►
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
I
beat
the
streets
a
non-profit
here
in
the
city
of
boston
and
I'm
also
a
member
of
the
superintendent
search
committee
today,
we're
offering
interpretation
in
the
nine
bps
languages
spoken
by
our
families.
The
interpretation
feature
has
already
been
turned
on
for
mandarin
interpretation
you'll.
Please
join
the
chinese
channel
and
I
hope
that
others
can
see
that
there
should
be
a
slide
projecting
some
of
the
instructions
for
selecting
interpretation
um
here.
It
is
so
that
this
this
should
indicate
to
you
where
to
select
make
that
selection.
A
Please
note
that
everyone
needs
to
join
a
channel,
including
english
speakers.
So
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
and
to
support
our
asl
interpreters.
Please
name
yourself
before
speaking
participants.
A
Today's
meeting
is
being
recorded
to
serve
as
a
resource
for
school
committee
members
and
to
make
available
for
those
who
cannot
be
here
today
to
preserve
the
integrity
of
this
process.
The
candidate
is
using
a
bps
issued
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
beginning
in
march.
We
began
by
hosting
a
series
of
public
listening
sessions
and
community
stakeholder
meetings.
A
The
feedback
voiced
by
students,
families,
educators
and
other
community
partners
was
incorporated
into
the
superintendent's
job
description
and
inform
the
search
committee
members
interview
questions,
beginning
with
34
candidates.
The
search
committee
narrowed
the
pool
to
eight
candidates
throughout
may
and
june,
and
conducted
several
rounds
of
interviews
with
the
candidates
on
friday
june
16th.
The
search
committee
conducted
its
final
deliberations
and
voted
to
select
a
group
of
finalists
for
the
school
committee's
consideration.
A
Two
candidates
have
since
withdrawn
from
the
process
prior
to
the
start
of
public
interviews
this
week.
The
two
final
candidates
are
mary
skipper:
superintendent
of
somerville,
public
schools
and
dr
tommy
welch
region,
1
school
superintendent.
At
the
boston
public
schools,
today's
panel
is
with
mary
skipper
and
tomorrow's
will
be
with
dr
tommy
welch
before
we
get
to
the
agenda.
C
A
D
F
D
D
D
I
think,
in
terms
of
where
the
schools
are
doing
some
partner
audits
in
understanding
what
their
current
partner
base
looks
like.
What's
working,
what's
not
and
then
being
able
to
fill
holes
um
by
going
out
to
the
partners
through
work
groups
having
conversations
about
needs
that
we
see
at
the
district
level,
but
also
at
the
school
level,
would
be
a
next
step.
D
It's
best
when
that
match
happens
in
a
very
positive
way,
so
that
both
the
partner
and
the
organization
feels
the
change
right
in
a
positive
direction.
So
I
would
see
sort
of
that
auditing
leading
to
more
strategic
use
of
the
partnerships.
um
I
will
say
that
you
know
here
in
boston.
One
of
the
things
that
excites
me
most
is
and
always
has
has
been
how
our
partners
galvanize
around
need
and
urgency.
So
what
comes
to
mind?
Is
you
know
when
I
was
creating
tech
boston
with
the
team?
D
D
We
were
able
to
do
that
in
summerville.
You
know
certainly
on
a
smaller
level,
but
it
was
city
partnership.
It
was
a
workforce
development
partnership
and
it
was
uh
certainly
our
non-profit
uh
and
philanthropic
that
came
to
the
table
to
allow
us
to
have
new
partners
in
that
work.
So
I
would
personally
be
very
excited
about
doing
this.
I
think
it's
what
distinguishes
boston.
This
is
boston,
and
this
is
the
hub
for
so
much
resource.
It's
getting
that
resource
in
a
strategic
way
to
the
needs
of
the
students.
D
You
know
you
have
to
cultivate
that
you
have
to
support
that,
sometimes
just
adding
in
a
partner
or
resource,
if
they're
not
ready,
isn't
going
to
help
them
in
the
way
that
it
needs
to.
Similarly
asking
of
a
partner,
something
that's
not
in
their
comfort
zone
or
their
area
of
expertise.
That
will
be
a
mismatch,
so
I
think,
really
having
an
office.
D
That's
focusing
on
this
matching
on
this
ongoing
support
on
this
training
will
be
essential
if
students
are
going
out
into
workforce
and
part
of
that
is
authentic,
learning
and
they're
getting
to
apply
their
skills
and
internships
or
whatnot.
What
needs
to
happen
is
preparation
for
that
training.
Support,
mentorship,
there's
lots
that
needs
to
happen.
They
don't
just
show
up
day
one
in
the
business
and
the
business
says.
Oh,
we
know
exactly
what
to
do.
So.
I
think
you
know
part
of
that.
Struggle
could
be
um
how
the
system
being
ready
to
identify.
D
What
is
its
needs,
the
schools
being
able
to
identify
what
those
are
and
then
having
workforce
group
or
working
groups
that
can
work
across
philanthropic
across
non-profit
across
business
across
higher
ed,
in
a
way
that
allows
us
to
kind
of
match
the
need
and
the
resource
in
the
right
way.
So
that
would
be
my
intent,
so
I
would
plan
to
be
meeting
a
lot
with
all
four
of
those
sectors.
H
Welcome,
thank
you
hi
everyone
I
just
wanted
to.
um
This
is
annie
chin
speaking
from
bps.
um
I
just
wanted
to
jump
in
and
say:
we've
been
having
some
technical
difficulties,
so
we,
what
we're
going
to
have
to
do
is
um
start
over
at
11
so
that
the
entire
public
can
join
this
process.
Unfortunately,
one
of
the
zoom
links
was
not
working
properly,
so
we
are.
We
just
posted
the
correct
link.
H
F
A
All
right
good
morning,
everyone
I
apologize
so
so
much
for
our
technical
difficulties.
I
believe
we
now
have
the
correct
zoom
link
for
all
our
attendees
and
our
panelists
today,
so
I
just
want
to
apologize,
but
it's
also
important
that
we
get
the
process
right
and
that
we
have
everyone
participate.
A
Who
is
able
to
um
so
again
good
morning?
Welcome
to
the
community
partners
partners
panel.
This
is
the
first
day
of
two
in
a
series
of
panel
discussions
with
finalists
candidates
for
the
boston,
public
schools,
superintendent.
My
name
is
jose
valenzuela
and
I'm
a
teacher
at
boston,
latin
academy.
Now
I
am
here
right
now.
I
am
also
a
parent
of
a
bps
student,
I'm
an
alum
of
the
boston
public
schools.
I
am
the
founder
of
beat
the
streets
new
england,
a
non-profit
working
here
in
boston,
and
I
am
a
member
of
the
superintendent
search
committee.
A
We
are
offering
interpretation
today
in
the
nine
bps
languages.
The
interpretation
feature
has
already
been
turned
on
for
mandarin
interpretation.
Please
join
the
chinese
channel
and
hopefully
you
are
able
to
see
the
instructions
projected
on
the
screen,
but
if
not,
I
will
just
keep
note
that
you
should
be
joining
from
the
button
that
you
see
below
the
globe
icon.
A
It's
important
um
to
note
that
everyone
needs
to
join
a
channel,
including
english
speakers.
I
am
doing
that
as
we
speak
right
now,
so
I
don't
forget
either.
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
and
there
it
is.
There
uh
indicated
on
the
uh
projected
on
the
screen
here
to
support
our
asl
interpreters.
Please
name
yourself
before
speaking
participants.
A
Today's
meeting
is
being
recorded
to
serve
as
a
resource
for
school
committee
members
and
to
make
available
for
those
who
cannot
be
here
today
to
preserve
the
integrity
of
this
process
that
canada
is
using
a
bps
issued
laptop
and
is
not
allowed
to
refer
to
their
phone.
During
the
panel
interview,
the
superintendent
search
committee
has
been
tasked
by
the
school
committee
to
conduct
a
thorough
search
beginning
in
march.
We
began
by
hosting
a
series
of
public
listening
sessions
and
community
stakeholder
meetings.
A
The
feedback
voiced
by
students,
families,
educators
and
other
community
partners
was
incorporated
into
the
superintendent's
job
description
and
inform
the
search
committee
members
interview
questions,
beginning
with
34
candidates.
The
search
committee
narrowed
the
pool
to
eight
candidates
throughout
may
and
june,
and
conducted
several
rounds
with
the
candidates
on
friday
june
16th.
The
search
committee
conducted
conducted
its
final
deliberations
and
voted
to
select
a
group
of
finalists
for
the
school
committee's
consideration.
A
Two
candidates
have
since
withdrawn
from
the
process
prior
to
the
start
of
public
interviews,
and
the
two
final
candidates
are
mary
skipper:
superintendent
of
somerville,
public
schools
and
dr
tommy
welch
region,
one
school
superintendent
of
boston,
public
schools.
Today's
panel
is
with
mary
skipper
and
tomorrow's
will
be
with
tommy
dr
tommy
walsh.
A
A
We
also
invite
you
to
submit
your
questions,
live
using
the
q,
a
function
and
zoom
at
the
bottom
of
your
screen.
We'll
ask
a
limited
number
of
lag
questions
as
time
permits
during
our
time.
Together
at
this
time,
I'm
going
to
invite
marinelle
roumaneer
from
our
panelists
to
kick
us
off
with
the
first
panelist
question.
G
G
G
G
It
would
be
great
if
you
could
talk
about
how
you
will
harness
the
extraordinary
partnership
potential
that
boston
possesses
among
its
non-profit,
higher
education,
philanthropic
and
business
communities
be
helpful.
If,
through
your
answer,
you
could
include
an
example
of
how
you
previously
engaged
with
multiple
partners
to
better
serve
young
people.
D
Great
well,
hello,
I'm
marino
and-
uh
and
thank
you
thank
you
very
much
for
the
question,
um
so
I
think
first,
I
just
talk
a
little
bit
about
where
and
how
I've
seen
partnerships
work
best.
You
know,
I
think
they
they
work
best
when
they're
sustained
they're
they're
in
you
know
over
time
to
deepen
the
partnership
and
where,
at
the
start,
it's
clear
of
what
the
partner
is
looking
and
able
to
do
in
what
the
school
or
the
district
needs
and
is
able
to
do
to
really
have
an
effective
relationship.
D
So
I
think
that
communication
that
match
at
the
beginning
is
essential
and
then
having
some
work
along
the
way
to
kind
of
deepen
it
and
deepen
the
partnership.
That's
where
I
think
it
really
becomes
very
fruitful.
um
We
are
so
fortunate
in
boston
to
have
everything
we
have.
I
mean
this
is
a
city
of
resources.
D
So
you
know
we're
really
at
no
shortage
for
the
opportunity
for
partnerships,
um
what
we
were
able
to
do
in
the
high
school
network
when
I
was
here
in
boston
before
um
there
were
36
schools
and
each
school
really
had
a
different
profile
and
different
needs,
and
so
we
did
a
lot
of
partnering
indexing
or
trying
to
find
out
and
understand
what
kinds
of
partners
that
each
of
the
high
schools
at
that
time
were
looking
for
to
deepen
the
work.
In
some
cases
it
might
have
been
academic
support.
D
D
So
we
really
kind
of
did
a
matching,
and
we
did
that
through
a
lot
of
work,
grouping
with
the
partners
and
understanding
what
they
thought
they
were
able
to
give
and
what
they
would
need
in
order
to
do
the
partnership
and
then
really
kind
of
cultivated
strategically
those
partnerships
and
matches.
So
I
would
say
it's
needing
to
do
something
similar.
D
They
came
in
and
they
did
everything
from
professional
development
to
some
of
the
equipment
to
letting
our
teachers
do
externships.
So
there
was
a
real
intentionality
to
philanthropic,
who
supported
some
of
our
evaluation
and
being
able
to
collect
data
and
systems
to
look
at
what
was
working
and
what
wasn't,
um
or
some
academic
component
um
in
instructions.
Instructional
supports
uh
to
post
secondary
you
know
and
working
with
success,
boston
and
that
model
to
ensure
that
our
students
had
early
college
opportunities,
articulation
agreements
with
the
local
colleges
in
a
day's
end.
D
It
took
that
village
to
raise
tech
boston
up
prior
to
that
it
really
wouldn't
have
gotten
off
the
ground,
but
because
of
the
way
that
our
partners
come
together
in
boston
in
a
strategic,
unified
way.
We're
able
to
do
things
that
other
cities
just
aren't
able
to
do,
and
that's
what
excites
me
like
the
idea
of
getting
back
to
that
war.
I
think,
on
a
mini
level
up
in
somerville.
You
know
we
sort
of
seen
saw
this
with
student
safety
and
really
thinking
about
you
know.
Students
are
away
from
us.
D
You
know,
one
third
or
one
half
of
our
students
in
some
way
shape
or
form
and
use
data
to
make
sure
that,
at
every
level,
we're
checking
back
in
to
make
sure
the
partners
are
getting
what
they
need
in
the
support
and
that
the
schools
and
districts
are
getting
what
they
need.
And
so
it's
that
power
of
coalition
that
we
have
the
ability
to
do
here
in
boston
at
a
level.
No
one
else
does
so.
I
I
Benjamin
franklin,
cummings
institute
of
technology
is
boston's
only
technical
college
and
we
exist
to
make
a
technical
and
trade
education
that
carries
college,
credential,
more
affordable
and
accessible
to
all,
and
also
to
make
sure
that
it's
delivered
at
this
intersection
of
personalized
support,
hands-on
learning
and
curricula.
That's
been
vetted
by
industry,
and
so
my
question
is
that
over
the
past
several
years,
boston,
public
schools
has
rolled
out
several
efforts
to
boost
college
attainment
among
its
students
and
it's
still
frankly,
lower
than
it
should
be.
I
D
Right
so,
first
of
all
um
huge
respect
for
ben
franklin,
um
an
institution
that
we
worked
with
very
closely
at
tech,
boston
and,
frankly,
doing
summerville
as
well,
um
and
for
the
reason
that
you
say
that
you
know
when
our
students
go
on
there
and
they're
able
to
go
on
there
in
a
non-traditional
kind
of
pathway,
but
to
get
the
supports
they
need
to
get
that
credentialing.
We
need
more
of
that.
Frankly.
um
So,
first
of
all,
I
would
build
off
of
what's
being
done
right.
D
D
D
So
I
would
want
to
look
at
the
data
I
would
want
to
see.
Who
are
the
programs?
We
currently
have
accelerating
college
placement
who,
what
are
those
programs
and
how
are
they
doing
and
then
who
are
they
not
serving
who's,
not
able
to
access
them?
And
then
I
would
want
to
build
those
up
and
that
might
be
dual
enrollment
rather
than
early
college
of
the
student
leaving
to
go
to
the
college.
D
D
That
was
a
big
focus
of
success,
boston
and,
I
think,
has
been
a
big
success,
but
then
there's
population
and
slices
of
the
population
for
whom
they're
still
not
persisting,
and
so
obviously,
with
the
pandemic,
it's
been
pretty
widespread,
but
let's
look
at
the
populations
and
figure
out.
What's
the
additional
supports,
we
need
to
do
perhaps
it's
expanding
college
coaching.
Perhaps
it's
expanding
at
the
secondary
level
and
the
high
school
level,
a
council
model
that
actually
follows
the
students.
Perhaps
it's
some
bridge
programming
that
could
take
place
through
u.s
fire
or
one
of
our
other.
D
So
if
some
of
the
persistence
issues
are
not
just
around
financial
or
organizational
or
coaching
but
they're,
actually
rooted
in
academics
and
students
are
kind
of
getting
caught
in
that
trap
of
taking
remedial
courses
again
and
again,
then
that's
something
more
that
we
have
to
address
at
the
high
school
level.
More
than
just
mass
porn,
saying
mass
core.
We
need
to
make
sure
that
in
literacy
and
numeracy
um
in
math,
then
our
students
are
able
to
go
on
and
not
have
to
take
a
lot
of
remedial
classes.
D
So
that
would
be
work
that
could
be
done
at
the
secondary
level
as
well,
and
I
think
all
of
these
things
kind
of
together,
in
addition
to
having
the
kind
of
coalition
in
success,
boston,
pulling
the
partners
together
to
have
those
conversations
with
the
field,
because
I
think
that's,
the
key
is
what's
the
field
seeing
in
the
students
that
are
succeeding
and
persisting
and
the
students
who
are
not
and
who
are
struggling.
I
think
it's
looking
at
that
and
then
building
a
menu
of
additional
programming
to
address
for
those
students.
A
All
right,
thank
you.
This
is
jose
speaking,
um
so
next
up
we're
actually
going
to
take
a
question
from
the
public.
This
was
submitted
anonymously
through
our
superintendent
search
survey,
but
I
actually
noticed,
coincidentally,
that
this
question
came
up
in
our
q
a
and
I
apologize
for
the
the
bells
that
are
ringing
and
that's
cool.
D
Yeah,
so
you
know,
madison
park
is
extremely
exciting.
It
is,
I
don't
think
you
can
have
a
great
system
unless
your
system
includes
a
really
great
bulk,
cte,
school
or
program,
because
that
expands
the
amount
of
opportunities
that
students
get
and
should
have.
So
I
want
to
build
off
of
what's
happening
at
madison.
D
I
would
want
to
be
able
to
go
in
there
and
sort
of
with
the
business
community
determine
you
know,
there's
definitely
union
job
and
there's
definitely
um
the
traditional
industry
areas
that
we
would
look
to
expand
and
we
want
to
make
sure
data
wise
that
both
there's
a
demand
for
that
and
that
the
kids
are
interested
in
that.
So
I
think
it's
both,
but
then
there's
also
opportunities
for
other
kinds
of
skill
building
that
can
be
done
for
students
that
allow
them
into
other
entrees
right.
D
We
call
these
more
like
chapter
74
pathways,
and
I
think
that
there's
a
potential
there
to
be
able
to
have
that
more
prevalent,
so
that
students
who
aren't
ready,
necessarily
ready
to
commit
to
trade
are
ready
to
commit
to
gaining
valuable
skills
that
make
them
employable
they're
going
to
be
able
to
come
out.
So
I
want
to
look
at
that.
um
I
think
you
know.
One
of
the
things
is
obviously
helping
people
to
understand
what
vocational
nct
is,
and
so
I'd
love
to
see.
D
Programming
in
the
sixth,
seventh
and
eighth
grade
in
dps,
where
students
are
getting
a
chance
to
go
to
mountains,
they're
getting
a
chance
to
see
the
shops,
they
have
some
rotation
in
their
schedule
where
they
actually
get
to
talk
to
the
students
who
are
now
in
those
locations
and
understand
what
the
difference
is
and
really
get.
You
know
attracted
to
the
potential
of
going
to
madison,
even
if
they
haven't
figured
out
what
they
want
to
do,
knowing
how
many
opportunities
and
options
are
there
for
them
to
do.
I
think
that
can
be
done.
D
You
know,
through
both
the
madison
students
going
down
into
the
middle
schools,
and
I
think
it
can
also
be
done
by
the
middle
schoolers
coming
to
madison.
I
also
think
there's
a
potential
over
the
summer,
and
this
is
a
program
that
we
we've
just
started
um
in
summerville,
but
I
think
it
would
work
well
here
too,
which
is
over
the
summer
having
you
know,
100
students
or
so
actually
going
through
a
multiple
week,
rotation
in
each
of
the
shops.
D
D
I
would
also
love
to
see
adult
ed
really
married
into
madison,
so
that
students
who
might
have
left
us
but
want
to
continue
to
learn
in
an
adult
role,
can
do
that
and
they
can
do
it
in
their
technical
education,
so
whether
it's
workforce,
development
and
kind
of
working
again
with
workforce
pick
and
other
workforce
agencies
to
be
able
to
determine
what
are
those
areas
of
industry
that
could
be
most
impactful
like
it
might
be.
Life
sciences
right
and
bio.
Or
you
know
it
could
be
machinery.
F
C
Good
morning
uh
miss
skipper
I'm
denise
casraway
good
morning.
I
am
a
uh
proud
mother
of
two
bbs
students,
um
I'm
also
the
clinical
director
of
youth
connect.
We
are
a
program
of
the
boys
and
girls
club
and
we
have
a
partnership
with
the
boston
police
department.
Youth
connect
serves
the
most
at-risk
young
people
in
the
city
of
boston.
We
take
referrals
from
the
boston
police
department
and
we
provide
comprehensive,
wraparound,
voluntary,
free,
confidential
clinical
services
to
kids
and
families.
All
of
our
staff
are
licensed
clinical
social
workers.
C
Our
services
are
home,
school
and
community
based
and
we
serve
youth
within
the
context
of
their
whole
families,
in
partnership
with
other
service
providers.
Our
goal
as
a
violence
prevention
program
is
to
improve
um
the
overall
functioning
of
young
people
and
their
families
at
home,
school
and
in
the
community.
C
So
school
we
see
school
as
a
huge
protective
factor.
Can
you
um
talk
a
little
bit
about
the
successful
strategies
that
you've
been
able
to
um
that
you're?
Proud
of
that
you've
been
able
to
employ
um
that
reflect
collaborative
community
partnerships
um
that
maintain
the
safety
of
children
in
and
out
of
school
time?.
D
Sure
so,
first
of
all,
your
organization
sounds
amazing,
um
and
I
wish
we
had
the
equivalent
of
it,
which
we
don't
um
it's
not
real,
but
um
you
know,
I
think,
that
I
think
we
have
to
address
it
in
several
ways.
I
think
um
my
experience
has
been
that
given
the
pandemic,
especially
that
the
social
emotional
needs
of
students
and
families
are
heightened,
um
we
have
traditional
partners.
That
might
you
know,
provide
activities
and
enrichments
in
certain
areas.
D
The
city
has
used
its
resources
and
we
partner
those
very
deliberately
with
some
of
those
community
partners,
so
that
there's
somebody
there
in
the
day
after
school
evenings
um
and
out
of
school
time
and
that's
been
very
effective
because
um
for
the
student
there
is
an
outlet
and
um
at
the
same
time,
for
the
staff
they
don't
have
to
be
experts
in
that
area.
So
I
would
want
to
see
how
we
could
kind
of
you
know
deepen
that
piece.
um
I
think
our
I
think
the
odd
of
school
time
is
the
part.
D
I
would
spend
a
little
bit
of
time
on
in
this,
because
I
think
that's
when
we
talk
about
safety,
I
think
you
know
there's
there's
keeping
kids
safe,
which
is
our
primary
goal
in
school
right.
In
addition
to
all
the
rest
and
then
there's
when
they
leave
us-
and
this
is
what
is
every
educator-
we
worry
about
it
right.
D
I
worry
all
weekend
and
we're
in
the
evening
what's
happening
for
my
kids
what's
happening
for
my
students,
and
so
I
think,
the
more
that
we
can
create
these
kind
of
creative
partnerships
between
what's
already
out
there
in
the
city
and
what
needs
an
injection
of
resource
are
added
to
to
make
them
something
that
can
serve
additional
kids
but,
most
importantly,
the
kids
that
most
need
it.
That
would
be
my
focus
and
I
would
want
to
look
across.
D
You
know
the
geographics
of
our
city
to
make
sure
that
an
equity
lens
that
it's
distributed,
that
they're
not
just
happening
in
city
centers,
but
they're
actually
able
to
be
happening
in
the
furthest,
parts
of
boston,
and
sometimes
that
means
language
capacity
building.
Sometimes
that
means
the
ability
to
be
able
to
help
with
specific
special
education
strategies
so
really
looking
at
school
understanding
and
information
and
marrying
that
with
the
partners
in
a
way
that
enables
us
to
serve
all
kids.
A
D
Build
a
menu,
and
my
experience
in
our
out
of
school
time
is
that's
what
we've
had
to
do.
We've
had
to
do
that
for
the
last
two
years
in
a
much
more
deliberate
plan.
You
know
whether
it's
working
with
like
say
the
ymca
that
may
or
may
not
have
counselors
available
and
then
providing
those
counselors
um
or
providing
somebody
from
staff.
That's
continuity.
D
The
other
thing
we've
done
is
the
reverse
engineering,
which
is
to
take
the
school
buildings
themselves
and
to
open
them,
because
you
know
the
students
will
say
I
feel
safest
in
my
school.
That's
the
place,
that's
my
comfort
zone,
that's
my
place,
and
so,
where
that's
the
case,
the
students
have
asked
us.
Can
you
open
the
schools
after
summer
and
into
the
evening,
perhaps
to
do
supper
programming?
Perhaps
so
that
could
you
have
a
counselor
there?
Could
you
have
a
substance
abuse
consulate,
because
I'm
not
comfortable
talking
about
my
problem
during
the.
A
C
D
E
I
am
doing
well
I'm
doing
well.
My
name
is
sean
brown.
I
am
the
executive
director
of
youth
guidance,
boston
where
I
oversee
our
two
school-based
counseling
programs
and
becoming
a
man
and
working
on
womanhood
wow.
We
are
a
proud
partner
of
the
boston
of
boston,
cambridge
and
somerville
school
district.
E
Our
becoming
a
man
program
was
launched
at
youth
guidance
to
help
young
men
navigate
difficult
circumstances
that
threaten
their
future.
Addressing
youth
violence
in
the
school
of
prison
pipeline.
Our
sister
program
was
launched
in
2011
as
an
innovative
response
to
the
urgent
need
to
reach
young
women
of
color
across
under-resourced
communities.
E
D
I
you
know,
I
think
bam
and
wow
are
really
good
examples
of
the
kind
of
deep
community
partner
that
you
can
have
that
directly
impacts
students.
I
think
there
are
some
partnerships
that
can
be
brought
in
that
are
very
surface.
They
might
be
holistic
the
whole
school
or
larger
groups,
and
I
think
there
are
those
that
are
really
coming
in
with
a
strong
sense
of
mission
and
purpose,
which
is
how
I
would
categorize
bam
and
wow
um
that
are
just
vital
partners
with
us.
D
What
what
I
think
is
very
powerful
is
when
you
can
embed
actual
clinical
or
actual
social
emotional
support
in
a
partnership
that
also
has
some
broader
kind
of
objectives,
so,
for
instance,
the
academic
support
the
opportunity
support.
um
You
know
that
the
bama
wow
on
root
does,
um
in
you
know
in
somerville
here
in
boston.
I
think
that's
very
important,
um
but
I
also
think
it's
creating
for
the
students,
a
peer
group
and
a
safe
place
that
they
feel
they
can
go
that's
different
from
their
school
staff.
D
That's
with
their
peers
to
be
able
to
talk
about
what's
on
their
heart
and
minds,
and
it's
that
kind
of
release
that
I
think,
particularly
over
you
know
the
last
the
last
decade,
but
with
the
pandemic
with
all
the
racial
injustice
and
murder
going
on.
I
think
it's
that
space.
That's
given
our
students
and
they're
so
thankful
to
have
it
the
ability
to
come
together
and
be
able
to
process
it
with
somebody,
that's
trained
to
process
it
and,
as
a
group,
be
able
to
support
each
other.
D
So
that
would
be
the
kind
of
deep
partnerships
that
would
have
direct
impact
on
students
that
I
would
like
to
see
and
whatever
that
means
on
the
school
district
side.
That
might
mean
a
financial
commitment
that
might
mean
a
different
kind
of
resource
commitment.
That
could
mean
a
space
commitment,
there's
lots
of
different
ways
that
I
think
the
district
would
contribute
to
that.
But
the
attraction
of
partners
like
that,
because
we
can't
do
this
work
ourselves
all
by
ourselves.
A
You
right,
thank
you.
um
This
is
jose
speaking,
um
so
next
we're
going
to
take
another
question
from
the
public.
um
This
is
again
another
question
submitted
anonymously
through
the
superintendent
search
survey.
So
here
is
the
question:
how
will
you
improve
bps
arts,
education
and
increase
links
between
students
and
boston's,
strong
and
vibrant
arts
community.
D
D
They
need
to
express,
and
sometimes
the
very
student
that
doesn't
express
themselves
in
academics
is
beautifully
expressful
in
art
or
in
music
or
in
phys
ed
in
sports,
and
so
I
think
it's
really
building
out
our
menus
so
that
we
don't
kind
of
sideline
but
make
very
prominent
um
our
arts,
education,
music,
education
and
so
forth
um
as
a
way
to
be
able
to
reach
child
children.
So
you
know
my
intent
would
be
look
at
what's
currently
being
offered.
How
do
we
increase
that?
um
How
do
we
increase
that
in
the
schedule?
D
F
D
Arts
needs
to
reach
all
students,
and
this
is
the
other
place
that
I
really
would
like
to
drill
down
on
a
little
bit
here.
But
um
you
know
arts
can't
just
be
for
regular
education
students.
You
know
arts
is
equally
important
for
our
special
education
students.
It's
equally
important
for
our
ell
students
and
sometimes
with
the
way
schedules
of
services.
Are
it's
hard
to
do
that,
but
there's
also
creative
ways
to
do
that,
whether
you
know
it's
in
art
therapy
or
music
therapy
or
adaptive
pe?
D
I
think
there's
lots
of
ways
we
can
look
to
ensure
all
students
are
benefiting
from
the
arts.
So
these
are
the
areas
that
I
will
be
looking
at
I
mean
commitment
in
summerville
has
always
been
about
whole
child,
and
so
this
is
something
for
seven
years
that
we've
worked
hard
to
make
sure
that
it
comes
off
the
sideline
and
it
stays
extremely
prominent
and
given
the
art
community
here
in
boston,
in
the
museums
that
are
in
boston,
this
is
the
perfect
place
for
applied
learning.
D
This
is
the
perfect
place
where
art
doesn't
need
to
be
taught
in
a
classroom
or
could
actually
be
taught.
Someplace
else
art
could
actually
you
know,
students
could
be
going
to
the
museums
taking
a
high
school
level.
They
could
be
going
to
museums,
they
could
be
going
to
ceramic
shop,
they
could
be
going
and
applying
their
learning
and
getting
that
experience
in
a
different
way
for
credit.
B
Hello,
thank
you
jose
and
uh
welcome
mary
glad
to
meet
you
miss
skipper.
uh
I
have
the
uh
distinct
honor
being
the
chair
and
ceo
of
horizons
for
homeless
children
and
we
are
focused
uh
and
have
been
for
30
years
on
the
issues
facing
children
experiencing
homelessness
with
their
families.
We
provide
early
education
to
over
400
children
a
year
in
the
city
of
boston,
and
we
have
extensive
wraparound
services
for
those
children.
B
My
question
to
you
today
has
to
do
with
the
fact
that
child
poverty
rates
in
the
boston
area
are
more
than
double
the
average
across
the
country.
Research
has
shown
us
that
high
quality
early
education
is
clearly
the
most
effective
way
to
improve
the
likelihood
of
future
success
for
children
living
in
poverty
in
boston.
There
are
too
few
early
education
seats
to
serve
all
of
boston's
eligible
children,
and
the
early
education
sector
is
a
complex
mix,
delivery
system
of
center
school
and
faith-based
programs,
as
well
as
a
very
robust
family
child
care
system.
B
How
would
you
propose
to
actively
collaborate
with
the
early
education
provider
community,
which
is
vital
to
serving
the
needs
of
boston's
children
and
to
the
further
expansion
of
the
universal
pre-k
program?
And
it
would
be
great
if
you
could
give
some
very
specific
examples
of
the
processes
that
you
might
set
up
to
build,
that
strong
partnership.
D
D
I
think
when
we
get
into
the
kind
of
the
pre-k
area,
uh
one
of
the
things
that
we
did,
that,
I
think
was
was
pretty
transformational.
There
had
always
been
kind
of
a
separation
between
the
mixed
delivery,
centers
um
or
the
faith-based
centers
and
the
actual
school
side,
and
so
we
had
to
break
down
those
barriers
through.
You
know
amazing
work
of
our
early
education
team
and
um
a
lot
of
that
came
from
our
children's
cabinet,
um
which
I
know
boston
is
forming
a
children's
cabinet.
D
That
was
one
of
honestly,
the
three
main
priorities,
and
so
what
we
were
able
to
do
was
really
extend
in
a
very
non-traditional
way.
Our
coaching
our
resources,
our
materials,
our
mentoring,
to
a
single
point
of
entry
system,
so
really
kind
of
tried
to
break
down
the
traditional
berries
that
keep
public
from
the
rest,
because
at
day's
end
they're
all
of
our
kids,
all
of
our
students
and
eventually
the
students
are
going
to
be
ours
in
kindergarten,
so
kindergarten
readiness
is
something
that
we
really
want
to
make
sure
is
solid
and
happening.
D
So
we
we
would
go
in
do
pds.
We
would
invite
them
to
our
pd's.
We
had
deeper.
You
know
deep
partnerships
with
head
start
um
which
actually
involved
having
classes
classrooms
in
the
schools
um
as
well.
We
had
somebody
that
was
overseeing
specifically
the
mixed
partners,
the
mixed
liberty
partners,
and
that
person's
role
was
really
coordination.
D
Information
sharing
and
making
sure
that
the
mixed
delivery
could
take
access
and
what
we
saw
was
initially
it
was
a
little
slow
and
then
it
was
very,
very
much.
The
mixed
liberty
was
hungry
for
that
level
of
collaboration,
because
they're
all
lit
alignments
and
the
one
thing
that
the
district
could
provide
was
sort
of
the
big
ship
to
kind
of
come
to
um
and
without
you
know,
dismantling
without
stealing
seats
any
of
those.
D
And
so
then
I
think
you
get
into
sort
of
the
placement
and
the
issue
of
how
many
seats
we
have
and
in
the
mix
delivery
system.
It
has
to
be
a
balancing
act.
You
know
the
the
mixed
delivery
need
to
be
able
to
thrive,
because
the
school
system
itself
can't
do
it
all,
and
so
how
fast
you
grow
and
what
areas
you
grow
makes
a
big
difference.
So
um
what
what
we?
D
um
What
we
did
was
to
sort
of
audit
and
find
out
where
the
accessibility
of
the
mixed
delivery
lay
the
most
and
then
the
same
with
our
seedage
and
what
we
found
was
there
was
an
equity.
You
know
there
were
some
parts
of
the
city
that
didn't
have
enough
seats
at
all
and
there
are
other
parts
that
head
over,
and
so
we
did
some
recruitment
of
partners,
and
we
made
some
other
kinds
of
arrangements
like
for
us
of
placements
of
pre-k
classrooms,
and
that
was
able
to
really
kind
of
balance
things
um
nicely.
D
The
other
part
of
the
pre-k
that
we
heard
loud
and
clear
from
the
parents
is
the
pre-k
seats
are
not
as
helpful,
and
it
actually
is
the
reason
that
they
go
very
homegrown,
sometimes
without
even
the
center.
If
they
can't
be
all
day.
You
know
the
the
timing
for
the
parent.
You
know
of
pick
up
across
the
city
at
a
one
o'clock
or
a
1.
D
15
is
just
not
feasible,
so
we
did
a
deliberate
partnership
with
our
after-school
partners
to
open
up
and
get
certified
pre-k
classrooms
with
after-school
teachers
to
be
able
to
extend
that,
and
then
part
of
the
single
point
of
entry
is
to
help
parents
match
their
needs.
So
if
a
parent's
saying
all
I
need
is
more
coverage,
that's
there!
So
when
they
go
on
and
they
look,
they
can
do
a
query
and
they'll
be
able
to
figure
that
out
pretty
quickly
and
in
that
way
you
know
translated.
D
F
F
D
Thank
you.
Thank
you
for
the
question,
um
so
I
think
there's
there's
actually
many
roots
right
now.
I
think
the
pandemic
has
certainly
enhanced
chronic
absenteeism
for
students,
particularly
who
might
have
been
struggling
in
engagement.
To
start,
I
think,
there's
a
lot
of
mental
health
is
what
we
see
as
we
go
out
and
we
talk
with
our
chronically
absent
students
and
families,
so
it
has
roots
in
dysregulation,
you
know
being
out
of
routine
and
not
being
able
to
get
back
into
it,
just
being
afraid
of
kovit
being
afraid
of
bringing
kobet
home
to
family.
D
You
know
to
family
members,
um
certainly
uh
you
know
when
they
get
when
students
get
off
track
depending
on
the
age
uh
they
just
um
they.
uh
You
know
they
it
depending
on
the
age.
They
have
a
difficult
time
kind
of
getting
a
routine
and
plugging
back
in
so
at
the
older
student
level,
students
who
might
have
already
been
repeating
or
feeling
dis
disengaged
are
now
even
more
so,
and
so
they
just
don't
come
back
other
students
with
anxiety
or
social
anxiety.
D
D
D
If
it's
more
of
an
individual
counseling
issue,
that's
where
embedded
counseling
can
be
provided
either
in
school,
but
with
the
with
the
staff
or
in
school
with
some
of
our
counseling
partners.
If
it
is
off
track.
This
is
where
I
think
we
really
have
to
open
up
our
educational
options.
I
think
we
have
to
not
assume
that
kids
could
just
start
back
where
they
left
off,
because
the
fact
is
too
much
time
went
by
for
that.
So
this
is
where
we
have
to,
particularly
at
the
middle
and
high
school
level,
have
other
opportunities.
D
D
um
If
it
is,
uh
you
know
for
students
that
they
it's
an
anxiety
issue
again,
I
think
using
some
of
the
special
education
programming
and
some
of
the
504
programming
that
we
have
that
can
address
and
build
programs
for
students
that
are
suffering
from
anxiety
as
again
a
way
to
bridge
and
transition
in.
So
it's
and
it's
a
lot
of
outreach,
so
I
think
community
engagement
specialists
in
needed
that
can
really
develop
a
relationship
with
the
family,
not
so
much
like
you're
in
trouble.
D
Your
students,
not
here
or
you're
in
trouble-
you're,
not
here,
but
we
miss
you
what's
happening.
What's
going
on
and
how
can
we
help
you
and
I
think
it's
you
know
through
engagement
and
those
community
engagement
specialists,
that
we
can
start
to
really
do
the
deep
outreach
and
then
start
to
put
some
solutions
in
place
depending
on
what
the
student
and
the
family
need?
um
We've
been,
you
know
we
have
community
engagement
specialists
in
somerville
um
and
you
know
they
go
out.
They
visit
the
home.
D
Sometimes
they
bring
a
note
from
the
teacher
for
the
student.
It
just
says:
hey,
I
really
miss
you.
I
hope
you're
in
class
this
week.
You
know
just
to
make
a
reconnection
or
sometimes
we'll
have
another.
You
know
student
call
that
student,
um
you
know
and
just
encourage
them
to.
You
know
to
come
in
and
meet
with
somebody
whatever
we
need
to
do
for
in
order
to
re-engage
where
that
student
is
and
then
put
the
put
the
resources
in
place.
A
All
right,
thank
you.
um
This
is
jose
speaking.
um
So
next
up
we're
gonna
take
a
question
from
the
public
um
again,
this
one
is
submitted
anonymously
through
the
superintendent
of
search
survey
and,
although
I'm
quite
fond
of
the
question,
I
promise
you
I
did
not
develop
it
myself,
but
here's
the
question:
how
important
are
sports
and
extracurricular
activities
to
you
and
how
do
you
make
those
parts
of
the
program
excellent?
While
you
are
improving
schools,
so
the
the
parts
being
sports
and
extracurriculars
great.
D
So
um
so
again,
I
think
there
are
many
many
students
that
don't
come
to
school
for
math,
science,
english
and
social
studies.
They
come
to
school
for
lots
of
other
reasons
and
I
think
athletics,
sports,
extracurriculars,
art,
music.
Those
are
all
pieces
of
why
students
feel
that
they
can
have
gifts
and
they
can
show
them
and
it
builds
their
self-esteem.
D
It
builds
their
their
peer
group
that
they
can
that
can
support
them
and
thus
translates
into
motivation
of
coming
to
school.
I
think
sports
in
particular.
You
know.
Is
this
whole
child
right?
It
is
the
place
where,
um
if
done
well,
can
motivate
around
academics
to
do
your
best
so
that
there's
no
issues
to
be
able
to
play.
It
motivates
around
the
physical
development
and
health
and
the
social
emotional
of
how
you
work
on
a
team
um
through
struggle
through
challenge
through
loss.
D
D
um
You
know
at
the
time
um
you
know
we,
there
were
organizations
that
were
plugging
in
and
supporting
each
of
the
schools
and
scholar
athletes.
I
know
some
of
that
has
changed,
but
finding
some
mission-oriented
organizations
that
can
continue
some
of
that
work
and
really
help
to
support
the
students
academically
and
grow
that
culture
of
being
part
of
a
team
with
the
coach
and
being
motivated
as
such.
So
this
would
be
an
area
that
I
think
falls
into
that
after
school.
D
I
I
want
to
be
able
to
expand
the
menu
of
extracurriculars
for
our
students.
School
really
should
be
something
that
is
open
beyond
the
school
day.
It
needs
to
be
a
place
where
students
could
continue
to
gather
and
that
option
has
to
be
in
the
neighborhood
for
which
they
live.
So,
if
they're
taking
transportation
back
to
that
neighborhood
or
they're,
taking
public
transportation
back,
we
also
want
to
have
some
opportunities
for
them
to
be
able
to
plug
in
into
other
kinds
of
programming
that
isn't
just
about
their
school.
D
um
And
you
know
whether
it's
debate,
you
know-
and
I
think
of
the
kinds
of
things
debate-
a
greater
boston,
breakthrough,
citizen
schools
or
there's
just
so
many
of
them
that
are
available
again.
Are
we
getting
the
information
to
the
students
who
could
most
benefit
from
that
program?
So
we've
moved
to
a
single
point
of
entry
of
registration
for
our
summer
programming
and
our
extracurricular,
because
I
think
it's
a
way.
D
All
everything
is
translated
and
so
you're
making
sure
for
our
ell
community
that
they
have
full
access
and
that
those
activities
also
include
the
ability
for
our
special
education
students
to
participate
in
benefit.
So
I
this
is
an
area
I
just.
I
would
intend
to
spend
a
lot
of
my
a
lot
of
attention
and
resources.
J
Hi
good
afternoon,
my
name
is,
commissioner
of
the
boston
centers
for
youth
and
families,
and
also
an
alum
of
the
boston
public
schools.
The
boston
centers
for
youth
and
families
is
a
department
of
the
city
that
supports
youth
individuals,
families
and
through
a
variety
of
services
and
programs
in
partnership
with
non-profits
city
agencies,
as
well
as
businesses.
J
D
D
I
think
I'd
want
to
have
some
some
good
conversations
and
look
at
the
data
like
who's
accessing
it.
um
You
know
what
are
what
are
barriers
to
a
broader
population
accessing
it?
If
we
see
some
of
that
in
the
data
from
an
equity
lens,
what
are
the
resources
that
would
be
needed
to
do
expansion,
and
for
whom
would
we
be
expanding?
D
You
know?
Is
it
additional
sites
or
is
it
capacity
at
the
sites?
um
And
then
what
would
you
need
from
from
from
you
know?
What
would
you
need
from
the
district
office
from
boston
public
schools
in
order
to
support?
That?
Is
it
that
we
would
we
could
provide
some
of
our
personnel
in
it
is
that
we
can
provide
resources
or
additional
areas
of
the
facility.
um
You
know
beyond
what
you
already
have
to
be
able
to
open
things
up.
D
So
I
would
want
to
look
creatively
at
how
we
could
make
sure
from
an
equity
lens
we're
serving
our
broad
communities,
but
particularly
our
communities
where
students
might
be
marginalized
and
not
getting
access
to
opportunity
and
then
from
there
really
work
in
partnership
to
say,
okay,
and
what
do
we
do
with
that?
How
do
we
expand
that?
How
do
we,
how
do
we
improve
the
programming
or
expand
the
programming
um
by
talking
with
the
families,
and
that
could
be
potentially
additional
centers
or
that
could
be
potentially
additional
programming
within
within
that
unit?
D
um
This
is
exactly
the
type
of
thing
like
with
children's
cabinet,
where
the
city
and
the
district
work
hand
in
hand
in
partnership.
To
make
this
happen,
and
that's
where
you
kind
of
get
the
rest
of
the
community
orgs
and
partners
to
kind
of
build
in
on
it
and
build
up
that
piece.
So
I'd
be
on
all
ears,
to
kind
of
hear
your
experience
and
the
staff's
experience
and
to
figure
out
how
we
could
go
deeper
in
the
partnership.
A
A
A
Okay,
I
think
we're
okay,
all
right.
So
the
first
question
is
I'll:
just
ask
it.
I
I
feel,
like
I'm
hearing
some
feedback,
but
it's
okay
as
a
bps
partner
and
re-engaging
dropouts
and
off-track
students,
I
wonder
what
all
alternative
education
in
the
portfolio
of
high
school
options
under
your
administration
and
how
you
would
resource
it.
uh
This
seems
particularly
important
now,
since
so
many
high
school
students
have
disengaged
since
the
start
of
the
pandemic.
D
No,
no,
I
no
I!
I
could
hear
it.
Thank
you.
um
So
you
know.
I
think
this
is
a
one
of
the
top
priority
questions
for
the
high
school
work
in
the
middle
grades.
um
So
we
at
one
time
had
a
pretty
broad
portfolio
of
educational
options,
and
I
I
call
it
educational
options
as
opposed
to
alternative
ed,
but
some
people
call
it
alternative
ed.
D
I
think
the
goal
really
is
to
meet
students
where
they
are,
and
that
might
be
where
they
are
with
their
engagement
with
school,
where
they
are
with
their
academics
or
their
skills
um
where
they
are
with
their
commitment
or
ability
to
be
able
to
come
in
to
a
physical
space.
And
how
often-
um
and
you
know
we
serve
um
when
I
was
high
school
network.
You
know
we
were
serving
19
000
high
schoolers,
there's,
not
one
size
fits
all
and
not
you
know
you,
you
can
have
great.
D
You
know
you
can
have
great
programming
in
each
of
the
high
schools
and
you
can
have
mass
core,
but
the
reality.
Is
the
students
deeply
off
track,
they're
not
going
to
be
able
to
plug
right
into
that.
So
how
do
you
build
your
ad
options
as
a
menu
for
meeting
students
where
they
are
and
then
giving
them
options
through
that
programming
in
a
way
that
gets
them
to
where
they
want
to
be,
and
they
might
not
even
know
where
they
want
to
be,
but
it
allows
them
to
have
that
dialogue,
conversation
and
take
action.
D
F
F
D
Program
where
I
you
know,
I
think
we
need
to
look
at
students
who
are
not
quite
ready
to
leave
academically.
They
may
technically
graduate,
but
they
don't
have
the
skills
to
be
successful
yet
in
the
workforce,
knowing
they
need
to
be
or
in
college.
And
how
do
we
create
some
hybrid
programming
near
the
13th
year
that
still
allows
them
to
get
access
at
their
high
schools
or
in
high
school
and
at
the
same
time
start
to
take
footing
in
the
workforce
or
take
footing
in
in
the
college?
D
I
think
the
middle
school
transition
is
the
other
one.
I
worry
a
lot
about,
um
because
students
really
start
to
show
that
footprint
right
around
sixth
seventh
eighth
grade,
and
I
think
that
was
enhanced
because
of
the
pandemic
kids,
who
were
sort
of
off
track
in
the
sixth
grade,
then,
all
of
a
sudden
by
the
eighth
grade.
They
were
severely
on
the
track
and
now
they're
heading
for
high
school.
D
So,
looking
at
that,
you
know
incoming
ninth
day
in
seventh
and
eighth
grade
looking
at
the
data
identifying
right
away,
poor
students
that
are
going
to
need
more
supports
and
then
having
that
happen.
So
that
it
doesn't
take
the
student
support
team
to
then
trigger
that,
but
it
actually
happens
right
at
the
inception
when
the
student's
coming
in
and
you
build
that
into
the
student's
schedule.
D
And
then,
when
you
see
that
students
are
maybe
not
even
with
that
level
of
resource
able
to
continue
accessing,
that's
when
you're
drawn
at
options
as
a
way
to
be
able
to
have
programming
outside
and
inside
the
school.
You
know
so
it
doesn't
have
to
be.
The
student
always
leaves
it
could
be.
The
student
might
be
doing
some
credit
work
or
some
skill
building
in
one
area,
someplace
else
as
part
of
a
program,
but
then,
on
the
other
hand,
they're
taking
some
some
of
their
courses
still
back
in
school.
D
That's
the
kind
of
hybrid
work
that
we
did
and
that's
actually
what
drove
the
dropout
rate
down,
because
we
were
able
to
look
at
each
group
of
kids
and
at
the
time
it
was
a
slums
to
seven
percent
dropout.
If
I
recall
correctly
back,
you
know
uh
2013
and
that's
a
lot
of
students
that
was
like
1500
kids.
They
were
walking
out
the
door
and
we
took
those
students
and
we
really
tried
to
look
at
their
history
of
academic
or
schooling,
and
we
could
see
this
group
needed
this.
D
D
Our
dropout
started
to
fall
and
fall
and
fall
until
it
was
below
two
percent
and
then,
at
the
same
time,
those
students
were
all
now
geared
up
to
graduate,
but
they
still
needed
a
great
deal
of
skill
and
that's
where
we
built
in
a
lot
more
supports
for
them
in
those
last
couple
of
years,
so
that
when
they
did
graduate,
they
could
make
up
some
of
that.
That
has
to
all
be
fast-tracked
because
of
the
pandemic.
That's
not
a
boston,
unique
thing.
D
A
All
right,
um
so
we
are
at
1201
and
I
know
we
said
we
would
go
a
little
bit
past
12
just
because
of
the
delay
in
getting
started,
so
we're
going
to
leave
it
to
one
final
question.
I
believe
I'm
correct
in
that,
and
so
I'm
going
to
read
you
the
final
question.
Okay.
um
So
the
question
is:
what
have
you
done
to
advance
the
achievement
of
black
and
latinx
students
in
somerville
and
what
is
the
racial
makeup
of
your
leadership
team
in
somerville.
D
D
So
one
of
the
things
I
did
was
to
start
to
develop
a
pipeline
to
get
um
you
know
our
talented
educators
of
color
in
and
to
a
pipeline
to
promote
our
talented
educators
of
color,
who
might
be
teachers
but
are
aspiring
to
be
an
assistant,
principal
or
principal,
and
to
build
that
up.
So
the
consistency
of
my
teen
range
is
between
a
third
and
a
half.
D
um
I
think
you
know,
additionally
uh
specific
to
the
question
about
academic
for
our
black
and
brown
students,
um
where,
where
we
saw
it
was
in
particular
areas
we
saw
for
our
black
and
brown
students.
They
were
not
able
to
access,
um
for
instance,
um
higher
level
maths,
uh
and
why
was
that?
um
Well,
they
were
getting
trapped
down
in
fifth
sixth
seventh
grade
and
they
were
not
given
the
opportunity
to
make
the
leap
at
the
high
school
level.
So
we
brought
in
calculus
project
and
through
calculus
project.
D
We
were
able
to
work
through
summer
programming
and
year-round
programming,
specifically
for
our
black
and
brown
students
to
build
up
math
skill
and
to
give
them
peer
cohort
of
students
who
felt
good
and
comfortable
and
saw
themselves
as
math
mathematicians,
and
that
resulted
in
a
big
jump
in
the
number
of
our
students
of
color.
Taking
our
honest
level
and
our
advanced
maths
at
our
high
school.
D
I
mean
there's
particular
areas
where
you
know
you
see.
um
You
know
deep
work
that
has
to
be
done
for
for
our
black
and
brown
students
that
the
system
itself
is
the
barrier,
and
that's
something
that
for
me
as
an
educator,
whether
it's
at
tech
boston,
whether
it
was
as
the
network
soup
and
in
summerville,
has
always
been
a
core
piece
of
my
heart
to
make
sure
that
we
we
blow
up
those
barriers
as
difficult
as
those
conversations
can
be.