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From YouTube: Boston School Committee Meeting 11-2-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
B
A
D
A
Sullivan
tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
November
2nd
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
veriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
gold
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
because
of
a
zoom
uptake,
those
that
need
ASL
interpretation
can
now
select
the
ASL
Channel
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
A
Will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
before
we
begin.
I
want
to
give
a
brief
update
about
our
agenda
due
to
ongoing
discussion
between
all
parties.
The
district
is
postponing
its
presentation
on
the
tentative
collective
bargaining
agreement
with
the
cafeteria
workers.
Until
the
next
committee
meeting
on
November
16th,
we
will
begin
with
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
October
26th
school
committee
meeting
as
presented.
Is
there
a
motion.
I
A
E
F
E
A
J
J
Both
games
were
exciting
from
start
to
finish,
with
Latin
Academy
winning
the
city
championship
in
both
sports
with
a
final
score
of
one
to
nothing,
Latin
academies,
magella,
kremen,
also
class
of
2023
was
named
Girls
Soccer
City
championships,
most
outstanding
player,
Latin
academies,
Fernando
Vargas,
again.
Class
of
2023
was
named
boys
soccer's
most
outstanding
player,
we're
incredibly
proud
of
all
of
our
scholar,
athletes
how
they
competed
and
how
they
played
with
one
another
as
peers.
J
J
J
J
Additionally,
I
was
able
to
testify
at
the
public
safety
and
criminal
justice
here
and
convened
by
Crim
by
our
city
councilors
at
large
Michael
Flaherty
and
Aaron.
Murphy
I
spoke
alongside
my
colleagues
Jody
LG
who's,
our
senior
director
of
succeed,
Boston
Dacia,
Campbell,
who's
assistant,
superintendent
for
operations,
Chief
Coakley,
chief
of
Safety
Services
and
Jillian
Kelton
who's,
our
chief
of
student
support.
J
J
J
J
J
J
I
have
immense
respect
for
the
retired
educators
of
color
who
signed
the
letter
as
I
worked
with
many
of
these
Educators
throughout
my
years
in
BPS,
and
many
of
them
were
and
are
my
mentors
when
I
was
a
principal,
an
assistant,
superintendent
and
now
a
superintendent
I
want
to
share
that.
Upon
receiving
the
letter,
I
asked
our
Legal
Office
to
retain
an
independent
investigator
who
could
look
into
the
allegations?
J
I
also
met
earlier
this
week
with
Dr
Al
Holland,
who
represented
the
group
of
Educators,
who
signed
the
letter,
along
with
attorney
Mackie
and
our
chief
of
staff,
to
have
a
further
conversation
about
the
letter
and
the
concerns
and
I
will
continue
to
update
school
committee.
As
the
investigation
proceeds,
foreign.
J
J
A
Thank
you
very
much.
I
would
so
I
want
to
I
want
to
thank
the
superintendent
for
the
report
and
thank
you
for
the
acknowledgment
I'll
now
open
it
up
to
questions
and
discussion
from
the
committee
foreign.
J
I,
just
if
I
could
I
just
wanted
to
say
that
I
abbreviated,
this
week's
report,
because
our
two
presentations
are
so
dense
to
be
able
to
allow
committee
members
full-time
for
for
the
questions
on
those
reports.
F
Yes,
thank
you
for
the
the
update
just
a
a
question
more
or
less
about
the
the
the
increase
in
community
violence
that
that
we've
seen
I
mean
if
you
could
give
a
little
bit
more,
just
shed
a
little
bit
more
about
like
what
you
all
are
planning
in
terms
of
of
Outreach
and
programming
that
you
might
be
doing
just
you
know
any
just
ideas,
because
I'm
very
curious
about
this
sure.
J
So
we
have,
we
have
some
things
that
are
short-term,
that
we
can
launch
quickly
and
then
other
things
that
are
going
to
take
planning
increasing
capacity
in
the
alternative
education
space
is
both
short-term
and
long
term.
So
we're
in
that
process.
Now,
but
a
good
example.
J
The
re-engagement
center
has
been
visiting
each
of
the
schools
at
the
high
school
level
meeting
with
students
and
giving
them
the
opportunity,
if
they're
off,
track
to
be
able
to
see
what
else
is
possible
being
able
if
they
have
questions
about
a
particular
alternative
education
or
ad
options,
explaining
what
the
programs
are,
how
they
would
access
those
programs
if
they
are
or
their
parents
are
interested
in
them,
helping
facilitate
the
application
so
really
coming
to
the
students.
J
Instead
of
expecting
students
who
are
already
struggling
to
do
something
more
themselves
and
through
that
referral
process,
we
have
some
words
of
70
students
who
have
expressed
interest
in
looking
at
other
types
of
programming,
and
so
that
to
me
is
a
very
positive
sign
because
we're
getting
students,
while
they're
still
coming
to
school,
somewhat
regularly
our
chronic
absenteeism
we're
working
with
our
supervisors
of
attendance
and
trying
to
also
coordinate
to
go
out
in
door,
knock
so
and
and
really
go
to
homes
so
that
we
can
engage
with
the
parents
and
the
students
to
figure
out
what
the
barrier
is
for
that
young
person
coming
to
school.
J
J
We
are
working
with
the
city
and
there
several
of
their
staff
to
come
in
and
hold
Circles
of
mediation
for
conflicts
that
are
known
and
then
we're
in
the
background,
beginning
to
build
out
a
peer
mediation
program
for
the
conflicts
that
we
know
will
happen
so
that
students
have
that
opportunity
to
engage
in
that
space.
F
F
Obviously,
in
the
last
few
weeks,
we've
seen
more
more
concern
and
attention
being
paid
to
sort
of
what's
happening
in
the
moment
and
how
does
communication
on
behalf
of
BPS
sort
of
break
down
or
why
on
families
notified
in
at
certain
times,
and
you
know
and
I
think
that
conversation
needs
to
happen
and
that
conversation
needs
to
happen
in
parallel
with,
let's
make
sure
that
we're
addressing
the
the
roots
of
a
lot
of
these
issues
which
can
be
rooted
in
community
violence
or
if
it
is
something
if
there
are
multiple
things
that
are
happening
as
a
result
of
schools,
then
we
need
the
programming
that
actually
supports
the
the
entirety
of
the
student
and
the
family.
F
J
Great
just
in
terms
of
the
comment
about
the
communication
piece
so,
but
one
of
the
things
that
we
are
trying
to
message
and
move
toward
is
the
consistency
of
using
email
to
get
the
information
out.
What
we
discover
is
schools
often
have
secondary
communication
systems,
and
parents
will
often
go
to
them,
and
so
schools
don't
think.
K
J
There
we
go
and
so
that
that
definitely
in
a
couple
of
the
situations
has
happened
and
it's
been
important.
We
figure
it
out
so
that
we
can
work
with
that
school
to
make
sure
they're
using
Mill
as
the
primary
phone
calls
and
then
whatever
else
they're
using,
but
to
do
it
at
the
same
time.
So
there
isn't
a
delay
I
think.
On
average,
our
Communications
Department
has
been
sending
seven
to
ten
notices
out
a
day
for
various,
let's
say
incidents.
J
They
can
range
from
a
medical
emergency
that
students
witnessed
to
activity,
say
BPD
activity
in
the
neighborhood
that
impacted
school
to
something
on
campus,
that
could
have
involved
a
physical
altercation
or,
in
the
worst
case
scenario
a
suspicion
of
a
weapon
so
commute.
Comms
has
been
really
working
hard
with
the
school
leaders
to
get
that
information
out
in
a
timely
way
to
parents
and
to
message
to
parents
the
importance
of
of
knowing
that
that
will
come
in
email
that
that
is,
that
is,
that
is
the
primary
way
to
check.
J
The
difficulty
with
the
phone
numbers
is
that
oftentimes
phone
numbers
will
change
so
keeping
up
to
date
on
the
phone
numbers
which
parents
can
do
through
Aspen
isn't
always
either
known
or
the
parent
doesn't
have
time
to
do
it,
and
so
you
end
up
with
a
breakdown.
J
I
Hi,
you
spoke
about
the
letter
that
you
received
from
a
group
of
administer
administrators
and
teachers
and
whatnot
regarding
this
red
treatment
that
they
received.
I
I
gather
that
the
letter
was
sent
to
the
school
and
it
remains
an
internal
processor.
At
this
point
or
I
have
a
couple
of
questions
regarding
this.
The
first
question
is:
is
that
letter.
I
At
this
stage
remain
an
internal
process
and
internal
internal
administrative
process,
or
has
it
been
filed
with
any
other
administrative
agency
out
there
or
or
the
court?
That's
the
first
question
part
of
that
question
is
this:
you
mentioned
that
you
are.
You
also
had
retained
a
law
firm
to
conduct
the
investigation.
I
Is
there
a
possibility
for
us
school
committee,
members
to
at
least
know
some
of
the
meat,
let's
say,
or
you
know,
I
hate
to
use
the
word
allegations,
even
though
it
is
allegations
at
this
point.
I
But
I
would
rather
call
it
a
meat
at
this
point
that
you're
dealing
with
and
that
we
we
would
have
been
somehow
apprised
of
what
they
are
in
addition
to
the
steps
that
the
law
firm
is
is
taking
on
in
dealing
with
that,
as
well
as
the
timeline
and
when
certain
kind
of
probative
decision
will
be
made
on
that
on
on
on
on
on
on
on
the
meat
of
the
complaint
and
what
are
our
roles
as
a
committee
members
in
handling
this
in
dealing
with
it?.
J
Sure
so
I'll
do
my
I'll
do
my
best
to
answer
this.
So
it
is.
The
letter
is
not
a
legal
letter.
It
was
a
letter
of
concern
that
actually
wasn't
from
about
any
one
of
those
Educators.
It
was
on
behalf
of
educators
of
color
as
a
whole.
J
In
other
words,
they
they
had
heard
situations
from
educators
of
color,
who
had
perhaps
been
investigated
or
perhaps
who
had
been
terminated
and
they
were
bringing
forth
a
concern
as
a
group
that
they
had
heard
this
over
and
over
that
they
wanted
and
felt.
An
investigation
should
happen
to
make
sure
that
there
was
not
disparate
outcome.
J
So
it's
not
a
lawsuit.
It's
not.
It
is
really
a
letter
of
concern
from
a
group
of
Educators
who
are
well
respected
within
BPS
for
this
service
over
the
years
and
so
our
protocol.
When
we
get
such
a
letter,
is
Lisa
Mackey,
our
attorney
will
often
assign
an
investigator.
J
We
felt
it
was
important
to
have
an
external
investigator
who
happens
to
be
an
attorney
for
this
particular
situation,
so
were
it
to
become
a
lawsuit
or
to
become
legal,
then
there's
a
protocol
in
which
attorney
Mackie
would
apprise
school
committee
of
that.
But
at
this
point
it
is
literally
just
a
letter
to
State
their
concern
in
the
aggregate,
as
a
group.
I
So
in
that
letter
just
follow
I'm,
sorry
very
quickly.
In
that
letter
the
allegations
are
set
forth,
just
a
a
a
a
a
number
of
of
allegations
with
what
were
there.
Any
kind
of
evidence
raised
in
that
aside
from
the
fact
that
this
teacher
that
teacher
that
this
administrator,
that
administrator
was
was
treated
differently
in
terms
of
termination,
No,
No.
L
J
Of
color
and
and
confusion
on
the
process
that
we
used
for
investigating
and
hearing
and
those
those
are
really
the
two
things
that
we
have
the
investigator
pursuing.
So
as
part
of
that
she,
you
know,
she
will
look
through.
You
know
from
I
think
the
it's
it's
basically
the
last
three
years
is
the
time
frame.
So
we'll
look
over
the
last
three
years
to
see
it.
You
know
if,
in
fact,
the
data
shows
a
pattern.
J
You
know
I'm
sure
as
part
of
interviewing
will
ask
the
questions
about
how
people
experienced
the
process
to
see,
if
there's
recommendations
for
us
on
how
to
make
the
the
process
more
transparent
or
understandable.
In
addition
to,
obviously,
if
there
is
disparate
outcome
in
the
day
data,
what
we
intend
to
do
about
that
so
right
now,
it's
at
a
very
high
level,
but
with
the
investigator
okay.
I
Just
last
comment:
even
what
you
have
just
explained
to
me:
I
personally
applaud
your
you
know
your
proactive
and
judicious
interaction
in
dealing
with
this
model.
Thank
you.
Thank.
G
I
have
a
follow-up
on
this
too,
and
I
I
want
to
Echo
my
fellow
member
who
applaud
you
just
on
I'm
trying
to
move
swiftly
here
and
the
I've
seen
the
letter
only
because
it's
you
know
it
was
emailed
to
us,
but
also
now
it's
been
in
the
press,
and
so
you
know
there
was
one
specific
thing
that
I'm
I'm
sort
of
curious
about
where
you
stand
and
I
think
this
is
different
than
a
review
of
the
data
to
see
patterns
that
may
show
bias,
either
explicit
or
implicit
and
so
and
the
part
that
sort
of
came
up
in
the
letter
that
I'm
curious
about
is
it's
reference
that
the
the
hearing
officer
for
these
investigatory
meetings
are.
G
This
is
the
same
person
who
investigates
and
then
also
reports
on
the
case
and
is
it
so
I
think
they
were
talking
about
sort
of
bias
in
the
initiation
of
these
investigatory
meetings,
but
also
a
bias
in
the
process
that
sort
of
takes
away
due
process,
because
it's
the
same
person
investigating
and
then
also
report
or
sort
of
presenting
and
then
deciding
and
I'm
curious.
You
know
forget
the
data
just
in
terms
of
a
process:
that's
Equitable
and
fair.
What
are
your
thoughts
about
how
it
currently
exists,
structure.
J
Sure
so
we
did
clear
I
appreciate
that
question,
so
we
did
clarify
with
attorney
Mackey
that
there
is
never
a
situation
in
which
the
investigator
is
the
hearing
officer.
There's
two
parts
to
the
process
is
the
investigation
and
then
there's
a
hearing
and
I.
Think
part
of
it
was
in
communication
of
situations
that
people
were
communicating
back.
They
there
was
a
lack
of
clarity
that
they
were
actually
talking
about
the
investigatory
meeting
and
not
the
hearing.
J
So
we
were
able
by
meeting
because,
as
you
know,
meeting
does
help
to
clarify
because
you're
in
you
know
you
can
talk
through,
we
were
able
to
clarify
that
piece.
That
said
it
it.
You
know
one
of
the
things
we
talked
about,
that
we
would
make
sure
the
investigator
also
found
a
way
to
look
at
was
people's
understanding
of
the
process
right,
because
perception
can
be
equally
a
problem
as
much
as
the
actual
reality.
J
So
people's
understanding
of
their
right
investigatory,
their
right
in
a
hearing
is
equally
important,
and
so
that
was
the
other
piece
that
we
I
I
spoke
through
with
Dr
Holland.
As
we
talk
through
this
that
we
would
ask
investigator
to
give
us
some
recommendation
on
if
it
seemed
that
there
was
a
true
lack
of
clarity
in
these
situations,
of
people's
understanding
or
of
their
I
guess
attorney.
So.
G
Yeah
that
makes
sense.
Thank
you
for
that
and
again,
thank
you
for
your
for
your
leadership
here
and
and
and
moving
to
see
where
the
problem
lies.
My
second
question
is
around
Transportation.
You
know
over
the
last
week
we
obviously
as
school
committee
members,
get
questions
all
the
time
and
emails.
I
sometimes
reply
to
folks
and
just
say,
like
I'm
hearing
what
you're
saying
but
I'm,
not
replying.
You
know,
because
I'm
we're
gonna
figure
this
out
and
make
sure
that
the
the
team
at
BPS
gets
them.
A
response.
G
I
have
always
noticed
in
any
of
the
the
emails
that
escalate
to
us
around
transportation
that
someone
from
the
team
responds
and
says
we're
going
to
get
in
touch
with
you
to
deal
with
this
one-on-one.
But
one
sort
of
stood
out
to
me
and
I
don't
want
to
reference
the
case
too
much,
but
it
was
a
young
person
who
the
family
had
identified,
that
the
the
student
with
special
needs
had
missed
10
days
of
school
as
a
result
of
of
a
school
bus
not
coming
and
I'm
curious.
G
You
know
we
keep
talk
every
week,
we're
talking
about
sort
of
an
update
on
Transportation,
but
also
the
solutions
that
families
have
when
their
school
bus
doesn't
arrive,
including
an
expedited
process
to
reimburse
for
expenses
incurred
and
so
I'm
curious.
We
talked
about
sort
of
big
picture
last
week,
right
like
this
possible
partnership
with
Lyft
as
a
way
to
move
this
forward,
but
I'm
curious.
If
there
are
any
in
the
short
term,
are
there
any
solutions
that
we're
driving
forward
while
we're
still
trying
to
accelerate
on
time
classes.
J
Of
course,
I
actually
I
see
men.
I
have
myself
to
be
able
to
see
these
issues
as
well
right
to
be
able
to
see.
Trend
I
know
that
Lisa
Mack
is
on
so
she
can
update
on
the
partnership,
but
in
these
cases
we're
making
sure
that
the
reimbursement
can
be
escalated
and
kind
of
rapidly
done.
J
Lisa
I,
don't
know
if
you
want
to
just
if
you're
able
to
do
a
quick
update
on,
because
we
are
pushing
forward
this
very
quickly
and
I.
Think
our
timeline
is
by
by
Thanksgiving,
was
the
last
update
I
thought
I
received
to
try
to
get
the
lift
partnership,
because
then
that
takes
the
reimbursement
piece
sort
of
out
of
the
picture.
J
The
other
thing
I
would
say
is
that
in
the
case
that
a
student
has
missed
time,
we
rapidly
are
putting
the
compensatory
service
along
with
transportation
in
place,
doesn't
solve
the
original
issue
or
the
fact
the
student
missed
the
days.
But
that
is
the
follow-up
piece,
as
we
continue
to
move
through
rapidly
being
able
to
to
get
the
the
transportation
piece
nailed
down
foreign.
N
Sure,
good
evening,
chair
members
of
the
school
committee,
superintendent,
Skipper,
apologies
for
being
in
my
car
I
am
on
my
way
back
to
to
bowling
from
the
procession.
The
vice
president's
profession
has
has
created
a
little
bit
of
a
log
Jam,
so
we
are
moving
forward
with
the
lift
agreement.
We
are
moving
getting
all
of
our
contracts.
Together,
we
met
again
with
Lyft.
N
Our
I.T
people
are
looking
at
everything
to
hopefully
onboard
that
really
quickly,
with
respect
to
reimbursement,
I
met
with
the
auditing
office,
the
CFO
of
BPS
and
several
other
financial
and
auditing
folks
to
see
how
we
could
expedite
the
process
and
through
the
troubleshooting
I
think
where
we
identified
part
of
the
delay
in
the
process
is
the
notification
of
eligibility
for
transportation,
because
once
the
once
a
family
member
fills
out
the
reimbursement
form,
it
is
a
pretty
quick
process
from
my
understanding,
so
the
form
has
to
be
completed.
N
You
know
fully
otherwise
it'll
get
kicked
back,
but
once
the
parent
does
it
or
Guardian
it
is
about
a
one
to
two
week:
reimbursement
versus
I've
been
hearing
six
weeks,
but
that's
it's
not
actually
a
six-week
process
for
the
city
to
to
issue
the
the
reimbursement.
It's
it's
wherever
the
delay
is
falling.
N
I
think
it's
in
the
communication
process
with
with
the
parent
or
guardian,
and
so
that
much
time
is,
is
moving
forward
and
I
know
that
Lauren
has
issued
a
memo
to
to
the
special
ed
Department
regarding
notifying
parents
of
their
eligibility
for
reimbursement
to
hopefully
that
kind
of
bridges.
Some
of
the
delay
there.
G
Thank
you
I'm
happy
to
see
that
this
piece
of
the
puzzle
is
being
addressed,
but
also
that
we're
thinking
about
Solutions
and
I'm
excited
to
learn
more
about
what
the
lift
partnership
means
for
families
and
and
just
another
option
that
they
have.
If
they're
experiencing
delays.
O
P
We
are
no,
unfortunately,
that
there's
a
generalized
violence
going
on
and
that
forces
us
to
think
about
strategies
and
techniques
to
address.
This
is.
O
P
My
question
is:
how
is
the
district
planning
with
school
leaders
to
deal
with
this,
and
how
can
we
explain
to
our
children
what's
going
on.
J
Us
through
your
chair,
thank
you
very
much.
J
Miss
Morocco,
Garcia,
so
I
think
this
is
a
complex
issue,
because
there's
much
going
on
that
impacts
our
students
outside
of
school,
that
then
the
students
come
into
school
with
it
simple
things
such
as
social
media,
fighting
altercations
on
social
media,
but
then,
the
next
day
the
students
want
to
physically
fight
our
students
have
lost
some
of
the
tools
of
how
to
talk
with
each
other
and
how
to
solve
conflict
in
a
verbal
way,
and
so
just
as
important
as
re-teaching
academic
skill
is
US,
reteaching
them
how
to
be
together
in
relationship
and
work
through
things
most
of
the
violence
we
see
of
students
fighting
or
at
the
start
of
school,
we
had
the
the
Burke
and
the
gun
piece
was,
was
conflict
over
things
like
relationships
or
conflict
over
somebody
called
somebody
something
on
social
media.
J
The
city
will
be
having
some
of
its
staff,
who
are
trained,
come
in
and
offer
circles
for
young
people
who
have
known
conflict
to
talk
through
it
together.
That's
just
one
example
of
something
that
should
happen
to
help
reduce
the
emotion
and
and
the
violence.
The
issue
of
weapons
on
the
street
and
accessibility
is
very
real.
It's
real!
As
a
city
when
I
went
to
the
council
for
great
City
schools
and
I
talked
to
other
Urban
superintendents
across
the
board.
They
said
the
same
thing,
there's
too
many
weapons
that
younger
students
can
access.
J
J
J
It's
a
problem
because
students
will
students
are
always
on
social
media
and
they
will
often
post
things
on
social
media
that
cause
argument
cause
conflict
embarrass
are
not
appropriate,
they
have
they
during
the
pandemic.
I
think
some
of
the
boundaries
of
using
technology
got
lost,
and
so
one
thing
parents
can
do
is
to
really
look
at
what
their
students
are
doing
using
technology
who
are
their
friends?
How
are
they
interacting?
Do
they
see
healthy
things?
Q
R
Thank
you,
madam
chair,
just
real
quickly,
superintendent
following
along
that
thought,
because
this
is
an
important
topic
right
and
I
appreciate
what
the
district
is
trying
to
do.
But
could
you
enlighten
me
or
us
as
well
of
how
you
see
the
district
fitting
in
more
on
a
city
solution?
I
know
the
mayor
has
talked
about
a
children's
cabinet.
You
know
the
proverbial
expression.
It
takes
a
village.
You
talked
about
faith-based,
you
know
how
do
we
involve
the
community?
The
the
Community
Center
is
more
of
the
Boys
and
Girls
Club
the.
Why
Etc?
R
How
do
we?
How
do
we
help?
Because
this
I
agree
completely
and
I've
heard
this
from
a
number
of
folks
about
for
our
students?
It's
about
the
social
skills
not
having
had
those
two
years
of
development
on
social
skills
are
just
as
important.
So
a
help
me
out
with
what
you're
thinking
is
of
how
Boston
Public
Schools
fits
in
the
bigger
picture
and
then
separately.
You
mentioned
about
phones
and
I.
You
know
going
out
and
visiting
schools
of
I
know
several
of
our
schools
do
not
allow
our
students
to
use
their
phone
during
the
day.
R
They
do
put
them
in
sealable
packages,
so
the
students
can
have
them
with
them,
because
it
is
literally
we
all
freak
out
if
our
phone
is
not
within
hand.
Reach
right,
I
mean
I,
shut,
mine
off
doing
school
committee
meetings
and
it's
weird
not
to
have
it.
But
how
do
you
you
know?
Is
this
something
you
think
of
the
schools
may
be
doing
as
well
and
as
that
part
of
the
piece.
J
Yeah
so
I
think
you
know
again,
I,
don't
think.
There's
one
strategy,
I
think
it's
going
to
be
a
lot,
but
for
the
first
question,
I
think
you
know
we
are
an
ecosystem
in
the
city,
and
you
know
one
of
the
things
we
know
is
there's
during
school
time
and
then
there's
all
the
time
after
right,
which
is
80
of
students.
Waking
time
and
you
know,
and
so
for
us
to
look
with
non-profits
community-based
organizations
like
Boston
and
Beyond.
Does
this?
J
What
are
the
ways
we
can
expand
with
the
city
opportunities
for
healthy
engagement
for
students
in
the
hours
after
school,
in
the
early
evenings,
on
the
weekends
and
in
the
summer
and
I?
Think
it's
going
to
take
that
kind
of
just
everybody
all
in
on
this
thinking
out
of
the
box.
Some
of
these
might
be
ones
we
can
support
fiscally.
J
We
can
also
support
programmatically
or,
in
space
same
with
the
city
being
able
to
look
across
the
city
to
some
of
the
organizations
are
talking
about
the
Boys
and
Girls
Clubs,
the
YMCAs,
the
boxing
clubs,
the
you
know
the
the
clubhouses
and
really
start
to
kind
of
think
about.
How
can
we
have
a
full
press
for
our
kids
so
that
they
have
lots
of
healthy
choices
as
a
young
person
and
I
think
what
I've
heard
the
city
say?
J
J
This
is
where
we
need
to
open
that
dialogue
with
our
families
to
figure
out
what
they
need
so
that
they
can
be
in
the
safest
place
possible,
which
is
in
our
schools
during
school
in
the
after
school
activities
Etc.
So
that
is
going
to
be
a
big
piece
of
work
as
we
work
through
it
almost
like
we
do
in
the
summer.
In
the
summer,
everyone
comes
together,
so
we
have
a
big
plan
cohesively
for
our
students.
Boston
and
Beyond
is
one
of
the
conveners.
We
know
it
works.
J
We
know
the
young
people
that
participate
go
on
and
in
the
school
year
they
have
much
less
transitional
issues
they
they
achieve
at
higher
levels.
We
need
to
have
that
same
focus
in
the
in
the
nine
months
of
school,
in
the
nine
and
a
half
months
of
school,
we
can't
see
that
time
is
any
less
important
than
what
happens
in
the
summer.
J
So
that's
going
to
be
that's
going
to
be
the
work
in
terms
of
the
phones.
I
think
these
are
best
practices.
I.
Think
part
of
what
we're
talking
about
and
trying
to
get
schools
to
share
is
what's
working
for
them
relative
to
engagement.
What's
helping
them
to
keep
the
kids
focused
in
school
on
task,
you
know
less
of
the
you
know
less
of
the
non
kind
of
academic
Behavior
stuff.
J
You
know
what
are
those
strategies,
what
are
those
really
good
engagement
strategies
and
for
some
of
them
the
technology
and
the
phones
is
one
of
the
strategies.
There
are
other
schools
that
they
don't
collect.
The
phones
and
they're
still
able
to
keep
the
kids
really
focused
and
engaged
so
I
think
it
we're
working
right
now
to
kind
of
share
that
best
practice
and
the
regional
Network
model
is
a
great
way
to
do
it,
because
that's
how
we're
able
to
surface
in
our
networks
this.
L
Yes,
just
I
think
the
superintendent
really
hit
it
on
the
key.
You
know
social
media
is
really
killing
us.
It
was
killing
us
over
the
pandemic.
We
did
a
couple
of
posts,
just
really.
L
What
we
also
seeing
is
that
parents
believe
that
their
young
people
are
not
as
active
on
social
media
as
they
actually
are,
and
so
sometimes
during
some
investigations
we
found
out
when
parent
would
come
in
and
say
no,
my
daughter
doesn't
have
any
social
media,
she
doesn't
have
a
tick
tock,
she
doesn't
have
a
Twitter
and
I
have
to
rely
in
them
and
say
yes,
of
course,
she
does,
and
this
is
the
kind
of
you
know-
communication
she's
had
on
this,
so
that
that
is
a
challenge
for
us
as
well
and,
as
a
superintendent
said,
I
think
we've
engaged
in
the
last
couple
of
weeks-
superintendent,
maybe
four
or
five
large.
L
L
Last
year,
in
Partnership
between
girls,
sleeps
and
Big
Sisters,
in
which
they
dealt
with
social,
emotional
learning
and
mentoring
with
and
self-defense
physical,
social,
emotional
self-defense
between
the
two
Partnerships
never
went
down
before,
but
we've
now,
we've
sought
sought
out
grant
funding
to
extend
that
program
to
an
eight-week
program
within
two
schools
base
program.
The
base
program
Robert
Lewis,
is
over
at
the
Boys
and
Girls
Club
I
just
got
an
email
from
them
saying
that
want
to
see
about.
L
You
know
partnering
with
them
for
Boston
Public
Schools,
the
clubhouse
I
think
the
base
just
hired
a
new
executive
secretary,
an
executive,
a
CEO,
so
we're
looking
at
partnering
with
them.
So
I
think
the
way
is
really
to
create
a
wrap
around
service
of
Community
Partners.
We
sat
down
with
BPD
I
think
that's
a
very
important
piece.
You
know
to
make
sure
that
we
have
a
seamless
partnership
and
a
cohesive
partnership
with
our
law
enforcement
agencies
and
just
really
to
engage
our
young
people
I.
Think
the
superintendents.
L
You
know
notion
of
really
getting
the
youth
and
peer
mentorship,
I
think
that's
outstanding
and
I
think
we
need
to
really
engage.
Be
Sac
members
and
see
about
really
getting
that
arm
on
board,
so
we've
all
thought
out
of
the
box.
This
is
a
national
issue.
Unfortunately,
we
had
the
perfect
storm
of
you
know
the
pandemic.
You
know
and
and
just
a
whole
bunch
of
other
things,
but
now
our
kids
are
re
socializing
and
just
some
some
challenges
with
it,
but
I
have
hope
for
them.
L
A
Thank
you,
I
just
wanted
to
check
in
with
our
student
Mr
Amanda
did
you
have
comment
or
question.
H
I
wasn't
gonna,
say
anything,
but
what
I
am
but
I
guess
I'll
say
something:
I
do
agree
that
there
are
problems
with
social
media
concerning
safety
and
I,
just
also
like
to
say,
like.
H
That's
true
like
it's
sometimes
like
you
can
see
like
your
friend
having
a
good
time
or
at
a
party
or
like
something
like
that
and
like
sometimes
that's
just
kind
of
like
kind
of
fun,
and
so
I'm,
just
gonna
say
like
there's
I,
think
the
better
thing
to
address
the
social
media
problem
is
more
of
addressing
the
root
problem,
making
sure
that
there's
a
better
school
environment
that
way
people
aren't
doing
this
too.
J
I,
just
I
I
was
smiling
because
I,
you
know,
as
always,
ego
is
spot
on.
You
know.
There's
there
is
much
good
with
social
media
and
for
many
students.
Actually
social
media
is
a
really
healthy
Outlet.
It's
the
difficulty
is
when
there's
conflict
on
social
media.
It
becomes
very
hard
to
de-escalate
it
unless
you
know
of
unless
we
know
about
it,
and
we
can
offer
the
students
an
opportunity
to
come
together
so
oftentimes,
that's
what
we
sort
of
see
at
the
root
of
the
conflicts
is.
J
It
started
someplace
out
on
social
media
at
some
point
and
then
it
kind
of
spills
into
the
school,
but
I
I
do
know
that
just
like
technology
there's
so
many
appropriate
and
good
uses
for
it,
and
it
does
some
things
like
tonight.
It's
connecting
all
of
us
in
a
way
that
you
know
isn't
physical
in
letting
people
that
couldn't
necessarily
come,
be
able
to
sit
in
and
listen
and
hear
what's
happening,
but
it
had.
You
know
it
has
to
that.
We
always
have
to
be
cautious
about
intended
consequence.
J
A
Yeah,
so
superintendent
did
I
have
two
quick
questions.
I
know
we
didn't
discuss
covid
or
any
kind
of
health
update,
but
with
the
growing
concerns
around
RSV
flu
and
covid.
What
are
your
thoughts?
Where
is
the
district
moving
towards
thinking
about
masking
or
any
other
options?
J
Yeah
no,
so
thank
you
for
the
the
question
chair
and
I
will
actually
ask
Miss
Costello
because
she
is
our
resident
data
person.
When
it
comes
to
our
the
health
data.
We
we
literally
every
day,
are
going
through
the
numbers
we
meet
with
Boston
Health
we've
we've
seen
both
in
the
Wastewater
going
down
we've
seen
in
our
schools
a
real
level
off.
We
really
haven't
seen
too
much
uptick.
We
have
seen
more
to
your
point
of
things
like
the
flu
you
know
or
RSV.
J
However,
this
is
something
we're
looking
at
constantly
particularly
going
into
the
holidays,
and
you
know
we're
we
just
we
feel
like
you
know.
We
need
to
be
nimble
to
be
able
to
make
decisions,
as
the
data
comes
in,
but
right
now,
I
think
just
in
the
review
of
the
data
you
know,
we
feel
that
the
mitigations
we
have
in
place
are
the
mitigations
we
should
have.
J
T
As
the
superintendent
said,
we
have
seen
the
Wastewater
go
down
and
really
more
focused
on
you
know,
cleaning
protocols
and
other
things
like
that
as
a
result
of
RSV
and
flu
and
neurovirus,
and
some
of
those
other
infectious
diseases
that
before
covid
you
know,
people
were
used
to
responding
to
so
continuing
to
follow
the
protocols
encouraging
everybody
to
mask
and
test
testing
is
really
key.
We
do
provide
students
and
staff
with
a
weekly
test
that,
regardless
of
symptoms,
they
should
take.
J
Yeah,
it's
interesting
when
I
go
into
the
schools
and
I,
look
at
the
teacher
rooms
and
I
look
at
the
teacher
mailboxes.
You
know
we're
in
you
know
the
the
covet
era,
because
in
each
of
the
boxes,
are
the
tests
to
take
home
right
in
addition
to
their
important
announcements,
so
schools
are
definitely
following.
You
know
the
protocols
people
are
using
the
tests,
you
know
as
we
want
them
to
and
in
areas
like
long
weekends
and
things
like
that.
J
We're
supplying
additional
tasks,
because
we
think
it's
that
important
that
people
are
are
using
them
actively.
Thank.
A
You
yeah
and
the
other
quick
question
was
about
we
I
know
when
we
talk
about
chronic
absenteeism,
we're
often
talking
about
at
the
high
school
level.
What
are
we
doing
about?
What
is
the
absentee
rates
at
the
lower
levels,
particularly
kindergarten,
things
that
are
not
required,
but
are
important
as
well
as
the
Elementary
grades.
J
Yeah
so
I'm
glad
you
raised
this
so
I'm,
actually
Chief
Kelton
I'm,
going
to
ask
her
to
come
on
just
because
we're
actively
working
on
the
attendance
components,
so
just
a
a
kind
of
a
few
thoughts
on
this
you're
going
to
see
tonight
in
a
in
even
a
couple
of
accusative
that
is
very
targeted
goals,
around
absenteeism
and
chronic
absentee
and
and
using
data
to
make
sure
at
all
levels
that
we're
aware
of
what
students
are
out,
what
students
are
out
at
a
chronic
level
and
then
making
sure
that
there's
an
attendance
plan
in
place
for
students
that
all
happens
through
the
student
support
mechanism
and
the
student
support
teams.
J
So
we've
done
a
real
push
on
this
this
year.
You
know
Jillian,
coming
into
the
chief
role,
has
direct
background
in
this.
Her
work,
you
know,
particularly
in
the
last
couple
of
years,
around
school
safety
has
been
this
linkage
to
when
students
are
out.
You
know
often
unhealthy
choices,
get
made
so
we're
very
we're
fully
aware
of
it
and
it
well.
J
It
is
true
that
at
the
high
school
level,
you
tend
to
see
the
high
higher
amounts
and
that's
for
a
lot
of
reasons-
age,
16
and
plus,
whereas
if
they're,
if
a
student's
under
16
the
steps
we
can
take,
that
are
a
little
bit
more
impactful
to
to
have
the
students
come
in,
but
even
at
the
elementary
school
level
you
see
chronic
absenteeism.
J
So
we
can
get
you
the
detailed
rates.
I,
don't
I
didn't
pull
a
report
yet
this
week,
I
normally
pull
them
on
Fridays,
but
Jillian
I,
don't
know
if
you
want
to
just
speak
to
what
we're
doing
for
process.
Yeah
I.
B
Think
well
one
of
the
things
that
we're
stressing,
especially
at
the
lower
grade
levels,
especially
in
kindergarten.
That's
really
the
Gateway
right!
That's
where
we
set
the
example.
That's
where
we
start
our
relationships
with
so
many
students,
and
so
many
families
and
I
think
that's
something
you
know
through
our
office
of
attendance
or
supervisors
of
attendance
and
through
our
office
of
Social
Work
that
we're
we're
really
trying
to
wrap
around
promoting
that
relationship
with
families.
B
When
we
see
families
that
are
struggling
with
attendance
meeting
them
where
they
are,
and
also
conducting
home
visits
with
our
supervisors
of
attendance
and
also
providing
that
link
within
the
community,
making
sure
that
families
have
the
resources
that
they
need
and
also
really
educating
families
around
the
importance
of
School
attendance,
even
in
kindergarten
equating
for
them.
You
know
how
many
hours
a
week
is
missed
of
instruction
and
what
that
equals
out
to
you
know
in
among
of
how
much
school
that
their
child
has
missed.
So
it's
you
know
for
me.
B
It's
really.
You
know
I'm
trying
to
you
know,
and
then
the
entire
student
Support
Division
we're
really
trying
to
cultivate
both
education
for
families
around
the
importance
of
attendance,
but
also
creating
wraparound
services
and
a
support
model.
B
So,
like
superintendent
Skipper
said,
students
support
team
meetings
are
essential,
especially
in
the
lower
grades,
where
we
talk
through
student
concerns
and
we
involve
families
in
those
conversations
and
come
up
with
proactive
action
plans
where
we
do
where
we
are
doing
tiered
interventions,
especially
around
attendance
and
sharing
those
out
with
families
and
asking
them
to
also
bring
in
any
Community
Partners
that
they
feel
would
be
would
help
in
their
success
of
getting
their
student
to
school
every
day.
J
Yeah,
thank
you
Chief,
so
chair.
The
last
report
I
have,
which
is
10
26.
again,
I
haven't
pulled
it
yet
for
this
week,
but
just
to
give
you
a
sense
percentage.
While
it's
first
grade
was
26
for
chronic
absenteeism
and
again
this
isn't
broke
down
with
minusing
covid
or
minusing
excused
illness.
So
this
is
just
sheer
absence
right,
like
we
can
break
it
down
further,
but
to
give
you
a
sense,
so
this
would
be
the
high
water
mark.
First
grade
was
26
second
grade
22
third
grade
20.
J
J
J
A
G
More
question
that
I
didn't
get
to
in
my
last
round.
G
You
I'm
just
curious,
you
know
so
many
of
as
we're
thinking
about
the
the
increase
in
community
violence
and
the
increasing
chronic
absenteeism.
So
many
of
the
solutions
we're
talking
about
are
great
and
we
know
they
work
because
they
help
to
narrow
gaps
before
but
I'm.
G
Thinking
about
this
opportunity,
with
Esser
funds
to
innovate,
think
differently
about
how
to
move
the
needle
here
and
also
a
full
recognition
that,
like
our
kids,
are
different
after
covet
and
so
the
strategies
to
to
narrow
these
gaps
and
build
a
sense
of
belonging
for
kids
in
our
schools
has
to
look
different
and
I'm
just
curious
with
Esther
funds.
Are
there
any
Innovations
there
that
we're
thinking
about?
Particularly
as
the
problem
expands?
You
know,
I'm
a
huge
proponent
of
putting
money
into
young
people's
pockets,
work
studies,
attendance
incentives.
G
J
Yeah
so
I
appreciate
that
question
for
you,
chair,
so
I
I
think
this
is
part
of
the
strategies,
we're
formulating
I,
think
on
the
incentive
side
with
the
absenteeism
that
could
well
be
something
that
we
move
toward
I.
Think
on
the
job
side.
That's
some
place.
We
want
to
immediately
kind
of
get
to
you
know
what
we
heard
from
young
people
is,
there's
a
lot
of
jobs.
J
They
don't
always
know
how
to
connect
to
them,
and
so
that's
probably
that's
a
problem
that
we
see
that
in
the
summer,
I
think
Diego
brought
this
up
like,
like
I,
think
half
of
the
summer
draws
when
unfilled
right
initially.
So
that
tells
us
disconnection
like
there
needs
to
be
one
process
student
gets
in
it
can
can
like
actually
like,
like
apply,
get
interviewed,
get
the
job
right
done.
J
We
remove
the
barriers,
so
we
we
want
to
work
closely
in
Workforce,
particularly
for
our
older
students,
as
we
bring
them
back
to
immediately
get
them
into
a
paying
job
right,
like
that's
part
of
it,
and
can
answer
help
with
job
training.
For
some
of
the
courses.
We
might
be
able
to
be
really
creative
about
how
to
have
them
half
day
kind
of
do
their
work
and
half
they
actually
do
academic
work
as
a
way
to
get
back
on
track.
J
Yeah
we've
done
that
before
at
least
what
I
have
at
the
high
school
level
in
the
summer
and
it
works
beautifully
because
it's
incentive,
so
why
not
do
it
during
the
school
year?
So
I
think
these
are
the
kinds
of
things
we
really
want
to
kind
of
blow
up
a
little
bit
and
think
being
really
out
of
the
box
about
how
to
get
this,
particularly
this
17
to
22
year
old
population
back
who
are
in
a
situation
where
they
have
to
work
for
the
most
part,
yeah.
G
I
just
think,
there's
like
been
such
great
ideas
on
the
table
before
kovid
and
we
finally
our
resource
to
do
it,
and
so
I
just
want
to
you
know
I,
want
to
see
us
trying
these
things
out,
whether
that's
investing
in
other
organizations
to
do
the
work,
whether
it's
you
know
getting
the
money
in
their
pockets
or
to
your
point,
you
know
doing
the
work
to
connect
young
people
to
jobs
so
that
they
feel
like
we're
we're
working
for
them.
G
Thank
you
again.
Thank.
A
A
G
A
S
E
E
E
E
A
Excuse
me
Sullivan
before
we
begin
I
just
want
to
reiterate
that
to
the
public
that
we
do
follow
Robinson's
border,
particularly
with
public
comment,
and
in
our
last
meeting
there
were
several
occurrences
when
people
were
addressing
others
than
myself.
Please
remember
to
only
address
me
this
chair
during
this
meeting.
Thank
you.
U
V
U
My
name
is
Peggy
Chen
I
live
in
Chinatown,
my
my
son.
It's
a
special
knee
kids
that
goes
to
Jose
Quincy
Elementary
School,
since
the
school
begins
every
morning.
I
experience
delay
for
my
kids
transportation.
V
V
U
U
So
because
my
my
son
is
experiencing
delay
for
transportation
every
single
day
now,
my
son
does
not
want
to
go
to
school
anymore,
he
feel
very
frustrated
and
he
will
cover
he
wouldn't
get
out
of
the
bed.
He
would
cover
himself
with
the
with
a
blanket
and
then
even
the
evening
now
the
the
bus
number
has
changed
from
249
to
247.
V
U
Very
concerned
about
my
son,
because
the
delay
of
the
transportation
is
significantly
impacting
his
emotional
health.
He
cannot
catch
up,
academically
he's
lagging
in
school.
Some
of
the
transportation
are
60
minutes
behind
he's
in
the
LD
class
I'm
expecting
even
the
general
class
students
may
experience
similar
problem
if
that's
happening
to
them
as
well.
They
couldn't
catch
up
with
other
kids,
foreign.
V
U
Because
of
this
reason,
I
would
like
the
school,
commit
the
public
school
to
address
this
concern.
U
You
know,
because
of
the
reason
my
son
is
not
going
to
school
every
day,
he's
feeling
frustrated,
because
the
significant
delay
of
the
bus
so
this
morning,
particularly
I,
have
to
count
my
thumb
down
and
talk
to
him,
trying
to
sweet,
talk
him
and
tell
him.
Oh
I
will
talk
to
the
principal.
U
So
that's
how
you
know
to
kind
of
encourage
him
to
go
to
the
class
and
this
bus
27
247
bus
just
arrived.
You
know
around
6
p.m.
Today,
and
sometimes,
when
I
check
the
bus
on
the
app
the
bus
was
in
the
Charleston
I
I
completely
lost
track
of
the
bus.
So
I
would
like
this
the
public
school
to
consider
having
a
smaller
size
bus,
so
my
son
doesn't
have
to
go
around
around
the
city
and
return
back
to
the
community
every
single
day.
Thank
you.
E
W
Evening
my
name
is
John
Mudd
I'm,
a
resident
of
Cambridge
in
a
long
time
advocate
on
education
issues
in
Boston.
I
want
to
night
tonight
to
speak
a
bit
about
teacher
diversity,
Madam
chair.
Many
of
us
deeply
appreciate
the
superintendent's
reassurance
in
the
globe
this
week
that
she
is
committed
to
hiring
a
Workforce
of
Educators
who
reflect
the
racial,
cultural
and
linguistic
diversity
of
VPS
students.
W
It
would
now
be
important
to
ensure
that
this
commitment
is
Incorporated
in
future
statements
of
BPS
and
school
committee
priorities
and
future
diversity
reports
should
use
this
comparison,
in
addition
to
the
guarantee
standards
of
25,
black
and
10
percent
other
faculty,
which
are
woefully
out
of
date
in
a
system
that
is
32
percent,
black
43
Latino
and
nine
percent
Asian.
W
Unfortunately,
the
numbers
in
the
current
update
report
show
only
marginal
Improvement
in
the
percentages.
Blacks
at
23
percent
are
still
below
the
Garrity
standard
and
are
far
below
the
32
percent
black
enrollment
Latinos
at
12,
or
dramatically
below
the
43
percent
enrollment.
It's
also
important
to
look
at
the
absolute
numbers
as
well
as
percentages.
W
For
example,
the
report
shows
an
increase
of
only
70
black
teachers
over
four
years
or
about
15
or
so
per
year.
That
is
clearly
not
enough.
We
can
and
should
do
better
for
the
bilingual
Educators,
The
Accelerated
communities
or
teacher
program.
The
enrollment
is
only
six
bilingual
candidates
this
year
and
the
goal
is
to
increase
the
program
from
6
to
16
next
year.
That
is
totally
inadequate,
given
the
need
BPS
needs
to
give
priority
in
general,
the
recruiting,
hiring
and
developing
bilingual
teachers.
W
The
equity
impact
statement
accompanying
the
annual
hiring
report
says
that
the
presentation
is
not
associated
with
a
request
for
additional
funds.
Why
not
isn't
this
exactly
the
kind
of
investment
that
should
be
supported
by
Esther
funding?
There's
lack
of
a
budget
request
points
to
a
deeper
issue
about
these
kinds
of
reports.
I've
repeatedly
suggested
that
the
report
should
be
about
a
third
on
data,
a
third
on
lessons
that
can
be
drawn
from
the
data
and
the
Third
on
recommendations.
W
I
had
thought
that
this
suggestion
had
gotten
some
positive
response
from
committee
members,
but
this
report,
as
usual,
includes
no
recommendations
for
any
substantial
new
strategies
to
promote
teacher
diversity.
E
W
X
I
thought
I
was
already
I'm,
sorry
about
that.
My
name
is
Maureen
Moore
I
am
an
employee
of
the
Boston
public
schools
and
I
live
in
West
Roxbury
right
now,
I'm
here
tonight
to
talk
to
you
about
the
administrative
Guild
unit.
Although
we
don't
receive
the
same
media
coverage
entitlements
or
attention,
we
have
very
much.
These
are
the
Boston
Public
Schools.
X
We
fall
into
two
categories:
Central
based
and
school-based
workers.
Each
BPS
building
has
a
guild
member
somewhere
supporting
the
day-to-day
operations
of
the
schools
and
the
buildings.
The
following
that
I'm
going
to
read
doesn't
scratch
the
surface
of
what
we
do
every
day,
essential
based
members
of
the
people,
fixing
your
computers
processing
purchases
to
support
our
schools
and
offices,
processing
payroll,
answering
your
calls
processing
work.
What
is
supporting
resignations
and
retirement,
supporting
all
contractual
changes
and
leaves
of
absence
and
the
transportation
offices?
X
They
are
the
ones
making
sure
your
children's
IEPs
are
scheduled,
signed,
delivered
and
secured,
assuring
that
the
educational
needs
of
the
children
and
met
these
clerks
are
asked
to
cover
between
three
to
five
difference
per
week
and
this
school
year
we're
only
given
their
assignments
a
week
before
the
school
started,
instead
of
in
the
preceding
May,
leaving
them
scrambling
to
make
travel
and
child
care
Arrangements
at
the
absolute
last
minute.
Many
of
these
changes
impacted
their
work
hours
based
upon
a
new
assignments.
We
are
making
17.22
cents
an
hour.
X
Our
school
secretaries
are
the
first
base
your
children,
see
in
the
morning,
and
the
last
base
in
the
afternoon
remind
you
children
if
they
need
some
space.
When
the
bus
is
late,
we
keep
track
of
the
abbases.
We
keep
track
of
who's
pickled
or
not.
We
are
the
people
guiding
the
door
of
the
school
while
we're
doing
all
of
the
above.
We're
also
answering
the
phones,
processing,
the
payroll,
all
taking
attendance,
lending,
an
ER
ordering
supplies
making
sure
all
the
classrooms
are
covered
and
supporting
our
school
leaders.
X
We
are
the
first
line
of
defense
in
our
schools
and
we
sit
In
Harm's
Way.
Every
day
we
are
making
twenty
dollars
and
48
cents
an
hour.
We
have
a
residency
requirement
upon
hire.
Other
work
groups
do
not,
according
to
boston.com
Boston's
resident
rental
market,
has
now
outpaced
San
Francisco
as
the
second
most
expensive
city
for
renters,
most
of
our
members,
a
single
income,
households,
many
of
them
single
parent
households,
and
we
are
visiting
food
banks.
X
D
I'm
Nancy
lesson:
Jamaica
Plain,
grandmother
of
four
BPS
Elementary
School
students,
mother
of
a
BPS
educator
member
of
BPS
families
for
covid
safety,
also
known
as
famcosa
and
mascotch
health,
technical
Committee.
In
the
first
seven
weeks
of
school,
BPS
coveted
cases
are
over
500
percent
higher
than
they
were
in
the
first
seven
weeks.
Last
year,
since
last,
spring
famcosa
has
requested
a
comprehensive,
effective,
covid
safety
plan
for
the
current
school
year
that
centers
racial
equity
and
prevents
or
rapidly
contains
covid-19
transmission.
D
We
don't
believe
such
a
plan
exists,
yet
we
continue
to
have
many
unanswered
questions
and
hope
that
school
committee
can
get
and
share
answers.
A
few
of
our
questions.
We
heard
the
Boston
Public
Health
commission
recently
made
covet
safety
recommendations
to
BPS
we'd
like
to
know
what
they
were
and
which
ones
have
been
accepted.
D
The
BPS
website,
States
masking
in
schools,
is
recommended.
Our
experience
is
the
vast
majority
are
not
masking.
Last
week
when
covet
and
Wastewater
was
Rising
bps's
letter
to
families
strongly
encouraged
indoor
masking
we're
thrilled
that
covet
and
Wastewater
is
currently
decreasing,
but
know
it
can
rise
again.
What
is
BPS
doing
to
assess
the
intervention
of
going
from
recommending
to
strongly
encouraging
masking
if
this
intervention
doesn't
make
a
difference?
What
will
BPS
do
the
next
time
covet
and
Wastewater
rises
in
a
sustained,
significant
way?
D
The
BPS
website
states
that
masks
are
required
for
classroom
clusters
and
defines
cluster
as
three
or
more
cases,
BPS
states
that
it
will
communicate
clusters
to
families
only
when
three
or
more
cases
are
diagnosed
from
in-school
symptomatic
testing.
Does
this
mean
that
classroom
masking
would
not
be
required
if
there
are
multiple
cases,
but
some
are
called
in
by
parents
also?
Is
there
an
alternative
metric
for
determining
classroom
cluster
in
Upper
grades,
where
students
are
in
many
different
classrooms?
D
The
BPS
website
states
that
masks
are
required
for
school
outbreaks.
What
is
bps's
definition
of
school
outbreak
and
what
actions
will
be
taken
will
masking
be
required
after
school
breaks
such
as
Thanksgiving
and
December
holiday,
where
increased
exposures
may
happen,
what
is
BPS
doing
to
gather
more
accurate
data
about
covet
cases
and
spread
in
schools?
The
current
testing
program
is
insufficient.
Not
all
students
are
testing
weekly
and
symptomatic.
Rapid
tests
can
give
false
negative
results
from
our
conversations
with
mayoral
advisors.
We
understand
that
funding
is
not
a
barrier
to
reintroducing
pooled
PCR
testing.
D
Parental
consent
is
also
not
a
barrier
as
piece
as
BPS
has
already
gathered.
Permission
for
symptomatic
testing
will
BPS
reintroduce
weekly
pooled
PCR
testing,
at
least
in
school
outbreaks
and
community-wide
surges,
and
how
is
BPS,
guaranteeing
that
coveted
policies
and
plan
Advance
racial
equity
lesson.
C
Y
Y
You
know,
BPS
recently
wrote
about
school
facility
needs
in
the
green
New
Deal
for
BPS
quote.
We
must
face
some
hard
truths
about
the
state
of
our
facilities
from
leaky
ceilings
to
Windows
in
need
of
retrofitting.
Most
of
our
buildings
are
not
meeting
students.
Most
basic
needs.
End
quote
even
this
description.
This
is
one
of
the
most
important
advances
of
modern
buildings,
ventilation.
The
covid
pandemic
highlighted
School
building
inadequacies.
Three
quarters
of
our
schools
lack
ventilation
systems.
Y
It
took
months
to
fix
enough
Windows
to
ensure
that
one
window
would
open
in
every
classroom
and
despite
the
current
mild
conditions,
cold
weather
will
lead
to
the
same
challenges
we
previously
faced.
It
will
be
necessary
to
choose
between
freezing
temperatures
and
adequate
fresh
air
for
covet
safety
and
the
distractions
of
cold
temperatures.
Y
Open
windows
and
doors
are
necessary
in
most
BPS
buildings
to
compensate
for
apps
and
systems
that
are
designed
to
provide
outside
air,
as
required
for
all
modern
buildings.
According
to
Australian,
school
building
and
mechanical
codes
for
covid
and
all
other
aerosol
transmitted
respiratory
diseases,
flu
RSV
measles,
we
are
putting
students
and
Educators
at
risk.
Respiratory
diseases
are
even
now
filling
pediatric
hospital
beds.
Y
Ventilations
that
provide
outside
air
infiltration
is
the
most
important
institutional
prevention
step
for
covid
and
other
respiratory
diseases
outside
air
is
needed
for
learning
as
well
as
health.
You
know
we
worried
early
in
the
pandemic,
that
we
were
building
the
plane
while
we
were
flying
it.
As
chair
Robinson
stated,
we
are
already
anticipating
surges
of
covet
flu
in
RSV.
We
now
have
a
chance
to
plan
better.
Y
If
we
don't
plan,
we
won't
be
prepared
for
pool
testing
when
needed,
identification
of
clusters
and
outbreaks
and
the
appropriate
responses
attention
to
racial
equity
and
targeting
the
right
schools,
expectations
for
masking
and
plans
to
accommodate
weather
and
ventilation
needs
without
planning
and
attention
to
immediate
and
long-term
infrastructure.
We
risk
failing,
as
did
the
MBTA
I,
appreciate
the
chance
to
speak.
Thank
you.
E
C
Good
evening
my
name
is
Cheryl
Buckman
I'm,
a
parent
to
a
fourth
grade
student
at
the
Denver
I
live
in
South,
Boston
and
I'm,
a
member
of
Sam
Cosa.
Both
myself
and
my
son
suffer
from
asthma
and
a
red
genetic
blood
disorder
that
makes
it
hard
for
us
both
to
fight
off
illness
I'm
here
tonight,
due
to
the
concern
of
a
covet
in
our
VPS
Community,
as
well
as
the
other
viruses
that
linger
around,
we
need
the
mask
and
mandate
in
place
to
bring
the
surge
of
any
virus
to
a
halt.
C
C
Then
his
dad
tested
positive
with
only
mild
symptoms
and
finally,
I
tested
positive,
sending
my
long-awaited
two-year
postponement
of
spine
surgery
to
be
once
again
postponed.
This
pandemic
is
far
from
over
winter
is
fast
approaching.
What
can
BPS
do
to
ensure
that
each
member
in
the
community
is
safe?
We
can
start
by
bringing
back
the
masking
mandate
for
10
days
to
start,
then
we
can
ensure
it
after
school
breaks
to
ensure
a
huge
surge
is
prevented.
C
C
What
can
BPS
do
to
ensure
safety
for
all
Community
as
a
whole,
while
it's
simple
bring
back
the
mandate
during
a
surge
and
after
a
long
vacation
breaks
for
a
short
period
of
time,
also
reintroducing
weekly
PCR
testing
at
school,
notifying
the
school
community
in
a
timely
manner
of
an
outbreak
or
a
positive
case
at
their
child's
School,
then
masking
making
sure
their
proper
support
is
in
place
when
an
outbreak
happens.
These
are
steps.
Bps
must
take
to
into
account
to
ensure
that
safety
of
each
student
staff
and
teacher
is
safe.
I.
C
E
Z
Z
This
week
we
are
using
the
translations
that
BPS
provided
to
us
to
create
flyers
and
four
languages
and
get
them
into
our
students
backpacks
for
the
Roslindale
wide
meeting
that
was
proposed
for
November
17th.
Z
Z
Z
My
daughter's
education
I
would
really
love
to
be
focusing
my
energy
and
my
advocacy
on
things
that
are
happening
inside
the
building
and
things
that
our
teachers
need,
and
our
students
need
I
loved
running
into
my
daughter's
classroom
at
the
public
library
this
week
and
seeing
all
the
wonderful
things
that
they're
learning
I
want
to
be
able
to
volunteer
at
the
book
fair
and
have
energy
to
volunteer
at
the
Fall
Fest
I
would
love
to
just
sit
and
listen
to
the
trans
or
read
the
transcript
of
these
meetings.
Z
Z
I
really
really
hope
that
we
can
have
a
city-wide
plan
for
all
of
the
movements
and
Renovations
that
need
to
happen
in
all
of
our
schools,
not
just
in
Roslindale
and
I
appreciate
the
thoughtfulness
that
you
bring
to
all
of
your
discussions.
Thank
you.
So
much.
AA
Can
you
hear
me
yes,
good
evening,
good
evening,
Mike
Heisman,
Dorchester,
beijer,
honesty,
transparency,
Trust
on
August,
24th,
15,
high-ranking
retired
BPS,
educators
of
color
had
sent
a
letter
to
Ms
Skipper
protesting
against
the
targeting
harassment,
elimination
of
anti-racist
black
and
brown
central
office
leaders.
This
letter
is
important.
A
AA
I
do
want
to
respect
Robert's
Rules.
Why
to
take
three
members
of
the
public,
including
myself,
at
your
1026
meeting
to
blow
the
whistle,
inform
the
public
and
expose
this
cover-up?
Why
did
it
take
so
long
for
a
name
person?
I
cannot
name
to
bring
this
up
today.
Was
it
because
this
person
had
been
outed.
AA
Thank
you
for
me
being
able
to
mention
you
and
school
committee
members
who
I
will
not
name.
When
did
you
first
hear
about
the
Scandal
and
what
did
you
do
about
it?
Who
in
central
office
informed
you,
or
did
you
first
find
out
about
the
letter
by
the
whistleblowers
at
your
last
meeting?
Well,
it
seems
to
me
that
it
was
the
latter
that
you
did
not
know
about
this,
and
you
only
know
about
this
because
of
the
whistleblowers.
AA
All
of
you,
unnamed
should
be
outraged
on
October
30th,
I
can't
name
the
person,
but
it
was
mentioned
earlier.
I
don't
mean
in
a
derogatory
way.
Our
school
leader
was
quoted
in
the
Boston
Globe.
Sorry
can't
say
her
name,
which
said
that
quote
this
person,
I
cannot
name
said
she
is
committed
to
hiring
a
Workforce
of
Educators
who
reflect
the
racial,
cultural
and
linguistic
diversity
of
its
49
000
students.
Although
the
Staffing
data
indicates
the
diversity
of
new
teachers
and
guidance,
counselors
hired
externally
for
this
year
has
decreased
for
the
previous
year.
AA
AA
Racism
by
our
white
leaders
and
central
office
has
raised
its
ugly
head
I'm
almost
done.
The
school
committee
must
take
strong,
decisive
action.
I
recommend,
I,
can't
name
them.
I
I
mentioned
him
with
the
last
meeting.
Be
select,
is
the
acting
superintendents
I
Robert's
Rules
Madam
chair?
This
is
ridiculous.
That
I
can't
name
people
it's
ridiculous.
Thank
you
very
much
have
a
good
day.
Thank
you.
AB
Good
evening
I'm
Sharon
Hinson
executive,
director
of
black
teachers,
Matter
Incorporated
educator,
Community
activist
Hyde,
Park,
homeowner,
Karen
of
a
BPS
graduate
and
former
BPS
student
as
I
speak
yet
another
time
before
the
Boston
school
committee
and
watch
people
speak
with
their
eyes
and
possibly
saying
oh,
my
God.
What's
she
going
to
say
complain
about
now?
AB
Let
me
just
say
that
I
feel
like
a
broken
record.
Sometime
too
I've
been
doing
this
long
enough
to
remember
when
other
parents,
teachers
and
students
begged
and
pleaded
for
their
wonderful
schools
and
programs
and
teachers
and
school
memories,
their
tears
and
begging
and
Broken
Dreams
and
promises,
and
the
comments
about
doing
better
with
different
administrations.
AB
And
yet
here
we
are
again
I've
heard
so
many
personal
stories
of
goodness
about
superintendent
Skipper
from
family
members,
colleagues
and
friends,
and
so
far
meetings
I've
been
in
with
superintendents
Skipper
excuse
me
have
been
wonderful
and
positive
and
I'm
very
hopeful
and
wishing
for
her
success
truly
well,
it's
still
the
honeymoon
and
yet
I
believe
superintendent.
Skipper
is
married
to
a
mess.
The
superintendent
is
in
a
wedding
contract
with
a
mate
whose
background
is
now
sketchy
and
the
in-laws
are
crazy
and
in
need
of
therapy.
AB
The
Village
wants
to
provide
support
and
bring
to
the
table
all
of
what
is
needed,
but
that
a
lot
of
family
gatherings
there
may
be
that
drunken
Uncle,
who
is
funny
and
everyone
loves,
but
who
needs
to
go
home.
We
need
truth
with
our
turkey
trust
with
our
gravy
accountability
with
our
green
beans
and
action
in
the
cooking,
so
that
we
can
seek
to
bring
the
BPS
family
together
to
have
a
decent
Thanksgiving
feast
that
will
keep
students
safe,
family,
satisfied,
satisfied
and
happy
on
choosing
BPS,
while
feeding
the
mayor's
school
committee
and
the
staff.
AB
Please
send
the
crazy
uncle's
home
by
getting
rid
of
those
that
are
getting
paid
but
causing
harm
to
the
BPS
family.
No
matter
how
much
you
love
them,
give
them
a
plate
but
send
them
away
as
soon
as
possible.
So
we
can
finally
celebrate
our
BPS
Gathering
by
bringing
all
of
us
to
the
table.
Thank
you
very
much.
A
You
Miss
Sullivan
and
thanks
to
the
to
all
of
you
who
spoke
this
evening
and
shared
your
perspective,
your
testimony
is
very
important
to
us
our
first
report.
This
meeting
is
an
update
on
transformation.
Schools
I
will
now
turn
it
over
to
senior
Deputy
superintendent
of
academics,
Dr
Linda
Chen
for
introductory
remarks.
AC
Good
evening,
chair
Robinson
and
school
committee
members
tonight,
we
are
pleased
to
share
with
you
the
first
more
updates
throughout
the
year
on
our
transformation
schools.
There's
quite
a
bit
of
work.
Prioritizing
these
schools
and
Mike
Saban,
our
executive
director
of
transformation
schools
will
be
providing
information
on
what
transformation
schools
are
and
while
there's
much
happening,
we
will
focus
tonight
on
quality
school
plans
which
we
have
referenced
in
previous
school
committee
meetings.
AC
AC
These
plans
are
also
important
because
they
create
a
blueprint
for
which
central
office
is
also
accountable
to
schools,
to
support
them
through
our
regional
model,
so
before
I
turn
it
over
to
Mike.
I
also
want
to
share
that.
We
are
so
pleased
that
two
of
our
school
leaders
are
taking
some
time
this
evening
to
join
us
church
here.
AC
AD
AD
This
evening,
I
will
present,
along
with
two
fantastic
School
leaders,
Michelle
Simon
from
the
Henry
Groove
School
and
Robin
Lee
from
The
Community,
Academy
of
Science
and
health
on
behalf
of
our
schools,
superintendent,
Skipper,
Dr,
Chen
and
Dr
eccleson.
The
three
of
us
are
excited
to
have
the
opportunity
to
share
this
work
with
you
next
slide,
please
in
tonight's
presentation,
I
will
first
Define
some
terms
and
provide
an
overview
of
our
transformation.
Schools.
AD
At
the
end
of
the
presentation,
our
two
School
leaders
will
illustrate
their
plans
to
bring
this
work
to
life.
So
what
are
transformation?
Schools
transformation
is
a
term
we
in
Boston
have
given
to
BPS
schools
identified
by
Desi
as
requiring
Assistance
or
intervention
on
next
slide.
Please
this
table
in
front
of
you
shows
the
current
state
approach
to
categorizing
schools.
AD
AD
Next
slide,
BPS
support
for
turnaround
and
transformation.
Schools
has
a
complicated
history,
mostly
because
of
Shifting
federal
and
state
policy,
most
importantly
for
our
work.
This
year,
the
number
of
schools
with
deci
involvement,
expanded
in
2019
and
the
district
has
supported
approximately
30
transformation
schools
each
year
for
the
past
three
years,.
AD
AD
AD
Those
of
us
on
the
regional
teams
and
in
the
central
office
are
using
these
plans
to
identify
ways.
We
can
support
schools
again.
The
quality
school
plans
are
serving
to
focus
and
align
the
efforts
of
school
and
District
staff
around
common
goals
and
actions
next
slide.
Please,
the
collaborative
process
leading
to
these
Improvement
plans
is
a
good
case
study
to
illustrate
the
broader
BPS
approach
to
supporting
our
transformation
schools.
AD
All
schools
in
the
district
were
asked
to
develop
a
quality
School
plan
in
our
28
transformation
schools.
We
provided
an
intensified
level
of
support
for
Planned
development
prior
to
submission
to
the
state
to
deci
transformation.
Schools
were
given
a
higher
level
of
support
from
the
district
than
other
schools
and
were
also
held
to
a
higher
level
of
accountability.
AD
AD
AD
The
smaller
images
on
the
right
name,
additional
supports
that
are
in
place
for
transformation.
Schools
such
as
instructional,
coaches,
acceleration
academies,
instructional
rounds,
funding
for
Teacher
leadership
and
more
I
do
want
to
mention
that
the
district
continues
to
make
important
financial
investments
in
transformation,
schools,
transformation,
coaches,
support,
the
Improvement
of
teaching
and
learning
steam
specialists
in
elementary
transformation.
Schools
provide
enrichment
and
the
scheduling
flexibility
needed
for
coaches
to
work
with
teacher
teams,
social
workers
and
family
Liaisons
who
started
in
transformation.
AD
So
I
would
like
to
close
my
portion
of
this
presentation
by
summarizing
what
we
see
as
successes
during
the
first
quarter
of
this
year.
The
most
important
successes,
of
course,
are
taking
place
within
our
individual
classrooms
and
our
individual
schools.
But
here
are
some
District
level
wins
within
the
new
Regional
Network
structure.
We
see
a
high
level
of
attention
and
support
being
given
to
transformation
schools.
AD
AD
AE
Good
evening,
everyone-
and
thank
you
for
that
introduction.
I
am
Michelle
Simon,
the
very
proud
principal
of
the
gru
Elementary
School,
located
in
Boston's
Hyde
Park
neighborhood,
the
groove
school
is
a
tiny
little
school
that
is
growing.
We
have
currently
210
School
210
students
excuse
me
and
our
our
Learners
are
quite
diverse.
We
have
about
80
percent
of
our
students
who
identify
as
students
of
color.
Some
of
the
strengths
in
the
group.
AE
Thank
you
so
now,
as
we
start
to
talk
through
our
qsp
or
quality
School
Improvement
plan.
As
I
mentioned,
this
qsp
was
drafted
with
collaboration
across
many
stakeholders
in
queued,
including
teachers
and
Community
Partners.
AE
We
are
really
excited
to
Think
Through,
the
work
that
we
are
doing
around
quality
tier
one
instruction
at
the
school
and
so
with
these
stakeholders
input.
We
have
really
created
this
instructional
Focus
here
and
the
full
implementation
of
high
quality
tier
one
instruction,
not
just
across
all
classrooms,
but
also
across
all
content
areas
and
within
that
you'll
notice,
so
you'll
identify
within
the
school
building
that
fundations
is
implemented
with
Fidelity
across
all
classrooms
in
K
to
three.
AE
There
is
intentional
planning
time
for
teachers
that
is
dedicated
to
data
analysis
and
the
critical
consumption
of
the
curriculum
to
ensure
that
the
work
that
we
are
placing
in
front
of
students
and
expecting
students
to
Grapple
with
is
in
fact
rigorous
this
year.
We
also
are
really
excited
about
the
work
that
we
are
doing
with
our
instructional
coach
and
our
science
coach
also
know
at
known
as
the
bees
coach
to
support
the
Tier
1
instruction
and
vertical
alignment
across
grade
levels.
AE
Additionally,
one
of
the
highlights
one
of
the
things
I'd
like
to
highlight
on
our
qsp
is
our
attendance.
So
we
recognize
that
coming
back
to
school,
post
pandemic
presented
some
opportunities
for
us
to
rethink
schooling,
and
so
our
our
goal
around
attendance
is
to
really
engage
families
as
partners
so
that
they
are
contributing
to
some
of
the
practices
and
some
of
the
instruction
at
the
school
to
make
a
difference
in
the
lives
of
our
students.
AE
We
have
provided
families
with
multiple
opportunities
to
engage
in
the
school
Community
to
build
relationships
so
that
we
are
seen
as
partners
working
with
the
families.
Recently,
we
were
able
to
shift
the
way
that
we've
previously
facilitated
our
open
house
and
rebranded
the
evening
to
be
called
open
school
night.
We
were
able
to
leverage
the
support
of
our
community
and
our
school-based
partners
to
provide
families
and
students
with
music,
food
and
fun
activities
before
opening
the
school
doors
to
welcome
our
students
and
their
families
into
our
learning
spaces.
AF
Thank
you
Michelle
and
good
evening.
Thank
you
for
this
opportunity
to
briefly
share
about
the
Community
Academy
of
Science
and
health.
Again,
my
name
is
Robin.
Lee
I
have
the
privilege
of
being
the
school
leader
of
the
Community
Academy
of
Science
and
health
affectionately
known
as
cash.
AF
AF
We
serve
approximately
350
students
of
a
range
of
backgrounds,
primarily
students
of
color
and
the
different
ways
that
those
ethnicities
are
expressed,
and
we
also
have
a
very
large
range
of
diverse
Learners
in
our
community,
as
we
do
have
24
English
Learners
in
our
community,
as
well
as
46.5
of
students
with
special
needs.
AF
We
are
proud
to
be
a
small
school
because
we
feel
that
being
a
small
school
affords
us
the
opportunity
to
build
really
close
relationships
with
our
students
and
families.
In
addition,
we're
able
to
form
strong
relationships
as
a
professional
community
and
that
really
contributes
to
the
strong
professional
collaborative
culture
that
we
have
at
the
Community
Academy
of
Science
and
health
next
slide.
Please
now
to
talk
a
bit
about
our
quality
School
plan
and
our
instructional
Focus
you'll,
see
it
here
on
this
slide.
AF
Those
areas
include
student
discourse
and
engagement
and
ensuring
that
our
students
are
seeing
standards
based
grade
level
content
content
in
every
class,
as
well
as
in
their
reading
experiences
as
Equitable
literacy
is
a
focus
in
the
district
we
align
all
of
our
professional
learning
in
both
the
school-wide
professional
learning
and
in
our
smaller
professional
learning
communities,
often
known
as
common
planning
teams.
AF
AF
We
measure
our
school-wide
progress
through
monthly
learning
observations
and
we
use
indicators
from
our
Equitable
literacy
indicator
tool,
as
well
as
some
of
the
indicators
from
the
cryop
tool
and
I
just
want
to
take
a
quick
opportunity
to
invite
any
school
committee
member
who
wants
to
join
us
on
any
of
those
learning
walks
or
just
to
visit
our
school
you're
always
welcome
next
slide.
Please.
AF
Finally,
I
just
want
to
touch
on
a
little
bit
about
our
attendance.
We
know.
Tendons
can
be
a
challenge,
particularly
in
high
school,
with
older
students
and
one
of
the
things
that
we're
doing
is
really
working
to
strengthen
our
tier
ones
and
intervention
strategies
in
our
school
we've
been
focused
on
how
we
really
integrate
more
of
a
incentive
plan
for
our
students
to
participate,
as
well
as
working
closely
with
our
student
support
team
and
our
attendance
team,
our
supervisor
of
attendance,
to
work
with
those
students
who
are
having
some
chronic
absenteeism
issues.
AF
AC
Thank
you
so
much
Robin
and
Michelle
for
sharing
what
all
this
looks
like
at
the
school
level.
I
can
tell
you
school
committee
members.
These
are
two
very
dedicated
School
leaders
who
are
not
only
reflective
and
intentional
about
their
design
for
the
conditions
for
Learning
and
instruction,
but
do
so
in
close
collaboration
with
their
school
community.
So
I
really
want
to
thank
them
for
honoring
us
with
their
presence
this
evening
and
Mike
also
for
all
of
his
work.
We're
also
joined
in
this
team
by
Dr
Drew
eccleson.
AC
A
G
I
will
ask
a
question:
I
have
many,
but
one
thank
you
for
to
the
school
leaders.
Thank
you
so
much
for
your
service
and
for
this
work
you
know
I
believe.
As
a
former
turnaround
principal
myself,
you
are
doing
the
hardest
work
system,
and
so
thank
you,
thank
you
and
then
obviously
to
the
team
who
brought
the
presentation
for
tonight.
G
G
We
want
to
hear
sort
of
this
the
data
points
and
want
to
get
to
outcomes
and
see
how
the
work
that
you're
doing
and
The
Innovation
that
you're
driving
is
accelerating
kids,
but
I
think
this
is
a
really
important
conversation
for
us
to
have
to
just
think
about
how
you're
setting
up
the
year
thinking
about
sort
of
the
beginning
of
what
might
be
our
closest
normal
school
year
in
a
while,
and
so
thank
you
for
that.
G
I'm
curious
how
you're
structuring-
and
this
can
be
for
for
one
of
our
principals,
but
or
also
for
for
the
the.
G
How
you're
structuring
collaboration
and
sort
of
interdependence
amongst
the
family
of
schools
and
then
also
how
that
exists
outside
of
that
Community
as
well?
And
so
what
ways
are
we
are
we
sort
of
bringing
best
practices
to
the
table,
but
also
in
what
ways
is
this?
Is
this
a
team
in
it
together.
AC
Thank
you
for
the
question,
I'll
start
and
and
pass
it
off
to
Mike
and
Drew
as
well.
But
that's
such
an
important
question,
because
it's
not
just
about
of
course
it's
important
for
one
school
Success
Improvement,
but
it's
really.
AC
What
are
we
doing
as
a
system
to
support
our
schools,
and
that
is
also
why,
in
the
past
transformation,
schools
would
have
a
separate
set
of
plans
that
are
due
a
lot
of
these
sort
of
what
feels
to
be
busy
work
right
to
do,
rather
than
actually
focus
on
the
work
at
hand,
which
is
why
we've
really
Consolidated
that-
and
we
also
didn't-
put
a
lot
of
additional
demands,
but
to
really
be
able
to
focus
and
simply
are
intensifying
the
supports
that
are
in
place.
AC
AD
Thank
you,
Linda,
I,
think
by
family.
What
comes
to
mind
to
me
is
the
regional
teams
that
we're
building
and
I
think
the
best
thing
would
be
for
me
to
hand
this
right
over
to
Michelle
and
Robin
to
talk
about
their
regions
and
then,
since
I
work
with
all
nine
I
can
add
in
anything
that
that
should
be
added.
AD
But
there
are
six
Elementary
regions
and
the
group
is
part
of
region
six
with
Efrain
toledano
as
the
school
superintendent
and
cash
is
part
of
region,
nine,
a
high
school
region
with
Lindsay
McIntyre
as
the
regional
superintendent.
So
Robin,
maybe
you
could
start
by
just
talking
about
what
the
regional
structure
and
supports
and
and
collaboration
have
looked
like
in
the
qsp
and
the
rounds
and
other
work
and
then
maybe
Michelle.
You
could
add,
after
that.
AF
Sure
I'd
love
to
so
this
year,
the
regions
or
the
way
the
regions
operate,
look
very
different.
We
have
all
been
assigned
specific
staff
members
to
work
with
us.
We
all
have
like
an
equitable
literacy
coach.
We
all
have
just
the
same
group
of
District
staff
that
are
working
with
our
regions
and
in
our
professional
learning
time.
The
way
that
it
looks
different
I
know
in
years
past
I
would
choose
different
areas.
AF
That
I
would
like
to
work
on
in
myself
in
professional
learning
time,
but
we
work
together
as
a
region
now
in
professional
learning
time,
and
that
gives
us
the
opportunity
in
those
region
meetings
to
collaborate
with
our
colleagues.
There
are
other
leaders
in
region
nine
who
are
transformation
schools.
So
when
we
were
working
on,
we
spent
some
time
working
on
our
quality
school
plans.
We
were
able
to
look
at
each
other's
plans,
give
each
other
feedback
about
the
plans
as
we
work
with
the
district
members
who
were
in
the
meetings
as
well.
AF
So
that's
just
been
really
really
helpful.
That
I
feel
like
we
now
just
have
a
family
that
will
be
working
with
throughout
the
year
as
we
work
to
Excel
achievement
in
the
schools.
AE
AE
I
just
wanted
to
jump
in
and
just
add
on
to
what
Robin
has
shared
so
far
and
thinking
about
what
those
Regional
meetings
look
like.
AE
So
to
date,
we've
had
two
or
three
regional
meetings
and
they
take
place
in
other
school
buildings
within
the
region,
and
so,
during
that
Regional
visit,
we
are
able
to
observe
instruction
in
other
classrooms
we're
able
to
provide
feedback
on
that
to
that
school
leader
based
on
Equitable
literacy
practices
that
are
observed
during
that
time,
and
it
really
just
provides
an
opportunity
to
collaborate
in
a
way
that
we
haven't
in
the
past
and
gain
some
best
practices
that
we
can
bring
back
to
our
own
School
communities.
K
K
That's
connected
to
the
sort
of
system
level
is
that
we
have
a
an
equitable
literacy
observation
tool
that
we're,
using
collectively
across
all
schools
in
the
district
to
collect
information
about
whether
or
not
the
practices
are
evidenced
or
not
evidenced
in
our
classrooms.
That's
good
data
for
us
to
sort
of
take
a
look
at.
We
can
disaggregate
it
by
region.
K
AD
Yes,
so
this
is
very
confusing,
I
have
to
say
so,
do
not
apologize,
but
because
of
covid
accountability
status
was
held
harmless.
You
could
say
so.
The
current
list
was
identified
in
2019
and
some
schools
have
exited
through
mergers
or
closures
or
other
status
changes.
But
Desi
has
the
right
to
enter
new
schools
or
exit
them,
but
that
has
not
happened
yet.
G
But
at
what
point
do
we
feel
like
we've,
given
it
a
fair
shot
and
it's
not
working,
and
how
do
we
make
those
decisions
and
I'm
thinking
about
this
and
in
relationship
to
some
of
the
bigger
conversations
we
were
having
just
last
week,
around
consolidations
and
mergers
and
and
the
use
of
space
in
our
system,
but
also
just
the
the
nature
of
investing
resources
and
sort
of
the
more
complex
pieces
of
the
organizations
and
sort
of
how
much
time
is
too
much
time?
And
how
does
the
system
think
about
this?
G
This
might
be
a
question
for
for
Dr
Chen,
Mr
Sabine,
but
also
for
the
superintendent.
J
I
guess
my
I
guess
my
initial
thinking
is
that
given
the
2009
to
2021,
it's
very
hard
for,
for
a
number
of
reasons,
right
to
see
traction
I,
think
the
other
is
that
the
regional
Network
structure,
which
is
a
Crux
of
the
change
agent
in
this
right,
as
far
as
the
theory
goes,
is
new.
So
you
know
I,
think
I
think
we're
going
to
want
to.
You
know
have
a
year
or
two
of
really
looking
at
the
data.
J
I
think
the
transformation
schools
have
the
opportunity
to
teach
us
a
lot
about
a
system
as
well,
so
things
that
jump
out
to
me
is
just
the
over
representation
of
particular
groups
in
our
transformation
schools
where
you
concentrate
need,
but
if
you're
not
concentrating
resource,
then
there's
an
imbalance,
and
so
there's
there's
things
about
the
system
that
I
think
you
know
we
have
to
learn
from
what
we
see
with
the
transformation
schools,
both
in
how
they
became
a
transformation
school
and
then
how
they
make
that
progress.
J
So
I
think
we
we
take
a
year
or
two
to
look
at
this
in
this
deep
way
to
better
understand
the
system
before
kind
of
making
those
kinds
of
those
kinds
of
decisions
long
term.
That's
that's
kind
of
my
initial
thinking
on
this
because
of
just
the
the
timing
of
all
of
it.
We
also
don't.
We
also,
don't
frankly,
know
given
you
know
where
the
state
to
make
those
decisions
about
exit
which
schools
wouldn't
it
be.
J
Sorry
see
if
I
don't
think
about
it.
Chair
I,
talk
too
fast,
so
the
other,
the
the
other
thing
that
comes
to
mind-
and
you
know
in
in
the
past,
we've
called
schools
all
kinds
of
labels.
Superintendent
schools
turn
around
schools.
You
know
what
we're.
What
we
have
never
been
very
good
at
is
sustaining
the
conditions
for
for
change
in
a
positive
way.
J
So
in
in
this
group
of
schools,
with
these
amazing
leaders,
we
have
an
opportunity
not
only
to
see
them
exit
a
status
but,
more
importantly,
to
make
sure
we
continue
the
supports
that
allow
them
to
make
that
game.
If
all
we
do
is
shift
those
resources
to
the
next
group
who
are
who
have
you,
know,
earned
some
title,
then
we
won't,
we
won't
actually
be
fixing
the
system
we're
just
shifting
the
resource.
AC
AC
I.
Think
that
being
one
and
the
other
one
just
to
add
some
more
details
to
what
the
superintendent
emphasized
around
the
regional
structure
is
also
making
sure
there
are
coherent
supports.
The
last
thing
a
school
leader
needs
particularly
a
school
leader.
That's
identified
as
transformation
is
disparate
well-meaning
supports
coming
into
a
building,
but
really
just
the
focus
on
the
consistent
work
and
the
quality
school
plans
help
do
that,
because
it's
not
just
for
the
school
who's
come
together
to
create
a
good
plan
and
to
execute
it.
AC
A
I
have
two
questions:
I'll
go
While,
others
are
thinking.
One
we've
talked
a
lot
about.
What's
going
on
with
the
adults
in
terms
of
all
the
planning
Etc
what's
happening
on
the
ground
in
classrooms,
what
is
happening
different
for
students
for
parents
Etc,
as
they
are
moving
through
this
process
as
well.
AF
S
starting
so
one
of
the
things
that
we've
been
recognizing
is
as
we
change
practice.
AF
A
number
of
our
students
have
gotten
accustomed
to
our
usual
practice,
and
so,
as
we
are
changing
practice,
we
recognize
we
are
recognizing
that
we
have
to
change
the
culture
of
learning
within
our
classrooms
and
it
requires
that
you
know
that
we're
going
to
get
some
resistance.
So,
for
example,
student
discourse
is
really
big
in
our
school
and
the
teachers
not
doing
so
much
of
the
lift
in
the
classroom.
They
should
do
all
their
work
in
their
planning
and
all
of
when
the
learning
is
occurring
in
class,
the
heavy
lift
should
be
with
the
students.
AF
They
don't
really
want
to
engage
in
this
course
in
the
classroom,
and
so
so
we're
learning
from
them
in
this
process
that
we
have
to
be
diligent
and
persistent
and
and
and
in
a
lot
of
ways,
teach
them
how
to
have
discourse
in
classes
again
and
that's
what
it's
looking
like
in
classes
and,
of
course
you
have
some
students
that
get
right
into
it
and
they've
and
you
know,
and
they
engage
right
away.
AF
But
then
we
have
that
group
that
we,
you
know,
we
we've
discovered
that
we're
having
to
develop
some
real
protocols
just
around
student
discussion.
You
know
that
they're,
you
know
helping
us
to
learn.
It
has
to
come
down
to
things
that
simple,
so
that's
kind
of
what
it's
looking
like
in
classrooms,
but
I
can
say:
I'm
seeing
more
student
discussion
in
classroom
I'm,
seeing
more
student
engagement,
I
know
that
that's
very
important
because
they
have
to
be
the
ones
talking
and
learning,
not
just
listening
to
what
the
teachers
know.
AF
A
AE
This
coming
back
from
the
Twin
pandemics
has
really
presented
an
opportunity
for
us
to
rethink
what
we
mean
by
schooling,
because
we
know
that
historically,
we
have
not
done
a
great
job,
Across,
the
Nation
of
educating
children
and
so
we're
rethinking
what
that
looks
like
rethinking
what
parental
engagement
looks
like
and
not
engagement
for
the
sake
of
being
present
but
authentically
having
two-way
conversation
with
families
to
gather
information
about
them
and
about
their
Learners,
so
that
we
can
best
provide
supports
in
the
school
building.
AD
AD
Is
not
about
how
things
are
different,
but
maybe
about
how
we're
trying
to
act
as
staff
in
the
central
office,
which
is
that
the
place
that
matters
most
is
the
classroom
and
you
you
heard
both
School
leaders
describe
what's
happening
within
their
classrooms
and
we're
making
sure
that
the
regional
staff
and
the
District
staff
are
there
with
school
staff.
Looking
at
these
wonderful
students
in
their
classrooms
and
then
talking
about
what
the
next
step
is.
AD
A
My
other
question
is
about
funding.
You
said
that
there
were
more
resources
coming
in
to
support
the
work.
My
question
is:
are
these
District
or
Desi
resources
or
are
there?
Are
they
Esser
funds
as
well,
and
if
they
are
answer
funds,
what
plans
are
you
making
to
figure
out
additional
resources
so
that
the
supports
don't
go
away
when
the
funding
may
go
away.
AD
That
question
will
I'll
hand
to
someone
else
about
the
future,
but
what
I
will
say
is
the
funds
come
from
all
three
sources?
There
are
large
BPS
Investments
and
there
are
large
Esser
Investments
and
the
state
Investments
are
not
quite
as
large,
but
those
are
large
as
well.
So
there's
all
three
sources
of
funds.
J
Through
your
chair,
I,
you
know,
I
think
this.
This
comes
to
the
points
I
was
making
earlier,
which
is
we
have
a
habit
that
once
we
start
to
see
things
get
traction
and
work.
We
then
once
it's
working,
we
destabilize,
and
then
we
move
it
to
somewhere
else
and
I
think
we
have
an
opportunity
with
our
group
of
schools
in
the
regional
model,
to
figure
out
first
of
all,
how
to
share
across
the
region
right.
J
So
there's
an
economy
of
skill
that
can
happen
of
support
in
the
regional
model
that
doesn't
exist
in
other
ways
and
I.
Think
we'll
we're
looking
at
that
from
a
budget
standpoint
going
into
the
budget
season
and
then
I
think
you
know
being
able
to
identify
return
on
student
or
student
return
on
investment,
so
really
being
able
to
see
what
we've
funded
for
support
and
what
from
the
school
leaders
and
Community
perspectives
are
having
the
biggest
impact
on
students.
J
J
What
is
needed,
Beyond
weighted
student
formula
as
it
currently
exists
with
the
weights,
comes
at
a
perfect
time,
because
we're
we're
doing
a
deep
dive,
a
study
of
weighted
student
formula
and
whether
or
not
the
weights
are
accurate,
not
what
other
kinds
of
value
you
need
to
be
in
there.
So
these
these
the
transformation
schools
would
be
one
of
the
keys
of
us
looking
at
that
kind
of
deep
investment,
and
it
was
probably
going
to
likely
need
to
be
some
some
deep
in
some
deep
adjustments
in
the
formula.
J
So
it's
it's
times
and
so
yeah.
So
we're
just
very
thankful
that
you
know
you
know.
The
leaders
like
Michelle
and
Robin
are
are
here
with
their
schools
and
their
school
communities
to
kind
of
lead.
The
way
in
this
way
for
us.
R
Madam,
chair
I
just
want
to
thank
Mr,
David
and
Miss
Jen
for
the
Dr
Chen
right,
Dr,
Chen
I
believe
for
the
work
on
this
and
also
the
school
leaders
who
join
us
today.
It
makes
such
a
difference
to
hear
directly
from
you
thank
you
for
sharing
what
is
working
and
what
the
challenges
are
as
well.
So
this
is
critical
work
and
really
enjoyed
the
presentation.
Thank
you.
Yes,.
A
H
Question,
yes,
certainly
I
was
just
wondering
what
exactly
the
instructional
coaches
are
and
like
can
you
give
like
a
breakdown
of
what
exactly
their
their
duties
are?.
AD
So
an
instructional
coach
is
a
is
a
an
experience,
very
skillful
expert
teacher
who,
instead
of
teaching
classes,
is
working
with
the
adults
in
a
school
and
when
your
teachers
are
not
teaching,
you
sometimes
they're
doing
their
own
planning,
but
sometimes
they're,
going
to
a
meeting
together
and
often
these
coaches
are
running
those
meetings
and
they
might
train
the
teachers
in
a
certain
technique.
They
might
go
together
and
observe
another
teacher
and
learn
from
what
they're
doing
or
the
coach
might
visit
them
in
class.
AD
But
the
role
of
the
coach
is
to
help
the
teachers
steadily
get
better
at
what
they're
doing
and
it's
a
really
helpful
thing
for
teachers
to
have
teachers
usually
love
to
have
a
coach
in
their
school
foreign.
H
Thank
you
and
I'd
just
like
to
say
thank
you
to
both
Miss
Lee
and
Miss
Simon
I,
just
like
to
thank
all
the
staff
and
Go
Chargers,
I
guess,
I,
don't
know.
A
I
AG
Thank
you,
oops.
That's
a
little
check.
Yep
there
we
go
sorry
I
lost
you
guys,
a
little
bit
oh
good
evening,
Madam
clearance,
school
committee
members
and
to
all
of
the
students
and
families
tuning
in
my
name
is
Rachel
Catchings
and
just
as
the
chair
said,
I'm
your
interim
chief
of
human
capital
I'm
joined
tonight
by
my
team,
Megan
Reed
who's,
your
interim
Deputy
Chief
of
human
capital,
Adriana
heady
our
director
of
HR
data
and
Analytics.
S
Thanks
Chief
Catchings
and
good
evening
school
committee,
superintendent,
Skipper,
the
and
the
greater
Community
I'm
Charles,
granston,
Chief
equity
and
strategy
officer
and
we're
excited
to
co-present
with
human
capital,
the
work
of
the
office
of
recruitment,
cultivation
and
diversity.
Currently
for
the
purpose
of
this
presentation
led
by
Shara
Gaston,
our
act,
acting
deputy
chief
acting
strategy
officer
and
Rashawn
Martin
are
actor
acting
director
of
recruitment
as
a
part
of
our
equity
and
opportunity
gaps,
team
right.
AG
Thank
you,
Annie
is
sharing
her
screen,
but
it's
a
little
tough
for
me
to
see
it
and
present
so
I'm.
Just
gonna
do
this.
AG
AG
AG
AG
However,
we
are
pleased
to
report
that,
despite
the
challenges
thrown
our
way,
we
are
in
a
strong
position
to
support
our
students
with
the
staff
we
have
over
the
last
two
years.
We've
added
a
number
of
positions
over
1200
to
be
exact.
Many
of
positions
that
were
added
at
the
school
level,
those
positions
include
family,
Liaisons,
nurses,
social
workers,
just
to
name
a
few.
These
positions
were
designed
to
support
the
students,
Beyond
Academia.
AG
Our
students
also
need
Educators
and
School
staff
that
racially
culturally
and
linguistically
reflect
them.
We
have
room
to
grow
here,
but
the
information
to
come,
we'll
talk
through
the
current
composition
of
our
Workforce
and
the
intentional
work
we're
doing
to
recruit
and
retain
Educators
that
reflect
the
students
and
family
families.
We
serve
okay.
AG
So
as
we
move
into
its
presentation,
I'm
sorry
I
can't
see
the
it's
not
showing
up
here
for
me,
but
if
you
go
to
slide
one
sorry.
AG
AG
Overall,
we
have
about
3
600
jobs
to
fill.
We
have
posted
1500
teacher
positions,
652
power
positions
and
784
central
office
positions
which
that
composition
could
be
school
facing
roles
that
are
centrally
budgeted.
AG
You'll
see
this
number
here.
As
of
10
1,
we
had
838
vacancies
across
the
entire
District,
but
as
of
today,
we
are
chipping
away
at
it.
797
of
the
152
vacancies
of
as
of
10
1
for
Paris
we've
gotten
that
down
to
121.
So
again,
our
teams
are
working
really
hard
to
close
the
gaps
on
the
unfilled
positions,
despite
hiring
over
a
thousand
excuse
me,
an
additional
1
000
positions.
From
last
year.
S
I
please,
before
we
go
to
the
next
slide,
to
add
here
that
between
March
and
September,
the
recruitment
team
held
multiple
recruitment
fairs.
This
provide
additional
context
in
terms
of
our
efforts,
including
a
diversity
Fair
Affairs
for
experienced
Educators
fairs
for
latinx,
educators
and
fairs
for
multilingual
Educators
and
three
new
additional
General
Affairs
to
support
the
hiring
process
this
year,
giving
the
increase
in
numbers
that
Chief
kessions
just
described
the
recruitment
team
also
attended
several
in-person
fairs,
including
three
sponsored
by
the
city
of
Boston
occurring
at
local
neighborhood
community
centers.
S
Additionally,
we
have
28
hires
from
our
pipeline
programs
that
we're
really
excited
about
who
are
currently
participating
in
our
fellowship
and
launched,
and
we
also
launched
a
paraprofessional
exam
support
program
to
assist
with
paraprofessional
hiring
and
transition
hiring
in
paraprofessional
positions.
Given
our
unprecedented
vacancies.
AG
So
here
when
we
look
at
The
Hires
by
school
and
the
teacher
vacancies
that
remain,
you
will
see
at
the
elementary
school
level,
the
Middle
School
level
and
the
high
school
level.
There
are
some
concentrations
of
vacancies
that
in
many
ways,
may
look
alarming
on
its
surface,
but
we
can
assure
you
that
almost
80
of
our
schools
have
zero
or
only
one
teacher
vacancy
where
you
we
see.
AG
The
higher
clusters
of
vacancies
are
inherently
due
to
the
larger
schools
to
call
out
any
one,
particular
school
or
but
a
lot
of
our
intense
Focus
has
been
around
supporting
Madison
Park
Charlestown,
the
Hennigan
and
Orchard
Gardens
with
the
higher
numbers.
Again,
those
are
some
of
our
larger
schools,
where
we
will
naturally
and
inherently
see
larger
concentrations
of
vacancies.
AG
So
again,
80
of
our
schools
have
zero
or
one
teacher
vacancy,
as
of
10
24
29
of
our
schools
have
two
or
three
vacancies
and
then
six
with
four
and
then
four
with
seven
or
higher
again
we'd
have
and
many
on
the
several
occasions.
This
year,
my
team
Charles's
team.
AG
We
have
been
in
school
buildings
and
literally
working
through
how
we
can
get
Educators
in
front
of
the
classrooms
and
to
close
out
these
vacancies
next
slide.
Please
Slide
Five.
AG
AG
AG
The
guarantee
order
says
that
our
teachers
and
guidance
counselors
should
be
not
be
comprised
of
less
than
25
percent,
black
and
10
percent
other
minorities
and
the
appendix
of
this
presentation.
There
is
some
extended
context
on
what
it
means:
the
additional
the
additional
background
on
the
Garrity
court
order,
but
just
for
the
sake
of
sort
of
talking
through
our
newcomers,
on
what
we've
reference,
what
we
mean
when
we
reference
garity
Educators.
AG
We
are
talking
about
those
Educators
who
are
teachers
and
guidance
counselors,
so
for
when
we
look
at
our
overall
Workforce
diversity
for
this
year,
our
staff
is
overall,
a
majority
staff
of
color
are
non-garity,
School
budgeted
staff
are
most
diverse
group
of
employees,
so
10
000
employees
are
school-based
staff,
which
is
about
three
thousand
thirty.
Three
hundred
staff,
66
percent
of
those
school-based
budgeted
staff
identify
as
folks
of
color.
AG
AG
AG
Slide
seven,
as
we
lean
into
diversity
context,
is
critically
important.
It's
important
for
us
to
note
that
the
Boston
Public
Schools
employs
seven
percent
of
the
teachers
in
the
entire
state
of
Massachusetts
and
BPS
alone,
accounts
for
30
percent
of
the
state's
educators
of
color
46
of
the
state's
black
teachers,
20
of
the
state's
latinx
teachers
and
24
of
the
state's
Asian
teachers.
AG
Thought
I
would
point
that
out
as
we
acknowledge
and
we
continue
to
move
through
the
challenge
we
have,
as
we
already
have
a
mask,
a
significant
number
of
the
state's
educators
of
color
and
again
Charles.
You
can
jump
in
whenever
you'd
like
so
slide,
eight
as
we
again
move
back
into
over
the
last
five
years.
These
are
overall
guarantee
hires.
AG
So
when
we
look
at
this,
this
particular
number
over
1300
teacher
and
guidance
counselors
were
hired
this
year.
Alone,
that's
an
addition
of
500
Hires
over
last
year,
which
is
a
significant
increase.
When
we
look
at
the
five-year
trend,
this
includes
internal
candidates
that
are
moving
into
new
teaching
and
guidance,
counselor
positions
and
then
we'll
talk
about
the
external
candidates.
AG
The
next
slide,
I
also
want
to
point
out
here
a
lot
of
the
work
that
we
do
to
attract
folks,
as
we
do
a
lot
of
work
around
Pathways,
as
well
as
supporting
folks
through
the
waiver
process,
when
they
have
met
criteria
for
such
that
we
believe
a
waiver
should
be
granted
would
be
granted
and
that
they
would
quickly
transition
out
of
that
status.
After
receiving
the
supports
that
we
offer
as
a
district.
S
And
I'm
just
add
here
to
what
Chief
kitchen
says
to
say
that
when
we
look
at
our
where
we
are
in
terms
of
our
percentage
of
security
educators
of
color
decreasing,
is
something
that
we
as
a
team,
are
really
reflecting
on
and
thinking
about.
You
know
what
are
the
additional
strategies
given
where
we
are
not
just
in
Boston
but
nationally,
with
teacher
hiring
and
teacher
diversity,
and
so
given
the
the
500
educator
increase.
That
Chief
question
is
just
described.
S
A
lot
of
our
efforts
are
about
growing
our
own,
because
overall,
there
is
not
a
lot
of
movement,
especially
beginning
in
2020,
with
covet,
not
a
lot
of
movement
across
districts
with
educators
of
color,
and
then,
when
you
look
at
also,
there
was
a
dramatic
increase
in
the
number
of
vacancies,
in
addition
to
the
deci
emergency
pandemic
teaching
license,
and
so
we're
now
seeing
the
impact
of
that
license.
Sun
setting,
whereas
right
in
the
middle
of
the
pandemic,
we
saw
a
larger
increase
because
of
some
of
those
flexibilities.
AG
Thank
you,
as
we
move
into
five
nine
and
talking
about
the
external
candidates
that
we've
been
able
to
hire
that
are
covered
under
the
guarantee
category
again.
The
teachers
and
guidance
counselors
this
school
year,
we've
hired
more
new
to
BPS
Educators
that
are
covered
under
Gary
in
any
in
the
past
five
years.
AG
This
subset
represents.
Excuse
me,
this
slide
represents
a
subset
of
The
Hires
that
we
had
talked
about
on
the
previous
slide.
300
of
346
of
our
teacher
and
guidance
counselors
hires
are
completely
new
to
BPS,
although
we
saw
a
dip
in
the
overall
diversity
of
our
external
hires.
This
school
year
brought
more
external
new
to
BPS
than
any
other
year.
In
the
past
five
years
again,
like
Chief
granson,
said
rcd,
the
recruitment,
cultivation
and
diversity
team
hosted
three
hiring
fairs,
targeting
candidates
of
color
and
multilingual
candidates.
AG
P
AG
Critical
for
us
we
were
talking.
We
really
wanted
to
connect
with
folks
who
we
all
think
everyone
knows
BPS,
but
it
was
really
critical
for
us
to
really
dig
deep
and
figure
out
who
doesn't
know
that
BPS
is
a
career
option
period,
and
that
is
where
we
focused
our
efforts,
and
we
can
see
that
we
yielded
some
results
as
we
have
trended
upward
when
we
look
at
the
five-year
Trend,
not
exactly
where
we
want
to
be
for
diversity,
but
I
think
given
the
national
challenges
in
our
Workforce.
AG
This
is
something
for
us
to
be
excited
about
that.
We
have
been
able
to
attract
new
folks
to
the
profession
and
to
to
our
system
as
a
whole.
AG
Slide
here
we
talk
about
the
internal
candidates,
which
is
for
me
a
tremendous
bright
spot
that
I
want
to
call
it
attention
to
compared
to
last
year,
the
number
of
pairs
and
substitutes
who
transitioned
into
teacher
or
guidance
counselor
roles
nearly
doubled.
AG
That
is
really
exciting
for
me
to
think
that
folks
see
us
as
an
employer
and
as
a
pathway
for
growth,
and
that
is
where
we
will
continue
to
tap
into,
and
it's
exciting
for
folks
to
see
that
when
they
are
getting
the
edification,
they
need
as
a
para,
to
transition
into
a
teacher
role
and
Leadership
sees
the
work
that
we're
doing
and
growing
that
layer
of
our
organization,
and
it
has
really
shown
in
the
numbers
that
parents
are
having
an
experience
that
is
so
rich
that
they
are
prepared
to
move
into
the
next
layer
of
their
career
and
of
that
group.
AG
70
of
those
folks
were
people
of
color,
so
that
is
a
tremendous
bright
spot.
That
I
think
we
ought
to
continue
to
celebrate
and
dig
deeper
into
as
we
move
through
our
as
we
continue
to
drill
down
in
our
strategies
for
lifting
up.
You
know
educate
folks
into
the
profession.
Rather
so
again,
our
paraprofessionals
were
our
most
diverse
source
of
internal
candidates.
Moving
into
the
teacher
and
guidance
counselor
roles,
we
had
nearly
twice
as
many
Paris
transitioned
into
roles
this
year.
AG
Compared
to
last
year,
our
paraprofessionals
represented
nine
percent
of
our
overall
teacher
hires.
This
year
are
our
excess
teachers
represent
also
represented.
Nine
is
equally
subs,
and
then
our
provisional
hires,
represented
25
of
our
provisional
rehires
I
should
say,
which
is
a
good
thing,
because
that
means
that
that's
our
Pathway
to
being
able
to
close
our
garity
gaps
when
we
are
able
to
move
people
through
the
prop
one,
two
and
three
in
permanent
status.
S
Oh
sorry,
yeah
family
I
just
wanted
to
add
to
what
she
coaches
is
saying
here.
You
know.
A
part
of
this
effort
has
also
been
doubling
down
on
the
programming
that
we've
been
able
to
offer.
Historically,
that's
aided
in
this
process,
especially
when
you're
talking
about
Hera's
transitioning
to
teaching
positions,
and
so
we've
been
able
to
increase
by
two,
our
coaches,
who
work
with
aspiring
teachers
in
our
Intel
prep
program.
S
Every
Saturday
they've
started
this
August,
who
are
part
of
that
pipeline
as
well,
and
then
we
have
a
few
other
positions
that
again,
as
I
mentioned
earlier,
we've
been
able
to
leverage
for
Esther
funding
and
what
we,
what
we've
learned
over
the
last
few
years,
is
it
it's
really
a
connection
between
efforts
to
outcomes
and
so,
whether
we're
talking
about
retention
or
whether
we're
talking
about
transitioning
staff
from
being
Paris
to
teachers
to
more
capacity.
S
We
have
to
support
individuals
with
this,
especially
with
Intel
prep
over
500
individuals
that
we're
serving
across
the
district
and
preparing
for
Intel's.
Some
of
that
data
is
also
in
the
appendix
the
more
capacity
we're
able
to
provide
the
more
gains
we'll
see
in
individuals
joining
the
teacher
teacher
ranks,
foreign.
AG
Thank
you
slide
11..
Here
we
take
a
look
at
the
linguistic
diversity
across
our
guarantee
covered
educator
positions.
AG
The
Garrity
hires
is
self-reported.
Fluency
in
a
BPS
language
might
have
declined
for
this
year.
However,
it
is
Still
Remains
above
the
Fiverr
average,
when
we
look
back
to
when
we
started
collecting
language
proficiency,
so
not
as
quite
as
high
as
the
prior
year,
but
again
still
above
the
five-year
average
foreign.
AG
AG
So
our
story
here
is
that
our
retention
strategies
are
working.
The
programming
that
we
are
doing
offering
through
our
Equity
strategy
and
opportunity
gaps
office,
is.
AG
But
working
in
terms
of
the
program
excuse
me
in
terms
of
lowering
the
rate
of
exits
among
educators
of
color,
so
we
continue
to
see
an
uptick
in
the
number
of
exits
over
prior
years.
However,
the
proportion
of
exits
who
identify
as
educators
of
color
is
lower
in
proportion
than
the
general
population
of
guarantee
Educators.
AG
This
means,
of
course,
that
we're
losing
educators
of
color
at
a
lower
rate
than
we
are
gaining
them.
Our
resignations
made
up
the
bulk
of
Garrity
exits
last
year,
I
think
comprising
of
63
percent
of
exits,
followed
by
18
of
exits,
resulting
from
a
non-renewal,
provisional
educator
and
about
17
exits.
17
excuse
me
of
exits,
came
from
retirement.
AG
AG
I
think
over
the
last
couple
of
years,
as
many
folks
haven't,
have
experienced
or
witnessed
that
folks
are
making
life
decisions
and
they
are
transitioning,
but
we
are
doing
what
we
can
to
excuse
ease
the
rate
in
which
folks
are
transitioning
and
also
attract
folks
into
into
the
district
as
we
can.
But
there
are
some
folks
who
have
earned
the
right
to
retire
and
we
applaud
them.
AG
Thank
them
for
their
service,
but
we
are
also
again
really
taking
a
look
at
the
exits
that
are
due
to
resignation
as
folks
make
life
decisions
and
what
we
can
do
about
that.
S
So
a
part
of
the
services
that
we
provide
in
our
retention
work
is
our
educator
exit
survey
and
this,
you
know,
is
consistent
with
what
I
just
shared
in
terms
of
the
capacity
and
so
we
send
out
emails
and
we
try
to
track
folks
down
and
we'll
have
more
capacity,
given
our
Esther
Investments.
To
do
that
and
then
an
opportunity
to
see
how
we
embed
that
work
as
Esther
sunsets
as
superintendo
Skipper
mentioned
earlier.
S
But
33
educators
of
color
participated
in
their
exit
survey,
this
past
cycle
and
we
are
studying
and
looking
at
the
trends
from
what
we've
seen
so
far.
S
Things
that
cited
reasons
for
the
exits
were
lack
of
work
like
work-life
balance,
frustrations
with
school
or
District,
culture,
inability
to
move
up
and
Advance
within
their
schools,
leadership
or
central
office
departments,
or
division
hierarchy
during
due
to
low
turnover
and
mid
upper
management
and
or
lack
of
new
leadership
positions
to
apply
to,
and
that's
work
that
we
try
to
address
in
our
retention
programs
like
New,
York
and
weak,
and
so
our
work
is
to
use
their
feedback
to
inform
retention
strategies.
AG
And
thank
you.
This
is
a
public
document
and
we
have
an
extensive
appendix
to
talk
about
a
lot
of
our
programming.
But
at
this
point
we
will
open
it
up.
I'll
turn
it
back
to
chair
and
open
up
for
questions.
I
guess.
A
R
Thank
you,
madam
chair,
and
thank
you
to
Chief,
grandson
and
chief
kitchens
for
this
important
presentation
and
I'm.
Sorry,
we
had
to
delay
both
of
you
last
week,
so
I
know
you
had
to
day
late
last
week
and
then
we
delayed
it
but
I
do
appreciate
this
is
this
is
really
important
information
and
so
just
a
couple
of
quick
questions
for
you
looking
in
it
particular
that
that
last
set
of
information
about
resignations
and
retirements
and
non-renewals,
and
thank
you
for
breaking
that
out.
R
I'm,
particularly
interested
in
the
resignation
number
and
I,
certainly
know.
As
Chief
ketching
said,
people
are
making
Life
Choices
now
after
you
know,
post
covered
people
are
reevaluating
their
professions
and
everything
we've.
Also
it's
a
very
hard
job
right.
There's,
no
doubt
about
that
and
I'm
wondering.
Could
you
talk
for
a
minute
please
about
what
our
exit
interview
process
is
and
how
we
try
to
look
for
an
anomaly
sometime.
R
R
So
if
you
could
talk
to
me
a
little
bit
in
particularly
that
resignation,
because
that
to
me
is
a
big
piece
about
retention
and
then
separately,
I
want
to
ask
you
about
the
evaluation
process,
how
we
doing
on
that,
because
all
employees
at
every
level,
our
district
are
entitled
to
an
annual
evaluation,
saying
here's
the
things
you're
doing
well,
here's
opportunities
for
improvement.
It
has
to
be
fair,
it
has
to
be
unbiased,
it
has
to
be
justified,
and
that
is
for
everyone
in
the
schools.
It's
also
for
our
school
leaders.
R
It's
also
for
our
district
administrators
all
the
way
up
to
the
superintendent.
So
if
you
could
talk
a
little
bit
about
the
resignation
piece
and
then
about
the
evaluation,
piece
would
be
helpful.
S
I'm
sure
you
can
speak
to
a
number
of
those
items
I
did
want
to
after
you
or
you've
spoken
to
those
just
tag
in
Rashawn,
Martin
who's,
our
inaugural
retention
specialist,
and
so
the
role
was
just
created
in
2020
and
he's
been
able
to
get
some
some
great
wins
for
the
district
in
this
area.
So
I'd
like
him
to
speak
to
the
exit
survey,
question.
AG
I'll
jump
in
while
rason
gets
queued
up
into
your
question.
Around
evaluation
got
some
very
raw
data
today
that
we're
taking
a
look
at
too
and
we'll
get
it
over
to
you
for
a
deeper
dive.
But
when
we
look
at
the
evaluation
data
for
the
2122
school
year
for
school
leaders,
we
have
a
completion
rate
of
about
88
percent
for
teachers,
it's
about
83
percent,
and
so
when
we
look
at
excuse
me
I'm
just
looking
at
this
really
quickly
trying
to
get
you
some
answers.
AG
AG
Exemplary,
proficient
needs
Improvement
as
well,
and
so
right
now
we
are
trending
at
about
for
our
Educators
right
now.
66
ours
are
showing
proficient,
and
then
we
have
15
Exemplar
again
with
an
overall
completion
rate
of
about
83.
So
I
don't
have
this
broken
out
by
ethnicity
or
School
level.
This
is
just
some
high
level
work
group
information
that
I'm
happy
to
do
a
deeper
dive
with,
but
please.
AG
So
for
80
for
school
leaders
we
have
a
completion,
16
show
Exemplar,
71.6
show
proficient
no
one
rated
needs
Improvement
or
unsatisfactory,
and
then
we
have
a
couple
folks
who
have
some
outstanding
evaluations
and
so
and
then
the
central
office,
folks,
relatively
low
completion
rate
and
I,
don't
have
a
breakout
of
of
the
actual
rating
where
about
55
of
the
managerial
employees.
AG
Have
an
evaluation
on
file
that's
completed
for
the
last
year
and
again
I
don't
have
those
ratings
broken
out,
but.
R
I
think
that's
fine,
Chief
I
was
really
looking
more
for
that
overall
completion
rate,
just
because
and
I've
said
this
many
times
over
the
years,
I
believe
every
Everybody
deserves
a
full
fear.
That's
how
you
grow
right,
here's
which
it
is
what
you're
doing
well
and
here's
your
opportunities
for
improvements
and
superintendent
I'm
sure
that
particularly
That
central
office
figure
is
something's
going
to
catch
URI.
You
know
I'm
sure.
J
Absolutely
you
know
to
your
point,
you
know
part
of
our
role
as
supervisors
of
our
employees
is
to
to
give
feedback
and
to
help
everybody
to
grow
and
learn,
and
the
evaluation
is
one
of
the
tools
that
for
which
we
do
that
with,
but
it's
an
important
one,
so
we'll
we'll
definitely
take
a
look
at
the
Trends
on
in
each
of
the
categories
and
figure
out
how
to
strengthen
them,
even
in
the
ones
that
are
in
the
80s
completion.
J
A
R
Example
in
that
regard,
and
then
also
the
the
question
about
the
accident
of
you,
I
think
or
the
or
the
resignation
and
retention
and
I
see
Mr
Martin
there,
nice.
AH
AH
You
too,
Mr
Neil,
always
a
pleasure,
so
I'll,
just
real
quick,
speak
to
the
work,
so
our
retention
work
primarily
is
about
supporting
and
staying
connected
with
our
educators
of
color
really
consistently
throughout
the
school
year.
So
I
mean
I
reach
out
to
the
community
once
a
month
to
basically
at
least
to
basically
check
on
you
know
how
you
know
how
folks
are
doing
and
then
having
conversations
about
opportunities.
So
so
we
actually
have
been
able
to
reduce.
AH
You
know
our
retention
I
mean
well
rate
right,
the
meaning.
You
know
lower
that
that
percentage,
because
of
these
conversations
of
making
sure
that
our
provisional
folks
have
the
information
they
need
to
to
be
eligible
for,
for
continuous
waivers
right,
to
show
adequate
progress
towards
getting
licensure
and
and
then
also
helping
people
find
other
opportunities.
AH
Because,
yes,
maybe
you
know,
maybe
you
might
not
be
in
the
perfect
situation,
the
right
environment
in
one
school
but
but
but
you
might
actually,
you
know
be
great
and
you
know
in
a
different
school
or
in
a
different
grade
level.
But
but
how
do
we
help?
You
find
those
opportunities
you
know,
and
so,
and
we
also
have
had
a
number
of
our
folks
from
from
from
the
school
base.
Who've
also
transferred
we've,
also
transitioned
into
into
central
office
roles.
AH
Now,
where
I
lose
some
of
the
numbers
is
that
you
know
if,
if,
if
I
move
from
you
know
the
group
up
to
the
central
office,
and
we
don't
backfill
my
position
with
another
black
educator,
then
you
know
you
know,
then
it's
not
really
a
pickup.
So
when
we
get
to
the
to
the
to
the
actual
resignation
point,
it's
actually
really
Last
Resort
an
hour
in
our
in
our
work
and
what
I
am
finding
is
that
you
know
folks
may
decide
that
they're
making
Traditions.
You
know
for
family
reasons.
AH
We
only
had
so
that
other
person
found
another
opportunity,
another
District
to
do
the
same
work
and
what
I
would
say
we
have
had
we've
had
we
recently,
we've
had
had
a
good
good
work
in
the
space
and
also
having
a
number
of
people
return
to
the
district
too,
after
after
a
couple
years
elsewhere.
AH
So
yeah
so
I
would
say
we're
we're
doing
the
retention
work
sort
of
ongoing
and
when
someone
has
an
exit
interview
with
us
or
a
complete
side
survey,
it's
really
at
the
at
the
very
very
end
of
of
our
ongoing
of
our
ongoing
conversation.
To
do
what
we
can
to
to
provide
every
opportunity
to
give
them
reason
to
stay.
H
I
think
Rafaela
had
her
hand
at
first
so
I'm
just
gonna,
say:
okay.
A
I
I'm
usually
calling
on
you
by
the
way
that
you're
showing
up
on
my
screen
so
I'm.
Sorry
when
it
pops
up
I,
don't
know
who
is
first
so
anyway,
I'll
go
to
Miss,
Polanco
Garcia
and
then
come
back
to
you
and
to
Mr
cardet
Hernandez.
O
P
P
How
many
of
the
bilingual
employees
were
hired.
P
S
Okay
and
so
I'm
going
to
cheap
kitchens,
I,
don't
know
if
you
all
are
if
your
team
is
able
to
pull
that
data
just
quickly,
but
I'll
just
ask
for
Sean
Martin
to
speak
to
some
of
the
inputs
and
the
efforts
so
numbers
in
terms
of
those
who
attended.
AH
So
in
terms
of
the
the
number
of
folks
that
we
have
in
the
in
the
program,
while
they're
they're
currently
well,
the
the
bilingual
Educators
who
were
in
The
Who
were
in
our
you
know
in
our
current
program,
are
in
the
or
in
the
pre-service
aspect
of
the
program.
So
it
would
actually
be
our
goal
to
have
all.
Well
all
six.
AH
You
know
of
the
current
candidates
who
are
in
the
program
to
be
hired
in
in
the
BPS
for
for
next
for
next
school
year.
AH
So
in
terms
of
the
in
in
terms
of
the
training
programs
that
were
that,
we're
offering
and
those
and
then
those
members
would
then
automatically
be
enrolled
in
our
fellowship
program
and
in
terms
of
receiving
receiving
initial
licensure
by
the
end
of
by
the
end
of
of
the
following
of
the
following
school
year.
AH
In
terms
of
in
terms
of
General
bilingual,
you
know
Educators
who
who
attended
any
of
our
our
general
affairs,
especially
the
the
multi
lingual
Fair.
We
would
actually
have
to
have
to
get
to
follow
up
and
would
be
happy
to
get
back
to
you
in
terms
of
the
in
terms
of
the
return
on
on
that
hiring
all
right.
P
O
P
Talking
about
the
importance
of
incorporating
more
Bilingual
School
leaders,.
P
So
that
my
question
goes
there,
what
are
you
doing
and
what's
the
plan
and
what
are
you
use
we're
using
to
motivate
the
Bilingual
School
leaders
to
come
on
board
and
work
with
us
in
the
district?
S
And
thank
you
for
the
next
question.
Miss
Polanco,
Garcia
I,
think
my
my
take
on
that
is
us
being
able
to
have
a
consistency
with
our
programming,
similar
to
what
superintendent
Skipper
mentioned
in
terms
of
what
we
do
in
terms
of
school
transformation.
S
It
is
a
time
to
invest
in
the
program
to
try
it
and
to
see
it
mature
over
time.
Our
bilingual
Educators
accelerate
a
community.
A
teacher
program,
for
example,
was
just
being
launched
this
year
and
I
think
as
we're
doing
that
it
does
provide
us
an
opportunity
to
think
about
what
that
looks
like
for
a
sort
of
school
leader
pipeline
development.
S
Well,
we
know
for
sure,
and
looking
at
our
programming
over
the
years
is
that
folks
are
not
going
to
automatically
come
to
us,
and
so
our
efforts
are
going
to
have
to
be
doubled
down
and
going
out,
and
so
we've
also
have
an
external
recruitment
manager
position
funded
through
Esser.
That
is
going
to
sustain
our
work
in
terms
of
going
out
out
of
Boston
out
of
Massachusetts,
to
Hispanic,
serving
institutions
to
hbcus
and
looking
for
bilingual
candidates
and
looking
for
diverse
candidates,
and
so
that's
new.
S
Above
and
beyond
what
we've
typically
done
and
then
it's
going
to
be
also
being
really
intentional
about
out
our
work
that
we
have
with
our
partner
colleges
and
universities.
So,
right
now
we
have
about
13
memorandums
of
understanding
which
colleges
and
universities
locally,
where
we
have
our
candidates
in
our
pipeline
programs,
working
with
them
to
get
complete
bachelor's
degrees
and,
in
some
cases,
master's
degrees,
I.
AG
I
am
hi
I.
AG
I
is
on
loan
from
our
leadership
development
team,
who
focuses
intensely
on
the
recruitment,
development
and
placement
of
school
leaders
alongside
Dr
Monica
Hall,
so
I'm
going
to
ask
Megan
to
happened
to
her
expertise
here
as
well.
Q
Thank
you
can
folks,
hear
me.
Okay,
great
good
evening,
everybody
I'm
Megan
Reed
and,
as
Ray
said,
my
former
position
was
in
leadership
development.
So
I'll
just
speak
briefly
to
our
Recruitment
and
our
emphasis
on
diversity
in
school
leader
hiring
I
do
want
to
clarify
that
the
slide
that's
in
the
appendix
that
we
have
is
representing
the
new
school
leaders.
Q
We
can
definitely
get
folks
that
overall
number
we
Dr
Monica,
Hall
and
I,
and
now
Dr
Monica
Hall,
have
made
it
a
top
priority
to
maintain
our
school
leaders
in
their
positions,
who
are
our
bilingual
bicultural
or
multilingual
Multicultural
School
leaders,
as
well
as
higher
diverse
candidates
for
our
school
leader
positions.
Q
Q
We
do
this
by
the
Partnerships
we
hold
Latinos
for
Education,
our
partnership
with
PSI,
our
partnership
with
Lynch
Leadership
Academy
and
through
our
very
pronounced
and
very
focused
efforts
with
those
Partnerships
to
set
our
goals
for
the
number
of
individuals
that
we
admit
into
those
Partnerships
that
are
multilingual,
and
so
those
Partnerships
are
a
great
source
of
the
candidates
that
we
have
that
are
multilingual.
Q
Additionally,
when
we
do
recruitment
fairs,
when
we
do
targeted
reach
out
when
we
are
on
when
we
have
Internet
presence,
we
are
sure
that
we
are
advertising
through
places
that
reach
candidates
that
are
multilingual
and
Multicultural
and
that
we
are
recruiting
with
folks
who
are
representative
of
the
cultures
of
the
leaders
that
we
would
like
to
have
in
the
district.
H
Okay,
I
have
a
few
questions,
I'm
going
to
kind
of
go
rapid
fire,
so
just
a
quick
clarifying
question
with
the
on
the
first
slide
when
it
says
we've
added
this
many
people
just
to
be
clear.
That
includes
Replacements
of
people
who
have
retired
or
moved
to
different
districts,
or
is
that
just
new
positions.
AG
H
Okay,
great
and
my
second
question.
H
Is
looking
at
new
to
BPS
educators.
H
H
This
is
what
we're
gonna
do:
plans
to
increase
educators
of
colors,
specifically
Hispanic,
because
right
now,
that's
the
most
underrepresented
compared
to
our
population
and
as
well
as
bilingual.
AG
Absolutely
I'm
I
think
Chief
granson
I'll.
Let
you
jump
in
with
regard
to
the
programming
that
is
available
and
launched
and
specifically
targeted
for
Mr
metis
Question.
S
Okay,
great,
thank
you,
Mr
Meadow.
For
that
question.
S
You
know,
I
I
think
I
want
to
go
back
to
and
address
what
was
mentioned
in
public
comment,
but
also
what
Chief
Catchings
mentioned
in
terms
of
you
know.
We
are
mandated
in
this
work
for
Garrity
Educators,
25,
black
and
10
other
well.
S
We've
made
a
commitment
as
a
district
and
I
think
superintendent
Skipper
recognize
announces
as
well
that
our
commitment
is
to
achieving
a
Workforce
that
reflects
the
students
and
families
we
serve,
and
so
we
fully
recognize
that
we
have
a
long
way
to
go
in
the
gap
between
our
latinx
students
and
and
Educators.
S
A
few
of
our
initiatives,
one
is
I,
am
really
excited
about
the
work.
We're
planning
around
partnering
intentionally
with
Hispanic
serving
institutions.
S
I
think
that
it's
going
to
be
really
important
for
us
to
not
only
in
addition
to
our
grow,
your
own
work
that
we're
doing
here.
In
addition
to
try
to
lure
other
Educators
from
surrounding
districts,
it's
going
to
be
important
to
try
to
try
to
also
bring
in
Educators
from
across
the
country,
and
that
also
means
partnering
with
the
city
on
things
like
housing
and
supports
when
they
get
here.
S
So
there's
a
sort
of
longer
term
strategy
for
that
I
think
in
the
short
term,
we're
really
also
relying
on
when
we
start
to
look
at
the
data.
The
numbers
around
the
amount,
the
number
of
pairs
who
are
latinx,
that
we
have
in
the
district
and
how
can
we
intentionally
reach
out
to
them
cultivate
them
support
them,
get
them
enrolled
into
bachelors
and
Master's
programs
and
over
time
as
we're
able
to
over
a
two
or
three
year
period
as
we're
able
to
get
them
prepared
for
the
teaching
rinks?
And
then,
of
course,
I
mentioned
earlier.
S
Our
bilingual
Educators
accelerated
Community
the
teacher
program,
and
so
we
referenced
here
that
the
numbers
are
small
right
now
but,
as
we
add
additional
capacity
and
I
know,
that's
our
plan
for
this
year
and
then
the
next
year,
we'll
be
able
to
reach
out
to
more
and
get
more
paraprofessionals,
and
not
just
for
professional
substitutes
and
career
Changers
enrolled
in
that
program.
Folks
can
do
that
after
work
hours
and
be
engaged
in
that
program,
so
that
we
increase
the
number
of
bilingual
and
latinx
Educators.
S
In
that
way,
those
are
three
main
strategies
and
I.
Think
one
of
the
ones
that
we've
talked
about
also
is
around.
We
did
a
small
pilot
last
year
from
a
Desi
grant
for
hiring
bonuses
for
latinx,
educators
and
I
know.
That's
something.
That's
super
internet
Skipper
wants
to
further
explore
for
this
upcoming
hiring
season.
H
Okay,
thank
you.
So
much
I'm
excited
to
hear
that,
and
the
last
thing
is
more
of
a
suggestion
than
a
question
in
this
kind
of
applies
to
the
specific
thing,
but
like
a
lot
of
things,
so
like
it's
not
really
but
like
when
looking
at
the
the
diversity
charts,
it's
it's
I
feel
like
it's
kind
of
incomplete
solely
because
I
can't
tell
like
there's
no
mixed
option
and
like
there's
also
like
for
some
people
who
are
more
than
one
they'd,
be
forced
to
pack.
A
G
Thank
you
so
much
again
for
the
presentation.
I
too,
have
some
rapid
fire
questions,
but
we'll
try
to
get
through
them
quickly.
G
I
guess
what
year
over
year,
I
think
I'm
going
actually
to
some
of
the
beginning,
the
to
the
beginning
of
the
deck
to
surround
our
current
vacancy
level.
Can
you
help
me
understand
at
this
time
last
year
how
many
vacancies
there
were,
and
it
can
be
those
sort
of
some
total
remaining
vacancies.
G
How
is
the
current
state
of
play
different
from
years
past
I
think
it
then
leads
a
question
for
me
so
once
you're
getting
that
data
just
around
this
current
expansion,
you
know
like,
as
we
continue
to
grow
or
are
we
unable
to
backfill
the
positions
that
we
need
to
backfill,
and
so
does
it
make
growth
as
a
strategy,
the
right
one
and
sort
of
investment,
poorly
spent,
I
guess
so
that's
sort
of
once
we
get
that
answer
sort
of
I
have
a
curiosity
there
and
I.
You
know
I
think.
G
As
you
may
know,
I
had
concerns
about
that.
As
we
approved
the
budget
that
we
were
trying
to
grow
too
many
positions
and
we
would
have
vacancies
in
schools,
which
is
you
know,
is
my
fear.
The
second
piece
here
I
have
is
around
the
pair
of
vacancies.
I'm
curious
of
the
121.
Now
that
are
remaining
how
many
of
those
are
for
one
to
one
pairs
versus
classrooms,
foreign.
G
so
and
then
I
guess
and-
and
this
is
true
for
all
of
the
positions
you
know
my
head
and
heart-
is
always
thinking
about
sort
of
the
most
complex
programming
problems
and
our
students,
who
obviously
need
the
most
supports.
So
as
we're
thinking
about
the
vacancies,
what
happens
for
those
students
and
I'm
thinking
about
classroom
pairs,
but
also
the
one-to-one
parents
who
don't
have
a
permanent
placement
or
don't
have
a
permanent
support
rather
and
then
the
same
is
true
for
classroom
teachers.
G
Is
there
a
standard
operating
procedure,
and
is
that
a
rotation
of
support
or
a
rotation
of
people,
or
is
there
a
designation
where
someone
is
consistently
in
that
role
until
it's
filled
that
I'm
thinking
about
this
from
a
family
experience
like
what
can
I
expect,
while
I'm
being
told,
there's
not
a
permanent
person
in
the
role.
AG
Great
question,
I,
think
and
I
know:
a
ton
of
people
probably
want
to
dive
in
on
this
too,
but
I
will
take
the
across
systems
level
approach,
because
I
can
tell
you
what
I've
experienced
when
having
to
bring
a
post
on
the
vacancy
throughout
the
hiring
season
and
I
know
that,
as
we
got
closer
to
September
our
district
strategy
pivoted
to
how
do
we
then
start
to
look
at
School
level
coverage
plans
and
following
up
with
each
individual
School
leader,
looking
at
their
staff
templates
to
help
them
really
move
the
chess
pieces
in
a
way
that
made
sure
everyone
had
an
adult
in
front
of
them?
AG
Do
one
while
also
still
continuing
to
work
fulfill
these
companies.
So,
although
we
had
a
systems
level
approach,
we
did
at
one
point
pivot
to
the
intense
support
around.
What
is
your
the
coverage
plan
for
your
school?
AG
We
have
a
substitutes
who
have
been
deployed
to
fill
vacancies,
many
of
which
have
if
they
were
slightly
under
the
criteria
or
waiting
in
a
waiver
pattern.
We
were
able
to
get
them
onboarded
as
Subs,
so
that
you
know
it
may
technically
show
as
a
vacancy,
but
we
have
a
sub
in
there
who
is
literally
waiting
on
Deck
to
transition
over
to
be
that
classroom
teacher
of
record.
So
it
really
looks
different
in
every
single
school.
What
their
coverage
plan
might
be
and
does.
J
To
me,
it's
me
through
your
chair
and
Lauren
I.
Think
you
can.
You
can
also
answer
this
on
the
special
ed
side.
So
if
a
student
requires
a
one-to-one
that
will
always
fill
that
with
a
sub
to
make
sure
that
the
student
is
supported
same
thing
with
you
know,
if
you
have
a
classroom
for
safety
ratios
like
an
ABA
classroom,
that's
always
going
to
be
a
priority
in
the
fill
consistently.
We
try
to
keep
the
same
person.
J
You
know
because
of
the
relationship
piece
in
in
schools
have
a
variety
of
cluster
subs
and
then
they
have
building
Subs
that
routinely
are
assigned
to
that
building.
So
you
know
we.
Our
goal
is
to
always
fill
those
positions
as
quick
as
possible,
but
we're
never
going
to
have
a
student's
need
unmet
in
that.
In
that
case
same
with
a
teacher,
you
know
we're
always
going
to
look
for
a
sub
that
it's
licensed
in
that
area.
There
are
particular
disciplines
such
as
science
that
we're
seeing
a
Statewide
shortage
for
Teacher
availability.
J
That's
one
of
the
harder
ESL
is
another
one
which
obviously
is
a
service.
So
that's
another
one.
We
try
to
prioritize.
Sometimes
that
requires
shifting
of
ESL
coaches
in
order
to
be
able
to
to
fill
that
need,
but
anything
that's
service
oriented
we
try
to.
We
try
to
prioritize
Lauren
I,
don't
know
if
there's
anything
else,
you
want
to
add
to
that.
AI
Yes,
thanks
superintendent.
The
only
thing
I
would
add
is
that,
in
addition
to
having
coverage
Subs
that
we
hold
centrally
is,
we
have
also
engaged
with
several
staffing
agencies
to
provide
additional
supports
to
schools
around
ABA
supports
one-on-one,
supports
speech
and
language
and
other
kind
of
critical
service
needs
that
we
have.
So
we
can
deploy
folks
very
nimbly
as
we
need
to.
G
The
final
question
here
and
I
hope
we
can
get
the
year
over
year
remaining
vacancy
data
too.
But
my
last
question
here
is
as
a
family
if
I
have
a
child
and
I'm
thinking
about
our
families,
sort
of
on
a
more
basic
level,
but
I
think
this
could
be
addressed
as
students
in
bands
in
grades.
If
I
have
a
child
who
is
sitting
in
a
classroom
without
a
highly
certified
teacher,
do
I
have
a
transfer
option
and
am
I
aware
of
it,
because
I
can
assume
based
on
enrollment
patterns.
J
Yeah
I
was
just
going
to
say
to
the
best
of
my
knowledge.
The
answer
is
no,
so
you
know
where
transfers
used
to
come
in
is
if
a
school
would
have
a
certain
designation.
Then
students
and
families
had
an
ability
or
a
right
to
transfer
to
a
different
School
of
higher
standing
in
these
classrooms.
Often
we
resolve
the
fill
fairly
quickly.
J
You
know
with
our
shortages.
Are
right
now
is,
like
I
said,
with
science,
so
it's
very
content
specific
to
raise
Point,
there's
80
percent
of
our
schools.
Don't
have
any
shortage.
I
think
the
Madison
issue
is
directly
tied
into
CTE
in
general,
in
what
we're
seeing
like
Statewide
in
terms
of
getting
CTE
teachers
into
into
vocational
CTE
programming.
So
short
answer
is
no
to
the
to
the
best
of
my
knowledge.
We
have
not
had
that
policy.
J
Q
Do
you
do
get
notification
if
your
student
is
in
a
classroom
without
a
highly
qualified
teacher
as
a
as
designated
by
their
licensure,
and
those
notifications
are
coming
out
at
the
end
of
November
yeah.
AG
G
AG
AG
We
do
so
for
last
year,
92
of
our
your
guidance,
counselor
Garrity
positions
were
filled
around
this
time,
10
29
and
around
this
time
we
had
about
70,
active
postings
and
so
I
think,
just
naturally
you'll
see
we
have
a
larger
volume
that
has
also
contributed
to
this
problem
of
having
some
remaining
unfilled
vacancies
too
wow.
AG
Oh
I'm,
sorry
I
should
clarify
here
overall
and
I,
know
Adriana's
listening
because
he's
probably
going
to
pull
it
up
for
Garrity
positions,
so
your
teachers
and
your
guidance
counselors.
There
was
only
70
postings
last
year.
This
time
this
year,
there's
183
yeah.
So.
G
That's
the
yeah,
that's
really
helpful
and
that's
really
helpful
and
I
I'm
just
saying
this
as
a
parent.
L
G
G
We
are
double
the
number
of
vacancies
last
year
and
I
and
last
year
was
by
two
so
but
I
I.
That
does
not
take
away
from
the
incredible
work
that
the
office
is
doing
to
drive.
The
fill
you
know
like
you
didn't
create
the
num,
the
sum
total,
but
you're
you're
you're
driving
hard
to
fill
it
and
I,
see
that
and
I
think
the
Ingenuity
here
is
really
smart
amount
of
times.
I.
Think.
A
Thank
you,
I
have
a
couple
of
questions.
Most
of
mine
are
the
data
and
so
I'm
going
to
ask
for
some
either
additional
slides
or
some
additional
notations
to
slides
just
to
begin
to
understand
the
magnitude
of
what
you're
working
with
so
one
on
I.
Think
it's
slide,
number
four:
can
you
I
can
I,
don't
know
if
you
can
pull
that
one
up
foreign.
A
Right
so
as
you've
showed,
the
numbers
is
there
a
way
that
you
could
also
add
to
this?
Both
the
you
know,
so
what
you
have
filled.
Can
you
show
us
what
the
diversity
issues
are
in
what
those
field
positions
look
like
and
I
don't
and
I'm,
not
sure
strategically.
A
If,
in
the
vacancies
that
you
want
to
hire,
you
all
have
particular
types
of
folk
that
you
would
like
to
see
filling
those
positions,
because
what
I'm
trying
to
get
at
is
it
just
feels
like
it
is
a
massive
number
of
the
the
number
of
teachers
we
need
and
the
diversity.
But
then
how
do
we
go
back
to
individual
schools
to
begin
to
look
at
what
are
those
school?
A
You
know
what
do
the
faculties
look
like
in
those
schools?
What
are
the
positions
held
by
a
variety
of
people
of
color
or
people
who
are
speaking
different
languages
so
that,
as
you
begin
to
look
at
cohesively
at
a
school's
faculty,
it's
really
beginning
to
do
more
of
matching
the
needs
of
the
students
that
are
actually
there,
because
these
numbers
don't
give
me
a
good
sense
of
you
know
strategically
what?
S
Yeah
sure,
Roberts
and
I
would
just
say,
I
think
that
definitely
has
been
the
struggle
over
the
last
two
years,
with
the
with
the
pandemic
and
just
dramatically,
shifting
hiring
and
Workforce
Trends
and
I.
Think
what
you
described
in
your
question
is
exactly
the
challenge
we're
experiencing,
and
so
I
was
at
a
round
table
on
teacher
diversity
dashboards
a
few
weeks
ago
with
School
leaders
and
some
of
our
school
leaders
who
are
the
most
committed
to
this
work,
around
educated
diversity.
S
Where
we're
like
you
know,
we
we
need
help,
we
just
need.
We
need
teachers
right,
we
need
qualified
adults
in
front
of
kids,
and
so
it
has
been
a
challenge
for
us
to
think
creatively
about.
Okay.
What
can
we
do
above
and
beyond
the
things
that
we've
been
doing
given
sort
of
what
we
have
locally
and
then
that's
where
that
external
I
think
push
is
going
to
definitely
have
to
come?
S
S
The
you
know,
I
think
it's
worth
going
back
and
studying
the
impact
of
having
so
many
more
Educators
hired
educators
of
color,
specifically
hired,
because
the
emergency
license.
All
you
had
to
do
was
to
go
on.
Desi
website
pay,
the
50
bucks
and
you
know,
click
the
button
and
you
got
the
license
right
and
so
there's
something
to
that,
and
then
there's
a
piece
around
like
how
we
then
support
those
people.
S
Those
individuals
when
they
come
in
last
thing
I
would
quickly
share
is
that
we
have
moved
over
the
last
two
years
from
diversity,
focused
schools,
so
focusing
on
just
a
few
of
our
schools
with
the
most
imbalance,
diversity,
wise
and
now
every
school
in
the
district
annually
has
to
set
diversity
goals
and
the
goals
that
they
set
are
based
on
the
actual
vacancies
that
they
have
in
their
school
right.
So
if
I
don't
have
a
lot
of
turnover
and
I
only
have
one
vacancy.
S
Well,
that's
going
to
impact
what
kind
of
goal
I
set
for
that
particular
year
and
we've
increased
our
efforts
for
school
superintendents
working
closely
with
the
office
of
human
capital
to
monitor
the
diversity
of
The
Hires
that
are
submitted,
and
until
that
higher
has
a
clear
rationale
for
the
diversity
it
human
capital
actually
won't
even
process
the
higher.
So
that's
a
major
Innovation
and
change.
That's
happened
within
the
last
two
years.
A
Okay,
I
have
a
similar
question
for
the
issue
with
language
needs.
You
know.
Are
we
looking
carefully
at
what
we
need
in
terms
of
second
language
speakers,
so
that
more
of
our
children,
who
are
in
multilingual
learning
programs,
particularly
learning
English,
have
a
critical
teacher
that
speaks
their
language
as
a
major
part
of
their
day-to-day
education.
AH
Well,
I
would
just
speak
to.
The
answer
is
yes,
as
we
seek
to
do,
multi
lingual,
recruitment
and
I
did
find
a
number.
You
know
we
had
60
candidates
who
spoke
another
language
other
than
English
show
up
at
our
multi-lingual
recruitment,
Fair
back
in
the
back
in
the
spring,
so
we
are
certainly
trying
to
identify
what
the
language
needs
are
and
and
and
and
and
and
then
trying
to
recruit
really
across
the
board.
AH
We
certainly
need
people
who
can
speak
Spanish,
but
we're
aware
of
the
need
for
you
know
for
for
Mandarin
and
Cantonese
or
Haitian
Creole.
You
know
and
other
you
know,
Arabic.
You
know
the
languages
that
are
that
our
students
speaks
so
I.
Think
in
general
you
know
we're
we're
we're
we're
seeking
anyone
who
can
speak.
AH
You
know
enough,
you
know,
you
know
any
other
language
for
that
matter
and
then
doubling
down
in
terms
of
in
terms
of
where
some
of
the
highest
needs
are
as
we're
recruiting
for
our
prep
programs
and
just
recruiting.
You
know
for
hiring
in
general.
AH
Oh
yes,
because
when
we,
when
we
held
when
we
held
that
fair
and
when
we
hold
that
fare
and
and
and
we
do
it
and
and
we
do
it
annually
and
and
now
moving
forward,
we'll
we'll
seek
to
see
if
we
can
do
it
multiple
times
throughout
the
throughout
the
process,
if
we,
you
know,
have
the
you
know
capacity,
so
the
the
fair
was
actually
designed
to
recruit
for
first
for
to
be
able
to
teach
across
the
K-12
Spectrum,
so
whether
if
you're,
an
elementary
teacher
or
whether,
if
you're
a
secondary
educator
who
who
who
taught
you
know
who
could
teach
science
or
or
history
or
you
know
or
or
any
other
subject
that
we
offer
and
then
in
addition,
you
also,
you
know,
speak
another
language,
you
know,
and
then
we
also
were
you
know,
certainly
in
encouraging
you
know
anyone
who
also
had
the
skills
to
also
be
able
to
you
know
to
teach
the
subject.
AH
You
know
in
that
also
in
that
languages
in
that
language,
for
the
purposes
of
of
certainly
of
some
of
our
you
know,
dual
language
programs.
A
Thank
you,
I
do
have
more
questions
I'm
time
and
time
and
I
want
to
before
we
close
out
I
want
to
ask
if
there's
anybody
that
has
one
more
burning
question,
but
at
the
same
time
I
know,
there's
a
lot
of
information
here
and
I
hope
that
everybody
will
review
the
the
slides
again
and
please
ask
more
questions
of
the
district.
As
we
look
at
into
this
very
important
issue.
Mr
O'neill.
R
Yes,
Madam
chair
just
a
very
quick
question:
when
I,
when
I
do
the
math
I
look
at
you
know
the
800
plus
openings
in
a
Workforce
of
approximately
11
000,
which
is
what
7.5
vacancy
rate
and
clearly
it's
high
and
we're
concerned
about
it
and
I
appreciate
how
to
begin
the
presentation,
Chief
grandson
mentioned
or
maybe
have
been
Chief
Catchings
about
vacancy
rates
in
other
districts
as
well,
which
is
typical
for
us
to
look
at,
but
I
also
think
about
the
unique
requirements
about
being
in
the
city
and
the
residency
requirements
Etc.
R
So
how
are
we
comparing
against
other
City
departments,
because
I
I
heard
of
at
least
one
of
them
I
think
the
library
is
up
about
up?
Are
the
libraries
overall
is
up
about
12?
So
do
we
have
any
sense
of
how
our
vacancy
figure
is
compared
to
other
City
departments?
You
know
that
are
also
dealing
with
a
lot
of
the
issues
that
we're
dealing
with
trying
to
hire
in
the
city,
High
Cost
of
Living
residency
requirements,
Etc.
AG
We're
working
with
our
counterpart
over
at
City
Hall
was
actually
doing
some
pairing
down.
We
could
get
that
information
for
you
when
we,
we
have
been
petitioning
The
Residency
commission
to
help
us
move
through
The
Residency
barrier,
particularly
for
some
of
our
lower
wage
roles,
which
is
also
included
in
some
of
their
cbas.
Historically,
so
we
have
been
getting
really
creative
when
we
think
about
you
know
our
bus
monitors
and
just
critical
roles
that
inherently
have
the
residency
impediment.
AG
We've
been
working
with
the
residency
commission
to
try
to
help
with
that.
I
do
know
that
our
other
City
departments
have
been
doing
the
same
thing
as
well
for
some
of
their
critical
shortage
areas
as
well.
So
not
don't
have
a
number
on
how
we
compare,
but
I
do
know
know
that
we
were
at
least
one
of
six
departments:
Who
petitioned,
The,
Residency
Commission
on
getting
some
relief
around
how
The
Residency
impediment
for
these
critical
jobs
we
have.
AG
They
did
waive
the
requirement
for
some
of
our
lowest
wage
workers
and
we
are
continuing
to
report
them
on
that
waiver.
It's
a
temporary
one,
it's
not
permanent
it
will.
There
are
some
triggers
to
reinstate
it.
Should
we
consistently
hit
the
80
per
80
or
85
percent
Staffing
level
amongst
those
work
groups,
but
for
now
it
does
provide
us
the
immediate
relief
that
we
need
in
order
to
get
folks
in
the
door
and
get
students
served.
But.
J
I
drew
your
chair
just
on
that
point.
This
is
a
topic
of
conversation
in
in
the
city
cabinet
meetings,
some
of
the
same
departments
that
struggle
are
the
same
as
ours.
In
fact,
the
CDL
program
that
transportation's
launched
in
order
to
fill
bus
drivers,
the
city
is
actually
working
with
us
on,
so
that
they
can
fill
the
need
of
licensed
CDLs
in
their
positions.
It's
in
the
double
digits.
It
varies
Department
to
Department,
so
you
know
everybody's
struggling
and
trying
to
share.
J
In
fact,
we've
been
talking
creatively
about
how
to
be
able
to
share
each
other's
postings.
Other
opportunities
to
have
employees,
work
kind
of
across
the
units,
so
I
think
we're
really
trying
to
look
at.
You
know
in
all
in
all
ideas,
approach.
G
I
think
this
one
is
quick
it'll,
be
it
will
go
faster
than
my
last
one,
but
I
this
this
one's
simple,
we're
talking
a
lot
about
the
sort
of
recruitment
efforts,
I'm
curious,
and
in
that
you
know,
in
the
past,
we've
we
have
and
I
know
we
couldn't
discuss
it
here
because
of
Labor
implications,
but
have
tried
to
discuss
the
possibility
of
sign
on
bonuses
and
retention
bonuses,
I'm
curious
for
our
retention
efforts.
If
we're
seeing
an
increase
in
the
number
of
folks
leaving
year
over
year.
G
K
AH
Ly
speak
to
the
efforts
we've
been
doing
around
our
educators
of
color
and
and
I.
Think
that
the
percentage
of
the
of
the
teacher
exits
that
identify
of
educators
of
color
you
know
haven't,
haven't
gone
down
each
of
the
last.
You
know
three
years
since
we
directly
started
the
work
in
2019.
You
know
by
by
hiring
a
retention
specialist
which
actually
was
myself
and,
and
so
we
began
to
provide
direct
support.
You
know
to
all
of
our
educators
of
color,
but
especially
our
early
educators
of
color.
AH
You
know
that
we're
more
likely
to
use
lose
or
because
the
studies
show
that
you're
more
likely
to
lose
an
educator
in
those
first
three
to
five
years.
You
know
than
you
are
than
you
than
you
are
after
that.
AH
So
by
being
intentional
about
our,
you
know
about
our
professional
development
opportunities
by
our
licensure
support
by
our
affinity
group
spaces
that
we've
created
the
by
by
our
Alana
programming,
where
we
get
people
together,
you
know
monthly,
you
know,
on
a
monthly
basis
to
be
able,
to,
you
know,
to
be
able
to
network,
have
an
opportunities
to
connect
with
the
superintendent.
AH
Even
though
I
haven't
had
superintendent
Skipper
have
a
chance
yet
to
come
visit
the
Affinity
groups,
but
we'll
get
it
we'll
get
that
on
our
calendar
soon
and
we
even
you
know,
and
we
even
started
up
here-
Mentor
program.
You
know
named
after
the
late
Keith
love
which,
which
we're
continuing
this
year,
that
we
launched
last
year
to
directly
you
know,
Target
our
you
know
our
educators
of
color.
AH
AH
Now
that
you
know
now
that
we're
you
know,
beginning
to
to
refill
some,
you
know
some
some
positions
that
we've
had
vacant
in
our
in
our
office
and
you
know,
and
and
so
yeah
and
so
I
think
I,
I,
I
I
think
the
data
shows,
and
so,
while
we
certainly
will
be
we'll
be
hoping
that
that
the
overall
number
of
Educators,
who
you
know
who
leave
the
district,
you
know
will
you
know,
will
go
down,
we
will
well
I
will
take.
AH
You
know
personal
pride
in
the
fact
that
we've
been
able
to
reduce
the
number
of
educators
of
color
who
have
left
the
district.
In
spite
of
everything
that
has
happened,
you
know
from
from
from
2019
to
now
you
know
in
addition
to
the
pandemic,
you
know
I'm
talking
about
also
in
the
wake
of
the
death
of
George
Floyd,
you
know
in
the
black
lives
matter
movement
you
know,
January
6th
I
mean
you
know,
you
name
it
and
all
the
different,
all
the
different
different
things
that
that
Society
has
sort
of
told
us
has.
AH
Has
you
know
the
vaccine
mandate
has
been
running
educators
of
color
from
the
you
know
from
the
workforce.
The
fact
that
we've
been
able
to
you
know
to
actually
reduce
that.
You
know
that
number
here
in
the
BPS
is
a
credit
to
the
work
of
the
office.
G
Mr
Martin
in
sort
of
full
Circle
our
earliest
conversation.
G
This
evening,
you
know
I'm,
like
a
firm
believer
that
everything
we
do
with
adults
is
in
parallel
process
to
what
we
do
with
young
people,
and
so
what
you're
describing
is
what
we
were
talking
about
with
our
issues
of
chronic
absenteeism
right,
it's
like
creating
the
sense
of
belonging
and
for
people
to
feel
like
there's
purpose
and
that
they
are
seen
and
that
they
are
known
and
so
kudos
to
you
for
creating
that
space
and
obviously
turning
the
tide,
particularly
for
folks
of
color
in
the
workforce.
G
So
yeah,
thank
you,
I
will
will
say
I
guess,
since
we're
still
full
circle
there
are.
There
are
ways
that
we
can
use
Esser
funds
to
and
to
incentivize
folks
to
stay
in
the
workforce
in
our
hardest
to
staff
positions
and
I
know
we're
going
to
get
a
more
robust
update
about
your
plan.
Superintendent
with
that
that
funding.
But
you.
G
Money
in
the
pockets
of
folks
and
so-
and
so
you
know,
this
is
just
one
way,
particularly
in
our
hardest
to
staff
positions
which
oftentimes
are
in
either
communities
with
high
concentrations
of
vulnerability
or
in
positions
that
we
know
are
often
serving
often
are
held
by
folks
of
color
in
the
workforce
as
well.
So
that's
all
I
got
to
think.
AH
And
I'll
just
add:
if
I
may,
we
did
we,
we
did
apply
to
the
Department
of
Ed
back
in
September,
for
for
a
funding
opportunity
through
the
teacher
diversification
Grant
for
for
signing
bonuses,
for
this
upcoming
hiring
season
and
for
and
for
relocation
support,
which
is
something
else
that
we
have
that
we
have
that.
We
have
heard
about.
You
know
as
we're
making
the
rounds
outside
of
outside
of
New
England.
AH
Now
we
have
yet
to
get
to
get
a
response
from
the
state,
and
you
know
how
that
goes.
I
would
love
to
get
an
answer
sooner.
You
know
than
later,
so
we
can
actually
take
full
advantage
of
the
funds.
So
if
you
know
if,
if
you're
able
to
help
us-
and
you
know
and
and
sort
of
nudging
the
department
along
we'll
take
it.