want
to
lean
into
is:
what
is
it
that
you
want
to
really
focus
your
energy
on?
You
know
over
the
next
several
months,
definitely
no
more
than
a
year,
but
certainly
between
now
and
july.
N
N
Of
entering
into
this,
what
I
want
each
of
you
to
do
is
to
take
a
moment
and
think
through
what
are
the
top
three
priorities
for
the
board
to
spend
its
time
on
for
right
now,
let's
consider
between
now
and
july,
what
think
to
yourself
or
if
you're,
someone
who
needs
to
think
on
paper
feel
free
to
write
it
down
but
try
to
identify
what
are
the
three
most
important
uses
of
board
time
between.
K
P
K
N
Invest
time
in
that
would
really
demonstrate
items
that
are
the
greatest
priority,
given
current
circumstances,
maybe
you're
trying
to
reflect
on
how
could
the
board
spend
its
time
in
a
way
that
would
have
the
biggest
impact
on
your
students?
H
N
If
you
had
to
narrow
down
to
three
top
priorities
of
how
the
school
committee
invests
its
time
between
now
and
the
end
of
july,
what
would
those
activities
be
and
for
this
you'll
want
to
be
narrower
rather
than
broader?
So,
instead
of
saying
one
of
our
activities
will
have
school
committee
meetings?
Well,
that's
that's
pretty
broad!
That's
it
doesn't
help
us
really
prioritize
and
think
through
how
best
to
invest
the
time,
how
best
to
structure
the
work
ahead,
and
so
instead
look
for
something
really.
L
N
Narrow,
as
your
comfortable
being
but
specificity,
is
really
the
way
to
go
with
this
activity
rather
than
broad
so
take
a
moment
and
think
through
of
all
the
ways
we
could
spend
our
time.
What
would
be
the
three
most
important
uses
of
the
school
committee's
time
between
now
and
the
end
of
july?
N
E
N
P
N
Top
three
of
those
top
three
which
of
those
is
most
non-negotiable-
that
we
really
need
to
invest
time
here
over
the
next
few
months
and
what
I'll,
let
you
do
is
just
popcorn
them
out
just
we'll
go
around
I'm
not
looking
for
an
explanation.
You
know
we'll
get
to
discussion
about
some
of
this,
but
right
now
just
trying
to
get
a
sense.
M
N
The
direction
of
people's
thinking
so
as
you're
reflecting
on
this
go
ahead
in
popcorn.
What
is
the
if
you
had.
M
N
Most
non-negotiable
item
that
the
board
really
needs
to
focus
its
time
on
between
now
and
the
end
of
july.
What's
that
number
one
item
for
you
who
will
be
the
first
to
share
again
we're
just
looking
for
you
know,
you
know
just
a
sentence
or
so
not
a
full
explanation,
we'll
sort.
D
E
E
Echoing
the
superintendent
search
but
adding
also
a
plan
b
for
that
search.
If
we
are
unable
to
meet
this
aggressive
timeline
for
permanent
superintendent,
are
we
mapping
a
plan
for
what
it
would
look
like
to
bring
in
an
interim
while
we
find
the
right
candidate
to
meet
the
moment.
N
So
the
most
import
most
important
thing
to
invest
time
in
superintendent
search
with
an
eye
toward
what
is
the
contingency
yeah?
Who
else
you
know?
What's
what's
the
most
valuable
use
of
the
committee's
time
over
the
next
few
months
between
now
and
the
end
of
july,
we'll
be
the
next
to
share
two
down
seven
to
go.
Q
I
also
want
to
echo
my
colleague
said
about
the
superintendent's
search,
but
also
better
student
engagement
across
the
district,
not
just
via
bsac
or
the
student
rep
on
school
committee,
but
hearing
more
from
students
in
general.
N
So
superintendent
search,
but
with
a
specific
intentionality
around
engagement
students.
A
N
N
Is
that
a
policy
setting?
What
is
it
that
the
board
would
do
that
would
help
accomplish
those
things.
N
That's
it,
and
so
the
the
school
committee
needs
to
spend
time
thinking
through.
How
do
we
make
sure
that
our
programs
align
with
the
interests
of
our
students
so
that
they'll
stay
rather
than
leave?
Okay
got
it.
Thank
you
who
else
which,
what's
the
top
of
your
list
of
how
the
school
committee
should
invest
its
time
over
the
next
few
months,.
O
I
have
one
I
think,
continuing
to
interrogate
where
we
are
making
financial
investments
specifically
around
the
influx
of
esser
funds
and
not
just
where
we're
planning
for
them
to
go
but
evaluating.
Where.
P
O
Are
made
and
what
the
progress
is
towards
particular
goals,
especially
around
that
kind
of
temporary
pot
of
money,
and
how
that
can
that
can
inform
like
longer
term
strategy.
M
I'll
go,
I
I'm
gonna
build
off
of
what
lorena
said.
I
think
the
best
thing
we
can
do
is
land
a
strong
budget
and
spend
time
as
a
committee
on
on
our
budgetary
expenses
and
what
we're
allocating
that
money
to.
F
Yeah
quark,
in
line
with
financial.
F
Some
somehow
through
financial
means
and
policy,
development
or
policy
implementation,
we
need
to
improve
and
improve
a
lot
on
any
policies
regarding
students
with
a
disability.
Achievement
has
been
a
student
with
disability.
The
achievement
of
student
with
disability
has
been
pretty
stagnant,
so
that's
an
area
I'd
like
to
see
that
is
improving.
N
D
So
for
me,
my
number
one
has
been
expressed
by
my
fellow
members
that
obviously
the
search
is
in
front
of
us
and
doing
that
successfully
transparently,
when
we
can
and
also
explaining
when
we
can't
be
transparent
when
we
have
to
be
quiet
during
certain
periods
of
the
search.
So
people
understand
and
respect
that
to
maintain
the
confidentiality
confidentiality
of
it.
D
So
I
think
that
is
critical.
I
think
the
work
on
the
budget
is
critical
and
never
forgetting
that,
even
as
this
is
ongoing
and
we're
talking
about
long-term
things,
our
students
are
in
classrooms
every
day
our
teachers
are
in
classrooms.
Every
day
our
school
leaders
are
trying
to
lead
buildings
every
day
and
all
three
of
those
groups
are
hurting
and
are
struggling,
and
the
superintendent
will
certainly
talk
to
us
about
all
the
work
that
she
is
doing
to
try
to
retain
our
great
teachers
and
school
leaders
and
also
recruit
more
teachers
and
school
leaders.
D
B
So
I
would
say
my
number
one
is
making
sure
that
we
have
a
strong
summer
plan
for
all
of
our
students,
as
we
end
this
year
and
get
ready
for
the
next
fall.
N
I
thought
that
was
everyone,
okay,
so,
to
recap,
there's
I
think
the
strongest
amount
of
interest
was
in
really
attending.
N
N
Following
up
on
that,
there's
a
strong
interest
in
having
some
type
of
review
of
the
achievement
of
students
to
try
to
figure
out
how
well
they're
doing
and
what
type
of
programming
would
bring
them
back
and
where
are,
and
how
are
we
addressing
gaps
in
service,
particularly
for
our
students
with
disabilities,
and
then
there
is
a
strong
interest
in
reviewing
the
financial,
health
and
well-being
of
the
school
system,
both
on
a
go
forward
basis
in
the
form
of
strong
budgeting,
but
also
on
a
retrospective
basis
in
terms
of
reviewing
what
type
of
strategic
decisions
were
made
with
the
essa
dollars
that
came
in
those
were
the
three
big
themes
that
I
heard
did
I
miss
anyone's
theme
in
my
recap.
F
Nothing
new.
I
just
want
to
say
that
you
know
I.
I
really
you
know
I.
I
really
am
amazed
at
at
your
skills
of
paraphrasing
and
ex
and
explaining
things
in
in
in
the
context.
J
N
Fun
so
with
those
three
themes,
as
kind
of
the
big
things
that
you
want
to
focus
on
part
of
what
you
all
need
to
be
thinking
through
well
hold
on
before
we
transition
we're
there.
So
I'd
asked
you
originally
to
identify
three
things
and
you
shared
your
number
one.
Is
there
anybody
who
had
a
number
two
that
is
significantly
different
from
the
three
main
themes
that
have
been
surfaced?
E
I
think
we
need
to
start
conversations
around
the
master
plan
for
our
buildings
and
building
utilizations,
and
that
doesn't
mean
we're
going
to
have
identified
what
that
plan
is.
But
we
need
a
structure.
E
We
need
expectations
around
information
that
may
be
through
an
external
process
that
may
be
through
something
internal,
but
I
think
there
are
a
lot
of
unanswered
questions
around
building
utilizations
our
plan
for
great
bands
and
great
expansions
and
then
obviously
with
shrinking
enrollment,
the
need
to
sort
of
reimagine
where
schools
are
and
imagine
where
schools
need
to
be.
N
E
I
think
we
need
like
broad
strokes
to
know
what
we
want
to
do
and
where
we
want
to
go,
but
no,
I
don't
think
I
I
I
could
be
wrong.
I
don't
think
that's
something
we
could
complete
by
july,
but
I
definitely
think
we
need
to
start
setting
the
table
around
expectations
and
timeline
before
then,
and
I
think
part
of
that
expectation
yeah
part
of
that
will
be
starting
to
map
out
sort
of
what
information
we
need
in
order
to
realize
that
plan.
N
I
I
don't
want
to
not
mention
it
that
it's
very
important
to
not
forget
the
learning
of
english
and
the
learning
of
english
for
people
with
disabilities.
A
O
Thank
you.
So
I
want
to
echo
the
piece
around
the
master
planning
and
the
facilities
just
because
I
think
that
it
really
does
touch
so
many
parts
of
the
work
of
our
district
and
then
the
other
piece
that
I
think
that,
while
it
may
not
necessarily
well,
I
think
it's
doable.
So
I'm
gonna,
I'm
not
gonna
limit
our
thinking
here.
I
think
that
we
really
need
to
listen
to
what
we're
hearing
from
our
communities
as
it
relates
to
enrollment
and
some
of
our
enrollment
and
registration
timelines.
O
So
I
think
that
there
are
some
unresolved
pieces
that
have
pretty
significant
impacts
on
what
families
and
caregivers
are
thinking
about
and
are
deciding
to
do
with
enrollment,
and
so,
as
we
close
out
this
year
and
going
into
next
year.
I
think
that
there's
some
work
that
we
can
be
doing
to
have
a
more
structured
and
aligned
timeline
for
decisions
and
communication
with
families
around
registration
and
kind
of
school
assignments.
D
N
D
Sure,
out
of
the
ten
things
that
I
could
get
down
in
the
times,
fan
that
you
gave
one
that,
I
guess
is
remarkably
different
for
me
is
the
the
cultural
diversity
of
our
educators
in
the
district
and
the
training
that
they
receive,
and
I
think
this
is.
This
is
certainly
tied
to
the
budget.
But
it
is
also
tied
to
the
the
quality
guarantee
that
dr
caselias
talks
about
that.
I
that
I
wholeheartedly
believe
in,
and
I
think
that
translates
to
the
the
education
that
our
students
will
receive.
D
It
ties
to
bringing
students,
new
and
or
returning
students,
potentially
returning
students
to
the
district,
because
they
see
that
they
are
that
there
are
educators
and
education
communities
that
are
looking
to
to
serve
them,
and
then
this
also
translates
to
our
ability
to
provide
a
seal
of
bi-literacy
as
we're
thinking
about
moving
in
in
that
direction.
In
the
future.
J
N
D
So
yes,
so,
yes,
more
so
like
having,
I
think,
to
adopt
the
terminology
sort
of
like
really.
What
is
the
master
plan
for
cultivating
the
cultural
diversity
of
our
educators,
whether
through
retention,
recruitment
and
retention
programs,
and
then
also?
How
are
we
preparing
the
educators
that
we
we
currently
have.
M
B
Okay,
so
so
mine,
I
call
it
finishing
the
year
strong.
But
what
I
really
am
interested
in
are
being
able
to
identify
the
projects
that
are
going
on
in
the
district,
that
we
know
we
can
complete
by
the
end
of
june
and
to
identify
the
things
that
are
in
process
but
will
be
continued
and
then
the
things
that
are
ideas
that
we
won't
start
until
a
new.
You
know
the
new
superintendent.
The
next
school
year
has
begun
so
that
we
can
be
clear
on
how
we're
going
to
end
the
year
strong.
B
Because
is
this
a
lot
going
on
out
there
that
we
could
be
doing?
But
what?
What
are
going
to
be
those
things
that
we
feel
that
the
district
and
we
can
commit
to
actually
completing.
N
B
M
So
there
are
things
that
I
need
to
do
operationally.
Obviously,
for
you
know
a
smooth
transition
for
the
next
superintendent
and
gathering
all
the
transition
documents.
So
we
are
working
already
to
make
sure
that
this
is
a
very
smooth
transition.
So
that's
a
priority
for
me,
but
I
don't
know
necessarily
the
board,
but
I
will
make
updates
to
the
board
and
my
superintendent
report,
a
big
piece
of
work
that
we
have
to
do
as
a
board
is
around
the
b2
contract
and
the
bus
drivers,
contract
and
all
the
other
union
contracts.
M
You
know
all
11
are
up,
and
so
that's
going
to
be
part
of
the
work
of
the
board.
It's
just
that
we
have
to
do
that.
So
that's
also
a
huge
priority
for
me
on
my
list.
As
my
second
most
important
thing,.
G
N
C
E
I'm
also
thinking,
even
if
it's
outside
of
the
current
budget
process,
but
I
do
think
we
need
to
start
having
conversations
about
future
planning
for
our
holds
harmless
portion
of
the
budget
and
how
we're
thinking
about
the
future
of
that
spending
and
starting
to
do
community
engagement
around
the
possibility
that
we
might
be
looking
at
cuts.
That
would
hit
schools
next
year.
M
M
Though
just
to
the
public
that
there
will
not
be
any
cuts
next
year
outside
of
what
we've
already
shared
in
the
budget,
so
I
don't
want
something
to
get
picked
up,
that
there
might
be
cuts
so
yeah.
N
All
right,
so
what
we've
surfaced
now
is
certainly
not
a
complete
list,
but
is
from
you
all's
perspective,
a
priority
list
of
items.
Stephen,
have
you
already
gone
twice?
P
N
P
N
Priorities
for
you
all
to
address
over
the
next
several
months,
so
now
that
we've
kind
of
surfaced
just
a
handful
of
these
so
remember:
we've
got
three
topics
that
quickly
floated
to
the
top
of
your
collective
priority
list,
which,
which
is
around
superintendent
search
and
appropriate
amount
of
engagement
and
transparency,
with
a
wide
range
of
constituencies,
academic
reviews,
with
an
eye
toward
do.
N
We
have
the
programs
necessary
to
inspire
families
and
students
to
come
back
to
our
schools
rather
than
other
schools,
and
are
we
attending
to
any
gaps
that
are
growing
regarding
our
students
with
disabilities
and
third,
a
financial
review?
You
know
with
an
eye
toward
what
are
we
building
into
the
budget
for
going
forward
and
informed
by
how
have
we
made
investments
of
esther
funds
looking
backwards,
those
being
the
top
three
priorities,
but
then
you've
added
to
that.
N
You
know
as
a
secondary
consideration
that
you
also
have
concerns
around
the
facilities
master
planning
and
how
will
our
buildings
be
used?
English
proficiency,
enrollment
registration,
you
know
timelines
diversity
and
staff,
competency,
communication
around
the
trend,
superintendent,
transitioning
and
the
impact
that
that
might
have
on
initiatives
as
well
as
planning
for
hold
harmless
portion
of
the
budget
and
labor
contracts,
all
11
of
which,
apparently,
you
know,
will
be
coming
up.
That's
a
lot
of
work.
N
N
On
it,
if
you
process
by
writing,
feel
free
to
write
something
down,
if
you
process
verbally,
feel
free
to
mute
and
talk
to
yourself,
but
take
a
moment
and
reflect
what
what
would
it
take
to
really
for
the
school
committee
to
accomplish
these
things?
What
changes
would
you
have
to
make
to
set
yourselves
up
for
success
with
all
of
this
work?
Take
a
moment.
N
D
Excuse
me
for
for
me,
thinking
about
how
we
communicate
as
a
body
is
essential
for
me,
oftentimes,
just
even
the
the
structure
of
our
meetings
sometimes
doesn't
lend
itself
to
the
dialogue
that
I
think
at
least
that
I'm
used
to
being
able
to
bounce
ideas
off
of
each
other
or
being
able
to
follow
up.
If
somebody
says
something
to
say
like
well,
wait
a
second,
let's
unpack
that
a
little
bit
more
because,
of
course,
we're
beholden
to
a
like
a
five-minute
time
clock
which
serves
its
purpose
for
sure.
D
But
I
think
I
know
I
would
have
to
restructure
a
lot
of
the
the
ways
that
I
think
about
meeting
with
every
member
of
the
committee
as
a
group
or
as
individuals.
D
You
know,
for
example,
if
somebody
meets
with
a
group
of
students,
I
don't
know
that
that
that
committee
member
has
done
that
I'd
like
to
well.
What
did
you
hear
about?
You
know
those
are
the
those
types
of
natural,
very
fluid
conversations
that
generate
a
lot
of
constructive
ideas,
and
the
format
of
this
like
doesn't
necessarily
lend
itself
to
that.
D
But
I
do
also
want
to
applaud,
like
the
superintendent
and
everybody
who
gives
a
report
that
they're
doing
they're
definitely
only
doing
a
phenomenal
job
in
conveying
the
information
and
making
themselves
available
to
us.
But
that's
probably
one
thing
that
I
would
want
to
change.
N
All
right,
so
what
I'm
hearing
you
say
is
you
need
more
space
for
dialogue,
got
it,
and
so
let's
move
this
to
a
speed
round,
just
because
I'm
realizing
that
I've
been
a
poor
steward
of
your
time,
and
so,
if
you
could,
if
everybody,
what
is,
if
you
had
to
sum
it
up
in
one
sentence,
know
what
what's
one
significant,
you
know,
change
that
you
feel
like
you'll
have
to
make
to
how
the
school
committee
operates
in
order
to
be
able
to
be
effective
at
addressing
the
priorities
that
you
have
between
now
and
july.
N
N
N
The
structure
of
the
I
don't
I
don't
understand
what
you
mean
by
structure,
I
don't
have
enough
context
all.
B
Right
so
I
mean
we
have
a
way
that
this
meeting
has
been
run
forever
and
and
the
question
that
stephen
writes
is
one
that
I've
raised
too
is
given
open
meeting
law
and
the
way
that
we
are
required
to
meet.
B
How
do
we
create
both
the
opportunity
for
receiving
the
presentations
and
doing
the
business
that
we
are
required
to
do
legally,
but
at
the
same
time,
how
does
we,
as
a
community
committee,
talk
about
the
things
that
are
coming
before?
It's
not
just
responding
to
what
has
been
shared
with
us
in
a
presentation.
N
Got
it
now,
I
understand
what
you
mean
and
I
know
exactly
ideas
to
support
you
all
on
that
yeah
brenda.
M
I
believe
that
we
need
more
data
dives
and
through
progress
retreats,
and
we
should
do
those
quarterly.
N
More
data
dives,
no
quarterly
progress,
retreats
got
it
who's
next,
and
thank
you
for
your
brevity
who
who'll
be
the
next
chef
you
had
to
sum
it
up
in
one
sentence:
what's
a
change
that
the
school
community
will
need
to
make
in
order
to
effectively
attend
to
these
priorities?
Yeah
michael.
D
Yeah
reading,
I
hate
to
say,
reading
reading
it,
but
you
know
to
focus
more
on
the
conversation
about
what
the
materials
that
were
given
to
us
mean
and
allow
for
the
dialogue
that
stephen
was
talking
about
and
have
that
be
more
of
the
focus
both
with
the
team
and
with
the
fellow
members.
N
I'm
definitely
picking
up
on
a
theme
here,
and
there
are
a
variety
of
ways
that
other
school
systems
across
the
nation
have
taken
to
doing.
The
very
things
that
you
all
are
discussing,
and
so
what
I'll
be
doing
is
I'll
be
taking
all
of
your
feedback
and
then
I
will
generate
some
recommendations
that
I
send
back
to
you,
based
on
the
priorities
that
are
important
to
you
and
the
changes
that
you
think
would
be
substantive
anyone
else.
N
O
Thank
you
and
I
would
have
to
agree
with
michael
just
appreciation
for
the
work
that
goes
into
preparing
for
these
meetings.
On
top
of,
like
all
of
the
work
that
folks
do
at
the
district,
I
think
for
me,
what
would
be
helpful
is
for
us
to
really
tighten
the
reports
that
are
that
are
provided
and
how
they
tie
back
to
x,
priority
areas
right.
O
So
if
we're
saying
that
we're
going
to
focus
on
x,
y
and
z,
then
everything
should
really
tie
back
to
x,
y
and
z,
at
least
as
we're
trying
to
wrap
our
head
around
the
the
laundry
list
of
priorities
that
we've
started
to
listen,
got.
N
It
anyone
else
who
we
haven't
heard
from
yet,
if
we
have
heard
from
you
I've
requested
you
go
ahead,
put
your
hand
down
for
me,
so
I
don't
get
confused
anyone
else
we
haven't
heard
from.
If
there
had
to
be
one
change,
anyone
else.
E
P
E
E
I
was
gonna
say,
I
think,
also
great
appreciation
for
everyone.
Who
does
the
presentation?
All
of
that,
I
think
there
is.
We
lose
a
significant
piece
up
front
with
sometimes
a
lot
of
jargon
and
a
lot
of
edges
speak
and
so
like
it
takes
us
a
while
to
get
to
the
heart
of
the
content,
and
I
would
love
if
we
could
like
agree
on
values.
E
N
N
We
transition
so
then
what
I
will
do
is.
I
will
take
all
of
these
comments
that
you
shared.
M
Aj,
can
I
say
one
thing:
I.
I
don't
think
that
it's
like
a
problem
and
not
a
value,
because
I
think
that
everybody
really
enjoys
hearing
from
the
public
and
public
comment,
but
that
takes
up
a
lot
of
the
meeting
at
times
and
it
sure
it
sometimes
the
really
important
topics
end
up
being
very
late
at
night
after
the
committee
has
been.
So.
M
I
think
time
management
and
how
we
manage
public
comment
is
something
that
we
should
think
about,
so
that
we
can
have
more
time
for
the
substance
of
the
of
the
work
from
the
reports
and
so
just
trying
to
figure
that
out.
N
M
N
More
spaciousness
for
dialogue
amongst
each
other
to
really
talk
through
the
real
core
of
the
issues
and
that
you'd
be
open
to
changing
this
redesigning
the
structure
of
your
meetings
to
allow
for
that
you'd
be
open
to
changing
how
reports
you
received
and
the
timelines
on
which
reports
are
received.
To
help
facilitate
that.
I
also
heard
that
there's
a
interest
in
making
sure
that
the
that
the
norms
and
education,
all
that
are
understood
and
defined
in
advance,
so
there's
less
of
a
need
to
go.
P
N
Those
on
a
regular
basis-
and
this
idea
that
that
would
be
helpful
to
have
more
data
dives
of
really
engaging
in
the
progress
monitoring
are.
P
N
Any
themes
about,
and
then
there
was
a
comment
about
public
comments.
N
Are
there
any
themes
about
structural
changes
that
I
missed
any
themes
that
you
offered
that
I
missed
all
right,
so
what
I
will
do
is
I
will
take
this
feedback
from
you
and
then
I
will
work
it
a
little
bit
to
try
to
identify
what
are
some
ways
that
you
all
could
proceed
with
implementing
some
changes,
I'll
try
to
give
you
a
few
different
ideas
of
things
that
other
school
systems
across
the
country
have
done
in
these
same
areas
and
then
get
those
back
to
you
so
that
you
can
make
decisions
about
what
changes
you
want
to
make
next,
so
that
you
can
focus
on
the
things
that
matter
most
you'll
be
hearing
from
me
no
later
than
the
end
of
next
week.
N
On
that
at
this
time,
however,
I
want
to
transition.
We
I'm
gonna,
do
a
couple
things
first,
we'll
I
think,
we'll
probably.
P
N
Five
minute
break
and
come
back
right
after
the
top
of
the
hour
and
then
dive
into
some
of
your
goals.
Is
that
the
correct
order
of
operations?
Madam
chair.
B
Yes,
I
believe
so
we
had
scheduled
a
larger
break,
but
I
just
wanted
to
check
in
with
everybody
is
five
minutes
good
if
people
can
take
a
break
and
come
back
in
five
minutes?
Does
that
work
just
give
me
a
thumbs
up
or
something
to?
Let
me
know
if
that's
okay,
if
any,
but
he
needs
anything
longer
so.
D
N
B
P
T
Thank
you
aj
good
evening,
everyone
I
am
monica
hogan.
I
lead
our
office
of
data
and
accountability
and
am
happy
to
be
here
tonight
to
provide
a
short
update
on
the
goals
that
we
set
with
the
school
committee
last
spring.
M
T
This
slide
hopefully
looks
familiar.
This
outlines
the
five
goals
that
were
adopted
by
the
school
committee,
along
with
the
alignment
to
the
six
commitments
from
the
bps
strategic
plan.
T
Chief
granson
from
our
equity
and
strategy
office
is
also
available.
If
you
have
any
questions
tonight
about
the
strategic
plan:
alignment
with
the
school
committee's
goals,
for
example,
on
this
slide,
you
can
see
goal.
1
is
focused
on
early
literacy
skills,
which
is
aligned
to
both
commitment,
one,
a
limit,
eliminate
opportunity
and
achievement
gaps
and
commitment
to
accelerate
learning.
T
You
also
adopted
five
values
alongside
your
goals.
This
slide
includes
the
language
of
those
values
and
their
strategic
plan.
Alignment.
For
example,
you'll
see
here,
student
voice
and
family
engagement
is
aligned
to
commitment
three
amplify.
All
voices.
T
So,
to
build
off
of
the
conversation,
you
are
just
having
we're
gonna
focus
on
goal
five
tonight
as
an
example
of
how
the
district
can
provide
important
information
relevant
to
your
goals
as
a
reminder
goal
five
is
students
will
graduate
from
high
school
with
the
agency
to
direct
their
futures.
T
T
This
definition
was
validated
by
external
research
conducted
by
bob
baufans
and
for
a
student
to
meet
the
definition.
T
T
T
T
T
E
T
So
we
can
certainly
measure
these
at
the
school
level
in
terms
of
high
level
goals.
We
typically
encourage
schools
to
use
the
same
goals
from
the
accountability
system,
so
they
don't
have
a
very
long
list
of
just
goal
after
goal
after
goal,
but
dr
ecclestone,
I
see
you've
joined
us
if
you
want
to
add
anything
to
that.
S
Yeah,
my
apologies,
I
was
on
the
other,
the
other
side,
but
I
appreciate
being
elevated
to
support
with
this.
So
all
of
our
schools
go
through
a
goal
setting
process
at
the
beginning
of
the
school
year.
So
we
meet
in
august
leadership
institute.
We
prepare
data
packets
for
each
school
school
leaders
generally
will
bring
members
of
their
instructional
leadership
team
to
dig
into
multiple
sources
of
data
and
set
goals.
S
The
the
instructional
focus
for
each
school
for
next
year
should
continue
to
focus
on
equitable
literacy,
which
is
the
academic
priority
that
we're
all
focused
on,
as
well
as
building
strong
teams
and
implementing
the
cryopt
tool
to
ensure
that
our
implementation
of
literacy
is
in
fact
equitable.
So
all
of
our
goals
are
set
from
that
from
that
front,
but
we
use
things
like
the
examples
that
you
just
took
to
take
a
look
at
that.
S
You
just
took
a
look
at
from
monica
as
well
as
examples
from
other
schools
as
exemplars
to
support
our
principles
and
then
every
90
days
or
over
a
90-day
period.
Schools
report
on
the
progress
of
their
goals
and
update
their
goals
to
ensure
that
their
community
is
is
transparent
to
their
community.
Around
the
progress
that
they're
making.
N
Though,
one
of
the
things
I
heard
from
multiple
school
committee
members
is
that
you
want
to
see
some
revisions
in
how
you
all
do
that,
so
that
it
maximizes
space
for
dialogue
and
and
to
accomplish
that
that
materials
be
made
available
made
available
sooner
and
things
of
that
nature.
So
just
know
that
I
see
a
direct
connection
between
the
question
that
you
just
asked,
and
some
of
the
changes
that
you
all
have
surfaced
need
to
be
made.
N
I'm
absolutely
committed
to
supporting
you
all
and
making
some
of
those
adjustments,
one
additional
benefit
of
you
all
making.
Those
adjustments
is,
I
think,
it's
a
real
opportunity
to
demonstrate
leadership
at
the
school
committee
level
by
demonstrating,
through
your
actions
and
your
use
of
time,
the
priority
that
student
outcomes
represent
for
you
by
investing
your
time.
During
your
meetings,
doing
an
effective
job
of
monitoring
student.
D
Yes,
actually
so
my
my
question
is
related
to
it
might
be
slide
seven,
which
is
the
the
breakdown
of
demographic
populations
in
terms
of
goal
five.
I
I'm
curious
as
to
wait.
I
guess
I
see
you
s
switching
to
it.
D
How
like,
how
was,
how
did
you
all
arrive
at
the
at
the
overall
eight
percent
increase
between
one
year,
your
one
year
goal
to
your
five
year
goal,
so
I
assume
you're
just
saying
sort
of
the
two
percent
like
per
year,
but
just
how
like?
How
did
you
all
arrive
at
that
target?.
T
I
feel
like
I
might
be
hearing
an
echo,
but
I
think
it's
okay.
I
think
we
we're
thinking
about
goal
setting
amidst
a
pandemic
and
what
might
be
the
increment
that
we
might
expect
to
see
year
over
year
and
then
applied
that
five
years
out.
T
T
T
What
will
you
be
doing
in
order
to
expect
a
measure
to
change
and
using
that
to
help
situate,
how
large
or
wide
or
sorry,
large
or
small
your
goal
increments
are,
if
that
makes
sense,.
D
Yes,
it
does
like
thank
you
and
I'm
just
especially
you
know
worrisome
just
because
of
the
you
know.
We
have
those
two
years
of
assert
funds,
but
also
you
know
those
two
years
of
in
terms
of
transition
and
recovery,
particularly
mental
health,
supports
during
during
that
transition,
so
that
all
affects
what
that
rate's
going
to
look
like,
but
hopefully
we
see
greater
increases
for
sure.
N
T
We
haven't
actually
seen
for
this
measure,
in
particular
a
lot
of
movement.
It
has
been
around
the
43-44
mark
for
the
last
few
years,
so
I
do
think
two
percent
every
year
does
feel
a
bit
aggressive
given.
N
D
May
I
just
make
a
comment,
please
about
what
we
would
just
discuss
with
what
dr
elkins
just
brought
up
just
for
a
bit
of
perspective,
because
you
asked
how
was
how
were
these
arrived
at?
There
were
also
some
fairly
in-depth
conversations
about
aspirational
goals
versus
realistic
goals,
so
to
speak.
G
D
What
are,
what
are
achievable
steps
with
the
right
attention,
budget
focus,
et
cetera,
drive
versus
what
are
aspirational
goals,
and
I
will
tell
you
in
in
goal
setting
that
is
always
a
very
difficult
conversation
to
have.
So
I'm
just
reacting
dr
elkins
to
your
question
about
what
was,
I
hope,
that's
helpful,
and
you
know
what
was
what
was
the
conversation
about
setting
these.
N
Yeah
and
the
coaching
that
I
recall,
providing
the
school
committee
at
the
time
was
to
differentiate
in
your
mind,
between
a
vision
which,
clearly,
your
vision
is
for
all
students
to
demonstrate
agency
in
this
area.
N
That
is
clearly
the
vision
and
that
the
invitation
here
was
to
identify
goals
that
described
what
is
the
next
attainable
step
in
the
direction
of
that
vision,
and
so
the
vision
has
not
wavered
for
the
school
committee.
N
Other
questions
are
for
your
staff
relative
to
your
goals.
Other
questions
you
have.
M
I'd
like
to
add-
and
I
think
that
dr
eccleston
might
be
wanting
to
add
something
as
well
about
you
know-
I'd
like
to
just
add
that
this
was
really
important
work
of
the
school
committee
last
spring,
and
I
was
very
proud
that
that
they
went
through
this
with
you
aj
around
focusing
on
student
outcomes
and
really
focusing
on
data
during
the
pandemic.
At
a
time
when
we
know
that
creating
goals,
and
particularly
aspirational
goals,
was
quite
challenging
in
terms
of
where
we
were
at
that
moment.
M
The
big
one
was
the
mass
core,
but
we
also
changed
the
attendance
policy,
the
code
of
conduct
policy,
and
we
are
working
now
and
trying
to
finalize
the
grading
policy,
which
was
also
going
to
contribute
to
our
students
being
able
to
get
ready,
and
I
would
just
like
dr
eccleston
to
speak
on
kind
of
the
readiness
that
we
have
for
the
mass
core.
Briefly.
S
I
won't
repeat
this
the
points
the
superintendent
just
made,
which
were
the
same
points
I
wanted
to
make.
I
do
think
that
we
are
because
of
the
policy
changes
that
the
school
committee
has
adopted.
We
are
remarkably
well
positioned,
I
think,
to
really
crush
these
benchmarks.
I
think
we're
going
to
see
over
time
significant
increases
for
all
groups
of
students
and
accelerated
progress
for
students
where
there
are
large
gaps
in
meeting
college
and
career
readiness
standards.
S
We
went
through
with
each
secondary
school
and
looked
at
their
organizational
structure
for
next
year
to
make
sure
that
they
have
the
staffing
needs
and
the
structure
to
deliver
on
a
promise
of
of
the
mass
core
graduation
requirements
and
with
great
confidence.
We
feel
that
we're
really
well
prepared
as
a
system
to
deliver
on
that
policy.
S
So
I
just
want
the
group
to
know
that
I
think
we're
really
well
positioned
and
in
a
strong
spot
because
of
both
these
policy
changes
and
improvements
that
you
all
have
led,
and
also
the
the
the
system
response
to
that
policy
to
make
sure
that
we've
readied
both
our
central
office
and
our
schools
to
respond.
F
P
F
F
In
addition
to
to
to
the
reason
related
to
kovit,
I
assume
that
oh,
I
presuppose
that
you
have
also
identified
other
reasons,
your
other
relevant
reasons
for
for
for
the
dropping,
and
I
guess
yeah.
I
know
it
is
an
operation
of
questions,
but
I
guess
that
the
administrative
staff
somehow
develop
means
and
ways
to
to
address
that,
hoping
that
you
know.
F
Later
on,
the
the
the
the
expectation
of
two
percent
growth
will
will
achieve
is
that
is
that
correct.
M
So
I
wonder
if
monica
might
be
able
to
explain
that
that
actually,
the
graduation
rate
has
gone
up
and
it's
the
highest.
It's
ever
been
at
78.8
and
we
cut
our
dropout
in
half.
But
the
measures
that
we
were
looking
at
here
are
other
measures
that
go
into
the
career
and
college
readiness
outside
of
the
graduation
rate.
So
monica
can
you
please
just
explain
again
to
mr
tran
the
measures
that
are
going
into
this
number
that
he's
looking
at.
T
Yep,
so
these
percentages
are
the
percentage
of
graduates
who
meet
the
college,
career
and
life
readiness
definition.
That
definition
was
developed
by
a
cross
city
stakeholder
group,
and
so
thank
you
for
putting
this
slide
back
up.
T
T
So
we
are
still
doing
analysis
to
try
and
better
understand
when
we
see
drops
for
different
groups
what
might
be
driving
those
drops.
We
know
what
the
pandemic
attendance
did
go
down,
particularly
with
the
remote
and
in-person
learning
last
year,
and
we
did
see
an
increase,
in
course,
failures,
and
so
those
there
are
multiple
data
points,
driving
changes.
Both
positive
and
negative
that
the
team
is
working
to
better
understand
what
was
the
driver
for
different
groups
of
students?
N
Yeah,
I
think
my
brandon
was
your
hand
up
and
then
michael.
E
Thank
you,
I'm.
I
have
a
few
questions,
so
I
want
to
be
mindful
of
time
and
sort
of
the
cadence
of
this.
I
think
three
questions
I
have
I,
for
whatever
it's
worth
like
food
for
thought,
is
not
a
question.
This
is
a
comment,
but
I
think
it
matters.
I
find
these
goals
hard
to
read,
and
so,
like
brandon
kardad
turned
on
this
educator
and
with
a
master's
degree
like
I'm,
struggling
to
read
these
goals
and
understand
how
we
measure
them.
E
How
is
this
a
smart
goal
like?
How
do
you
measure
it?
How
is
it
actionable?
How
is
it
timely
and
food
for
thought
for,
as
we
think
about
this,
for
the
future
new
guy
to
the
group?
My
question
is
sort
of
twofold
one.
I
know
the
graduation
rate
has
gone
up,
but
how
much
of
that
is
connected
to
the
state
sort
of
removing
mcas
competency
requirements,
so
the
sort
of
question
there
and
then
the
second?
Is
there
a
reason?
E
We've
decided
why
it's
not
about
young
people,
completing
the
coursework,
but
it's
about
enrolling
in
the
coursework,
and
I'm
just
I'm
thinking
about
that.
I
think
about
that.
Even
in
sort
of
the
stories
we
tell
around
college
success
right,
we
we.
H
E
That
we
can't
just
talk
about
kids
enrolling
in
college,
we
talk
about
kids,
finishing
college
and
the
same
is
true
for
advanced
coursework
here
in
our
own
system.
So
I'm
curious
about
that
and
then
my
last
question
is
on
slide
elsewhere.
Is
it
slide
eight,
these
goals,
the
remaining
goals,
students
who
require
strong
foundational
reading
skills
skills,
and
then
it's
like
a
measure
definition
percentage
of
k2
who
meet
or
exceed
grade
level?
What
is
the
percentage
that
is
success,
and
I
guess
the
same
is
sort
of
true
for
all
of
those
like.
E
M
T
That
correct,
yes,
I
just
want
to
the
competency
determination
remained
in
place.
T
M
T
The
this
class
of
students
was
able
to
take
the
test
in
2019
and
then
had
at
most
one
retest
opportunity
before
covid
started
and
there
were
no
more
mcas
retest
opportunities.
So.
M
And
then
the
reason
I
think
that
cho
we
chose-
and
maybe
I
don't
I'm
trying
to
recall
when
we
talked
about
the
measures
monica
for
enrolling
rather
than
the
grading
it.
It
was
more
about
access
and
opportunity.
T
T
This
was
part
of
the
research
that
I
mentioned
that
bob
val
fans
completed.
T
M
In
94
attendance
in
high
school
during
a
pandemic
is
a
very
high
bar
at
this
at
this
point,
but
also
they,
you
know,
these
are
like
monica
said
research-based
measures,
but
the
combination
of
all
of
these
together
makes
for
students
being
successful,
and
then
he
had
a
question
about
the
percent
of
k2
reading
level.
You'll
have
to
clarify
that.
I
can't
remember
why
we
chose
that
score.
That's
that's.
T
The
the
table
on
slide
eight
had
a
column
of
sort
of
the
the
goal-
language
that
is
not
specific
to
what
the
data
point
is
and
then
a
second
column
of
what
the
measure
is,
and
that
distinction
was
made
because
the
committee
sort
of
thought
about
what
what
were
the
high
level
sort
of
narrative
around
what
the
goal
is.
T
We
want
kids
to
be
able
to
read
by
the
end
of
k2
in
their
trajectory
towards
third
grade,
but
the
measure
in
which
we
actually
measure
that,
with
a
data,
point
may
change
so,
for
instance,
we
have.
T
The
committee
made
the
choice
to
have
the
goal
language
be
more
about
early
literacy
and
then
the
measure,
if
it
needs
to
change
based
on
contracts
that
this
the
district
has
the
measure
can
change
in
terms
of
like
what
the
technical
data
point
is
that.
E
T
T
Not
in
that
document,
but
I
can
I
can
ensure
that
those
data
tables
are
also
shared
with
the
committee
they're,
not
in
that
side
deck
that
you
have.
E
It
didn't,
have
a
measurement
so
like
I'm
just
struggling
as
a
parent
and
as
a
committee
member
like
these
are
hard
goals
to
wrap
our
head
around
and
also
to
rally
the
troops
around,
and
I
get
the
complexity
of
the
system
and
everything
that
has
happened
with
covet.
I
trust
just
because
it
doesn't.
I
don't
know
if
we'd
offer
the
same
grace
to
a
school
leader
that
we're
offering
from
this
position
to
ourselves
as
the
district.
M
Different
report
cards
on
their
children's
progress-
and
I
don't
know
if
we
want
to
take
space
and
time
here
or,
if
we'd
like
to
just
move
on,
and
we
could
certainly
you
know,
I'm
interested
in
hearing
your
ideas
and
how
you
think,
as
a
parent
and
just
with
your
background
too,
and
how
we
can
make
the
data
more
visible
for
for
different
audiences
and
easier
to
digest.
It
can
be
challenging
to
digest,
and
we
want
to.
Our
goal
is
to
make
it
easier
for
people
to
understand
it.
N
So
this
is
actually
a
really
important
point,
because
this
literally
came
up
about
an
hour
ago
in
our
previous
conversation.
So
I
want
to
take
a
moment
to
connect
the
dots
on
what
I
hear
brandon
surfacing,
because
these
are
spot-on
considerations.
N
You
all
want
to
be
able
to
have
conversations
about
student
achievement
that
are
not
only
valuable
for
you,
as
policy
makers,
in
understanding
where
student
success
currently
what's
worked.
What
hasn't
worked,
but
is
also
fairly
easy
for
your
community
to
follow
that.
It's
that
there's
value
in
your
community
having
clarity
around
what
are
relative
levels
of
performance
when
compared
to
the
goals
and
so
part
of
how
we
get
there
is
having
a
little
bit
more
practice
and
norming
as
a
board
around
what
do
effective
monitoring,
effective
goal.
N
Monitoring
practices
look
like
this
is
a
longer
conversation
that
we
won't
be
able
to
completely
dig
into
this
evening.
But
it
is
something
that
I
want
to
just
touch
on
this
evening
to
tee
it
up
for
a
future
session,
or
we
may
do
small
breakout
sessions
for
one
board
member
at
a
time
or
something,
but
it
specifically
helps
support
you
all.
N
As
a
governing
team
on
more
effectively
monitoring
student
performance
and
some
of
that's
going
to
require
behavioral
changes
for
the
managerial
team,
not
entirely
inconsistent
with
what
brandon's
surfacing,
but
some
of
it's
going
to
require
behavioral
changes
for
you
as
the
governing
body
as
well,
and
so
there's
a
document
that
I'll
share
with
you
all.
N
That
is
all
around
progress
monitoring,
and
the
intention
of
the
document
is
to
help
give
you
an
idea.
What
is
quality
progress,
monitoring
in
the
governance
context,
look
like
because
it
is
a
little
bit
different
than
what
progress
monitoring
in
school
would
look
like,
but
there
are
a
few
key
ideas
that
I
want
to
share
with
you
before
we
transition
away
with
this
away
from
this
conversation.
N
So
one
of
those
ideas
is
that
one
of
those
ideas
is
the
value
of
monitoring
is
to
really
help
clarify
whether
we've
grown.
G
N
Whether
there's
been
growth
in
what
students
known
are
able
to
do
or
not.
Why
do
you
think
that
is
such
an
important
part
of
monitoring
to
be
able
to
walk
away
with
clarity
about
whether
students
have
grown
or
not?
Why
do
you
think?
That's
such
an
important
part
of
monitoring.
N
N
E
N
Working
absolutely
absolutely,
and
so,
if
the
the
focus
of
monitoring
is,
how
do
we
know
whether
or
not
students
are
actually
growing,
then
what
that
means
is.
We've
got
to
invest
some
amount
of
time
in
making
sure
that
the
monitoring
reports
we
receive
are
incredibly
clear
that
they
help
school
committee.
Members
understand
that,
but
we,
but
there's
also
some
work
that
we
as
school
committee
members
have
to
prepare
for
that
part
of
that
is
as
a
school
committee
we
do.
N
You
will
need
to
get
monitoring
reports,
usually
at
least
a
week
before
any
meeting
during
which
that
report
will
be
monitored.
N
At
least
a
week
in
advance,
another
important
part
of
the
equation
is,
as
school
committee
members
you'll
need
to
have,
read
it
and
submitted
questions
to
your
superintendent.
At
least
you
know
three
to
five
days
in
advance.
Why
do
you
think
the
board
members
all
reading
the
monitoring
reports
and
submitting
questions
about
them
back
to
the
staff
at
least
three
to
five
days
in
advance?
The
meeting?
Why
do
you
think
that's
a
really
important
part
of
monitoring
not
only
reading
it
but
submitting
questions
to
your
staff
three
to
five
days
in
advance?
J
N
E
Yeah,
I
was
going
to
say
you
know
we're
all
new.
A
chunk
of
us
are
new
and
our
only
we've
only
on
zoom.
You
know
it
moves
away
from
a
feeling
of.
I
got
you
to.
I
got
your
back
right
like
I
want
to
know
that.
I
trust
that
you
know
what
you're
doing,
and
I
want
to
give
you
space
and
right
now.
The
way
it
sort
of
has
played
is
definitely
you
know,
I'm
asking
you
in
real
time
and
that's
because
I've
only
seen
it
in
real
time.
P
N
Yeah-
and
it
doesn't
lend
to
me
as
a
school
committee
member,
getting
the
best
possible
answer
or
to
us
feeling
like
we're
actually
in
in
this
to
win
it
for
students
now
becomes
you
know
this
thing?
Okay,
so
getting
information
so
first
step
is:
we've
got
to
get
our
information
in
advance.
That's.
It
sounds
like
some
process
improvements
for
the
staff.
N
Then
the
school
community
members
have
to
read
it
in
advance
and
then
have
to
submit
questions
in
advance,
but
then
the
next
step
is
the
management
team
then
needs
to
get
answers
to
a
lot
of
those
questions
back
in
advance.
Why
do
you
think
that's
important
that
the
first
round
of
inquiry
is
actually
provided
back
to
school
committee
members
even
before
the
meeting
starts?
Why
do
you
think
that's
an
important
part
of
the
process.
O
O
N
Yeah,
so
much
of
this
goes
back
to,
I
think
the
original
point
that
stephen
surfaced,
which
was
how
do
we
use
our
time
together
as
a
deliberative
body,
having
really
deep,
meaningful
generative
discussions
rather
than
surface
level
conversations
that
never
really
get
to
the
heart
of
the
matter
and
part
of
the
way
you
get
there
is
that
you
just
have
to
plan
for
that
systematically.
N
You
just
have
to
be
more
effective
at
planning
for
it.
Jerry
did
you
have
this
comment.
B
No,
I
think,
that's
what
makes
us
more
effective.
You
know
the
better
prepared.
We
are
the
more
in
depth.
We
can
go
the
better
information
we
give
back
to
the
staff
the
clearer
the
presentations
are
not
only
to
us
but
to
the
public
as
well,
so
everybody
is
getting
a
better
feeling
that
the
information
is
transparent.
It's
real,
it's
understandable
and
we're
not
hiding
anything.
N
Yeah
and
to
that
point
you
know
this
q
and
a
that
happened
in
advance
that
should
all
be
in
a
document.
That's
made
public
at
the
same
time
that
the
board's
having
the
monitoring
conversation
so
that
the
community
sees
what
are
the
preliminary
kind
of
clarifying
questions
that
were
asked
to
try
to
help
understand
the
basics,
but
that
really
fed
and
made
space
for
the
board.
N
N
None
of
that
should
be
obfuscated,
and
so
these
are
just
a
few
ideas
like
I
said,
we'll
do
a
deep
dive
into
more
of
this
later,
but
this
idea
that
there
is
there
are
strategies
for
how
we
monitor
student
learning
and
that
in
the
to
implement
those
strategies
effectively
is
going
to
change,
is
going
to
require
adult
behavior
change
both
on
the
part
of
management
in
some
areas
and
on
the
part
of
school
community
members
in
some
areas
that,
if
there's
a
willingness
to
engage
in
those
changes
that
you
can
collectively
as
a
governing
team,
have
really
powerful
conversations
about
what's
happening
for
students
and
what
strategic
steps
you
plan
to
take
next
as
a
school
system.
N
M
The
the
question
I
have
aj
is
just:
does
it
limit
to
the
five
priorities
then,
or
do
we
I
mean?
How
do
we
focus
on
those
five
priorities,
and
I-
and
I
want
to
make
sure
before
we
pivot
off
of
this
section
of
the
agenda-
that
there's
agreement
on
this
committee
around
those
five
goals
and
are
those
still
the
same
priorities
that
this
composition
of
school
committee
has
for
the
superintendent.
N
So
the
question
I
can
answer
is
that
if
the
school
committee
wants
the
school
system
to
benefit
from
its
priorities,
then
the
school
committee
actually
has
to
prioritize,
and
so
it
does
not
work
if
the
school
committee
bounces
from
topic
to
topic
to
topic
every
single
week,
rather
than
focusing
in
on
a
few
narrowly
defined
core
topics,
which
is
the
whole
point
of
having
goals
to
begin
with,
and
so
what
that
means
is
that
your
monitoring
would
absolutely
be
focused
on
what
the
school
committee
is
identified
as
its
goals,
that's
what
the
monitoring
would
be
focused
on.
M
N
Focus
on
50
different
things:
you
know
the
school
committee
that
thinks
everything
is
a
priority
ultimately
makes
nothing
a
priority.
That
doesn't
mean
that
the
school
committee
doesn't
get
access
to
other
data,
it's
just
that
would
be
sent
home.
So
if
there's
other
data,
that's
meaningful
members
should
get
that,
but
that's
something
that
they
have
questions
about.
They
should
always
feel
comfortable
asking
and
the
administration
should
answer
those
questions.
N
B
B
Right
but
you
you
may
not
you're
not
going
to
necessarily
monitor
all
goals
at
the
same
time,
because
data
that's
available
around
different
goals
happens
so
that
we
would
really
need
to
plan
to
understand
for
goal
x.
Here
are
the
opportune
times
to
be
looking
for
monitoring
reports,
because
certain
other
things
are
available.
B
P
N
N
Every
single
month,
but
it
would
vary
based
on
data
availability.
What
information
is
most
available
this
month
relative
to
our
goals,
and
so
we
do
a
deep
dive
into
that,
and
that's
the
other
thing
about
monitoring.
Is
these
need
to
be
deep,
dives,
not
just
surface,
let's
deal
with
the
easy
answers,
but
let's
really
get
at
what's
working
and
what's
not
working
and
really
deeply
dive
into
that
as
a
prelude
to
then
asking
okay.
Now
that
we've
done
that,
you
know
grounded
in
what
we've
learned
what's
next,
where
do.
P
N
Other
reflections
on
monitoring
before
you
transition.
B
One
thing
is:
is
there
a
list
of
the
suggested
things
that
should
be
the
checkpoints
in
what
is
what
is
included
in
a
monitoring
report
so
that
we
make
sure
we
get
to
those
deep
dives.
N
Absolutely,
and
so
what
we'll
do
is
I'll
make
sure
that
we
send
documents
out
to
the
to
the
entire
committee
and
that
we
get
them.
You
know
translated
as
necessary,
but,
yes,
the
short
answer
is
yes,
we
absolutely
provide
that
and
it's
important
that
you
all
have
access
to
those
type
of
resources
to
help.
You
continuously
just
get
better
and
better
and
level
up
your
skills
so
yeah.
N
We
will
provide
that
and
we'll
be
able
to
provide
that
you
know
translated
at
least
spanish
and
english
to
match
the
needs
of
the
committee.
Thank
you.
Okay,.
N
So
we
so
we've
talked
a
lot
about
these
goals.
The
question
that
the
superintendent
poses
is
to
what
extent
is
the
committee
still
committed
to
these
goals
so
before
in
lieu
of
letting
loose
on
that
question,
I
would
say,
if
that's
a
question
that
the
committee
wants
to
take
up,
then
let's
identify
that
as
a
question
the
committee
wants
to
take
up,
but
tonight
is
not
the
night
to
take
it
up.
There'd
have
to
be
a
full
process
developed
around
that,
in
the
same
way
that
there
was
a
full
process
involved.
N
There
was
community
engagement
involved
conversations
involved
with
arriving
at
your
goals
and
values
if
you're
ever
going
to
change
them,
they're
they're.
Similarly,
I
think
you
need
to
go
back
to
your
community
and
have
conversations
this.
N
This
is
not
ever
something
you
should
do
off
the
cuff
like
this
is
not
a
small
thing
because
you're
talking
about
you
know
what
is
the
direction
that
we're
driving
the
entire
organization,
and
so,
if
there's
ever
that
desires
like
you
know
what
I
don't
feel
like
these
are
right,
then,
what
you're
really
saying
is:
let's
start
a
process
and
it's
usually
depending
on
school
system,
a
of
the
low
end
three
months
on
the
really
really
high
end
I've
seen
nine
months,
but
usually
they
wound
up
being
three
to
four
months,
maybe
three
to
six
months
process
of
doing
the
constituent
engagement
necessary
to
make
substantive
revisions
to
your
goals
or
values,
and
so
I
do
want
to
go
ahead,
and
you
know
with
that
as
context,
you
know,
put
the
superintendent's
inquiry
out.
N
There
now
are
folks
thinking
that
there's
an
appetite
to
kind
of
set
aside
the
existing
goals
and
values
and
restart
the
process
of
adoption.
E
Go
ahead,
I
was
just
kind
of
saying:
I'm
sorry,
I
didn't
put
my
hand
up.
I
was
saying
I
think
it's
a
conversation.
We
should
definitely
engage
in,
I
think,
given
the
superintendent's
transition,
but
also
how
new
this
committee
is
as
well
gotcha.
D
Stephen
yeah,
I
I
agree
with
that.
I
agree
with
that
sentiment
not
so
much
to
take
away
from
this,
because
I
I
do
know
that
there's
a
sense
of
stability
and
you
know,
commitment
to
a
plan
and
not
switching
up
everything
every
year
or
you
know
that
we
do
have
to.
We
do
have
to
remain
consistent
as
consistent
as
possible,
but
it
shows
stability
and
commitment
to
our
plan.
N
So
you're
thinking
tweaks
rather
than
complete,
scrap
and
start
over.
O
I
just
I
I
have
a
question,
there's
some
pretty
key
long-term
pieces
that
I
don't
currently
see
reflected
in
this,
and
so
I
agree
with
both
brandon
and
stephen
that
I
just
think
it's
worth
a
conversation
to
understand
where
pieces
can
be
added
if
they
should
be
added,
but
we're
talking
about
our
strategic
plan
and
there
there's
some
there's
some
pretty
big
pieces,
like
our
physical
environments.
Right,
like
our
facilities,
are
like
there's
some
it's
not
here,
unless
it's
somewhere
else
that
I
just
haven't
seen
it.
N
Yeah
and
and
so
yeah
definitely
this
idea
there
are
there
things
missing,
the
presence
of
which
would
really
make
a
difference
for
our
students
that
we
need
to
add,
and
so
I
I
think,
you're
right,
that's
a
fair
conversation
for
the
school
community
to
have
one
challenge
that
I
would
provide
to
you
all
is
the
school
committee
that
tries
to
focus
on
everything
is
a
school
committee
that
focuses
on
nothing
and
so
anytime.
You
look
to
add
something.
It
usually
means
that
you
first
need
to
decide.
N
M
N
M
N
Obviously
you
are
the
deliberative
body,
you
get
to
make
these
decisions,
but
the
decisions
that
that
appropriately
have
costs
and
you
all
need
to
decide
what
the
costs
are,
which
things
are
we
going
to
remove
for
each
thing
that
we're
going
to
add
in
and
that's.
P
N
That
is
a
very
healthy,
very
appropriate
conversation
to
have
so
this.
This
is
not
suggesting,
don't
have
it.
This
is
suggesting,
understand
the
nature
of
it
that
every
time
we
add
something
we
need
to
contemplate.
What
are
we
going
to
remove
so
that
we
can
have
a
sense
of
focus
rather
than
you
know,
trying
to
be
all
things
to
all
people
and
then
fail
all
of
our
children
because
of
our
lack
of
discipline
quote
and
brandon
than
michael.
F
F
Right
now
we
have
four
new
members
who
are
pretty
much.
You
know
on
the
majority
of
of
yeah
of
the
committee.
I
I
I
do
support
adding
to
to
the
goals,
or
even
you
know,
adding
strategies
values
whatever
to
those
goals
or
even
adding
more
goals.
You
know,
if,
given
their
expertise,
bringing
into
the
to
the
committee,
I
don't
know
how
long
this
committee
will
will
last,
but
in
order
for
us
to
to
work
in
concert
with
each
other,
we
we
may
need
to
to
tweak
the
whole
thing.
C
N
And
so
I
want
to
two
different
ideas.
Just
for
you.
All's
consideration
here,
one
is
making
tweaks
and
so
tweaks
means
we're
going
to
take
what
we've
got,
but
we're
going
to
make
some
changes
to
it.
So,
for
example,
one
things
I
heard
brandon
say
is,
you
know,
is
this
fully
smart?
Is
there
something
we
could
add
a
target,
a
baseline
or
somewhere
to
make
it
smart?
So
we
haven't
actually
changed
the
goal.
We've
just
clarified
the
goal.
I
consider
that
a
tweak.
N
P
N
You
have
five,
and
so,
if
you
want
a
another
one,
then
first
you
decide
which
of
the
current
five.
You
want
to
delete,
delete
that
one
and
then
decide
what
you
want
to
add
in
its
place,
but
I
would
not
encourage
you
to
start
having
six
or
seven
or
eight
or
nine
or
ten
goals
you
get
to
the
point
where
now
it's
just
performative
and
you're
actually
disabling
the
organization
from
being
able
to
focus
on
anything.
So
if
you
want
to
be
real
about
how
do
we
serve
children,
you
will
have
to
prioritize.
N
There
will
be
things
that
you
don't
add
only
because
it
it
doesn't
fit
in
the
highest
need
highest
leverage
set
of
priorities
at
this
exact
moment
this.
This
will
be
a
tough
challenging
painful
process.
It
always
is
and
what-
and
if
so,
if
you
feel
some
kind
of
way
as
you're,
going
through
a
process
like
that,
then
you're
probably
doing
it
well,
but
this
is
not.
This
is
not
a
scenario
where
it
will
benefit
children
to
just
add
things,
because
it
feels
bad
that
you're
missing
them.
N
D
Okay,
the
other,
the
other
piece,
the
other
piece
that
is
important
and
I'm
shocked,
you're,
not
saying
it
considering
how
hard
you
worked
with
us
on
being
truly
focused
on
student
outcomes,
and
you
know
when
we
did
this
work.
We
had
a
lot
of
conversations
about
things
that
are
of
concern
that
we
do
have
to
work
on
and
I'm
going
to
use
what
miss
lopera
just
brought
up
about
facilities
as
an
example.
D
But
disabilities
is
not
a
student
outcome,
it
is
an
adult
input
in
and
we
worked
really
really
hard
to
sift
through
a
entire
wall
of
ideas
of
things
that
are
important
and
to
say:
no,
that's
not
a
student
outcome
that
the
goals
that
we
set
and,
if
you
and
if
you
go
back
and
reread
them
under
the
under
the
through
the
lens
of,
is
this
a
student
outcome.
What
were
the
student
outcomes
that
we
were
most
focused
on
and
that's
why
we
said
things
like
early
literacy?
D
N
Yeah
they're,
not
measures
of
what
students
don't
are
able
to
do
and
when
you
adopt
goals,
goals.
Remember
what
I
said
earlier
goals
should
be.
What
is
the
next
step,
we're
taking
in
the
direction
of
our
vision
and
I
submit
to
you
the
vision
of
your
school
system
is
not
we.
You
know,
you
know
the
kids
will
figure
out
how
to
teach
themselves
we're
worried
about
whether
or
not
we
have
great
facilities.
That
is
not
your
vision.
Your
vision
is
about
what
is
it
that
what's
the
blessing
that
we
leave
students
with?
N
What
is
it
that
they
will
know
and
be
able
to
do
as
they
leave
our
corridors,
and
so
because
your
vision
is
inextricably
intertwined
with
your
aspirations
for
children,
your
goals
are
always
a
description
of.
What's
the
next
step,
we'll
take
in
the
direction
of
our
vision.
For
that
reason,
your
goals
will
always
be
about
the
outcomes
you
want
for
students.
Your
values
speak
to
other
operational
matters.
Perhaps,
but
the
goals
should
be
about
what
what
is
it
we
aspire
to
on
behalf
of
the
children
we
serve
stephen
or
hold
on
brandon.
N
D
I
I
mean,
and
then
you
know
obviously
reserved
for
a
later
conversation
as
well.
I
mean
so.
I
think
you
know
for
a
goal.
Looking
at
like
these,
these
slides,
you
know,
there's
been
so
much
conversation,
particularly
about
black
and
latin
student
progress,
and
this
has
been
followed
up
with
great
work:
racial
equity
planning
tool,
that's
been
rolled
out
at
individual
schools,
but
in
these
five
goals
I
don't
actually
see
that
explicitly
named,
for
example,
and
so
that
would
be
something
like
a
tweak
that.
P
D
Example
in
gold,
two
and
three
to
name
specific
student
populations.
It
actually
astounds
me
that
black
and
latin
students
are
not
actually
named.
O
Thank
you.
I
am
I'm
having
strong
reactions
thinking
through
like
student
student-focused
goals,
when,
when
I
think
about
the
spaces
in
which
our
students
are
in,
they
are
not
conducive
to
learning.
They
are
not.
O
They
are
limiting
opportunities
for
learning.
We
don't
have
science
labs,
we
don't
have
libraries,
we
don't
have.
I
think
that
it's
a
through
line
that
impacts
many
of
these
pieces.
That's
correct.
That's
completely!.
N
O
Yeah
and
so
how?
How
do
we
think
about
making
sure,
I
think
about
like
a
facility's
master
plan
and
to
me
it's
not
just
the
building,
it's,
what
is
able
to
then
happen
within
the
building
and
right
now
our
students
and
our
staff
are
limited
in
their
ability
to
actually
function
and
provide
an
adequate
education
to
our
children,
because,
where
we
are
housed
honestly
by
the
city
is
quite
frankly
inadequate
right
now,
and
so
how
do
we
not
lose
sight
of
that?
O
And
so
how
does
that?
How
does
knowing
that
and
knowing
that?
We
have
a
substantial
amount
of
work
that
needs
to
be
done
around
this
facility's
master
plan
that
impacts
enrollment?
That
impacts
our
budget
that
impacts
our
transportation.
That
impacts
all
of
the
things
right
that
that
we
hear
from
families
that
they
want
to
know.
What
is
what
and
what's
going
to
be
in
existence
5
years,
10
years,
15
years
down
the
line
that
impacts
pathways,
that
impacts
grade
configurations.
O
N
Are
school?
Lunch
is
important.
N
Yeah
is
having
libraries
important.
Yes,
should
we
have
a
goal
about
libraries.
O
N
N
We
could
do
this
list
all
night
of
individual
elements,
the
go,
and
you
know
our
you
know
student
athletic
uniforms
important.
So
we
have
a
goal
around
that
I
mean
we
could
we
could
go
all
night
long
about
all
of
the
things
that
go
into
whether
or
not
children
can
learn
what
I'm
suggesting
to
you
is,
even
if
you
know
as
a
fact
that
all
of
those
things
are
perfectly
managed.
N
N
N
You
never
want
to
set
up
a
scenario
where
you
communicate
to
your
superintendent,
hey,
you
don't
have
to
educate
kids
as
long
as
the
facilities
are
great,
then
that's
what
we
measure
you
always
want
to
make
sure
what
she's
evaluated
on
is.
What
is
it
that
students
know
are
able
to
do,
and
then
you
will
have
to
have
systems
in
place
for
addressing,
for
looking
at
other
high
priority
factors
that
go
into
the
educational
children.
All
I'm
saying
is
you
never
ever
ever
want
to
confuse?
N
O
D
N
That's
that's
what
those
are,
but
I
want
to
be
clear
with
lorraine
on
this
point.
I
am
not
saying
that
these
other
things
are
as
important,
what
I'm
asserting
to
you,
and
it
may
be
just
a
difference
of
belief.
What
I'm
asserting
to
you
is
your
school
system.
My
belief
is
exist
for
one
reason,
one
reason
only
and
that
is
not
to
have
great
facilities.
That
is
not
why
the
people
of
boston
said:
let's
have
a
school
system,
because
we
want
great
facilities
in
our
neighborhoods.
O
No,
you
know
what
we
can't,
we
can't.
We
are
right
now
having
small
group
classes
and
interventions
and
hallways.
We
are
right
now,
providing
students
supports
their
case
landings
and
so
that
to
me
is
not
adequate.
N
To
be
addressed
absolutely,
but
what
you
don't
want.
Is
you
never
want
to
send
the
message
to
your
superintendent
that
if
you
address
those
things,
but
kids,
kids
haven't
learned
that
you
have
done
your
job?
You
never
want
to
accidentally
send
that
message,
and
so
for
that
reason,
when
we
talk
about
what
your
goals
are,
your
goals
always
have
to
be.
What
are
the
end
results
that
we
want
for
children,
and
then
there
is
a
whole
another
conversation
that
you
have
around.
What
are
the
means?
N
What
are
the
high
priority
means
that
have
to
be
addressed
to
get
there,
but
you
never
never
want
to
confuse
the.
What
is
the?
What
are
our
aspirations
for
children
with?
Did
adults
do
a
thing
because
adults
doing
adults
doing
a
thing
is
not
synonymous
with
children
actually
growing
in
what
they
know
when
are
able
to
do,
and
so
that
that's
that's
the
only
point.
The
point
is
not
that
any
of
the
things
you're
highlighting
are
not
important.
That
is
not
the
message.
N
The
message
is
that
the
single
most
important
thing
is:
is
there
growth
in
what
students
don't
are
able
to
do
and
then
and
build
everything
around
that?
And
that
tells
you
that
gives
you
insights
into,
but
wait
a
minute.
This
group
of
students
isn't
growing
and
what
they
don't
be
able
to
do.
What
are
the
things
that
are
not
working
that
have
to
be
resolved
to
address
it,
but
in
that
moment
the
all
of
the
means
are
put
in
the
context
that
you
intend
for
them.
N
That's
not
important
to
you,
because
you
think
buildings
are
important.
It's
important
because
you
think
student
learning
is
important
and
so
always
keep
that
primary
and
understand
that
that
has
to
be.
That
has
to
be
primary.
That
has
to
be
more
important
than
anything
else,
and
then
all
of
the
means
that
come
along
have
to
be
judged
in
relationship
to
are
they?
To
what
extent
are
they
causing
or
hindering
access
to
that
education
for
children.
O
I
appreciate
that
I'm
also
thinking
that
this
is
probably
why
a
school
district
shouldn't
really
be
solely
responsible
for
those
facilities
and
why
this
should
be
a
goal
and
a
responsibility
say:
okay,.
N
E
I
am
gonna,
I
was
gonna,
say
exactly
what
what
lorena
said
right
like
it's
a
a
deep
reminder
that
these
issues,
one,
I
think,
there's
just
like
the
thing
that
has
to
be
said.
The
elephant,
which
is
this
is
a
city
and
a
country
that
has
long
lived
on
a
separate
and
often
not
equal
education,
and
so
like
this
question
about
buildings
and
facilities
just
brings
up
real
sort
of
a
consciousness,
a
historical
consciousness
of
what
we
have
been
through
and
where
we
are
and
to
load.
At
this
point
like
it
is
unacceptable.
E
Conversation
as
we
talk
about
the
the
role
of
the
superintendent
and
we
build
out
our
superintendent
search
like
as
a
as
a
city
and
for
the
municipality
for
this
sort
of
bigger
municipality.
Like
what
do
we
think
the
job
is
of
the
superintendent
to
manage
facilities?
And
what
do
we
think?
The
job
of
the
superintendent
is
to
generate
outcomes
and
and
facilitate
outcomes
for
kids?
And
this.
J
E
Be
the
moment
for
us
to
have
this
conversation
when
we're
talking
about
something
as
big
as
facilities,
not
really
fitting
into
our
vision
for
how
kids
learn
best,
but
recognizing
that
that's
really
important
work
that
someone
needs
to
take
on,
because
our
school
system,
our
buildings,
are
literally
crumbling,
and
so
I'm
just
like
hoping
that
we
can
table
that
for
the
job
description.
N
E
N
N
Saying
the
same
thing,
yeah
and-
and
I
think
the
other
point
that
you
make
is
absolutely
essential
here-
you
all
would
never
ever
be
satisfied
with
saying
you
know
what
who
is
the
best
facilities
manager
in
the
country?
Let's
hire
them
for
superintendent.
N
You
would
never
say
that
what
you're
thinking
to
yourself
is
who
can
really
drive
performance
improvements
for
my
students
and
can
really
make
sure
that
they're
grow,
and
that
gives
you
insight
that
your
goals
are
not
about
the
means
they're
about
the
ends,
and
you
want
to
hire
a
superintendent
that
can
drive
performance
improvement
relative
your
ends,
not
just
relative
to
your
means.
They'll
have
to
they'll,
have
to
do
that
in
order
to
get
there
like.
N
That's
that's
the
challenge,
and
especially
as
you're
on
a
superintendent
search.
There
will
be
a
bunch
of
people
in
shiny
suits,
who
want
to
be
your
superintendent,
who
will
have
a
lot
of
things
to
say
about
the
means
and
what
you,
what
I
would
strongly
encourage
you
to
focus
on
is
who
actually
has
a
track
record
of
improving
outcomes
for
students,
not
just
who,
who
can
make
the
trains
run
on
time?
N
That's
a
valuable
skill,
I'm
not
saying
it
isn't,
but
maybe
hire
maybe
the
superintendent
hires
them
as
a
chief
operating
officer,
but
who
actually
has
an
instructional
vision
for
helping
to
ensure
that
children
actually
grow
and
what
they
know
and
are
able
to
do.
That's
what
you
want
in
a
leader
zyra.
You
want
to
hop
into
this
conversation
and
then
quack
and
then
we're
gonna
have
to
pivot
entirely
because
we're
having
too
much
fun.
Q
So
I
kind
of
have
more
of
like
clarifying
questions
in
a
way
so
you're
talking
about
like
the
needs
of
like
facilities
and
also
like
the
needs
of
students
and
everything.
But
like
do
you
think
like
do
you
believe
or
think
that
the
needs
of
facilities
and
the
needs
of
students
do
coincide
like
with
each
other?.
N
I
think
they
are
intertwined.
Yes,
if
I,
if
I
only
had
to
pick
between
the
two,
if
I
had
to
choose
between
the
needs
of
helping
a
child,
learn
to
do
math
or
solving
a
sub-optimal
facility
situation
like
this
is
obviously
a
false
choice
but
like
if
I
had
to
pick
between
those
two,
I
always
picked
a
child
like
I
always
gravitate
to.
How
do
I
meet
the
needs
of
the
child
over
the
needs
of
the
system?
Like
that
to
me,
that's
the
easy
decision.
N
I
think
the
harder
thing
that
you
all
have
to
be
thoughtful
about
as
a
governing
team
is
where,
where
do
those
trade-offs
live
in
reality,
because
you
have
a
fairly
finite
amount
of
money
and
you've
got
to
figure
out.
You
know
how
do
we?
How
do
we
divide
that
up
and
what
you
select
as
your
goals,
is
a
real
north
star,
for
how
do
we
divide
up
the
limited
resources
we
have?
That's.
O
N
If
you
decide
three
or
four
things
are
important,
then
that
really
allows
you
to
focus
in
on
getting
those
things
done
and
then
once
those
are
done,
then,
okay,
what
are
the
next
three
or
four
things
that
are
really
critical
and
let's
focus
on
that
and
then
what
are
the
next
three
or
four?
But
if
you
try
to
do
everything
all
at
once,
you
will
fail
all
of
the
children
in
everything
that
you're
trying
to
do.
That's
that's
why
this
conversation
is
so
crucial.
Is
this?
What
are
we
not?
N
What's
the
only
thing
we'll
ever
focus
on?
What's
the
first
thing,
we're
going
to
focus
on
now
and
then
now
and
then
now
and
then
now
I
don't
know
is
that
responsive
to
your
inquiry.
Q
I
mean
yeah,
but
then
okay
right,
so
I'm
also
thinking
like
I'm
a
student
right
so
like
I'm
like
actually
going
to
school
within
these
buildings.
You
know
like
I'm
walking
through
these
halls,
and
I
I'm
not
gonna
lie
like
I
feel
like
we
really
should
focus
on
the
facilities
I
mean
yeah
like
we
need
to
focus
on
children,
learning
how
to
read
how
to
spell,
but
I
feel
like
we
can't
really
like
reach.
I
mean
we
can't
reach
that,
but
I
feel
like
the
facilities
kind
of
hinder
that
right,
especially
like
I'm.
Q
I
know
I'm
a
senior
I'm
graduating
soon
right,
so
I
don't
have
to
like
deal
with
the
buildings
and
so
like
I'm
going
for
that,
but,
like
the
other,
students
that
are
left
in
these
buildings
have
to
deal
with
their
right.
They
have
to
deal
with
these
gloomy
hallways.
They
have
to
deal
with
these
small
classrooms
that
they're
splitting.
J
Q
They
got
to
deal
with
every
few
years,
every
two
years
classes
being
switched
up
because
they
might
not
have
enough
classrooms
to
even
do
one
thing
right.
So
it's
like
I've
dealt
with
wanted
to
have
one
class
and
all
of
a
sudden,
it's
changed
because,
oh
we
don't
have
enough
space
for
it
right.
I.
Q
Because
of
the
actual
conditions
of
them
right,
my
school
was
built,
I
think,
before
world
war
ii.
So
it's
pretty
old,
you
go
down
the
gymnasium,
you
don't
get
any
kind
of
service
walking
from
the
left
side
of
the
hall
to
the
right
side
can
literally
disrupt
your
phone
call.
Like
honestly,
I
feel
like
we
really
should
put
our
buildings
as
one
of
our
top
priorities.
I
think
it
should
be
a
goal
because
it
is
very
important
because
you
cannot
learn
if
you're
sitting
there
you're
with
your
brain
melting.
Q
If
your
teacher
passes
out
in
the
middle
of
class
because
of
how
hot
it
is,
you're
not
going
to
learn
anything
when
you're
deciding
to
skip
school,
because
you're
saying
this
school
is
so
dreary,
I
feel
like
I'm
losing
energy
out
of
it.
You're
not
gonna,
learn
anything
when
the
buildings-
I
don't
know.
I
just
feel
like
you're,
not
gonna,
learn
because
I
my
school,
I
mean
it's.
The
old
school
I
remember
going
to
middle
school
and
the
middle
school
hallways
are
so
dark.
Q
Sometimes-
and
it's
like
you
makes
you
not
want
to
learn
anything,
it
makes
you
want
to
become
lazy,
it
makes
you
I
don't
it
makes
you
not
retain
anything.
You
kind
of
then
a
day
you're
like
wait.
What
did
I
learn?
It's
like
oh
school
went
by
so
quickly,
but
so
slow
and
it's
like
your
school
can
put
so
much
effort
into
having
like
extra
calligra
extra
quickly
from
yeah
or
reading
right
to
help
students
boost
that.
But
it's
like
if
you're
not
motivated
within
your
school
because
of
how
it
looks
or
the.
P
Q
Of
facilities
you're
not
going
to
learn
anything,
so
I
feel,
like
the
facilities
really
should
be
one
of
our
goals
and
main
priorities,
because
you're
not
going
to
learn
anything
if
you're
not
motivated
within
your
school,
and
if
you
don't
have
the
adequate
tools
for
something
you're
not
able
to
reach
that
goal.
A
carpenter
can't
build
a
wall.
If
he
doesn't
have
plaster
right,
see,
students,
they
can't
learn.
If
they
don't,
they
can't
learn
science
if
they
don't
have
tables
for
a
science
class
right.
You
can't
sit
in
a
chair
without
a
chair.
N
You
need
adequate
facilities
to
help.
You
learn
it.
The
the
message
here
isn't
suffer
without
adequate
facilities.
The
measure
is,
the
message
is
don't
say,
let's
get
the
facilities
right
and
then
say
that
we
have
achieved
the
vision
because
we
have
not.
So
if
we
provide
children
with
chairs,
but
we
don't
provide
them
with
an
education.
Q
I
mean
fair
understand
what
you're
saying,
but
I
also
feel
like
I
don't
know.
I
feel
like
it's
just
that
students
perspective
of
me
like
going
to
bps
schools
for
six
years.
I
mean
our
friends
have
gone
to
bps
schools
for
longer
than
me
since
kindergarten
right
and
it's
just
like
yeah,
you
might
have
like
top
a
facilities
right
but
see
quality
education,
but
it's
like
a
lot
of
times.
Facilities
do
hinder
your
education.
N
Q
Yeah,
your
education
might
be
a
c
or
a
b,
and
it's
like
you
want
that.
You
keep
saying
education.
Education
is
a
top
priority,
but
you
need
to
also
focus
like
I
feel
like
that's
the
ties
with
mental
health
for
students,
if
you're
having
a
dreary
school
and
you
go
to
a
school,
that's
gray
and
dim
and
dark
your
mental
health
is
going
to
suffer.
Your
grades
are
going
to
suffer.
Q
Q
Based
on
the
way,
they
look
right,
so
I
feel,
like
facilities
really
do,
tie
in
and
really
drive
a
lot
of
the
things
right
like.
If
you
don't
facilitate
without
a
library.
How
are
we
going
to
be
able
to
teach
kids
how
to
read
right?
How
are
we
going
to
push
their
reading
skills
right?
If
you
don't
have,
let's
say,
for
instance,
the
school
needs
a
computer
room
right.
Q
If
you
don't
have
a
good
computer
room,
how
are
students
going
to
not
learn
how
to
code
correctly
students
going
to
be
able
to
learn
how
to
use
a
macbook
correctly
or
computers
correctly
right,
I
feel
like
facilities
really
do
drive.
Students,
learning
right.
N
N
But
if
you
have
grade
f
facilities,
could
that
make
it
harder
to
attain
literacy
yeah?
I
absolutely
apps
completely
agree
that
it
could
absolutely
clock.
I
know
you've
had
your
hand
up
for
a
while.
F
Yes,
I
appreciate
all
the
concerns
regarding
regarding
facilities
and
stuff,
like
that,
when
the
the
previous
board
sat
down
with
you,
we
developed
goals,
and
I
remember
the
thing
that
that
stick
in
my
mind,
clearly
is
whatever
kind
of
goals
that
we
are
developing
is
for
the
best
interest
of
the
students
in
regards
to
educational
attainment
in
regards
to
education
in
regards
to
the
growth
education
of
growth,
so
the
rules
were
developed
with
that
in
mind,
and
of
course
we
have.
F
First,
our
board
duty
is
to
develop
goals
and
policy
to
reach
or
to
provide
every
and
all
students
with
the
best
opportunity
to
achieve
to
the
best
of
their
ability,
the
educational
attainment
according
to
their
their
their
potential
and
the
other
side
of
the
court
is
the
operational
operational
side
of
of
how
to
achieve
those
goals.
F
I
believe
rest
with
the
administrative
staff,
meaning
the
superintendent's
office,
that
includes
facilities
that
include
curriculum
development
that
include
cultural
diversity.
Of
of
teachers
that
include
anything
and
everything
that
would
lead
to
the
achi
the
attainment
of
the
student's
achievement.
F
Okay,
without
with
without
without
without
giving
less
credit
to
the
concern
of
facility
improvement,
I
would
say
that
facility
improvement
is
part
of
the
you
know,
it
is.
A
contributing
factor
is
a
substantial
contributing
factor
to
that
goal
to
the
goal
of
achievement,
the
students,
education
of
growth.
F
F
F
Of
course
we
are
implementing
them
and-
and
we
are,
we
are
facing
obstacles
and
some
of
these
obstacles
are
in
fact
operational
issues
that
that
rest
with
you
know
with
the
team-
and
I
I
you
know
with
the
administrative
team
and
I
believe
that
the
administrative
team,
including
the
superintendent,
have
been
doing
the
best
they
can
to
achieve
that.
Well,
you
know
here
I
like
to
put
a
segway
there.
You
know
regarding
the
resignation
I
wish
they
did.
I
I
I
speak
for
the
record.
F
I
wish
the
the
the
mayor
would
have
confirmed
with
us
before
making
that
decision,
but
anyway,
so
that's
that
that's
the
thing,
then
you
know
here
we
are
trying
to
to
to
to
argue
you
know
that
should
be
a
goal
and
that
should
not
be
a
goal,
but
but
the
bottom
line
is
you
know
like
like,
like
you
said,
mr
gabriel,
you
know
the
goal.
The
the
the
goal
is
the
best
interest
of
the
the
children's
education.
So
all
those
all
those
are
are
interrelated
operationally.
F
We
have
a
say
in
it,
but
we
monitor
it
accordingly,
tweak
it
add
it
whatever,
but
adding
a
new
tool.
A
new
goal
I
agree
with
you
is,
is
something
that
may
deviate
from
the
core
principle
of
educational
attention.
N
So
I
I
I
don't
agree
that
the
board
spending
a
lot
of
the
energy
on
the
exis
developing
the
existing
goals
is
a
compelling
reason
to
keep
them.
I
think
you
keep
that
because
it
because
you
believe
that
they're
the
right
thing
to
keep,
but
but
what
I
would
say
to
you.
F
N
That's
the
point
that
I
was
going
to
double
down
that
I
that
I
do
agree
with
is
that
if
you
believe,
if
you,
let's
assume
you're,
correct
clock,
that
it
is
not
going
to
be
possible
for
children
to
learn
well
in
the
argument
that
I
think
you
and
zyra
are
both
making
that
it
will
not
be
possible
for
children
to
learn
well
without
some
improvement
in
facilities.
N
If
that's
the
case,
will
the
superintendent
be
able
to
improve
student
learning
without
first
addressing
that?
Obviously,
if
you're
correct,
then
the
answer
is
no.
She
wouldn't
be
able
to
improve
student
learning
without
addressing
that,
and
so
then,
at
that
point
it
causes
facilities
issues
to
become
a
priority
for
the
superintendent
or
she
fails
to
improve
student
outcomes
and
then
and
then
you
need
to
make
a
employment
decision.
You
know
based
on
failure,
but
that's
that's.
N
The
key
thing
is
that
if
those
various
adult
inputs
are
critical
and
the
superintendent
doesn't
attend
to
them,
then
student
outcomes
don't
improve
and
then
we
need
to
have
a
different
conversation,
but
if
she
could
find
a
way
to
manage
the
facilities
issues
and
improve
student
outcomes,
all
I'm
suggesting
is
you're
better
served
by
evaluating
her
on.
Did
she
actually
improve
the
student
outcomes?
N
M
I
will
be
brief
because
I
know
we
need
to
transition,
and
I
am
only
offering
context
in
that
when
we
went
through
this
exercise
before
and
the
reason
I
bring
it
up
now.
M
As
the
question,
I'm
sorry
if
it
took
us
off
task
a
bit
is
that
the
new
board
michael
will
have
to
own
these
new
goals
moving
forward
and
having
a
discussion
and
making
sure
everybody
understands
what's
in
them
and
that
they
own
them
will
be
incredibly
important
in
moving
forward
with
the
strategic
direction
for
the
district
and
that
everybody's
on
the
same
page,
one
two.
I
just
offer
that
aj's
focusing
the
orig
the
school
committee
that
made
these
goals.
We
went
through
these
same
conversations.
It
was
hard
to
get
to
these
five.
M
M
So
that
was
really
important
and
then
just
finally
I'd
offer
that
no
matter
what
I
mean
when
I
first
became
superintendent,
I
walked
in
all
125
of
these
buildings,
and
this
has
been
a
priority
of
mine
and
of
the
team
and
we
have
been
pushing
on
the
city.
But
the
funding
for
our
buildings
rests
with
the
city
and
it
rests
in
the
capital
budget,
and
so
that
is
a
discussion
to
have
with
the
city
and
the
city
council
and
the
mayor
in
the
future
about
their
investment
in
children.
M
We
have
done
work
on
clean
water
now.
The
fact
that
we
didn't
have
clean
water
was
a
surprise.
Our
bathrooms
now
have
all
their
venting
fixed,
so
they're
not
smelly.
I
know
zyra
likes
that
and
we
have
air
conditioning
going
in
this
summer
and
we
have
a
library
plan
so,
regardless
of
the
focus
on
student
outcomes,
if
you
are
also
know
that
the
superintendent
is
going
to
be
focused
on
these
issues
because
they
matter
they
matter
to
our
kids.
M
As
this
whole
discussion
showed-
and
the
school
committee
can
still
present
on
this
because
we
have
to
the
superintendent
has
to
present
to
you-
the
capital
budget
and
that
has
to
be
approved,
msba
has
to
be
approved,
and
so
those
things
just
statutorily
have
to
come
to
the
school
committee.
So
I
just
want
to
offer
that
context.
B
I
want
to
thank
brenda
for
the
things
that
you
just
said,
because
those
are
many
of
the
things
that
I
wanted
to
also
point
to,
but
I
guess
the
question
is,
for
example,
as
we
think
about
the
importance
of
facilities.
We
know
the
responsibility
we
have
about
the
five
goals.
You
know
as
we
put
together
our
agendas
and
the
reports
etc
that
come
to
us,
it
doesn't
preclude
our
getting
regular
updates
on
facilities
etc.
B
We
critically
know
you
know
a
lot
of
our
time
needs
to
go
to
monitoring
issues
of
student
outcomes,
so
that's
50
of
our
time.
What
goes
into
the
other
50.
You
know,
we've
got
this.
You
know
the
student
student
superintendents
report.
We
have
certain
ongoing
things.
How
do
we
make
sure
the
content
in
the
context
of
those
things
deal
with
some
of
these
other
topics
that
are
critical?
But
you
know
we,
we
can't
do
150
topics,
but
we
can't
name
some
critical
ones.
B
So
I'm
I'm
I'm
interested
as
we
move
forward
to
figure
out
this
balance.
How
do
we
do
the
both
and
without
adding
another
510
goals
to
our
work
and
taking
the
time
I
mean,
I
don't
think,
as
a
group,
we've
ever
had
a
chance
to
even
sit
back
and
review
the
five
really.
B
This
is
probably
the
first
night
that
people
have
even
seen
the
five
and
we
haven't
had
all
of
the
monitoring
of
the
district
on
the
five,
so
that
if
we
were
to
go
to
tweet
them,
you
know
to
understand
what
we
do
know
and
what
we
don't
know
as
we're
moving
forward.
So
I
really
feel
like
we're
at
the
right
moment
of
with
this
group
of
trying
to
begin
to
sort
of
understand
what
we've
been,
what
they've
inherited
as
part
of
our
moving
forward.
N
So
this
has
been
a
unexpectedly
interesting
conversation.
That's
diverged
into
the
topic
of
you
know,
goals,
there's
a
whole
nother
section
of
at
the
same
time
that
this
board
adopted
goals
that
describe
what
do
we
want
our
students
to
know
and
be
able
to
do
and
what
are
the
highest
need
highest
priority
areas
of
learning
for
our
students.
This
board
also
adopted
a
set
of
values.
N
It
said
what
are
some
of
the
high
need
high
leverage,
operational
areas
that
are
value
areas
of
our
values
that
have
to
be
attended
to
as
well,
and
so
you,
wind
up
with
both
my
recommendation,
is
have
no
more
than
five
of
both
that
are
reflect.
What
you,
as
a
board
say,
are
the
priorities,
but
the
takeaway
message.
N
The
message
I
want
you
to
leave
with
is
simple:
be
careful
what
you
choose
to
focus
on,
because
whatever
you
as
a
governing
body,
choose
to
focus
on
that's
what
your
administration
is
probably
going
to
follow
you
and
focusing
on,
and
so
there
is
a
huge
opportunity
cost
there's
a
huge
risk
cost
benefit
analysis
that
has
to
be
done
with
whatever
path
you
take.
N
What
you
do
as
a
governing
body
is
hugely
hugely
impactful
and
wrong
steps
carry
very
damaging
results
for
children,
and
so
I
would
encourage
you
to
measure
every
step
very
cautiously
against
what
is
it
that
our
community
most
desires
to
see,
and
how
do
we
translate
that
into
policy
and
into
action
as
a
governing
team,
and
to
the
extent
that
I
can
support
you
in
that
process
of
really
being
in
a
space
of
listening
to
your
community,
trying
to
be
in
a
space
of
discernment
around
what
are
the
priorities?
N
What's
the
vision
of
the
community
and
then
how
do
we
translate
that
into
governance?
Action?
To
the
extent
that
I
can
support
you
in
that
call
me
like
I'm
I'm
here
for
that,
I'm
excited
about
it,
I'm
excited
about.
You
know
what
the
school
system
can
do
and
the
really
challenging
work
you
have
ahead,
but
just
know
I
will
always
always
engage
you
in
the
exact
same
conversations.
We've
had
this
evening,
the
tune's
never.
N
There's
always
going
to
be
an
insistence
that
you
all
be
very
cautious
with
the
limited
resources,
the
limited
opportunity
that
you
have
that
you
marshal
on
behalf
of
your
students.
In
any
way,
I
can
support
you
as
you're
engaged
in
that
calling
me
anytime.
You
know
individually
one-on-one
if
you
want
to
talk
through
some
of
these
issues,
if
you
want
to
get
a
sense
of
what
other
school
systems
across
the
country
have
done.
Just
know
that
I
I'm
excited
to
be
an
asset
and
an
ally
to
you
in
this
work.
N
What
we
try
to
do
with
your
staff
is
put
together
some
ideas
of
what
your
next
few
months
might
look
like
what
we
haven't
done
is
we
haven't
modified
that
based
on
your
feedback
this
evening,
and
so
we've
dropped
in
what
are
things
that
we
know
have
to
go
in
anyway.
N
Now
some
of
the
things
that
you
all
mentioned
obviously
show
up
here.
So
some
of
the
concerns
you
have
around
you
know
student
assignment
enrollment.
That's
obviously,
here
issues
you
have
around
the
budgeting
and
things
of
that
I'll
obviously
show
up
here,
and
so
some
of
the
things
that
you
wonder
already
here.
N
What
I
will
commit
to
doing
is
working
with
your
staff
to
take
the
additional
things
that
we've
discussed
this
evening,
that
aren't
already
here
and
see
if
we
can
find
ways
to
tuck
those
in
that's
one.
That's
one
follow-up
that
I
will
commit
to
from
this
evening
is
to
take
the
feedback
that
you
all
generated
this
evening
and
go
and
revise
this
proposed
schedule.
N
The
second
commitment
is
what
I
made
earlier
is
I'll
further,
based
on
what
you
all
want
to
do
is
I'll.
Take
that
feedback
and
generate
a
set
of
what
are
changes
that
you
might
make
to
your
meetings
so
that,
as
you're
engaging
in
these
topics,
you're
getting
the
maximum
benefit
as
a
team
of
of
your
collaborative
work
around
these
topics.
So
I
I
felt,
like
I
heard
some
concerns,
like
you
know,
are
we
being
as
effective
as
we
could
be?
N
Are
there
are
the
things
that
are
kind
of
holding
us
back
from
having
the
quality
of
dialogue
that
we
intend?
I,
I
definitely
hear
that,
and
I'm
with
you
on
that,
and
so
in
addition
to
making
some
modification
in
this
proposed
schedule,
to
try
to
insert
the
things
that
you
all
want
commitment
number
one
commitment.
Number
two
is
I'll
also
make
some
recommendations
for
what
are
what
could
the
actual
changes
to
your
meetings
and
the
process
leading
up
to
your
meetings?
What
kind
of
changes
did
that
look
like
that?
N
N
Take
a
moment
and
look:
let's
go
back
to
the
first
page,
take
a
moment
and
look
we'll
first
look
at
this
page
and
we'll
look
at
the
next
one
is
there
anything
in
particular
that
seems
like
should
definitely
be
struck
or
that
it
seems
particularly
off
that
we
need
to
change
in
our
next
revision
of
this,
and
I
can't
see
you
all
so
just
feel
free
to
hop
unmute
and
say
something
if
you
feel
like
there's
something
on
here
that
doesn't
work
or
that
needs
to
be
struck.
Then
let
me.
M
N
P
N
What
we'll
do
is
we'll
go
back
and
do
another
round
of
edits
based
on
your
feedback
this
evening
we
also
had
some
additional
committee
meeting
dates
for
to
start
the
next
school
year,
so
that
people
can
start
scheduling
ahead
and
being
thoughtful,
and
so
you'll
want
to.
You
know,
maybe
take
a
photo
of
this
particular
screen
and
let
your
staff
know
if
any
of
these
dates
absolutely
don't
work
so
that
adjustments
could
be
made
now
while
we're
far
far
away.
N
But
those
are
the
that's
the
feedback
that
we
need
is.
If
you
look
at
as
you
look
at
these
dates,
and
you
look
at
these
topics,
if
there's
anything
that
you
feel
like
should
be
adjusted,
let
us
know,
but
my
commitment
is
I'll
work
with
your
staff,
we'll
make
some
adjustments
based
on
today's
conversation
and
then
get
that
back
to
you,
questions
or
comments
about
any
of
these
dates
or
any
of
these.
The
proposed
schedule,
if
you
go
back
to
the
first
pages
scheduled
the
march
and
april
march
and
april.
N
E
N
So
any
reflections
questions,
adjustments
that
you
think
need
to
be.
You
know
deleted.
You
know,
modifications
made
and
again
my
commitment
to
come
back
to
you
with
a
revision
on
this
based
on
today's
feedback,
but
any
any
additional
guidance
regarding
the
items
that
are
on
the
screen.
N
N
Staff
is
that
time
sensitive
megan's
saying
it
is.
N
M
N
M
N
So,
as
you
can
see
on
the
july
20th,
the
intention
is
to
have
another
major
retreat
between
now
and
then,
though,
we
would
try
to
make
some
of
the
adjustments
that
you
all
called
for
this
evening.
It
sounds
like
it'd
be
appropriate
to
have
some
type
of
session
where
the
question
is
brought
up.
Are
there
things
that
should
be
deleted
from
the
existing
goals
so
that
room
could
be
made
for
other
things?
Are
there
tweaks
that
should
be
made?
I
think
it
was
stephen
who
suggested
you
know.
N
Is
there
a
more
specific
student
group
that
should
be
targeted
at
a
particular
goal,
so
it
sounds
like
some
conversation
around
that
is
warranted
between
now
and
the
end
of
july.
But
in
addition,
all
the
other
topics
that
you
all
mentioned
try
to
figure
out
how
to
fit
those
in
between
now
and
july
as
well,
and
certainly
if
there
are
things
that
we
just
can't
fit
in
then
we'll
alert
you
to
that
and
then
you
all
will
have
to
make
a
decision.
N
N
One
more
so,
as
we
said,
we're
gonna
we'll
have
a
major
retreat
again.
So
today
is
one
example,
but
you
know
we'll
be
doing
this
throughout
the
entirety
of
your
service.
We'll
have
the
conversation
about
your
goals
and
values.
We
spent
all
of
our
time
talking
about
goals.
N
We
did
not
talk
about
values,
that's
the
more
kind
of
what
what
are
the
operational
non-negotiables
that
have
to
be
honored
on
the
path
to
the
goals
we
didn't
dig
into
those
this
evening,
even
though
we
kind
of
glanced
on
them
and
then
there's
an
ongoing
policy
review
brenda.
You
want
to
say
something
about
the
ongoing
policy
review.
M
I
think
that's
just
you
know.
One
of
the
things
that
I
think
has
been
critical
is
to
get
a
policy
book
completed
for
the
school
committee
and
for
the
general
public
that
is
easily
accessible
is
translated
so
that
everybody
understands
the
policy
of
the
board
and
then
once
that's
created
that,
then
they
are
bias
reviewed
by
the
by
some
subcommittee
of
the
of
the
board
and
for
anti-racist
review,
and
then
they
come
with
a
regular
schedule.
I
mean
it's
just
kind
of
general
good
business
and
we
just
don't
have
that.
N
And
this
is
something
committee
members
know
that
this
is
something
that
I
have
you
know
worked
with
a
lot
of
other
school
systems.
This
is
not
just
you.
This
is
a
fairly
common
need
to
just
make
sure
that
we're
being
really
transparent
about.
How
does
the
school
committee
operate
and,
let's
just
instead
of
having
it,
be
unspoken
norms,
let's
just
make
sure
that
it's
properly
written
down,
so
anyone
can
access.
Can
we
go
ahead
and
lower
the
slides.
N
So
we
started
off
the
evening.
You
know
as
a
way
of
beginning
to
close
down
our
time
together.
I
want
to
just
take
a
moment
to
harvest
some
of
the
learning,
so
we
started
off
our
time
together.
Doing
some
welcoming
we
did
a
team
building
activity
and
we
learned
that
we
have
some
extraordinarily
interesting
humans
tuning
in
via
zoom
this
evening.
It
says
really
interesting.
N
Then
we
talked
about
your
some
of
your
goals
and
really
thought
through.
Are
we
going
to
need
to
tweak
some?
Are
we
going
to
need
to
make
some
changes?
How
will
we
make
some
time
in
our
schedule
to
attend
to
our
goals
to
make
sure
that
we
have
as
priorities
the
things
that
are
in
fact,
this
incarnation
of
the
school
committee's
highest
priority?
N
And
then
we
talked
about
the
relationship
between
that
and
your
agenda
over
the
next
several
months,
really
leading
through
the
end
of
july
and
some
of
the
next
steps.
Now,
as
we
come
to
the
end
of
our
time
together
for
this,
this
retreat.
N
Oh,
if
you
had
to
use
one
word,
that
sums
up
your
experience
of
our
time
together
these
past.
I
don't
know
it's
been
four
hours
if
you
had
to
use
one
word
to
describe
your
experience
or
what
you'll
take
away
from
our
time
together
this
evening.
What
would
that
one
word
be.
N
D
C
N
N
As
we
close
out
our
time
before,
I
pass
the
time
back
to
your
board
chair.
I
just
want
to
express
gratitude.
Just
thank
you
for
having
me
thank
you
for
letting
me
be
a
part
of
your
journey
and
just
know
that
you
know
our
commitment
at
the
council
is
absolute.
N
Whatever
we
can
do
to
support
you
all
at
being
great
at
representing
the
vision
and
values
of
your
community,
let
us
know
and
who
are
happy
to
be
supportive
if
we
need
to
put
together
a
team
video
of
coaches,
to
support
you
all,
particularly
as
new
board
members.
You
have
people
coming
onto
the
committee.
You
know
relatively
recently.
N
It
would
be
helpful
to
pair
you
up
with
school
board
members
from
around
the
country
who
serve
similar
demographics,
so
that
you
can
hear
what
some
of
their
struggles
and
what's
worked
and
what
hasn't
for
them
like
anything
that
we
can
do
to
really
set
you
all
up
for
success,
as
you
all
attend
to
the
key
work
of
school
committees,
which
is
to
represent.
B
I
just
want
to
thank
you
so
much
for
coming
and
doing
this
retreat
with
us
and
getting
us
as
a
new
team
learning
a
little
bit
about
each
other
and
getting
us
ready
for
the
hard
work
that
we're
all
facing.
This
is
a
great
start,
and
we
really
thank
you
for
your
time
with
us.
So
thank
you
so
much,
and
I
also
want
to
thank
our
members
for
their
commitment
to
being
here
tonight.
B
It's
been
a
wild
ride
already
in
a
very
short
period
of
time
that
we've
been
together
as
a
board,
and
I
think
this
really
helps
us
again
to
grow
together
and
will
continue
to
help
us.
You
know,
as
I
said,
before,
move
forward.
So
at
this
point
I
want
to
move
on
to
public
comment.
Ms
sullivan.
C
U
Thank
you
so
much
sorry
about
that.
I
almost
signed
off
it's
so
late.
Madam
chair,
I
do
agree
with
you
in
in
your
word
choice
sobering
and
I
would
ask
if
this
body
could
prioritize
dismantling
systemic
racism,
which
should
undergird
all
goals,
both
inputs
and
outputs
in
1926,
dr
cotter
g
woodson
lobbied
for
a
black
history
week,
which
became
a
black
history
month.
At
that
time,
history
books,
defended
slavery
and
upheld
the
brutal
system
of
white
supremacy.
U
Pa
shaw's
demonstrated
commitment
to
equitable
literacy
as
modeled
by
months
of
stellar,
testimonies
by
its
impressive
students
ignored.
Meanwhile,
bps
leadership
continues
to
overuse
the
word
equity
while
pretending
it
has
nothing
to
do
with
the
widening
gaps
that
have
placed
the
district
on
academic
life
support
and
now
sparking
serious
conversations
about
receivership.
Why?
Because
there
is
no
accountability
for
tackling
the
other
r
word
racism.
U
Systemic
racism
hurts
everyone,
but
it
is
black
and
brown
students
who
pay
the
high
price.
Madam
chair,
malcolm
x,
said
I
have
no
mercy
or
compassion
in
me
for
a
society
that
will
crush
people
and
then
penalize
them
for
not
being
able
to
stand
up
under
the
weight.
End
of
quote,
bps
must
confront
and
discard
deficit-based
anti-black
policies
such
as
underfunding,
understaffing
under
resourcing
and
disproportionately
closing
black
populated
schools,
recruit
urban
leadership
with
a
track
record.
U
Leadership
that
uses
research,
evidence-based
instructional
assessment
practice,
professional
development,
that
is
driven
by
data,
progress,
monitoring
and
continual
improvement.
Bps
has
the
money.
Does
the
mayor
and
the
school
committee
have
the
will
to
tackle
systemic
racism
and
make
bps
an
educational
oasis
of
equity
and
academic
excellence
for
all
students?
Time
will
tell
and
will
be
there
watching
and
available
for
support.
Thank
you
very
much.
M
Thank
you,
madam
sharon.
Thank
you
to
the
committee
members,
I'm
just
so
excited
about
this
committee
and
the
incredible
passion
that
you
all
bring
to
the
work.
I
feel
very
hopeful.
I
guess
that
would
have
been
my
word
because
of
this
committee
and
being
the
the
bearers
for
our
kids
and
and
carrying
that
torch
forward,
to
make
sure
that
they
get
what
they
need,
in
particular
the
discussion
that
happened
around
the
facilities.
M
I
can't
tell
you
how
many
people
around
boston,
I
talk
about
these
facilities
and
I
know
you've
all
heard
it
from
me
so
to
hear
you
all
speak
so
passionately
about
the
need
for
our
children
to
have
beautiful
places,
to
learn
and
joyful
places
to
learn
just
warms
my
heart
and
I'm
just
very
grateful
and
thankful
and
hopeful
to
all
of
you.
So
thank
you
for
spending
this
time.
We
will
get
there
er.
M
You
know,
there's
progress
to
build
upon,
and
I'm
just
very
proud
of
of
this,
this
body
and
this
team
and
and
encouraged
by
all
of
you.
B
B
Please
invite
your
networks
to
sign
up
for
one
of
the
listening
sessions
and
considering
and
consider
adding
adding
your
voice
in
one
or
many
more
ways.
Community
members
may
one
participate
in
a
listening
session
to
verbally
share
their
voice
to
email,
written
input
at
superintendent,
search
at
bostonpublicschools.org
and
three
respond
to
a
community
online
survey
that
is
launching
soon
you
can
learn
more
and
to
sign
up
for
one
of
four
sessions
at
https:
double
slash,
w
w
www.bostonpublicschools.org.
B
S-U-P-T
search
wednesday
march
9th
from
6
to
8
p.m,
is
the
general
public
section
section
tuesday
march
15th
from
6
to
8
p.m.
The
session
will
be
conducted
in
spanish,
thursday
march
24th,
from
6
to
8
pm.
It's
a
public
session
for
bpsu
and
on
saturday
april,
2nd
from
10
a.m.
To
noon
it's
another
general
public
session.
B
The
spanish
session
will
be
conducted
entirely
in
spanish,
with
an
english
interpreter
supporting
english
speaking
search
committee
numbers.
All
other
sessions
will
have
interpreters
in
nine
languages,
including
asl.
On
march
16th.
This
committee
will
hold
an
fy
23
budget
hearing
at
5
pm,
followed
by
a
regular
school
committee.
Meeting
at
6
pm
there's
nothing
further.
I
will
entertain
a
motion
to
adjourn.