►
Description
Two final candidates are being considered for the position of the Superintendent of Boston Public Schools.
The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others.
Both finalists are seasoned education leaders who have deep experience in urban schools.
A
B
A
A
C
C
C
C
Today's
meeting
is
being
recorded
to
serve
as
a
resource
for
school
committee
members
and
to
make
available
for
those
who
cannot
be
here
today
to
preserve
the
integrity
of
this
process.
The
candidate
is
using
a
boston,
public,
school
ish,
boston,
public
schools,
issues
lab
issued
laptop
and
is
not
allowed
to
use
their
phone.
During
the
piano
interview,
the
superintendent
search
committee
has
been
tasked
by
the
school
committee
to
conduct
a
thorough
search
beginning
in
march.
We
began
by
hosting
a
series
of
public
listening
sessions
and
community
stakeholder
meetings.
C
C
The
search
committee
narrowed
the
poll
to
eight
candidates
throughout
may
and
june,
and
conducted
several
rounds
of
interviews
with
the
candidates
on
friday
june
16th.
The
search
committee
conducted
its
final
deliberations
and
voted
to
select
a
group
of
finalists
for
the
school
committee's
consideration.
C
C
E
E
As
you
know,
we
have
gone
through
a
wild
few
years,
but
my
main
question
based
on
this
and
from
my
experience,
comes
from
this
idea
of
supporting
teachers.
How
many
are
how
can
boston
public
schools
help
make
teaching
more
sustainable
and
attractive
to
talented
educators
in
order
to
both
attract
and
retain
quality
long-term
teachers
like
myself,.
F
I
think
I
think
you
know
I'm
particularly
concerned
for
teachers
who
started
their
teaching
career,
who
were
very
young
in
their
teaching
career
during
the
pandemic,
because
they
didn't
have
the
advantage
that
we
all
had.
As
we
were
beginning
teachers.
um
You
know
and
just
my
experience
with
my
teachers
in
summerville.
F
F
I
think
post-pandemic,
all
educators,
you
know,
can
benefit
from
having
de-escalation
trauma
sensitivity,
training,
anti-bias,
training,
there's
there's
a
number
of
things
that
I
think
could
help
just
every
teacher
in
every
classroom.
So
very
much
would
like
to
to
sort
of
look
at
that
piece
on
the
development
side
and
then
in
the
advancement
side.
I
think
you
know
um
you
know.
My
daughter
is
been
a
teacher
now
for
a
decade,
and
um
you
know
she's
thinking
you
know
do
I
do.
Am
I
stay
teaching?
F
Will
I
someday
be
an
administrator,
um
and
I
would
want
us
as
a
system
to
support
the
aspirations
of
our
teachers.
I
think
it's
important
for
them
to
feel
that
there's
going
to
be
on
other
avenues,
whether
that's
coaching,
you
know
whether
that
is
specialist
work
or
whether
that
could
potentially
be
administrative
or
leadership
work.
So
I
really
like
to
put
a
lot
of
emphasis
in
the
pipeline
development.
F
I
think
one
of
the
most
powerful
parts
of
evaluation
um
is
frankly
the
conversation
that
happens
between
a
teacher
and
their
supervisor
of
what
what
am
I
trying
to
accomplish?
What
do
I
hope
you
see
and
then
the
feedback
of
what
I
saw.
You
know
all
the
positive
things
and
here's
a
few
things
you
could
work
on
with
some
strategies
that
takes
development
of
our
school
leaders,
and
I
think
you
know
the
pandemic
is
kind
of
wreaked
havoc
along
all
of
those
lines
of
development
that
we
need
to
get
back
to.
G
Can
you
please
oh
they're,
okay,
great
hi
good
afternoon,
I'm
dr
michelle
eisen
smith.
I
serve
as
the
school
leader
at
the
horace
mann
school
for
the
deaf
and
hard
of
hearing.
My
question
is
related
to
providing
services
for
the
traditionally
marginalized
students,
students
with
disabilities,
multilingual
learners,
linguistic
minorities,
including
our
deaf
and
hard
of
hearing
students.
F
I
appreciate
that
question
so
I
think
you
know
I
think
that
there's
been
a
lot
of
data
and
auditing
around
particularly
special
education,
ell,
work
um
and
intersectionality,
where
you
know
that
you
are
coming
together.
um
I
would
want
to
you
know:
go
in
take
a
look
at
that
data,
but
I
would
want
to
validate
it.
I
want
to
have
good
stakeholder
conversations
with
the
school
leaders
and
with
educators
about
what's
happening
in
the
field
you
know
is
this:
is
this
the
data
that
we're
experiencing?
Does
it
fully
represent?
What's
going
on?
F
um
Are
there
areas
that
are
a
particular
concern
and
others
that
we
don't
need
to
prioritize?
So
I
would
see
that
as
an
authentic
dialogue
with
the
field,
not
just
accept
that
face
value,
um
you
know
what's
been
audited
and
the
data
that's
that's
collected,
um
you
know
in
our
system.
You
know
we
between
special
education,
ell
and
the
intersectionality.
F
You
know
it's,
it's
40
45
of
our
students,
so
this
isn't
just
a
small
issue.
This
is
a
large
issue
that
we
need
to
get
right.
um
You
know
we
have
to
be
true
to
our
mission
that
we
serve
every
child
and
every
child
means
with
open
arms,
welcoming
those
with
different
abilities
and
welcoming
those
who
are
newcomers
or
speaking,
another
language
other
than
english.
F
F
That
means
that
our
students,
who
you
know
our
special
education
students,
our
ell
students,
need
to
be
able
to
access
all
the
opportunities
that
we
have
in
the
after
school
programs
in
the
evening
programs
in
the
summer
programs
to
really
be
true
to
our
mission
of
full
education
for
our
student
body.
So
I
would
see
this
as
an
area
based
on
both
what's
sort
of
been
identified
and
also
just
knowing
in
you
know
my
experience
in
education,
both
in
vps
and
summerville,
that
this
is
this
is
an
area
that
needs
constant
monitoring
support.
F
You
know
continuous
progress,
monitoring
looking
at
the
data
talking
with
families
talking
with
students
talking
with
educators,
are
we
making
the
progress
in
the
areas
that
we
need
to
be
making
and
making
the
difference
to
the
students?
So
this
would.
This
would
absolutely
be
one
of
my
priority
years
coming
in.
H
Maybe
there's
a
little
glitch
there,
hi
mary.
How
are
you
doing
well,
dania,
it's
good
to
see
you,
um
and
so
um
I'm
going
to
ask
about
autonomous
schools,
um
and
let
me
just
introduce
myself
properly.
um
I
am
the
founding
headmaster
of
the
margarita
munis
academy,
which
is
celebrating
its
10th
year
this
year.
It
brings
me
to
11
years
here,
working
as
a
boston,
public
school
leader
proudly,
but
some
years
before,
working
in
a
different
capacity
with
many
of
the
schools
in
boston,
um
the
autonomous
schools
were
schools.
H
Work
started
back
in
the
90s
as
a
laboratory
for
innovation
and
systems
change,
as
well
as
a
strategy
for
school
improvement,
a
superintendent
who
actually
started
an
autonomous
school
here
in
boston.
Would
you
describe
your
position
on
autonomies
and
innovation
today
and
how
do
you
propose
to
work
with
this
important
model
in
ways
that
benefit
all
students
and
schools
throughout
the
district.
F
So
I
really
appreciate
that
question.
um
You
know
I,
whenever
I
think
of
autonomy
and
um
innovation,
I
always
have
to
add
the
word
accountability,
um
and
I
know
that
autonomous
leaders
feel
the
same.
um
You
know
they
have
to
all
work
together
to
ensure
that
the
outcomes
for
students
are
what
we
all
need.
F
I
think
one
of
the
things
that
has
never
fully
happened.
That,
I
believe,
is
a
high
school
network.
We
were
getting
to
the
point,
but
it's
the
ability
to
share
the
practices
out
of
the
autonomous
schools
and
into
the
non-autonomous
schools
at
you
know
at
the
high
school
level
and
at
all
levels,
um
and
there
is
trade-off
there.
F
I
think
this
is
a
leader
conversation
and
an
authentic
one
that
has
to
happen
to
problem
solve
where
and
how
we
use
the
autonomies
and
where
and
how
we
might
bring
back
the
autonomies
a
bit
in
areas
to
ensure
students
have
more
choice
and
that
students
can
be
more
successful
so
and
that
may
be
in
programmatic
areas.
That
could
be
in
enrollment
areas.
F
H
F
Sure
so,
when
you
have
freedom
right,
when
you
have
freedom
and
accountability
to
something
I
mean
an
autonomy
to
something,
you
want
to
make
sure
that
it's
working
for
the
reasons
that
it's
working
and
that
reason
would
be
to
make
sure
the
kids
are
making
have
opportunities
and
that
they're
making
progress.
So
I
would,
I
would
want
to
develop
a
common
lens
of
accountability.
F
When
I
say
reign
in
what
I
mean
is
you
know
you
you're,
always
in
continuous
monitoring,
you're,
always
sort
of
saying.
Is
the
autonomy
having
the
positive
impact
you're
wanting
it
to
have,
and
is
it
in
any
way
having
a
disparate
impact
on
others?
And
I
think
it's
looking
at
that-
and
I
think,
like
weighted
student
formula,
is
a
good
example
of
that
right,
weighted
student
formula.
F
If
you
don't
keep
going
back
and
checking
and
looking
at
the
values,
it
can
easily
be
skewed
to
impact
some
schools
positively
and
other
schools
negatively,
particularly
if
they're
small
schools
and
not
programmatic
schools.
So
I
think
it's
just
looking
through
a
lens
like
an
equity
lens
across
the
district,
and
that's
to
me
like
a
really.
I
know
that
when
we
started
to
do
this
um
in
the
issue
at
the
time
I
believe
was
special
education
and
the
issue
was,
um
you
know,
inclusion
and
ensuring
that
you
know
students
could
be
served
in
all
schools.
F
The
autonomous
network
came
forward
and
said:
how
can
we
do
this?
What
can
we
do
and
they
came
together
and
had
a
very
powerful
dialogue
different
than
a
traditional
programmatic
or
special
education
program,
but
but
found
ways
to
be
able
to
serve
special
education
students
in
their
model
and
the
bottom
line
was
they
could
serve
students
in
their
model?
F
F
F
Yes,
because
I
think
that
school
quality
reviews
get
it
more
than
just
test
data.
I
think
school
qualities.
Reviews
are
really
important
and
impactful
tools
for
getting
at
the
culture
of
the
school,
getting
it
whether
or
not
it's
reaching
its
mission.
Probably
the
closest
thing
to
at
the
high
school
level
is
knee,
ask
and
that's
just
too
broad
of
a
process
and
takes
too
long.
I
think
school
quality
reviews
are
just
very
impactful
information
for
our
school
leaders.
H
C
F
F
Roughly
85
of
our
students
are
students
of
color
who
have
been
traditionally
marginalized
if
you're
in
education,
the
imperative
to
be
part
of
a
solution
is
here:
that's
what
we
need
to
galvanize
around.
If
you
are
out
in
you
know,
in
a
non-profit
in
a
philanthropic,
or
you
know,
wherever
you
are
kind
of
on
sideline
now
is
when
you
need
to
come.
F
You
know
drops
of
drops.
This
isn't
a
job
right.
The
work
we
do
here
in
the
boston
public
schools
is
not
a
job.
This
is
a
it's
a
calling
and
a
mission
to
support
our
students
and
families,
and
you
know,
wherever
you
are
in
your
career,
I
would
want
to
have
authentic
conversation
with
people
about
the.
Why
of
the
now
and
the
how
to
get
them
here
so
that
that
would
be.
F
H
A
F
So,
looking
through
the
survey
data,
um
which
I
spent
a
lot
of
time,
looking
through
um
even
before
making
a
decision
to
apply,
it
became
really
clear
to
me
that,
particularly
for
our
communities
of
color
and
our
families
of
color,
that
there's
you
know
there
is
a
feeling
that
there
isn't
trust
and
that
um
there
isn't
transparency
um
in
good
communication,
and
this
is
something
that
we
need
to
change
pretty
quickly.
um
I
think
that-
and
this
is
long-
I
think
it's
long
historical
right
and
it
doesn't
just
exist
here
in
boston.
F
It
certainly
exists
in
somerville
as
well.
um
I
I've
always
tried.
I've
always
worked
whether
it
was
at
tech,
boston
in
boston,
um
as
the
network
suit
here
for
the
high
schools
or
whether
it
was
at
summerville.
I've
always
worked
in
a
system
where
it
was
majority
students
of
color
majority
students
for
whom
and
their
families.
English
was
not
the
first
language,
and
so
I
think,
there's
there's
a
couple
things
to
this.
F
I
think
one
is
that
as
a
white
leader,
I
I
have
to
recognize
that
it
is
an
imperative
for
me
to
build
a
team
that
is
diverse.
It's
talented,
that's
you
know
culturally
proficient
that
is
linguistically
proficient
so
that
I
have
a
way
to
be
able
to
reach
out
to
the
community
of
color
and
our
bilingual
community
so
that
I
can
hear
and
listen.
F
And
that
is
the
part.
I
may
not
be
able
to
understand
their
experience.
But
I
can
listen
and
I
can
commit
to
making
their
priorities
our
priorities
and
I
think
they
are
the
same
priorities
which
is
to
ensure
that
our
students,
particularly
our
students
of
color,
who
have
been
marginalized
over
the
years,
that
that
we
are
taking
our
resources
and
our
talent
and
our
programming
and
we
are
putting
them
to
the
benefit
of
our
students.
F
The
best
way
to
do
that.
I
think,
and
my
in
my
experience
is
to
listen
to
be
open,
to
be
able
to
take
up
some
of
those
priorities
and,
most
importantly,
to
do
what
I
say
to
actually
do
it
so
that
it
isn't
just
saying
it
or
smiling
and
nodding,
but
that
it
translates
into
a
difference
for
the
community
of
color
that
they
see
the
issues
that
they're
concerned
about
being
addressed
and
being
addressed
with
sincerity
and
with
with
urgency.
F
So
that
would
be
my
approach.
That's
been
my
approach
when
I
was
a
principal
at
tech,
boston.
That
was
my
approach.
When
I
was
the
you
know:
the
assistant
soup,
in
the
high
schools
um
and
in
somerville
you
know
family
engagement
and
having
an
extremely
strong
family
engagement
department,
our
communications
office
and
making
sure
our
communications
office
at
all
levels
is
ensuring
access
um
to
our
to
our
broader
community
and
community
of
color
and
bilingual
community
is
going
to
be
essential.
F
J
F
Thank
you
thanks
for
that
question,
so
I
think
what
was
very
glaring
in
the
pan.
You
know
post
pandemic,
but
you
know
our
school
leaders
were
caught
in
between
they're
caught
in
between
central
offices
and
they're,
caught
between
students
and
families
and
trying
to
in
staff
and
trying
to
serve
them,
and
so
everything
rolls
up
and
everything
rolls
down
and
the
school
leader
becomes
the
catchpin
board
and
having
been
a
school
leader
for
11
years,
I
experienced
that
as
well.
F
I
think
you
know
the
pandemic
has
definitely
you
know
uh
really
brought
that
to
a
height
um
and-
and
so
I
would,
I
guess,
approach
a
few
things.
I
think
one.
um
The
same
issue
for
teachers
exists
for
school
leaders,
which
is
development.
You
know
ensuring
that
school
leaders
are
developed
and
have
training
in
critical
areas.
Like
de-escalation
and
trauma
communication.
F
F
I
would
put
particular
supports
in
place
for
school
leaders
who
are
here
one
to
three
years.
I
think
you
know
I
remember
not
feeling
totally
comfortable
as
a
school
leader
until
after
my
first
graduating
class,
so
that
was
like
year
five
and
that's
where
I
really
started
to
kind
of
feel
like
okay,
I
can
do
this.
I
know
what
this
is,
um
so
I
think
really
paying
attention
to
that
like
one
to
three
to
four
year,
particularly
with
the
pandemic
interrupting
in
bringing
in
partners
to
do
some
explicit
principle
work.
F
um
You
know
not
just
relying
strictly
on
central
but
having
partnerships
that
can
work
with
those
principles
and
that
principals
would
have
the
ability
to
be
able
to
talk
with
them
different
than
their
supervisors.
I
think
that
that
kind
of
outreach
and
outlet
is
healthy
for
the
principals.
I
also
think
principles
need
each
other
and
I
think
you
know
developing
networks
for
the
principles,
particularly
for
the
principles
of
color
having
affinity
group
so
that
they're
able
to
talk
about
particular
issues
that
are
unique
for
them.
F
F
F
I
think
there's
opportunities
there
for
leading
collaboration
and
sharing,
because
sometimes
all
it
takes
is
just
picking
a
phone
up
to
a
colleague
who
has
an
answer
um
and
giving
your
question
and
just
having
that
human
voice
and
the
other
side
say:
oh
you've
done
this.
You've
been
through
this
okay.
This
is
what
you
do
so
I
would
want
to.
I
would
want
to
foster
that.
F
C
You
carlene
speaking,
thank
you.
Next
up
we're
going
to
ask
to
we're
going
to
take
another
question
from
the
public
which
was
submitted
anonymously
through
our
superintendent
search
survey
and
here's
the
question:
what
are
your
ideas
to
modernize
the
curriculum
to
be
aligned
with
younger
generations
instead
of
using
the
same
tools
from
30
plus
years
ago,
for
example,
updated
reading
materials
or
new
technology
in
the
classroom?.
F
Do
our
kids
relate
to
it
like?
Is
it
culturally
relevant?
Does
it
does
it
speak
to
our
students?
Experiences?
Do
students
see
themselves
in
it,
so
I
would
look
at
curriculum,
not
so
much
as
the
date
but
more.
How
are
students
receiving
it
and
how
it
teaches
that
they're
teaching
it
receiving
it
um
and
does
it
get,
does
it
does
it
address
the
academic
standards
and
goals
that
we're
trying
to
accomplish
um
same
thing
with
any
kind
of
project-based
learning
on
the
technology
side?
I
think
you
know
the
the
one
part.
F
I
would
really
like
to
look
at
because
I
think
in
general,
bps
does
a
really
good
job
um
with
technology
and
with
the
devices
and
the
support
of
the
devices
and
instructional
technology,
but
you
know,
I
think
that
when
I
think
of
technology,
I
think
of
you
know
tools,
I
think,
of
different
kinds
of
tools.
I
think
of
data
systems
and
dashboards.
I
think
of
things
that
can
give
us
information.
F
um
It
is
countless
how
many
times
we
have
conflicts
for
students
and
the
root
of
it
is
not
in
school.
The
root
of
it
isn't
even
out
of
school.
The
root
of
zit
is
social
media
and
we
have
to,
I
think,
as
a
system
figure
out
how
to
harness
social
media,
not
so
much
for
adult
communication,
but
for
student
communication
and
really
meet
the
students
where
they
are
with
this
in
a
way
that
that
they
learn
to
be
informed.
F
Consumers
of
it
so
being
able
to
tell
the
difference
of
what's
real,
not
real,
healthy,
not
healthy,
but
more
important.
That
they're
actually
makers
of
it
that
we
can
use
this
in
a
way
to
actually
further
our
own
students
skills
and
bring
it
into
the
classroom
to
be
able
to
to
kind
of
get
them
more
engaged
and
motivated.
F
F
You
know
so
that
it's
inclusive
and
that
our
students,
most
importantly,
see
themselves
in
um
and
then
at
the
the
older
level.
I
think
you
start
to
really
get
to
choice
and
I
think
that's
where,
at
the
middle,
in
the
high
school
level
it's
taking
on
and
really
working,
you
know
it
with
our
libraries
and
with
our
curriculum
areas
to
to
be
able
to
give
students
the
choice
of
the
type
of
material
that
they're
reading
as
they're
gaining
skills.
D
Hi
there
my
name
is
nima
avascia,
I'm
a
teacher
at
bcla
mccormick
and
I've
been
here
for
the
last
19
years.
Over
the
last
two
and
a
half
years,
our
school
communities
in
boston
have
experienced
an
unprecedented
level
of
challenge.
Many
of
our
young
people
are
struggling
academically
and
emotionally
and
don't
have
enough
support.
D
Many
educators
are
on
the
verge
of
leaving
the
profession
and
the
twin
pandemics
of
covet.
19
and
systemic
racial
injustice
continue
to
induce
strain
for
many
of
our
families
as
superintendent.
What
steps
would
you
take
to
create
a
stronger
culture
of
care
and
support
for
educators,
students
and
families
in
our
school
district.
F
So
this
is
a
good
universal
question.
Right
I
mean
this
is
the
struggle
everywhere.
um
You
know,
and
certainly
is
in
somerville.
So
I
think,
I
think,
creating
authentic
conversations
is
one
piece
to
understand.
What's
going
on
for
our
students
for
our
educators
in
in
the
school
community,
and
then
I
think,
resources
again
going
back
to
sort
of
like
you
know,
don't
ask
the
teacher
to
do
everything
and
be
everything
but
making
sure
that
the
schools
have
the
resources
that
they
need
social,
emotional
out
of
school
time,
physical
resources.
F
These
would
all
be
the
things
that
I
think
would
need
to
happen
um
to
reinforce
for
our
teachers
to
reinforce
for
our
school
leaders
that
they're,
not
alone
they're,
here
and
they're
supported
and
for
our
students.
I
think
it's
getting
those
resources
directly
to
them
and
their
families,
and
that
is
not
just
until
three
o'clock.
F
I
think
that
we
have
to
look
at
a
menu
that
expands,
so
there
isn't
a
resetting,
but
rather
it
goes
longer
and
potentially
in
the
evening,
as
well
as
summer
wise
by
using
our
partners
and
having
our
partners
married
with
some
of
our
resources,
building
out
programming.
That
will
help
our
students
to
to
be
able
to
address
some
of
the
some
of
the
kinds
of
crisis
that
they've
gone
through
um
over
the
last
two
and
a
half
years.
F
C
Carlene
speaking,
thank
you.
Next
up
we're
going
to
take
a
question
from
the
public
which
was
submitted
anonymously
through
our
superintendent
search
survey
based
on
your
understanding
of
boston,
public
schools.
What
are
the
root
causes
of
underperforming
high
schools,
and
how
might
we
bring
those
schools
up
to
their
full
potential.
F
I
think
one
of
them
is
enrollment.
I
think
one
of
them
is
looking
at.
You
know
how
do
students
go
to
the
specific
schools
that
they're
in
and
is
there
any
thought
that
the
resources
that
the
students
need
are
actually
at
those
schools?
um
You
know
open
seats.
You
know
some
schools
tend
to
bear
a
lot
of
the
open
seats
and
what
happens
is
students
are
in
and
out
and
they
can't
get
traction
with
the
students,
and
so
I
think
it's
really
important
to
create
as
stable
of
a
school
environment
for
all
schools
as
possible.
F
So
what
might
be
the
things
we
can
do
through
enrollment
to
have
that
happen?
Programmatically
I'd
want
to
sort
of
look
at
this.
I
alluded
this
a
little
bit
in
my
question
um
that
don
asked
but
programmatically
I'd
want
to
look
special
education,
uh
english
language
learner,
slife
programming.
I
want
to
look
at.
Where
are
they
positioned?
F
So
I'd
want
to
look
at
that.
I
think
knowing
our
students
when
they
come
in
when
they
set
foot,
is
really
critical
to
high
school
success.
Students
start
telling
us
in
fifth
grade
sixth
grade
seventh
grade
eighth
grade.
You
know
what's
happening
for
them
right,
they
tell
us
through
their
attendance.
They
tell
us
through
behavior.
They
tell
us
through
their
academic
performance.
F
So
looking
at
the
data
talking
to
the
sending
schools
having
processes
built
into
dps,
for
that
to
happen,
I
mean
that
was
frankly.
You
know.
When
we
talk
about
underperforming,
high
schools,
you
know
oftentimes
you'll
find
large
dropout.
You
know
characterized
large
chronic
absenteeism,
characterized
low
drop,
low,
graduation
rate.
That
was
exactly
what
we
sort
of
tackled
at
a
at
a
high
school
network
level,
and
you
know
what
we.
F
What
we
pretty
much
found
was
um
that
that
this,
that,
unless
we
developed
out
options
for
students
who
were
coming
in,
who
were
really
off
track,
disengaged
and
unless
we
built
out
like
true
educational
options
for
them
in
all
grades,
going
forward
that
the
student
coming
in
and
experiencing
a
traditional
ninth
grade
would
just
do
the
same
thing.
That
student
had
been
doing
in
the
eighth
grade,
only
much
more
accelerated
and
that
then
led
to
drop
up.
So
we
literally
took
the
dropout
rate.
F
We
took
the
cohorts
of
the
students
in
the
dropout
kind
of
categorized.
You
know
kind
of
profile,
of
the
students
of
who
would
start
to
drop
off
at
what
grade
or
absence
issues
etc.
And
then
we
basically
put
resources
and
solutions
to
each
of
that
group
of
kids
and
over
the
course.
Like
four
three,
three
and
a
half
four
years,
we
were
able
to
start
driving
that
dropout
rate
down
which
increased
our
graduation
rates.
And
then
we
built
out
ed
programs
and
at
options
that
allowed
students
to
finish
sometimes
in
a
non-traditional
way.
F
um
Those
are
the
those
are
the
kinds
of
strategies
that
we
use
to
do
that
work
and
I
think,
with
the
underperforming
schools,
um
they
end
up
performing
high
schools.
Those
will
be
the
things
that
we
need
to
tear
into
to
to
get.
You
know
to
drive
down
the
chronic
absenteeism
community
engagement,
specialist,
starting
in
those
younger
grades.
um
I
could
go
on
about
this
one
for
a
very
long
time.
K
K
F
Okay,
thank
you.
I
appreciate
I
appreciate
the
question,
um
so
I
think
I
think
first
I
was
excited
to
see
um
in
the
green
new
deal
that
things
like
ventilation
and
sanitation
and
um
maintenance
and
and
um
in
overhaul
was
a
part
of
this.
New
technologies
would
be
a
part
of
it
to
bring
our
facilities
more
modern.
F
F
Well,
I
can
tell
you
that
when
tech
boston
merged
with
the
woodrow
wilson-
and
we
took
in
sixth,
seventh
and
eighth,
it
was
life-changing
because
we
had
to
take
a
culture
that
was
already
established
and
we
had
to
bring
students
who
were
part
of
another
culture,
and
you
had
to
bring
them
together
and
for
students.
It's
a
lot
of
change
and
so
ways
that
things
that
things
that
helped
us
to
be
able
to
do
it
and,
I
think,
do
it
healthy.
F
We
had
some
overlap
of
of
teachers
right,
so
we
had
some
overlap
of
educators
from
both
so
that
students,
because
it's
relational
when
they
would
see
the
person
they
knew,
even
though
they
were
in
a
different
building
or
a
new
building.
They
felt
okay,
because
mr
jones
was
there
somebody
that
they
knew
that
they
saw
was
there.
So
I
think,
having
some
kind
of
overlap.
F
We
had
groups
of
teachers
working
on
the
curriculum
development,
so
you
know
again,
if
you're
going
fifth
to
six
you've,
never
seen
the
students
as
sixth
graders
you've
never
taught
them,
even
though
many
of
them
are
yours
right,
you
have
the
relationship,
but
not
necessarily
have
ever
been
through
teaching
that
particular
type
of
curriculum.
So
we
had
groups
of
teachers
and
focus
groups
really
working
on
what
that
teaching
would
look
like
on
what
the
curriculum
would
look
like
what
project
base
would
look
like
in
our
particular
school?
F
F
I
would.
I
would,
I
would
hope
that
um
those
that
are
going
to
be
making
that
change
have
the
opportunity
to
go
out
to
schools
and
see
a
sixth
grade
if
they've
never
taught
it
or
see
a
seventh
and
eighth
grade
and
see
and
talk.
You
know
talk
as
best
practice
with
colleagues
about
how
they
do
the
schedule
and
how
they
run
it
so
that
they're
best
prepared
in
making
that
transition,
because
it
is
a
big
transition.
F
K
Thank
you.
um
If
I
may
add,
I
do
you
um
in
implementing
some
of
that
support
in
that
collaboration.
um
Do
you
see
a
potential
collaboration
with
the
with
the
local
union,
the
boston
teachers
union
in
that
work,
as
you
lead
us
through
this,
as
you
have
the
potential
to
lead
us
through
this
expansion.
F
Oh
100,
I
think
I
think,
beyond
the
curriculum
I
mean
it
gets
into
everything
about
the
classroom,
setting
up
the
protocols
for
the
classroom
right,
so
so
it
is,
it
is,
I
think
it's
absolutely
you
know
for
for
teachers
and
leaders
to
be
working
together
as
a
team,
because
that's
in
fact
what
they
need
to
be
when
you
make
that
kind
of
change.
So
I
I
would.
I
would
definitely
see
that
being
the
healthiest
way
through
that
type
of
change.
C
F
So
I
would
want
to
speak
to
um
not
only
executive,
but
I
would
want
to
speak
to
those
that
are
supporting
the
work
in
whatever
role
they're
supporting.
So
in
this
particular
case
in
the
central
offices,
um
you
know
our
our
school,
our
central
based
administrators.
I
would
see
that
being
conversation.
F
um
I
I
want
to
hear
what
the
experience
has
been,
where
breakdowns
might
have
been,
um
how
things
could
be
done
more
effectively
for
communication
um
and,
most
importantly,
all
of
this
needs
to
point
to
us
supporting
schools
and
students,
so
that
will
be
kind
of
my
framing.
I
think
um
if
I
were
to
be
given
the
position
is
to
really
ask
people
what
is
their
role
in
supporting
our
schools
and
our
students?
F
What
is
working,
what
is
not
working
and
then
let
them
go
from
there
to
be
able
to
give
me
information,
and
then
from
that
I
will
make
some
suggestions
and
uh
and
again
try
to
be
as
inclusive
as
possible
with
our
with
our
staff.
um
But
you
know
I
have
to
get
in
there
and
really
start
talking
to
folks.
C
F
Okay,
I'm
just
I'm
reading
it
as
well.
um
So
I
think
so.
If
students
aren't
here,
they
can't
learn
so
being
in
school
is
a
priority.
I
think
when
we
talk
about
attendance
and
we
talk
about
chronic
absenteeism,
we
have
to
understand.
What's
going
on,
I
think
supervisors
of
attendance,
community
engagement,
specialists
counselors
all
play
a
role
in
figuring
out
why
students
may
or
may
not
be
coming
to
school,
and
I
think
that's
where
you
have
to
have
appropriate
resources
to
draw
from.
F
I
was
really
thrilled
to
see
that
social
workers
were
now
going
to
be
a
you
know,
a
large
part
of
solution
set
within
within
bps
um
we're
doing
a
similar
thing
in
somerville.
I
think
you
know
social
workers
can
play
such
an
important
role.
You
know
for
families
who
might
have
agency
involvement,
students
aren't
coming
what
is
the
kind
of
resource
or
balance
we
need
to
get
to
that
family.
The
social
workers
will
be
great
for
connecting
those.
F
F
Why
might
a
student
not
want
to
come
to
school,
and
this
is
where
we
have
to
sort
of
look
at?
You
know
um
in
general,
when,
when
when
people
are
clear
on
why
they
need
to
do
something,
what
they
need
to
do
and
you
give
them
the
right
resources
and
supports
they,
they
do
it
and
they
do
a
good
job
at
it
and
they
feel
motivated
about
it
and
they
want
to
do
it
more,
and
that
holds
true
for
adults,
and
I
think
the
same
thing
can
hold
true
for
students.
F
So
you
know
at
the
core
of
attendance
can
often
be
mental
health
issues.
It
can
often
be
caretaker
issue
at
home.
It
can
often
be
an
inability
to
really
do
the
academics,
and
so
therefore,
it's
easier
to
kind
of
check
out
from
it.
um
It
can
be
social
emotional
anxiety,
like
I
can't
bring
myself.
So
I
think
that's
where
to
me
the
supervisor
of
attendance.
The
counselors
like
that
attendance
team
has
to
really
kind
of
come
together
and
address
each
of
the
students
from
a
chronic
absenteeism
issue,
and
then
you
know
talk
about.
F
What's
the
plan
and
the
student
support
plan
and
resources
we
need
to
put
in
place
to
have
that
student
come
home.
Visits
are
great.
um
I
think
you
know.
Supervisor
attendance
can
build
that
relationship,
so
community
engagement,
specialist,
build
that
build
that
relationship
with
family,
build
that
relationship
with
the
student,
and
you
know
sometimes
for
a
student,
it's
just
knowing
that
somebody
cares
and
notices
that
they're
missing
and
they
want
to
come
back.
F
I
mean,
I
think
you
know
whether
it's
social
workers,
supervisors
of
attendance,
community
engagement
specialists,
it's
really
about
the
family,
it's
about
the
family
system
and
many
times.
Parents
will
be
frustrated
and
say
I
I
don't
know
how
to
get
my
kid
to
go
to
school
and
that
that's
where
we
have
to
kind
of
get
you
know,
have
the
parent
come
in?
F
Have
the
family
be
part
of
the
solution
um
and
it
may
be
adding
mental
health
or
embedded
health
um
or
home
visits
um
with
health
for
that
student,
um
but
whatever
it
the
resource
it
is.
The
bottom
line
is
if
we
don't
have
that
student
in
school,
that
student
can't
learn
so
nothing
attendance
is
gonna,
be
a
big,
a
big
push
for
for
school
performance.
C
F
Yeah,
so
this
is
a
great
question
I
think
um
you
know
our
success.
Boston
model
has
worked
for
a
long
time
here
um
and
we
may
need
to
expand
it.
I
you
know
one
of
the
things
that
we
know
is
when
students
leave,
depending
on
the
college,
that
they're
going
to
that
having
a
network
of
resources
connected
back
to
their
school
is
often
really
important.
In
the
first
year
and
the
first
summer
that
they're
doing
their
fafsa
themselves,
the
early
college
work
is
critical
to
giving
students
the
experience
of
being
on
a
college
campus.
F
Dual
enrollment
at
the
school
site
can
be
equally
because
it
gives
them
the
chance
to
do
college
level
material,
but
they
can
do
it
in
an
environment.
That's
a
little
bit
easier
for
them,
so
really
building
up
as
much
as
possible.
Ib
the
same
thing:
I'm
building
up
the
opportunities
for
students
to
be
exposed
and
for
them
to
be
able
to
um
in
a
in
a
supportive
environment
while
they're
here
with
us
when
they
they
go.
I
think
you
know
I
would
want
to
look
at.
How
is
the
coaching
model
working
you
know
are
there?
F
Is
that
additional
resource
that
that's
needed
there?
um
You
know
when
we
kind
of
see
our
students
go,
there's
a
number
of
our
colleges,
local
colleges
that
majorities
go
to,
um
and
those
are
the
colleges
that
obviously
we
would
want
to
partner
with
in
a
strong
way
to
make
sure
that
they've
got
a
handoff.
They've
got
coaching
available,
they're
able
to
follow
the
student,
and
if
there's
issues,
there's
a
reach
back
that
can
happen.
um
You
know
to
the
secondary
school
side.
I
also
you
know.
F
I
think
that
there
are
students
who,
in
their
senior
year
um
they
may
be
ready,
but
they're
not
emotionally
ready,
and
I
would
love
to
see
some
13th
year
programming,
where
students
who
are
not
quite
ready
to
make
the
leap
of
independence.
um
If
they
go
to
a
college.
They
may
not
be
successful
for
a
variety
of
reasons,
but
they
have
enough
credit
to
graduate
I'd
like
to
form
some
13th
year
programming
in
some
of
our
schools,
that
kind
of
can
hold
on
to
those
students.
C
Carlene
speaking,
thank
you.
Next
question
is
on
the
secondary
level.
Instruction
is
often
still
teacher
centered,
with
less
focus
on
the
creation
of
daily
high
level
products
where
students
thoughtfully
respond
to
content
rather
than
just
capture
it
and
send
it
back.
To
what
extent
do
you
see
this
as
a
concern,
and
how
might
you
deal
with
it.
F
So
if
this
is
a
major
concern,
because
this
is
the
challenge
with
the
internet-
it's
very
easy
to
cut
and
paste,
and
it's
very
easy
to
ask
siri
what
she
thinks
and
then
have
it
pop
up.
So
you
know,
I
think,
developing
project
base,
that's
authentic.
That
really
is
about
building
competency
for
students
that
they
have
to
demonstrate,
and
that
can
include
you
know
traditional
academic,
like
writing
or
mathematics
or
science,
but
at
the
same
time
allows
them
to
do
it
in
a
way.
F
That's
applied,
I
think,
is,
is
probably
the
thing
we
have
to
gravitate
toward
to
be
able
to
have
students
actually
demonstrate
what
they've
learned
and
what
they
know.
I
think
the
days
are
gone
where
it's
just
about
submitting
something
written
because
again,
there's
just
too
many
influences
and
too
much
out
there.
I
think
we
have
to
build
it
in
where
this
is
really
about
students
demonstrating-
and
you
know-
potentially
you
know
I
know
in
in
many
of
the
autonomous
schools
we-
you
know
the
you
know.
F
The
capstone
is
a
big
piece
of
that,
because
the
capstone
is
really
the
summation
of
everything,
you've
done
and
learned
and
being
able
to
articulate
it
and
show
it,
and
so
it
would
be
really
great
to
see
as
juniors
and
seniors
the
ability
of
students
to
form
capstones
in
all
the
schools
as
a
way
to
hand
to
colleges.
This
is
what's
possible.
This
is
what
I
can
do,
but
this
is
an
area
that
um
you
know.
I
agree.
F
I
think,
whether
it's
online
classes,
you
know
and
or
technology
tools,
it's
just
becoming
too
easy
to
get
misinformation
and
b
to
parrot
information
and
authentic
thinking
like
real
creative
thinking,
has
to
come
from
a
process
and
that
process
is
applying
what
you
know
and
then
having
an
output.
So
that
is
something
at
the
high
school
level.
I'm
sure
the
high
school
leaders
would
be
interested
in
in
talking
about
and
addressing.
C
I
mean
speaking,
thank
you.
The
next
question
is
several
of
our
recent
superintendents
have
focused
on
expanding
opportunities
for
students
through
an
equity
lens,
including
de-tracking
elementary
grades
and
adopting
a
new
admissions
policy
for
the
three
exam
schools.
How
would
you
continue
this
work,
including,
but
not
limited,
to
increasing
opportunities
at
our
comprehensive,
open,
enrollment,
high
schools.
F
F
I
think
when
you
create
high
expectation,
and
then
you
don't
support
adequately,
you
get
frustration
and
you
get
all
kinds
of
other
things,
so
I
would
want
to
look
and
see.
Yes,
relatively
new
policy
changes.
What's
additional
resources,
we
may
need
to
add
in
to
support
our
students
in
the
exam
schools
in
the
open,
enrollment
schools.
I
think
this
is
the
salute.
You
know
this
is
the
the
issue
in
boston.
It
should.
F
F
In
fact,
no
system
can
be
great
without
a
great
cte,
voc,
school
or
program.
You
know
it
opens
up
doors
and
opportunities
um
that
can
be.
You
know
something
that
you
know
with
with
a
lot
of
you
know
with
some
work.
You
know
with
particularly
the
unions
in
the
business
community.
You
know
you
investing
in
it.
You
can
have
a
school
there
that
starting
with
sixth,
seventh
and
eighth
graders,
you
bring
them
to
it.
They
see
what's
possible,
they
see.
F
What
vocation
is
they
see
what
a
trade
looks
like
they
get
excited
about
it
and
by
the
time
they're
choosing
in
the
eighth
grade
they're,
I
want
to
go
and
they're
making
that
choice
um
same
thing
with
adults.
You
can
open
that
up
in
at
night,
and
you
know
in
the
afternoons
and
for
students
that
might
have
graduated
but
still
want
to
learn
a
trade.
They
have
the
ability
to
go
back
and
be
able
to
do
it.
You
can
do
workforce
development
programming
and
that's
just
madison
park.
F
I
think
if
you
look
at
our
open,
enrollment
schools
there'd
be
all
kinds
of
ways
to
partner
with
post-secondary
for
an
enrollment
strategy
with
non-profits
that
are
in
the
area
and
get
philanthropic
support
to
design
it
and
be
able
to
have
all
these
types
of
programs
that
students
would
be
able
to
go
to
in
our
open-centered
schools.
So
it
has
to
branch
out
it
can't
just
be
in
these
particular
schools
is
the
only
place
that
you
can
succeed.
C
C
F
So
this
was
actually
one
of
the
areas
that
we
were
working
on
pretty
closely
when
I
was
in
the
high
school
network
and
then
certainly
in
summerville.
um
So
I
think
you
know,
first
of
all
for
our
english
language,
learners,
our
sei
programming
and
our
gen.
Ed
access
has
to
be
rigorous
and
with
an
academic
focus
of
them
attaining
language,
but
getting
rigorous
content.
F
So
I
think
we
have
to.
We
have
to
make
sure
that
that
is
happening.
We
have
to
make
sure
that
from
a
teaching
perspective,
um
you
know
teachers
get
their
sei
endorsement,
but
that
doesn't
necessarily
mean
they're
getting
coached
in
a
way,
that's
effective
for
them
to
be
able
to
address
sei
students
who
are
in
their
gen
ed
classes.
So
I'd
like
to
see
some
coaching
done
and
some
additional
professional
development
done
to
ensure
that
our
sei
students
are
all
the
way
through
until
they've.
F
F
You
know
our
slice
students
are
coming
in
with
often
heavy
trauma
background
and
major
interruption,
not
just
a
couple
of
grades,
but
major
interruption.
You
know
in
their
education,
so
I
think
you
know
oftentimes
with
slide
programming.
We
address
it
just
academically,
but
it
really
has
to
be
done
academically
and
social
emotionally.
F
That
specific,
you
know,
special
education
in
english,
language
learning,
language
and
an
acronym
is
is
essential
so
that
for
the
parent
they
understand
how
a
plan
for
their
student
addresses
both
sets
of
issues.
um
The
other
thing
is,
I
think,
at
the
high
school
level,
we
should
really
be
gearing
up
for
the
sale
by
literacy.
You
know
much
as
we're
talking
about
early
college,
we're
talking
about
ap.
F
um
You
know
in
that
materials
are
communicated
and
translated
appropriately,
but
the
students,
all
of
our
students,
need
access
to
that,
not
just
gen
ed.
um
So
I
think
special,
ed
and
ndlo
both
need
to
make
sure
that
the
same
opportunities
we
offer
other
students
in
the
after
school
in
the
summer
and
evenings
are
open
to
them
as
well.
F
So
you
know
I've
read
a
bit
about
the
balanced
literacy
and
what
you're
working
on-
um
and
I
think
you
know
right
now-
we
need
to
sort
of
look
at.
What's
happened
with
literacy
um
because
of
the
pandemic.
I
think
you
know
we
have
kind
of
this
gap.
That's
formed
um
that
you
know
for
students
who
may
have
been
struggling
as
readers
and
now
they're
returning
and
they're,
really
behind
um
and
they're
not
able
to
access.
You
know
the
you
know
particular
content.
F
um
I
think
reading
specialists
are
going
to
be
critical
and
part
of
the
solution,
um
and
you
know-
and
I
think
that
has
to
take
a
form-
that's
different
by
the
grade
span.
um
I
think
how
you
treat
uh
literacy
issues
in
the
primary
grades
is
going
to
look
vastly
different
from
how
you
teach
a
ninth
grader
who's
coming
into
you
and
isn't
literate
or
is
barely
literate
and
their
willingness
to
to
let
you
know
that
and
their
willingness
to
receive
the
help
to
support
it.
So
I
think
we
have
to.
F
C
F
F
We
probably
need
to
do
some
thinking
about
how
we
might
be
able
to
share
those
services
across
a
coalition
of
small
schools.
So
if
you
have
a
couple
small
small
schools
that
are
near
each
other
or
you
have
two
that
have
grades
fans
that
are
complementary,
you
might
be
able
to
get
a
support
for
them
that,
across
both,
um
I
think
we
have
to.
We
have
to
look
at
it.
We
also
have
to
you
know
I
think
enrollment
is
going
to
be
a
moving
target
right
now.
F
um
I
think
you
know
our
my
experience
in
summerville
was
that
the
enrollment
was
went
down
severely
during
the
pandemic
and
now,
as
time
has
gone
on,
you
know,
families
are
returning
they're.
Returning
to
the
public
schools-
and
so
I
think
you
know
we'll
be
our
watch
on
the
enrollment
for
the
next
year
to
two
years
to
see
how
that
impacts.
Some
of
our
small
schools
that
you
know
a
handful
of
students
can
really
kind
of
swing
it.
C
F
F
But
if
we
can
get
those
pieces
right
as
a
team
and
teams,
then
I
feel
like
people's
motivation
will
come
up
and
that
morale
starts
to
bounce
back
and
it's
it
starts
to
feel
differently,
and
I
think
that
you
know
this
next
year
coming
in
is
going
to
be
very
important
for
that.
You
know
like
this
year
was
a
very
dysregulated
year
across
education.
I
think
next
year
the
students
are
coming
back.
F
Families
are
coming
back,
they've
been
through
it
for
a
year
and
in
in
the
hope,
with
the
resources
that
we're
adding
in
the
structures
that
we're
going
to
create
around
communication.
Teaming
and
networking
will
be
able
to
get
people
to
that
place
where
they
feel
they
actually
can
do
the
work
that's
meaningful
to
them.
C
Speaking,
thank
you.
Our
final
question
has
been
submitted,
live
through
the
questions
and
answers
function.
The
question
is
the
boston
public
schools
policy
is
that
the
number
one
priority
is
access
to
native
language.
Under
the
look
act,
do
you
believe
in
access
to
native
language
and
will
you
implement
these
changes
in
sheltered
english
immersion?
F
So
I
you
know,
I
I
honestly
would
need
to
dig
into
how
our
sei
programming
is
functioning
right
now
um
in
general,
the
ability
to
have
scaffolding
in
the
newcomer
programming
for
native
language
is
is
critical.
um
Obviously,
here
in
boston
we
have
so
many
languages,
um
and
so
it
that
can
be
hard
to
construct.
F
F
um
You
know
we
have
created
in
somerville
newcomer
specific
academies
for
this
reason,
because
we
found
that
any
sei
ones
and
twos
that
were
just
being
put
in
to
a
broader
population
were
just
not
benefiting
and
being
served
in
the
way
that
they
needed
to
be,
and
you
could
see
that
in
the
results.
So
I
would
want
to
look
at
the
sei
models
here.
Understand
better,
what's
been
tried
what
they've
been
doing,
but
in
general
my
feeling
is
for
sei
1
and
2.
Newcomer
native
language
is
really
important.
C
Irene
speaking,
thank
you.
That
is
all
the
time
we
have
for
today.
Thank
you
to
our
panelists
for
their
thoughtful
questions,
to
the
public,
for
your
participation
and
engagement
and
to
mary
skipper
for
spending
time
with
us.
The
full
schedule
of
public
interviews
can
be
found
at
bostonpublicschools.org,
backslash,
s-u-p-c-search.