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From YouTube: BPS Superintendent Search Committee Meeting 3-29-2022
Description
BPS Superintendent Search Committee Meeting 3-29-2022
A
A
A
C
D
A
A
S-U-P-T
dash
search,
the
committee
is
pleased
to
to
be
offering
live.
Simultaneous
interpretation
in
spanish,
portuguese,
haitian
creole,
kabul,
verdiano,
cantonese
mandarin,
vietnamese,
somali
french
and
american
sign
language,
and
after
our
interpreters
are
done,
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
or
the
globe
at
the
bottom
of
your
screen.
A
G
A
A
I
would
like
to
remind
everyone
myself
included
to
please
speak
at
a
slower
pace
to
assist
our
interpreters.
Thank
you.
Now
we
will
now
move
on
to
the
approval
of
minutes,
and
at
this
time
I
will
entertain
a
motion
to
approve
the
minutes
of
the
march
twenty
second
two
2022
meeting
as
presented
so
moved.
C
F
A
A
B
Thank
you,
mr
the
public
comment
period
for
today's
meeting
will
be
15
minutes
in
total.
Each
person
will
have
two
minutes
to
speak,
and
I
would
remind
you,
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
few
minutes.
Please
click
the
virtual
hand.
If
you
wish
to
speak,
I
will
call
on
speakers
in
the
order
in
which
hands
are
raised
when
you
cut,
when
I
call
your
name,
please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
A
K
Start
the
video
I
apologize,
I'm
technologically
challenged
as
people
know.
I
would
thank
you
for
allowing
me
to
talk.
I
would
urge
the
search
committee
to
continue
to
rank
elimination
of
opportunity
and
achievement
gaps
as
the
number
one
priority
for
the
district
and
the
number
on
priority
in
your
job
description
and
the
number
one
priority
that
you
communicate
to
candidates
for
superintendent,
showing
the
commitment
of
the
district
to
this
crucial
goal.
We
don't
want.
It's
been
the
priority
top
priority
for
the
strategic
vision
of
2020
to
2025..
K
It
was
a
top
priority
in
the
last
job
description
and,
as
I
said,
I
don't
think
there
should
be
any
retreat
if
you
are
using
the
last
job
description,
as
some
people
have
said
as
the
basis
for
your
definition
of
what
we
want
in
the
future.
I
would
just
consider
strengthening
a
couple
of
things.
When
we
talk
about
the
diversity
of
teachers,
I
would
emphasize
that
we
want
language
diversity
as
well
as
ethnic
and
racial
diversity.
K
Secondly,
as
a
member
of
the
ell
task
force,
I
know
you've
received
our
recommendation,
but
I
think
it's
crucial
that
access
to
native
language
and
the
shift
from
english
immersion
to
access
to
native
language
and
native
language
literacy
is
a
crucial
new
goal
that
the
school
committee
has
set
and
should
be
included
in
the
objectives
for
any
candidate
that
you
talk
to.
And
finally,
I
would
just
emphasize
implementation,
we've
seen
so
many
plans
in
boston
and
that
have
not
been
implemented.
K
L
Hi,
thank
you
again
for
the
opportunity
for
public
comment
tonight.
My
name
is
courtney.
Philly
carp,
I
am
a
parent
of
a
child
at
the
henderson
inclusion
school
and
I'm
here
tonight
just
kind
of
picking
up
on
the
previous
commenter's
last
point.
I
appear
before
this
body
to
make
comment
one
of
the
first
meetings
to
echo
exactly
that
point
about
the
need,
not
just
for
implementation
of
ideas.
L
My
prior
public
comments
was
when
the
survey
was
issued
regarding
the
potential
aspects
of
the
job
description
for
the
superintendent.
I
was
extremely
dismayed,
disappointed
and,
frankly,
somewhat
surprised
to
see
not
a
single
question
relevant
to
the
experience
of
special
education
as
you're
aware
in
the
most
recent
data,
which
I
believe
is
school
year,
2020.
L
B
M
M
M
B
N
B
A
You
great
thank
you
very
much
for
your
help
and
thank
you
to
folks
who've
offered
comments
in
the
next
portion.
I
would
like
to
give
folks
a
brief
update
on
on
progress
in
terms
of
our
process
and
then
in
the
context
of
that
maybe
discuss
one
one
item
that
had
come
up
during
our
last
discussion
as
a
search
committee
and
and
offer
some
progress
in
that
area
in
terms
of
the
rfp
for
superintendent
search
firm.
They
were
due,
as
you
remember,
on
march
22nd,
and
we
had
gotten
seven
rfp
submissions.
A
I
want
to
give
you
a
a
recap
of
where
we
are
in
terms
of
our
listening
sessions.
As
you
remember,
we
had
originally
planned
four
we
held
one
in
at
the
very
beginning,
and
then
we
held
one
that
was
in
the
spanish
language.
We
recently
held
a
very
recently
held
a
student
focused
session
last
thursday
march
24th.
It
was
co-hosted
by
marcus,
mcneil
and
jessica
tang.
It
was
a
wonderful
session.
A
The
students
shared
their
hopes
and
dreams
for
bps
and
chocolate
milk
that
they
really
wanted
chocolate
milk
and
we
were
so
incredibly,
they
were
very
supportive
of
one
another.
It
was
amazing,
it
was
heartwarming
and
it
was
hopeful.
It
was
a
great
session.
We
also
held
remote
community
listening
sessions
on
march
9th
and
15th.
That
was
the
first
two.
A
We
had
more
than
960
what
registrants
and
more
than
600
attendees
across
these
three
sessions.
Remember
that
we
have
one
more
general
listening
sessions
coming
up
this
saturday
from
10
to
12
p.m,
and
that
is
co-hosted
by
our
boston
city,
councilor,
julia
mahia
and
dr
pignato.
So
we're
looking
forward
to
attending
that-
and
this
is
also
a
good
time.
This
is
a
good
framework
to
update
you
on
on
a
suggestion
that
came
up
during
the
last
time.
A
A
A
O
O
A
A
Now
this
does
not
mean
that
folks
can't
come
to
a
irregular
meeting
and
speak
in
their
home
language
and
and
and
and
and
then
it
will
be
translated,
because
we
have
a
full
range
of
translators
but
some
of
the
home
language
sessions
and
will
be
conducted
and
facilitated
in
the
language
that
is
that
is
listed
here
and
we
was.
We
would
do
four
for
comments
from
my
colleagues
around
the
table.
A
G
Q
Go
ahead
just
follow
her
at
me.
Thank
you.
A
couple
of
things
questions
one.
The
the
slide
was
very
helpful
to
see
the
languages
and
the
numbers,
because
I'm
not
that
where
basically,
everything
on
your
numbers
are
too
low
to
get
to
be
able
to
hear
your
native
language
you're
only
considering
one,
but
it's
just
helpful
to
see
the
size
and
be
able
to
assess
that
too,
and
I
I
think
it's
really
important
to
give
those
opportunities.
So,
even
if
it's
two
or
three
more,
I
think
that's
a
great
thing.
Q
I
also
did
want
to
go
back
around
to
what
I
brought
up
the
last
meeting,
so
not
just
additional
languages,
but
also
even
as
a
parent
to
allow
me
to
fully
participate.
So
I
can
get
on
some
elevators
out
of
the
building.
I
work
in
if
we
could
even
move
this
meeting
to
5
15
to
6
15,
so
I
can
at
least
be
off
elevators,
because
I
don't
want
to
miss
these
important
comments
from
the
public
or
or
anything
like
that.
A
P
A
You
know
I
I
don't
you
know
I
married,
I
don't
mean
to
speak
for
you,
but
I
I
think
we,
I
think
I
think
we're
still
struggling
with
that
piece
that
we
might
be
able
to
manage
both
in
one
session.
If
we
can
get
the
translation
right,
but
there
may
be
a
preference
amongst
the
community.
I
I
think
we
probably
want
to
go
out
and
ask
I
I
I'm
I'm
a
cantonese
speaker
and
I
have
a
reasonable
facility
to
understand
mandarin.
P
D
Yeah,
I
think
just
a
quick
comment
on
this.
I
think
it's
good
that
we
are.
You
know
floating
this
idea
around,
because
I
think
it
will
definitely
open
up
another
avenue
for
accessibility,
definitely
for
more
parents,
community
members
and,
of
course,
more
students
as
well,
and
just
people
feeling
comfortable
to
come
to
our
meetings,
especially
if
it's
in
their
home
language,
so
yeah.
Definitely
a
good
avenue
for
more
accessibility.
A
R
Q
A
I
am
I
I
have
to
make
my
apologies.
I
have
a
time
certain
at
six,
but
let's
see
if
we
can
get
it
done.
Okay,
let's
see
we'll
get
there.
Okay
and-
and
I
may
ask
my
my
co-chairs
to
help
me
if
we
really
do
need
to
go
beyond
that,
but
I
let's,
let's
let's
shoot
for
six-
we
I
think
we
might
be
able
to
do
it.
Roxy.
The
clarified
question.
Q
That
was
asked
me
recently
that
I
did
not
have
the
answer
for
so
I'm
bringing
it
to
the
group.
You
know
it
was
really
about
the.
As
far
as
the
comments,
the
videos,
the
texts,
the
emails
and
all
that
that
are
supposed
to
help
form
this
draft
of
a
job
description.
The
question
is
that
when
is
the
cutoff
period,
so
a
meaning
that
is
there
a
date
where
it
will,
they
will
stop
being
accepted
okay.
So
some
of
the
questions
are
directly
related
to
the
job
description.
L
A
A
A
The
questions
for
both
our
first
level
interview
and
the
final
interview
that
happens
in
the
search
committee
are
formed
after
that.
However,
we
want
to
be
very
careful
that
our
questions
really
come
off
of
the
major
themes
of
the
job
description.
So
there's
continuity
right
in
in
what
we
ask
for
and
what
we
ask
questions
about
of
the
candidate.
A
It
does
not
mean
that
those
that
you
can't
have
additional
content,
because
there
will
be
two
interviews
with
us
and
then
the
the
public
interview
with
the
school
committee
right
and
then
there's
public
interactions
during
that
interview
period
with
the
school
committee
as
well.
So
there
are
multiple
time
frames
right
in
order
to
get
in
the
content
that
that
you
believe
to
be
important.
Does
that
help.
Q
It
helps
but
I'll
be
honest.
What
I
hear-
and
maybe
I'm
synthesizing
too
quickly
is
april.
6
is
where
the
majority
of
those
videos
and
any
comments
would
be
able
to
really
have
the
the
largest
impact,
because
after
that
date,
basically
you're
going
with
themes
that
have
followed
from
before
that.
So
you
know
what
I
mean:
yeah.
A
A
A
So
so
it's
not
like
we
take
all
the
stuff
and
chuck
them
out
and
say:
oh
you
know,
that's
all
done
all
of
this
is
cumulative
and
it
continues
to
inform
and
iterate
and
that's
why
that's
why
I
was
not
particularly
worried
about
the
fact
that
yeah,
you
know
maybe
we'll
have
listening
sessions
after
the
six,
because
folks
are
still
listening.
Folks
are
still
processing
and
we
don't
want
to
cut
off
that.
You
know
that
processing
and
creative
timeline,
but
we
as
a
committee
I
think,
needs
to
be.
A
A
So
I'm
gonna
ask
mary
to
pull
up
to
share
screen
with
all
of
you
and
I'm
hoping
that
you
have
at
your
desk
that
list
of
major
themes
that
you
want
to
see
in
your
job
description
as
she
walked
through
the
changes
check
them
off.
If
we
didn't
touch
it,
let
us
know
what
that
is.
Okay
would
that
work
for
folks
all
right.
It
is
hard
to
group
write,
and
I
really
appreciate
all
of
you
doing
this
mary
I'd
like
you
to
go
all
the
way
to
the
end
of
the
document.
A
You
end
this
document
with
like
a
page
and
a
half
of
challenges,
so
these
challenges
are
not
gone,
but
they're
incorporated
into
the
specific
sections
of
the
job
description
so
they're
in
context
of
what
we
want,
some
of
the
things
that
we
have
done,
but
then
things
that
are
left
to
do
right.
So
so
it's
a
more
organic
look,
so
I
just
wanted
to
get
that
framework
out
there.
So,
let's
see.
S
A
Okay,
why
don't
you
that
that's
a
possibility,
maybe
see
how
this
strikes
you?
Let
us
walk
through
the
documents
and
see
if
they're
prioritized
in
the
right
way
as
you
go
through
the
documents.
That's
part
of
our
goal
right
is
to
pull
these
in
back
into
the
body
of
the
document,
so
they
appear
as
the
things
that
are
requirements
it
may.
It
may
probably
have
to
achieve
what
you're
looking
for
so,
would
you
sort
of
hang
on
to
that
and
and
and
check
us
to
see
if
we
get
there.
A
A
A
I
will
put
my
glasses
back
on
so
so
a
push
for
a
a
holistic
leader
who
who
can
touch
everything
from
policy
to
programs,
to
practices
and
having
experience
and
and
understanding
understanding
reform
and
then
the
piece
on
the
cultivation
of
organizational
culture
and
then
in
that
element
is
also
the
educational
outcome
and
eliminating
opportunity
and
achievement
gaps.
And
we
had
just
heard
that
actually
earlier
in
public
comments,
we
wanted
to
be
sure.
R
C
A
R
A
Mary
is
our
a
wonderful
scribe
tonight
and
so
she's
taking
notes
as
we
go
mary,
why
don't
you
go?
Thank
you
carlene,
let's,
let's,
let's,
let's
move
on
and
and
also
as
we
go
through,
because
there
are
a
number
of
changes.
You
may
see
what
you
want
to
hear
echoing
throughout
the
document,
so
hopefully
that
that
will
help
as
well
all
right.
So
we
went
through
the
elimination
of
the
opportunity
and
attainment
gap
and
with
the
suggestion
of
focusing
on
implementation
of
current
plans.
Q
Q
Apologies-
and
I
know
you
want
to
get
through
the
green
in
the
changes
and
it's
going
to
take
time
to
digest
it,
seeing
the
changes
for
the
first
time
to
be
honest
with
you,
but
one
of
the
things
that
struck
me
and
I'm
see
I'm
going
back
to
the
very
top.
So
I
must
process
a
little
bit
slower
because
I
need
the
very
top
again.
Q
Really
it's
about
those
groups
that
are
in
that
gap
area
that
need
to
change.
But
one
thing
that
I
remember
when
I
was
first
reading
through
it
that
stood
out
to
me
is
even
in
that
first
bullet
point,
because
I
know
it
does
say
like
a
culturally
diverse
and
for
me,
because
I
think
it's
so
important
for
that.
First
bullet
point
honestly,
and
from
what
we've
heard
from
what
the
students
from
the
families
and
educators
too,
I
really
think
that
needs
to
go
beyond
culturally.
Q
I
would
like
to
see
language
in
there
talking
about
not
just
culturally
but
racially
linguistically
and
neurodiverse,
to
be
clear.
What
type
of
large
urban
district
and
the
diversities
that
go
there
are
part
of
culture,
but
also
go
into
other
other
multiple
cultures
that
this
district
strongly
represents.
Would
you.
A
Do
me
a
favor
roxy:
would
you
either
jot?
Would
you
would
your
job
vary
a
note
with
that
language
or
put
it
in
chat,
so
we
can
capture
it
for
you,
okay,
thank
you.
Okay,
all
right,
all
right,
let's,
let's,
let's
go
back
to
where
we
were
before.
Thank
you
both
of
you
for
for
the
framing
of
of
what
you
just
provided
all
right,
so
we
are
at
the
bottom
of
the
next
page.
We
have
made
changes
to
the
first
bullet
to
include
multi
there
you
go
roxy,
multilingual
learners.
A
Students
with
disabilities
are
multilingual
students
with
disabilities,
so
we
were
being
specific
there
to
ensure
that
we
don't
miss
those
in
the
next
bullet.
The
the
the
talk
about
we've
heard
multiple
times
that
social
emotional
learning
is
important
and
the
physical
development
of
the
whole
child
is
important.
So
we
made
those
changes
there.
A
The
the
next
bullet
talks
about
values
and
and
and
rely
and
reliance
on
data,
and
about
tolerance
for
risk
taking
and
the
encouragement
of
risk,
taking
the
practice
of
the
knowledgeable
about
best
practices
in
the
pre-k-12
space
and
about
transformation
and
the
expansion
of
early
childhood
and
updating
facilities.
We've
heard
that
over
and
over
again,
the
change
in
the
next
piece
also
echoes
the
last
change.
We
had
right,
including
low-income
students,
as
well
as
multi-lingual
learners.
A
R
So
yes,
so
this
is
going
pretty
fast
for
me
as
a
school
leader,
I'd
like
to
picture
the
candidate
in
front
of
me
and
look
at
the
language
of
the
work
that
you
know
the
person
would
be
doing
yeah.
So
I'm
wondering
you
know,
we
have
nine
minutes
left
what
other
opportunities
that
we
will
have
to
get
feedback,
because
I
did
edit
a
version
of
the
job
description
yup
that
has
explicit
language
from
the
opportunity
achievement
gap
policy.
A
Okay,
so
so
here's
my
suggestion
that
we
go
ahead
and
walk
through
the
rest
of
this
document
and
between
now
and
maybe
in
the
next
couple
of
days
right
before
our
next
meeting.
If
you
would
send
those
changes
to
the
co-chairs
and
to
mary
or
or
I
mean,
I
think
that
might
be
the
easiest
way
to
do
it
and
then
roxy
is
doing
the
other
possibility,
which
is
embedding
comments
in
the
in
in
the
chat
itself.
Would
that
work
for
you
curly.
T
J
T
Ideal
is
that
this
would
be
presented
to
the
school
committee
for
april
6th,
but
if
we're
saying
that
we
need
a
little
bit
more
time
to
engage
with
this,
I
think
we
can
do
that.
I
think
the
other
piece
that's
important
to
know
is:
we
are
the
subgroup.
There
is
a
subgroup
of
folks
on
on
the
search
committee
who
are
engaging
with
the
search
firms,
and
this
is
also
a
process
that
they
typically
engage
with.
T
A
Right
so
so
so
this
document
will
will
be
in
editing
form
and
input
form
right
up
to
where
you
know
where
we're
gonna
look
at
it
on
april
5th,
and
if
we
have,
if
we're
able
to
get
more
time,
that's
fine
too.
What
we
do
want
to
do,
I
think,
is
to
to
balance
wordsmithing
right
of
of
individual
and
and
the
embedding
of
concepts,
I'm
hoping
that
some
of
this
will
also
come
out
as
we
try
to
craft.
A
A
If
you
can
just
send
it
to
us-
and
you
know-
maybe
maybe
we
can
chat
to
see
how
much
farther
we
can
stretch
the
timeline
I
I
would
really
appreciate
it
appreciate
that
lorena
and
and
michael
okay,
so
shall
we
go
ahead
and
walk
through
the
rest
of
it
and
then
have
folks
send
in
changes,
and
maybe
we
can
send
back
out
a
draft
prior
to
our
next
meeting
to
see.
If
we
get
is
to
see
if
we're
close,
then
we
can.
A
A
A
And
folks
and
students,
and
that
we
wanted
to
have
under
the
last
bullet
before
the
indent,
that
we
want
some
demonstration
of
this
person's
ability
to
to
address
different
types
of
academic
challenges
facing
our
schools.
And
then
what
you
see
underneath
is
an
updating
of
the
language
to
make
to
make
sure
that
the
covet,
the
the
covet
challenges
that
are
timely
are
listed
first,
because
that
is
so
urgent
with
with
all
of
our
schools
and
all
of
our
children,
and
that
the
science
of
reading
and
access
is
part
of
that
conversation.
A
A
So
the
piece
about
building
upon
a
strong
track
record
that
hasn't
been
embedded
in
all
of
the
bullets
before
take
a
peek
to
see
if
we
deleted
something
that
you
don't
want
deleted
in
in
in
this
piece.
One
of
the
things
that
I
that
we
wanted
to
make
sure
is
that
that
the
description
is
clean
and
crisp.
A
That
repetition
is
important,
but
I
think
the
the
we
would
want
the
candidates
for
this
position
to
to
come
away
with
a
a
pretty
full
but
sharp
picture
of
the
areas
that
we're
interested
in
and
the
next
piece
about
professional
culture.
There
is
not
a
whole
lot
of
changes
in
this
section,
but
we
thought
the
motivation
I
think
is
important,
particularly
when
we
talk
a
great
deal
about
culture
and
we've.
A
We
sort
of
combined
the
first
and
second
bullet
to
make
it
a
little
bit
cleaner
and
not
just
administrators,
but
school
leaders
and
teachers
and
central
office
staff
members.
This
is
much
more
specific
to
call
attention
to
constituencies
and
employee
groups,
and
I
think
that
would
be
then
the
end
of
this
particular
document,
because
we've
taken
the
challenges
and
and
embedded
it.
A
Okay.
And
can
you
go
to
the
very
end
of
the
document
mary
and
the
and
the
last
piece
of
it
is
technical
stuff
which
I
don't
have
a
great
deal
of
knowledge
on,
but
I
I
think
it's
classification
and
in
our
don
discrimination
policy
document
that
must
be
on
on
all
of
the
standard
job
descriptions
for
all
of
the
job
categories.
A
Okay,
thank
you
roxy
for
that,
but
many
of
our
students
don't
live
with
parents,
that's
correct
and-
and
actually
I
I
had
picked
up
on
that
earlier
as
well,
so
we
need
to
try
to
find
a
more
inclusive
language.
Maybe
maybe
it
is
parents,
but
there
are
other
categories
plus
parents
right
who
are,
I
think.
Q
A
If
you
can
stop
sharing
mary,
so
I
can
see
folks
faces
I
I
know
this
is
a
hurry
up
and
go
through
it
once,
but
hopefully
between
now
and
maybe
over
the
weekend,
you
will
have
a
chance
to
look
at
this
and
annotate
it
for
us
or
send
what
you
have
right
to
ensure
that
all
of
these
pieces
are
are
included.
And
again
my
apologies
for
the
speed
and
I
really
appreciate
lorena
saying
that
you
know
we
will.
A
A
A
A
A
So
one
we
have
the
foundational
document
and
two
send
changes
you
would
like
to
marry
and
three
we
will
send
back
a
almost
final
draft
before
I'm
typing,
as
I
go
before
next
tuesday
on
tuesday.
Oh,
let's
say
that's
number
four!
So
on
tuesday,
let's
see
how
close
we
can
get
to
consensus
all
right
see
if
that
works.
A
T
D
C
I
A
Okay,
thank
you
so
much
everybody
I
I
hope
those
of
you
who
can
make
it
I'll
see
you
on
saturday
and
and
we
we
we
will.
We
will
move
this
thing
and
we
will
make
sure
we
have
consensus
moving
forward
and
you
know
just
buckle
up
for
speed.
I
I
know
that
it's
tough,
but
you
all
have
been
real
troopers
getting
through
this.
So
thank
you.
So
all
much
have
a
good
night.