►
Description
BPS Superintendent Search: Public Listening Session 4-2-2022
A
Good
morning,
everyone
welcome
to
the
fourth
in
a
series
of
community
sessions
for
the
search
for
a
new
school
superintendent
for
boston
public
schools.
My
name
is
denise
snyder,
I'm
the
acting
chief
for
the
office
of
family
and
community
advancement,
my
colleague,
miriam
ortiz
from
the
office
of
community
engagement
will
join
me
in
supporting
today's
conversation.
A
B
C
D
E
F
H
K
A
Thank
you
miriam.
This
is
speaking
we'll
now
turn
on
the
interpretation
feature.
Please
note
that
everyone
needs
to
join
a
channel,
including
english
speakers.
So
if
you
want
to
listen
to
the
conversation
in
english,
for
example,
please
join
the
english
channel
by
clicking
on
the
globe
icon
at
the
bottom
of
your
screen
to
support
our
asl
interpreters.
A
Please
name
yourself
before
speaking
today.
Please
also
share
your
neighborhood
and
your
affiliation
with
bps
once
again
good
afternoon
or
good
morning.
I
should
say
and
welcome
today's
meeting,
including
a
transcript
of
the
chat,
is
being
recorded
to
serve
as
a
resource
for
search
committee
members
and
to
make
available
for
those
who
cannot
be
here
today.
A
Again,
both
the
chat,
transcript
and
the
zoom
recording
will
be
available
for
the
public
on
the
superintendent
search
webpage
for
the
boston
public
schools
search
committee.
Members
will
be
considering
comments
in
a
few
forms
through
public
comment,
as
we're
doing
here
today
in
the
chat
from
today's
event,
you
can
also
submit
via
email.
A
You
can
also
do
a
video
recording
in
this
listening
session.
Questions
will
not
be
addressed
directly
rather.
Committee
members
will
be
listening
to
your
input.
If
you
have
questions
about
the
process
or
you'd
like
to
email,
your
comments,
you
can
email
to
superintendent
search
at
bostonpublicschools.org.
M
This
is
counselor
mejia
speaking,
thank
you
denise
and
welcome
everyone
to
the
fourth
and,
I
believe,
the
final
community
listening
session.
These
sessions
are
critical
opportunities
to
gather
feedback
from
families,
students,
community
partners
and
the
general
public
regarding
the
qualities
and
characteristics
that
we're
looking
for
and
we
want
to
see
embody
in
the
next
superintendent.
M
The
search
committee
has
been
tasked
by
the
school
committee
to
conduct
a
thorough
search.
I
cannot
emphasize
how
enough
how
much
we
need
and
count
on
your
input,
I'm
incredibly
impressed
by
how
many
people
have
shown
up
today
and
really
grateful
for
your
participation
today.
These
listening
sessions
have
included
nearly
600
participants
and
we
are
eager
to
engage
in
a
full
search
for
the
right
candidate,
and
this
begins
with
hearing
from
you
in
these
listening
sessions
before
we
get
into
the
agenda.
M
I
would
also
like
to
take
an
opportunity
to
acknowledge
the
bps
office
of
special
education
as
our
co-sponsor
for
today
and
for
the
incredible
outreach
they
did
to
ensure
such
a
wonderful
turnout
and
and
and
thank
you
to
all
of
you
for
participating
to
do
just
the
same
and
getting
folks
here
engaged.
I
will
I'm
going
to
invite
dr
nadine
eckerson
senior
advisor
for
special
education
to
say
a
few
words.
N
Thank
you
counselor
mahia.
This
is
nadine.
Ekstrom
speaking,
the
office
of
special
education
is
delighted
to
co-sponsor
this
morning's
listening
session.
I
want
to
encourage
our
members
of
sped
pack
for
sharing
in
this
important
work
and
ensuring
a
great
turnout
this
morning
and
to
also
thank
our
students
and
families
for
engaging
in
this
important
forum.
M
O
Yes,
let's
turn
our
attention
now
to
the
task
at
hand.
The
search
for
the
boston
public
school
superintendent
is
one
of
the
most
important
decisions
of
our
community.
In
fact,
of
our
entire
community
can
make
to
do
this.
Well,
we
need
your
input
in
addition
to
being
able
to
provide
public
comments
tonight
this
morning.
Please
note
that
comments
in
the
chat
will
be
shared
with
our
committee,
as
well
as
written
comment
you'd
like
to
send
which
can
be
emailed
to
superintendent
search
at
bostonpublicschools.org.
O
O
O
O
Then
the
search
committee
will
review
applications
and
select
candidates
to
interview
in
confidential
executive
sessions.
Following
these
interview
rounds,
the
search
committee
will
then
select
finalists
for
public
presentation
in
early
to
mid-june.
The
school
committee
will
announce
finalists
and
a
schedule
for
public
interviews,
which
will
be
another
great
opportunity
for
our
community
to
weigh
in
on
this
critical
decision.
O
In
late
june,
following
public
interviews
for
finalists,
the
school
committee
will
vote
on
which
candidates
will
offer
the
position
of
superintendent
information
on
each
step
will
be
posted
all
along
the
way
and
can
be
found
at
bostonpublicschool.org
superintendent
search.
At
this
time.
I
will
turn
the
microphone
to
miriam,
who
will
moderate
our
public
comment
process.
O
B
B
B
B
Please
be
sure
your
name
is
correctly
displayed
and
that
your
video
is
on
in
order
to
hear
from
as
many
voices
as
possible
remarks
are
limited
to
two
minutes
or
to
four
minutes.
If
a
speaker
needs
interpretation
support
note,
you
will
find
a
visual
timer
little
clock
on
a
screen
to
aid
you
when
you
speak,
please
state
your
name,
your
neighborhood
and
your
affiliation
with
bps.
B
B
B
B
B
P
P
So
our
questions
for
the
next
superintendent
is:
how
are
you
planning
to
put
together
a
knowledgeable
team
specifically
for
dual
language
programs
who
can
work
shoulders
to
shoulder
with
you
and
the
people
in
the
district
to
support
the
eight
dual
language
schools
in
our
district?
So
we
can
still
feeling
that
we
are
just
one
piece
of
the
puzzle
that
com
that
makes
up
boston,
public
schools,
but
we
are
an
essential
part
of
the
puzzle.
P
Q
My
name
is
corianna
lewis
bradford,
and
I
thank
you
all
for
the
opportunity
to
share
this
morning.
I
am
a
product
of
two
boston,
public
school
teachers
who,
though,
now
deceased
I
carry
their
torch
as
a
bps
educator,
I'm
also
a
product
of
boston,
public
schools
coming
up
through
many
many
different
boston,
public
schools,
but
also
boston
latin
school.
Where
I
am
now
a
teacher,
so
boston
public
schools
have
a
very
near
dear
place
in
my
heart
and
as
an
arts
educator.
R
I'm
a
member
of
the
english
learner
task
force
and
the
parent
of
a
recent
bps
alum,
I'm
here
to
talk
about
one
of
the
most
important
qualities.
Our
next
superintendent
should
have
a
vision
for
graduating
every
student
proficient
in
at
least
two
languages
and
a
track
record
of
implementing
that
vision
notice.
I
did
not
say
a
vision
for
graduating
every
student
proficient
in
english.
Only
I'm
the
daughter
of
immigrants
from
china.
They
left
china
due
to
war,
came
to
the
u.s
for
education
and
raised
me
in
a
in
the
south.
R
During
a
time
when
the
raleigh
north
carolina
census
included
only
black
and
white
racial
categories.
Growing
up
there,
survival
meant
assimilation,
but
assimilation
is
a
trap.
Assimilation
means
loss,
loss
of
our
names,
history,
traditions,
loss
of
language,
which
is
a
part
of
all
those
things
and
more
because
language
is
culture.
R
R
R
If
the
search
committee
prioritizes
the
success
of
our
multilingual
learners,
including
those
with
disabilities,
bps
will
be
better
positioned
to
fulfill
its
mission
and
rather
than
lose
their
first
language
like
I
did.
Our
students
will
still
be
able
to
communicate
with
relatives
and
share
their
histories,
culture
and
language
with
their
communities
and
with
their
children.
Thank
you.
B
S
S
After
all,
equitable
educational
opportunity
is
the
most
important
lever
for
racial
equity.
In
order
for
this
work
to
happen,
however,
the
next
superintendent
will
need
to
articulate
a
clear
vision
for
applying
an
anti-racist
lens
to
teaching
learning
and
decision
making
that
includes
leveraging
our
existing
racial
equity
practices.
Thank
you.
T
T
Sorry,
councillor
mejia
and
the
members
of
the
committee,
my
name
is
john
mudd,
I'm
a
resident
of
cambridge
and
a
long
time
education
advocate
in
boston.
I
want
to
thank
the
committee
for
keeping
elimination
of
opportunity
and
achievement
gaps
at
the
top
of
the
goals
for
the
new
superintendent
in
the
draft
job
description
here.
I
just
want
to
make
a
couple
of
suggestions
and
emphasize
two
policy
issues.
T
One.
The
new
bps
policy,
commitment
of
access
to
native
language
for
multilingual
learners
and
multilingual
learners
with
disabilities
needs
to
be
explicitly
recognized
as
a
commitment
of
the
new
superintendent,
and
it
isn't
yet.
Thus,
in
the
fourth
bullet
under
academic
challenges.
On
page
three
of
the
draft
description,
I
would
add
something
so
it
would
read
successfully
educating
a
high
proportion
of
multilingual
learners
with
diverse
native
languages
and
then
add,
including
a
system-wide
shift
from
english
immersion
to
providing
access
to
native
language
and
bilingual
education.
T
Candidates
may
not
know
that
massachusetts
was
one
of
the
states
that
adopted
the
question
2
uns
amendment,
which
required
english
immersion,
but
this
has
been
superseded
by
the
look
act
that
allows
access
to
native
language.
Developing
and
implementing
a
plan
should
be
a
specific
goal
of
a
new
superintendent
and
should
be
explicitly
included
in
the
job
description.
T
Secondly,
I
also
applaud
the
committee
for
explicitly
recognizing
multilingual
learners
with
disabilities
as
one
of
the
marginalized
groups
in
the
document,
but
this
group
should
receive
its
own
highlighted
bullet
under
the
listing
of
academic
challenges.
Add
a
bullet
that
would
read
something
like
quote
developing
and
implementing
plans
with
access
to
native
language
for
multilingual
learners
with
disabilities.
T
They
are
the
lowest
performing
group
of
students
in
the
system.
There
are
four
thousand
of
them
and
they
comprise
fully
one-third
of
all
special
education
students.
Superintendent
candidates
should
know
that
they
will
be
expected
to
develop
and
implement
a
plan
with
access
for
native
language
for
these
students.
Thank
you
very
much
for
hearing
me.
B
D
U
U
I
kind
of
want
to
start
answering
the
question
with
a
question
because
I
think
that
I
don't
understand
all
the
structural
problems
that
have
caused
boston
to
fail,
so
many
kids
for
so
many
years
and
that
have
caused
so
much
turnover
in
this
position.
The
superintendent
I
mean
there
was
a
clear
mou
with
desi
that
just
was
as
far
as
I
can
tell
ignored
when
it
comes
to
special
education
and
english
language
learners.
U
A
little
bit
of
building
improvements,
but
I
just
don't
understand
what
is
it
that's,
causing
so
much
turnover?
Why
are
people
leaving?
Is
it
the
mayor's
office?
Is
it
the
city
council?
Is
there
lack
of
a
budget
that
I
mean
boston
is
a
wealthy
city.
We
have
a
huge
budget,
but
my
kids
haven't
been
getting
what
they
need
and
I'm
obstructed
continually
and
trying
to
get
what
they
need.
So
I
assume
there
are
budget
considerations,
but
I
just
don't
know:
why
are
people
failing.
B
V
V
Boston
day
evening
academy
is
the
largest
alternative
education
school
in
the
district
we
have
students
aged
17
to
22
years
old.
We
focus
on
families,
mental
health,
alternative,
alternative
alternative
career
and
college
pathways,
and
we
tailor
our
educational
classes
curriculum
to
the
needs
of
our
students.
W
Sorry,
oh
there's
my
video.
I
apologize
well
thank
you
committee
for
hosting
this
and
I'm
it's
fortuitous
that
I'm
following
miss
manny
from
bda,
which
I
think
is
an
amazing
representative
of
the
alternative
education
network,
my
name
as
it
says,
roger
oser,
I'm,
the
head
of
school,
of
a
small
alternative
education
program
called
the
william
j
oscar
recovery
high
school.
W
We
focus
on
serving
young
people,
who've
been
impacted
negatively
by
drugs
and
alcohol,
and
I
really
was
following
up
with
miss
manning's
comments,
really
wanted
to
emphasize
the
importance
of
the
alternative
education
network
and
the
hope
that
we
can
continue
to
raise
up
and
elevate
this
work
in
the
district,
and
you
know
for
our
network.
You
know
our
goal
is
to
provide
a
space
for
learning.
Models
designed
to
meet
the
students
needs
not
met
in
traditional
settings.
W
We
have
an
ethic
where
all
alternative
education,
schools
and
programs
that
we
work
collaboratively
as
a
network
to
identify
our
strengths,
but
as
if
not
more
importantly,
where
the
gaps
are,
who
we're
missing
who's
following
through
the
net
and
the
15.
Schools
are
programs
that
are
currently
part
of
the
network
serve
a
thousand
two
hundred
and
fifty
students-
and
you
know,
as
the
new
stupor
and
can
come
aboard.
We're
really
excited
about
the
work
that
has
been
led
by
a
lot
of
the
school
leaders
and
alternative
education
network
and
people
in
central
office.
W
W
You
you're
not
the
first,
and
you
won't
be
the
last
sorry
about
that.
I'm
excited
to
the
accountability
education
framework
that
we
that
we've
developed,
that
we
want
the
new
superintendent
to
be
able
to
jump
in
on
and
and
and
be
involved
in,
and
I
just
like
to
end
just
following
up
on
on
a
few
remarks
earlier.
W
I
just
want
to
say
I
just
want
him
to
know,
and
I
I
want
the
new
superintendent,
whoever
that
is
to
know
that
the
people
who
work
in
the
schools,
the
school
leaders
and
teachers
we're
committed
to
supporting
the
next
candidate.
We
understand
how
high
the
stakes
are.
We
want
that
person
to
be
successful.
W
We
want
that
person
to
do
well,
because
if
they
do
well
the
network
that
you
know
the
district
does
well.
The
families
and
students
do
well
so,
as
the
new
superintendent
comes
in
just
want
him
or
her
to
know
that
alternative
education
network
is
ready
to
roll
to
work
with
them
to
help
support
our
young
people
and
families.
Thank
you.
X
Much
I
have
just
one
suggestion,
but
it's
a
very
strong
one,
and
that
is
that
the
new
superintendent
be
totally
dedicated
to
revitalizing
technical,
vocational
education
in
boston.
Only
40
of
our
kids
go
on
to
college.
I
hope
it's
more,
but
all
of
the
rest
of
those
kids
need
strong
skill,
education,
preparation
for
a
job
market
to
which
they
have
no
access.
X
This
has
been
true
for
the
last
50
years.
Black
and
brown
students
have
been
excluded
from
highly
skilled
jobs,
all
over
metro
boston.
There's
no
excuse
for
it.
If
we
were
to
hire
a
director,
a
city-wide
director
for
vocational
education
who
would
institute
a
program
starting
in
grade
at
least
grade
four
and
five,
where
kids
got
hands-on
motivational
education
to
look
seriously
at
the
jobs
of
the
next
30
years,
we
would
have
a
different
population
in
boston.
X
Otherwise
we
have
kids,
who
are
destined
to
be
poor,
destined
to
be
in
jail,
destined
to
have
to
be
retrained
later
on,
and
it's
a
crying
shame.
I
certainly
hope
that
this
superintendent
is
committed
to
revitalizing
a
system
that
is
more
abund
that
is
not
working
for
our
kids
and
that
our
kids
deserve.
Thank
you
very
much.
B
Y
Thank
you.
Thank
you,
members
of
the
search
committee.
My
name
is
carrie
donahue.
I
work
at
the
boston
schools
fund,
a
nonprofit
organization
that
works
to
expand
access
and
opportunity
to
high
quality
education,
with
a
focus
on
black
and
latino
students,
english
learners
and
students
with
disabilities.
Y
The
next
superintendent
must
have
an
unallergenic
commitment
to
equity,
with
a
clear
vision
for
how
to
get
there
for
all
bps
students,
but
especially
especially
those
who
have
been
most
historically
marginalized.
Our
system
is
not
currently
working
to
support
all
students
towards
graduation
and
life.
Readiness
in
this.
We
need
a
leader
who
is
going
to
tackle
that
we've
seen
many
pronouncements
and
commitments
about
equity,
but
not
enough.
Tangible
progress
comes
to
the
atoms.
Y
Y
One
person
cannot
solve
all
of
the
problems,
but
rather
an
empowered
team
that
has
the
skills
and
experience
to
be
able
to
tackle
things
such
as
restructuring
special
education,
expanding
dual
language
reimagining,
the
high
school
experience
fixing
buses.
There
are
many
many
things
and
we
need
a
team
to
do
it.
The
third
thing
I'd
like
to
highlight
is
that
the
superintendent
has
to
be
a
strategic
collaborator.
Y
There
are
so
many
organizations
and
partners
available
in
this
city
that,
if
only
we
coordinated
better,
we
would
be
able
to
achieve
more
for
kids
in
boston,
public
schools
and
the
last
thing.
The
superintendent
must
have
leadership,
communication
and
the
strategic
planning
skills
necessary
to
address
some
major
systemic
issues
facing
the
district,
such
as
the
decline
in
enrollment
and
lack
of
access
to
high
quality
schools
across
all
of
boston's
neighborhoods.
Z
My
name
is
ruby
reyes
and
I'm
a
dorchester
resident,
I'm
also
the
director
of
the
boston
education,
justice
alliance.
I
wanted
to
share
the
following
qualities
that
were
shared
in
the
2018
superintendent
search.
We
hope
you
will
seek
a
candidate
that
has
these
qualities
and
priorities
as
we
seek
another
leader,
and
we
ask
that
you
do
not
settle
for
finalists
who
do
not
share
these
qualities.
Z
First
and
foremost,
an
educational
leader,
the
superintendent
should
be
highly
qualified
and
fully
credentialed
educational
leader
with
extensive
experience
as
an
educator,
the
person
should
possess
the
clearly
defined
educational
philosophy
and
vision.
The
superintendent
must
have
the
proven
organizational
and
management
skills
to
lead
and
implement
systems,
change
that
improves,
classroom
practices
and
results
for
students.
Second
dedicated.
Z
Z
The
superintendent
should
reinvigorate
support
for
public
education
in
boston
through
a
focus
on
quality
and
equity,
and
number
five
able
to
assemble
a
cohesive,
collaborative,
highly
skilled
central
leadership
team.
The
superintendent
should
ensure
that
administration
is
sharply
focused
on
effective
delivery
of
support
and
services
to
schools
and
school
leaders,
as
well
as
coordinated
direction
within
the
overall
school
district.
B
AA
Good
morning,
can
you
hear
me
yes
welcome?
Thank
you.
My
name
is
jill
kantrowitz.
Thank
you
to
this
committee
and
thank
you
to
counselor
mahia
for
this
forum.
Today
I
live
in
brighton.
I
am
a
bps
parent
and
also
the
director
of
advancement
at
boston
day
and
evening
academy,
as
you
heard,
from
our
extraordinary
math
teacher
and
leader
ms
manning,
and
you
will
surely
hear
from
our
head
of
school.
AA
AA
We
teach
a
competency-based
curriculum
that
not
only
honors
the
need
for
different
education
pathways,
but
makes
a
deep
investment
in
social
emotional
support
for
our
students,
so
they
can
be
available
to
learn
the
academic
side.
My
question
for
the
new
superintendent:
how
will
you
prioritize
and
deeply
invest
in
alternative
education
in
boston
as
the
world
changes
rapidly?
So
too,
must
we
rapidly
make
room
for
students
who
learn
better
in
different
models?
AA
B
B
AB
AB
AB
AB
So
for
us,
what
does
it
mean
to
honor
or
value
all
ed?
What
would
we
be
looking
for
in
the
superintendent,
as
miss
manning
said,
someone
that
actually
has
experience
leading
in
the
ed,
and
maybe
this
is
just
if
they
don't
have
that
experience
that
they're
understanding
the
importance
of
appointing
a
high
school
superintendent
who
could
really
focus
in
and
support
our
the
innovation?
That's
happening
at
the
old
ed
pathways,
someone
that
values
the
lived
experiences
of
our
students
as
an
asset,
not
a
deep
deficit,
and
then.
AB
Lastly,
as
mentioned
someone
that's
willing
to
make
an
investment
that
would
allow
us
to
dream
big
and
invest
in
a
state
of
art
facility
that
provides
wrap
around
services
for
our
young
adults.
So
they
can
be
successful
in
achieving
their
diploma
and
going
on
to
either
higher
education
or
career,
advancing
jobs.
AB
B
B
AC
Yes,
we
can
hear
you
good
morning.
My
name
is
amanda
galvan.
I
am
a
parent
of
two
bps
students.
I
have
a
my
daughter
goes
to
orchard
garden
school
and
my
youngest
goes
to
haines
eec.
I
am
a
product
of
boston,
public
school.
I
am
a
student
of
jj
hurley
in
blackstone
school
back
in
the
80s,
and
one
thing
I
noticed
with
a
lot
of
this
meeting
in
the
past
meetings.
We're
asking
a
lot
of
these
a
lot
of
these
candidates,
these
lifelong
qualities
and
the
last
superintendents
that
we
had.
AC
They
stayed
no
more
than
two
years.
I
would
like
for
the
superintendent
as
far
as
the
search
that
y'all
are
having
right
now
to
actually
have
a
qualification
where
the
superintendent
stays
at
the
least
three
years
at
the
most
five,
because
we
can't
have
someone
that
is
competent
in
cultural,
educational
and
artistic
advances
that
they're
only
staying
nine
months
or
a
year
and
a
half
and
just
leaving
us
high
and
dry.
We
already
been
through
a
pandemic.
We're
still
in
those
are
pandemic,
we're
still
trying
to
bring
all
of
our
city
and
state
together.
AC
We
cannot
still
be
a
cradle
of
higher
education,
top
quality
education,
world-class
education,
where
many
people
from
different
parts
of
the
globe
come
to,
but
we
cannot
get
our
inner
city
public
schools
together.
That
doesn't
necessarily
seem
fair.
That
doesn't
seem
competent
and
it
doesn't
necessarily
seem
right
because
you're
underserving
a
lot
of
the
residents
that
live
in
boston,
around
boston
and
even
in
the
suburban
areas
for
your
mental
program.
AC
But
it's
just
it's
a
loss
for
the
people
that
been
in
boston,
live
in
boston
and
love
their
city,
but
people
that
can
come
from
africa,
india,
all
different
parts
of
asia,
south
america,
canada
and
they
can
receive
top
class,
but
residents
can't.
I
don't
necessarily
feel
like
that's
fair.
I
don't
feel
it
as
though
that
would
be
right,
but
what
I'm
mainly
saying
is
the
person
that
y'all
hired.
AC
B
AD
Hi
everybody
kathy
hamilton
thanks
for
hearing
our
testimony
today,
I'm
excited
about
the
process
and
the
possibilities
I
work
with.
The
pic
have
been
a
partner
with
the
district
for
35
years
and
since
2004,
I've
co-convened
the
youth
transitions
task
force,
which
is
a
dropout
prevention
and
re-engagement
task
force,
and
we've
seen
a
lot
of
progress
over
the
years,
a
lot
more
as
needed,
especially
in
the
context
of
the
pandemic
and
the
disengagement
that
that
has
caused
experience.
That
I'd
love
to
see-
and
I
think
most
on
our
task
force
is
experience.
AD
So
some
questions
that
I
would
ask
are:
what
strategies
would
you
adopt
to
grow
career
pathways
for
grades,
seven
to
twelve
within
the
district,
in
the
context
of
serious
disengagement
that
we
see?
Currently,
what
strategies
would
you
use
to
engage
high
school
students
in
learning
in
their
school
community,
with
particular
attention
to
differentiated
learning,
because
not
all
students
learn
the
same
and
that
kind
of
blows
up
in
high
school
in
a
serious
way?
AD
How
would
you
finance
alternative
schools?
How
would
you
ensure
that
career
pathways
and
alternative
ed
are
prioritized
in
your
leadership
structure?
I
love
the
comment
that
someone
made
about.
Could
we
have
an
assistant
superintendent
of
alternative
schools?
We
currently
don't
even
have
a
director
of
alternative
schools
as
we've
had
for
decades.
AD
B
AE
AF
Hi,
my
name
is
matias,
and
I
live
in
southend
and
I'm
a
mother
of
two
students
who
attend
to
the
ocean
garden
kay
public
school,
the
the
qualities
that
I
would
look
for.
The
superintendent
someone
who
knows
who
is
familiar
with
the
bps
needs
and
and
also
cares
about
the
language
equity
and
see
someone
who's
willing
to
work
with
parents,
teachers
and
students
to
be
to
be
able
to
have
great
schools.
AF
Questions
that
I
would
like
to
ask
the
superintendent
will
be
like
is
something
that
really
concerns
every
all.
Parents
is
bullying
in
indonesia
and
also
in
bps
as
a
mother,
or
a
kid
who
experienced
bullying
before
the
school.
I
would
like
to
see
what
plans
the
the
new
superintendent
will
bring
to
bps
to
fight
bullying.
AF
B
AG
AG
AG
AG
AG
AG
AH
AH
AH
We
have
parents,
we
have
what
15
000
teachers,
administrators
and
a
a
lot
of
central
office
people,
but
then
also
the
rest
of
the
city.
So
that
would
be
my
guess:
over
60
70
000
people
that
the
superintendent
probably
would
be
considered
representing
on
stakeholders.
We
have
less
than
1
000
people.
I
believe
that
have
attended
these
meetings
and
maybe
some
of
the
results
are
not
coming
in,
because
you're
overwhelmed
with
written
responses
or
overwhelmed
with
survey
responses
by
email.
AH
B
B
AI
Class
of
19
robert
jenkins
class
of
1978,
a
member
of
the
community
advisory
council
advisory
council
for
the
district
school
site
council
member
for
madison
park.
I
have
some
points,
I'd
like
to
make
out
for
our
next
superintendent
that
they
know
boston
and
they
know
the
entire
city
and
the
the
structure
of
boston.
But
I
would
like
to
speak.
Madison
park
needs
an
admissions
policy.
AI
Madison
park
has
well
over
50
percent
or
more
of
our
students,
our
special
ed
or
elf.
You
know
that
that
to
me
has
been
going
on
as
as
long
as
we've
had
so
many
superintendents.
Also
too
parents,
students
and
teachers
need
to
be
part
of
the
process.
I
do
know
that
elected
officials
have
been
putting
you
know
showing
up
at
the
school,
but
it
has
to
be
transparency.
AI
AI
You
know
community
workers,
you
know,
make
them
part
of
the
team.
This
is
ridiculous,
a
gun
at
a
k-8
school
in
my
neighborhood.
That
is
unacceptable,
unacceptable!
That's
all
I
can
say
on
that
one,
but
you
know
get
to
school.
Based
I
mean
you
get
the
community-based
organizations
and
your
other
city
departments
to
help
on
that.
AI
My
next
point
is
family
engagement.
That's
everybody!
That's
everybody!
You
know.
Family
engagement
is
not
going
on.
Parents
do
not
have
a
clue
to
what's
going
on
in
some
schools
in
most
schools,
as
I
sit
on
the
school
site
council,
our
school
psych
council
has
gotten
a
lot
better
because
of
me
knowing
the
policies
and
procedures,
but
their
needs
to
the
school
leaders
need
to
know
what,
how
a
school
site
council
and
school
parent
councils
work
as
well
as
bps
and
btu
need
to
work
together.
AI
That
needs
to
happen,
and
also
too
having
a
voice
for
the
sixth
to
eighth
graders.
There's
no
middle
schools
with
the
grade
reconfigurations
that
are
going
on
you're,
going
six
to
twelve
seven
to
twelve.
Those
students
also
need
social
and
emotional
and
academic
and
athletic
opportunities,
as
well.
All
right
yeah,
I
mean
you
know,
and
also
too.
This
is
great
on
a
saturday
why
the
bps
needs
to
give
parents
options
on
being
able
to
attend
meetings
that
community
roundtable
on
fridays.
AI
B
B
AJ
AJ
AJ
When
public
education
was
founded
in
1635,
black
people
in
the
state
of
massachusetts
were
still
enslaved.
We
built
institutions
that
we
were
denied
access
to
it
began
with
anti-blackness.
We
talk
about
equity,
we
talk
about
a
quality
guarantee,
but
what
we
don't
talk
about
is
eradicating
anti-blackness.
It
started
with
this
and
it
continues
with
this
with
every
other
group
of
color
who
entered
that,
we
fought
for
during
the
civil
rights
movement.
AJ
We
fought
for
rights
for
everyone,
for
latinx,
afro-latino,
brothers
and
sisters
for
our
caverdian
brothers
and
sisters,
our
haitian
brothers
and
asian
brothers
and
sisters
who
came
here.
We
fought
for
everyone,
yet
we
do
not
have
our
rights,
so
we
need
to
look
at
the
root
of
what
is
happening
here.
This
is
not
about
an
opportunity
gap.
This
is
about
an
education
debt
that
is
old
to
black
students,
black
students
who
are
denied
education
from
the
helm
and
from
the
founding
of
public
education
and
the
colonial
remnants
that
continue
to
oppress
black
students.
AJ
We
have
a
system
of
white
supremacy
mindset
where
there
is
a
belief
in
boston,
public
schools,
that
only
white
policy
makers
can
save
us.
They
cannot
save
us.
We
need
to
get
rid
of
that
missionary
approach
to
educating
majority
black
and
brown
students.
We
have
white
policy
makers
who
are
in
charge
of
making
decisions
who
have
not
had
lived
experiences
of
what
it's
like
to
be
a
person
of
color,
a
black
and
brown
person
seeking
educational
equity.
We
need
to
start
respecting
parents.
AJ
AJ
This
conversation
is
necessary
to
talk
about
who
has
been
left
behind,
so
I
would
say
that
we
need
an
anti-racist
leader
who
is
a
cultural
insider
who
looks
like
the
students
and
parents
who
are
receiving
the
education
of
this
system,
and
we
need
to
stop
thinking
that
we
need
white
policy
makers
to
say
black
and
brown
students
it's
not
happening,
and
we
need
to
get
rid
of
that
white
supremacy
mindset.
The
last
thing
I
want
to
say
is
that
the
the
education
is
about
literacy.
Literacy
is
about
liberation.
AJ
AJ
We
need
a
leader
who
has
a
proven
track
record
of
teaching
black
and
brown
students-
english
learners,
strong
literacy
early,
so
that
they
can
access
content
across
different
content
areas.
If
you
cannot
read,
you
cannot
lead
your
life
and
you
cannot
make
informed
decisions,
and
so
we
need
to
really
talk
about
anti-blackness
eradicating
it.
We
need
an
agenda
for
black
students,
which
means
if
we
have
an
agenda
for
black
students.
AJ
We
have
an
agenda
for
our
afro-latino
students,
for
our
dominican
students
for
ourselves,
so
I'm
just
wrapping
up
by
saying
that
anti-blackness
is
is,
is
what
we
need
to
tackle
in
bps
and
that's
what's
holding
our
students
back,
we
need
to
pay
that
education
debt
owed
to
our
black
students.
Thank
you.
Thank
you.
B
AK
AK
AK
Madison
park
has
a
couple
of
hundred
vacant
seats.
Now
kevin
mccaskill
did
a
good
job
in
reducing
that
it
used
to
be
closer
to
500,
but
200
plus
is
still
a
tragedy
step
back
from
it.
In
the
other
cities
vocational
schools,
there
are
a
total
of
six
thousand
six
thousand
students
on
waiting
lists.
They
have
waiting
lists
in
their
schools
and
in
boston.
For
years
and
years
and
years
we've
had
vacant
seats
because
of
the
lack
of
support
from
bps
and
the
superintendents
enough
for
vocational
education.
AK
If
you
graduate
from
madison
park
with
the
skills
you
learn
there,
even
if
you
don't
go
beyond
that,
you
will
get
a
50
000
a
year
job.
If
you
graduate
from
a
district
high
school
and
do
not
go
beyond
that,
you
get
a
25
000
a
year.
Job
and
a
lot
of
opportunities
in
life
stem
from
that
initial
situation,
with
your
jobs
and
what
that
means
for
you
and
your
family
going
forward.
AK
So
I
just
want
to
underline
the
need
and
it
can
be
done
if
there's
the
attention
given
and
the
support
given,
it
can
be
done,
and
there
are
groups
like
the
friends
of
madison
park
and
the
champions
of
madison
park
who
are
giving
support,
but
they
need
a
deep
partner
in
the
next
superintendent
and
the
whole
bps
system.
Thank
you
very
much.
B
M
B
AL
AL
AL
AL
AL
AL
B
F
H
AM
Hi,
thank
you
for
the
opportunity.
I
wasn't
I
didn't
have
planned
remarks,
but
I
am
a
parent
of
two
kids
at
the
hernandez.
I
live
in
roslindale
and
I
I
was
coming
to
this
meeting,
partly
to
hope
to
learn
some
of
the
criteria
that
other
people
are
looking
for
for
me
one.
I.
I
didn't
fully
understand
the
circumstances
around
dr
cassellias
leaving,
if
that
was
more
her
choice
or
feeling
that
she
wasn't
doing
a
good
job.
I
did
hear
some
feedback
that
some
parents
of
color
felt
like
a
lot
of
her.
AM
My
hope
is
that
for
the
next
superintendent
that
they
would
take
a
different
approach
to
to
principals
and
to
teachers,
more
of
a
partners
and
collaborators
as
opposed
to
scapegoats
is
a
little
harsh,
but
I
did
feel
in
some
moments
that
I
I
think
the
school
did
a
great
job
throughout
the
pandemic,
but
I
did
worry
in
some
moments
that
any
negative
feedback
would
be
seen.
As
you
know,
criticism
of
the
school
when
really
we're
working
under
such
difficult
circumstances,
all
of
us.
AM
So
I
would
hope
that
the
new
superintendent
would
would
not
take
a
punitive
approach
to
schools
that
are
struggling
and
somewhat
related
to
that.
I
would
hope
that
they
would
take
another
look
at
this
idea
of
the
tiers
and
this
ranking
system
of
schools.
That
seems
to
be
very
problematic,
based
as
it
is
on
test
scores,
which
we
all
know
do
not
reflect
the
teaching
or
learning
happening
inside
these
buildings
and
for
parents
who
don't
know
a
lot
about
it.
It
can
be
really
problematic
when
they
feel
like.
AM
Oh
well,
I
lost
the
lottery
now
I'm
gonna
move
to
milton
or
now
I'm
going
to,
and
obviously
I'm
talking
here
about
parents
of
privilege
but
and
you
know
that
doesn't
shouldn't
be
the
main
aim
of
the
district.
But
I
think
it
is
a
factor.
I
think
that
you
know
communicating
and
it
sends
a
message
to
everyone
to
have
these
schools
ranked
right
here
and
probably
over
time.
So
I
will
stop
there.
But
thank
you
for
hearing
me
out.
B
AN
Good
morning
and
thank
you
for
the
opportunity
to
join
this,
I
am
not
a
bps
parent.
I
am
not
a
product
of
vps.
I
live
in
matapan,
I
am
a
resident
and
I
am
a
person
that
works
actively
with
schools
with
the
massachusetts
safe
routes
to
school
program
as
a
person
that
encourages
students
to
walk
and
bike,
and
I
am
the
only
person
that
has
spoken
on
this
topic
and
it
has
to
do
with
transportation,
boston,
public
schools,
the
priority
or
the
majority
of
the
students.
AN
I
have
been
at
schools
where
I
have
seen
students
arriving
to
campus
an
hour
late
because
of
the
fact
that
they're
just
getting
dropped
off,
and
we
know
that
there
are
benefits
to
students,
walking
and
biking.
We
would
like
to
be
able
to
do
more
work
within
the
boston,
public
schools,
I'm
hoping
that
we're
going
to
have
a
leader
that
will
be
aligned
with
the
city's
goals
to
make
walking
and
biking
other
forms
of
transportation,
accessible
and
and
a
priority
within
our
community.
AN
We
have
too
many
folks
that
value
driving
cars
and
we
need
to
make
sure
that
we
are
getting
ready
for
or
preparing
for
the
climate
crisis
that
we
are
in
right
now
and
value.
The
fact
that
we
do
have
students
that
can
walk
and
bike,
but
a
lot
of
our
parents
don't
feel
safe
in
doing
that,
so
aligning
better
with
the
boston
transportation
department,
with
the
boston
public
health
commission
to
make
sure
that
we
are
advancing
and
talking
about
having
our
students,
walking
and
biking.
AN
Yes,
students
do
ride
buses,
but
they
are
walking
to
that
bus
stop
and
we
know
that
students
are
riding
their
bicycles
after
school
during
the
summer
and
oftentimes.
When
I
talk
to
parents,
they
have
no
idea
that
this
is
a
free
program,
that's
offered.
We
can
come
in
and
talk
to
students
about
how
to
walk
to
school,
walking
to
school
with
friends.
We
know
that
that
helps
with
attendance.
It
helps
with
mental
health.
AN
Those
of
us
that
have
either
found
the
benefits
of
walking
and
biking
during
this
pandemic
know
that
it's
healthy
for
us,
it's
beneficial
for
us.
It's
a
social
way
for
us
to
be
able
to
interact
with
neighbors
and
friends,
and
it
works
for
the
climate
and
for
the
planet,
and
we
need
to
align
with
the
city's
goals
to
make
it
a
more
bike
and
walk
friendly
community.
Thank
you
very
much.
Thank
you.
B
AO
Hi
this
is
ann
hi
hi,
so
I'm
a
bps
parent.
My
kid
is
in
10th
grade
my
second
kid.
My
older
one
has
graduated.
There
have
been
five
superintendents,
while
my
child
has
made
her
way
through
school,
so
we're
a
little
bit
tired
of
being
in
this
conversation
as
lovely
as
you
all
are,
but-
and
I
feel
like
we
have
three
months
like
in
three
months:
we're
not
gonna,
find
a
unicorn
right
like
we
want
all
of
these
things.
AO
So
for
me,
I'm
looking
for
somebody
who
has
both
confidence
and
humility
and
and
knows
what
they
know
and
knows
what
they
don't
know.
So,
to
be
honest,
like
I
think
we
need
somebody
who
knows.
Boston
knows
bps
like
we
can't
spend
another
two
years
waiting
for
somebody
to
figure
us
out
we're
our
own
special
kind
of
weird
and,
like
people
already
need
to
know
like
what
how
we
go
about
things
here.
AO
So
I
want
somebody
who
understands
the
context
and
somebody
who's
a
strong
instructional
leader
right
somebody
who's
been
in
a
classroom
and
knows
how
that
is
somebody
who's,
led
a
school
and
knows
how
that
works.
Someone
has
demonstrated
commitment
and
competence
in
inclusion
and
equity
work
and
who
is
flexible
and
creative
in
models.
Traditional
schools,
I
would
argue,
don't
work
for
most
kids
and
so
having
really
creative
approaches
and
and
supporting
educators
who
are
being
creative
and
meeting
their
kids
is
really
where
I
would
like
to
see.
Somebody
shine
and
see.
AO
Family
engagement
and
social
emotional
supports
not
as
extras
that
you
add
on
when
you
have
time,
but
are
just
core
to
how
schools
work
and
how
education
is
done,
so
those
have
to
be
embedded,
and
I'm
with
that
like
if
you're
gonna
get
all
that,
I
think
it's
really
impossible
to
ask
somebody
to
also
have
all
those
other
operational
skills.
We
know
a
lot
of
organizations
that
work
well
when
you
have
an
instructional
leader
and
an
operational
leader,
and
I
would
love
to
see
somebody
who
has
the
humility
to
say.
AO
AO
Oh,
we
need
help
with
that
too.
So
confidence
in
what
they
know,
and
that
needs
to
be
instruction
above
all
else
and
humility
to
ask
for
help
and
collaborate
and
they
gotta
they
gotta
already
be
from
here
and
I've
never
said
that
on
a
superintendent
search
before.
But
we
just
got
to
get
going
like.
We
don't
have
time.
AL
B
AP
AP
My
heart
is
aching
not
for
the
staff,
but
more
so
for
the
families
and
the
students
who
again
are
suffering
because
every
time
we
make
progress,
we're
back
to
zero
again
and
that's
not
fair
to
the
students.
That's
not
fair
to
the
families,
that's
not
fair
to
the
community
that
we
serve
at
the
end
of
the
day.
AP
We
don't
have
teachers
and
principals
of
color
that
look
like
our
students
in
these
schools.
So
what
are
we
going
to
do?
We're
back
to
ground
zero
again
and
once
again,
we're
saying
okay
bear
with
us,
because
we
know
what's
best,
while
everything
everyone
said
is
great
at
the
end
of
the
day:
where's,
the
heart
and
the
passion
and
the
commitment
to
our
students
and
families.
None
of
us
would
be
here
if
it
was
not
for
them
at
the
end
of
the
day.
When
do
we
make
students
and
families
the
priority?
AP
When
do
we
say
what's
in
west?
Roxbury
is
just
as
well
good
enough.
It
needs
to
be
in
matapan,
dorchester
and
roxbury.
When
do
we
say
enough?
Is
enough-
and
we
say
it's
time
for
us
to
get
it
right
and
every
time
we
start
making
progress
to
get
it
right.
We
back
away,
or
we
say
you
got
to
go
I've
seen
too
many
too
many
superintendents,
and
I
could
name
them
all
if
we
had
time,
but
at
the
end
of
the
day
we
could
talk
about
leadership,
we
could
talk
about
what
is
needed.
AP
B
AQ
Good
morning
my
name
is
benjamin
helfat,
I'm
the
head
of
school
at
boston,
adult
technical
academy,
and
I'm
only
going
to
speak
briefly
because
my
colleagues
have
said
it
very
well
from
both
bga
and
ostagai.
But
I
think
it's
really
important
that
as
we
look
for
a
superintendent,
we're
really
thinking
about
all
debt.
AQ
Alternative
education
has
about
1200
students
in
it,
and
these
are
students
who
would
be
dropouts.
They
are
not.
They
are
students
who
have
left
the
system.
Looking
for
something
new,
something
different,
that's
going
to
work
for
them
and
the
alt-ed
system.
We've
really
appreciated
the
commitment
in
the
past
alternative
education,
but
this
commitment
has
to
have
some
investment.
It
has
to
have
some
leadership.
We
need
to
be
thinking
about
a
portfolio
of
schools
to
meet
all
of
those
needs
that
are
coming
out.
Anything
that
happens
to
the
high
schools
in
boston.
AQ
AQ
As
we
talk
about
opportunity
gaps,
the
students
we
get
are
the
students
who
would
be
dropouts.
We
want
to
make
sure
we
are
supporting
them
and
we're
supporting
all
those
students.
Bada
is
over
60
ell
learners.
This
is
a
huge
need.
We
have
a
huge
amount
of
diversity
in
the
all
dead
space
and
we
need
the
support
to
make
that
happen.
So
thank
you
guys
so
much
for
all
the
work.
You're
doing
and
and
good
luck
with
the
search.
Thank
you
so
much.
AR
Hello,
can
you
hear
and
see
me?
Yes,
welcome.
Okay,
hi,
my
name
is
samira
smith.
I
live
in
boston.
I
have
a
student
in
boston,
public
school.
I
have
a
graduate,
went
to
boston,
public
school
and
I'm
also
a
graduate
of
boston
public
school,
but
I
also
attended
most
of
my
years
down
south
in
alabama
in
schools,
so
I
just
want
to
start
off
saying
as
a
parent.
AR
I
am
guilty
of
not
being
involved
as
much
as
I
believe
I
should.
I
did
give
it
a
shot
when
my
son
was
in
elementary
school,
but
it
just
felt
like
your
presence
is
needed,
but
not
your
voice
of
concern
and
I
feel
like
that.
There
should
be
a
way
to
encourage
parents
to
be
more
involved
in
these
meanings
and
what
is
going
on
within
the
boston
public
schools.
I
also
feel
that
the
students
need
to
be
involved.
I
just
spoke
to
my
daughter
a
couple
nights
ago
about
this
meeting.
AR
AR
I
think
that
she
should
be
a
bridge
between
the
teachers
and
the
students.
The
teachers
should
be
go
under
evaluation
on
a
yearly
basis.
I
think
there
should
be
feedback
from
the
students
of
all
the
teachers
like
a
survey,
and
I
think
there
should
be
a
suggestion
box
in
every
school
that
the
students
could
give
feedback
about
the
teacher
and
how
their
relationships
and
the
teaching
can
be
improved.
AR
AR
Guess
I
would
say
you
know
how
to
how
to
make
the
class
more
interesting
or
how
to
cater
to
students
who
are
a
little
ahead
of
other
students
in
their
classroom.
I
also
think
that
with
the
food
for
me,
I
have
to
cook
my
daughter
breakfast
and
I
have
to
pack
her
lunch
every
day
and
there
shouldn't
be
no
reason
why
I
should
have
to
do
that
and
there's
a
lot
of
parents
out
there
who
aren't
able
to
fix
their
students
breakfast
or
pack
their
lunch.
AR
Then
they
may
not
have
the
funds
or
they
may
not
have
the
time
and
there
needs
to
be.
Students
have
been
complaining
about
the
school
lunches
for
years
and
nothing
has
changed
and
there
needs
to
be
a
change
in
that
some,
my
child,
both
of
my
children,
will
stay
hungry
all
day
because
they
refuse
to
eat
the
food,
and
nutrition
is
important,
especially
for
their
health
and
for
their
brain.
AR
AR
AR
B
M
M
We
we've
heard
that
we
need
to
focus
on
making
sure
that
we're
supporting
our
alternative
heads
schools
are
vocational,
really
pouring
resources
into
our
most
vulnerable
learners,
so
really
encouraged
by
all
the
amazing
feedback.
But
before
we
close,
I
want
to
turn
it
over
to
my
co-host
to
see.
If
you
wanted
to
say
any
final
remarks,
I
do
want
to
remind
folks
that
there's
still
many
ways
to
participate,
make
sure
that
you
email
your
comments
or
fill
out
the
survey.
M
O
I
heard
a
lot
of
managing
dynamic
changes
and
and
management
on
how
maybe
the
cabinet
would
work
with
the
superintendent
because
it
takes
more
than
one
person.
It
also
takes
school
leaders,
families,
especially
families
voices,
to
bring
success
and
make
make
what
is
possible
out
of
every
student
in
bps
and
I'll
pass
it
on
to
you,
counselor.
M
Yes,
thank
you.
Thank
you.
So,
as
you
know,
the
work
continues
and
I
also
want
to
add
one
more
thing
that
I
heard
is
around
the
importance
of
literacy
and
making
sure
that
we
are
leaning
into
this
and
being
really
super
intentional.
So
you
know
we're
here
for
all
of
it.
As
the
chair
of
education
as
someone
who's
deeply
invested
in
public
education,
I
am
incredibly
grateful
for
everyone
who
participated
today.
What
an
amazing
turnout
continue
to
be
engaged
share.
M
The
video
encourage
others
to
participate
by
filling
out
the
survey
or
sending
their
comments
via
email.
So,
on
behalf
of
the
boston
public
school
school
committee,
the
superintendent
search
and
my
office
counselor
at
large
julia
mahia,
the
chair
of
education,
we
thank
you
so
very
much
for
participating
have
a
beautiful
afternoon
and
I
will
end
here.
Thank
you
all
adios.