►
Description
Two final candidates are being considered for the position of the Superintendent of Boston Public Schools.
The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others.
Both finalists are seasoned education leaders who have deep experience in urban schools.
A
B
A
A
C
A
Sorry,
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
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
A
A
D
D
Oversee
quite
a
lot
of
aspects
of
their
school
district
and
being
a
superintendent
is
an
intensely
energetic
position.
Therefore,
as
a
superintendent,
how
well
equipped
do
you
think
you
are
at
managing
the
many
aspects
of
large
districts
and
dps,
such
as
hiring
budgeting,
developing
plans
for
student
success
and
so
much
more.
E
Great,
so
thank
you.
I
appreciate
the
question,
um
so
you
know
probably
the
the
deep
experience
I
had
initially
was
um
at
as
a
network
superintendent
in
boston,
where
I
had
all
of
the
high
schools
and
the
high
school
leaders
in
one
night
in
one
network
and
as
part
of
that
job,
a
lot
of
the
the
things
that
you
were
just
reading.
E
E
And
that
was
all
work
that
I
learned
in
the
superintendent's
seat
in
summerville
of
working
together
closely
with
a
really
great
school
committee.
It
was
also
about
how
to
work
with
city
council,
as
we
have
a
city
council
in
boston,
the
city
council
in
summerville,
and
so
you
come
to
really
rely
and
work
with
city
council
around
in
issues
that
exist
in
certain
areas,
because
they
all
kind
of
have
their
area
of
responsibility
and
big
vision
in
big
vision,
setting
setting
school
committee
goals
and
then
the
goals
for
the
district.
E
um
That's
all
a
piece
of
the
superintendent,
the
management
piece,
so
finance
and
uh
human
resource
and
academics
special
education
ell.
That
all
um
was
for
things
that
I
dealt
with
in
boston,
but
then,
as
superintendent
in
somerville,
I
had
to
make
sure
I
was
managing
even
more
um
and
making
sure
I
was
aware
of
what
was
going
on
and
that
the
outcomes
that
our
students
and
our
families
were
looking
for
were
happening.
So
I
think,
between
the
two
positions.
E
Actually
um
I
come
today,
just
you
know
comfortable
in
those
areas,
still
lots
to
learn
um
and
will
learn
but
comfortable
in
those
areas
um
that
I
can.
I
could
come
to
bps
and
um
and
be
able
to
be
effective
in
managing
those
things
uh
with
an
affected
team,
because
this
is
not
about
one
person.
This
is
literally
about
a
superintendent
and
a
team
of
people,
and
that
team
of
people
needs
to
be
a
diverse,
talented
group
of
people
here
in
bps
that
um
that
you
know,
are
multilingual
um
and
who
um
represent
racially.
E
C
Thank
you
so
much
marcus
and
good
afternoon.
Mary
skipper.
Thank
you
for
being
here.
I
know
it's
been
a
very
long
day.
My
name
is
edith
bazil,
I'm
a
bps
graduate
bps
parent.
I
work
in
the
district
for
32
years
as
a
teacher
and
a
district
administrator,
currently
a
grandmother
of
lily
who
attends
the
mary
lyon
school.
E
So,
thank
you.
I
appreciate
that
question,
um
so
um
I
think
that
there's
there's
multiple
indicators
that
we
would
need
to
look
at.
You
know
I
think,
there's
a
balanced
assessment
portfolio
right
now.
um
You
know
where
there's
there's
a
lot
of
formative
assessment,
there's
map
um
and
then
at
the
older
grades,
there's
kind
of
the
more
traditional
mcas
and
psat
sat
and
so
forth.
E
So
I
think
you
know
those
are
great
to
to
begin
with,
um
and
you
know
you
look
at
those
in
in
a
very
I
think,
transparent
data
way
to
say
are
students
making
progress
or
not
and
in
what
areas,
and
if
not,
why
um
so
I
would
want
to.
I
would
want
to
look
at
those,
and
I
would
want
to
make
that
data
very
transparent
so
that
families
know
what
we're
working
toward
and
internally
we're
clearing
what
we're
working
toward.
E
So,
if
we're
seeing
an
issue
in
literacy
that
evolves
in
map,
we
would
direct
resources
toward
literacy,
but
I
think
it's
even
deeper
than
that
right,
I
think,
in
special
education
we
would
want
to
look
at
iep
progress.
We
would
want
to
make
sure
that
goals
are
being
met
for
our
iep
students,
I
think
for
rls.
We
want
to
look
at
language
attainment
and
academic
progress
and
make
sure
those
are
happening
as
well.
E
So
I
think
it's
it's
high
level
looking
at
academic
progress
and
that
in
the
district
has
something
you
know
it
seems
like
is-
is
kind
of
moving
forward
the
vision
on
that.
But
then
it's
also
getting
down
into
the
deeper
part.
um
The
example
I
would
sort
of
give
is
um
when
I
was
here
before
as
a
network
suit.
One
of
the
things
that
was
a
problem
at
the
high
school
level
was
that
we
had
a
drop,
a
significant
dropout.
E
um
You
know
we
were
edging
six
seven
percent,
which,
for
our
high
school
students,
is
a
lot
it's
like
14,
1500,
kids.
At
the
time
um
we
we
sort
of
take
a
team
and
identify
the
benchmarks
that
we
were
expecting
and
wanted
to
kind
of
follow
for
data
markers,
and
they
ranged
from
everything
from
chronic
absenteeism
to
suspension
rates
disparities
in
suspension
to
who
is
accessing
in
able
to
access
higher
level
curriculum
or
aps
or
college
stuff
versus
others
retention
issues
who
was
being
retained.
How
often
et
cetera,
substantially
separate
disparity.
E
By
the
time
they
were
in
high
school,
that
they
were
disengaged
and
that
they
were
likely
or
had
dropped
out.
And
then
we
broke
it
down
and
we
put
using
that
data
very
specific
measures
around
what
we
needed
to
change
so
for
chronic
absenteeism.
We
put
our
whole
engagement
plan
in
place
for
multiple
retentions,
where
you
get
a
loop
of
a
student
in
ninth
grade
repeating
multiple
times.
um
That
is
just
literally
a
dropout
in
in
formation.
E
We
we
met
every
single
week
and
we
talked
about
the
progress.
We
talked
about
those
indicators
and
progress
with
the
school
leaders
so
that
everybody
was
focused
on
the
same
issue
and
they
were
focused
on
the
same
solution
set
and
where
we
didn't
have
a
solution.
The
answer
wasn't:
well,
we
don't
have
a
solution.
There
were
students
behind
that.
E
So
it
was
really
in
using
that
data
and
building
out
the
systems
and
the
structures
with
a
team
that
we
were
able
to
drive
down
dropout
increase,
graduation
rate
and
um
in
in
in
by
took
care
of
that
problem.
So
you
know
very
similarly,
I
would.
um
I
would
really
be
looking
at
what
the
particular
issue
is
that
the
assessment
kicks
out
and
then
what's
the
solution
set,
we
need
to
be
able
to
solve
that
for
the
students,
depending
on
what
props.
C
C
My
follow-up
is:
would
you
provide
a
specific
example
of
how
this
the
systems
thinking
would
apply
to
black
and
latinx
students
who
are
gifted
and
talented,
but
are
also
els
and
students
with
disabilities,
who
are
not
served
well
in
the
current
system?
So
in
other
words,
what
systems
would
you
put
in
place
and
how
would
you
ensure
that
your
team
in
the
district
is
held
accountable
for
their
accelerated
growth?
Sure,
despite
the
system,
that's
not
currently
working
for
them.
E
E
um
When
we've
done
partner
organization
work
like
with
calculus
project,
um
which
allows
our
students
to
accelerate
and
learn
math
at
a
quicker
pace,
we
did
that
specifically
with
the
idea
that
um
that
our
black
and
brown
students
were
not
accessing
or
able
to
access
some
of
the
advanced
math
at
the
heist
at
our
high
school
level.
So,
sixth,
seventh,
eighth
grade
they
weren't
seeing
themselves
as
mathematicians
they
weren't
getting
access.
We
needed
to
change
that,
and
so
we
brought
in
a
partner
like
calculus
project.
E
We
used
some
other
partners
like
enroute,
which
is
specifically
for
our
ell
students
and
together
we
were
sort
of
able
to
work
with
those
partnerships
so
that
our
black
and
brown
students
actually
made
significant
progress
in
skill
gap.
But,
most
importantly,
they
also
saw
themselves
as
mathematicians,
so
they
then
were
enrolling
in
the
9th
and
10th
and
11th
grade
at
much
higher
rates.
A
E
Great
so
um
so
in
general
post
pandemic,
I
think
you
know
we
saw
that
many
of
our
students
came
back
with
significant
mental
health
needs.
I
think
for
our
special
education
students,
where
we
saw
it.
The
most
was
in
students
who
were
not
able
to
access
to
remote
learning
the
way
that
some
students
were,
and
so
there
were
definitely
special
education
students
for
home.
That
was
very
difficult.
E
F
Hello,
everyone
um
and
mary.
Thank
you
so
much
for
having
me
be
here,
um
I
am
my
name-
is
tanya
nixon
soberg.
I
am
a
proud
parent
of
a
child
attending
the
mendel
elementary
school
um
and
I've
been
thinking
a
lot
about
this
process.
So
I
was
asked
to
be
a
panelist.
um
So
with
this
vetting
process,
um
I
was
told
to
be
nice
because
you're,
an
african
coming
in
um
striving
for
niceness,
never
worked
for
me.
F
It
never
works
in
racial
justice
and
never
works
when
we're
trying
to
get
the
work
done
right,
um
and
so
I
would
hope
that
for
us
striving
for
nicest
that
makes
us
complicit
in
the
systems
that
are
hurting
our
kids,
and
so
I
want
us
to
actually
be
in
true
partnership
with
each
other
to
make
ourselves
accomplices
right
and
accomplices
in
a
really
good
way.
um
So
I
look
forward
to
you
go
on
to
be
the
bps
superintendent
to
be
for
us
to
be
accomplices
together.
F
My
question
is
as
a
black
woman
who
was
involved
with
the
schools
first,
as
an
alumna
of
bps
and
now
as
a
parent
of
a
bps
student,
I
am
utterly
in
awe
of
the
leadership
and
fierce
advocacy
of
black
women
for
our
children.
um
Recently
in
the
superintendent
search,
two
women
of
color
left
the
process.
This
is
alarming.
F
um
How
will
you
actively,
how
will
you
be
actively
responsible,
responsive
to
the
parent
leadership
and
advocacy
of
women
of
color,
specifically
black
women
and
I'll
say
before
you
answer
your
question
before
you
answer
this
question?
um
I've
listened
to
a
lot
of
the
answers
today
and
you
talk
a
lot
about
listening.
um
What
I'm
looking
for
is
some
answers
on
action
and
what
are
the
actionable
steps
that
you
can
take
and
thinking
about
other
types
of
um
frameworks
and
um
skills
that
you
can
bring
into
this
process.
E
Sure
so,
thank
you.
So
I
appreciate
it
um
and
I
do
hope
we
get
to
be
accomplices
um
in
the
work.
um
So
I
I
think
you
know
just
first
I'll
say
that
as
a
as
an
applicant
and
a
finalist,
um
I
I
too
was
alarmed
and
surprised
um
to
not
see
a
more
diverse
panel,
so
I
will
just
say
that
myself,
um
you
know.
E
um
As
a
network
suite
when
I
was
here
in
bps
and
as
in
somerville,
um
you
know
I,
I
am
white
and
I
cannot
relate
to
the
experiences
um
of
our
parents
of
color
and
particularly
a
mother
of
color,
I'm
a
mother,
but
I'm
not
a
mother
of
a
child
of
color,
and
so
I
won't
ever
pretend
to
know
what
I
don't
know
I
will
seek
to
understand.
As
best
I
can.
E
E
I
feel
like
the
ability
to
have
that
level
of
conversation
with
parent
groups,
um
as
I
have
in
somerville
um
and
as
I
as
I
did
when
I
was
at
tech
boston.
Certainly
um
I
I
felt
that
it
was
the
community
raising
our
students,
not
not
just
our
school.
It
was
our
community
and
I
feel
the
same
way
in
summerville
and
I
would
look
forward
and
be
honored
to
have
that
opportunity
to
do
that
with
you
and
with
others.
E
F
Thanks
so
much
for
that
answer,
um
I
have
a
a
clarifying
question.
um
I
actually
you
know
thinking
about
again
about
this
process.
um
This
is
during
the
time
when
kids
are
being
let
out
of
school,
so
all
of
our
parents
are
picking
up
our
kids
right
now
and
it's
kind
of
the
same
old,
same
old,
and
I
want
to
like
just
highlight
that
you
know
um
so.
I
want
to
bring
in
another
question
from
a
a
parent
that
another
black
mom
parent.
She
said:
um
um
how
does
it?
F
How
did
the
new
superintendent
propose
to
include
all
parents
in
the
decision-making
of
the
education
of
their
students
and
ensure
the
schools
will
be
a
welcoming
environment,
that
there
always
be
a
seat
at
the
table?
So
there's
something
that
you
said
about
your
trying,
your
darndest
and
you
know
the
the
idea
of,
like
you,
said
something
about
the
school
raising
the
kids
right.
So
I
want
to
hear
some
more
around
how
our
parents
going
to
be
centered
in
the
decision-making
process
that
actually
affects
their
kids.
E
Sure
sure
and
great
follow-up
good
question,
so
you
know
I
think
our
I
haven't
gotten
into
our
family
engagement
process
here,
but
I
think
you
know,
authentic
family
engagement
is
having
conversations.
It's
not
just
surveys
it's
reaching
out
and
talking
to
advocates
from
the
community
to
find
out.
What's
the
best
way
to
get
information,
um
you
know
sometimes
that
can
that
can
be
an
in-person
meeting
depending
you
know,
sometimes
it
you
know
now
with
zoom
it's
the
ability
to
be
able
to
meet
people.
E
You
know
at
the
convenience
of
where
they
are,
but
I
would
want
family
engagement
to
be
working
with
me
with
our
parents
to
decide
where
and
when
that
can
happen.
um
You
know
your
kids
better
than
anyone.
You
know
you
know
your
students
better
than
anyone,
and-
and
you
know
we
see
students
for
a
certain
period
of
the
day
in
a
certain
way.
um
It's
it.
The
the
the
key
here
is
us
working
together.
The
key
here
is
us
working
parents.
E
F
Say
that
as
a
white
person,
right
there's
definitely
ways
that
you
can
use.
So
you
say
it
doesn't
affect
you
all
of
this.
Injustice
affects
all
of
us,
so
it
really
does
affect
us
and
if
we,
like,
you
just
said
like,
if
you
walk
into
a
space-
and
you
know
that
it's
an
inequitable,
it's
inequitable
for
everyone
right.
E
You
know
the
the
outside
area
of
tech,
boston,
the
field
that
it
was
in
you
know
so
that
the
kids
could
actually
go
out
and
play
sports
and
be
great,
and
you
know-
and
that's
just
an
example.
And
then,
when
I
got
to
the
network
level
at
the
high
school
level,
I
saw
it
again
and
again
and
again
play
out
in
different
places.
So
there's
a
lot
of
work
to
be
done
in
these
areas,
um
and
but
I
but
I
I
would
like
the
opportunity
to
work
on
that
with
you
and
with
others.
G
G
E
Thank
you.
I
appreciate
that,
um
so
this
was
actually
something
that
was
missing
significantly
in
summerville.
We
did
not
have
active
transition
planning
in
the
way
we
needed
to,
and
I've
learned
a
lot
from
our
special
education
director
and
program
about
how
valuable
and
needed
the
transition
and
critical
transition.
H
C
E
Workforce
can
be
part
of
it
or
forced
development.
um
Travel
can
be
part
of
it
um
and
in
living
arrangements,
college
where,
where
possible
and
even
early
college,
and
so
I
would
want
to
see
our
transition
programs
be
as
strong
as
possible
to
support
our
students
as
they
approach
22
and
as
their
approach
moving
on
you
know
or
moving
on
before,
then
that
they
have
the
skills
and
they
have
the
resources
to
draw
on
with
their
families
to
be
successful
in
that
next
step.
E
E
um
That
was
not
as
important
um
on
the
white
parent
side
uh
and
what
I
saw
on
on
the
parents
who
were
white
was
much
more
of
a
kind
of
a
split
um
you
know
where
they
they
um
they
kind
of
liked
the
systems
that
were
sort
of
in
place.
They
didn't
necessarily
um
flag.
Those,
as
is
um
you
know,
you
know,
having
somebody
familiar
with
them
and
familiar
with
bps
and
that
you
know
that
kind
of
thing,
um
and
so
you
know
what
I
deduce
in.
E
E
How
to
do
that?
No,
so
again,
every
community
communities
are
different,
and
so
you
have
to
kind
of
develop
those
strategies.
As
you
get
to
know
the
communities
and
as
you
get
to
listen
to
the
leaders
in
the
communities,
but
I
do
think
that
schools
as
a
nucleus
are
really
important.
I
think
strong
family
engagement
structures
at
the
schools,
where
parents,
particularly
parents,
who
have
been
marginalized,
have
roles
that
are
active
roles
that
are
done
in
ways
that
can
accommodate
schedule
can
accommodate
um
travel.
E
You
know
the
the
traditional
barriers
that
you
know
in
child
care
that
um
traditionally
box
them
out.
um
I
would
want
to
see
us
be
able
to
remove
some
of
those
so
that
so
our
parents
who
have
been
marginalized
are
able
to
fully
participate
at
the
school
level.
I
think
that
that
is
that
would
help
parents
to
get
access
directly
to
the
information
that
is
current
and
most
impacts,
their
families
and
their
students
at
the
district
level.
E
You
can
certainly
look
at
data,
but
talking
to
people
and
talking
to
people
about
their
experience
and
talking
to
students
about
their
experience
is
one
of
the
best
ways
to
know
whether
or
not
it's
true
or
not.
So
I
would
look
for
for
that,
and
then
you
know
what
I'll
need
help
with
from
the
parent
community
is
understanding.
You
know
who
are
the
advocates.
I
should
talk
with.
I
Do
I
have
oh,
I
have
time
for
a
follow-up,
so
I
have
a
quick
follow-up
sure
um
you
you,
I
think
when
you
were
talking
to
a
can.
Maybe
it
is
a
bit
of
um
tanya.
You
talked
about
being
able
to
hear
what
the
priorities
of
parents
are
and,
as
you
um
at
the
point,
as
you
pointed
out,
bps
parents
are
not
model,
they're,
not
they're,
very
diverse,
yes
and
they'll
be
competing
priorities.
I
Yes,
how
would
you
so
one
is?
How
would
you
deal
with
the
competing
priorities
of
different
groups?
That's
one,
the
different
understanding,
understanding
level,
the
different
levels
of
understanding
of
how
the
system
works
for
different
groups
of
parents
and
also
the
the
question
that
was
in
my
original
question.
E
So
you
know,
I
think
I
you
know,
I
think
uh
cpacs
and
elpac
in
in
packs
in
general,
that
you
can,
um
you
know,
provide
child
care,
for
um
you
know
potentially
and
again,
this
is
a
potential,
but
you
look
at
kind
of
stipending
as
a
way
to
be
able
to
support
it.
um
Those
are
those
are
things
we
could
explore
and
to
look
into,
I
think,
giving
some
of
those
groups
the
ability
to
you
know,
for
instance,
um
communication
wise,
providing
interpretation.
E
That
could
be
something
that
we
could
work
to
to
be
able
to
provide.
um
You
know
that's
something
we've
done
in
summerville,
where
you
know
we
have.
We
have
um
not
not
to
the
extent
of
boston
in
any
means,
but
you
know
we're
very
multilingual,
and
um
you
know
what
I
most
worry
about
is
not
just
the
majority
languages.
E
E
You
know,
and-
and
I
do
think
some
of
this
is
contextual
right-
it's
it's,
you
know
what
is
a
priority
in
one
community
for
one
group
in
one
community
might
be
different
in
another
place,
and
I
think
the
school
has
a
real
role
in
that
I
think
the
school,
because
it
is
the
place
that
everybody
comes
together.
I
think
the
school
and
the
school
leaders
with
supports
can
actually
help
to
play
a
role
in
getting
parent
voice
empowered
and
louder.
um
You
know
as
a
mechanism,
and
that's
you
know,
that's
that's
what
we've
done.
E
A
E
So
I
mean
I
think,
to
start
it
sounds
like
there's
a
lot
of
effort
being
made
in
the
facilities
that
can
be
upgraded.
um
You
know
around
ventilation
and
new
technology,
you
know
in
cleanliness
and
sanitation
um
and
then
in
some
rebuild
components,
and
that's
all
good
news
right,
the
more
that
we
can
do
that
with
the
facilities
and
upgrade
them
the
best.
E
um
There
also
seems
like
there'll,
probably
be
situations
where
a
facility
is
so
aged
or
old
that
you
can't
really
bring
it
to
a
standard
that
the
students
deserve
and
need,
and
so,
in
those
cases,
those
kind
of
extreme
cases.
I
think
that's
where
we'd
have
to
look
at
what
is
a
consolidation
approach,
or
you
know
how
hot?
What
can
we
do
for
this
community
to
ensure
they're
getting
into
a
much
better
facility?
E
I've
been
through
a
number
of
closures
um
in
my
career
here
in
boston
in
a
number
of
consolidations
tech,
boston
was
consolidated
three
times
um
and
when
I
was
the
high
school
network,
we
went
through
some
closures
as
well.
They're
always
hard,
because
schools
are
symbolically.
Buildings
are
symbolically
the
community
of
that
school,
and
so
um
you
know,
and
especially
as
they
it's
for
high
schools
and
students
that
are
older,
they
feel
it
at
a
deep
level
as
well.
E
So
um
this
would
be
something
that,
in
those
situations,
you'd
want
to
really
work
to
minimize
that
you'd
want
to
work
to
address
any
trauma.
That's
happening
with
that
you'd
want
to
you
know.
In
our
case,
when
we
merged,
we
were
able
to
take
some
of
the
staff
from
the
one
organization
and
move
it
into
ours
as
a
way
to
help
the
students
and
the
families
to
be
comfortable,
because
they
already
knew
people
they
weren't
just
walking
in
not
only
to
a
different
facility
and
a
dress,
but
they
were,
you
know
they
were.
E
A
H
J
H
H
E
Sure
right
is
it
okay?
Okay,
so
um
do
I
need
to
switch
back
over
or
is
this
fine?
Can
everyone
here?
Oh
you
can
remain
in
the
english
channel.
I
can
okay.
um
So
thank
you
for
that
question.
um
So,
in
somerville,
more
than
uh
half
of
the
family's
english
is
not
the
first
language
and
um
most
of
my
career.
That
is.
E
That
has
been
the
case
of
where
I've
worked,
and
I
do
see
that
as
a
deficit
for
myself,
what
it
has
meant
is
that
I
have
to
really
rely
on
having
very
strong
family
engagement,
very
strong
interpretation
and
translation
in
the
district,
so
that
I
am
able
to
communicate
with
our
families
um
and
and
uh
and
so
that
in
some
role
that
has
been
um
building
up
um
in
many
ways
where
um
we
now
have.
um
You
know
we
now
have
a
whole
group
of
translators
and
interpreters.
E
We
now
actually
school
committee
has
translated.
I
mean
interpreted
that
had
never
been
the
case,
um
so
we
very
much
tried
um
at
every
level
of
the
organization
to
make
what
we're
doing
uh
transparent
and
and
able
to
be
understood
um
by
our
majority
languages,
um
which
there
are
four
in
in
somerville,
um
and
so
I
would
be
very
conscious
of
that
here
in
boston.
I
know
that
you
I
know
here
in
boston.
E
E
We
now
have
full-time
family
engagement
in
each
of
the
the
schools
and
that
priority
has
been
for
bilingual
staff.
um
Many
of
our
job
descriptions.
We
have
moved
from
being
bilingual
preferred
to
bilingual
mandated
or
or
needed,
and
what
this
has
done
for
our
community.
Our
multilingual
community
is
that
it's
it's
opened
up
in
a
way
that
didn't
exist
before
people's
ability
to
participate,
family
and
parents
ability
to
participate,
and
that
extends
to
all
operations.
E
um
You
know
for
proficiency
in
language
um
in
multiple
languages
will
be
critical
um
as
part
of
the
diversity
of
our
team,
um
and
um
you
know
I
will
also,
as
I
said
um
in
in
the
past
couple
of
responses,
I
will
also
need
to
rely
and
to
work
with
um
our
various
communities
of
language
to
hear
what
they
need
more
of
and
to
hear
how
I
can
support
and
be
accessible
to
them.
So
I
would
see
us
working
in
partnership
on
that
to
do
that,
but
again
in
summerville,
I've
been
able
to
do
that.
E
It
is
a
smaller
community.
It's
not
boston
that
it
has
all
different
levels
of
community,
but
it
is.
It
is
this.
It
was
the
same
issue
of
barrier
for
our
families
and
again
with
that
with
sflc,
with
our
interpretation
and
translation
offices,
our
multilingual
offices,
an
investment
on
the
city
side
that
is
made
much
more
possible
for
our
families,
who
speak
a
language
other
than
english,
as
first.
J
J
H
H
E
So,
for
um
so
on
the
students
with
iep
so
our
duly
identified
students.
This
will
be
part
of
what
we
need
to
look
at
when
we
look
at
special
education
and
we
look
at
our
ell
language
programming
and
how
the
two
come
together,
because
a
student
is
a
student
they're.
Not
this
and
they're,
not
that
they're.
A
student
and
it'll
be
important
that,
for
instance,
when
we
do
a
meeting
a
team
meeting
and
we're
addressing
special
education
and
then
we're
doing
an
ell
where
we're
ell
meeting.
E
Where
we're
talking
about
language
attainment,
we
need
to
be
able
to
talk
about
them
together
in
the
student
for
it
to
make
sense
to
the
parent
to
the
student
to
the
educators.
So
I
think
that
my
experience
is
that
we
need
to
make
some
changes
about
for
specifically
our
duly
identified
students
and
also
on
the
teacher
side,
making
sure
that
it
isn't
just
about
having
the
different
certifications,
but
that
there's
an
understanding
of
how
to
recognize
the
supports
that
are
needed
in
special
education
versus
the
supports
that
are
needed
as
part
of
language
development.
E
And
that
is
an
issue
that
I
think
exists.
Not
just
in
boston
but
elsewhere,
but
that
was
an
issue
at
tech,
boston.
That
was
an
issue
in
the
net
high
school
network
and
it's
an
issue
in
somerville.
So
that
is
one
that
we
need
to
come
together
because,
statistically,
it
is
our
students
who
are
duly
identified
that
progress
at
the
slowest
rate,
and
that
tells
us
that
something's
not
working
for
them.
So
therefore
we
have
to.
We
have
to
go
back
and
we
have
to
take
a
look
at
that.
E
I
think
in
terms
of
the
native
language,
um
one
of
the
things
we've
done.
um
We
did
both
in
the
high
school
network
and
and
now
in
somerville,
but
we
structured
on
for
our
newcomers,
our
pure
newcomers,
we
structured
newcomer
academies
so
that
students
did
have
access
to
some
native
language,
obviously
with
all
the
languages
that
becomes
very
hard,
um
but
we
try
to
do
the
best
we
can
with
it.
E
But
additionally,
we
want
to
make
sure
that
our
our
for
our
ell
students
that
the
their
sheltered
english
immersion
content
that
what's
happening
there,
that
it's
happening
with
rigor
so
learning
english
is
one
thing,
but
getting
access
to
grade
level,
curriculum
and
grade
level
standards
is
critical
so
that
they
can
keep
making
progress
as
they're
learning
english
when
they
reach
the
general
population.
It'll
be
extremely
important
that
our
staff,
our
teachers,
are
prepared,
and
this
is
where
I
think
coaching
can
help
for
them.
Modeling
can
help
for
them
a
language
objective.
E
Continuation
can
help
for
them,
but
to
make
sure
that,
as
our
students,
our
ell
students
reach
that
part
where
they
go
into
general
ed
that
they,
the
the
staff,
is
prepared
for
them
and
they're
prepared
to
teach
them
in
a
way
that
allows
them
to
make
progress.
Because
again,
statistically,
our
ell
students
outperform
regular
education
students
once
they
learn
english
to
a
level
that
they
can
get
into
generality.
E
So
that's
going
to
be
an
important
mark
for
us
if
our
ell
students
are
not
if
they
are
not
outperforming,
then
that
tells
us
that
there's
something
wrong
with
the
way
we're
approaching
english
instruction
and
wrong
with
how
we're
approaching
general
education
structure.
So
those
are
things
I'm
going
to
have
to
look
at,
but,
yes,
I
have
familiarity
the
other
group
of
students
that
I'm
very
concerned
about
are
students
with
interrupted
learning.
E
They
also
have
the
challenge
that
they're
missing
lots
of
grades
of
education
from
their
country,
and
they
also
have
trauma,
and
so
it's
going
to
be
important
that
we
that
our
sleight
programming,
our
interrupted
education
programming,
is
built
in
a
way
um
that
that
provides
both
things.
It
provides
the
ability
to
catch
up
and
accelerate
in
the
content,
and
it
also
provides
the
ability
to
give
them
the
social
emotional
part
that
they
need
for
the
trauma
that
they've
been
through
because
we
know
trauma
impacts.
E
You
know
our
ability
to
remember
things
our
ability
to
process
things,
so
they
need
to
be
able
to
have
an
outlet
for
that
as
well.
So
those
would
be
the
programs
that
I
would
for
for
any
ell,
that
I'd
be
looking
at
the
seal
of
by
literacy
for
our
ell.
Students
is
really
important
at
the
high
school
level
for
them
to
be
able
to
demonstrate
not
just
that
they've
learned
english,
but
proudly
that
they're
also
fluent
in
their
own
native
language,
and
that
sealed
by
literacy,
is
something
that
they
take
on
to
college.
E
It's
something
that
they
they
can
show
is
their
accomplishment
and
be
proud.
So
that
is
another
thing
that
we
need
to
deeply:
invest
in
and
see
the
progress
that
we're
making,
in
addition
to
making
sure
that
our
english
language
learner
students,
while
they're
learning
english,
have
access
to
lots
of
opportunities
after
school
sports.
K
E
So
um
I
was
really
happy
as
a
teacher
and
then
I
was
really
happy
as
a
principal.
Probably
my
happiest
was
as
a
principal
um
because
I
could
see
direct
impact
on
students
like
right
there
right
with
me,
um
but
I
as
a
principal
it
began.
I
began
to
see
that
so
much
of
the
system
had
variance
for
my
students
and
I
wasn't
in
a
position
as
a
principal
to
make
change
in
that
level.
E
I
could
complain-
and
I
could
advocate
about
it,
but
I
couldn't
make
the
change
because
I
wasn't
in
charge
of
policy
and
I
didn't
have
the
relationships
with
those
who
were
in
charge
of
policy
and
then,
when
I
became
the
network
suit,
I
was
able
to
start
making
some
changes
um
that
you
know.
We've
talked
about
with
the
high
schools
being
able
to
you
know
bring
in
partnerships,
accelerate.
You
know
opportunities
like
early
college
naps.
E
You
know,
increase
graduation
rate
and
a
lot
of
that
happened
by
being
able
to
make
policy
changes,
but
I
still
needed
to
advocate.
I
wasn't
the
person
making
the
policy
change.
I
was
the
person
that
recognized
the
issue
with
my
team
brought
that
to
light
and
then
brought
it
to
somebody
else
to
the
superintendent
um
and
you
know,
and
then
to
the
school
committee,
um
and
so
I
felt
like
as
a
superintendent.
E
E
You
know
we
passed
a
hiring
policy
that
um
you
know
requires
that
uh
you
know
when
people
are
applying
that
it
at
every
at
every
level
that
educators
of
color
have
to
be
part
of
the
process,
and
particularly
the
interview
process
that
there
needs
to
be
more
than
one
educator
of
color.
That's
applying
this
part
of
the
interview
process
and
what
we've
found
is
that
one
change
has
really
focused
people
on.
We
are
trying
to
build
a
talented
diverse.
E
You
know
culturally
proficient
population
of
educators
at
teacher
level,
leader
level
and
and
so
forth,
and
so
that
is
translated
into
us
being
able
to
diversif.
You
know
have
a
more
diverse
teacher
and
student
population
in
summer,
so
I
became
a
soup
because
I
want
I
saw
things
that
I
wanted
to
change
and
I
wanted
to
be
able
to
work
with
the
people
that
I
knew
could
help
make
that
change
um
and,
and-
uh
and
that
is
that's-
it's
not
a
it's,
not
a.
E
They
are
the
ones
that
we
do
what
we
do
for
with
families,
and
everything
else
is
about
organizing
around
that
goal,
um
small
goals
and
big
goals,
and
that's
that's.
If
I
came
here
as
superintendent,
I
would
take
that
kind
of
servant.
Leadership
that
I've
I've
had
and
tried
to
to
lead
with
here
where
families
and
students
would
be
my
my
focus.
A
E
Where
are
their
problems?
It
may
be?
You
know
it
definitely
sounds
like
this
is
all
moving
in
a
much
more
positive
direction
relative
to
summer
school,
um
but
you
know
this
may
be
getting
um
though
outside
can
you
know
outside
folks
who
have
run
big
bus
transportation
to
look
at
it
and
to
to
answer
questions
or
to
give
information?
E
It
may
be
adding
some
additional
resources,
but
I
think
it
has
to
start
with
the
expectation
that
students
can't
learn
if
they're
not
in
school,
students
need
the
bus
needs
to
come.
It
needs
to
become
on
time
and
it
needs
to
pick
our
students
up
and
bring
them
back
safely
and
building
a
project
plan
back
from
that
is
going
to
be
the
key,
so
data
needs
to
be
important.
E
You
know,
I
think
a
dashboard
of
what's
running
late
or
what's
not
running,
is
going
to
be
important
to
look
at
the
data
on
a
an
instant,
real-time
basis
and
being
responsive
uh
to
families.
When
something
does
happen
where
something
that
we
were
anticipating
would
be
wasn't
that
we
know
that
right
away,
we
problem
solve
it
right
away,
and
we
let
the
family
know
that
that's
not
going
to
happen
again.
A
A
The
first
question
is
boston
is
a
city
with
a
large
wealth
gap
between
neighborhoods
some
school
communities
raise
six-figure
sums
every
year
to
supplement
their
budgets,
while
others
lack
the
wealth
to
do
the
same.
Bps
uses
a
quote-unquote
opportunity
index
to
provide
more
resources
to
schools
with
a
higher
number
of
students
in
poverty.
How
can
bps
ensure
that
private
dollars
don't
exacerbate
inequality
across
the
district.
E
So
this
has
kind
of
been
a
long-standing.
You
know
a
long-standing
issue.
You
have
some
schools
that
you
know
fundraise
a
lot
or
some
schools
that
have
a
long-standing
partnership.
I
mean,
I
think
this
gets
down
to
the
partnership
piece
and
you
know
having
having
the
ability
at
the
central
level
to
work,
to
develop
a
menu
of
partners
that
we
can
match
with
schools
and
working
with
the
schools
to
understand
more
deeply
what
they
need.
E
The
best
partnerships
that
that
I'm
aware
of
you
know
in
my
experience
are
long-standing
right,
they're,
long-standing,
sustained
commitments
and
they're.
Also,
you
know
it's
also
really
important
that
both
the
school
advocates
and
says
what
it
needs
and
what
it
doesn't
need,
what
it
can
and
what
it
can't
do
and
that
the
partner
does
the
same
thing.
Otherwise
you
end
up
with
short-term
partnerships
which
aren't
helpful.
They
destabilize
or
you
just
you.
You
end
up
with
a
mismatch
of
what
the
partner
thought
was
going
to
happen
or
was
needed
and
the
school
gets
something
different.
E
So
I
would
really
want
to
look
at
some
partner
auditing
to
see
with
the
schools.
Let's
start
with
them:
who
has
what
partners?
What
are
they
doing?
What's
the
additional
resource,
that's
being
added?
Who
does
not
have
any
and
then
very
similarly,
as
we
start
to
build
out
our
partner
base
and
partner
office
in
recruitment,
we
would
then
try
to
match
this
for
the
schools
that
don't
have
those
partnerships
with
the
partners
that
are
out
there
their
interest.
I
mean
this
is
boston
and
boston
has
a
tremendous
amount
of
non-profit.
E
They
have
a
tremendous
amount
of
philanthropic.
There
is
a
lot
of
resource,
but
the
resource
is
disparate
right.
It's
all
over
the
place.
I
think
this
is
just
like
our
regular
resources
and
weighted
student
formula.
It's
important
to
make
sure
that
the
resources
are
flowing
where
they're
needed
and
if
there's
gaps
to
where
they're
needed,
then
it's
on
us
at
central
to
find
the
ways
to
get
those
resources
to
those
schools.
So
I
would
start
with
an
audit.
A
E
Yeah,
so
this
was
a.
This
was
definitely
a
big
push
in
the
high
school
network
in
boston
and
it
was
also
a
push
and
summer
roll.
um
So
when
a
student
drops
out,
they
don't
usually
drop
out
on
this
day
I
dropped
out.
You
see
it
sort
of
happening
over
time.
Sometimes
it's
sporadic,
sometimes
it's
extreme,
but
um
but
once
they
go,
it's
very
difficult
to
re-engage
because
usually
they'll
start
to
work.
E
They'll
do
things
so
in
the
high
school
network
we
had
a
re-engagement
office
and
you
know
we
use
that
re-engagement
office
in
partnership
and
they
were
re-engagement
specialists.
They
would
reach
out
to
students
that
had
dropped
out.
They
would
check
in
with
them.
You
know:
where
are
you
what's
happening?
What
do
you
need
things
um
you
know?
Are
you
interested
from
an
educational
option
side?
You
know
you
might
not
want
to
want
to
come
back
to
the
school
that
you
dropped
out
from,
but
are
you
still
interested
in
getting
a
ged?
E
Are
you
interested
in
getting
a
high
school
diploma?
Are
you
interested
in
doing
a
dual
enrollment?
You
know
so
you
really
try
to
create
a
menu
of
options
for
the
students
who
have
already
dropped
out
to
get
them
back.
um
I
think
you
know
additionally,
like
um
youth
workers
are
really
good
at
this.
You
know
they
go
they'll
go
into
the
community,
they'll
talk
to
students,
um
and
you
know
and
student
a
lot
of
times
the
students
before
coming
they're
not
in
school,
and
you
know
whatever
happened,
and
it
led
them
up.
E
It
didn't
necessarily
mean
they'd
re-enroll
right
away,
but
at
least
three
engage
with
us,
so
we
might
be
able
to
get
them
supports
or
we
might
be
able
to
keep
the
communication
open,
which
is
what
most
of
them
needed,
and
we
had
very
good
success
at
re-engaging
and
that
also
helped
to
ensure
that
the
drop
out
um
you
know
that
the
dropout
rate
actually
like
continued
to
go
down
because
the
re-engagement
you
know
we
engage
over
the
summer.
That's
a
big
time.
You
know
when
you
see
students
at
the
end
of
the
year.
E
A
Amazing,
thank
you
again.
um
So
the
next
question
is
bps
is
moving
towards
expanding
inclusion
options
and
minimizing
the
use
of
substantially
separate
classrooms.
Currently
autistic
students
in
substantially
separate
classrooms
that
are
for
autistic
students
specifically
only
are
offered
classrooms
with
an
aba
framework.
A
E
Yeah,
so
this
is
a
great
question,
so
um
so
in
summerville,
our
in
general,
our
autistic
population
is
the
fastest
growing
of
all
of
our
special
education
programs,
and
we
have
it.
We
have
our
autism
programming,
that's
clustered
in
a
couple
of
different
places,
but
the
goal
is
always
to
have
some
portion
of
inclusion
wherever
possible
and
that
you
know-
and
that
is
been
tremendous
for
our
parents,
particularly
parents,
who
might
have,
for
instance,
gone
out
of
district
or
for
whom
the
student
would
have
been
all
day
long
in
substantially
separate.
E
So
you
know
with
least
restrictive.
The
goal
is
really
to
try
to
figure
out
where
and
how
can
that
student
be
effectively
integrated,
um
and
so
I
would
see
this
as
an
opportunity
in
schools
to
be
able
to.
You
know.
Think
about
you
know
the
you
know,
working
with
um
uh
the
bcbas
to
to
look
at
the
goals
and
to
determine
whether
or
not
in
what
ways
a
student
might
be
able
to
access,
maybe
slow
in
the
beginning,
and
then
more.
E
E
I
need
a
lot
of
time
to
to
be
able
to
kind
of
go
through
and
see
where
things
are.
They've
had
a
lot
of
volatility
and
change,
but
you
know
I
know
nationally.
Our
autism
students
are
increasing
um
and
certainly
locally.
That
has
been
true,
so
this
would
be
a
population
that
I
would
want
to
figure
out
a
menu
for.
A
Amazing,
this
is
marcus
again.
The
next
question
is
based
on
enrollment
data
in
the
state
of
many
bps
buildings.
There's
an
excess
of
space
in
the
district
that
we
are
paying
to
maintain.
This
takes
away
from
investments,
bps
could
be
making
in
other
important
areas.
What
is
your
point
of
view
on
school
closures?.
E
So
we
had
a
question
a
little
bit
earlier.
That
was
very
similar,
um
so
I
think
you
know
buildings.
Buildings
will
need
to
be
evaluated
um
not
just
from
an
enrollment
standpoint,
but
also
from
a
condition
standpoint,
um
and
so
there's
certain
level
of
decisions
that
have
to
be
made
about
what
buildings
can
actually
be
rehabbed
in
a
way
that
they
are
safe
and
healthy
and,
and
you
know
suitable
for
students
in
their
education.
E
I
know
the
enrollment
trends
right
now
in
summerville
and
some
of
the
districts
around
are
actually
starting
to
go
back
up
again,
um
more
people
are
coming
back,
more
people
are
enrolling,
um
they
might
have
left
the
city
for
periods
of
time
and
now
they're
coming
back,
so
I
do
think
we
have
to
sort
of
watch
that
enrollment
and
see
what's
happening.
um
You
know,
consolidation
is
a
possibility.
E
um
You
know
closure,
I
think.
Would
you
know
and
again
this
is
I'm
caveating
all
this
with,
like?
I
have
to
I
would
have
to
dig
into
this,
but
just
my
initial
thought
is
you
know:
closure
would
need
to
be
some
combination
of
issues
around
enrollment
but
also,
more
importantly,
the
condition
of
the
building.
E
E
Again,
when
you
do
when
you
do
a
merger,
you
do
a
consolidation,
you
have
to
do
it.
Well,
you
have
to
make
sure
that
both
schools
and
both
school
communities-
you
know,
know
why
they're
coming
together,
you
have
to
give
them
the
space
to
be
able
to
build
that
culture
together
and
the
resources
to
do
that.
E
If
there's
one
school
that's
coming
into
another
or
more
into
another,
then
you
have
to
make
sure
there's
some
overlap
of
staff
so
that
students
feel
that
relationship
and
see
people,
the
adults
that
you
know
they've
been
they're
comfortable
with.
um
So
I
think
that
there's
lots
of
work
that
has
to
be
done
in
that
kind
of
case,
but
I
mean
maintaining
lots
of
low
enrollment
in
buildings
that
really
can't
be
brought
to
a
certain
level
of
suitability.
E
um
What
couldn't
be
a
long-term
strategy,
but
again
this
has
to
be
done
really
carefully
and
strategically,
because
buildings
become
very
symbolic
to
the
community
of
their
school.
It's
their
school
community
and
closure
is
tough,
particularly
when
you
get
to
high
school
level,
students
who
it
you
know
they
can
articulate,
and
they
you
know
they.
They
will
tell
you.
You
know
this
is.
I
know
somebody
else
doesn't
like
this
school,
but
this
is
my
school.
This
is
where
I
spend
my
time.
E
A
Perfect,
so
the
next
question
is,
as
the
adoptive
parent
of
two
special
needs
students,
I've
learned
over
four
years
to
distress
to
distrust.
Anyone
who
works
for
the
district.
How
can
I
know
you
are
a
trustworthy
leader
leader
who
can
who
I
can
seek
out
for
help
when
everyone
at
the
level
in
the
district
has
failed
and
lost?
My
trust.
E
Well,
first
of
all,
I'm
I
am
sorry
um
that
that
that
that's
happened.
um
I
mean
I
I'm
a
per
I'm
a
leader
that
I
try
to
do
what
I
say
I
I'm
gonna
do
if
I
commit
to
it,
um
but
I'm
also
a
leader
that
will
tell
you
if
I
think
something
can't
be
done
right
away
or
is
it
gonna
be
a
priority,
but
it
won't
happen
right
then,
um
and
I
really
encourage
our
team
to
do
the
same.
E
um
I
I
think
that
uh
the
last
couple
of
years
have
just
been
very
fractured
in
education,
very
hard
to
communicate
very,
very
hard
to
understand
the
layers
of
what's
gone
on,
and
so
I
think,
there's
a
lot
of
trust
building
back.
That
has
to
happen
not
just
here,
but
in
other
places
as
well.
um
You
know
remote
learning
did
not
help
anybody.
um
You
know
it
it.
E
E
E
So
you
know
um
boston
raised
me
right.
I
I
live
in
the
community.
I've
lived
in
here,
25
years
longer,
actually
um
raised
a
family
with
my
husband.
I
still
live
here
in
dorchester
um
and
I
spent
all
my
formidable
years
in
boston.
um
You
know
it
shaped
me
as
an
educator
uh
it
you
know,
taught
me
to
be
a
teacher
and
and
to
to
be
a
caring.
You
know
a
caring
leader,
it
you
know,
it
taught
me
to
be
a
principal
and
to
to
be
family
and
student
focused.
E
E
I
went
to
summerville
and
somerville
was
a
place.
I
grew
up.
um
I
grew
up
in
the
arlington
somerville
area
I
went
to
school.
I
went
to
college
over.
There
worked
my
jobs
over
there.
Going
back
to
summerville
was
in
still
is
very
much
like
going
home
like
the
home.
You
go
to
where
you
kind
of
grow
up
and
we've
done
a
lot
of
amazing
work
over
the
course
of
seven
years
and
and
I
deeply
love
some
of
them
coming
back
to
boston
at
this
point-
is
an
opportunity
to
come
home
in
a
different
way.
E
It's
to
come
home
in
my
educational
career,
to
be
able
to
apply
everything.
I've
learned
everything
I've
experienced
for
a
community
that
in
communities
that
I've
I've
served
and
loved
over
um
decades,
and
um
so
I
guess
and
and
I
guess
I
would
also
say
that
I
believe
you
know
that
boston
um
is
a
place
where
anything
can
happen,
and
I
believe
bps
should
be
a
place
that
anything
can
happen
for
our
kids
and
our
families.
E
Sure
um
so
um
I
have
so
many
um
I
mean
I
can
tell
you
today
I'll
give
you
today.
I
was
coming
out
of
one
of
the
schools
um
where
I
began
the
day
and
they
were
talking
about
this
incredible
social
worker
and
they
didn't
say
the
person's
name.
They
were
just
talking
about
all
the
social
media,
the
school
and
everything,
and
I
I
walked
out
and
the
student
looked
at
me
and
said
skip,
and
this
was
one
of
my
students
that
I
had
a
tech
boston.
E
If
nothing
else
could
have
happened,
that
happened
and-
um
and
I
find
that
regularly
students
are
very
intertwined
to
me.
I
got
an
email
and
this
is
a
totally
true
story.
I
received
an
email
about
two
and
a
half
weeks
ago
from
a
student
that
I
had
had
in
my
first
year,
teaching
in
the
boston
public
schools.
E
I
would
tell
her
about
teachers
like
you
and
say
this
is
why
you
should
be
a
teacher
and
that
person
is
here
in
the
boston,
public
schools
teaching.
I
don't
know
where
she
is.
I
don't
know
who
she
is
but
she's
here,
because
teaching
and
education
made
a
difference
in
her
life,
and
so
for
me,
my
meaningful
times
with
students
were
both
the
days
I
spent
with
them
every
day.
A
Awesome-
and
I
think
that
is
another
great
way
of
wrapping
us
up
today
after
a
pretty
long
day
for
you,
um
so
that
is
all
the
time
that
we
have
for
today.
Thank
you
to
our
panelists
for
their
thoughtful
questions,
to
the
public,
for
your
participation
and
engagement
and,
of
course,
to
mary
skipper
for
spending
your
time
with
us.
The
full
schedule
of
public
interviews
can
be
found
at
bostonpublicschools.org,
s-u-p-t
search.