►
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.
B
Gonna.
Stop
I'm
sorry
one!
Second,
everyone!
We
just
need
all
of
the
interpreters
to
make
sure
that
you
are
in
the
english
channel.
So
again,
I'm
sorry,
sorry
I'll!
Take
that
back
all
of
our
interpreters.
Please
make
sure
that
you're
in
your
respective
channels,
so
that
we
don't
have
two
voices
going
in
the
english
panel.
So
again
all
interpreters.
They
could
figure
your
respective
channels,
so
we
don't
have
two
voices
in
english.
Thank
you.
Thank
you.
You
can
resume
sorry
about
that.
A
No
worries,
thank
you.
So,
let's
start
over
welcome
to
the
students
and
families
panel,
the
second
of
two
days
in
a
series
of
panel
discussions
with
finalist
candidates
for
boston,
public
schools
is
superintendent.
A
My
name
is
marcus
mcneil
and
I'm
a
graduating
senior
at
fenway
high
school
and
an
incoming
freshman
at
american
university
in
the
fall
as
well
as
one
of
the
co-chairs
of
the
superintendent
search
committee.
We
are
offering
interpretation
today
in
nine
bps
languages.
The
interpretation
feature
has
turned
on.
A
A
A
To
preserve
the
integrity
of
this
process,
the
candidate
is
using
a
bps
issued
laptop
and
is
not
allowed
to
refer
to
their
phone.
During
the
panel
interview,
the
superintendent
search
committee
has
been
taxed
by
the
school
committee
to
conduct
a
thorough
search
beginning
with
34
candidates.
The
search
committee
narrowed
the
pool
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.
A
Two
candidates
have
since
withdrawn
from
the
process
prior
to
the
start
of
public
interviews.
The
two
final
candidates
are
mary
skipper:
superintendent
of
summerville,
public
schools
and
dr
tommy
welch
region,
one
school
superintendent
at
boston,
public
schools.
Today's
panel
is
with
dr
tommy
welch
before
we
get
to
the
agenda.
I'd
like
to
briefly
introduce
members
of
our
panel
members
of
our
panel
of
students
and
families
who
will
interview
dr
welch
participating
this
afternoon
are
edith
bazelle.
A
C
Hello:
everyone,
my
name,
I'm
a
recent
of
tech,
boston
academy.
I
wasn't
very
familiar
with
a
job
description
of
a
superintendent,
and
so
I
did
some
more
research
into
it.
I
found
out
that
they
oversee
quite
a
lot
of
aspects
of
this
school
district
and
being
a
superintendent,
is
an
intensely
managerial
position.
Therefore,
as
a
superintendent,
how
old
equipped
do
you
think
you
are
at
managing
the
many
aspects
of
a
large
district
like
bps
in
respect
to
things
such
as
hiring
budgeting,
developing
plans
receiving
success,
success
and
so
much
more.
D
Thank
you,
arnold
for
the
question.
I
appreciate
it
nice
to
meet
you
and
good
afternoon.
Everybody
yeah,
so
the
position
of
superintendent,
especially
in
the
district
as
large
as
the
boston
public
schools,
is
a
very
complex
and
difficult
job.
I
have
been
able
to
see
how
this
job
is,
is
managed,
firsthand
being
a
member
of
the
central
office
team
and
and
on
the
executive
team.
For
the
majority
of
my
seven
years
here,
I've
been
able
to
see,
listen,
learn
all
along
the
way
from
three
different
school
superintendents.
D
I'm
sorry,
three
different
superintendents.
One
of
the
things
that
I
would
like
to
connect
to
this
question
is
my
work
as
a
regional
superintendent
in
region
1,
which
supports
east
boston,
charlestown
and
the
north
end.
It
is
one
of
the
largest
regions
in
in
the
district
with
7
200
students,
700
teachers,
15
schools
in
those
three
neighborhoods
and
just
by
the
numbers,
a
region
that
big
is
larger
than
95
percent
of
the
school
districts
in
the
commonwealth
of
massachusetts.
D
So,
although
I
haven't
been
at
the
helm
of
a
district,
I've
been
able
to
navigate
and
manage
a
very
complex
and
large
urban
network
of
schools.
D
To
your
question
about
how
well
equipped
do,
I
think,
I'm
managing
these
many
aspects,
let's
just
take
it
to
the
role
that
I'm
in
right
now
I
have
15
schools,
15
very
diverse,
complex,
different
school
communities.
I
also
as
a
regional
school
soup,
have
a
team
of
support.
Liaisons,
my
I
have
a
budget
analyst.
I
have
a
human
capital,
staffing
specialist.
D
I
have
a
data
specialist.
I
have
a
planning
analysis,
team,
member,
an
operational
leader,
a
special
education
specialists
who
have
been
working
alongside
me
for
many
years.
The
one
thing
about
this
region:
it
is
a
very
geographic
region
and
there
hasn't
been
so
much
movement
from
the
schools
left.
You
know
from
year
to
year,
and
so
the
team
we've
been
able
to
build
not
only
in
the
schools
but
in
the
central
office
to
support
have
been
very
stable
to
your
question.
How
would
I
manage
all
of
these
things?
D
Everyone
knows
that
this
is
a
very
large
com
organization
and
just
not
one
person
can
do
the
job
alone.
The
school
superintendent
is
supported
by
a
team
as
a
superintendent
being
able
and
available
to
start
the
job.
On
july
1st,
which
is
next
friday,
I
will
need
to
ensure
that
the
closest
people
next
to
me
are
people
that
I
can
trust
that
I
can
build
relationships
with,
because
I'm
not
going
to
micromanage
my
finance
team,
my
staffing
team,
my
academics
team.
D
These
people
have
been
hired
in
these
high-level
positions
because
of
their
expertise
and
their
experience.
I
will
not
manage
this
district
from
a
balcony.
I
will
be
in
their
planning
meetings.
They
will
be
with
me.
We
will
be
working
together
because
each
of
these
departments
that
are
listed
here
in
the
question,
as
well
as
many
other
departments
that
have
been
called
out
in
recent
destiny
reviews
such
as
special
education,
english
learners,
our
support
for
transformation
schools.
D
All
these
departments
are
connected
in
the
work
that
we
do
to
support
some
of
our
most
vulnerable
student
populations
and
our
schools
that
need
the
most
support.
So
what
I'm
saying
to
you
today
is,
I
can't
do
it
myself.
I
need
to
build
a
team
on
trust.
I
need
to
replicate
the
work
that
has
been
done
in
other
parts
of
the
city
as
well
as
other
districts
and
deliver
for
the
students
and
the
parents
of
boston
public
schools
to
rebuild
that
trust.
A
E
E
I'm
also
currently
the
grandmother
of
lilly,
who
is
nine
years
old
and
who
attends
the
mary
lyons
who
lily
has
autism.
So
special
ed
is
very
close
to
my
heart
and
I'm
glad
that
you
brought
that
up
multiple
times.
My
question
for
you,
dr
welsh,
is
what
key
measures
would
you
use
to
monitor
academic
progress
across
the
district
and
what
systems
would
you
put
in
place
to
hold
your
team
accountable
in
the
district
accountable
to
making
progress.
D
Thank
you
for
your
question
edith.
I
really
appreciate
it
and
you
said
you're
going
to
ask
a
follow
up
question
I'll,
give
you
10
follow-up
questions.
If
we
had
time,
I
believe
that
leading
with
data
is
how
we're
going
to
move
the
district
forward
as
a
principle.
That's
how
I
led
my
school
as
a
teacher.
That's
how
I
met
my
goals.
I
understood
where
I
was
on
a
six-week
cycle
with
our
students
through
formative
assessments.
D
Data
is
just
part
of
the
job
and
measuring
it
and
setting
goals
and
seeing
if
we
are
meeting
those
goals
and
adjusting
if
we
need
to
is,
is
an
important
aspect
of
what
we
do
system-wide
the
key
measures
I
think
there's
there's
many
and
and
we
can
get
as
detailed
as
we
want,
and
we
can.
We
could
come
up
with
an
entire
list
of
data
that
we
need
to
measure
within
special
ed,
just,
for
example,
from
compliance
to
actual
student
growth
to
performance.
We
could
say
the
same
thing
of
english
learners.
D
There's
several
state
laws
in
place
to
ensure
that
we
are
monitoring
the
success
of
our
english
learners,
not
only
academically
but
their
progress.
Beyond
once,
they
reclassify
as
english
proficient
as
a
state
law
that
we
need
to
monitor
them
for
four
years,
so
to
be
able
to
weigh
which
measures
are
really
important
for
us
to
know
if
we
are
as
a
department
moving
forward
in
the
right
fashion,
but
also
adhering
to
the
state
laws
that
are
that
are
that
we
are
that
are
guiding
our
work.
D
D
I
mean
we
have
so
many
data
sets
that
I
look
at,
and
I
have
to
pull
them
from
here
and
there
at
the
end
of
the
day,
if
there
is
one
or
two
data
data
measures
that
we
could
show
the
public
to
indicate
how
we
are
doing
in
special
education,
for
example,
number
of
percentages
of
ieps
that
are
in
compliance
or
percentage
of
students
who
are
meeting
their
their
their
their
their
given
needs
the
minutes
of
instruction
for
support
for
english
learners
same
thing.
D
If
the
students
are
not
getting
their
miss,
we
have
to
know
how
are
we
going
to
get
into
compliance
other
data
outside
of
instruction
transportation
on
a
daily
basis?
We
need
to
be
able
to
publicly
share
how
many
school,
how
many
students
were
not
dropped
off
to
school
on
time,
not
within
15
minutes
on
time,
because
these
things
contribute
to
another
data
that
data
set,
that
we
need
to
share
chronic
absenteeism
if
we're
not
getting
kids
to
school.
D
If
there's
a
way
that
we
could
get
a
snapshot
for
each
of
the
major
departments-
and
I
named
a
couple-
there's
probably
several
others
so
folks
can
see
how
we
are
doing
as
a
district
on
a
daily
weekly
basis
and
how
are
we
progressing
or
what
areas
we
need
to
put
extra
support
to
take
care
of.
That's
something
I'd
be
committed
to
as
I
move
forward
as
a
superintendent.
E
Well,
one
thing
dr
wells
said
you
know
is
very
close
to
my
heart
and
I'm
very
passionate
about
is
the
fact
that
we
leave
black
and
latinx
students
behind
and
often
they're
placed
in
special
education,
and
we
stigmatize
them
by
labeling
the
students
with
disability.
We
do,
but
we
don't
recognize
their
gifts
in
their
talents.
My
point
is
that
we
have
students
with
disabilities
black
and
latinx,
who
are
also
gifted
and
talented,
talented
and
also
english
learners.
D
I
I
won't
give
you
an
example.
What
I
will
do
I'll
give
you
example
of
what
I
did
do
as
a
middle
school
principal
the
first
year
we
had
a
separate
program,
we
opened
a
brand
new
school
and
it
just
didn't
sit
right
with
me
and
my
other
administrators
with
a
team
of
special
educators
who
were
pushing
co-teaching
and
inclusion.
That
first
year,
all
we
did
during
pd
with
supporters
staff
to
understand
how
we
support
exceptional
learners
in
the
mainstream
classrooms,
the
least
restricted
environment.
D
That
second
year,
we
took
10
sub-separate
classrooms,
put
every
single
one
of
the
students
into
the
general
education
population,
with
a
very
strategic
plan
of
who
needs
support
for
what
subjects,
and
when
the
example
I
want
to
give
you
is
my
student,
kevin
montgis
he's
an
aba
strain
aba
strand
student
in
this
system
would
be
called
aba,
brilliant
in
math,
one
of
our
math
wizards
right,
but
had
its
struggles
with
communication,
literacy
reading
and
writing
he.
When
we
went
to
the
high
school
he
was
in
ninth
grade
in
our
honors
geometry
class
without
support.
D
The
teacher
that
was
in
the
classroom
was
the
teacher
that
came
up
with
us
from
the
eighth
grade.
I
don't
know
if
you
know
my
history,
but
we
opened
a
middle
school
and
then
a
high
school.
He
was
in
a
more
restricted
environment
based
off
of
his
needs
for
the
other
subjects,
but
the
two
periods
a
day
that
he
was
in
geometry.
D
That
was
his
super
strength
and
we
elevated
it-
and
this
is
what
I'm
saying
I
think
you're
getting
at
is.
We
have
to
be
able
to
find
you
know.
Equity
is
based
off
of
the
needs,
but
also
the
strengths
of
our
students.
He
needed
that
to
thrive
and
it
didn't
just
help
him
academically.
It
helped
him
social
emotionally
and
even
though
he
was
in
that
top
class
or
whatever
you
want
to
call
it.
He
became
part
of
that
class
where
everybody
stood
up
from
everybody,
understood
the
subtleties
of
kevin
and
he
was
our
superstar.
D
E
A
Awesome,
thank
you
so
much.
This
is
marcus
speaking
again
next,
next
up
we're
going
to
take
a
question
from
the
public
submitted
anonymously
through
our
superintendent
search
survey.
The
question
is:
what
plans
do
you
have
to
address
mental
health
for
students
with
special
needs.
D
Well,
thank
you
for
that
question.
It's
a
great
question.
I
would
like
to
take
even
one
step
back.
I
think
that
at
this
time,
as
we
are
returning
from
the
twin
pandemics
and
now
we're
a
year
back
to
normalcy
or
essentially
normalcy,
we
are
seeing
the
effects
of
what
happened
in
2020
2021.
D
I
don't
necessarily
think
it
should
be
just
pigeonholed
to
mental
health
supports
for
students
with
special
needs
that
is
part
of
it,
but
I
would
also
include
other
students,
all
students,
adults,
parents.
D
You
see
scenarios
unfolding
before
us
on
a
weekly
basis.
One
of
those
schools
I
support
is
charleston
high
school.
We
had
some
challenging
moments
in
may,
involving
firearms
found
on
campus
as
well,
as
I'm
sure
you
all
heard
about
the
original
scheduled
graduation
last
monday,
where
the
school
also
experienced
gun
violence.
This
is
not
like
because
of
one
thing:
it's
because
of
many
things.
D
D
How
would
I
address
it?
There
are
tons
of
organizations,
universities
who
have
programs
of
students
studying
how
to
support
students
within
the
city
of
boston
during
the
pandemic
when
we're
on
remote
learning
time
in
in
marcus.
I'm
sure
you
remember
this.
There
was
like
a
a
no
partnership
policy,
because
we
were
scared.
D
You
know
we're
gonna
spread
chronobytes,
that
kind
of
crushed
these
small
schools,
in
particular
in
my
network,
who
really
relied
on
partners
to
get
the
job
done,
and
so,
as
we
returned,
and
we
lifted
the
partnership,
ban,
rethinking
and
re-enter
like
understand,
recommitting
ourselves
to
inviting
people
into
our
buildings
and
how
we
work
with
folks,
I
think,
is
a
big
task
for
me
as
a
new
superintendent
moving
forward,
ensuring
that
everybody
knows
that.
Yes,
we
can't
do
this
alone.
D
We
need
to
welcome
our
partners
from
outside,
especially
with
the
mental
health
issues
that
we're
facing
in
our
district
today.
A
Awesome
I
appreciate
that
so
that's
marcus
speaking
again.
Next
up,
we
have
tanya
nixon
silberg
for
her
question.
F
Hello
good
afternoon
yeah,
so
my
name
is
tanya
nixon,
silberg
and,
as
I
did
yesterday
with
mary
skipper,
I
want
to
start
with
who
I
am
so.
My
name
is
ty
nixon
silberg,
I'm
a
parent
of
a
child
attending
a
mendel
elementary
school,
and
I
want
to
talk
a
little
bit
about
the
vetting
process.
For
this
panel.
F
We
were
told
to
be
nice.
We
were
told
to
ask
a
nice
question
and
I
know
that
nice
striving
for
niceness
makes
us
all
complicit
in
the
systems
in
which
we
are
trying
to
sort
of
dig
ourselves
out
of,
but
I
want
us
to
actually
have
a
true
and
even
level
partnership
which
makes
us
accomplices,
and
so
I
look
forward,
should
you
go
on
to
be
the
bps
superintendent
for
all
of
us
to
be
accomplices
together?
F
So
here
are
my
questions.
There's
the
two
part
as
a
black
woman
who
was
involved
with
the
schools.
First,
as
an
alumna
and
a
grand
alumna,
my
mom
was
as
well.
She
was
a
part
of
the
desegregation
of
boston
and
now
a
parent
of
a
bps
student,
I'm
utterly
in
awe
of
the
leadership
and
fierce
advocacy
of
black
women
for
our
children.
F
F
How
will
you
actively
re
be
responsive
to
the
parent
leadership
and
advocacy
of
women
of
color,
specifically
black
women,
and
before
you
answer,
I
want
you
to
talk
a
little
bit
more,
not
not
so
much
about
the
data
gathering
and
listening
sessions
and
things
of
that
sort,
but
actual
actions
that
you
can
take.
D
Got
it
so.
Thank
you
for
the
question
and
first
I
want
to
recognize
you
bring
up
several
good
points,
especially
with
the
the
limited
slew
of
candidates
that
we
have
in
this
final
round.
You
know
I
am
part
of
the
final
round
and
I
I
still
hope
that
you
consider
me
as
a
true
candidate
for
our
district,
and
I
will
ensure
that
I
will
lift
up
and
elevate
as
many
leaders
of
color
as
I
can
into
our
organization,
but
to
address
this
more
specifically,
some
of
your
questions.
D
D
I
I
know
that
schools
that
I
would
consider
of
having
high
participation
and
parents
on
leadership
councils
taking
leadership
it
it's
not
nearly
as
high
as
you
would
expect,
based
off
of
the
number
of
students
we
have
in
our
schools,
and
it
always
makes
me
wonder,
like
a
school
that
feels
like
they're
having
great
participation
with
their
parent
leaders,
and
I'm
not
just
talking
about
you-
know
school
side,
counsel
or
school
leadership.
Council,
I'm
talking
about
other
leadership
roles
such
as
very
important
roles
like
school
hiring
committee
right.
D
This
is
a
very
important
decision.
It's
a
very
powerful
team
on
the
schools
when
you're,
basically
determining
the
future
of
your
students.
Leadership
for
could
be
10
years.
I
do
want
to
go
back
to
the
tremendous
investments
that
we
put
into
place
in
the
schools
over
the
last
couple
years
under
dr
cassellius's
leadership.
D
D
There
would
be
like
one
person
supporting
a
school
two
days
here
and
three
days
here
now
we
have
them
at
every
single
school,
no
matter
how
big
or
how
small
and
the
benefit
of
having
those
positions
is
their
direct
responsibility
not
only
to
engage
with
parents,
but
to
empower
and
lift
parents
into
leadership
roles
on
the
school
site
councils
and
to
decision
making
councils
such
as
the
hiring
committee
that
I
mentioned.
I
think
that
we
have
this
investment,
and
this
is
with
a
lot
of
things
in
our
district.
D
Over
the
years
we
came
up
with
a
great
idea
came
up
with
a
great
policy,
but
we
haven't
necessarily
implemented
to
the
t
coherently
across
the
entire
district,
and
I
do
see
schools
leveraging
this
position
to
engage
with
families
to
empower
families,
particularly
families
of
parents,
of
color,
to
bring
them
their
presence
on
school
to
help
lead
the
schools.
But
it's
not
consistent
across
the
district.
So
what
I'm
saying
is
we
have
the
investment
we
have
the
people
we
need
to
coherently
and
consistently
implement
what
we
want
from
these
positions
to
move
the
work
forward.
D
As
far
as
I
think,
what
you're
getting
at
is
the
the
the
lack
of
openness
to
bring
women
people
of
color
women
of
color
and
sp,
and
I
think
you
particularly
called
out
black
women
of
color
into
leadership
roles
not
only
within
the
district
but
in
the
schools
on
our
councils,
if,
if,
through
these
clear,
trainings
and
clear
understandings
the
roles
and
responsibilities
of
our
family
liaisons,
if
it
is
still
not
happening-
and
we
know
it
is
not
happening
in
some
of
our
schools,
I
think
we
need
to
address
it
straight
on,
and
you
know
we
could
call
it.
D
You
know
looking
at
the
anti-blackness
that
has
been
in
boston
for
decades,
but
continually
exists
in
some
of
our
schools.
If
we
have
these
resources
in
place,
how
are
we
holding
people
like
me,
our
regional
school
superintendents
or
principals,
to
address
the
issue
head-on
instead
of
skirt
around
it?
D
You
told
me
to
stay
away
from
data
and
things
like
that.
But
one
of
the
things
that
I
like
to
think
of
is
if
the
school
experience
is
not
working
for
black
students.
D
It
is
not
working
for
all
of
our
students
and
if
the
school
experience
is
not
working
for
our
black
parents,
it
is
not
working
for
all
of
our
parents,
and
so
knowing
that
my
expertise
for
five
of
the
seven
years
has
been
largely
in
east
boston.
My
my
region
also
includes
charleston
and
north
end.
It's
a
large
region,
7
200
students,
but
it's
in
one
corner
of
the
city.
Two
of
the
years
I
did
city-wide
work
once
with
alternative
education
and
the
high
school
network
and
the
other
as
an
associate
working
on
city-wide
initiatives.
D
I
did
get
exposure
to
neighborhoods
across
the
city.
I
met
several
key
partners.
I
call
them
power
brokers,
who
I
befriended,
and
I
could
call
at
any
moment's
notice
for
advice
for
to
push
my
thinking.
These
are
people
like
robert
lewis,
ron
dorsey,
sam
acevedo,
like
these
are
folks
that
I
turn
to
and
those
are
the
men
I
think
they're.
Also
looking
at
the
women
right,
we
just
had
edith
on
the
call
yeah.
G
D
Edith
and
I
have
engaged-
I
don't-
I
don't
ever
turn
down
a
meeting.
Sometimes
it
happens
sooner
than
later.
I
think
with
her
was
really
quickly,
but
I
welcome
the
conversation
to
understand
and
at
least
in
my
short
time
with
my
short
relationship
with
edith,
I'm
going
to
use
her
as
the
power
broker
in
certain
aspects
of
the
district.
Just
like.
F
D
Yeah
yeah
I
mean
so,
but
I
was
just
using
them
as
an
example
to
start
that
conversation,
because
I
know
that
there
are
people
across
the
city
who
are
those
people
who,
I
don't
even
know.
These
are
just
the
relationships
that
I've
built
very
recently,
as
well
as
throughout
the
last
seven
years
that
are
gonna,
help
me
get
there.
When
I
first
came
here
in
east
boston,
I
literally
just
walked
around
the
streets
trying
to
get
to
know
people
I
met.
D
I
call
her
power
broker
la
madrina,
elsa
flores
and
she
didn't
know
me.
I
didn't
know
her,
but
she
got
me
into
all
the
folks
that
needed
to
get
in
east
boston.
That's
what
I
need
to
happen
across
the
entire
city
as
a
superintendent
of
boston,
public
schools.
F
A
H
My
name
is
marilyn
fitzgerald
and
I'm
a
student
at
the
henderson
k-12
inclusion
school
I've
been
on
an
iep
for
15
years
to
support
my
needs,
I'm
currently
in
the
transition
program
at
the
henderson
school.
What
will
you
do
to
make
sure
that
my
peers
and
I
will
continue
to
have
our
needs-
met
as
we
prepare
for
independent
living.
D
D
Sometimes
we
get
different
schools
that
come
in
and
out,
depending
on
the
changes
of
the
regional
structure.
One
of
the
years
I
worked
with
the
carter
school
and
principal
mark
o'connor
was
an
amazing
leader
over
there
at
his
school.
Every
single
student
is
in
a
transitional
plan
and
I
got
to
see
it
firsthand,
leading
up
to
the
transition
moment
and
learning
about
what
happens
after
the
moment.
Mark
is
an
amazing
leader
who
guided
me
through
that,
even
as
his
supervisor,
because
this
is
something
that
was
relatively
new
for
me.
D
But
to
address
your
question,
you
know,
I
think,
that
the
proactive
approach
to
meeting
with
the
families
there
are
structures
in
place
through
our
special
education,
iep
process
transition
meetings.
We
need
to
be
really
tight
and
understand
that
everybody
needs
to
understand
the
plan
before
we
get
to
this
22nd
birthday
leading
up
to
it.
We
got
to
make
sure
that
through
our
public
or
private
placements,
there
are
we
understand
that
this
person
is
turning
22
on
this
date.
D
Are
we
ready
for
the
support
to
bring
folks
in
and
if
we're
not,
what
are
we
going
to
do
about
it,
not
just
this
month,
because
it's
happened?
It's
going
to
happen
this
month,
but
three
years
in
advance,
we
know
that
students
in
these
programs
are
going
to
transition
well
ahead
of
time.
What
are
we
doing
to
make
sure
that
our
partners
outside
of
bps
are
prepared
with
the
appropriate
number
of
placement
seats?
So
we
all
of
our
students,
get
the
support,
not
only
during
the
last
years
of
bps
but
beyond.
A
Awesome,
thank
you
so
much
next
up
we
have
reverend
chang
imtan.
I
Hello
good
afternoon,
my
name
is
reverend
chiang
yim-tan,
I'm
a
long-term
advocate
in
the
diverse
communities.
I
was
the
founding
director
of
what
is
currently
known
as
the
may's
office
of
immigrant
advancement.
I
D
All
right,
I
don't
have
that
question
written
down,
so
it's
I
short-handed
it
a
little
bit,
but
thank
you
for
your
very
detailed,
complex,
multi-tiered
question
and
if
I,
if
I
miss
one,
please
call
me
out
of
this.
I
I
I
love
looking
at
survey
data.
I
love
looking
at
the
demographics
of
our
district.
I
think
that's
just
how
regional
superintendents
or
superintendents
or
principles
are
programmed
like
data
kind
of
drives,
how
we
move
the
disparities
between
what
we
see
in
the
demographics.
D
As
far
as
our
students
in
the
district
and
even
things
as
simple
as
participation
rates
is
one
thing
that's
alarming
to
me,
and
we've
done
several
surveys
throughout
the
year,
not
just
climate
service,
but
you
know
with
the
coronavirus
return
and
all
this
other
stuff.
The
responses
are
are
alarming
that
it's
it
they're.
Not
they
don't
meet
the
ratios
that
we
see
or
the
percentage
that
we
see
in
our
district.
D
I
really
think
I'm
going
to
go
back
to
how
we
know
our
schools
and
you
you're
at
two
schools,
the
josiah
quincy
upper
school,
as
well
as
the
elliott,
where
I
know
for
sure
I
was
with
the
josiah
quincy
for
several
months
when
I
was
with
the
high
school
team,
but
at
the
elliott
they
they
almost
have
communication
overload
and
if
they
don't
get,
they
have
a
hundred
percent
goals
all
the
time
and
if
they
don't
get
100,
they
know
exactly
which
parents
aren't
responding
and
they
push
and
they
push
and
they
push
not
in
that
kind
of
irritating
negative
way.
D
But
like
hey,
we
need
your
feedback,
because
this
is
going
to
shape
how
we
are
going
to
move
the
programming,
how
we're
going
to
move
the
instructional
focus
for
our
schools,
and
it's
not
just
the
elliott,
there's
other
schools
that
do
great
jobs
like
the
in
my
network.
The
100
goal
for
participation
is
real.
You
see
it
in
our
classrooms.
We
want
teachers
have
any
sort
of
initiative
to
bring
in
students
in
for
student-led
parent
conferences.
D
You
don't
want
just
80
of
the
students
coming
in
to
do
because
you
got
four
students
kind
of
left
out,
so
I
think
across
the
board
we
could
do
a
better
job.
I
think
it
is
a
local
issue
at
schools
where
me
as
a
superintendent
can
push
the
expectation-
and
this
goes
back
a
little
bit
to
my
last
response-
where
we
do
have
resources
in
place.
D
Are
we
using
them
effectively?
Are
they
getting
the
jobs
done
that
we
are
asking
them
to
do
if
they
are
the
advocate-
and
I
think
you
mentioned
the
word
empowerment
voice
of
our
parents
like
if
the
job
is
not
getting
done,
we
got
to
find
out
why
all
right
did.
I
answer
those
first
three
questions,
because
I
think
I'm
going
to
go
into
strategies.
I
D
So
so
I'll
address
that
in
the
strategies
we
can't
treat
the
district
as
just
one
in
many
aspects,
and
I
think
this
is
one
we
are
23
different
neighborhoods
and
even
within
the
different
neighborhoods
there's
different
parts
of
their
business
like
in
east
boston,
there's
four
different
neighborhoods
each
the
four
different
neighborhoods
are
relatively
similar.
But
you
can
you
can
hear
what
I'm
saying,
I'm
trying
to
say
that
in
different
parts
of
city
there's
different
strategies
to
engage
folks
to
stress
the
importance
of
participating
in
schools.
D
I
mentioned
in
an
earlier
question,
like
I
just
in
east
boston.
My
goal
was
to
walk
to
every
single
restaurant
and
you
know
community
based
organization
and
just
introduce
myself
that
kind
of
on
the
ground.
You
know
hands-on
touch
really
worked
with
my
my
latino,
my
latinx
community,
whereas
some
may
be
more
engaged
into
the
media,
print
media
or
radio
over
media
other
parts
of
the
city.
D
I
know
that
some
of
the
key
influencers
are
our
faith-based
community
leaders,
which
I
am
really
interested
in
learning
about
how
it
looks
like
outside
of
the
schools
that
I've
been
wholeheartedly
focused
on
for
the
majority
of
my
time
in
in
boston.
Public
schools,
when
I
was
in
los
angeles,
opened
two
schools
that
was
my
way
in
through
all
the
churches.
That
was
the
weigh-in.
That's
how
we
did
it.
Churches
and
after-school
programs
is
how
we
got
the
participation
strategies.
D
I
think
I
mentioned
one
of
them
already,
just
real,
really
elevating
the
accountability
that
we
need
to
put
in
the
systems
that
we
have
on
place.
I
think
that
understanding
these
concerns
that
you
bring
up
and
understanding
what
we
need
to
do
as
a
team
to
empower
these
new
positions
relatively
new
positions
that
aren't
going
to
go
away
because
they're
part
of
the
baseline
budget.
This
is
not
s
or
investments.
These
are
going
to
be
part
of
the
fabric
of
every
single
school
for
years
to
come.
D
Are
we
getting
the
return
on
investment
of
these
positions
and,
if
not,
how
are
we
increasing
the
the
amount
of
participation?
Ideally
we'd?
Like
100
participation,
100
participation
from
all
families
across
the
district,
but
you
know
I
think
that
those
are
those
are
at
least
two
or
three
strategies.
I
would
implore
in
the
very
beginning,
especially
working
with
our
family
engagement
teams,
to
get
this
done.
I
Oh,
I'm
not
sure
if
I'm
out
of
time
a
one-minute
warning
yep.
I
I
D
Mean
I
think
it
doesn't
happen
just
between
different
neighborhoods.
It
happens
within
school
communities.
I
mean
I
I've
been
in
dog
fights
with
school
communities
over.
We
want
sei,
you
know,
keep
the
kids
separate.
Then
we
want
students
included
because
that's
the
best
way
to
learn
english
there's
there's
a
constant
battle
between
people
who
have
differing
ideas
for
what's
best
with
their
students.
We
could
back
up
to
september
this
year.
When
we
came
back
to
school
and
the
whole
testing
protocols.
I
had
parents.
That
said
we
don't
want
our
kids
tested.
We
don't
want
it.
D
Coronavirus
doesn't
exist
and
I
had
parents
argument
in
the
same
day
of
not
only
wanting
to
test
every
single
body,
every
single
person
on
campus
but
publishing
the
test
results
right,
so
those
conflicts
happen
all
the
time.
As
in
that
last
example,
I
sat
on
the
schoolyard.
I
talked
to
the
families
that,
were
you
know
very
emotional
about
this
understand.
Let
them
understand
where
we
are
as
far
as
the
school
policy,
the
guidance
from
in
this
case,
the
public
health
commission.
D
A
Awesome.
Thank
you.
I
want
to
remind
everyone
that
we
welcome
you
to
submit
live
q,
a
questions
using
the
q,
a
feature
in
zoom.
We
read
as
many
of
these
questions
as
we
can
get
to
at
the
end
of
today's
session
and
next
up
we're
going
to
take
another
question
from
the
public
survey.
D
D
In
los
angeles,
we
had
a
bond
funded
measure,
25
billion
dollars
over
20
18-year
period
we
constructed
or
extensively
remodeled
135
schools,
including
one
of
the
school
buildings
that
I
moved
into.
D
We
haven't
done
it
at
quite
the
pace
here
in
boston,
but
I
was
heavily
involved
with
the
school
closure
of
the
edwards
middle
school
building,
and
I
think
that
the
question
is
really
getting
out.
How
do
we
update
it
without
really
causing
more
stress
of
this
change
in
one
of
the
ways,
in
both
examples
of
me,
opening
that
new
school,
in
los
angeles,
as
well
as
closing
down
the
edwards
and
thinking
about
the
plan
moving
forward?
D
In
the
case
of
the
edwards,
I
remember
was
the
first
month
that
I
was
here
that
staff
was
asking
me
is
our
school
going.
To
close,
I
heard
that
there
was
a
strategy
to
reduce
and
eventually
eliminate
the
number
of
middle
schools
in
favor
of
k-8s
or
k-6-7-12,
but
I
haven't
been
part
of
those
conversations
when
it
became
real
that
it
was
gonna
happen.
It
wasn't
like
hey
it's
we
just
finished
budget
season,
and
next
year
you're
gonna
be
closed
right.
We
announced
it.
D
Two
years
later,
we
planned
to
take
off
the
sixth
grade
from
their
enrollment,
so
they
gradually
were
phasing
out.
By
that
time,
teachers
that
I
worked
with
were
actually
moving
on
to
other
schools
within
my
network
and
quite
a
few
actually
went
to
high
schools
across
the
city.
But
this
gradual
transition
of
the
school
allowed,
not
only
the
students
and
the
parents
to
understand
look
at
this
school
is
closing.
I
I
don't
want
to
enroll
in
a
school.
That's
closing.
D
It
allowed
the
staff
members
to
find
other
options
over
time
with
the
support
of
us
and
our
team,
but
in
this
long
term
plan
for
transitioning
the
schools.
At
the
same
time,
we
also
expanded
sixth
grade
offerings
in
other
elementary
schools.
So
at
the
same
time
we
closed
off
sixth
grade.
We
opened
up
sixth
grade
in
other
parts
of
the
city,
which
was
a
great
transition
for
the
rising
fifth
graders
going
to
six,
but
also
the
teachers
were
taught
sixth
grade,
so
long
story
short.
D
I
think
that
to
reduce
the
amount
of
trauma,
yeah
people
are
going
to
be
emotional
when
the
school
that
their
grandmother
and
their
mom
and
now
they
and
all
their
cousins
are
going
to
are
going
to
close,
because
there
is
historical
memory
and
knowledge
and
in
in
just
tradition
in
the
schools
that
we
are,
we
are
going
to
eventually
close,
but
we
have
to
make
these
tough
decisions
if
we're
going
to
make
the
school
district
move
forward.
D
If
we're
going
to
get
the
school
district
to
move
forward
and
all
news,
bad
news,
good
news,
as
long
as
we
give
enough
time
to
have
people
transition
and
make
decisions
and
form
decisions
based
off
of
a
timeline
that
we're
gonna
stick
to,
I
think
that'll
help
them
minimize
the
trauma
that
we're
that
we're
gonna
experience
as
we
transition
our
district.
A
Awesome,
thank
you,
fat.
This
is
marcus
again.
Next
up
we
have
sushi
skinnell,
who
will
be
speaking
in
spanish.
If
you
are
in
the
english
channel,
you
will
hear
a
live
interpretation
in
just
a
moment.
So,
whenever
you're
ready
go
ahead,.
G
G
G
J
Tell
a
specific
story
about
your
experience
with
english
language
learner
and
english
for
speakers
of
other
languages
program.
How
have
you
built
relationships
and
included
students
and
family
members
who
are
not
fluent
in
english?
What
specific
lessons
from
these
experience
would
you
would
shape
your
work
at
boston,
public
schools,.
D
B
B
K
D
Now,
if
that's
okay
is
all
the
translation
or
interpretation
hooked
up.
So
I
was
beginning
the
story.
Suhai
was
asking
for
an
example,
a
specific
example
that
would
demonstrate
my
commitment
to
english
language
learners
and
as
a
systems
level,
leader
and
experiences
that
shaped
my
vision
for
how
we
would
support
our
english
language
learners,
but
also
the
families
of
our
english
language
learners.
I
started
out
by
saying
the
example
that
first
came
to
mind
was
when
I
was
a
bilingual
coordinator
at
a
high
school
in
los
angeles,
this
was
probably
2008
or
2009.
D
I
served
the
school
to
support
our
multilingual
learners.
In
this
case,
the
school
was
about
2
800
students.
1900
of
those
students
were
classified
as
english
language
learners.
So
imagine
1900
students
from
one
high
school
classified
as
english
language
learners.
It
was
my
job
to
work
all
the
compliance
do
all
the
testing
assessment,
but
on
top
of
that
to
support
the
teachers
in
the
esl
classrooms,
as
our
students
also
transition
into
english
classes.
D
The
story
that
comes
to
mind
is
one
year
we
had
a
tremendous
enrollment
increase
in
our
brand
new
students
from
central
america
and
mexico.
It
was
mid-year
and
it
was.
It
was
so
much
that
way
to
open
an
additional
section
in
esl
one
and
these
students
they
were
the
greatest
kids
ever
because
they
came
in
the
middle
of
the
year
and
they
wanted
to
stay
after
school
and
they
wanted
to
do
saturday
program.
But
what
came
to
like
very
clear,
older
learners?
D
They
had
a
shorter
window
to
graduate
and
so
a
lot
of
these
students.
They
were
coming
from
el
salvador,
mexico
and
they
said
we
want.
You
know,
credit
acceleration,
credit
recovery,
knowing
that
a
lot
of
the
classes
they
were
taking
didn't
count
towards
graduation
until
they
got
to
a
certain
level,
english,
and
so,
as
a
bilingual
coordinator,
we
couldn't
pass.
K
B
E
B
F
H
D
Okay,
cool,
so
the
students
came
to
me
and
said
we
need
help.
We
want
more
classes,
we
couldn't
have
any
more
classes
a
day,
and
at
that
time
I
was
working
very
closely
with
our
adult
school.
We
had
an
adult
school.
Our
school
was
basically
open
from
10
p.m,
and
what
I
did
is
I
registered
myself.
D
All
right,
okay,
so
the
solution
we
came
to
was
look
I'll,
enroll
myself
as
an
esl
teacher
for
acceleration
classes.
I
think
it
was
a
combination,
esl
one
and
two
just
to
give
them
the
extra
time,
so
they
could
begin
to
access
the
credit
bearing
classes
in
the
next
year
we
went
to
adult
school
as
a
violin
coordinator,
I
taught
adult
school
before
registered
myself
as
a
class,
we
had
25
students
register
right
away.
The
interesting
thing
was
a
lot
of
our
adults
in
the
neighborhood.
D
D
Five
of
them
were
their
parents,
so
imagine
going
to
school
with
your
parent
in
the
evening,
but
that
would
be
an
example
of
number
one,
helping
a
student
solving
a
problem
that
they
brought
to
the
table,
specifically
with
students
who
are
learning
english,
who
wanted
to
accelerate
their
english,
so
they
would
be
able
to
graduate
on
time
but
number
two,
including
the
parents,
into
the
process,
and
that's
something
that
I
think
I'm
very
proud
of
over
the
years.
I
stayed
involved
with
the
adult
program.
D
The
evening
school
for
several
years-
and
I
made
some
very
good
relationships
with
the
families
and
it
actually
helped
me
do
my
job
better,
because
part
of
it
was
family
engagement,
and
so
they
saw
me
as
someone
who
would
go
that
extra
mile
for
them
now
bringing
it
back
to
my
role
as
a
superintendent
soohey.
I
know
you
know,
I
support
east
boston,
high
school.
Sorry,
east
boston
is
a
neighborhood,
it's
one
of
the
largest
populations
of
latinos
in
boston.
D
My
network
has
the
highest
percentage
of
english
language
learners.
This
is
what
we
do.
Every
single
school
has
students
that
are
learning
english.
We
know
the
value
and
the
importance
of
making
sure
that
our
students
are
reading
and
writing
and
listening
and
speaking
in
english,
but
also
at
the
same
time
maintaining
their
home
language
in
this
case
in
east
boston,
especially
spanish.
D
One
of
the
things
that
I
saw
as
a
teacher
and
as
a
principal
as
our
students
become
more
comfortable
speaking
english.
Sometimes
they
turn
to
preferring
to
speak
only
english,
which
actually
alienates
family
members
like
moms
and
dads,
who
may
not
be
proficient
in
english.
So
really
being
aware
of
that
dynamic,
I
think
it
begs
us
as
a
district
to
be
responsible
and
ensure
that
our
students
know
that
when
they
graduate
bilingual,
my
wife
she's
guatemalan,
she
works
in
a
high
school.
She
tells
the
students
all
the
time
go,
get
your
bilingual.
D
Your
bi-literacy
seal,
because
graduating
high
school
proficient
in
two
languages,
actually
nearly
guarantees
you
a
job
in
today's
market.
I
hear
say
it
on
the
phone
all
the
time
at
nighttime
when
she's
talking
to
her
students,
so
really
emphasizing
the
importance
of
maintaining
your
culture,
your
home
language,
and
it's
not
just
through
adult
school
or
after
after
hour
learning
or
even
through
our
esl
programs.
I
think
we
could
do
a
lot
better
job
with
offering
summer
programs
that
are
specific
to
cultural
studies
in
east
boston.
D
We
have
veronica
robles
she's
from
mexico
and
she
runs
a
dance
program.
We've
partnered
with
her
several
times,
but
her
summer
program
is
all
about
teaching
the
students
about
their
culture
through
dance
and
if
we
could
expand
that,
I
mean
I
know.
Teaching
culture
through
dance
and
arts
is
completely
different
than
I
think
the
original
part
of
your
question.
But
it
is
connected,
and
it
is
something
that
I
would
be
connect
committed
to
as
the
next
school
leader
of
boston,
public
schools,.
G
D
I
would
love
to
speak
more
about
my
ideas
for
how
we
can
use
the
law
to
actually
increase
number
one.
The
support
for
our
students
of
other
languages
who
have
other
home
language,
but
number
two
to
use
people
like
our
paraprofessionals
to
develop
their
teaching
skills
to
eventually
be
the
next
teachers
in
boston,
public
schools.
So
bringing
the
support
in
that
we're
allowed
to
through
the
look
at,
but
also
using
it
as
a
longer
term
strategy
to
increase
our
teaching
force.
L
D
All
right,
thank
you,
maurice
nice
to
meet
you.
You
said
new
mission,
high
school,
you
tell
mr
thomas,
I
said
hello.
We
spend
a
good
amount
of
time
together.
So
what
motivated
me
to
be
a
superintendent,
I
I.
I
would
like
to
modify
it
a
little
bit,
because
a
lot
of
my
colleagues
who
I
love
are
motivated
to
be
a
superintendent.
D
I'm
not
motivated
to
be
a
superintendent,
I'm
motivated
to
be
the
superintendent
of
boston,
public
schools
and
that's
the
only
school
district.
I
would
do
it
for
and
the
reason
why
is
because
to
do
this
job
I
would
only
want
to
do
it
in
a
city
that
I
was
emotionally
and
physically
connected
to
you've.
D
Probably
heard
me
say
this
in
other
interviews,
but
this
is
a
very
hard
job
and
I
would
only
do
it
for
a
city
that
I
cared
so
much
about
a
city
that
both
my
wife
and
I
have
dedicated
our
careers,
a
city
that
we
have
entrusted
our
our
own
children
into
the
public
school
system.
It
doesn't
make
sense
for
me
to
go
after
some.
D
I
want
to
be
the
next
boston,
public
school
superintendent,
because
I've
seen
in
the
last
seven
years
all
the
great
things.
I
understand
the
challenges
and
we
need
to
move
this
district
forward
not
only
for
my
two
children
who
are
at
elementary
school
in
our
neighborhood,
but
for
their
classmates,
all
the
schools,
all
the
classrooms
in
their
school,
but
also
for
your
school,
which
is
down
at
the
old
hyde
park.
D
I
am
committed
to
this
district.
My
children
are
young.
I
already
said
we're
not
going
to
move.
I
can't
do
that
to
them.
I
am
ready
one
of
the
job
descriptions.
I
clearly
remember
a
moment
when
I
talked
to
my
wife
and
I
said:
hey,
maybe
we
should
do
this.
I
put
the
job
description
right
next
to
my
resume
and
we
did
this
like
crosswalk
thing
to
say:
do
I
have
this?
Do
I
have
this?
D
D
I
took
my
family
vacation
a
couple
weeks
ago.
I
have
nothing
scheduled
through
the
rest
of
the
summer.
I
think
my
next
weekend
off
is
going
to
be
in
february
or
something
like
that.
I'm
ready
to
hit
the
ground
running,
which
is
something
that
you
heard
mayor
wu,
say
several
times.
You
hear
the
descriptions
from
the
community
listening
sessions.
D
D
D
I
think
there
are
multiple
ways
to
bring
student
voices
at
the
table,
but
also
to
make
you
the
key
part
of
that
question
was
heard
right.
We've
gone
through
several
versions
of
how
the
executive
team
members
work
with
bsac.
That's
one
way
to
engage
with
30
students.
I
remember
one
year
we
each
of
us
paired
up
with
a
leader
of
vsac
and
they
we
would
work
with
them.
D
My
partner
was
elvis,
I
know
everyone
remembers,
elvis
because
he
lived
in
east
boston
and
I
lived
in
east
boston
and
he
would
be
kind
of
the
advocate
for
the
students
at
his
school.
We
would
talk
about
it,
but
that's
just
one
way
to
do
it.
D
I
think
that
in
today's
age,
where
we
have
access
to
what
we're
doing
right
now,
zoom
or
many
of
the
other
platforms
that
you
probably
use
in
your
classroom,
there's
ways
to
elevate
student
voice,
not
only
the
high
school
boys,
but
our
sixth
graders
have
stuff
to
say
my
second
grader
has
stuff
to
say
so
really
thinking
about
what
it
looks
like
to
get
a
more
clear
picture
of
more
voices,
something
I
would
love.
I
would.
I
would
love
to
continue
working
with
our
gate,
our
bsac
team.
D
I
worked
very
closely
with
abraham
losorio
when
he
was
here
and
I'd
like
to
re-engage
that
work
that
I
and
I
think
that
the
the
pandemic
kind
of
like
paused
things
for
me
a
little
bit,
but
just
to
get
back
into
it,
because
I
was
a
high
school
guy.
I
love
hanging
out
with
the
high
school
folks
at
vsac
and
I
just
want
to
get
it
going.
You
know
I
wanna,
I
wanna,
I
wanna,
listen,
I
wanna
be
there.
D
A
D
D
I
don't
think
one
person
can
fix
it
alone.
I
know
dell
and
our
operations
team
have
been
digging
into
it,
the
entire
spring,
getting
ready
for
how
we're
going
to
implement
the
stipulations
within
the
new
contract
that
was
just
signed
with
the
bus
drivers
in
the
last
month,
or
so
one
of
the
big
things
that
I
want
to
you
know.
I
hope
this
is
added.
Accountability
will
make
sure
that
our
students
arrive
on
time.
I
know
in
the
contract.
D
One
of
our
goals
is
the
percentage
of
students
who
arrive
within
15
minutes
of
start
time.
I
think
it
should
be
that
goal
should
be
arriving
15
minutes
before
start
time,
because
everyone
knows
the
grab-and-go
breakfast
the
getting
settled
in.
We
want
our
kids
to
be
in
their
seats
when
school
actually
starts
arriving,
15
minutes
late,
that's
acceptable,
it's
actually
probably
30
minutes
until
they
actually
start
learning
right,
and
so
you
miss
a
lot.
Add
up
missing
30
minutes
every
single
day
for
an
entire
year,
you're,
probably
missing.
D
90
hours
of
instruction,
which
is,
in
many
cases
a
whole
week
right,
not
even
a
whole
week
more
than
a
week
right
so
thinking
about
what
we
can
do
to
push
the
efficiencies
to
get
our
students
on
time.
The
other
thing
that
I
really
want
to
address
is
the
amount
of
burden
that
it
puts
on
our
our
office
staff
to
manage
the
late
buses,
the
missing
buses,
the
buses
that
bring
kids
to
school.
But
then
they
cancel
out
the
routes
in
the
afternoon.
So
you
get
stranded.
D
D
A
lot
of
our
single
building
administrators
have
to
wear
this
of
responsibility
that
takes
them
away
from
their
duty
of
managing
their
school,
focusing
on
teaching
and
learning
and
the
instructional
leadership
that
they
were
hired
for,
and
so
it's
a
long
way
to
say.
I
would
love
to
figure
out
how
we
could
become
more
efficient
with
the
routes
that
we
have.
If
we
are
missing
30
buses
every
afternoon.
What
does
it
take
to
take
30
buses
off
the
road,
so
we
don't
have
a
30
minute
shortage
every
single
day.
D
The
other
thing
we
look
at
large
cities
just
around
the
corner.
New
york
city
has
worked
on
technology,
to
inform
parents
minute
to
minute
updates.
Uber
and
lyft
have
been
doing
it
for
decades
right.
They
alert
you
when
the
cars
come
in
right.
They
alert
you
when
the
car
is
going
to
be
late
or
they
took
a
wrong
wrong
turn,
or
something
like
that.
D
I
want
to
make
sure
that
you
know
we
know
we're
improving
our
gps
and
our
data
systems
for
families,
but
if
that
could
go
straight
to
families
rather
than
then
being
having
the
parents
of
the
sorry,
the
principal
and
their
staff
responsible
for
making
all
those
calls,
I
think
it
would
be
something
I'm
interested
in
and
then
coming
up
with
the
plan
b
and
a
plan
c
right
plan.
D
D
Do
we
have
a
voucher
system
for
parents
to
come
to
school
if
they
don't
have
a
car
and
pick
their
students
up
with
some
of
our
rideshare
apps?
I
think
we
just
need
to
look
at
different
options.
I
I
honestly
haven't
been
in
all
these
operational
conversations,
but
I
have
a
lot
of
ideas
in
my
head.
Just
seeing
the
frustration
and
the
stress
of
number
one,
the
parents,
the
number
two,
the
staff
that
has
to
manage
it.
So
I
appreciate
the
question.
D
I'm
sure
I
didn't
give
you
that
exact
answer
that
you
want,
but
just
a
little
glimpse
into
the
thinking
of
what
I
do
to
address
transportation.
A
Perfect,
thank
you
for
that.
We
have
been
collecting
questions
live
throughout
this
panel,
using
the
q,
a
function
and
zoom.
We
will
now
ask
a
few
of
these.
Questions
live
during
the
remaining
time
together.
So
the
first
question
is:
what
are
your
views
on
receivership,
how
it
would
affect
our
students
and
how
we
would
go?
A
D
My
views
on
receivership
is
not
going
to
happen,
we're
not
going
to
let
it
happen.
I
know
that
there
was
some
news
that
just
came
out
today,
but
I
will
work
arm-in-arm
with
mayor
wu
to
ensure
that
we
are
in
as
control
control
of
our
district
moving
forward.
Now
with
that
being
said,
I
don't
think
it's
just
a
100
percent
receivership,
not
receivership
conversation,
some
of
the
things
that
were
brought
up
in
the
deci
review.
You
know
you
know,
maybe
it's
things
that
we
need
to
take
a
deeper
look
at.
D
We
know
that
some
of
the
issues
that
came
up
really
centered
on
how
we
support
our
english
learners,
how
we
support
our
special
education
students,
how
we
support
our
transformation
schools,
our
transformation
schools,
our
lowest
performing
schools,
they're
performing
at
the
lowest
10th
percentile
of
the
entire
state
like
there
are
things
that
we
need
to
really
address,
but
we
need
to
address
it
together.
All
three
of
those
categories.
I
just
mentioned
english
learners,
special
education,
students
and
transportation
transformation
schools.
There
are
students
that
are
english
learners
and
special
education
in
those
schools.
D
So
it's
not
looking
at
it
separate.
It's,
how
is
it
all
work
together,
so
we
can
move
the
work
forward.
I
think
one
of
the
unfortunate.
D
D
You
know
one
of
my
leadership
styles
in
central
office
is
just
running
up
and
down
the
sixth
floor
building
and
talking
to
the
people
I
need
to
talk
to,
and
I
think
that
personal
touch
getting
together
working
with
people
like
let's
meet
these
three
departments
need
to
work
on
one
problem:
that's
something
that
I
really
want
to
bring
to
the
table
to
show
the
state
commissioner
and
the
mayor
that
look
it.
We
are
addressing
these
things,
but
do
I
think
that
we
should
go
to
fullest?
No,
absolutely
not.
D
I
think
that
that
drastic
move
will
disrupt
a
system
that
is
already
has
already
been
disrupted,
a
lot
of
things
that
we
have
to
address,
but
I
think
that
we
have
the
talent
we
have
the
skills.
We
just
need
to
rein
it
in
look
at
our
the
main
goals
that
are
coming
out
of
this
report
or
the
goals
that
we
establish
as
a
leadership
team
and
tackle
those
goals
deliver
on
those
goals,
implement
the
policies,
implement
the
initiatives
and
get
results
for
our
students.
D
A
They
are
opposed
to
applied
behavior
analysis,
since
they
have
heard
that
the
autistic
community
considers
aba
abuse
currently
substantially
separate
classrooms
for
autistic
students
in
bps
all
embed
aba
in
their
classroom.
So
they
are
called
quote
unquote:
aba
classrooms.
Would
you
support
bps,
also
offering
neurodiversity
classrooms
as
another
classroom
option.
D
Yeah,
you
know
so
one
of
my
when
I
was
a
school
leader.
I
was
definitely
seen
as
more
of
the
english
language
learner
expert
in
our
school
community,
the
entire
entire
zip
code.
I've
learned
a
lot
about
special
education,
separate
inclusion
from
my
assistant
principals,
my
partners,
my
co-leaders
central
office
team
members.
This
is
something
that
I
fully
understand
the
importance
of
getting
as
specific
as
possible
for
the
supports
that
we
have
in
our
students
that
were
categorized
in
different
programs.
It's
almost
like
our
aps,
our
aps.
D
It's
an
individualized
learning
plan
and
bucketing,
as
you
mentioned
in
this
question,
bucketing
students
into
one
program,
the
other,
knowing
that
there
may
be
different
variations
of
the
support
that
needs
to
come
with
it.
I
would
love
to
take
a
deeper
look
at
it.
What
it
looks
like
district-wide
are
there
pairs,
trios
small
groups
of
students
that
may
have
some
similarities
in
their
iep,
as
well
as
the
desires
of
their
parents,
to
understand
what
type
of
supports
they
feel
they
need
in
our
schools.
But
I
welcome
the
conversation.
D
A
Awesome,
this
is
marcus
speaking
again.
The
next
question
was
also
submitted
through
the
live
q-
a
so
it
goes.
I
am
a
parent
at
the
mauro,
mario
yumana
school
in
east
boston.
Our
facilities,
especially
the
parking
lot,
are
in
dire
need
of
reservation
renovation.
A
I
recently
stopped
at
the
system
that
schools
are
required
to
use
to
submit
work,
requests
and
saw
that
there
are
so
many
requests
that
are
outstanding
and
nothing
seems
to
get
done
in
any
sort
of
efficient
manner.
How
would
you
change
things
to
make
our
systems
more
efficient
and
how
would
you
identify
the
bottlenecks
and
how
would
you
work
to
dismantle
them.
D
Yeah
thanks
for
the
question
betsy,
this
has
been
an
issue.
That's
involved
over
time.
I
know
our
facilities
team
under
the
leadership
of
india
alvarez,
has
has
got
to
a
point.
She's
been
on
board
for
a
year.
We've
cleaned
up
a
lot
of
the
systems
that
you
have
mentioned
right
here.
The
facilities
requesting
is,
I
think,
in
just
the
last
two
or
three
years,
there's
been
different
systems.
I
think
we
finally
have
the
system
that
we
are
going
to
be
using
moving
forward.
D
I
know
that
the
facilities
team
is
working
with
the
mayor's
team
now
and
in
pfd,
which
is
our
public
facilities
department.
I
would
love
to
see
how
issues
like
this,
because
the
parking
lot
is
a
large
system
in
in
itself.
It's
a
big
project.
I
know
that
there
was
some
minor
prepared
repairs
in
the
amount
of
parking
light.
Just
just
the
last
couple
months,
and
I
remember
the
first
time
I
took
indy
out
to
the
amana
parking
lot.
We
stopped
and
she
tripped
in
one
of
the
potholes.
So
it
is
a
priority.
D
I
would
lean
back
to
what
it
takes
to
the
capacity
we
need
to
build
within
these
teams
to
tackle
all
these
issues.
If
we
are
doing
a
tremendous
investment
in
our
school
facilities,
it's
not
necessarily,
you
know
all
the
money
going
to
new
buildings.
There's
all
these
other
systems
we
have
to
address.
D
It
makes
me
wonder
what
aspects
of
esther
funding
could
maybe
be
used
to
improve
school
environments,
which
you
know
this
may
be.
It
may
or
not
be
qualified,
but
I
would
love
to
continue
the
conversation
with
the
facilities
team
to
understand
like
look.
This
has
been
a
request
for
many
years.
What
are
we
doing
to
get
it
done?
Is
there
a
timeline?
A
D
Yeah
this,
this
is
a
great
question,
mr
mud.
It
goes
back
to
the
data
conversation
and
you
know
my
team
of
school
leaders
is
one
that's
very,
very
proficient
in
using
data
and
data
tools.
The
map
assessment
nwa,
is
what
we
use
as
soon
as
the
assessments
are
up.
People
are
asking
for
the
reports
or
because
we've
got
they
have
access
to
the
data,
but
there's
like
kind
of
like
system
level,
bird's-eye
view
reports
that
come
out.
D
I
break
my
region
up
into
three
different,
zip
codes,
but
then
0
2
and
eight
zip
code,
which
is
east
boston,
the
largest
percentage
of
english
language
learners.
What
we're
seeing
in
the
map
growth
data
is
typically,
we
see
kind
of
like
a
bell
curve
of
how
the
students
perform
and
how
their
growth
looks.
D
This
year,
more
than
ever,
as
our
students
come
back
to
in-person
learning,
because
now
we're
doing
the
actual
assessment
in
the
classrooms
it's
becoming
more
of
a
valley,
and
the
way
we
kind
of
are
digesting
is
in
certain
classes,
certain
programs,
students
who
are
able
to
maintain
their
progress
or
just
maintain
through
the
pandemic
and
remote
learning
are
the
ones
that
are
actually
soaring
at
the
higher
levels.
Right
now
what's
happening
is
the
students
who
may
have
not
had
internet
access
or
learning
english
online
is
a
very
difficult
thing
to
do.
D
Those
students
who
came
back
actually,
even
though
they
were
participating
through
remote
learning,
it
was
difficult
to
determine
if
any
growth
was
happening.
So
what,
unfortunately,
we're
seeing
is
this
gap
happening?
So
what
we're
doing
using
data
and
addressing
that
closing
of
the
achievement
gap
is
how
are
we
planning?
D
The
end
of
the
year
data
just
came
in
we're
still
waiting
for
our
like
district-wide
kind
of
bird's-eye
view
reports,
which
are
really
cool
and
really
nuanced,
but
these
things
help
plan
our
our
goals
for
next
year
for
next
month,
as
we
move
forward,
they
inform
our
instructional
focus
how
each
school
is
approaching
their
highest
priority
needs,
and
you
know
I
I'd
I'd
love
to
welcome
you
to
a
more
detailed
conversation,
mr
mud,
but
it's
really
it's.
A
Awesome,
thank
you
for
submitting
that
question.
So
the
next
one
is
dr
welch.
If
chosen
as
superintendent,
what
would
be
the
strategic
plan
that
you
would
implement
to
achieve
a
comprehensive,
fair
and
equitable
education
reform
for
all,
but
also
especially
for
english
language,
learners
and
special
education
students.
D
Yes,
thank
you
very
much
for
the
question.
It
goes
back
to
something
I
mentioned
earlier.
There
are
three
areas.
I
think
that
if
we
are
really
going
to
lead
with
equity
in
this
district,
we
have
to
literally
put
our
money
where
our
mouth
is.
If
we
know
that
our
schools
that
are
experiencing
the
most
challenges
are
our
transformation
schools,
not
only
are
we
do,
we
need
to
support
them
in
a
way
that
is,
is
more
than
other
parts
of
the
district.
D
We
need
to
see
exactly
within
those
transformation
schools,
the
support
team
in
central
office.
How
are
we
going
to
build
up
that
team
if
we're
really
going
to
say
we're
going
to
move
this
work
forward?
It's
great
to
have
the
investments
come
into
the
schools
I
mentioned
this
earlier.
We
have
transformation,
coaches,
we
have
family
liaisons,
but
what
I
want
to
see
is
from
the
central
office
side.
How
are
we
helping
these
folks
move
the
work
forward,
because
a
lot
of
the
successes
I
see
are
happening
at
the
school
level
with
leadership
teams?
D
It's
not
there's
not
a
systematic
approach
that
I
think
that
we
can
hang
our
head
on
and
say,
we've
done
this,
and
this
is
the
results.
We
got
same
thing
with
special
education
and
english
learners.
All
these
groups
of
students
that
are
being
supported
by
these
departments
are
our
most
vulnerable
learners,
our
most
traditionally
marginalized
learners.
If
we're
really
going
to
lead
with
equity,
we
need
to
invest
in,
in
the
supports
that
we
could
provide
these
students,
because
that's
the
only
way
that
we're
going
to
get
them
to
where
we
want
to
go.
A
Awesome-
and
we
are
actually
we
have
about
six
minutes
left,
so
we're
going
to
go
to
the
last
question
and
the
question
is
simply
why
boston.
D
Why
boston-
I
think
I
mentioned
this
earlier
with
mars
question:
I'm
a
guy
who's,
never
wanted
to
take
a
superintendency
job
just
to
take
a
super
tendency
job.
This
is
the
city
that
I'm
connected
to
I've,
seen
the
the
great
strengths
of
what's
happening
in
our
schools,
as
well
as
some
of
the
challenges
right
now.
I
think
this
district
needs
someone
who
could
literally
hit
the
ground
running,
as
the
mayor
has
said
several
times
throughout
the
spring,
and
I'm
that
guy
I'm,
my
entire
schedule
cleared
out
after
july
1st
I
want
to
get
in.
D
I
want
to
especially
meet
the
new
principals
that
just
got
hired
in
the
last
couple
of
months.
I
want
to
get
into
those
handful
of
schools
that
I
haven't
been
in
this
year,
but
after
that
you
know
going
to
as
the
way
I
call
them
the
power
brokers
in
in
the
question
with
donya
earlier
and
and
and
edith
earlier
understanding
where
I
need
to
go.
The
city
who
I
need
to
talk
to.
D
How
do
I
understand
what's
happening
in
all
parts
of
the
city
is
something
I
would
prioritize,
because
I
do
think
that
over
time
it
wasn't
something
that
happened
in
east
boston,
charleston
north
end.
The
the
elliot's
rise
took
over
a
decade
right.
East
boston
has
several
schools
that
are
finally
hitting
it.
I
think
the
three
of
the
last
four
school
in
the
moves
come
from
this
region,
there's
something
that
to
say
about
this
team
working
together,
sharing
best
practices
and
sharing
things
like
grants
that
they
write
together.
D
This
year
was
the
first
year
that
we
started
bringing
in
other
school
leaders
and
other
regional
superintendents
like
me
to
really
understand
what
is
happening
because
something
is
happening,
and
we
want
to
make
sure
that
this
is
spread.
This
press,
the
entire
school
district.
I
would
love
to
be
a
part
of
that
and
yeah
the
boston's,
the
only
city
they
would
do
this.
I
would
never
go
after
a
super,
the
job's
too
hard
to
do
it
in
a
place
that
you
don't
care
about.
A
Amazing
I
appreciate
I
wanna
appreciate
our
panelists
for
their
thoughtful
questions,
to
the
public,
for
your
participation
and
engagement
and,
of
course,
to
tommy
welch
for
spending
your
time
with
us
today.