►
Description
Two final candidates are being considered for the position of the Superintendent of Boston Public Schools.
The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others.
Both finalists are seasoned education leaders who have deep experience in urban schools.
A
Welcome
to
the
first
of
two
public
interviews
for
the
position
of
superintendent
of
boston,
public
schools
hosted
by
the
boston
school
committee.
I
am
jerry
robinson,
chair
of
the
superintendent.
I
am
not
jerry
robinson
excuse
me.
I
am
jerry
robinson,
chair
of
the
boston
school
committee.
We
are
offering
interpretation
today
in
the
nine
bps
languages.
The
interpretation
feature
has
been
turned
on.
A
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
american
sign
language
interpreters.
Please
name
yourself
before
speaking
participants.
A
The
superintendent
search
committee
was
tasked
by
the
boston
school
committee
to
conduct
a
thorough
search
for
our
next
leader
beginning
in
march.
They
began
by
hosting
a
series
of
public
listening
sessions
in
community
stakeholder
meetings.
The
feedback
voiced
by
students,
families,
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.
A
Two
candidates
have
since
withdrawn
from
the
process
prior
to
the
start
of
the
public
interviews.
Two
final
candidates
are
mary
skipper:
superintendent
of
somerville,
public
schools
and
dr
tommy
welch
region,
1,
school
superintendent
at
boston,
public
schools.
Today's
panel
is
with
mary
skipper
and
tomorrow's
with
will
be
with
dr
tommy
welch
a
little
bit
about
today's
agenda.
A
A
B
B
So
many
of
them
and
really
transformed
how
I
thought
about
education,
what
it
meant
and
when
it
came
time
to
choosing
a
career,
it
didn't
even
feel
like
a
choice.
It
felt
like
something
that
I
just
knew
I
needed
to
do,
and
so
I
became
a
teacher
actually
here
in
boston
and
it
was
a
pretty
wonderful
few
years
of
teaching
and
getting
to
meet
students
and
no
students,
and
so
then
that
sort
of
leads
into
why
bps
bps
has
raised
me.
B
So
this
is
where
I
learned
to
be
a
teacher
and,
as
a
teacher,
I
learned
to
be
a
caring
leader.
This
is
where
I
learned
to
be
a
principal.
I
had
so
many
great
opportunities
here
in
the
district
to
grow,
because
people
were
willing
to
take
risks
on
me
and
they
were
willing
to
invest
in
me
and,
as
a
result,
I
was
able
to
create
with
a
team
tech,
boston
academy,
and
that
became
my
home
in
dorchester
for
11
years
and
at
that
school.
As
a
principal,
I
really
learned
to
be
a
servant
leader.
B
B
So
in
many
ways
it
was
like
going
back
in
childhood
to
the
place
that
you
grow
up,
and
I
knew
I
had
to
do
it
as
difficult
of
a
decision
as
it
was
because
I
was
somebody
that
would
have
stayed
in
boston.
My
whole
career,
but
I
chose
to
do
that
because
I
knew
I
needed
to
be
the
superintendent.
I
knew
I
needed
to
get
the
experience
of
actually
being
a
superintendent
so
that
if
either
I
would
have
finished
my
career,
there
would
come
back
to
boston.
B
I
would
learn
the
value
of
working
directly
with
a
school
committee
directly
with
policy
makers
directly
with
the
city
building
those
relationships,
building
those
coalitions
that
you
have
the
power
to
change
and
make
a
much
more
equal
playing
field
for
our
students,
and
so
that's
been.
A
lot
of
the
work
in
somerville
has
been
at
the
policy
level
of
really
taking
on
a
lot
of
the
dei
initiatives
and
walking
the
walk
of
what
that
means,
as
policy
makers
with
them.
um
But
now,
having
seen
sort
of
where
bps
is
in
in
I've.
B
B
I
like
good
communication,
I
like
to
work
with
the
community
and
families
and
students
directly
and
my
teams,
and
so
I
will
build
trust
back.
I
like
to
build
teams,
because
that's
what
impacts
students
and
so
a
big
goal
here
would
be
re-engaging
and
restructuring
in
ways
that
allow
our
teams
to
be
most
effective
for
our
students
and
their
outcomes.
B
A
C
uh
Thank
you
for
your
opening
statement,
um
so
it's
very
interesting
that
you,
you
particularly
uh
brought
up
dei
initiatives
and
sort
of
walking
the
walk
with
that.
So
this
question
is
in
that
vein.
um
Improving,
specifically
black
student
achievement
is,
and
has
always
been
a
stated
objective
of
bps
for
years.
B
Sure
so,
first
of
all,
I
appreciate
the
question,
and
I
would
this
is
an
area
that
I
would
very
much
welcome,
working
with
yourself
and
others
on
the
board
who
have
expertise
in
this
area.
That's
the
value
kind
of
of
the
board,
but
from
for
my
particular
um
piece,
so
at
tech,
boston,
um
vast
majority
of
98
of
our
students
were
students
of
color,
black
and
brown,
and
um
we
had
a
larger
concentration
of
boys,
boys
of
color.
B
B
I
think
the
hiring
is
key
in
making
sure
that
your
staff
is
diverse
and
has
experience,
sets
that
can
the
students
can
relate
to
you
know
mentorships
uh
working
across
families,
seeing
role
models
of
who
they
can
emulate
and
grow
up
to
be
and
connect
with
who
have
who
come
from
the
areas
and
the
neighborhoods
that
they
come
from.
These
were
all
components
of
how
we
did
hiring
looking
for
that.
B
I
think,
secondly,
data.
We
use
data
really
closely
to
look
at
students
when
they
were
coming
in
and
to
be
able
to
identify
on
the
academic
side.
What
were
those
actual
gaps?
What
did
they
look
like?
Where
were
they?
Literacy
was
a
big
one?
Numeracy
was
another,
and
sometimes
these
were
gaps
that
extended
far
back,
and
so
we
did
very
deliberate
programming.
B
Working
in
concert
together
that
allowed
us
at
tech,
boston
and
then
certainly
in
somerville,
to
move
the
needle
academically
cut
down
drop
out
because
for
our
black
boys,
that
was
a
big
problem
was
specifically
drop
out,
but,
more
importantly,
graduation
and
more
importantly,
than
that
persistence
so
being
able
to
to
leave
high
school.
Have
the
skills.
The
tangible
skills
have
the
additional
support
after
leaving
high
school,
to
go
on
and
be
able
to
complete
college.
B
You
know
how
how
we
identify
behavior
and
the
bias
that
goes
into
that
substantially
separate
programming
that
traps
a
lot
of
our
black
and
brown
boys
in
particular.
Those
would
all
be
areas
that
I
would
be
looking
at
where
you
sort
of
see
it
see
it
in
there.
So
it's
really
a
menu
of
things
um
that
I
would
you
know
that
I
would
be
looking
at
and
across,
but
we
we
were
able,
both
in
somerville
and
then
certainly
at
tech,
boston
and
even
in
the
high
school
network.
D
D
D
D
D
What
programmatic
offerings
have
you
developed
and
please
provide
specific
examples
of
how
you
engage
with
communities
of
diverse
cultural
and
linguistic
backgrounds
to
include
and
empower
everyone
in
our
educational
system?
Most
importantly,
I'd
like
to
hear:
did
it
work?
What
was
it
like
before
you
implemented
your
strategies
and
what
did
it
look
like
after.
B
Great
thank
you.
I
appreciate
that
question
so
in
uh
I'll
use
somerville,
um
since
it's
most
recent,
so
so
in
summerville
we're
more
than
50
percent,
um
where
our
families
and
our
students
um
speak
a
language
other
than
english
as
their
first
language,
and
um
it
was
clear
to
me
that
there
was
a
barrier,
because
when
I
interviewed
as
the
superintendent,
there
was
not
one
parent
that
spoke
a
language
other
than
english
in
parts
of
the
process.
B
B
um
We
were
having
uh
difficulty
enrolling
students
in
some
of
our
out
of
school
time
and
I've
spoken
about
this
a
number
of
times
today,
which
is
that
you
know
for
all
the
opportunities
we
offer
in
the
out
of
school
time
when
you
actually
look
at
who's
able
to
take
advantage
of
it.
Who
is
taking
advantage
of
it
and
oftentimes?
It's
not
our
special
education
students
and
it's
not
our
ell
students
and
that
can
often
be
an
access
barrier.
B
Sometimes
it's
just
on
the
you
know
using
technology
and
families
don't
know
or
they're
not
available,
so
we
partnered
with
a
local
advocacy
group,
that's
wonderful,
padres,
latinos
and
through
our
partnership-
and
it
was
a
very
blunt
partnership.
They
were
very
honest
about
the
barriers
our
families
were
facing.
B
I
think
in
terms
of
the
programming
we've
made
heavy
heavy
investments
more
so
than
at
any
time,
particularly
in
our
sheltered
english
immersion
in
our
slife
programming.
For
our
interrupted
learners,
we
have
definitely
seen
that
students
coming
in
from
the
pandemic.
Not
only
are
they
academically
struggling
because
they
have
gaps
in
the
academics,
but
more
severely
with
trauma.
B
They've
just
experienced
so
much
trauma
that
it's
compromising
their
ability
to
access,
so
we've
reconstructed
the
program
and
added
bilingual
adjustment
counselors
in
multiple
schools
that
has
life
programming
and
actually
have
on
the
student
grids,
the
services
to
provide
them.
So,
in
addition
to
the
academic,
we're
also
giving
the
social
emotional
we've
also
done
extensive
training
for
our
teachers
in
gen
ed,
which
allows
our
students
who
are
leaving
sheltered,
english,
immersion
and
moving
on
in
levels
four
and
five
to
be
able
to
have
better
access
to
the
academics.
B
We
added
the
cielo
by
literacy
and
I've
seen
it
go
up
in
number.
You
know
over
time
and
and
that
has
seemed
um
pretty
powerful,
because
now
we
see
it
as
this
is
we're
so
proud
of
this,
and
for
students
to
be
able
to
to
be
proficient
in
their
native
language
in
english
is
something
that
really
needs
to
be
celebrated.
B
So
these
have
all
been
things
that
from
the
community
and
listening
to
the
community
and
holding
working
sessions
with
the
community,
where
we
would
have
interpreters
and
then
the
engagement
specialist
would
help
with
this.
We
would
ask
the
community
how
to
pray.
You
know
what
was
their
priorities
um
and
we
would
do
this
pre-covered
annually
during
covert.
It
was
difficult,
but
we
would
try
to
gain
as
much
information
and
resource
from
the
community
as
possible.
So
we
could
break
down
those
barriers
and
exact
change.
D
Thank
you
appreciate
that,
madam
chair,
I
have
a
follow-up.
Would
it
be
okay?
Thank
you.
um
So
you
mentioned
the
piece
around
some
of
the
language
access,
especially
um
with
multilingual
learners,
moving
out
of
sheltered
immersion,
so
within
bps.
Currently
we
have
a
handful
of
dual
language
schools.
D
D
What
experience
can
you
speak
to
in
actually
operationalizing
native
language
instruction
so
that
our
students
that
are
not
just
in
our
dual
language
programming
have
access
to
their
own
native
language
and
that
that
asset
based
learning
but
then
also
continuing
to
develop
their
english
skills
as
well?
So
if
one
are
you
committed
to
operationalizing
a
policy
that
does
want
to
provide
native
language
instruction
to
our
students
and
two?
B
So
yes,
I
am
committed,
I
think
in
our
case,
and
I
can
speak
to
the
work
in
somerville.
The
work
that
was
here
in
boston
was
it
sounds
like
more
outdated
than
where
we
are
now,
um
but
you
know
in
somerville
we
made
significant
changes.
We
have
a
dual
immersion
program.
We
made
changes
so
that
it
was
actually
our
ell
students
who
could
access
that,
because
we
were
finding
that
many
of
our
english-speaking
native
english
speakers,
who
also
happened
to
know
spanish
we're
getting
greater
access
to
the
programming
than
actually
the
our
ell
students.
B
So
we've
made
a
very
concentrated
effort
to
take
our
newcomers
and
provide
them
with
a
very
different
experience
than
they
had
ever
had
in
the
past
and
then,
similarly,
at
our
middle
grades,
school
we've
done
the
same
thing.
With
our
newcomer
academy,
we
have
slife
programming
that
is
in
three
different
locations
right
now
and
again,
with
a
lot
of
concentrated
resource
for
us
life.
Students.
A
E
E
B
Thank
you,
so
I
I
have
not
been
directly
involved
where
a
school
system's
gone
from
being
an
a
sheltered
english
immersion
into
a
native
excuse
me,
um
it
sounds.
It
was
brought
up
multiple
times
in
the
family
meeting
earlier
and
it
seems
like
here.
That
is
a
really
important
piece,
and
this
is
an
area
where
I
need
to
learn
what
the
community
wants,
and
I
think
you
know
yourself
and
other
advocates
in
the
community.
B
It
would
be
important
for
me
to
hear
that
from
and
to
listen
so
that
the
decisions
that
we're
making
reflect
something
that
the
community
values
so
from
a
commitment
standpoint.
What
I
would
say
is
if
that
is
something
that
the
community
is
really
looking
to
do,
then
I
would
clearly
help
support
that
and
make
that
happen.
I
just
don't
in
my
career.
Have
that
particular
experience.
B
B
G
B
B
Who
may
be
you
know
who
likely
have
achievement
gap
and
opportunity
gap
and
redirecting
the
funding
away
from
some
things.
To
those
things,
that's
a
choice.
That's
a
that's
a
deliberateness,
that's
a
decision,
and
so
uh
in
my
in
my
career.
That
is,
that's
been
my
decision
um
and
I
think,
with
school
committee
uh
in
somerville,
that's
been
something
we've
worked
on
to
have
happen.
B
B
That's,
and
I
think
my
school
committee
would
say
the
same
thing.
It's
been
a
process.
The
community
can
have
different
understanding.
Sometimes
you
can
have
parts
of
the
community
that
will
speak
out
about
it
and
you
just
have
to
stay
true
to
ensuring
our
goal
is
to
remove
the
barriers
for
the
students
who
have
been
marginalized
and
harmed,
and
that
often
means
shifting
what
would
have
been
to
everyone
to
some
and
making
making
that
deliberate
choice.
G
B
Well,
first,
I
think
it's
important
to
show
people
data,
so
we
we
use
the
data
to
be
able
to
say
here's
the
fact.
Here's
the
data,
here's
what's
happening
and
then
from
that
we
go
back
and
we
reaffirm
our
commitment
and
our
mission,
which
in
our
case
in
this
in
the
summerville
public
schools,
we
passed
an
equity
policy
and
um
and
that
that
lives
throughout
throughout
sps,
um
and
so
we
go
back
to
that
and
we
don't
alter
from
that.
We
don't
change
that.
um
It
can't
be
like
a
definition
of
convenience.
B
You
know
if
the
data
says
it
and
the
right
thing
to
do
for
students,
particularly
the
students
who
have
been
marginalized,
is
the
right
thing
to
do.
Then
you
do
the
right
thing
and
that's
yeah.
I
think
I'm
I
tend
to
be
somebody
that
um
you
won't
find
me
saying
one
thing
to
one
audience
and
one
thing
to
another:
the
things
that
are
really
important
and
value
to
me.
I
say
consistently.
B
A
A
Currently,
we
are
operating
a
two-tier
special
education
system,
lacking
the
diverse
portfolio
of
programming
options
that
students
with
disabilities
need
and
deserve.
Our
individualized
education
plans
struggle
to
truly
individualize
programming
because
of
our
vast
service
delivery
delivery
deficits.
Can
you
give
hard
evidence
around
your
work
in
special
education,
reform
and
disability
justice?
A
B
Sure
so,
thank
you.
I
appreciate
that.
um
So
I
think
you
know
I'll
just
I'll
draw
on
somerville
as
a
a
an
example.
um
So
when
I
came
into
somerville
uh
partnered
very
strongly
with
the
special
education
director
to
really
look
at
the
data
and
what
was
happening,
we
saw
disparities.
We
saw
lots
of
disparities,
we
saw
disparities
by
race.
We
saw
disparities
by
outcome
for
special
education
students.
B
Desi
was
monitoring
us
for
over-representation
by
race
in
are
substantially
separate.
We
saw
you
know,
dragging
indicators
around
drop
out,
graduation
rate
for
our
special
education
students.
We
had
a
real
over
subscription
in
out
of
district
placements
for
our
special
education
students,
and
yet
our
parents
were
saying
we
want
our
students
in
the
summerville
public
schools.
B
We
wanted
them
to
be
able
to
take
advantage
of
all
of
the
programming
the
after
school
programming,
the
sports,
um
and
so
we
did
a
lot
of
redesign
so
in
the
in
the
case
of
the
substantially
separate
that
are
substantially
separate
numbers,
as
we
have
done,
training
have
decreased
significantly
um
so
that
most
are
least
restrictive.
Most
kids
are
able
most
students
are
able
to
access
part
of
their
day.
In
general,
education
and
again,
that's
inclusion,
that's
training
of
teachers,
that's
scheduling
it's!
B
It's
lots
of
things
that
also
includes
specialists,
so
we've
had
an
eye
to
hire
specialists
like
adaptive,
phys,
ed
or
art
therapy
or
music
therapy.
I
mean
the
idea
is
to
give
students
with
disabilities
access
during
the
day.
I
think
one
of
the
more
significant
places
that
we've
had
to
build
out
is
around
our
autism
programming.
B
We've
seen
huge
numbers
of
students
moving
into
the
district
with
autism,
and
we
have
had
to
open
numerous
classrooms
to
support,
but
we
did
it
in
a
way
that
allowed
students
who
traditionally
could
only
have
been
served
outside
of
somerville
in
a
separate
setting
instead
be
able
to
be
served
in
somerville
and
as
part
of
the
public
school
system.
So
I
think
you
know
when
I
came
in
you
know
with
my
special
ed
director,
we
were
like
120
130
students
out
of
district
which,
for
a
district,
our
size
was
really
large.
B
I
think
we're
at
about
70
now,
somewhere
around
there
and
that's
just
deliberate
programming.
That's
building
programming
that
didn't
exist
for
asd
social,
emotional,
our
social,
emotional,
over-representation
of
students
of
color
was
significant
and
that
social-emotional
program
has
grown
smaller
and
smaller
year
after
year,
um
because
the
behaviors
that
were
being
identified
as
special
education,
weren't,
in
fact
special
education
they
needed
to
be.
You
know
they
needed
to
have
regulation
in
other
ways,
but
that
was
quite
capable
of
happening
in
the
mainstream.
B
Many
of
the
other
outcomes
for
special
education
in
terms
of
achievement
have
have
increased
in
terms
of
our
dually
identified
students,
and
that
is
the
group
that
needs
the
most
support
just
nationally.
The
data
for
our
national
for
our
dually
identified
lags
behind
the
other,
both
special
education
and
ell
independent
part
of
that.
I
think
in
the
iep
process
is
really
having
an
awareness
with
the
family
that
you
know
the
the
student
is
the
student.
B
Everything
comes
together
in
the
student,
it's
not
like
the
student
ell
and
the
student
special
education,
it's
the
student
and
the,
and
I
think
how
ieps
are
written
in
how
meetings
happen
that
include
language.
Attainment
need
to
be
done
in
a
very
cohesive
way
for
the
family
and
they
need
to
be
done
with
interpreters,
who
can
actually
make
sense
of
a
lot
of
the
language,
because
the
language
is
very
jargony.
um
You
know
in
special
education
and
also
in
ell,
so
I
think
you
know
there's
processes
that
we
tried
to
do.
B
We
hired
in
a
number
of
interpreters
and
translators
to
rework
the
the
documentation
to
rework
how
meetings
would
be
held
so
that
families
could
be
more
partners
with
us
in
that
work.
So
it's
been
in
all
of
these
ways
that
you
know
we've
been
able
we're
no
longer
being
monitored.
You
know
our
outcome.
Data
for
our
special
education
students
is
much
stronger.
B
Cpac
is
you
know
a
partner.
Our
special
education
director
meets
with
cpac,
often
there's
public
presentations
on
special
education
and
progress
multiple
times
during
school
committee
each
year
same
thing
with
our
english
language
learner
programming.
I
think
the
visibility,
the
transparency
is
incredibly
important
to
the
community.
I
think
when
we
don't
make
the
progress
that
we're
looking
for,
we
need
to
own
that
and
acknowledge
it,
and
then
let
the
community
know
what
else
we're
willing
to
do
about
it.
A
A
B
So
I
um
yeah
so
so
so
when
I
was
in
the
network,
soup
um
bsac
was
a
key
component
of
what
we
did
um
we
met.
Bisac
was
stationed
right
in
the
area
where
my
office
was,
and
students
were
always
in
there.
We
used
bsac
as
a
way
to
be
able
to
get
messaging
out
to
students
and
to
solicit
input
from
students
in
a
very
active
way.
B
B
They
made
very
specific
suggestions
of
things
that
needed
to
change
and
we
heard
those
the
principal
was
there
school
committee
went,
I
mean
everybody
listened
and
then
we
made
commitments,
so
we
can't
do
all
of
them
because
they
were
a
lot
and
school.
Lunch
was
one
of
them
because
it
always
is,
but
we
said
we
will.
B
At
least
you
know,
we
can
do
these
four
or
five
things
that
we
can
commit
to
do
and
it's
important
to
follow
through
with
that
and
to
actually
do
it,
and
I
think
bsac
is
such
a
strong
group
that
that
would
be
easy
to
begin
to
meet
with,
um
and
you
know
I
would
love
to
to
be
able
to
see
that
meeting
happen.
You
know,
on
a
monthly
basis,
to
understand
from
the
students
what
they're
thinking
and
what's
important
to
them.
H
Thank
you,
madam
chair
superintendent,
skipper
welcome.
I
want
to
call
you
superintendent,
because
that
is
your
title
in
somerville
and
I
know
when
president
obama
visited
you
with
tech
boston
to
learn
about
the
great
work
you
were
doing
there.
He
nicknamed
you
skip,
but
I
have
such
respect
for
the
role
of
superintendent
and
anyone
who
is
willing
to
be
a
superintendent
in
any
city,
um
because
it's
a
hard
job
and
so.
B
H
It's
okay
with
you.
I
will
address
you
as
superintendent
um
and,
first
of
all,
thank
you.
Thank
you
for
your
willingness
to
be
here.
Your
opening
statement
meant
a
lot
to
me
where
you
talked
about
the
importance
of
boston
to
you
and
the
work
you
were
doing
in
somerville,
but
you've
always
felt
called
here
too,
and
so
your
willingness
to
be
here
with
us
to
have
this
conversation.
H
So
the
beauty
of
a
school
committee
is,
we
all
bring
different
things
to
the
table
right.
We
work
collaboratively
as
a
board
and
you're
seeing
from
our
questions
areas
of
interest
for
each
of
us.
So
I
know
some
of
my
colleagues
have
deeper
expertise
in
areas
than
I
have
so
I'll
try
to
go
to
my
strength
or
an
area
that
I
focus
in
on
as
much
as
I'm
interested
in
the
questions
being
raised
and
want
to
ask
a
number
of
them
myself.
H
So,
let's
talk
about
financial
resources,
boston,
public
schools,
relative
to
a
number
of
other
cities
in
the
commonwealth,
and
certainly
compared
to
a
number
of
other
large
urban
districts
across
the
country,
are
in
admirable
condition
where
it
comes
to
financial
resources.
I
quite
frankly
thanks
to
dr
casilius
and
her
work
with
three
mayoral
administrations
for
mayor
walsh
and
mirjani
to
now
mayor
wu,
the
city
has
honored
a
commitment
of
an
additional
100
million
added
to
our
base
budget
over
three
years.
H
And,
lastly,
I
welcome
any
thoughts
you
have
so
first
is
your
fiscal
philosophy
so
to
speak.
Second
is
specific
about
essa
and
then
third
is
I'd.
Welcome
any
thoughts,
you've
had
or
experience
you've
had
in
generating
additional
funding
for
a
district
beyond
federal
state
and
city
and
how
you
have
creatively
put
that
to
work.
B
Sure
so,
thank
you.
Thank
you
for
that.
So
I
think
a
budget
to
me
is
a
value
statement.
It's
where
your
values
are
in
the
district.
So
if
equity
is
one
of
your
values,
then
it
needs
to
translate
that
the
dollars
are
flowing
to
the
students
that
most
need
those
dollars,
and
that
should
be
your
check
throughout.
B
If
you
support
english
language
learner
education,
then
that
should
be
evident
in
the
budget
and
in
the
investment
same
with
special
education.
If
parent
engagement
is
important,
then
that
should
be
evident
in
the
budget,
so
in
other
words,
there
shouldn't
be
anything
that
you
feel
as
a
is
a
strong
value.
You
stated
that
you
are
not
producing
revenue
and
resources
for
in
the
case
of
um
it
is
unprecedented,
given
that
in
my
20
years
in
bps
I
actually
never
remember
a
level
budget
but
one
year.
So
it
is
it's.
B
Almost,
I
think
all
of
these
dollars
went
directly
to
student
service
directly
to
students.
So
there
was
a
large
component
for
social
emotional.
We
added
social
workers,
adjustment,
counselors,
bilingual
adjustment,
counselors
consular
educators,
deans
of
students,
etc
um
to
to
get
to
a
ratio
that
we
committed
um
contractually
to
uh
one
to,
I
believe,
125.
B
um
You
know
which
we
we
wanted
to
make
sure
of
um
because
of
our
significant
newcomer
population
increase.
We
also
invested
heavily
in
new
ell
programming.
Some
of
the
changes
I
alluded
to
earlier
are
funded
through
esser
to
be
able
to
directly
support
so
in
the
case
of
say
our
slave
students
who
just
had
such
trauma
during
the
pandemic.
It
was
very
important
to
get
dollars
to
them
to
make
sure
that
there
was
english.
There
was
um
social,
emotional,
supports
and
counseling
for
them
and
so
forth.
B
B
B
So
you
know
we
have
about
a
little
over
one-third
of
the
students
participate
in
some
kind
of
summer
programming
and
that
programming
can
have
a
social,
emotional
academic,
physical
component
to
it.
But
the
idea
is
whole
child
music
arts.
Things
like
that.
So
bottom
line
is
the
essay
dollars
flow
to
the
kids.
They
floated
the
students
and
direct
services
and,
um
like
everywhere
else,
social
emotional
was
a
key
component,
our
english
language,
learners
of
special
education
and
closing
again
on
closing
gaps
and
then
um
the
final.
uh
The
final
question
was.
B
B
We
have
a
lot
of
partners,
but
how
do
we
make
sure
that
the
partners
are
getting
to
the
schools
and
the
students
that
need
them
so
really
looking
in
kind
of
auditing
and
seeing
what's
happening
in
schools?
What
their
partnerships
look
like?
What
students
are
being
impacted
by
those
partnerships,
we're
there's
holes?
We
galvanize
partners
and
partners
contribute
in
a
lot
of
ways:
it's
not
just
fiscal.
It's
time,
it's
mentorship,
it's
opportunities.
It's
internships!
It's
externships
for
teachers,
there's
lots
of
ways
that
partners
can
contribute.
Besides,
just
signing
a
check,
so
we'd
be
look.
B
You
know.
My
goal
would
be
to
look
at
that
and
to
really
understand
in
our
schools
how
the
partners
are
impacting,
where
they're
not
able
to
impact
right
now
and
then
really
try
to
make
sure
that
there
is
that
we're
redirecting
some
of
the
the
new
partners
toward
the
schools
that
most
need
it
with
the
students
that
most
need.
It.
A
B
Sure,
thank
you
appreciate
that.
So
I'll
go
back
to
the
to
the
high
school
network
work,
um
you
know
it's
it's
imperative
that
one
office
isn't
doing
all
of
that
work.
It
has
to
leverage
the
resources
that
are
in
the
rest
of
the
district,
because
often
it
may
be
academic
it.
You
know
it
may
be
the
way
ieps
are
being
written.
It
may
be
the
way
english
language
learner
education
is
being
done
or
implemented.
That's
causing
the
gaps.
So
there
really
has
to
be
a
team.
That's
focused
on
that.
That's
cross-sector
right.
B
It
has
to
go
across
the
other
departments.
So
I
I
think
I
would
come
in
and
I
would
want
to
see
what
our
progress
has
been
where
our
progress
has
been.
So,
are
there
some
good
examples
or
shining
examples
and
then
be
able
to
sort
of
go
from
there
to
say
how
do
we
build
this
cross-sector
team
so
that,
when
we're
talking
about
it,
there's
actionable
items
to
actually
create
the
change
in
the
high
school
network?
A
good
example
was,
um
you
know,
was,
uh
was
graduation
rate
I'll.
B
Take
that
so,
once
we
lowered
the
dropout-
and
we
had
students
in
the
pipeline
to
graduate
that
wasn't
the
solution
that
gave
us
more
kids
and
more
students,
but
the
students
weren't
ready
to
graduate
right.
They
sometimes
had
gaps,
so
we
had
to
work
very
strategically
across
departments
and
this
this
was
ell.
This
was
special
education
at
the
time.
B
B
A
C
C
Access
to
quality,
equitable
stem
education
and
stem
education
opportunities
are
crucial
to
that
success.
And
currently
we
do
have
programs
that
leverage
partnerships
with
biotech
companies,
maker
spaces,
etc,
but
only
a
few
schools
seem
to
possess
these,
which
creates
an
unequal
educational
experience.
B
Thank
you
for
that.
So
um
so
I
think
that
there
are
some
partners
who
work
in
this
area
and
some
foundations
that
work
in
this
area.
So
the
example
I'll
give
is
we
had
a
deep
partnership
with
this?
Was
this
two
was
an
issue
in
somerville,
so
we
decided.
How
can
we
tackle
it
and
it
was
also
a
joint
venture
with
cambridge,
because
the
foundation
supported
both,
so
it
was
biogen
and
um
so
we
entered.
B
Each
of
those
programs
has
built
in
with
it
kind
of
a
mission
of
stem,
but
then
also
has
a
mission
of
higher
education
of
going
on
and
continued
learning,
and
so
um
we
there
was
a.
There.
Was
a
data
now
analyst
that
was
provided
that
we
looked
at
the
students
we
were
looking
at?
Who
was
traditionally
accessing
the
programming,
how
we
could
do
deeper
recruitment
for
the
students
that
either
didn't
know
about
it
or
um
you
know,
might
not
have
seen
themselves
in
it
um
and
that
that
also
included
in
each
of
these
partnerships?
B
Looking
for
mentors,
you
know
looking
for
people
that
could
outreach.
um
You
know
two
two
families,
two
students
and
through
that
that
process
through
that
work,
our
out
of
school
time
kind
of
transformed
students
ability
to
look
at
stem.
So
our
data
said
more
of
our
students.
Traditionally
marginalized
students,
black
and
brown
students
were
get
were
interested
in
stem
careers.
They
were
doing
better
in
their
math
classes.
They
were
doing
better
in
their
science
classes.
B
They
were
accessing
higher
levels
of
math
and
science
classes
because
we
were
able
to
take
a
problem,
find
a
resource
or
partner
like
biogen
work
in
partnership
with
another
district
and
be
able
to
put
some
of
the
structures
in
place
to
give
those
students
opportunities,
both
academic
and,
um
I
would
say,
experiential
um
in
the
area
of
stem
and
that's
still
going
right-
that's
still
going
on
now,
so
I
think
you
know
district-wide
here.
um
You
know
we
don't
we
we
should.
We
really
need
to
sort
of
look
at
how
we're
doing
specialists.
B
B
Are
there
ways
in
our
media
centers
that
we're
able
to
do
some
programming
there
so
that
all
students
would
have
an
opportunity,
but
particularly
students
who
might
never
you
know
or
think
of
themselves
in
a
stem
career,
can
see
it
workforce
development
wise?
We
can
definitely
partner,
as
we
have
in
the
past,
specifically
around
stem
career
and
bring
that
in
I
mean
I
think,
there's
there's
just
lots
of
ways
that
we
can
do
it
at
a
larger
scale.
Here.
B
Check
boston
was
sort
of
born
on
this
right.
Like
the
idea
of
tech.
Boston
was
the
idea
of
tech.
Boston
was
that
our
students
were
really
capable
to
do
exceptionally
well
in
technology
and
stem
careers,
and
when
we
began
it,
people
thought
students
can't
do
it,
and
that
was
a
mistake
on
their
part,
because
by
bringing
in
industry
by
giving
them
the
ability
to
do
internships
by
having
our
project
base
be
centered
around
stem.
B
We
were
able
in
actually
giving
them
tools
like
a
laptop
to
be
able
to
use
and
familiarize
with
that
transformed
a
lot
of
the
students
lives
because
they
saw
themselves
capable
of
doing
it,
and
they
did
do
it.
We
had
some
of
the
first
kids
in
the
country
to
pass
industry
tests
in
technology
that
even
adults,
weren't
passing
back
then,
and
that's
only
grown
right
into
graphic
arts
and
into
um
you
know,
into
lab
sciences
and
life
sciences
and
math.
F
C
It
creates
a
feeling
that
we're
always
sort
of
resetting
the
plan
and
there's
always
an
over
uh
there's,
always
a
sense
that
we're
overwriting
what
we've
already
done,
because
we're
always
having
to
restart
the
conversation
on
a
lot
of
different
things.
So
um
some
of
that
is
necessary.
um
You
know,
but
how
do?
C
B
B
Our
resources
in
facing
should
be
outward.
It
should
be
toward
the
schools,
it
should
be
toward
the
students.
I
think
we
might
need
to
make
some
direction
directional
change
there.
um
I
think
you
know
we
need
to
sort
of
uh
look
at
and
again,
not
not
being
here,
that's
kind
of
hard
to
answer
in
some
ways,
but
I
would
be
evaluating
and
sort
of
looking
at
people
in
positions
hearing
from
them
as
to
their
experience.
What
are
they
able
to
do?
What
are
they
not
able
to
do?
You
know
is
frustration.
B
Looking
at
how
they're
connected
to
the
schools
and
to
the
school
superintendents,
those
would
all
be
areas
that
I
would
look
at
that
I
think
could
potentially
with
our
team
that
could
potentially
stabilize
some
of
that
kind
of
moving
and
changing.
And
things
like
that.
I
mean
the
other
thing
to
acknowledge,
and
I
think
this
is
across
all
districts.
B
We
just
went
through
a
pandemic
and
you
know
that
that's
difficult,
it
was
diff,
it
was
something
education's
not
been
through
and
whether
you're
in
a
big
district
or
a
small
district,
it
really
has
taken
its
toll
on
our
educators
on
our
families
on
our
children.
So
I
you
know,
I
do
think
that
now
that
we've
had
a
year
of
of
some
stability
right,
some
regulation,
some
getting
back
in,
we
can
kind
of
take
that
as
a
foundation
and
start
to
grow
it.
And
it
may
mean
we
need
to.
B
We
need
to
do
a
few
things.
Well,
instead
of
a
lot
of
things
not
well
or
partial,
to
be
able
to
get
us
to
the
point
that
we
can
actually
build
off
priorities
and
create
some
momentum
in
directions
of
success
for
students
but
again
without
having
the
opportunity
to
talk
to
people
and
to
look
at
things.
But
that
would
be
kind
of
my.
My
initial.
D
Thank
you,
madam
chair,
um
and
thank
you
for
speaking.
Thank
you
for
the
questions
around
the
partnerships
and
stem
opportunities.
um
I'm
grateful
for
my
colleagues
here
because
the
questions
that
I
wanted
to
ask
have
been
limited,
but
you
all
are
asking
them.
So
thank
you
um
and
thank
you
for
engaging
in
this
conversation
with
us.
D
B
B
I
think
you
know
part
of
the
problem
at
the
high
school
level
is
that
students
left
in
the
ninth
grade
and
they
may
have
been
off
track
and
they
came
back
in
the
11th
grade
very
off
track
in
fact
dropping
out
disengaged
and
so
for
us
to
think
they're
just
going
to
plug
back
in
and
pick
it
up.
Is
it's
not
going
to
happen
so
we
need
to
have
really
deliberate
programming,
particularly
for
those
that
have
less
time
right,
those
that
are
toward
the
end.
B
I
also
think
we
need
to
have
a
strong
push
on
our
engagement
center.
I
think
you
know
re-engagement
was
always
a
really
critical
piece
to
our
dropout
and
graduation
rates
um
being
able
to
engage
students
in
that
first
year
window
when
they
drop
out,
because
after
that
you
really
lose
them,
they
get
working,
they
move,
you
can't
get
in
touch
with
them.
So
I'd
like
to
see
re-engagement
picked
back
up
again
in
that
way,
um
and
again
I
haven't
been
in
touch
with
with
any
folks.
B
B
You
know
this
was
something
that
I
had
been
really
excited
to
try
to
get
going
right
before
I
left
this
high
school
suit,
but
our
network
had
identified
that
there's.
You
know,
students
in
schools
that
are
seniors,
who
are
not
really
ready
to
leave
they're
still
relying
heavily
on
the
supports
that
are
in
the
schools
and
those
could
be
social
emotional.
They
could
be
academic
and
then
they
leave,
they
go
to
say
a
community
college
and
those
resources
aren't
there
and
then
they
just
drop
and
they
they
drop
out.
B
So
a
13th
year
would
actually
allow
them
much
like
success.
Boston
with
a
college
coach
would
allow
support
at
the
school
and
there's
perhaps
some
classes
that
they
actually
take
at
school
and
then
allow
them
to
be
able
to
go
on
to
the
college
and
have
that
college
coaching
and
in
that
way,
really
lift
them
in
their
first
year
in
that
13th
year,
so
that
by
the
time
that
they're
going
into
that
next
year,
they're
just
stronger
they're,
more
ready.
Those
are
the
students.
B
I
worry
a
lot
about
because
they
leave
you
at
graduation
and
they
over
the
summer
change
their
plan
and
they
or
they
don't
graduate,
and
then
they
never
get
their
credits
over
the
summer.
So
I
think
we
could
be
creative
and
start
programming
such
as
that.
I
also
think
it's
not
relegated
to
just
the
high
schools,
I
think,
for
the
middle
schoolers.
The
same
thing
happened.
They
left
us
in
sixth
grade,
they
came
back
in
eighth
grade
and
they
were
not
the
same
young
people.
B
They
were
8th
graders
and
in
that
time
they
missed
a
lot,
a
lot
of
foundational
skill,
but
a
lot
of
also
developmental
work.
And
so
I
think
that
can
you
know
we
can
definitely
look
at
push
in
programming
for
that
with
partners.
We
can
look
at
site-based
that
they
could
go
to
you
know
with
with
a
lot
of
our
local
sites.
We
could
add
resources
into
those
I
mean.
That's
you
know.
D
Do
I
have
time
for
just
a
quick
follow-up?
Yes,
um
can
you
speak
to
so
clearly
you've
been
outside
of
boston
for
for
some
time,
and
you
can't
speak
to
the
specifics
of
our
system.
But
can
you
talk
about
what
you've
been
doing
in
somerville
to
address
these
very
challenges
that
we
were
just
discussing.
B
Certainly
so
um
you
know
we
did
a
we've
done
a
big
push.
We
have
at
each
of
our
grade
levels.
We
have
um
commit
like
a
a
um
organizational
unit
that
brings
together
academic
counseling
administration
to
address
like
9th
grade
experience,
10th
grade
experience,
11th
grade
and
so
really
have
drilled
down
on
that.
As
I
think,
high
schools
would
like
a
singular
high
school
would
to
be
able
to
identify
who
are
the
kids
that
are
most
off
track
and
then
put
appropriate
support
in
place.
So
that
could
be.
B
B
We
have
a
distance
program
as
well
that
um
that
is,
that
is
happen,
kind
of
in
person
and
uh
distance,
um
and
some
students
use
that
to
gain
recovery,
and
then
they
come
back
and
and
they
trade
they
graduate
traditionally,
so
it
you
know,
but
the
main
thing
is
looking
at
the
students
and
the
data
because
they
tell
us
right.
They
tell
us
both,
you
know
in
the
classes
they
attend
or
don't
attend.
They
tell
us
in
the
school
that
they
come
to
or
don't
come
to.
B
They
just
tell
us
through
a
lot
of
pieces
of
data
where
they
are
so
we
very
much
do
that.
We
do
it
through
a
strong
student
support
mechanism.
That
would
be
something
I
would
want
to
see
here.
Strong
student
supports
in
each
of
the
schools.
That's
where
your
social
workers
are
attached.
Your
nurses
are
attached,
your
administ
building
administrator
is
attached
and
everyone's
talking
about
the
students
and
they're
talking
about
what
we've
tried.
What
has
worked,
what
hasn't
worked?
They're
engaging
families
these.
This
is
the
kind
of
structures
right
student
support
teams.
B
What
we
call
multi-tiered
student
interventions,
our
mtss
teams-
um
and
then
um
you
know
at
the
school
level-
are
ilts.
Those
are
just
structures
that
have
to
work
in
schools
for
the
school
to
be
able
to
move
and
support
the
students.
So
I'd
be
looking
at
those
with
the
team
to
say
you
know
what
schools
need
help
you
know,
there's
really
effective
rubrics
for
model
ones
that
we
use
in
training
and
preparation.
B
We
do
observation
and
then
give
feedback
for
how
the
team
is
run
um
because
that's
also
insightful
for
them
and
in
that
way
we're
able
to
really
I
mean
our
dropout
did
not
really
go
up.
Go
down
go
up
significantly,
nor
did
our
did
our
graduation
rate
go
down
significantly
because
we
were
able
to
really
do
that
outreach.
You
know
it
sounds
crazy
in
boston.
I
think
you
can
do
that
for
every
kid,
but
I
have
to
say
that
when
we
did
the
network
the
high
school
network
work,
we
did
it
at
the
student
level.
B
When
I
look
at
data,
I
look
at
student
level
data.
I
audit.
I
look
and
I
pick
10
random
students
and
I
look
or
10
random
iep
students
and
I
will
sit
myself
and
look
at
what
has
been
done
because
it
tells
me
an
awful
lot
about
what
systems
are
missing
and
that's
my
basis
for
conversation
and
how
to
fix
the
system.
B
You
know
students
tell
us
everything
we
need
both
in
what
they
do
and
their
what
they
say
and
in
their
data.
So
I
very
similarly
that's
what
we
did.
You
know
with.
You
know
back
then
in
the
19
000
kids
19
000
students,
but
we
were
doing
it
with
a
network,
so
everybody
was
on
the
same
page
about
what
they
had
to
do
with
what
data
and
what
the
next
step
was,
and
they
were
working
collaboratively
with
the
school
leaders,
because
the
school
leaders
are
key
in
this.
E
B
B
You
know
our
paraprofessionals,
actually
most
of
them
are
multilingual
and
um
so
we're
providing
opportunity
for
them
to
become
teachers
for
them
to
become
para
for
within
the
community.
We
actually
just
worked
with
padres
latinos
on
recruiting
parents
who
wanted
to
work
as
paraprofessionals.
We
brought
them
in.
We
train
we're
training
them
this
summer,
they're
getting
an
internship,
and
then
they
will
become
paraprofessionals,
all
of
whom
speak
another
language
and
so
we're
trying
to
build
a
pipeline.
That
starts
with
even
parents
in
the
community
and
then
goes
to
paraprofessionals.
B
I
think
the
challenge
for
teachers
in
general
or
or
the
challenge
around
teachers,
we
put
a
heavy
emphasis
on
recruitment
and
retention
in
hiring,
but
we
miss
the
steps
of
development
and
advancement,
and
I
you
know
I
say
that
because
at
no
time
more
than
now,
if
you're
a
teacher,
that's
only
been
teaching
one.
Two
or
three
years
you
had
very
little
preparation
for
what
you're
experiencing.
B
You
didn't
get
the
advantage
of
having
students
in
front
of
you
for
the
first
couple
of
years,
and
you
had
to
learn
to
teach
on
a
zoom
which
isn't
real
teaching.
It's
not
the
same,
and
now
the
students
are
coming
back
and
they
are
dysregulated
and
they're
having
some
behaviors
that
the
teachers
have
never
even
managed
a
normal
class
for
and
it's
a
it's
a
huge
stressor.
It's
a
huge
disconnect
for
teachers.
I
mean
I've
talked
to
teachers
who
are
going
to
be.
You
know
who
are
for
a
second
year
teaching
like
I
don't
know.
B
If
I
can,
I
don't
know
if
I
can
do
it.
So
the
development
is
critical
right.
We
need
to
get
to
teachers
the
tools
that
they
feel
are
going
to
help
them
in
the
classroom,
so
really
the
de-escalation
pieces,
how
to
identify
trauma
and
what
that
looks
like
how
that
plays
out
parent
engagement,
how
to
be
able
to
have
conversations
with
parents.
um
These
are
how
to
mediate.
These
are
all
skills
that
are
that
a
tier
one
that
before
you
might
have
only
needed
in
certain
situations,
and
now
you
need
every
day.
B
So
we
need
to
do
a
good
job
with
doing
that
level
of
preparation
and
professional
development
and
then
comes
advancement.
You
know
when
I
first
started
as
a
teacher,
I
thought
I'm
going
to
be
a
teacher,
the
rest
of
my
career
and
most
people
do.
But
then
what
happens?
Is
you
start
to
teach
and
you
get
involved
in
your
teacher
leader
you're
doing
something
different?
B
You
have
a
coach,
that's
impactful
and
you're
like
I
want
to
be
a
coach,
you
know,
or
you
have
a
building
a
school
leader,
that's
impactful,
and
you
say
I
want
to
be
a
school
leader
like
that's
what
happened
for
me,
and
and
so
we
need
to
provide
real
advancement
opportunities
for
our
teachers,
so
they
don't
feel
they
need
to
leave
us.
They
don't
feel
like
they
need
to
go
someplace
different.
B
They
can
have
that
here
in
the
boston
public
schools,
so
development
and
advancement
would
really
be
the
two
areas
that
I
would
want
to
put
some
real
emphasis
on,
and
then
the
pipeline
issue
of
recruitment
is
super
important,
potentially
particularly
to
have
a
multilingual
staff,
particularly
to
have
a
diverse
and
talented,
racially
diverse,
talented
staff.
So
I
think
that
that
whole
human
capital
area
is
an
area.
G
um
Actually.
My
second
question
submitted
to
uh
the
panel
was
implicitly
or
explicitly
answered
through
your
articulation
so
far,
so
I
have
a
I
have
a
different
question.
Okay,
I
I
know
that
you
were
not
prepared
for
it,
but
it's
it.
It's
a
simple
question
anyway,
mr
trainwreck,
just
in
the
same
line
with
uh
your
microphone
right
into
the
microphone,
please,
I
keep
forgetting
this
in
the
same
line
with
dr
alkin's
question.
G
G
B
Thank
you,
um
so
the
first
is
building
a
team
right.
This
isn't
about
a
person,
it
can't
be
it's
about
a
team,
and
so
it's
building,
you
know
a
diverse,
talented.
You
know
culturally
proficient
multilingual
team
that
can
do
the
work
here
with
me
in
in
boston
public
schools.
So
it's
going
to
be
a
lot
of
networking
a
lot
of
recruiting
you
know
and
that
will
hold
true
of
my
colleagues
as
well
it'll,
be
meeting
with
people
and
talking
with
people
about
their
experiences.
B
I
heard
many
parents
talk
about
feeling
that
they
can't
trust
what
happens
and
that
they
want.
You
know,
even
if
it's
not
the
right
answer,
they
just
want
the
truth.
They
want
transparency,
um
and
so
I
think
we
have
a.
We
would
have
a
lot
of
work
to
do
of
sharing
data,
finding
ways
to
share
the
data
that
makes
sense
for
parents.
B
That's
not
our
educational
ways
of
doing
it
and
being
able
to
show
our
progress
toward
the
things
that
we
say
are
important
and
that
they
say
are
important,
and
so
I
think
that's
you
know
again
looking
at
our
family
engagement,
looking
at
communications
um
in
in
our
in
our
teams,
our
school-based
teams
for
how
our
schools
can
be
the
centers.
For
some
of
that
conversation
happen
and
how
can
central
be
some
of
that
conversation
to
happen,
but
we
have
to
have
the
trust
of
our
parents.
B
That's
a
non-negotiable.
um
I
think
the
third
is
systems
and
structures
right.
I
need
to
figure
out
what's
working
and
what's
not
working
um
and
what's
broken
and,
and
you
know
in
the
system
um
if
students
are
experiencing
something-
and
we
think
this
is
working
then
clearly
something's
broken
so
looking
at
systems
and
structures
in
the
academic
side
in
the
social
emotional
side.
Clearly,
in
the
special
education
side
I
mean
I
didn't
hear
a
difference
of
that
between
what
sort
of
has
come
out
in
report
in
reports
and
then
what
people
have
said.
B
There's
a
need
to
not,
I
think,
not
only
expand,
but
look
at
the
equity
of
where
the
seats
are.
You
know.
Are
they
reaching
the
community
in
in
that?
That
has
the
need
and
um
are
they
day-long
seats?
Are
they
just
partial,
or
are
they
actual
day
long,
and
can
we
partner
with
partners
so
that
we
give
relief
for
parents
all
day,
as
opposed
to
just
one
o'clock,
which
is
impossible
for
parents
to
go
back
and
forth
and
pick
up?
B
So
uh
I
I
think
it's
systems
and
structures
in
the
key
areas
of
the
org
um
building,
the
team
and
teams
and
the
trust
and
transparency
of
the
community.
Those
right
now
would
be
my
three
having
gone
through
this
process
today.
Having
read
everything
that
I've
read
and
looked
at
the
data,
those
would
be
my
three.
B
I
think
you
know
school
committee
meetings
can
be
really
powerful
as
a
mechanism
for
sharing
information,
but
then
I
think
we
have
to
find
other
ways
to
let
the
public
be
able
to
see
the
information
that
we're
doing
in
the
work
that
we're
doing
and
the
progress
we're
making
and
if
we're
not
making
progress
in
an
area.
I
think
we
have
to
identify
we're
not
making
progress
and
we
need
to
suggest
why
that
is,
and
then
we
need
to
suggest
what
our
alternative
strategies
are,
because
it's
just
not
okay
not
to
make
progress.
A
Thank
you.
Thank
you.
Welcome
I'll,
read
the
next
question
on
behalf
of
mr
cardet
hernandez,
bullying
and,
to
put
it
more
bluntly,
sexual
verbal
and
physical
harassment
have
been
plaguing
our
system.
Students
with
disabilities
in
lgbtq,
plus
students,
real
or
perceived,
are
experiencing
this
harassment
and
harm
in
record
numbers.
A
A
B
Sure
thank
you,
um
so
I
think
post
pandemic.
I
think
students
have
come
back
and
even
for
staff,
many
of
the
things
they
were
trained
on
before
have
kind
of
disappeared,
because
the
virtual
world
was
just
very
different.
I
think
we
have
to
hit
a
reset
in
a
lot
of
these
areas
and
do
some
real
retraining.
B
I
think
the
safety
protocols
which
extend
to
bullying
which
extend
to
school
climate
which
extend
to
fighting
which
extend
to
weapons.
You
know
all
those
things
that
we
we
really
need
to
double
down
on
the
protocols
and
we
need
to
do
training
so
that
school-based
staff
know
what
they
need
to
do.
School
leaders
know
what
they
need
to
do
and
there's
clear
lines
of
communication
to
central
when
something
happens,
who
does
it
get
reported
to
who
follows
up
on
it
and
then
what
happens
for
the
parent?
I
think
you
know
the
the
problem
resolution.
B
You
know
the
department
of
ed
problem
or
resolution
that
should
be
the
outlier
right.
What
should
really
happen
is
that
follow-up
in
that
system
should
happen
internally.
The
ones
that
get
to
problem
resolution
shouldn't
be
the
majority
right.
It
should
be,
the
majority
should
be
able
to
be
handled
at
the
school
level
with
support
from
central,
and
I
think
you
know
I
even
saw
this
in
somerville.
You
know
like
it's.
It
takes
retraining
on
all
the
key
areas,
the
51as
and
mandating
reporting
bullying
protocols
and
what
happens
the
difference
between
bullying
and
peer
conflict.
B
How
you
deal
with
that
I'd
love
to
see
us
develop
a
mediation
program.
It's
been
one
of
one
of
the
saving
things
up
up.
There,
we've
had
a
long-term
mediation
program,
and
I
can't
tell
you
how
many
times
that
has
allowed
us
to
negotiate
between
peers,
a
conflict
that
has
avoided
a
physical
fight
or
a
you
know,
verbal
assault
or
or
something
of
you
know
a
student.
B
So
I
think
that
there's
other
things
that
we
can
add
into
that
strong
mentoring
programs,
I
think,
would
also
be
good
for
the
students
right
now
as
a
as
an
outlet.
um
You
know
and
volunteer
programs
as
a
way
to
get
adult
attention
to
the
students.
But
you
know
in
this
particular
area
you
have
to.
We
have
to
hit
a
reset.
I
think
all
districts
do.
They
have
to
hit
a
reset
for
next
year.
B
They
have
to
start
with
deep
training,
make
sure
that
the
classroom
teacher
up
knows
what
to
do
in
what
situation
feels
empowered
has
clear
communication
and
when
there's
an
incident
the
school
principal's
aware
of
what
he
or
she
needs
to
do
and
that
that
translates
down
to
central
and
central
knows
how
they
need
to
respond
and
the
more
serious
ones
get
trickled
up.
You
know
they
they
get
trickled
up.
B
B
B
B
I
think
in
that
way
they
learn
from
a
civil
disobedience
side
that
there
is
a
way
to
do
it
that
keeps
students
safe,
and
then
we
do
other
things.
You
know
we
let
people
know
like
we
would.
You
know,
obviously
like
our
safety
folks,
we
would
let
them
know,
because
if
kids
are
walking,
you
want
to
make
sure
they're
safe,
no
cars,
things
like
that.
um
So
you
know
we
lay
that
kind
of
protocol
out
to
them
and
frankly,
students
have
been
really
responsive
to
it.
B
So
that's
the
power
of
social
media
and
organizing
it
started
with
a
national
call,
and
then
our
students
found
out
about
it
from
the
national
call,
and
then
there
was
a
plan
to
meet
someplace
else,
so
um
you
know,
but
they
did
it,
you
know
really
we
commended
them
for
it
afterwards.
You
know
so
there
wasn't
it
wasn't
punitive.
You
didn't
take
it
anything
away,
they
weren't
suspended,
but
again
there
has
to
be
a
short
duration.
It
has
to
be.
You
know,
planned
enough
that
it's
it's
not
incredibly
disruptive
to
the
rest
of
the
school.
B
B
H
Thank
you,
madam
chair,
and,
as
ms
lapera
said,
the
beauty
of
us
working
together
is
we
often
uh
cross
over
areas
of
interest
right.
So
uh
just
as
dr
alkins
asks
about
stem
and
you
have
an
interest
in
that,
you
and
I
share
an
interest
in
alternative
education
and
high
school
persistency.
So
I
just
want
to
clarify
a
point
that
you
made
because
I
do
have
deep
interest
in
our
alternative
education
system.
H
I
believe
we
need
a
robust
set
of
offerings
for
our
students,
particularly
as
we
work
through
the
re-engagement
center,
which
has
been
a
national
model,
and
thank
you
for
calling
that
out
um
and
work
that
you
did
in
your
years,
leading
the
high
school
networks
right.
So,
um
but
you
you
used
the
words
persistence
early
on.
H
I
personally
think
we
need
more
work
around
we've
been
making
progress,
but
we
need
more
work
around
getting
some
students,
credit
toward
um
associate
degrees
or
certifications
and
jobs
that
make
sense,
and
you
reference
that
a
little
bit
in
tech,
boston
but
help
me
philosophically,
is.
Is
it
and
I
just
want
to
confirm
it's
your
belief.
We
have
the
responsibility
for
students,
past
bps,.
B
Oh
100
100,
I
mean
what
we
give
our
students
while
they're
here
is
what
they
have
for
life
right,
like
that's
the
launching
pad,
if,
if
they're
not
prepared
for
that,
that's
on
us.
So
if
they
don't
have
the
concrete
skills
to
succeed
in
higher
ed
or
they
don't
have
the
concrete
skills
to
succeed
in
workforce,
we
have
to
go
back
and
look
at
ourselves
and
say:
what
did
we
miss
like?
B
What's
not
working
for
the
students,
um
college
persistence
is
something
that's
been,
uh
you
know
and
when
we
say
college
persistence,
we,
you
know
the
clearinghouse
data
isn't
perfect.
So
it's
it's
hard
to
get
an
exact
figure,
but
you
can
get
close
enough,
but
you
know
college
persistence
before
success.
Boston
was
30
35,
meaning
that
the
vast
majority
of
bps
students
that
were
leaving
were
not
finishing.
They
weren't
getting.
You
know
a
an
associate's
or
a
bachelor's
or
a
certification
or
a
technical
degree.
B
B
What
are
the
options,
and
that's
where
I
think
you
know
the
creative
partnerships
come
in
um
of
being
like
the
13th
year
and
so
forth
as
solutions
for
the
students
who
might
be
leaving
us,
but
they
still
drop.
They
still
can't
finish
and
it
can
be
for
a
variety
of
reasons.
The
financial
aid
and
the
fafsa
is,
um
is
a
world
unto
its
own?
B
H
So,
let's
also
talk
about
madison
park
right
because
um
opportunity
to
create
wonderful
job
opportunities
for
our
students
in
leading
sectors
in
the
boston's
economy
and
as
boston
is
changing.
And
yet
we
look
at
worcester
and
we
see
worcester
has
a
fantastic
model
and
people
aren't
saying
that
about
boston.
What
do
we
do
about
madison
park?
How
do
we
make
that
a
model
that
students
are
craving
to
get
into
because
they
know
it's
going
to
lead
to
great
jobs
in
the
in
the
sectors
of
the
economy
that
are
growing
right
in
boston.
B
Yes,
so
I
think
um
you
know
a
couple
things
I
think
one
is.
We
have
to
introduce
the
idea
of
vocation
and
trade
to
students
earlier.
I
think
you
know
having
strong
programming.
Sixth,
seventh,
eighth
grade,
where
students
can
go
to
madison
park
and
actually
see
it,
they
can
meet
kids.
They
can
talk
to
students
and
hear
what
the
students
work
in
shops
are
like.
They
can
see
work,
that's
done.
You
know
that
then
plants
seeds
for
the
students
rather
than
when
they
get
to
the
eighth
grade,
making
a
decision
whether
to
go
or
not.
B
That's
not
informed
same
with
parents.
I
think
we
can
just
do
a
good
job
like
bringing
parents
in
and
seeing
all
the
rich
opportunities
that
a
strong
vocational
cte
program
has
a
system
can't
be
great
without
a
great
vocational
cte
program
like
you
need
it
has
to
be
a
part
of
the
menu.
um
I
think
you
know
we
can
work,
look
at
like
the
workforce
boards
and
look
at
the
you
know
the
unions
talk
about.
B
You
know
the
areas
um
that
are
you
know
that
have
been
mapped
out
in
the
areas
that
could
potentially
be
mapped
out.
As
areas
that
are
identified
in
workforce
as
developing
and
and
up
and
coming
um
and
figure
out
what
we
can
do
with
that,
either
through
chapter
74
or
through
you
know,
vogue,
ed
and
really
kind
of
build
up
a
menu,
I
think
it's
also
opening
it
up
to
the
community.
B
B
You
know
just
because
it
is
college
and
career,
there's
very
few
right
now
careers
that
don't
require
continued
learning.
So
I
think
we
have
to
look
at
the
academic
piece
and
make
sure
it's
as
strong
as
possible
and
that
students
have
opportunities
not
only
to
be
able
to
take
the
vocational
or
cte
classes,
but
they
have
the
ability
to
take
other
things
that
interest
them
on
the
academic
side,
because
those
are
the
things
that
are
going
to
enable
the
students
to
have
options
and
at
day's
end.
Our
job
is
to
create
options
for
students.
H
I
even
think
it's
for
families
too,
so
the
district's
been
doing
some
wonderful
things
right.
We
were
making
great
progress
on
getting
healthy
food
for
our
students,
unfortunately,
until
the
pandemic
hit-
and
hopefully
we
get
back
to
that
quite
shortly-
wraparound
services
for
families,
like
the
gardener
pilot
at
burke,
you
know,
which
is
the
hub
school
model
that
we
hope
to
expand
to
other
schools
across
the
district.
But
thinking
about
this,
these
to
me
are
the
other
ingredients
separate
from
academic.
Like
the
operational
side,
how
do
we
get
our
students
to
school
safely?
H
B
Students
aren't
coming
ready
to
learn
if
they're
hungry.
If
they
don't
know,
they
don't
have
a
bed
to
sleep
in
if
they
don't
have
clothes,
there's
some
things
we
have
to
address
before
we
get
to
the
rest,
but
now
that
you
know
the
pandemic
is
sort
of
shifting
a
little
bit
and
we've
been
back
a
year
where
everybody's
sort
of
in
a
little
bit
more
of
a
routine.
I
think
this
is
where
we
have
to
start
really
looking
at
our
academics,
and
this
is
where
the
gaps
are
going
to
come
to
play.
B
I
mean
this
is
where
we
have
to
really
be
able
to
to
look
at
the
students
that
have
gaps
and
then
use
intervention,
use
tutoring
as
a
way
to
fill
those
gaps
and
then
be
able
to
accelerate
the
learning.
So
it's
not
that
you
can
completely
trade
one
for
the
other.
We
we've
been
in
a
one
of
a
type
crisis
for
the
last
two
and
a
half
years.
I
think
all
districts
did
exactly
what
btps
did,
which
was
if
they
were
dealing.
B
You
know
with
students
who
had
the
legitimate
issues
of
hunger
and
homelessness
and
in
the
in
social,
emotional,
mental
health
and
sickness
right,
like
um
I
think,
bps
was
not
alone
in
that
we
certainly
in
somerville
did
that
right.
We
turned
that
attention,
but
I
think
now
that
we're
coming
back,
you
know
there's
an
opportunity
to
really
plan
around.
How
do
we
accelerate
the
learning
for
students?
You
know:
we've
got
a
certain
amount
of
regulation
going
what's
the
additional
social
emotional
that
needs
to
be
added
in?
A
B
Thank
you
for
that.
So
this
this
is
really
about
building
a
team.
It's
building
a
culture
in
the
team.
It's
setting
a
vision
with
the
team
and
it's
regular
communication
meetings,
continuous
improvement,
checkpoints
looking
at
data
really
all
around
the
particular
priorities
that
you're
setting
as
a
team-
um
listen,
I
think
you
know
in
in
the
pandemic.
This
was
tough
to
do
I
mean
this
is
your
first
in-person
meeting
and
you
know
I
think
it's
been
difficult
for
leaders.
This
is,
you
know
not
unique
to
just
boston.
B
So
that's
that
would
be
the
team
building.
I
think
it
can
be
really
exciting.
You
know
there's
nothing
better
than
building
a
team,
that's
all
working
in
the
same
direction.
It's
awesome.
You
know
it
can
be
painful
getting
there,
but
it's
awesome
um
and
I
think
that
I
think
people
are
hungry.
They
want
that.
They
you
know
they
want
this.
Is
you
know
working
for
bps?
B
D
Madam
chair,
I
know
that
you
said
that
was
the
last
question,
but
I'm
just
asking
there's
one
question
that
wasn't
asked
and
I
I
would
really
appreciate
the
time
to
ask
just
one
final
question.
Thank
you.
So
much
um
one
of
the
things
that
mr
o'neill
mentioned
around
fiscal
management
was
that
we
are
in
a
position
where
we
have
been
able
to
provide
soft
landings
to
various
of
our
schools
who
are
experiencing
enrollment
decline.
D
This
is
a
scary
question
to
ask,
and
I
think
you
know
families
are
terrified
of
this
conversation,
because
it
can
often
mean
school
closures
and
so,
um
but
if
we
also
think
about
the
sustainability
of
soft
landings,
we
also
know
that
we
have
120
plus
schools
and
if
we
were
to
do
facility
upgrades
with
enrollment
decline.
If
we
were
to
do
a
new
school
every
single
year,
it
would
be
over
a
century
before
our
buildings
would
be
upgraded.
D
So
I'm
curious
what
strategy
you
would
deploy
in
thinking
about
distributing
resources,
keeping
in
mind
the
trend
around
the
decline
in
enrollment?
Also,
the
fear
of
our
families,
around
displacement
of
communities
and
disruption
with
closures,
and
also
our
fiscal
responsibility
in
investing
in
soft
landings.
B
So
um
so
I
think
you
know
the
green
new
deal
is
is
something
to
be
looked
at
and
what
that's
going
to
mean
in
terms
of
the
buildings?
I
think
we
have
to
decide
what
you
know
as
a
committee.
We
need
to
decide
what
what
is
the
trigger
for
closure?
Is
it
just
low
enrollment
or
is
it
a
combination
of
low
enrollment
in
a
building
that
can't
really
be
brought
to
a
sustainable
measure?
B
You
know,
is
it
enrollment
decline
over
the
last
two
years
or
is
it
enrollment
decline
over
many
years?
I
think
you
know.
Is
it
looking
at
schools
that
are
neighborhood
wise,
close
enough
to
each
other,
that
we
could
do
some
impactful
merger,
some
impactful
consolidations
or
sharing
resources
across
buildings?
That
might
be
a
way
to
be
able
to
straddle
it
to
see
if
enrollment
trends
hold.
I
think
the
enrollment
is
tough
right
now
right.
B
You
know
we
we've
seen
up
down
we're
now
seeing
up
again,
and
I
think
you
know
there'll
be
this
settling
that's
going
to
happen.
um
You
know.
Do
we
want
to
make
those
decisions
in
this
next
year
or
do
we
want
to
make?
Do
we
want
to
be
able
to
kind
of
watch
some
of
the
data
where
it's
very
clear
make
the
decision,
but
then
maybe
withhold
on
some
of
the
others?
B
So
I
think
there's
just
decisions
to
be
made
around
what
triggers
a
closure
and
then
the
most
important
thing,
whether
it's
a
closure
or
a
merger,
is
that
you
we
have
to.
We
have
to
take
care
of
the
the
students
and
the
families
that
get
the
trauma
from
it.
I've
been
in
um
several
closures
when
I
was
in
network
soup,
um
I
was
through
three
merges
at
tech:
boston,
they're,
hard
they're
hard
because
you're
taking
the
culture
of
one
school,
the
culture
of
another
school
and
you're,
putting
them
together.
B
So
there's
strategies
that
work.
You
know,
sharing
staff,
you
know
having
families
be
able
to
come
in
and
spend
time
in
in
the
new
location
and
see
what
it's
about.
um
Having
students,
older
students
reach
out
and
mentor
younger
students
that
are
coming
in
this
there's
things
you
can
do
to
soften
them
or
to
make
them
easier,
but
they're
still
tough
and
they
do
have
a
trauma
on
the
community.
B
So
knowing
that,
I
think
you
just
you
want
to
be
clear
on
what
is
going
to
be
the
criteria
for
the
closure,
um
and
I
don't
know
that
at
this
point,
but
I
you
know,
I
can
imagine
that
financial
will
be
a
component
of
it,
but
probably
not
the
only
component
of
I
think
you
know
we
do
have
an
in.
You
know
we
have
a.
B
We
haven't
uh
buildings
that
some
of
the
assets
can
through
the
green
new
deal
and
other
mechanisms
be
built
back
up
again
and
they
can
be
made.
You
know
sustainable
and
safe,
and
you
know
good
places
to
learn,
and
then
there
are
other
buildings
that
probably
are
not
in
that
shape
and
probably
can't
be
no
matter
what
you
put
resource
toward.
So
I
think
those
will
be
that'll
unfold
as
more
conversations
happen.
A
Thank
you.
um
We've
covered
a
lot
of
territory
today,
and
I
want
to
thank
my
colleagues
for
their
questions
and
also
want
to
critically.
Thank
you
for
your
thoughtful
responses.
Now
it's
your
turn
to
ask
us
questions.
um
The
floor
is
yours.
Take
it
away.
Miss
sullivan
will
keep
us
within
time
great.
B
B
C
C
um
I
certainly
hear
uh
from
your
responses
the
idea
that
no
superintendent
wants
to
be
thrown
a
curveball,
so
I
think
we
would
want
to
also
be
mindful
of
what
are
the
situations
that
you
are
walking
into.
um
You
know
not
necessarily
just
from
what
you
hear
in
media,
but
also
from
what
we
know
um
as
well.
C
C
What's
the
progress
on
our
on
the
facilities
side
and
in
thinking
about
how
families
are
understanding
that
we've
had
to
work
with,
uh
we've
had
to
work
with
families.
To
understand
that
again.
This
is
not
ideal
to
be
going
through,
like
many
of
the
changes
that
we're
talking
about,
won't
necessarily
be
experienced
by
the
current
student
population,
and
so
that's
a
tough
pill
to
swallow
at
times.
But
we
we
need
to
know
that
by.
C
I
would
say
by
year
three
that
we
are
really
moving
forward
on
thinking
about
where
these
renovations
are
going
to
happen
and
for
whom
they're
going
to
happen,
and
the
transparency
that
you
will
set
up
in
that
first
year
sets
the
tone
for
understanding
the
racial
inequities
and
the
other
social
inequities
that
go
into
those
decisions.
That
hope
that
we
disrupt
completely
so
yeah.
H
H
I
think
number
one
is
building
that
diverse,
talented
multicultural,
multilingual
team.
That
meant
a
lot
that
you
went
right
to
that
and
because
you
need
people
that
can
speak
for
you,
the
superintendent
cannot
do
it
alone
and
school
leaders
need
to
know
when
they're
speaking
with
folks
in
the
bowling
building.
Are
they
speaking
for
the
superintendent?
Is
the
superintendent
going
to
have
their
back?
Are
they
working
as
a
cohesive
team
so
pulling
that
together?
What
you
identified
as
your
top
priority?
H
The
operational
areas
you
know
need
some
help
as
well.
We
need
a
teachers
union
contract.
Luckily,
we
just
have
a
bus
driver's
contract,
but
we
need
the
teachers
union
contract
settled
an
agreement
so
we're
all
working
in
the
same
direction
together
we're
great
partners
at
btu
and
I'm
sure
they're
committed
to
it
as
well.
But
we
need
to
get
this
done
right
so
year.
One
is
a
lot
of
things
that
are
needed
right
away,
and
luckily
you-
and
you
know
the
folks
who
are
considering-
have
deep
knowledge
of
boston.
H
So
we
don't
have
to
explain
to
you
where,
where
all
the
schools
are
right
and
and
um
so
operationally,
hitting
the
ground,
and
then
I
think
year,
three
I
would
personally
expect
to
see
then
more
progress
on
the
academic
side,
as
we
straighten
out
these
things.
In
conjunction
with
what
dr
elkins
just
said,
and
I
agree
completely
huge
progress
on
the
facility
side.
Families
want
to
know
what
the
plan
is.
H
Then
they're
willing
to
say:
okay,
maybe
the
single
small
single
screen
school
that
I
love
but
doesn't
have
those
resources.
Maybe
it
makes
sense
to
change,
but
we're
we
can
be
a
cynical
city
as
you
well
know,
and
people
want
to
see
progress
because
they've
been
promised
too
much
over
time
and
they
want
to
see
progress
and
then
they
want
to
jump
in
and
believe
so
that
to
me
is
kind
of
the
split
between
year,
one
and
year
three,
and
I
think
it
builds
on
what
dr
elkins
was
saying.
A
B
Sure,
thank
you.
I
mean
I'd
just
like
to
to
thank
the
broader
bps
for
a
wonderful
day.
um
I
I
got
to
start
out
very
early
at
an
elementary
school
and
I
actually
uh
ran
into
at
that
elementary
school.
They
were
talking
about
this
wonderful
social
worker,
a
great
social
worker
that
was
there
and
I
come
down,
and
it's
one
of
my
former
tech
boston
students
made
my
day
just
made
my
week
like
amazing,
um
but
then
just
to
just
to
you
know
just
to
be
able
to
talk.
B
A
A
Soup
search
s-u-p-t
dash,
s-e-a-r-c-h
people
are
encouraged
to
email
feedback
to
superintendent
search
at
bostonpublicschools.org,
and
the
committee
will
be
taking
a
final
vote
on
june
29th
at
5
pm.
If
there
is
nothing
further
I'll
entertain
a
motion
to
it
during
this
public
interview
is
there
a
motion.