►
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
A
B
Sorry
interpreters
can
you
hold
on
for
one?
Second,
I'm
sorry
can
we
make
sure
that
each
of
us
are
in
our
channels?
I
think
someone's
on
the
english
channel
so
just
make
sure
that
you're
in
your
your
selected
language
channel
just
so
everyone
can
hear
please.
C
Okay,
all
right!
Well
then,
it's
good
for
me
to
say
that
we
are
offering
interpretation
today
in
the
nine
bps
languages.
The
interpretation
feature
has
been
turned
on.
C
Please
note
that
everyone
needs
to
join
a
channel,
including
english
speakers.
If
you
want
to
listen
to
the
conversation
in
english,
please
join
the
english
channel
by
clicking
on
the
globe
icon
at
the
bottom
of
your
screen
to
support
our
asl
interpreters.
Please
name
yourself
before
speaking
and
participants.
C
Today's
meeting
is
being
recorded
to
serve
as
a
resource
for
the
school
committee
members
and
to
make
available
for
those
who
cannot
be
with
us
today
and
to
preserve
the
integrity
of
this
process.
The
candidate
is
using
a
bps
issue
laptop
and
is
not
allowed
to
refer
to
their
phone.
During
the
panel
interview,
the
superintendent
search
committee
has
been
tasked
by
the
school
committee
to
conduct
a
thorough
search,
a
little
bit
of
history
beginning
in
march.
We
began
by
hosting
a
series
of
public
listening
sessions
and
community
stakeholder
meetings.
C
The
feedback
voiced
by
students,
family
educators
and
other
community
partners
was
incorporated
into
the
superintendent's
job
description
and
informed.
The
search
committee
members
interview
questions,
beginning
with
34
candidates.
The
search
committee
narrowed
the
school
to
eight
candidates
throughout
may
and
june,
and
conducted
several
rounds
of
interviews
on
friday
june
16th.
C
C
C
C
C
C
At
this
time,
I'm
going
to
go
ahead
and
ask
our
panelists
to
kick
us
off.
I'm
going
to
ask
marinelle
rumineer
to
to
to
start
us
off
with
the
first
panelist
question.
If
dr
welch
is
ready.
E
D
Marinelle
rumineer-
and
I
am
a
bps
parent,
as
well
as
the
president
and
ceo
of
edvestors,
which
is
an
education
non-pro,
profit
that
partners
deeply
with
the
boston
public
schools.
We
bring
financial
resources,
implementation,
support
and
education
expertise
to
our
shared
work
in
arts,
education,
math,
education,
career
pathways
and
racial
equity
in
schools.
We
also
highlight
what's
working
through
our
annual
school
in
the
move
prize,
so
for
my
question
I'll
just
preface
with,
I
think,
a
shared
understanding
that
we
know
boston
is
rich
in
resources
and
too
often
not
strategic
in
how
they
are
deployed.
F
Great
thank
you
very
much
for
your
question.
Marinelle,
it's
great
to
see
you
again,
I
believe
the
role
of
the
superintendent
or
the
role
of
a
principal
for
that.
That
matter
cannot
be
done
by
themselves.
It
requires
many
many
partners,
many
actors
to
help
with
the
work
that's
before
them.
That
can't
be
any
more
clear
than
the
city
of
boston
you
mentioned
especially
coming
out
of
the
twin
pandemics.
F
F
In
my
experience
as
the
region,
one
school
superintendent
supporting
7
100
students,
15
schools,
primarily
east
boston,
charlestown
and
the
north
end.
I
have
seen
the
power
of
partnerships
throughout
my
seven
years
here.
I
I
I
understand
how
they
work,
both
in
my
experience
as
a
principal
but
as
well
as
a
regional
leader.
I
think
that
one
of
the
most
important
parts
about
harnessing
the
most
partnership
potential
is
really
understanding
why
folks
are
going
to
be
working
with
students
and
what
the
need
is.
It's
almost
like
a
lesson
plan
right.
F
Folks
have
to
be
have
to
understand
why
they're
going
to
be
working
with
folks
into
what
end
in
my
region,
I
think
we've
we
every
year,
there's
been
dozens
of
partners
coming
to
work
with
us,
either
through
support
and
professional
development
after
school
funding
programming
during
the
day,
but
it's
clear
that
with
understanding
why
we're
doing
this
and
how
it's
impacting
the
students,
our
principals,
our
students,
our
teachers,
are
benefiting
the
the
clear
the
through
line
through
the
partnership
work
in
in
region.
F
One
has
been
that
the
principals
really
understand
how
this
is
going
to
come
in
and
the
detail
of
conversation.
The
planning
before
really
leads
to
more
of
a
I
hear
from
our
partners
like
wow,
your
school
or
your
network,
is
very
user
friendly
in
the
way
they
work
with
us
and
it's
because
of
all
the
pre-work
that
goes
into
it.
That's
not
rushed,
so
we
understand
exactly
what
everybody's
doing
to
what
end.
F
As
far
as
specific
examples
with
non-profit
higher
education,
philanthropic
and
business
communities,
you've
seen
it
firsthand.
As
the
ceo
of
president
of
investors,
there's
been
a
lot
of
work
in
our
regional
schools.
Not
only
are
you
but
across
the
district,
but
in
my
experience,
working
with
you,
but
I'd
like
to
highlight
a
couple
of
examples
coming
out
of
the
pandemic,
my
team
of
principals
worked
very
collaboratively.
F
Together,
we
secured
a
a
huge
funding
source
from
one
of
our
local
education
non-profits
to
help
with
the
planning
for
the
return
and
the
reopening
of
schools.
Four
of
our
student,
four
of
our
schools,
went
through
the
process
and
planning
for
how
they
would
reopen
the
school
and
create
basically
a
playbook
and
a
planning
guide
for
not
only
their
schools,
but
they
shared
it
with
all
the
rest
of
our
schools
in
our
region.
F
Just
helping
us
understand
how
the
complexities
of
coming
back
with
the
unknown
would
actually
play
out
as
we
entered
a
more
hybrid
version
of
learning.
At
the
same
time
as
we
were
coming
back,
we
partnered
with
a
new
curriculum,
a
group
called
fish
tank
learning
and
knowing
that
you
know
the
capacity
to
do
professional
development
in
our
in
our
district
is
is
spread
thin
at
times.
F
We
really
really
worked
with
this
team
to
understand
to
help
them
understand
what
the
needs
are
of
our
students
in
our
classrooms,
so
they
could
craft
a
professional
development
plan
as
we
rolled
out
a
new
ela
curriculum
yeah.
So
I
think
that
those
cover
the
questions
and
there's
is
there
anything
else.
You
need
from
that
right
now,.
C
Unmute
here
we
go,
thank
you
marinelle
and
thank
you,
dr
welch.
I
think
next
up
is
aisha.
Francis
president,
francis.
E
Hello
good
morning,
dr
welsh
good,
to
see
you,
I
am
aisha,
francis.
I
am
the
president
and
ceo
of
benjamin
franklin,
cummings
institute
of
technology,
and
I
am
also
a
boston,
public
schools,
parent
and
I'm
happy
to
be
involved
in
this
panel.
As
the
president
of
a
college
where
40
of
our
students
are
boston,
public
school
graduates
and
we
have
a
focus
on
technical
and
trade
education.
H
E
To
connect
as
many
people
as
possible
to
practical
education
that
pays
well
and
leads
to
good
jobs,
and
my
question
is
regarding
the
graduation
rate
at
boston,
public
schools.
Over
the
past
several
years,
multiple
strategies
have
been
put
in
place
or
floated
to
boost
college
credential
attainment
for
bps
graduates,
and
some
of
these
examples
are
success.
Boston
as
an
umbrella
program
that
centers
equity,
investing
in
the
international
baccalaureate
program,
encouraging
more
advanced
placement
course:
access,
expanding
early
college,
etc.
F
Thank
you
ashley
great,
to
see
you
again.
I
think
we
have
tremendous
opportunities
right
now
in
in
in
one
of
my
beliefs
is
that
we
have
to
make
sure
that
all
of
our
students
and
our
parents,
as
well
as
teachers,
understand
the
path
forward
to
graduation
and
beyond
with
this
investment
that
we're
getting
extra
counselors
in
every
single
high
school,
several
of
our
schools
dropping
down
to
serve
seventh
and
eighth
grade.
F
In
my
experience,
working
with
families
working
with
students
at
an
early
age
to
map
out
what
it
looks
like
to
not
only
get
to
that
graduation
stage
across
the
stage
with
your
diploma,
but
to
map
out
what
it
looks
like
beyond.
I
think
that
the
communication,
the
systems
that
we
can
put
into
place
to
further
boost
this
information
and
understanding
will
help
towards
that.
F
I've
seen
this
firsthand
as
a
principal,
a
high
school
principal,
actually
know,
as
as
a
high
school
administrator
working
with
students
really
focusing
on
the
pathway
forward
understanding
what
gaps,
what
may
be
missing,
what
they
need
to
hit
graduation,
but
also
opening
the
opportunities
to
them
to
explore
postgraduate
options
while
they
are
still
in
high
school.
I
think
this
is
still
a
mystery
to
many
students.
I
think
that
when
some
of
our
students
graduate
especially
in
boston
public
schools,
they
may
be
the
first
student
that
is
enrolling
in
college
in
their
family.
It's
it.
F
It
just
begs
for
additional
counseling
and
support
beyond
the
years
that
we
have
with
them
in
boston,
public
schools.
This
happens
informally
with
some
of
the
relationships
that
our
students
have
built
with
their
adults.
On
campus.
I
see
it
all
the
time
at
charlestown,
high
school
in
east
boston,
high
school,
which
are
two
schools
that
I
support,
counselors
and
and
lead
teachers
going
out
of
their
way
to
even
drop
their
students
off
at
college
and
to
mentor
them
throughout
the
first
year.
These
are
all
informal
network
supports
that.
C
Thank
you,
dr
francis,
and
and
thank
you,
dr
welch.
This
is
pam
edinger
speaking
again.
Next
up,
we
are
going
to
take
a
question
from
the
public.
The
question
was
submitted
anonymously
through
our
superintendent
search
survey.
So,
dr
welsh,
here
it
comes.
F
I
really
like
that.
Second
part
of
the
question
partnering
with
labor
unions
and
businesses,
you
know
madison
park
is:
is
our
vocational
technical
high
school?
I
would
love
to
work
with
the
team
there,
as
well
as
those
labor
boards
and
business
partners,
to
help
us
create
a
vision
for
what
vocational
education
looks
like
in
the
future.
What
are
the
industries
that
our
city
will
be
needing
our
students
to
come
out
and
support
as
they
enter
their
young
adult
years?
F
I
come
from
my
original
district
los
angeles.
We
had
schools
open
basically
from
seven
o'clock
to
ten
o'clock
at
night.
I
would
love
to
push
and
explore
what
a
more
extensive
after
school
or
twilight
vocational
tech
program
in
certain
areas,
like
maybe
some
kids,
are
in
other
schools,
or
maybe
some
folks
are
working
during
the
day.
I
Good
morning,
dr
walsh,
my
name
is
denise
casrawi.
I
am
and
am
a
parent
of
two
bbs
students,
as
well
as
a
clinical
director
for
youth
connect.
I
Youth
connect
serves
the
most
at-risk
young
people
across
the
city
of
boston,
taking
referrals
from
the
boston
police
department.
We
provide
comprehensive,
wrap
around
voluntary,
free
and
confidential
clinical
services
to
kids
and
families.
All
the
staff
are
licensed
clinical
social
workers
and
our
services,
our
home,
school
and
community-based.
I
F
Thank
you
for
the
question
jason.
Thank
you
for
your
work.
I
mentioned
earlier
coming
out
of
the
pandemic.
F
Some
of
the
challenges
that
have
been
heightened
in
in
particular,
some
of
the
emotional
social
emotional
supports
mental
health
supports,
are,
on
my
mind,
seeing
the
higher
number
of
referrals
coming
out
of
my
15
schools,
just
knowing
that
this
is
going
to
continue,
probably
for
a
while,
and
you
know,
wrapping
our
arms
around
the
schools
filling
the
gaps
that
some
of
particularly
some
of
our
smaller
schools
have
is
of
utmost
importance.
F
If
our
kids
are
not
ready,
prepared
to
be
able
to
learn
in
school
it
it
it
almost
it
just
like
our
adults.
If
there's
a
high
anxiety,
high,
effective
filter,
the
learning
won't
happen.
The
way
we
want
it.
So
thank
you
for
your
work.
The
question,
I
believe,
is
a
strategy
that
I
am
proud
of.
In
my
experience,
I'm
gonna
take
this
back
to
my
days
as
a
principal.
F
In
los
angeles,
I
worked
with
a
high
high
immigrant
population
in
south
central
los
angeles
or
95
of
my
student
enrollment
or
english
learners
or
multi-language
learners.
One
of
the
partners
that
I
connected
with
through
my
time
at
ucla
was
the
mexican-american
legal
defense
fund
maldef,
and
what
this
organization
did.
They
were
based
out
of
downtown
l.a.
F
If
our
students
don't
feel
safe,
if
our
families
don't
feel
safe,
when
they
come
to
school,
they
are
not
going
to
be
prepared
to
learn,
and
many
of
these
students
are
our
most
vulnerable
students
and
letting
the
families
know
that
there
are
supports
for
them.
They
do
have.
Rights
was
one
of
the
priorities
of
me
and
my
team.
F
This
happened
through
whole
group
meetings.
We'd
have
community
meetings
after
school,
but
I
mentioned
the
one-on-one
counseling.
One
of
their
satellite
offices
was
less
than
a
mile
away
and
we
ensured
that
these
folks,
when
issues
came
up,
we
would
refer
them
directly
for
anything,
a
whole
slew
of
services,
including
mental
health
and
social
emotional
support.
So
that's
something
I'm
extremely
proud
of,
and-
and
you
know
I
I'd
love
to-
I
love
to
explore
working
with
you
more.
F
I
love
the
boys
and
girls
club
robert
lewis
is
one
of
my
guys
from
east
boston,
so
appreciate
the
work
you're
doing
and
thank
you.
C
Good
thanks
so
much
okay,
so
this
is
pam
speaking
next
up
is
mr
sean
brown.
Mr
brown.
J
Awesome.
Thank
you.
Thank
you
good
morning,
dr
welch.
My
name
is
sean
brown.
I
am
a
proud
alum
of
the
bps
charlestown
high
graduate.
I
am
the
executive
director
of
youth
guidance,
boston
where
I
oversee
our
two
school-based
counseling
programs
in
becoming
a
man
band
and
working
on
womanhood.
Wow.
I
mean
we
are
a
proud
partner
of
boston,
cambridge
in
some
of
those
school
districts.
Youth
guidance
is
a
leading
provider
of
outcome,
driven
programs
and
capacity
building
initiatives
directly
serving
14
000
young
people
across
the
country.
J
In
2001,
our
becoming
a
man
program
was
launched
at
youth
guidance
to
help
young
men
navigate
difficult
circumstances
that
threaten
their
future
and
and
the
goal
was
to
address
youth
violence
in
the
school-to-prison
pipeline
bam
launched
in
in
boston
in
2017.,
and
our
sister
program.
Wow
wow
was
launched
in
2011
in
chicago
as
an
innovative
response
to
the
urgent
need
to
reach
young
women
of
color
across
under
resource
communities
while
launched
in
boston
in
2001.
J
Both
our
banner
wild
programs
are
strategically
designed
to
create
safe
and
student-centered
supports
that
promotes
academic,
social,
emotional
development
in
our
young
men
and
women.
Dr
welsh,
the
past
couple
of
years
have
been
full
of
emotional
challenges
for
all
students,
and
especially
students
of
color,
including
the
loss
of
of
life
from
the
global
pandemic.
J
As
we
know,
students
were
unexpectedly
separated
from
their
classmates
and
in
support
centers
due
to
school
closings
and
a
continued
civil
rights
crisis
partners
in
the
district
have
provided
supplemental
enrichment
to
students
in
support
of
their
social
emotional
learning.
How
do
you
intend
to
support
and
enhance
the
relationships
between
bps
and
community
partners
for
the
benefit
of
student,
social,
emotional
learning?
I'm
sorry
for,
for
the
benefit
of
students,
social,
emotional
well-being,.
F
F
Charlestown,
east
boston,
high
school,
even
bumped,
into
your
kids
at
a
celtics
game
a
couple
of
months
ago,
yeah,
as
I
said
earlier,
I
believe
this
is.
This
is
a
of
utmost
importance
to
make
sure
our
kids
are
prepared
to
be
in
schools.
I
I've
been
a
big
advocate
for
social,
emotional
well-being.
I've
been
on
the
health
and
wellness
council
all
seven
years
that
I've
I've
been
working
with
bps,
so
I
value
the
work
you're
doing
I
appreciate
it.
F
F
I'm
glad
we
were
able
to
make
it
up
to
the
kids
bu
stepped
up.
We
had
a
you,
know,
rescheduled,
graduation
ceremony
and
was
a
beautiful
thing,
but
these
aren't
just
isolated
incense.
They
build
up
over
time
and
it's
still
going
to
be
several
years
till
we
get
it
right,
and
so
thinking
about
that
and
thinking
about
where
we
currently
have
our
sr
investments
for
the
next
two
years
at
least
right.
F
Hopefully,
maybe
we
could
get
a
little
extension,
but
how
can
we
wrap
our
arms
around
the
schools
who
are
experiencing
the
most
trauma,
the
most
struggles
with
issues
with
their
students,
their
families
and,
quite
frankly,
the
entire
community,
to
see
how
we
can
take
a
longer
term
approach
to
get
it
right
proactively,
understand
that
we
have
some
investments,
that
we
can
build
capacity
and
build
knowledge
and
build
expertise
for
when
two
three
years
from
now,
once
we
start
working
back
towards
you
know
what
we
had
in
2019
and
before
which
I
think
was
a
little
bit
more
stable.
F
Even
though
there
were
some
issues
there,
there
would
be
a
priority
of
me,
as
I
said
earlier.
I
think
the
second
question,
or
maybe
the
first
question
as
a
superintendent.
I
can't
do
it
alone.
Right
as
the
ceo
of
bam,
you
can't
do
it
alone.
You
need
people
to
help
you.
I
need
people
to
help,
and
you
know
this.
This
kind
of
symbiotic
relationship
with
all
partners,
especially
organizations
like
yours,
is
something
that
we
need
to
amplify
as
a
superintendent.
F
What
I
can
do
is
bring
people
who
maybe
don't
have
experience
with
your
program.
Looking
at
what
it
looks
like
in
the
middle
school
years,
which
is
going
to
be
a
challenge
for
our
schools.
Now
we're
going
to
have
11
schools
that
have
7th
and
8th
grade
in
it
coming
up
next
year.
It's
a
different
beast:
I've
been
a
middle
school
principal,
I've
been
a
high
school
principal
and
there
are
different
challenges,
but
they
come
from
the
same
room.
F
I
I'd
like
I'd
love.
To
give
an
example,
I
mean
I
didn't
do
an
official
program
like
you,
but
as
a
middle
school
principal,
we
identified
a
group
of
young
men
who
needed
extra
support
and
I
actually
took
seventh
period.
We
had
seven
period
days
and
I
got
on
the
schedule
and
we
called
it.
It
was
a
leadership
class
on
the
schedule,
but
we
called
it.
The
kids
called
it.
F
They
called
it
the
boys
to
men
club
and
it
was
a
leadership
class
for
our
students,
and
it
wasn't
the
exact
same
thing
that
I
see
in
east
boston,
high
school
that
your
your
coordinator
does
with
our
students,
but
it
was
trying
to
get
to
the
root
of
these
issues
and
I
partnered
with
a
a
yoga
studio.
I
partnered
with
motivational
speakers.
I
couldn't
do
it
my
own
right,
I
could
facilitate
it.
F
C
Okay,
thank
oh,
am
I
am
I
muted
again,
no,
I'm
good!
Thank
you,
mr
brown,
and
thank
you
dr
welch.
This
is
pam
speaking.
We
will
take
another
question
from
the
public
again
submit
it
anonymously
through
the
superintendent
search
survey.
F
Yeah
that
that
that's
an
excellent
question,
I
really
appreciate
it.
I
don't
know
who
sent
it,
but
I
think
arts
is
a
huge
priority
of
mine
ever
since
I
I
would
say,
let's,
let's
get
real
like
since
I
became
first
became
a
principal.
My
principal
my
first
principalship
was
at
a
middle
school
was
called
the
julian
nava,
the
doctor,
julian
nava
learning
academy
of
arts
and
culture
heavily
invested,
all
of
my
electives
into
dance.
F
We
had
orchestra,
we
had
band
and
we
had
the
physical
arts,
the
fine
arts,
and
you
know,
I
think,
that
that
kind
of
framing
of
like
seeing
the
joy
and
how
teachers
connected
with
the
other
content
areas
in
their
work,
it
wasn't
just
done
in
isolation,
so
students
see
how
their
work
lived
in
other
subjects
as
far
as
art,
their
artistic
talents,
one
of
the
things
that
an
example
that
just
happened
yesterday
I
mean,
if
you
follow
my
twitter
feed
tmw
grade,
one
you'll
see
a
partnership
that
we
had
with
harbor
arts
and
easty
farm
just
unrolling.
F
Today
yesterday
was
the
big,
culminating
celebration
at
the
bradley
school
today
is
at
the
umana.
If
you
guys
could
get
down
there
in
the
next
hour,
we
brought
in
world-class
muralists
to
work
with
our
students
to
expand.
You
know
these
are
schools
that
use
every
square
foot
of
their
classrooms
and
building
space,
but
to
expand
art
and
science
into
the
outdoors
and
what
the
students
did.
Is
they
work
to
design
and
create
these
beautiful
murals
with
these
professional
artists
with
their
input?
F
So
these
things
could
take
many
different
forms
as
far
as
far
as
partnership,
I
would
love
to
see
more
of
our
electives
and-
and
I
and
I
want
full-time
electives,
some
of
my
smaller
schools
have
half-time
art
teachers
or
you
know,
0.6.4.
F
I
think
it
needs
a
better
priority.
It
helps
it's
a
separate
outlet
for
our
students
and
it
it.
It
brings
out
the
untapped
potential
in
some
of
our
students
that
that
I
see
on
a
daily
basis,
as
I'm
in
classrooms
every
single
day.
C
Thank
you
and
next
up
we
have
kate
baron,
kate.
H
We
are
an
organization
that
focuses
on
the
needs
of
children
experiencing
homelessness,
and
we
do
this
through
an
early
education
program
in
the
city
of
boston,
with
extensive
wraparound
services
for
the
children
to
mitigate
the
impact
of
homelessness
and
make
sure
that
they
are
school
ready.
We're
also
one
of
the
I
think,
larger
providers
of
upk
in
the
community.
We
will
have
five
classrooms
next
year
and
we
are
huge
supporters
of
the
program.
H
Child
poverty
rates
in
boston
are
more
than
double
the
average
across
the
country,
and
research
clearly
shows
that
high
quality
early
education
is
the
most
effective
way
to
improve
the
likelihood
of
future
success
of
children
living
in
poverty,
but
in
boston.
We
all
know
that
there
are
too
few
educational
seats
to
serve
all
of
boston's
eligible
children
between
zero
and
six
in
the
early
education
sector,
and
that
the
sector
itself
is
a
complex
mixed
delivery
system
of
center
school
and
faith-based
programs
and
family
child
care
providers.
H
How
would
you
propose
act
to
actively
collaborate
with
the
early
education
community
provider
community,
which
is
vital
to
serving
the
needs
of
boston's
children
and
families,
and
also
to
the
further
expansion
of
the
upk
program?
And
if
you
could
give
specific
examples
as
to
how
you
would
partner?
That
would
be
wonderful?
Okay,.
F
Well,
nice
to
meet
you
kate.
Thank
you
for
the
question.
I
love
this
question
because
I
was
a
parent
trying
to
navigate
the
early
education
system.
My
kiddos
are
now
five
and
seven.
So
luckily
we
figured
out
so
the
stressful
time
a
couple
years
ago
are
now
behind
us,
but
I
know
it
is
a
real
issue
for
thousands
of
parents
across
the
city
of
boston.
F
Before
I
get
into
the
proposal
of
how
to
collaborate,
I
just
want
to
note
that
in
2016-17
we
had
the
opportunity
to
expand
k,
k-1
seats
in
some
cases
k-0
in
the
city
of
boston.
I
think
that
year
we
expanded
almost
275
seats
across
the
entire
district
and
what
I
did
as
a
regional
superintendent.
I
went
to
every
single
classroom
and
every
single
school
and
said
this
is
the
opportunity
they're
going
to
be
expanding
early
education
seats
in
east
boston,
charleston
north
end.
F
We
found
160
of
those
275
seats
in
the
region
which
greatly
expanded
the
odds
of
my
children
getting
into
school,
but
it
didn't
happen
because
it's
a
lottery
and
my
daughter's
took
it
in
until
k1,
so
but
it
it
benefited
160
more
students
we're
also
currently
expanding
another
classroom
this
year
within
the
region
so
working
on
it
continue
to
working
on
it.
F
How
would
you
propose
to
actively
collaborate
with
early
education,
so
I
am
working
with
an
organization
called
every
child
shines
in
east
boston
and
there's
the
east
boston
specific
grant
that
we
got
in
partnership.
We
worked
with
the
east
boston,
social
center
justin
pascale,
but
this
grant
is
coming
from
the
children's
bureau.
It's
a
multi-year
grant,
but
it
really
focuses
on
what
that,
cradle
to
kindergarten
readiness
looks
like
working
with
us,
collaborating
with
us,
boston,
basics.
F
So
ron
is
on
our
team,
we're
actually
having
a
symposium
this
summer,
involving
chris
and
mcswain
and
other
leaders
in
the
community,
but
really
trying
to
address
how
everybody
in
this
little
zip
code,
which
was
granted
this
amazing
750
000
grant,
can
wrap
their
arms
around
the
issue
that
you're
talking
about
now
private
care
out
of
district
per
k
and
as
well
as
our
our
earlier
programs
that
we
have
in
east
boston,
and
so
I
think
that
getting
everybody
to
the
table
working
with,
in
this
case,
east
boston,
neighborhood
health
center,
who
has
access
to
approximately
400
new
east
bostonians
every
single
year,
understanding
how
to
engage
with
parents
at
the
way
that
works
most
effectively.
F
To
ensure
that
you
know
we
are
looking
at
weekly
monthly
milestones
as
we
move
from
infancy
to
toddlers
to
actually
enrolling
into
some
of
the
programs
that
are
not
necessarily
bps.
The
other
thing
that
I'm
really
interested
in
as
we're
trying
to
work
this
through
and
this
three
year
grant
that
I
mentioned
is
how
are
we
measuring
kindergarten
readiness,
no
matter
if
they
come
in
to
us
at
at
the
age?
Three
at
the
age?
F
Four
at
the
age
of
five,
I
think
that
working
with
our
early
education
department,
as
well
as
some
of
our
national
partners,
will
get
us
there
and
then
the
other
thing
is
that,
what's
important
to
me,
as
as
a
former
early
educator,
is
the
handoff
of
information,
sometimes
as
a
teacher
as
a
young
teacher
early
in
my
career,
we'd
get
students,
and
it's
like
to
the
first,
the
first
month
or
so,
to
figure
out
like
what
their
needs.
F
Strengths
and
and
areas
of
improvement
were
if
it
was
if
there
was
a
standardized
way
or
at
least
some
form
of
way
to
hand
off
information
from
the
private
care
from
you
know,
even
if
they're
you
know
working
at
a
home
day
care
any
basic
information
to
help
us
assess
that
kindergarten
readiness.
So
we
can
hit
the
ground
running
in
september
without
wasting
any
time,
because
we
know
that
you
know
building
the
literacy
skills.
F
Early
literacy
skills
leads
to
future
student
success
and
that's
how
I'd
approach
that
so
I
would
love.
If
you
came.
I
think
the
symposium
is
on
july
12th,
13th
and
14th
at
the
hilton
garden.
C
H
C
Okay,
this
is
pam
speaking
again
and
I
I
my
apologies
actually
to
miss
buran.
I've
been
pronouncing
your
last
name
wrong.
It's
kate
moran,
so
my
apologies.
C
K
Good
morning,
thank
you.
Thank
you
pam
good
morning,
dr
welch,
my
name
is
daisa
santana
and
I'm
a
proud
bps
alumni,
and
today
I'm
the
director
of
the
youth
development
network
of
the
boston
public
health
commission,
which
is
a
school-based
case
management
program
that
works
to
re-engage
students
are
chronically
absent
back
into
their
educational
journey.
K
K
F
Thank
you,
daisy.
First
of
all,
I
believe
our
kids
need
to
be
in
school
if
we
want
them
to
be
successful
in
your
sector
being
in
school
correlates
to
health.
For
me,
it's
readiness
for
the
next
grade.
It's
you
know,
learning
to
read
it's
the
academics
right,
but
either
way
we're
going
after
different
reasons
for
why
we're
addressing
chronic
absenteeism,
but
I
think
that
at
the
end
of
the
day,
it's
the
same,
the
same
fight
that
we're
fighting
yeah.
I
just
want
to
highlight
one
quick
thing.
F
I
was
at
a
sixth
grade
culmination
just
two
days
ago,
and
it
was
stuck
in
my
mind
as
they
do
all
the
you
know.
Sixth
grade
awards
and
things
like
that.
Every
single
student
that
got
that
received
the
perfect
attendance
award.
F
F
The
question
is
what
strategies
would
implement
to
reduce
chronic
absenteeism?
I've
seen
this
from
the
alternative
education
perspective.
There
was
one
year
that
I
worked
on
the
high
school
team
and
a
lot
of
our
students
they
this
is
they
re.
This
is
the
reason
why
they
are
off
track.
A
lot
of
them
are
old
and
far
from
graduation.
Some
of
them
are
old
and
close
to
graduation,
but
if
you
are
not
there,
you
are
not
attaining
your
credits.
You
are
not
working
towards
graduation.
F
I
say
that
only
because
I
see
chronic
absenteeism
in
our
district,
it's
kind
of
like
a
bifurcated
issue,
there's
there's
the
high
school
side
and
then
there's
the
early
education.
Sorry
early
elementary
side,
and
the
reason
why
I
see
it
in
two
buckets
is
because
I
think
that
we,
as
an
organization
are,
are
a
lot
more
responsible
for
what
is
causing
chronic
absenteeism
in
our
lower
grades.
Some
of
most
of
the
students
who
are
being
bussed
are
most
vulnerable
students.
F
There
are
students
in
ieps
there
are
students
who
are
learning
a
new
language
and
they're
coming
from
great
distances
to
go
to
their
schools.
It's
no
mystery.
No,
no,
no,
no,
hiding
the
fact
that
we
struggle
with
transportation,
but
if
we
cannot
get
these
students
to
school,
if
we
are,
you
know
have
a
90
on
time
rate.
That
means
there's
quite
a
few
students
that
may
not
be
going
to
school
every
day,
just
because
their
bus
doesn't
pick
up
with
them.
F
This
is
something
I
see
every
single
day
in
my
schools
and
it's
more
I'm
more
concerned
about
the
drop-off
rather
than
the
pickup
a
lot
of
times.
We
deal
with
the
drop
off
sorry
the
pick
up
and
take
home
later,
but
my
point
is:
if
we
cannot
get
the
students
to
school
that
we
promise
we're
actually
contributing
to
the
chronic
absenteeism
that
we
are
monitoring
so
carefully
that
we
know
has
detrimental
effects
to
our
students.
F
As
far
as
high
schools
right,
I
have
one
of
the
high
schools
that
has
the
highest
chronic
absenteeism
rate,
our
high
school
students.
They
have
very
busy
lives.
I
think
that
our
teenagers
lives
haven't
adjusted
from
the
time
that
we
had
during
a
remote
learning,
where
a
lot
of
them
took
on
jobs
and
other
responsibilities.
F
Yet
when
we
came
back
to
school
in
september,
2021
many
schools
still
had
the
7
15
7
30
start
time.
The
unfortunate
thing
about
high
schools
were,
I
mean
it's
a
great
thing,
but
also,
unfortunately,
some
of
our
kids
are
coming
from
across
the
city
to
be
at
their
school
at
7,
15,
7
30
in
the
morning
for
start
time-
and
you
know
one
of
the
students
who
spoke
at
the
charleston
high
school,
graduation,
great
kid
jaden
and
I
connected
over
the
last
several
months.
F
We
sat
on
a
committee
together,
but
he
would
tell
me
I
would
have
to
wake
up
an
hour
and
a
half
to
commute
all
the
way
from
my
home
in
dorchester
to
charleston
high
school.
This
is
a
huge
deterrent
factor
for
our
students
and
I'd
love
to
tackle
that
head-on.
As
a
superintendent,
bussing,
even
public
transportation.
It
becomes
an
issue
for
some
of
our
students
when
you
got
to
get
to
school
that
early
for
high
school,
especially
when
the
weather
drops
below
30
or
25
degrees.
It's
just
it's!
It's
an
over!
F
It's
a
barrier
that
I
think
we're
creating
that
we
need
to
address,
but
as
far
as
the
support
every
school,
thanks
to
this
tremendous
investment
in
the
hard
work
of
dr
caselias
and
getting
a
100
million
dollar,
basically
a
baseline
increase
in
our
budget
to
support
physicians
such
as
social
workers
and
family
liaisons.
F
We
now
have
family
liaisons
in
every
single
school,
a
whole
fte,
full-time
employee.
When
this
thing
first
rolled
out,
I
have
schools
that
have
like
two
days
that
families
on
you
know
and
then
three
days
the
families
will
go
for
two
days
from
one
school
three
days
to
the
other,
now
they're
full
time,
and
I
think
this
is
going
to
help
us
further
strengthen
relationships
with
the
students
and
the
families
sharing
how
important
it
is
to
be
in
school
and
the
effects
of
not
not
coming
to
school
and
being
chronically
absent
missing
out.
F
Quite
frankly,
I
do
think
that
strategies
that
have
been
implemented
on
a
national
level.
There
are
several
companies
that
do
nudge
letters
or
text
messages,
or
things
like
that.
Just
to
let
folks
know
automatically
like
hey
your
student
didn't
show
up,
or
your
student
showed
up
at
10
o'clock
and
missed
the
first
two
periods.
F
C
C
F
That's
great,
you
know,
thank
you,
pam!
Thank
you
pam
for
that
question.
Okay,
you
know
I
in
my.
I
think
that
the
best
vantage
point
for
me
to
answer
this
was
as
a
principal
working
on
middle
school
and
high
school
campuses,
because,
like
I
saw
it
firsthand,
you
know
being
on
campus
12
hours
a
day,
understanding
what
our
you
know.
Young
teenagers
and
our
teenagers
want
the
entices
them
to
come
to
school,
so
kind
of
related.
F
To
the
last
question,
when
I
opened
the
middle
school
like
it
was
a
blank
slate,
a
brand
new
school,
and
we
got
to
ask
the
kids
what
they
wanted
as
far
as
extracurriculars,
and
it
actually
helped
us
shape
some
of
our
elective
offerings.
But
we
quickly
understood
that
students
that
were
more
disengaged
quickly
became
more
interested
in
school
when
we
provided
not
only
opportunities
but
well-run
efficiently,
run
high
caliber
opportunities
after
school,
providing
dance
team
marching
band.
F
These
type
of
activities
that
are
highly
structured
and
and
provided
by
professionals
is
what
makes
the
the
I
think,
the
overall
approach
to
educating
our
students
priority
in
our
schools.
So
I
think
that
you
know
understanding.
Like
we
can't
do
everything
for
every
single
student
every
single
school,
but
what
can
we
do
really
really
well
based
off
of
the
interests
of
our
students
and
creating
a
situation
where
our
schools
are
not
just
open
from
our
high
schools,
and
our
middle
schools
aren't
just
open
from
7
a.m,
to
3
p.m?
F
Right,
like
what
does
it
look
like
to
truly
create
this
sense
of
belonging
in
a
sense
of
of
of
of
empowerment,
for
the
students
to
be
a
part
of
their
school
and
use
some
of
the
strengths
that
they
have
with
them?
That
may
have
not
always
been
tapped
into.
We
have
to
ask
the
students:
what
are
they
interested
in?
F
How
can
we
make
it
better
for
them,
because
I
think,
at
the
end
of
the
day,
it's
all
about
engagement,
but
we
have
to
go
all
in
with
a
few
of
the
things
not
just
have
a
whole
bunch
of
programs
that
we
kind
of
do
you
know
half-heartedly.
C
Right,
thank
you.
Thank
you
for
that
answer.
This
is
pam
speaking.
I
always
forget
that
to
tell
the
asl.
C
That
this
is
pam
speaking
next
up,
we
invite
jose
masso
to
present
his
question.
G
Good
morning,
it
is
a
pleasure
to
be
here
and
it's
a
pleasure
to
meet
you,
dr
welch.
My
name
is
jose
masso
and
I
am
a
proud
alumnus
of
boston,
public
schools,
I'm
also
proud
parent
of
a
boston
public
school
student.
Additionally,
I
am
the
chief
of
human
services
for
the
city
of
boston
in
which
our
cabinet
promotes
and
ensures
the
well-being
of
boston
residents,
especially
those
with
the
greatest
needs.
G
I
have
the
pleasure
within
the
cabinet
to
oversee
several
departments:
boston,
public
libraries,
aid,
strong
commission
veterans
services,
office
of
returning
citizens,
youth
engagement
and
employment
and,
lastly,
boston
centers
for
youth
and
families.
Today,
I'm
here
on
behalf
of
foster
centers
of
youth
and
families,
also
commonly
known
as
bcyf,
which
manages
35
facilities
across
boston,
including
community
centers
and
pools,
many
of
which
are
in
shared
facilities
with
bps.
F
Thanks
for
the
questions
jose
appreciate,
your
work
sounds
like
you
have
a
wide
portfolio
of
work
to
that.
You
you
bring
to
the
city
pcyf,
the
one
in
east
boston
that
I
work
with
most
closest
is
nicole
de
silva,
the
repair
street
she's
amazing.
I
know
your
pool's
getting
constructed.
You
guys
are
temporarily
using
the
amana,
so
lots
of
lots
of
touch
points
there,
but
yeah.
I
appreciate
the
question
you
know.
I
come
from
a
a
school
leadership
background
where
the
school
was
open
as
long
as
possible.
F
When
I
was
at
jefferson
high
school,
it
was
literally
seven
o'clock
to
10
p.m.
With
after-school
programs
supports
not
only
for
the
high
school
kids
but
adult
school
programming,
as
well
as
programming
for
some
of
our
youngest
learners
in
the
neighborhood,
we
did
not
have
a
community
center.
We
basically
treated
our
school
as
a
community
center,
but
I
see
the
value
in
it.
Some
of
our
students.
F
This
is
where
they're
at,
for
you
know
the
entire
the
majority
of
their
time
during
the
day,
so
really
extending
the
campus
to
some
of
your
facilities
like
we'll
use,
pear
street,
for
example.
It's
in
the
middle
of
three
very
walkable
walkable
distance
schools
that
can,
you
know,
benefit
from
these
partnerships.
I
know
some
schools
are
taking
advantage,
especially
if
the
bcoaf
centers
are
actually
in
or
attached
to
the
buildings,
but
I
would
love
to
see
a
more
direct
connection
with
some
and
it's
not
just
on
you
guys.
It's
also
on
our
school
leaders.
F
I
think
that
emerging
from
the
pandemic
people
know
that
partnerships
and
know
that
this
outreach-
and
this
intentional
connection
is
important,
but
I
think
that
this
summer
we
need
to
recalibrate
and
say
these
are
the
priorities
of
our
students.
Some
of
the
schools
get
out
at
2
10
in
the
afternoon,
like
if
I'm
a
working
parent
like
what
am
I
going
to
do
with
my
students
at
210
really
connecting
the
school
and
I'm
thinking
of
one
right
now,
that's
literally
a
block
away,
the
dante
alleghery
montessori
is
a
block
away
from
the
bcy
pear
street.
F
Only
a
few
students
are
participating.
How
do
we
formalize
these
relationships
to
say
you
have
a
need?
We
have
a
service.
How
can
we
work
together?
I
would
also
love
to
see
and
just
to
get
it
kick
started
right.
We
have
esser
funding
which
can
be
supported
for
things
like
this.
If
you
guys
have
programming-
and
we
have
a
couple
extra
dollars
within
some
of
our
schools,
how
do
we
actually
start
a
partnership
knowing
that
in
the
next
two
years
we
may
need
to
scale
back?
F
But
what
systems
can
we
put
in
place
to
ensure
that
our
parents
and
our
students
understand
the
value
of
these
parties?
Because
a
lot
of
it,
I
think,
is
that
the
parents
don't
know
you
know
how
valuable
it
is
to
have
students
participating
in
after-school
programs
or
evening
programs
at
these
facilities,
perfect
example
of
my
own
kids,
school
parents
have
been
fighting
for
years
and
years
and
years
they're
a
9
30
start
school
like.
H
F
Want
a
7
30
program
before
school
right
and
we
finally
were
able
to
fund
it
through
these
esther
dollars
and
we
introduced
it
and
we
rolled
it
out.
I
think
it
was
january
and
after
all
the
people
that
were
fighting
for
it,
I
want
to
say,
like
10
people
showed
up
for
the
first
month,
but
as
soon
as
people
realized
that
it
was
there
and
it
was
a
quality
program.
F
They
now
have
three
full
classes
every
morning
and
my
two
students
are
part
of
those
programs,
but
it's
one
of
those
things
where
we
got
to
get
people
in.
They
got
to
see
the
value
they're
going
to
see
how
well
it's
run
some
of
your
beautiful
facilities.
I
can't
wait
till
that
pool
opens
on
paris
street,
but
I
think
it's
it's
a
partnership
that
we
need
to
reintroduce
and
be
more
intentional
with
between
the
schools
and
organizations
like
yourself.
C
C
The
the
questions
coming
after
are
actually
questions
that
are
live
that
that's
been
offered
to
us
through
the
q
and
a
function
of
zoom.
So
we
have
a
bit
of
a
lightning
round
and
I'm
we're
going
to
try
to
get
through
as
many
of
them
as
as
we
can.
If
you
can
help
us,
okay,.
H
F
That
that
is
a
great
question
and-
and
I
mentioned
several
times
throughout
this
session
like
this-
is
an
area
we
really
need
to
focus
on
just
because
you
know
I
know,
we've
had
a
year
more
normal
return
to
school,
but
we
are
seeing
the
challenges
that
we
have
not
only
with
our
you
know
our
students,
but
you
know
some
of
the
adults
like
we're
just
figuring
out
how
we
can
wrap
around
and
get
more
support.
I
say
this
all
the
time
I'm
a
very
distributed
leadership
model
is
what
I
embrace.
F
I
can't
do
it
myself,
just
like
a
department
cannot
do
it
by
themselves.
I
think
it
was
really
strange
to
see
our
partnerships
not
being
allowed
on
campus
during
during
just
I
mean
we
knew
we
had
to
do
it,
but
understanding
that
that
whole
like
pause
on
bringing
people
in
which
is
the
normal
thing
we've
done
for
several
years.
F
F
I
would
love
to
work
with
my
behavioral
health
team
and
bps
to
prioritize
these
partnerships,
because
they're
here
in
boston
and
we
have
challenges
in
boston
and
I
think
that
the
work
can
be
amplified
several
times
I
said
like
working
together
is
better
than
working
alone
and
in
the
very
first
question
I
think
that
marinelle
asked
like
people
have
to
understand
why
we're
doing
it,
how
it's
going
to
work
and
be
intentional,
how
we
plan
just
like
a
teacher's
lesson
plan.
You
can't
just
say
here's
a
lesson:
go,
do
it
right.
F
C
That
was
very
fast
again.
This
is
pam
speaking.
Thank
you,
the
next
question:
how
will
you
ensure
that
esser
funds
are
spent
expeditiously
equitably
and
strategically
to
support
student
outcomes,
and
also
will
any
of
these
funds
be
used
for
partnerships.
F
Yeah,
that's
a
great
question.
Esther
is
always
on
the
top
of
people
minds
right
now.
I
think
we
had
435
million
dollars
of
the
three
rounds
of
investments.
It's
a
lot
of
money.
It's
a
lot
of
money
and
right
now
they're.
I
don't
know
the
exact
number,
but
I
know
it's
instilling
the
300
millions
that
we
still
have
available.
F
So
this
three-year
investment
quickly
became
a
two-year
investment
because
we,
it's
literally
gonna
finish
in
in
september
2024..
I
do
not
want
to
be
the
school
superintendent
who
has
to
return
100
million
dollars
in
essay
advancements
back
to
the
federal
government,
and
so
thinking
about
the
the
to
the
part
of
the
question
about
spending
expeditiously.
F
F
Those
people,
in
my
mind,
are
the
school
leaders,
even
if
there's
things
that
are
out
of
their
reach,
such
as,
like
you
know,
school
leaders
not
like
the
facilities
expert,
but
if
a
school
leader
knows
that
the
one
project
that
will
make
this
school
more
inviting
and
welcoming
to
their
students
that
they
could
actually
pull
off.
Let's
do
it
if
it's
a
new
playground.
F
If
it's
a
new
turf
field,
I
would
love
to
get
those
out
there,
knowing
that
two
years
to
actually
fund
plan
bid
and
build
these
things
may
may
be
a
short
timeline.
It
also
tells
me
that
we
need
to
bring
on
a
whole
bunch
of
human
capital
on
our
side
to
get
these
projects
done.
As
far
as
the
the
partnership
side
of
things
again,
two
years
to
spend
300
something
million
dollars
is,
is
a
very
short
amount
of
time.
F
Our
school
leaders
know
best
in
their
school
communities
what
their
students
need.
They
shouldn't
be
a
fight
and
it
shouldn't
be
a
fight
to
get
the
money.
Once
we
establish
the
partnerships,
I
would
really
like
to
reassess
get
the
money
to
our
principals
as
fast
as
possible.
So
they
can
make
the
decisions
that
impact
the
schools
and
the
students
that
the
way
that
they
know
to
do
it
best.
F
F
C
This
is
pam
speaking
again.
Thank
you,
dr
welch.
The
next
question
from
a
proud
bps
graduate
who
said
traditional
education
did
not
work
for
me
and
doesn't
for
many
students.
I
tried
to
succeed
at
boston
latin
school
for
six
years,
but
found
an
instant
home
after
transferring
to
boston,
day
and
evening
academy.
C
How
will
you
prioritize
alternative
education
for
in
your
administration
at
central
office
and
this
and
student
experience
level.
F
I
love
this
question
all
right.
I
was
a
teacher
and
an
administrator
in
los
angeles
in
alternative
education.
It
was
in
the
evening
programs.
I
served
as
the
high
school
administrator
regional
superintendent
for
alternative
education
schools
in
2018,
and
so
I
got
to
see
this
up
close
and
personal.
F
F
I
really
appreciate
the
fact
that
you
called
out
you
were
a
an
exam
school
student.
I
met
two
exam
school
students
at
that
time
who
graduated
from
the
boston
collaborative
high
school,
which
is
a
collection
of
small
alternative
programs,
and
they
said
roughly
a
very
similar
story.
They
they
excelled
in
academics,
but
it
wasn't
the
place
for
them,
because
there
was
a
lot
of
anxiety,
a
lot
of
stress
and
they
found
the
perfect
program
for
them
that
you
wouldn't
typically
think
an
alternative.
F
With
her
team,
I
used
to
love
going
there
and
looking
at
how
they
embrace
the
students
interest
either
going
to
harvard
med
school
or
taking
a
three-week
boat
trip
around.
I
think
they
go
to
new
york
like
these
are
things
that
are
are
interesting
to
students
working
with
the
helpers
reservation,
finding
the
interests
that
keep
students
in
schools
and
getting
them
to
the
finish
line
is
the
ultimate
goal,
and
so
I
really
appreciate
that
alternative
education
and
and
and
to
my
team
out
there,
the
alternate
education
principles.
C
That's
terrific:
this
is
pam
speaking
again.
The
next
question
is:
please
talk
about
the
importance
of
multilingualism
in
education
and
what
is
your
experience
with
this
work?.
F
All
right
multilingualism,
so
my
wife
is
an
english
language
learner.
She
is
her
family
from
guatemala,
she's
the
first
one
born
in
her
country,
so
I
see
it
every
single
day,
the
value
of
multilingual
education
and
the
benefits
she
receives
as
being
proficient
bi-literate
bilingual
in
spanish
and
english.
She
tells
I
see
her
counseling
her
students,
she
works
at
a
high
school
like
by
being
bilingual,
will
basically
get
you
a
job
in
any
organization
in
boston
right
now.
F
F
I
taught
100
of
my
elementary
students
in
my
very
first
couple
years,
were
students
who
were
new
to
the
country
primarily
from
mexico
and
central
america,
even
though
at
that
time
there
was
this,
you
know
state
law.
That
said
english
only
in
the
classrooms
we
got
by
supporting
our
students
in
spanish
working
with
them,
so
they
would
not
only
develop
their
own
native
language,
but
also
our
english
language
development.
That
was
that
was
asked
for
us
based
on
our
state
curriculum.
F
I
think
that
the
value
of
being
bilingual-
and
I
see
a
lot
of
times
of
our
students
once
they
crack
the
code
and
learn
english
and
learn
to
read
and
write
they
kind
of
move
away
from
their
home
language.
It
really
alienates
our
parents
and
families
who
who
don't
necessarily
develop
english
skills
as
fast
like
my
mother-in-law,
she's
been
in
the
country
for
almost
39
years
now,
and
she
still
feels
uncomfortable
speaking,
english.
F
So
just
imagine
the
alienation
of
our
students
who
switched
to
a
predominantly
english
and
lack
the
communication
at
home.
So
it's
about
most
importance
for
me
not
only
for
the
academics
but
for
lifelong
learning,
lifelong
job
opportunities,
but
also
to
keep
the
family
making
the
fabric
of
the
family
at
home,
which
is
extremely
important
to
me-
and
I
said
I
see
it
every
day
in
my
home,
with
my
you
know
my
wife
and
how
she
supports
our
family.
C
Okay,
thank
you
and
our
final
question.
F
Okay,
so
thanks
for
that
question
that
you
said
the
best
one
for
last
right
yeah,
I
I
firmly
believe
in
the
importance
of
our
our
teachers
union,
as
well
as
all
unions
as
a
young
educator.
I
was
my
building
rep
at
elementary
school
in
los
angeles,
and
then
I
became
a
principal,
so
you
could
say,
like
oh
you're,
on
both
sides
of
the
coin,
but
I
think
it's
really
we're
all.
F
I
have
not
been
in
contract
negotiation
tables,
but
as
soon
as
I
become
the
superintendent,
I
will
be
at
the
table
every
single
day
until
this
contract
is
negotiated
with
the
teachers
union.
My
relationship
with
btu
I've
done
some
very
challenging
things
in
in
my
schools.
That
was
would
be
considered
very
disruptive
to
our
veteran
teachers
or
our
tenured
teachers,
including
you
know,
breaking
up
the
school
and,
and
you
know
readjusting
the
model
of
one
of
our
dual
language
schools.
F
At
this
time
you
know
there
was
28
teachers
that
had
to
relocate
to
different
schools,
but
it
wasn't
just
me
closing
the
positions
and
moving
them
out.
It
was
a
dual
language
school
that
was
growing
up,
so
we
really
needed
bilingual
educators.
F
It
was
a
partnership
with
me
and
those
teachers,
and
I
took
the
lead
more
or
less
as
the
principal
during
those
three
months
where
I
was
actually
brokering
meetings
demo,
lessons
resume
workshops
with
the
local
principals
with
the
teachers,
but
giving
them
opportunities
to
go
to
my
other
schools
in
the
neighborhood.
This
is
at
the
same
time
when
we
expanded
to
k-6
so
fifth
grade
to
sixth
grade.
There
was
a
whole
bunch
of
sixth
grade
openings
available,
so
it
wasn't
like
the
teachers
were
left
high
and
dry.
F
I
helped
them
find
positions
in
other
schools
to
be
to
make
it
as
as
as
least
disruptive
as
possible,
knowing
that
changing
school
communities
because
of
the
change
in
the
education
model
is
a
very
challenging
thing
for
people
to
deal
with,
because
you're
emotionally
attached
to
your
buildings,
but
throughout
the
process
communicated
with
our
area
reps
our
btu
leadership.
F
So
they
understood
what
I
was
doing
and
that
I
wasn't
just
this
like
big
boogie
man
who
was
like
trying
to
like
disrupt
everybody's
lives,
but
understanding
that
I
was
working
my
best
to
make
sure
that
everybody
had
a
place
as
we
move
forward
with
this
new
school
model.