►
From YouTube: Aspen Conference Keynote Address and Panel Discussion
Description
Ideas and information about how to get opportunity youth back on track with post secondary education, job training and career development are shared during the Aspen Conference held at the Park Plaza Hotel in Back Bay. Mayor Walsh delivered the keynote address and was followed by a panel discussion that included BPS Superintendent Tommy Chang, moderated by Boston's Chief of Education, Turahn Dorsey.
A
My
name
is
Lili
Allen
and
I
am
associate
vice
president
at
jobs
for
the
future.
We
are
the
design
and
technical
assistance
partner
to
the
Aspen
forum
for
community
solutions
for
the
opportunity
you
can
sense
of
fun.
Those
of
you
who
are
old
timers
in
this
work
know
that
opportunity
you
can
send
to
fund
is
actually
three
intertwined
initiatives,
there's
what
I
think
of
as
oh.
Why
is
classic
the
original?
A
There
is
opportunity
works,
which
is
our
social
innovation
fund
effort
and
that's
what
jobs
for
the
future
leads
as
part
of
the
opportunity,
youth
incentive
fund
and
then
there's
100,000
opportunities
initiative,
and
we
are
presenting
lessons
from
that
work
across
this
convening
so
judge
in
the
future
works
nationally
and
we're
often
more
in
your
communities
than
we
are,
and
our
very
own
right
here
in
Boston.
But
I
am
really
pleased
to
be
introducing
this
plenary
because
we
have
been
walking
alongside
Boston
over
the
last
15
years
as
they've
been
building
out.
A
This
work
for
opportunity,
youth
and
before
I
introduce
our
keynote
speaker
who
I'm
very
excited
about
I,
just
want
to
say
that
there
are
a
few
things
that
are
pretty
amazing
about
Boston's
story
that
you're
going
to
be
hearing.
So
one
is
that
they
have
been
very,
very
smart
about
using
data
and
they
have
used
it
consistently.
There's
always
another
data
point
that
they
need
to
tactic
tackle
to
drive
their
strategy.
A
A
It
is
the
first
in
the
country
there
are
others
that
are
following
suit,
and
the
mayor
was
really
instrumental
in
in
launching
that
when
he
first
came
into
office
a
couple
of
other
things,
he
shown
enormous
commitment
to
the
population
of
returning
citizens,
who
are
young
people
coming
out
of
juvenile
justice
system
and
seeking
another
chance,
been
enormously
supportive
of
that
work
and
has
really
embraced
Boston
summer
jobs
campaign.
So
he
is
a
youth
focused
mayor.
A
The
last
thing
that
I
have
understood
about
the
mayor
is
that
he
really
knows
how
to
talk
to
young
people.
Every
single
person
I
asked
about
this
said
this
is
a
man
who
walks
into
a
room
with
young
people
and
shares
his
own
story
very
transparently
as
a
way
to
help
young
people
tell
their
story.
So
without
further
ado,
I
would
like
to
welcome
the
mayor
of
Boston
Martin
Walsh
to
the
stage.
B
Thank
you
very
much
Lele
and
thank
you
for
that
introduction
and
when
you
said
I
never
dreamt
of
introducing
the
mayor
of
Boston
I,
only
dreamt
of
being
the
mayor
of
Boston
I
didn't
actually
think
I'd
be
the
mayor
of
Boston,
so
I
want
to
thank
you.
I
want
to
thank
everyone
for
coming
today.
This
is
exciting
forum,
exciting
conversations
I
want
to
thank
Ron
Dorsey,
the
chief
of
education
for
the
City
of
Boston
he's
going
to
introduce
the
panel
in
a
few
minutes,
so
that
role
was
taken
away
from
me.
B
So
thank
you
panel
for
being
there
I'm
not
going
to
mention
who
you
are,
but
thank
you
for
your
work.
I
want
to
thank
the
Aspen,
Institute
Boston's
opportunity
agenda
and
the
Boston
private
industry
council
for
being
such
a
committed
and
generous
partners
here
today,
working
on
pathways
to
use
opportunities
and
again
I
want
to
thank
everyone
in
this
room
who
has
something
to
do
with
young
people's
opportunities,
because
your
work
is
incredible.
B
So
thank
you
for
all
the
great
work
that
all
of
you
do
not
too
long
ago.
It
was
standard
practice
that
we
rid
off
wrote
off
high
school
dropouts.
We
just
okay,
they're
gone
and
we'll
push
them
over
here
and
maybe
they'd
find
work.
Maybe
they
can't
find
work
and
when
I've
gone
into
politics
20
years
ago,
as
a
state
representative
and
I
also
remember
the
building
trades
many
times
I'd
have
come.
B
He
approached
me
with
somebody
who
had
dropped
out
of
high
school
and
would
try
and
get
them
into
the
building
trades
try
and
get
some
opportunities
for
employment,
but
it
wasn't
a
lot
of
opportunities
and
doors
opened
at
that
time.
In
Boston,
we
realized
that
if
we
want
to
be
a
city
of
opportunity,
we
can't
leave
anyone
behind
that's
vitally
important
for
us
as
we
move
forward
here,
and
we
can't
waste
anyone's
talents.
That's
why
we
decided
to
do
things
a
little
differently
in
our
city.
B
In
the
day,
we
saw
the
recovery
high
schools
in
the
city
of
Boston
within
the
Commonwealth
of
Massachusetts.
We
started
looking
at
education,
a
whole
different,
a
whole
different
way,
and
we
found
out,
as
we
did
this
thing,
that
young
people
do
want
to
get
an
education.
Young
people
do
want
to
learn
and
we
got
to
continue
to
move
forward.
But
we
also
found
out
that
we
weren't
providing
the
high
school
with
alternatives
we
weren't,
providing
without
a
school
support
and
the
second
chances
they
need.
B
I
had
some
conversations
already
about
making
sure
that
mayor's
around
the
country
understand
the
importance
of
what
we're
doing
here.
In
the
city
of
Boston,
it's
thanks
to
the
expertise
and
dedication
of
leaders
like
you
and
coalition's
like
the
Boston
opportunity,
youth
collaborative
in
the
end
that
comes
down
to
one
thing,
letting
young
people
know
in
authentic
ways
that
they
belong,
that
they
that
their
future
is
important
and
that
their
future
is
our
future.
It's
not
just
them,
and
it's
all
of
us
together.
We
have
to
continue
to
do
that
as
mayor.
B
That's
one
of
my
highest
priorities
and
for
me
it's
also
personal
I
talked
to
Lee.
Lee
talked
a
little
bit
about
my
pathway
and
I'm
not
going
to
go
too
much
into
it.
But
my
pathway
to
this
point
as
mayor
was
not
a
straight
line.
It
was
a
crooked
line
in
some
ways
you
know
as
a
kid
having
cancer
who's
missing
a
lot
of
school
falling
behind
in
my
grades,
never
really
truly
catching
up
getting
into
college,
not
getting
into
college
I
want
to
go
into
junior
college.
B
I
found
my
way
back
into
college
years
later,
after,
after
a
lot
of
struggles
with
alcoholism
and
other
things,
and
getting
getting
back
to
college
and
getting
my
degree
at
the
age
of
40
years
old,
approximately-
and
you
know
it's
important-
that
that
story
be
told
it's
important-
that
a
lot
of
you
in
this
room
tell
your
story,
because
those
stories
are
all
different
but
they're
very
much
the
same.
Is
there
a
perseverance
and
I
young
people
need
to
understand
that
there's
ways
and
I'm
moving
forward
and
part
of
that
was
through
education?
B
For
me
and
starting
right
here,
the
message
is
simple:
you
belong
and
that's
the
message
that
we
want
to
pass
along
to
our
young
people.
That's
the
same
message
that
has
guided
Boston's
transformation.
Over
the
last
decade,
there
were
56
thousand
seven
hundred
and
eighty-six
students
enrolled
in
the
Boston
Public
Schools,
and
every
one
of
them
have
their
own
story.
There's
no
one-size-fits-all
in
our
district,
there's,
no
one-size-fits-all.
B
This
is
about
working
collaboratively
because
that's
truly
how
we're
going
to
advance
the
ball
down
the
field.
Many
people
in
film
were
able
to
turn
all
these
dropout
rate
is
now
about
5%
and
nearly
three-quarters
of
all
Boston
Public
School
grad
are
enrolling
in
college
within
16
months
of
finishing
high
school.
That's
something
that
that
is
really
important.
How
do
we
do
that?
We
built
on
early
successes
in
Boston,
working
the
constants
credit
recovery
movement
and
Boston
Success
initiatives.
B
Success,
Boston's,
brought
colleges
and
universities
and
philanthropic
organizations
together
to
double
Boston's
calls
complete
the
completion
rate,
and
thank
you
for
that.
The
efforts
were
also
complemented
by
when
President
Obama
challenged
cities
in
America
to
address
the
gaps
facing
young
men
of
color.
We
here
to
the
karlon
Boston,
we
launched
the
mayor's
mentoring
movement,
which
came
out
of
the
White
House,
but
more
important
in
some
ways,
not
more
importantly,
they're
employed
this
Monday.
My
team
is
here:
man
I
mean
that
money.
It's
important.
B
We
fir
that
I
use
auctions,
unlimited,
which
reconnects
you
for
the
history
of
court
involvement
and
operation
exit,
formerly
placed
in
concentrated
youth
and
young
people
in
up
into
apprentices
and
I
could
go
on
about
that
program
and
how
that
program
is
making
a
difference
in
so
many
people's
lives,
and
when
I
talk
about
that
number
earlier,
25
percent,
less
stressed
and
40
percent.
If
this
number
goes
across
the
board.
These
are
the
programs
that
make
all
that
happen.
B
Actually,
the
largest
group
of
opportunity,
youth
in
Boston,
see
when
I
dropped
out
of
school
I
dropped
out
of
college
I
had
a
father
that
was
in
the
trades
and
uncle
that
Randy
Union,
so
I
had
the
opportunity
to
be
able
to
build
a
career
if
I
chose
not
to
go
back
to
school.
Many
of
the
young
people
in
our
city
today,
when
they
drop
out
of
school,
they
don't
have
that
opportunity.
They
don't
have
that
uncle.
B
B
I
felt
that
I
couldn't
do
the
work
in
other
ways.
I
just
didn't
want
to
be
there
because
I
didn't
have
that
drive
inside
of
me,
but
it's
important
that
that
we
can
take
this
and
make
sure
that,
because
of
this
young
people,
that
young
people
going
to
hear
the
message
that
you
belong
and
that's
something
that
we
need
to
continue
to
push
and
move
forward
on
of
all
the
work
that
goes
on
along
the
way
preparing
our
young
people
for
college,
our
bps
grads
are
still
struggling
to
actually
pay
for
college.
That's
why!
B
B
And
again,
Boston
answered
the
call
and
we
would
call
down
to
a
conference
down
the
White
House
after
laughter
at
some
point
during
before
the
president
presidency.
Obama
ended.
We
were
down
there
talking
about
this
program
and
we
were
able
to
say:
boss
was
able
to
say
we
have
two
community
colleges,
and
now
we
have
three
and
actually
we're
working
to
get
our
kids
in
to
get
them
graduated.
Moving
on
to
the
next
step
in
those
colleges,
our
Bunker
Hill,
Community,
College,
Roxbury,
Community,
College
and
Masbate
Community
College.
B
This
is
another
major
barrier
to
higher
education
that
we
have
knocked
down
and
we're
going
to
continue
to
knock
these
down
and
we're
going
to
continue
connecting
the
program
to
for
your
calls
as
well.
So
we're
going
to
take
away
all
the
obstacles
and
all
the
challenges
that
our
young
people
have
to
go
to
calls
and
in
some
cases
the
excuses,
because
you
know
they
belong,
you
belong.
We
got
to
make
sure
that
happens
today.
B
Ronda
dorsey,
chief
of
education
and
our
panelists
are
going
to
highlight
those
lessons
and
provide
advice
for
our
counterparts
in
other
cities.
Here's
mine
first
understand
that
no
reengagement
initiative
should
stand
alone.
You
can't
do
it
alone,
not
one
program
and
not
one
city,
not
one
man,
not
one
elected
official,
not
one
superintendent,
there's,
not
one
person
can
do
this
work
on
their
own.
If
you
want
to
show
opportunity
you
that
they
belong,
you
need
to
show
them
that
they
belong
at
every
stage.
In
that
that's
education,
that's
career
and
that's
in
their
lives.
B
In
healthcare,
we
refer
the
collaboration
of
different
recovery
partners
as
a
continuum
of
care
when
it
comes
to
opportunity,
youth,
we
need
to
think
of
the
continuum.
Continuum
of
mentorship
graduate
from
high
school
is
an
important
milestone
in
reaching
a
major
indicator
of
future
success.
So
we
need
to
help
our
young
people
to
make
sure
that
when
they
get
into
high
school
that
they
complete
their
high
school,
but
also
civic
and
economic
engagement
after
graduation
days,
I
needed
to
be
central
to
this
conversation
as
well.
A
great
example
of
this
is
success.
B
Success
Boston,
it
invests
in
getting
kids
ready
for
college,
and
it
invests
just
as
much
in
getting
young
adults
ready
for
life
after
school.
The
road
to
successful
is
a
long
one.
We've
got
to
be
prepared
to
walk
it
together,
and
we
got
to
continue
to
let
our
young
people
know
that
we
are
there
with
them.
Next,
we
need
to
acknowledge
the
opportunity
to
I
disconnected
for
a
variety
of
reasons.
As
I
said
earlier,
all
of
I
use
the
different
just
like
all
of
us.
Adults
in
this
room
are
different.
B
B
Finally,
it's
imperative
to
make
sure
that
young
voices
are
at
the
core
of
our
work
in
this
work.
We
have
heard
the
principle
nothing
for
us
without
us
when
working
with
opportunity.
This
should
be
our
mantra,
empower
opportunity,
youth
to
bring
them
into
this
table.
It's
amazing
that
I,
you
can
teach
us
once
they
know.
Someone
is
listening
to
them
and
I
want
to
again
thank
all
the
young
people
that
are
here
today.
Thank
you
for
being
part
of
this
conversation.
B
Because
you
are
the
leaders
of
the
future
and
all
the
work
that
we're
doing
here
today.
If
we
don't
have
you
leading
by
example,
then
in
a
lot
of
ways,
it's
your
it's
your
work,
that's
going
to
help
us
move
forward
and
before
I
kick
bring.
The
panel
up
here,
I
want
to
recognize
one
of
those
young
voices,
Amanda
savage.
They
get
ready
to
Amanda
all
right.
So
right
is
one
of
the
Boston
youth
leaders
from
the
Bronx
operation
opportunity,
youth
collaborative
Amanda
works
at
the
W
Street
Neighborhood
initiative.
B
B
I
asked
a
manager
on
the
species
on
our
way
for
the
panel
so
again
as
I
walk
off
the
stage.
Truly
I
want
to
thank
everyone
for
the
great
work
you
do
as
I
look
around
I
could
give
happens
from
a
shout
out
for
the
work
you
do
in
your
organization's.
Do
those
of
you
from
Boston
in
Massachusetts.
Thank
you.
Anyone
from
out
of
town
welcome
again
it's
not
about
it's
not
about.
What
we
do
individually
is
what
we
do
collectively.
Thank
you
very
much.
C
C
So,
first
of
all,
I'm
going
to
welcome
everyone
to
Boston
and
certainly
welcome
to
network
of
friends
and
collaborators
from
Boston
who
are
here
today.
We've
been
asked
to
tell
you
a
little
bit
about
the
secret
sauce
of
collective
impact.
There's
a
presumption
in
that
that
we
have
the
answers.
We
have
a
bunch
of
experiences.
If
you
want
the
answers,
you
may
need
to
talk
amongst
yourselves,
but
we're
going
to
do
our
best
to
convey
what
we
know.
One
of
the
things
that
I
will
say
about.
C
C
So
we
have
no
excuse
not
to
get
the
work
done
in
Boston.
The
relationships
are
there
and
the
proximity
is
there
and
the
know-how.
Is
there
I'm,
accompanied
by
a
great
panel
of
folks
who
are
going
to
tell
you
about
the
history
of
the
work,
because
they've
led
the
collective
impact
work
here
in
Boston?
First
of
all,
our
friend
Amanda
Sabol,
rich.
C
I'm
going
to
ask
them
to
introduce
themselves
a
little
bit
more,
but
a
few
things
to
know
before
we
get
started.
I've
got
some
objectives
for
this
conversation.
First
of
all,
we
want
to
give
you
a
little
bit
of
the
history
of
collective
impact
in
Boston
tracing
back
through
about
three
movements.
First
of
all,
our
recovery
movements,
movement,
the
success
Boston
movement
and
now
the
opportunity,
youth
collaborative.
C
We
also
want
to
unpack
some
of
the
lessons
and
do
some
reflection
here
and
I
was
saying
to
melody
that
we
actually
don't
get
to
reflect
very
often
so
this
panel
is
an
opportunity
for
us
to
take
stock
of
the
lessons
that
we've
learned
over
time.
Third,
we
want
to
anticipate
where
the
collective
impact
work
has
to
evolve
in
Boston.
C
D
My
name
is
Manish
Evelyn,
and
so
my
story
starts
with
that.
I
went
to
very
prestigious
High
School
in
Boston,
and
I
was
fully
miserable
most
of
the
time
that
I
was
there
but
I
thought
about,
for
you
were
supposed
to
do.
Let's
go
to
a
traditional
high
school
and
have
that
experience
my
11th
grade
I
was
really
disengaged
and
I
felt
like
I.
Had
this
black
luster
instruction,
dokdo
and
luckily
Manny
exists,
and
so
I
was
able
to
go
to
the
reengagement
Center
and
you're
back
in
school.
D
C
E
Walberg
and
the
president
of
the
Boston
foundation,
which
is
Greater
Boston
community
billion-dollar
100
year
old
charity,
that
has
played
a
huge
role
in
building
the
nonprofit
infrastructure
throughout
this
community,
and
it
has
been
a
priority
of
the
Foundation's
forever
to
be
deeply
involved
in
education,
education
form
and
workforce
development,
and
the
found
a
long
before
I
got
there.
The
Foundation's
early
investments
who
are
critical
in
building
the
infrastructure
that
allowed
the
more
current
accomplishments
to
occur.
E
F
So
the
reason
was
the
reason
why
I'm
connecting
with
our
opportunity,
youth,
it's
really
a
kind
of
personal
one.
I
was
a
high
school
dropout.
I
dropped
out
of
school
when
I
was
17,
it
schools
kind
of
always
a
struggle
for
me.
I,
never
really
liked
it,
and
finally,
I
turned
17.
I
felt
like
I
was
a
man
that
I
couldn't
finally
just
walk
away
entitled
of
my
daughter,
my
life
as
an
adult,
so
I
did
that
I
left
school
when
I
when
I
left
school.
F
First
of
all,
the
only
reason
why
I
went
to
school
the
first
place
is
because
that's
what
the
girls
were
house
of
my
friends
were
I
was
a
basketball
player,
and
my
mother
expected
me
to
be
there.
So
when
I,
when
I
thought,
I
was
an
adult,
I
tried
to
act
like
one,
but
when
I
left
school,
when
I
accidently
vaz
adult
I
learned
a
lot
of
lessons
really
learn
to
why
school
was
important.
F
The
first
thing
I
learned
that
school
we
had
really
adult
it,
had
not
really
much
to
do
with
with
age
more
had
to
do
with
money,
because
without
money
you
really
can't
live
as
an
adult.
So
I
tried
to
give
money
in
a
lot
of
different
ways,
and
let
me
sort
of
getting
a
job.
I
had
Walgreens
and
I
worked
there
for
a
while
and
I
realized
that
it
wasn't
going
to
bring
you
the
freedom
that
I
thought
it
was
gonna
bring
me
so
at
age,
19
I
went
back
to
my
same
school.
F
A
F
Student,
a
pride
for
that
I
didn't
really
think
about
going
to
college
I
took
his
word
for,
and
I
went.
It
took
me
six
years
of
struggle
to
get
through
I
work.
I
still
took
care
of
my
family,
my
oldest
of
seven
I
should
say-
and
you
know,
I
sort
of
got
got
through
that
and
today
I'm
actually
about
three
classes
away
from
earning
my
MBA
at
Northeastern.
F
So
I
share
my
story
because
in
my
work
at
the
reengagement
center
manager
there,
it's
all
about
the
story-
I
tell
my
story
to
young
people
so
that
they
can
share
their
stories.
I
didn't
realize
the
relevance
of
school,
the
importance
of
school,
and
so,
and
so
this
is
sort
of
what
I
do
and
myself
and
my
team.
We
do
every
day
to
sort
of
share
off
there
and
have
students,
share
their
story
and
also
use
my
life
and
our
lives
as
an
example
to
kind
of
make
it
through
Thank.
C
G
To
me,
I
thought
this
is
an
institution.
Community
colleges
are
an
institution
that,
when
they
leverage
their
experience
well
can
change
the
trajectory
of
young
people's
lives
and
that's
really
why
I
made
the
shift
from
the
law
to
education,
because
I
saw
an
opportunity
within
community
colleges,
but
at
that
time
I
don't
think
was
as
evaded
as
it
is
today,
and
I
was
really
excited
about
that
role,
that
community
colleges
could
and
were
playing
in
the
lives
of
young
people,
and
so
my
work
at
Bunker
Hill
is
really
just
the
next
evolution
of
that.
H
Afternoon
my
name
is
Tommy:
Chang
I
have
the
honor
of
serving
this
community
as
the
superintendent
of
boxing
public
schools
previous
to
coming
to
Boston
I,
the
teacher,
a
principal
central
office
administrator
in
LA
I,
worked
in
Compton,
Unified,
School,
District,
LA,
Unified,
School
District,
and
a
charter
school
network.
I,
come
to
this
work
with
deep,
deep
beliefs
and
values
of
equity,
coherence
and
innovation.
I
believe
that
young
people
who
are
currently
in
Boston
Public
Schools,
will
be
the
leaders
and
innovators
entrepreneurs
advocates
for
tomorrow.
H
I
come
to
this
work
because
my
experience
teaching
transform
my
life
I
was
a
teacher
in
Compton
Unified,
School,
District
I
taught
Compton
High
School,
where
with
a
biology,
teacher
or
softball
coach
and
some
observations
of
schools
our
this-
and
this
is
a
mid-90s
view
with
school
systems,
were
very
dependent
on.
Why
called
Rambo
educators,
the
Rambla
educator
person
that
does
it
themselves
I,
like
the
movies,
always
seem
to
celebrate
a
Rambo
educator,
and
we
just
know
that
doesn't
serve
all
kids
number
two.
There
was
just
a
lack
of
opportunity.
H
We
believe
young
people
fit
one
way
and
one
pipeline
you
try
squeezing
kids
into
this
tech
circular
and
you
hope
one
hundred
percent
of
kids
graduate
and
I
just
doesn't
work
that
way
as
well.
And
the
third
thing
is
people
would
never
at
the
table
together.
How
conversations
about
a
system
would
care
for
young
people,
it's
just
so
much
sideline
and
as
a
result,
where
I
saw
with
my
own
eyes
where
young
people
and
families
that
get
pushed
out
of
school,
we
have.
H
That's
way
just
crystal-clear
I'm,
so
honored
to
be
at
the
table,
because
I
know
that
traditional
school
systems
aren't
always
at
the
table.
Have
these
conversations
and
if
we
truly
believe
a
hundred
percent
of
our
young
people
will
have
the
opportunity
to
access
a
career
and
the
middle
class
in
our
country.
School
systems
have
to
be
at
the
table
as
well.
So
thank
you
for
having
me
here.
No.
C
Thank
you
so
before
we
go
more
in
depth
on
some
questions,
I
wanted
them
to
introduce
themselves
at
a
greater
level
of
depth
so
that
you
know
this
community
is
a
part
of
this
community.
The
more
folks
that
I've
met
from
around
the
country
doing
opportunity,
youth
work,
I
know
that
you
do
it
because
you
have
a
passion
and
a
purpose
and
I
wanted
you
to
see
passion
and
purpose
of
the
people
on
this
panel.
Today,
Paul,
you
are
the
historian
on
the
panel.
C
That's
not
just
a
way
of
saying,
you're
old,
you
are
the
historian
and
bring
a
lot
of
knowledge.
I
want
you
to
take
us
to
a
time
before
the
recovery,
movement
and
I
would
guess
that
during
this
time,
when
we
looked
at
issues
a
drop
out,
maybe
we
thought
it
was
singularly
a
K
to
12.
We
thought
about
college.
We
thought
it
was
either
a
K
to
12
preparation
problems
or
a
higher
ed
problem
and
important
that
we
might
have
thought
it
was
a
labor
force
problem.
E
G
E
That's
a
very
useful
question
to
ask
at
the
front
end
of
all
sorts
of
endeavors,
and
indeed
it's
what
collective
impact
is
supposed
to
be.
All
about
is
comprehending
all
the
dimensions
of
a
problem
and
realizing
that
in
almost
every
case
it
won't
be
a
single
institution
whose
fault
it
is
or
who
can
solve
the
problem
and
for
such
a
long
time
in
the
country
into
an
extent.
We
still
do.
E
We
look
to
K
to
12
education
to
solve
all
the
problems
of
a
society,
and
it's
obviously
frequently
overwhelmed
our
educators
of
the
enormity
of
the
task
that
they
were
being
assigned,
whether
it's
he
you
know,
racial
integration
of
schools
or
matching
the
Soviet
Union
in
science,
education.
All
the
different
chapters
of
the
last
century,
in
what
schools
were
asked
to
do
or
to
or
to
make
up
for
so
the
breakthrough.
E
I
think
and
it
extends
to
more
than
the
recovery
effort,
is
the
multi-dimensional
aspect
of
these
issues
and
that
a
series
of
institutions
have
to
be
recruited
to
sit
at
the
same
table,
take
their
own
measure
of
what
they
can
do
to
solve.
The
problem
and
we've
taken
that
forward
through
the
other,
endeavors
and
I
call
it
cross
accountability.
It's
no
longer
just
this
or
that
institutions
issue
dissolved
it's
up
to
a
number
of
institutions,
and
if
you
answer
that
question
intelligently,
what
would
it
really
take
to
solve
this
problem?
C
Let
me
stick
with
you
for
minutes,
so
you
you
helped
us
understand
that
you
have
to
have
a
level
of
collective
insights.
Ask
the
right
question
about
what
it's
going
to
take
to
lead
transformation.
But
how
do
you
build
the
partnerships
because
we're
talking
about
organizations?
Perhaps
that
did
you
typically
work
together
or
had
work
well
together
in
the
past,
so
where's
the
breakthrough
and
starting
to
create
the
operational
connections
between
organizations?
Well,
you.
E
Know
I
think
political
leadership
is
very,
very
important.
We
heard
just
a
moment
ago
tremendous
tremendously
passionate
mayor
who,
despite
the
fact
that
many
of
the
things
we
were
carrying
forward
in
this
realm,
were
not
of
his
creation
but
started
before
he
took
office.
I
think
the
mayor
has
been
an
incredible
station
in
seizing
on
those
things
and
making
it
clear
how
supportive
he
is
so
on
that.
E
That's
part
of
establishing
an
expectation
of
the
cooperation
and
collegiality
is,
is
that
political
leadership
but
I
also
think
getting
everyone
excited
about
reaching
a
goal
that
everyone
could
understand.
It
is
another
it's
another
route
to
that
and
finally
I
just
say
the
mayor
said
this:
it's
not
about
taking
credit.
E
C
Thank
you,
and
just
so
that
the
audience
knows
chronologically
we're
really
talking
about
the
late
90s
early
2000s
for
the
recovery
work.
That's
Lauren
Lauren
in
Boston,
one
of
the
legends
in
the
collective
impact
working
in
all
collective
impact
work
in
Boston
as
many
outlets,
and
so
many
you
had
the
role
of
really
helping
this
collective
will
that
was
building
around
recovery
and
young
people.
Success
hitting
the
ground
you
had
to
actually
start
to
reach
out
to
young
people.
C
F
Mean
it's
been
a
lot
first,
I
would
say
we
started
out
real
simple:
the
Boston
Public
Schools.
First
of
all,
they
would
be
doing
outreach
efforts
already,
but
just
during
the
summer
it
was
a
guidance
counselor
acting
my
formal
guidance
counselor
and
then
myself
and
my
colleague
former
colleague,
who
also
was
a
dropout.
F
Remember
people
saying
that
we
were
really
irresponsible
to
do
this
work
to
bring
dropouts
back,
bringing
them
back
to
what
you
know.
We
had
to
sort
of
overcome
that
we
may
cause,
but
the
first
thing
we
learned
is
that
these
students,
water
school,
we
actually
did
them
and
their
parents
actually
wanted
to
come
back
to
school.
They
were
looking
for
ways
to
come
back
and
they
didn't
really
know
how.
The
other
thing
is
that
a
lot
of
students
who
are
out
of
school,
they
didn't
really
know
how
close
to
graduation
they
were.
F
There
were
students
who
needed
all
all
credits.
There
were
some
who
only
needed
one
or
two
and
and
and
from
that
work
what
we
realized
that
she
was
actually
needed,
a
place
to
sit
I'd
actually
come
and
tell
their
stories.
That's
the
other
part.
There
was
no
engagement
where
students
went
to
re-enroll
I
would
just
say
to
everyone
to
say
it
was
kind
of
like
a
registry
or
DMV.
Anyone
who
register
car
knows
that
if
you
don't
have
all
your
paperwork
together
and
you
get
up
to
that
window,
it's
open.
F
C
F
I
would
say
it
was
a
learning
process
for
both
of
them
and
where
we
do
this
work
in
partnership
in
the
beginning,
with
robots
and
public
schools,
and
then
ourselves
so
I
had
to
realize
that
I
had
some
stereotypes
and
assumptions
of
what
was
happening
and
what
wasn't
happening
in
ibaka
public
school
when
I
would
and
what
I
would
say.
The
best
way
to
answer
that
is
to
say
is
when
you
actually
work
next
to
someone-
and
you
see
this
trouble
to
see
what
they
go
through,
trying
to
accomplish
the
same
job
in
you're.
F
Trying
to
accomplish
that
help,
students,
you
usually
sort
of
build
camaraderie.
That
way,
and
that's
why
I
in
the
beginning,
I
talked
about
starting
off,
really
really
simple,
because
that's
what
or
what
we
went
into
was
now
called.
The
welcome
centers
were
then
called
FRC's,
and
this
is
what
students
actually
enrolled
and,
as
we
work
hand-in-hand
trying
to
help
you
soon
as
many
of
them
who
are
17,
18,
19
20,
and
getting
though
their
options
and
had
all
kind
of
other
things
go
along.
A
lot
of
them
were
homeless.
F
This
pregnancy
issues.
There
was
a
really
listen
to
those
stories
of
working
in
handa
sort
of
how
we
built
we
built
every
wheel,
and
the
other
thing
I
would
say
is
that
we
learned
some
things
were
actually
policy
and
some
things
were
practices
that
were
easily
changeable
one.
That
I
would
mention
is
a
simple
one.
F
Where
students
dropped
out
of
school,
they
were
assigned
back
to
the
school
they
dropped
out
of
now
that
will
work
fine
for
someone
like
me,
I
had
great
relationships
at
my
school,
but
for
students
who
had
a
problem
they
were
out
of
school
for
a
while
and
it
sort
of
undergone
exchange.
You
know
they
realized
that
okay
I
want
to
go
back
to
school.
F
They
will
go
back
to
that
same
school,
that
they
dropped
out
of
and
they'll
meet,
that
same
teacher
state
administrator
to
say
you
again
you're
back
here
and
they
would
drop
off
again.
So
one
of
the
first
changes
that
we
made
from
our
collective
work
is
that
students
have
the
option
to
go
back
to
the
same
school,
but
they
weren't
automatically
head
back
there.
They
were
and
they
had
the
option
to
go
to
a
different
school.
F
Reengagement
center
itself,
because
that
was
that
really
was
just
a
concept
that
some
people
believed
in,
as
some
people
didn't
believe
it,
but
actually
having
a
place
in
the
city
where
students
would
actually
point
to
a
seriously
go
to
a
novel
conversation
about
their
lives
with
without
judgment.
That
was
a
game.
Changer
and
three
I
would
say
the
re-engagement
Center,
so
I
know
a
lot
about
the
country
and
I
know.
F
Maybe
some
people
know
what
the
concept
of
a
whole
school
is
enough,
but
the
bottom
line
is
a
home
school
is
when
I'm
assigned
to
a
district
school
but
I'm
attending
to
all
terms.
So
that's
very,
very
confusing
situation
for
students,
because
you
have
a
student.
You
have
a
school
managing
of
students,
education
without
the
student
acting
physically
being
in
the
building
which
causes
problems.
Where
was
time
to
graduate
when
it's
time
to
get
your
grades
that
you
earned
put
on
your
transcript.
A
F
A
lot
of
different
things,
and
so
we
were
able
to
create
them
with
the
reengagement
Center
and
now,
when
we
enroll
through
this,
we
were
able
to
enroll
them
to
the
reengagement
Center,
so
we
can
hold
on
to
them.
They
can
stay
enrolled
and
we
can
actively
help
them
get
into
a
new
school
I
mean
just
really
having
that
level
of
coordination
was
another
engagement.
It's
wonderful,
I.
C
C
I'm
going
to
ask
the
other
panelists
to
bear
with
me
for
a
second,
because
I
need
to
talk
to
the
historian
again,
so
we
see
transformation
happening
out
of
the
recovery,
collective
impact
movement
in
Boston,
but
the
goalposts
started
to
move
for
Boston,
and
we
started
talking
about
college
completion
as
the
next
set
of
goals
bring
us
to
about
2007-2008
and
the
advent
of
what
I
would
say
was
maybe
the
next
or
the
second
collective
impact
movement
in
Boston
around
success.
Boston
tell
us
why
the
goalposts
were
moving
and
how
we
got
organized
well.
E
This
really
was
a
seismic
event
in
this
in
this
whole
process,
and
what
brought
it
about
was
data
that
was
previously
unavailable.
Boston
had
prided
itself
for
of
years
on
having
an
unusually
high
college
enrollment
rate
for
an
urban
district,
serving
mostly
low
income
in
Minardi
answers.
No
one
had
ever
been
able
to
find
out
well
of
all
those
enrollees
how
many
graduates-
and
we
know
that
almost
all
the
benefits
of
higher
education
are
associated
with
completions
going
to
college
and
not
completing
all
the
data
sets.
E
It
really
doesn't
do
much
for
you,
and
so
we
did
the
study
that
was
now
able
to
be
done.
The
Boston
foundation
paid
for
was
done
by
the
private
industry
Council
in
Northeastern
University,
and
the
results
were
were
devastating.
They
were
able
with
precision
thanks
to
something
called
the
National
Public,
the
natural
Student
Clearinghouse,
to
determine
exactly
what
happened
to
every
young
person
who
would
be
graduated
from
the
Boston
Public
Schools.
So
it
wasn't
an
estimate
or
a
sample.
E
It
was
what
happened
to
every
kid,
and
the
results
were
that
only
about
between
1/3
and
39
percent.
Of
those
who
enrolled
in
college
were
obtaining
any
kind
of
degree
up
to
7
years
after
their
high
school
graduation,
and
this
was
a
devastating
result.
We
knew
it
would
be
particularly
given
the
private,
the
city
and
the
mayor
and
others
had
taken
in
the
high
college,
enrollment
rate.
E
So
again,
with
the
private
industry
council,
we
were
able
to
work
with
Mayor
Menino
in
advance
of
the
release
of
this
study,
so
that
we
would
have
something
to
say
about
what
we
were
going
to
do
about
it
and
what
would
be
in
you
know
regarded
as
bad
news
fairly.
It
was.
It
was
splashed
all
over
the
front
page
of
the
Boston
Globe
it
was.
E
It
might
not
have
been
performed
in
any
other
way
to
be
on,
and
so
I
think
that
just
reinforces
get
what
the
real
picture
is,
and
every
city
in
America
should
do
this
study
and
I'm
sure
the
results
would
be
similar
or
even
worse
than
many
cases,
but
in
our
case
it
was
a
catalytic
and
without
really
knowing
what's
really
happening.
You
just
can't
get
in
gear,
so
I
would
just
underscore
the
role
that
data
and
and
some
skillful
public
affairs
management
of
the
data
and
the
release
of
the
data.
C
Clear
the
success,
Boston
data
come
into
view.
The
story
is
being
told
about
college
completion,
success
or
lack
thereof.
Bunker
Hill
Community
College
responded
in
an
urgent
way.
Why
was
it
important
for
Bunker
Hill
Community
College
to
be
among
the
leadership
and
at
the
forefront
of
this
success?
Boston
movement,
where
we're
trying
to
get
to
higher
college
completion?
Well,.
G
The
reality
is
that
significant
numbers
of
Boston
Public
School
students
start
their
college
education
at
sonker,
Hill,
Community
College,
and
so
we
saw
ourselves
as
a
critical
first
step
in
that
completion
agenda.
For
many
students
they
were
either
going
to
complete
a
Bunker
Hill
or
they
were
going
to
transfer
and
complete
somewhere
else,
but
for
many
lots
of
public
school
students,
the
handoff
from
they're
pre-college
experience
was
with
Bunker
Hill
and
what
we
really
started
taking
a
much
closer
look
at
was:
what
does
that
experience?
G
Another
thing
that
became
important
based
on
national
research
and
our
own
experience
was
that
we
have
large
numbers
of
students,
boston,
public
school
students
and
other
students
who
are
entering
Bunker,
Hill
and
being
placed
in
pre,
college-level
coursework,
and
the
national
research
about
the
percentage
of
students
who
complete
their
education,
starting
and
developmental
coursework
is,
and
was
grim.
So
we
knew
if
we
didn't
address
the
issue
of
developmental
education.
G
And
one
of
the
important
game
changes
in
that
conversation
was
really
about
a
meaningful,
truthful,
transparent,
look
at
curriculum
alignment.
What
became
clear
was
that,
just
because
somebody
is
ready
to
graduate
from
high
school
does
not
mean
they
are
prepared
to
enter
college-level
coursework,
and
some
of
that
most
of
it
has
nothing
to
do
with
intellectual
ability.
G
C
You
tell
us
a
little
bit
about
the
solutions
to
what
you
learn
as
part
of
what
you
just
described.
Was
we've
learned
a
lot
more
about
young
people
and
the
barriers
to
their
success.
So
talk
us
through
a
little
bit
of
the
college's
response
and
also
share
with
us
a
little
bit
about
success.
Coaching,
because
this
has
been
one
of
the
hallmarks
of
the
success.
Boston
movement.
G
G
That
process
is
happening
over
time
and
it's
happening
with
success.
Coaches,
who
are
grounded
in
the
communities
that
these
young
people
live
in
in
Boston
and
organizations
that
they're
connected
with
often
during
high
school.
So
that
has
really
helped
Bunker
Hill
position
itself
to
receive
those
students
and
continue
to
work
with
them
and
product
in
its
productive
way.
As
proximal.
C
Great,
thank
you
just
a
couple
of
notes
for
the
audience,
so
the
success
coaches
are
not
just
Bunker
Hill
Community
College
employees.
They
are
employees
of
the
pick.
They
are
employees
of
our
youth
serving
nonprofits.
So
this
was
a
way
that
Boston
was
able
to
leverage
the
capacity
one
of
trusted
individual
individuals,
that
young
people
trust
in
the
city
and
organizations
who
have
capacity
to
support
them,
starting
at
the
high
school
level
and
all
the
way
through
to
college
completion.
C
So
when
we
talk
about
the
collaborative
effort
and
the
collective
impact,
it
is
about
leveraging
many
of
the
sources
of
capacity
across
the
city
as
well.
Tommy
we
want
to
want
to
ask
you:
bps
has
been
at
the
table
for
both
of
these
movements,
the
recovery
movement
and
the
success
Boston
Cooper
movement.
You
said
in
your
opening
comments
that
it's
rare
for
school
systems
to
be
at
the
table
and
collective
impact
movement.
Tell
me
why
you
think
it's
important
for
them
to
be
there
and
help
me
understand
what
some
of
the
tensions
might
be.
C
You
and
I
talked
a
little
bit
earlier
and
what
I
raised
with
you
is
that
school
systems
are
oftentimes
the
object
of
the
critique
and
of
the
change
that
other
stakeholders
want
to
see,
and
it's
not
a
comfortable
position
for
district
leaders
oftentimes.
But
you
have
a
deep
value
for
being
at
the
table.
Tell
us
a
little
bit
more
about
that.
H
Appreciate
that
that
question,
Peter
orientation,
most
traditional
school
systems,
is,
let's
get
our
young
people
that
graduate
from
high
school
right.
So
you
hear
the
hundred
percent
graduation.
That
is
our
goal.
We
hear
that
ads
goal
for
most
school
systems.
Well,
I
could
get
a
hundred
percent
graduation
in
Boston
Public
Schools,
if
I
lower
the
graduation
requirements
is
such
a
low
level
that
every
graduate
that
doesn't
solving
problems.
H
I,
really
think
that,
though
our
North
Star
needs
to
be
guided
differently,
it
needs
to
be
about
both
college.
It
has
to
be
about
career
and
actually
has
to
be
about
life
and
I've
learned
a
lot
from
the
opportunities
movement,
and
let
me
tell
you
about
some
of
the
things
that
we're
trying
to
do
differently
in
multiple
schools
because
of
it
and
I
do
I,
don't
say
problems
only
handle
the
situations.
A
lot
of
school
districts
are
seeing
that
work.
The
important
are
I
want
to
talk
about,
is
very
different
in
three
different
buckets.
H
I
want
to
talk
about
the
academic
work
and
the
structural
work,
we're
trying
to
do
in
Boston,
Public
Schools
to
talk
about
the
work,
we're
doing
around
discipline
and
then
the
last
bucket
is
around
that
career
pathway.
Let
me
start
with
academics.
Our
instructional
work
within
the
school
system
is
guided
by
ensuring
that
there
is
a
rigor
and
there
was
an
academic
rigor
in
every
single
classroom.
It
needs
to
be
guided
by
values
associate
with
social
emotional
competencies.
H
We
need
to
make
sure
our
young
people
are
developing
social
awareness
ability
to
build
the
relationships
and
those
cell
skills.
I.
Think
everybody
in
this
room
is
quite
aware
of
a
lot
of
things
about
our
instructional
program
that
isn't.
Wiley
has
talked
about
nationally
something
Gulf,
culturally
linguistically
sustaining
practice.
Rc
LSP
work.
H
What
is
culturally
and
linguistically
sustained
practices
if
deep
believe
that
every
single
young
person
has
strengths
and
applicant
leap
into
the
table
that
nobody
is
a
bridge
Todd
Rose
talks
about
end
of
a
great
yes,
we
gotta
get
rid
of
this
notion
that
there
is
an
average
talk.
Every
single
travel
come
into
a
classroom
and
be
able
to
bring
something
you
contribute
something
to
it.
This
is
the
first
or
to
me.
I
was
an
immigrant
to
this
country.
When
I
came
to
the
country
I
remember,
my
identity
was
dismantled.
H
The
first
day
I
stepped
into
a
public
school.
There
was
the
public
school
system
America
that
dismantle
my
identity,
my
abilities
in
different
languages,
I
lost
my
identity
as
a
Taiwanese
person,
and
so
we
see
this
all
the
time
our
young
people
come
from
rich
cultures
and
histories
of
resilience,
but
we
dismantle
that
like
when
they
come
to
school.
Our
instruction
program
is
a
guided
weapons,
value,
academic,
rigor,
SEL
work
and
then
our
culturally
linguistically
to
same
work.
So
we
want
to
reinvent
what
you
look
like
in
school.
The
second
thing
is
around
discipline.
H
We
need
to
make
sure
every
classroom
every
school
is
safe
and
welcoming
to
every
single
one
of
our
children.
We
need
to
make
sure
we
help
tiered
systems
and
support,
especially
dealing
with
some
of
the
challenges
our
young
people
are
bringing
into
our
school,
but
we
have
to
make
sure
those
support
systems
are
place
and
when
those
support
systems
are
not
in
place,
that's
when
we
could
go
out
without
problems.
H
I
talked
about
this
starts
off
with
a
child
out,
bring
a
pencil
to
classrooms
and
that
lack
of
a
pencil
escalates
into
a
defiance
issue
turns
out
into
a
violence
issue.
Then
a
kid
gets
kicked
out
and
we
see
that
sort
of
pattern
all
the
time
and
we
so
we
got
to
make
sure
we
have
that
sort
of
all
those
systems
in
place
to
make
sure
that
doesn't
happen
and
that's.
The
last
thing
is
around
clear
pathway.
Work
we're
in
the
midst
of
doing
some
massive
redesign
of
our
high
school
programs.
H
H
What
smart,
young
people
are
learning
in
class
or
doing
class
to
people
relevant
of
rigorous
and
relevant.
So
in
we're
in
this
of
redesigning
two
of
our
high
schools,
more
of
a
high
school
will
be,
disciples
of
high
school
degree
will
be
using
a
linked
learning
model.
Those
from
calculated
six
are
some
people
from
California.
H
Our
other
high
school
will
be
around
business
and
finance
like
really
excited
about,
have
redesign
high
schools
with
this
framework.
But
this
work
is
hard
trying
a
training
orientation
of
the
school
system
contest
graduations.
The
calls
career
in
life
is
not
easy.
We
have
to
deal
with
some
bias
work
and
we've
been
doing
that
and
it
is
about
redesigning
curriculum
and
that
we
know
in
a
system
like
Boston
work
which
has
leverage
that
autonomy
as
a
theory
of
change.
It
is
hard
to
change
Creek
and
bring
everybody
to
the
table
on
it.
H
And
last
thing:
it
is
it's
not
one-on-one
organizing
work
as
a
superintendent
I
want
to
know
every
child.
That's
expelled
from
bps
I
need
to
understand
every
single
case,
because
our
executive
team
needs
to
understand
that
on
this
issue.
So
we
could
have
those
sort
of
courageous,
one-on-one,
coaching
conversations
with
principals
and
teachers
to
make
sure
that
this
work
doesn't
we
dismantled
the
school
to
Prison
Pipeline
work.
So
it's
hard,
it's
courageous
work.
It's
it's
a
heart
and
mind
work
right
and
mine
would
let
the
other
way
we.